https://journals.ufs.ac.za/index.php/pie/gateway/plugin/AnnouncementFeedGatewayPlugin/atomPerspectives in Education: Announcements2025-05-21T10:38:12+02:00Open Journal Systems<p><em>Perspectives in Education</em> (PiE) is a fully open access journal, which means that all articles are freely available on the internet immediately upon publication. PiE is also a professional, peer-reviewed journal that encourages the submission of previously unpublished articles on contemporary educational issues. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debate on a wide range of topics. PiE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to), ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethno-methodology, social and educational critique, phenomenology, deconstruction, and genealogy.</p>https://journals.ufs.ac.za/index.php/pie/announcement/view/99Call for papers: Special Issue of Perspectives in Education Sept 2026: Managing and leading sub-Saharan African schools for sustainable social development2025-05-21T10:38:12+02:00Perspectives in Education<p><strong>Managing and leading sub-Saharan African schools for sustainable social development </strong></p> <p><strong>Background </strong></p> <p>Over the past five decades, post-colonial sub-Saharan Africa has made remarkable educational progress through strategic investments and resilience. By 2020, the gross primary enrolment rate surpassed 100% (Hoogeveen & Ross, 2019), and average years of schooling for individuals aged 15 and above grew from 3.89 in 1990 to 5.23 in 2010. The proportion of people with no schooling dropping from 44% to 32% (<em>Ibid</em>). Despite these achievements, attention has shifted from the quantifiable measures of schooling, such as enrolment rates and average years of education, to the qualitative learning outcomes. The nonquantitative aspects are pivotal for sustainable social development. It is not merely about attending school; it is what is learnt that determines a nation's trajectory towards growth or stagnation (Hoogeveen & Ross, 2019). Enrolment alone cannot generate the knowledge capital needed to drive economic progress. Antoninis (2017) highlights that the educational standard in sub-Saharan Africa lags behind global averages, with approximately 90% of youth lacking adequate reading skills and nearly 25% unable to read properly. To prepare young people for today and the future, education must provide strong literacy, numeracy, and science competencies. That way, sub-Saharan African schools would be playing a transformative role in building a resilient and inclusive future.</p> <p>Sub-Saharan countries have made notable strides in increasing enrolment rates across all levels of education, from primary to post-graduate. Despite these advancements, the Southern African Development Community (SADC) region lags behind global and continental averages. Recognising these disparities, the SADC, an <a href="https://en.wikipedia.org/wiki/Inter-governmental_organization">inter-governmental organisation</a> based in <a href="https://en.wikipedia.org/wiki/Gaborone">Gaborone</a>, Botswana, has reaffirmed its commitment to enhancing access to quality education and skills development by initiating agreements like the <em>SADC Protocol on Education and Training</em> (1997). This commitment emphasises equitable access to relevant education, including science and technology, to support industrialisation and sustainable development.</p> <p>However, while these policies and intentions are commendable, statistical evidence fails to reflect significant, tangible improvements in the quality and outcomes of education in sub-Saharan African countries. This discrepancy underscores the need for more decisive leadership and more effective management, also at the school level.</p> <p>Driving sustainable social development now, and for future generations, require addressing the challenges schools face with visionary leadership and effective management and building resilient and equitable education systems. This makes the notable absence of fostering school leadership as a developmental goal surprising. Effective leadership and management are indispensable for translating educational policies into actionable outcomes and fostering environments conducive to learning and development (REF). Without the strategic guidance and support of school leadership, these ambitious aims risk failing and undermining efforts toward sustainable social development.</p> <p><strong>Managing schools to achieve development goals </strong></p> <p>Pitriani (2024) highlights the crucial role of educational leadership in enhancing school performance and fostering teacher professional development. Effective leadership empowers teachers, raises the overall quality of education, and improves learning outcomes. Similarly, Bush (2007) emphasises that the quality of leadership significantly impacts both schools and learners, reinforcing the growing consensus that strong leaders and managers are essential for delivering high-quality education. While the World Bank rightly asserts that trained and committed teachers are vital, it underscores the necessity for them to be supported by capable principals and a robust leadership team (REF). Despite general agreement that leadership is important, there remains uncertainty about which specific leadership behaviours are most effective in driving sustainable outcomes. For sub-Saharan Africa, cultivating visionary school leadership is imperative to address regional challenges and achieve sustainable social development now and in the future.</p> <p><strong>Call for papers for the Perspectives in Education Special Issue</strong></p> <p><strong>Contributions are invited from academics and scholars on school leadership development in sub-Saharan Africa. </strong></p> <p>Perspectives in Education (PIE) invites contributions to the special edition dedicated to educational development in post-colonial sub-Saharan Africa, emphasising strategies and challenges to manage school education effectively. Through this focused exploration, the edition aims to provide insights into leadership practices, policy implementation, and innovative solutions. The special edition will delve into critical topics within the SADC context, including:</p> <ul> <li class="show">School management and leadership in the 21st Century and how to adapt to evolving demands.</li> <li class="show">Empowering school leaders and managers through comprehensive training and development.</li> <li class="show">Exploring leadership opportunities and challenges in developing school contexts.</li> <li class="show">Transformative leadership models and power dynamics in schools.</li> <li class="show">Balancing school management and multifaceted responsibilities.</li> <li class="show">Building capacity through impactful communication and teacher professional development.</li> </ul> <p>This special edition promotes academic collaboration by engaging scholars across sub-Saharan countries including <a href="https://en.wikipedia.org/wiki/Central_Africa">Central Africa</a>, <a href="https://en.wikipedia.org/wiki/East_Africa">East Africa</a>, <a href="https://en.wikipedia.org/wiki/Southern_Africa">Southern Africa</a>, and <a href="https://en.wikipedia.org/wiki/West_Africa">West Africa</a>. The special edition opens an avenue for experts to contribute their insights to exploring themes in educational development and leadership. PIE seeks to enhance dialogue and innovative solutions addressing regional challenges.</p> <p><strong>TIMELINE</strong></p> <table> <tbody> <tr> <td width="298"> <p>Abstracts (300-500 words)</p> </td> <td width="278"> <p>31 July 2025</p> </td> </tr> <tr> <td width="298"> <p>Invitation to authors</p> </td> <td width="278"> <p>01 September 2025</p> </td> </tr> <tr> <td width="298"> <p>Full manuscript submission</p> </td> <td width="278"> <p>31 January 2026</p> </td> </tr> <tr> <td width="298"> <p>Feedback on manuscripts</p> </td> <td width="278"> <p>31 March 2026</p> </td> </tr> <tr> <td width="298"> <p>Submission of reviewed papers</p> </td> <td width="278"> <p>31 May 2026</p> </td> </tr> <tr> <td width="298"> <p>Publication Date</p> </td> <td width="278"> <p>September 2026</p> </td> </tr> </tbody> </table> <p><strong> </strong></p> <p><strong>Important information </strong></p> <p>PIE publishes two special issues annually, in April and September. Based on the timeline we use for these special editions and the work involved in preparing such a special edition, this special edition is scheduled for <strong>September 2026</strong>.</p> <p>Guidelines:</p> <ul> <li class="show">Contributions must be written in <strong>K. / South African English</strong>, as the journal caters to an international audience.</li> <li class="show">Abstracts must be uploaded to the <a href="https://journals.ufs.ac.za/index.php/pie/about/submissions">PiE website</a>.</li> <li class="show">The abstract must be formatted in <strong>MS</strong><strong>Word in Arial 11 pt font</strong>, as a <strong>blinded document.</strong></li> <li class="show">Author's details and contact details must be uploaded as a separate<strong> Word document</strong>.</li> <li class="show">The author(s) must certify that the work has not been published previously and is not under consideration for publication elsewhere.</li> <li class="show">Provide information on who the <strong>copyright holder</strong> is, in the case the article is based on a dissertation or thesis.</li> </ul> <p> </p> <p>Ready to get published? Submit your article here!</p> <ol> <li class="show">Please upload your abstract to the <em>Perspectives in Education</em> OJS website on or before 31 July</li> <li class="show">To submit, click <a href="https://journals.ufs.ac.za/index.php/pie/about/submissions"><strong>here</strong></a></li> </ol> <p> </p> <p>Further information is obtainable from:</p> <p>Prof Jan Nieuwenhuis</p> <p>Perspectives in Education Editor-in-Chief</p> <p><a href="mailto:perspectives@ufs.ac.za">perspectives@ufs.ac.za</a></p>2025-05-21T10:38:12+02:00