Worlali Adatsi advocates youth inclusion in African school leadership reforms
Ms. Josephine Worlali Adatsi, Executive Director of The Josephine Worlali Adatsi Initiative, has called for the inclusion of students and young people in school leadership policy discussions across Africa, stressing that meaningful education reform must reflect the lived experiences of learners.
She made the call following her participation in the Continental School Leadership Validation Workshop held in Nairobi, Kenya, from February 10 to 12, 2026. The three-day workshop brought together policymakers, researchers, school leaders, and development partners from across Africa to validate the first continent-wide mapping of school leadership systems and to develop a roadmap for strengthening and professionalising leadership in schools.
The event, convened by the African Centre for School Leadership in partnership with the Kenya Education Management Institute, focused on reviewing research findings, identifying gaps, and agreeing on priority actions at national, regional, and continental levels.
Speaking with The Ghanaian Times upon her return, Ms. Adatsi, the youngest participant and youth representative from Ghana, emphasised that young people, as direct beneficiaries of school leadership decisions, must be recognised as key stakeholders in shaping standards, accountability systems, and reform processes. She advocated for stronger youth engagement and proposed leveraging artificial intelligence and emerging technologies to make school leadership research more accessible through youth-led communication.
The continental mapping revealed that many African countries lack structured leadership systems, including formal training, certification, mentoring, and clear career pathways for school leaders. Ms. Adatsi highlighted findings from the UNESCO Global Education Monitoring Report, which identifies school leadership as the second most important factor influencing student learning after teachers.
The workshop underscored the need to professionalise school leadership through clear standards, institutionalised training, continuous professional development, and stronger accountability systems, while also promoting gender-responsive leadership pathways.
Ms. Adatsi stated that her participation would enable her to contribute to education reform in Ghana by promoting youth inclusion, sharing continental best practices, and supporting more structured, equitable, and accountable school leadership systems.
BY STEPHANIE BIRIKORANG
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