Dignitas- Addressing power dynamics that impede overall system performance to create a more cohesive and efficient instructional leadership system

• In Event: From delivery conduits to change agents - Reimagining the middle-tier to improve education outcomes at scale in Sub-Saharan Africa and South Asia

Proposal

Tournier etal (2025), describe the middle tier of an education system as “the bridge or network, connecting schools to each and to the systems goals, and facilitation communication and exchange between teachers, schools, and central education authorities”. The researchers further describe the middle-tier as the connective tissue within decentralized education systems that contribute towards both policy design and implementation. Their role is critical in scaling and sustaining education reforms.

In Kenya, the need to institutionalize instructional leadership as a key role that is expected by the middle-tier education officials dates back to 1964, as proposed by the Ominde Commission. Since its inception, this system has undergone several structural and operational changes, while maintaining its core philosophy of school inspection to enforce standards and compliance. Despite the long history and legislative framework on instructional leadership, research in the last two decades points to deficiencies in the quality of classroom teaching practices. Dignitas, in collaboration with Global School Leaders (GSL), in a bid to better understand the current state of instructional leadership and the role of middle-tier education officials in Kenya's education system, adopted the RISE (Research on Improving Systems of Education) diagnostic framework. This systems-thinking framework enabled an examination of the effectiveness of both the structural and relational drivers within Kenya's education sector.

Evidence generated from the diagnostic research sparked interest to address and test a solution through a project called "Ustadi toolkit". This project was designed to test evidence-based tools and resources aimed at addressing the power dynamics that were hindering overall system performance, particularly in teacher development and support. The toolkit test was conducted in two phases, which offered a strategic approach to develop, implement, and refine as collaborative research.

In the first phase, initial feedback was gathered on implementation issues and challenges that need to be addressed. This feedback was then used to refine and enhance the toolkit before moving on to the second phase with new users in three different counties within Kenya alongside members of RELI-Regional Education Learning Initiative. This iterative approach ensured that the toolkit evolves based on insights and user experiences. In both Phase I and Phase II, baseline and endline data were collected and analyzed to track challenges and potential shifts in practice by the education officers.

Evidence on the effectiveness of the toolkit revealed that it offered a solution to the challenges of a shifting education system with complex instructional leadership structures and power dynamics. Additionally, the toolkits helped resolve conflicts arising from the coordination of multiple independent agencies providing operational and tactical support. By incorporating lessons learned through policy recommendations in Kenya's ongoing education reforms, it is believed that the toolkits can contribute to creating a more coherent and efficient instructional leadership system that supports sustainable educational improvement.

Author

• Nganga Kibandi, DIGNITAS LIMITED