Relevant bibliographies by topics / Leadership capacity building

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Leadership capacity building'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Leadership capacity building"

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Mukoza, Stella Kyobula, and Suki Goodman. "Building Leadership Capacity." Industry and Higher Education 27, no. 2 (April 2013): 129–37. http://dx.doi.org/10.5367/ihe.2013.0147.

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Universities worldwide are becoming increasingly interested in the importance of emerging co-curricula that focus on developing graduate attributes beyond specific academic disciplines. This is being influenced by industry demands for graduates with behavioural and cognitive skills aligned to the work they will do in their early careers. This paper presents findings of a formative evaluation of the Emerging Student Leaders Programme (ESLP) implemented by the University of Cape Town (UCT) in South Africa. The authors adopted a theory and implementation evaluation design and their findings show that the programme conforms to established best practice and, given the pressure on universities to offer specialized training, may serve as a model for other higher education institutions in South Africa and elsewhere.
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Slater, Lorraine. "Pathways to Building Leadership Capacity." Educational Management Administration & Leadership 36, no. 1 (January 2008): 55–69. http://dx.doi.org/10.1177/1741143207084060.

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JOHNSON, KATHRYN. "BUILDING CAPACITY THROUGH COLLABORATIVE LEADERSHIP." International Journal of Health Planning and Management 11, no. 4 (October 1996): 339–44. http://dx.doi.org/10.1002/(sici)1099-1751(199610)11:4<339::aid-hpm443>3.0.co;2-a.

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Webster, Emma, Margaret Thomas, Narelle Ong, and Linda Cutler. "Rural Research Capacity Building Program: capacity building outcomes." Australian Journal of Primary Health 17, no. 1 (2011): 107. http://dx.doi.org/10.1071/py10060.

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The Rural Research Capacity Building Program commenced in 2006 with the aim of developing research skills in rural health workers. The program was based on the capacity building principles of workforce development, organisational development, resource allocation, partnership and leadership. Qualitative methods were used to assess capacity building outcomes. A sample of candidates from the 2006 and 2007 cohorts were selected for interview using stratified random sampling and supplemental purposive sampling. Twenty-five individual semi-structured interviews were conducted with candidates, their managers and mentors. Interviews were thematically analysed. The program components of teaching, mentoring and networking led to the development of research skills in candidates undertaking the program. This workforce development resulted in workplace change, particularly where the candidate’s project was ‘close to practice’ and they had management support. The leadership shown and partnerships developed by the program managers enhanced the workforce development and organisational change outcomes. Resources, such as backfill and incidentals, were useful for candidates, but practicalities, such as availability of replacement staff, limited effectiveness. This study showed the value of using a capacity building framework and demonstrated that undertaking research on a topic close to practice positioned candidates to drive change within their organisation.
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Megson, Denise. "Building capacity: leadership and HCAs/APs." British Journal of Healthcare Assistants 6, no. 7 (July 2012): 341–45. http://dx.doi.org/10.12968/bjha.2012.6.7.341.

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Nazir, Babar, Sohaib Ahmed Soomro, Dr Hafiz Mushtaq Ahmad, and Dr Ajmal Waheed. "Hybrid leadership and Employees Capacity building." International Journal of Scientific and Engineering Research 5, no. 12 (December 25, 2014): 35–43. http://dx.doi.org/10.14299/ijser.2014.12.006.

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Vimr, Mark A., and Gail G. Thompson. "Building Physician Capacity for Transformational Leadership." Healthcare Management Forum 24, no. 1_suppl (March 2011): S49—S54. http://dx.doi.org/10.1016/j.hcmf.2011.01.004.

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Yu, Haibo. "Building Leadership Capacity in China: The Overseas University Leadership Program." Chinese Education & Society 47, no. 2 (March 2014): 3–7. http://dx.doi.org/10.2753/ced1061-1932470200.

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Taysum, Alison. "Book Review: Coaching Educational Leadership: Building Leadership Capacity through Partnership." Educational Management Administration & Leadership 37, no. 3 (May 2009): 422–24. http://dx.doi.org/10.1177/1741143209103913.

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Megson, Denise. "Building capacity: leadership and HCAs (2/2)." British Journal of Healthcare Assistants 6, no. 9 (September 2012): 442–46. http://dx.doi.org/10.12968/bjha.2012.6.9.442.

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Dissertations / Theses on the topic "Leadership capacity building"

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Kennedy, Helen, and Helen E. Kennedy@hotmail com. "Cultivating Indigenous Capacity Building Through Leadership Development." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091015.154146.

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This research explored how my own life experiences and leadership journey have informed my professional practice in Indigenous capacity building. The relationship between Indigenous capacity building and the promotion of Ieadership development is the underlying basis of my research. This is an increasingly important area in Aboriginal Affairs and public policy given the currency of debates around Indigenous capacity building as a strategy towards overcoming entrenched disadvantage experienced by so many Indigenous people. This is juxtaposed with the increasing recognition of the need to promote new and emerging Indigenous leadership as a strategy to ensure the future survival and growth of strong, self-determining Aboriginal communities. A key element of my research is the development and construction of a model which describes the key characteristics or determinants of Indigenous capacity building through developing Indigenous leadership. This has been constructed from my own experiences, research and analysis and reflects the primacy of leadership in debates around Indigenous capacity building. The model demonstrates that there are three key separate yet interrelated components of Indigenous capacity building through promoting leadership development. Interwoven through and between each of these components is the importance of culture which is the all permeating centre of the model and cannot be underestimated. The first component in the model focuses on the importance of internally based capacity building which I have described as 'intra capacity building.' This represents a cluster of interdependent characteristics that combined together, contribute towards building stronger 'internal' capacities as a necessary strengthening factor which builds resilience and are all essential leadership qualities. They includes attributes such as the development of self knowledge, self confidence and self awareness, cultural identify and healing from the impacts of colonisation. The second component in the model focuses on the importance of the more externally developed 'inter capacity building' which explores the importance of connection to supportive and quality relationships, an increase in the building of networks and their application to the workplace as well as pathways to employment and education. The third component of the model focuses on the combined impact of intra-personal and inter-personal capacity development on the broader Aboriginal community through contributing towards growing and sustaining the leadership base and ensuring on-going community engagement through governance arrangements. This exegesis will provide a major contribution to the growing amount of work on Indigenous capacity building and recognition of the integral role of leadership development in this context. The project element of my research will further contribute to this by promoting key learnings from my research by making available a training resource guide for use in education, training and community settings. My conclusion acknowledges the significant life experiences and leadership journey I have personally experienced, which are parallel in nature to the experiences of the many Koorie leadership participants.
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Mansour, Abla. "Building leadership-capacity for sustained school-improvement." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9396.

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The third wave of school reform in Quebec that started in 2000, emphasized developing student leadership. For a school to become successful, it became mandatory for the administration to build leadership-capacity and developing teacher-leadership in curriculum and professional-development and school governance. Building leadership-capacity and sustaining school improvement are the focus of this thesis. It describes the basic actions that schools should take to build leadership-capacity and investigates the characteristics of a capacity-building head and the ultimate effect of building leadership-capacity on student development. It also suggests that leadership-capacity is context specific and differentiated among schools. Leadership-capacity is defined as ‘broad-based skilful participation in the work of leadership’ (Lambert 1998:5) and a way of understanding sustainable school improvement (Lambert 2006:239) given each school culture and context. Following a review of literature, five key-research questions were formulated, addressed through three interpretive case-studies carried out in three private secondary schools in Montreal, Quebec. The research tried to investigate the process of building leadership-capacity and how it sustains school improvement. The study predominantly used a flexible multiple case-study design, using qualitative methods of data collection. In each school, semi-structured interviews, non-participant observations and document checking were conducted, providing method and data triangulation. Given that this research involves multiple case-studies, data analysis was conducted in two stages: within-case and cross-case analysis (Yin 1994:112). Analysis revealed that building leadership-capacity usually starts by broadly and skilfully involving teachers in leadership activities. Sustainable improvement can be supported by transforming the school into a professional-learning-community where learning and improvement become a habit of mind, daily practiced by teachers and students. Knowing that the ultimate goal of school improvement is to enhance student learning and achievement, this can be achieved when schools develop students to become leaders of their own learning journey. Developing teacher-leadership in a school ultimately reflects on student leadership and learning. In addition to these internal leadership-capacity processes, each school has its unique contextual factors, consequently, capacity-building is “multifaceted” (Fullan 2006), based on developing strategies that are unique to each school given its context, internal leadership-capacity predispositions and culture that ensure sustainable improvement for each particular school. The suggested leadership-capacity model provides a visual display for building leadership-capacity based on the dynamic interaction between internal capacity, culture and external context.
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Clark, Alison J. "Sustainable School Improvement| Suburban Elementary Principals' Capacity Building." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106124.

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The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities of others. Although there is no single model of successful leadership, there is a common repertoire of values and actions used for sustainable school improvement. Raising capacity is a key task for principals. The purpose of this qualitative case study was to understand and describe suburban elementary principals’ practices and perceptions as change leaders related to capacity building. The study further explored the reciprocal effects model on how principals responded to the changing environment. Three principals, their superintendents and one teacher for each case provided data collected through interviews, documents, and a researcher journal. Inductive and deductive analysis were used, first within-case and then through a concluding cross-case. Findings confirmed that building capacity is all encompassing. As principals seek to build capacity, there are many interconnected actions. Results demonstrated varied practices, skills, and responsibilities used among principals, including: setting goals; professional development; collaboration; teacher leadership; and shared responsibility. This study can provide guidance to universities, Boards of Education, and other administrators. Recommendations for further research include expanding the sample to include secondary principals and to explore capacity building in rural and urban settings. Additionally, there should be continued research on the reciprocal effects model using mixed methods.

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Keith, Karin, LaShay Jennings, and Renee Rice Moran. "Coaching as a Grass Roots Effort for Building Leadership Capacity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/982.

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Literacy coaches fulfill many roles that enrich the lives of teachers and students. In order for coaches to successfully build leadership capacity, teachers must know the purpose and role of the coach. In this chapter a model of coaching is presented as well as how the coach can facilitate activities that transform the culture of the school. In the model presented, the coach's agency influenced teachers to systematically inquire into their own teaching practices, regularly use data to drive instructional decisions, and reflect upon their decision making practices in ways that promoted literacy growth and success for all stakeholders. The agency included coaching roles of resource provider, data coach, demonstrator of classroom practices, observer of classroom practices, and job-embedded professional development. Additionally, the literacy coach served as a change agent and built teacher capacity taking on these roles.
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Simmons, Mathias J. "Leader self-development: an emerging strategy for building leadership capacity." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38200.

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Doctor of Philosophy
Department of Psychological Sciences
Clive J. A. Fullagar
Leader self-development is being pushed by organizations today as a practical and cost-efficient strategy to develop leadership skills. However, the research on leader self-development is still sparse and there are questions that should be answered before much stock can be placed in self-development as a viable means to increase leadership capacity. This research attempts to address these questions in several ways. First, the first study outlines a theory and process to create a scale that measures the quality of self-development activities that leaders engage in. Furthermore, a nomological network is examined with dispositional constructs that were and were not be related to the quality of leader self-development activities. The results from these scale development efforts were generally positive with the exception of the challenge dimension of quality. Second, the second study builds on previous literature by examining the interactive effect of leader self-development quality and quantity in predicting leader effectiveness and finds that quality appears to play the more important role. Finally, the second study also addresses the lack of research examining situational factors that may affect leader self-development quality. This study found that transformational leadership was related to the quality of leader self-development activities and that quality mediated the relationship between transformational leadership and effectiveness. Overall, this research addresses several gaps in the leader self-development literature and creates a foundation for future research to build on.
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Lyons, Lindsay Beth. "Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

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Johnson, William Woodland. "Building Capacity and Sustainability through Teachers Leading Teachers." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7529.

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This capstone project was part of a group project completed by two principals in elementary schools and a principal coach in Hillsborough County, Florida. Each of the team members has a passion for the work of administrator and lead learner in a turnaround school. Through creating a culture of teacher leadership, especially in high poverty schools, we believe students will succeed. We were looking for what a high performing school culture would look like if teachers were leading the work through ongoing inquiry and personalized support. My individual focus was, in what kinds of work experiences did teachers feel they learned the most? What were those situations? Who else was involved, and what did they do? What did teachers do to foster their own development? What made these situations high point learning experiences? My review of selected literature was guided by an Appreciative Inquiry perspective. Themes in the literature reviewed included: teacher collaboration, teacher leadership, and job-embedded professional development. Key insights to my area of focus included strong confirmation of the need for differentiated professional development for teachers to foster and improve teacher leadership. The research reviewed examined different professional development models and their relationship to teacher needs. School leaders should pay attention to how teachers are supported, how time is allotted, the degree to which a leader is committed, the need for collaboration among teachers, and the need for job-embedded learning and teacher support.
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Martin, Karl W. "EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGHBIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491.

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Castilleja, Gray Beatrice. "Teacher Leadership| A Delphi Study of Factors in Building Teacher Leadership Capacity in Elementary Educational Organizations." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109486.

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Purpose: The purpose of this qualitative study was to identify and describe the most important factors that motivate or deter teachers in deciding to take on the informal or formal role of teacher-leader in Riverside County elementary school districts.

Methodology: Endemic of a Delphi method, the instruments used within this study collected data from an expert panel of elementary school teacher leaders from Riverside County, California through electronic surveys in a four-round process. The expert panel consisted of teacher leaders in formal and informal roles as selected by elementary site administrators using criteria established by the researcher. The researcher collected data and tabulated frequency distribution, percentages of participant responses on the level of importance, median scores, and factors reaching 70% consensus.

Findings: The research data showed that increasing student achievement, making a difference, creating a collaborative community, being informed, and informing others are the most important factors motivating teachers in deciding to become a teacher leader in a formal or an informal role. Additionally, making decisions was important in a formal role, and recognition and respect were important in an informal role. The most important deterrents for a formal and an informal teacher leader role were lack of time, lack of support, lack of direction or goal, and increased responsibility. Another deterrent in a formal role was fear; for an informal role, it was not having enough pay.

Conclusions: These findings support the need to build a collaborative culture of authentic decision-makers through distributive leadership. The lack of time, support, and direction that teachers experience must be addressed by building teacher-leadership capacity.

Implications for Action: Districts should train teachers in the Teacher Leadership Model Standards, provide teacher pre-service coursework in leadership skills and distributed leadership, train or hire administrators and teachers who support an authentic collaborative leadership culture, recognize and monopolize individual’s areas of expertise, re-examine job titles, change the traditional school calendar, create or change support personnel positions to be housed at the site level where teacher leaders can support teachers on-site.

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Reynolds, Shanta. "Building the Leadership Capacity to Achieve Instructional Focus and Increase Student Achievement." Thesis, University of Delaware, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932380.

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New Castle County Vocational Technical School District (NCCVT) is a vocational school district in Delaware consisting of four high schools. NCCVT’s vision “is to deliver world-class Career and Technical programs combined with rigorous academic curricula to equip students with the 21st century skills that will best serve the State of Delaware and the global community” (NCCVT, 2018, para. 1). I have served as the principal of St. Georges Technical High School (St. Georges) since 2012. As the principal, I have recognized the value of distributive leadership.

Distributive leadership involves working with several people to help inform decision-making that will improve the performance of educators and increase student achievement. The shared responsibility and experiences that teachers encounter through distributive leadership affect teacher capacities and motivation. The portfolio focuses on building the necessary leadership capacity to both achieve our instructional focus and reach our student achievement goals. Specifically, the ELP (Building the leadership capacity to achieve instructional focus and increase student achievement) centers on developing three school-based teams of teachers and administrators working together to improve teacher practices focused on literacy. The three leadership teams developed are the Powerful Development Team (PDT), Instructional Leadership Team (ILT), and the Instructional Coaches. Particular attention is given to the PDT because they exemplified an effective model of how distributive leadership can be operationalized at the building level. The improvement strategies centered on achieving the instructional focus goals, increasing capacity and distributing leadership. Teachers and administrators worked collaboratively to complete the following: a) select leaders and establish the PDT, b) build leadership capacity, and c) teach leadership skills and literacy strategies. The improvement strategies resulted in the development of: a) a qualified team of teachers working collaboratively to accomplish the school-wide instructional goals, b) two teams of teachers (ILT and coaches) supporting instructors with implementation of the school-wide instructional focus, c) a PDT team learning leadership skills and literacy strategies; d) three teams (PDT, ILT, and coaches) enhancing the instruction of teachers. These developments led to an increase in student achievement, including an increase in scores on the PSAT and SAT. On both assessments the school scored above the district and state average. The PDT believes that our instructional focus on research-based literacy strategies that is aligned with the Common Core Standards played a major factor in the students’ increased achievement on the PSAT and SAT. Recommendations for the future include providing specific feedback and resources for candidates who are not selected to participate on the PDT, collecting and analyzing data to determine goals for the instructional leadership groups, reevaluating the administrative walkthrough tool, creating a coaches’ walkthrough tool, and providing additional training on the four disciplines that will help build a cohesive team and healthy organization.

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Books on the topic "Leadership capacity building"

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Association for Supervision and Curriculum Development., ed. Building leadership capacity in schools. Alexandria, Va: Association for Supervision and Curriculum Development, 1998.

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Robertson, Jan. Coaching educational leadership: Building leadership capacity through partnerships. London: SAGE Publications, 2008.

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Harris, Alma. Building leadership capacity for school improvement. Maidenhead: Open University Press, 2003.

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1939-, Lambert Linda, ed. Building leadership capacity for school improvement. Buckingham [England]: Open University Press, 2003.

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1962-, Molinaro Vince, ed. The leadership gap: Building leadership capacity for competitive advantage. Mississauga, ON: John Wiley & Sons Canada, 2005.

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Mino, Takashi, and Keisuke Hanaki, eds. Environmental Leadership Capacity Building in Higher Education. Tokyo: Springer Japan, 2013. http://dx.doi.org/10.1007/978-4-431-54340-4.

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Royce, Holladay, ed. Dynamical leadership: Building adaptive capacity for uncertain times. Apache Junction, AZ: Gold Canyon Press, 2010.

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Ghana Center for Democratic Development., ed. Capacity building for the leadership of Parliament: Report of a Workshop on the "Capacity Building for the Leadership of Parliament.". Accra: Ghana Center for Democratic Development, 2003.

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The succession challenge: Building education leadership capacity through succession management. London: SAGE Publications, 2010.

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Lauren, Hoffman, and Murray Lynn E, eds. School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, Calif: Corwin Press, 2005.

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Book chapters on the topic "Leadership capacity building"

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Richardson, Jayson W., Justin Bathon, and Scott McLeod. "Building Professional Capacity." In Leadership for Deeper Learning, 71–95. New York: Eye on Education, 2021. http://dx.doi.org/10.4324/9780429324796-4.

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Kaplan, Leslie S., and William A. Owings. "Building the Organization's Capacity." In Organizational Behavior for School Leadership, 245–78. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315669502-8.

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van den Berg, Rudolf, and Peter Sleegers. "Building Innovative Capacity and Leadership." In International Handbook of Educational Leadership and Administration, 653–99. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_20.

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Sheppard, Bruce, Jean Brown, and David Dibbon. "Professional Development and Capacity Building." In School District Leadership Matters, 85–100. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9747-8_6.

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Day, Christopher. "Capacity Building Through Layered Leadership: Sustaining the Turnaround." In Distributed Leadership, 121–37. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9737-9_7.

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Pedwell, Laurie, Ben Levin, Barry Pervin, Mary Jean Gallagher, Marg Connor, and Helen Beck. "Building Leadership Capacity Across 5,000 Schools." In International Handbook of Leadership for Learning, 603–17. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1350-5_34.

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Møller, Jorunn, and Eli Ottesen. "Building Leadership Capacity: The Norwegian Approach." In International Handbook of Leadership for Learning, 619–34. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1350-5_35.

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Nelson, Tamara Holmlund. "Building Leadership Capacity by Nurturing Community." In Women’s Experiences in Leadership in K-16 Science Education Communities, 167–81. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2239-4_13.

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Mohamed Pero, Siti Darwinda. "Political Will and Capacity of Individual Leaders." In Leadership in Regional Community-Building, 61–109. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7976-5_3.

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Mohamed Pero, Siti Darwinda. "State Capacity and Leadership in ASEAN and the EU." In Leadership in Regional Community-Building, 111–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7976-5_4.

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Conference papers on the topic "Leadership capacity building"

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Sudrajat, Ajat, and Abubakar. "Instructional Leadership and Capacity Building for Teaching Quality." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.089.

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Suryana, Suryana, Endang Herawan, and Dedy Achmad Kurniady. "Leadership Learning and Capacity Building Against the Quality of Teacher Teaching Performance." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.26.

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Komariah, Aan, and Cucun Sunaengsih. "A Model for School Management Capacity Building through Professional Learning Community in Senior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.12.

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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmental contamination in Alaska. These two projects involve the community in radioactive waste management decision-making by encouraging them to articulate their concerns and observations; soliciting their recommended solutions; and facilitating leadership within the community by involving local tribal governments, individuals, scientists and educators in the project. Frequently, a community organization, such as a local college or Native American organization, is selected to manage the project due to their cultural knowledge and acceptance within the community. It should be noted that U.S. EPA, consistent with Federal requirements, respects Indian tribal self-government and supports tribal sovereignty and self-determination. For this reason, in the projects and initiatives described in the presentation, the U.S. EPA is involved at the behest and approval of Native American tribal governments and community organizations. Objectives of the activities described in this presentation are to equip Native American communities with the skills and resources to assess and resolve environmental problems on their lands. Some of the key outcomes of these projects include: • Training teachers of Navajo Indian students to provide lessons about radiation and uranium mining in their communities. Teachers will use problem-based education, which allows students to connect the subject of learning with real-world issues and concerns of their community. Teachers are encouraged to utilize members of the community and to conduct field trips to make the material as relevant to the students. • Creating an interactive database that combines scientific and technical data from peer-reviewed literature along with complementary Native American community environmental observations. • Developing educational materials that meet the national science standards for education and also incorporate Native American culture, language, and history. The use of both Native American and Western (Euro-American) educational concepts serve to reinforce learning and support cultural identity. The two projects adopt approaches that are tailored to encourage the participation of, and leadership from, Native American communities to guide environmental waste management and remediation on their lands. These initiatives are consistent with the government-to-government relationship between Native American tribes and the U.S. government and support the principle that tribes are empowered to exercise their own decision-making authority with respect to their lands.
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Kozlova, Nelli, Svetlana Golovkina, and Zarina Asadova. "University’s Export Capacity Building as Driver for Increasing Competitiveness and Leadership in Higher Education." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.030.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Fitriana, Andita, Djam'an Satori, and Diding Nurdin. "Capacity Building of Associate Professors for Improving Lecturers' Performance: A Case Study in a Leading University in Indonesia." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.23.

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Cordeiro, Paula, and Corinne Brion. "A QUALITATIVE STUDY OF BUILDING LEADERSHIP CAPACITY IN LOW-FEE PRIVATE SCHOOLS IN WEST AFRICA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0617.

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Knode, Thomas Laird, and Tony Wham. "Safety Leadership: Lessons Learned from Developing and Delivering Content on Building the Safety Capacity of an Organization." In International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2012. http://dx.doi.org/10.2118/156548-ms.

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Sihombing, Tunggul. "The Leadership Element Supporting on Evaluation Culture of Sustainable Capacity Building for Decentralization Project in Central Tapanuli District." In International Conference on Ethics in Governance (ICONEG 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.89.

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Reports on the topic "Leadership capacity building"

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Theory of change: The Safer Gambling Movement. Addiction Recovery Agency, Beacon Counselling Trust, January 2021. http://dx.doi.org/10.33684/2021.001.

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Addiction Recovery Agency (Ara) and Beacon Counseling Trust (BCT) provide critical safer gambling education and treatment services for the West of England, North West England, and Wales. Their respective dedication to the safer gambling field and commitment to enhancing system integration led to a natural partnership between the two organisations. Drawing from Ara and BCT’s significant expertise, they partnered to develop a suite of safer gambling programmes. As the suite of innovative programmes grew, they recognised a need to articulate and share their leadership in transforming the safer gambling landscape in England and Wales. The Safer Gambling Movement describes Ara and Beacon’s leadership in developing a grassroots movement to build momentum for a national public health approach in Great Britain by first building this capacity in England and Wales. GREO was brought on as the evaluation partner to help create a theory of change to describe this work and lay the foundation for future evaluations.
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