The paper argues that many of the forms of leadership development performed by international actors targeting youth in civil society become a futile attempt to reinvent the wheel if they do not start and focus on schools. The threefold argument states that schools are by nature multiplying. They have inherently a pay-it-forward dynamic. Critical leadership development happens at an early age and school-age is most ideal. And teachers are inherently entitled to lead. In their leadership development endeavour, INGOs’ intervention often targets ‘youth’ when it is sometimes too late to develop some character traits. The whole claim springs from the belief that leadership is the key and that change should start from institutionalised.
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