The development of a leadership model for the intepretation and enactment of 21st century learning: a case of South African private schools in KwaZulu-Natal.

Abstract

Rapid developments in information and communication technology (ICT), since the early 1990’s, have introduced significant global changes in education, which has necessitated pedagogical transformation. Many countries have moved from traditional approaches to education, to 21st Century Learning (21 CL). 21 CL is student-centred, practical, inquiry-based, ICT aligned, inclusive of morals and attitudes, and focuses on the development of cognitive, and affective competencies. ICT is a necessary and critical facet of 21 CL. Furthermore, effective school leadership, is also necessary, and a critical component in determining the success of the change to 21 CL. Globally, many professions in the 21st century have simultaneously transformed with the global changes brought about by the fourth industrial revolution, and now require individuals of a different calibre, with different 21st century competencies. In addition, the rapid and profound ICT innovations, have fundamentally altered many aspects of human existence, such as the way we communicate, bank, buy, socialise, and learn. Consequently, many countries have already transformed their educational systems, to 21 CL. Others, are in the process of transforming their education systems, to make 21 CL a reality, in the hope of producing learners who are fully functional, capable and effective global citizens by empowering them with 21st century competencies. The COVID-19 pandemic has also changed the global landscape, especially in education. Private schools in South Africa, who were well resourced, engaged in digital learning. These schools embarked on the intensive use of digital tools to teach and learn. School leadership has the potential to be one of the cornerstones of the paradigm shift to 21 CL, as well as the new field of e-learning, both nationally and internationally, because it directly influences all structures, and individuals within a school. The four dominant leadership theories, which have proven to be critical facets of 21 CL, are ecological leadership, system leadership, transformational leadership, and strategic leadership. This research intended to investigate the relationship between 21 CL, ICT and school leadership in the South African context. The aim of which, was to develop a leadership model for the interpretation and enactment of 21 CL, in South African private secondary schools in KwaZulu-Natal.