Toward agenda 2030 in education: policies and practices for effective school leadership
School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO’s Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.
Other Information
Published in: Educational Research for Policy and Practice
License: https://creativecommons.org/licenses/by/4.0
See article on publisher's website: https://dx.doi.org/10.1007/s10671-023-09341-8
Funding
Open Access funding provided by the Qatar National Library.
History
Language
- English
Publisher
Springer NaturePublication Year
- 2023
License statement
This Item is licensed under the Creative Commons Attribution 4.0 International License.Institution affiliated with
- Qatar University
- College of Education - QU