Women in learning leadership - advancing gender-responsive education using evidence

 

School leadership plays a crucial role in increasing the quality of education and narrowing gender gaps in education outcomes. Emerging evidence suggests that female-led schools have the potential to create more favourable learning environments. Higher representation of women in school leadership can also target harmful gender norms. However, evidence from sub-Saharan Africa on these topics is lacking, and women remain underrepresented in school leadership positions. 

This project will investigate how school leadership can foster gender-equitable education outcomes and student safety and wellbeing, paying specific attention to women’s roles and representation. The research focuses on four African countries: Benin, Ethiopia, Guinea and Madagascar. The project will identify the leadership and management practices associated with gender-equitable and inclusive educational outcomes and the barriers and enablers to their adoption. It will also examine women’s representation in leadership and barriers to accessing and succeeding in leadership roles. Finally, it will identify levers to scale the effective practices identified and enhance women’s leadership at the policy, system, school and community levels.  

This initiative is supported under the Global Partnership for Education (GPE) Knowledge and Innovation Exchange, a joint endeavour between the GPE and IDRC to connect expertise, innovation and knowledge to help low- and middle-income countries build stronger education systems and accelerate progress toward the Sustainable Development Goal on education.