School leadership development for ethnic minority education: Experiences from New Zealand and suggestions for Vietnam

School leadership development for ethnic minority education: Experiences from New Zealand and suggestions for Vietnam

Nguyen Thi Hoang Lan lnguyen.adb@gmail.com The Asian Development Bank 16 Phan Chu Trinh, Hoan Kiem, Hanoi, Vietnam
Tran Thi Yen yentt@vnies.edu.vn The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Hoan Kiem, Hanoi, Vietnam
Vuong Hong Hanh hanhvh@vnies.edu.vn The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Hoan Kiem, Hanoi, Vietnam
Summary: 
Educational reformers have long noted the centrality of school leadership to the reform process, second only to the act of teaching itself. In countries that are active in promoting education for indigenous populations, such as New Zealand, developing school leadership is at the fore of the education reform agenda. The key to New Zealand’s educational reforms in support of the disadvantaged Maori students is the intersection of critical theories, Kaupapa Maori theory, and transformative leadership. The country’s professional development school reform initiative, Kia Eke Panuku, supported schools to implement the Maori education strategy (Ka Hikita) by addressing the collective vision, aspiration and purpose of Maori communities (Kaupapa) and implementing the professional learning and development for school leaders and teachers. The approach may be relevant in informing the development of school leadership capacity for ethnic minority education in Vietnam.
Keywords: 
School leadership
professional competence development
Maori students
critical theory
Kaupapa Maori
Refers: 

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