Leadership training in schools
is usually
reactive and reserved
for a few learners that have been elected based on
qualities that are often performative in nature,
​​rather than based on skills needed by effective leaders.
This unintentionally exclusive access to leadership training
prevents​
schools from building a pipeline of learners
​with true leadership skills.
In addition, leadership training for learners is often based on
outdated and ineffective
practices, theories and models.
The training also tends to be presented in a
theoretical​
session that has to be
squeezed
in between school and learner commitments.