Kenya hosts International Confederation of Principals

1. From Aotearoa to Africa: Educational Insights from the Heart of Kenya

As our NZPF delegation stepped onto the shores of Mombasa this August, we were immediately struck by the warmth – both climatic and cultural – of Kenya’s second-largest city. The choice of Mombasa for the 2024 ICP Convention and Council meeting was no accident. This historic Indian Ocean port city, with its rich blend of African, Arab, and Indian influences, serves as a powerful metaphor for the convention’s theme: “Reimagining Education in a Rapidly Changing World”.

Mombasa, with its stunning Shanzu Beach coastline and centuries-old Fort Jesus, tells a story of transformation and resilience. Like its historic Old Town, where traditional Swahili architecture meets modern urban development, Kenya’s education system represents a fascinating blend of colonial legacy and forward-thinking reform – something that resonates deeply with our own journey in Aotearoa New Zealand.

The Kenyan Education Context

Kenya’s commitment to education runs deep in its national psyche. Like New Zealand, Kenya sees education as a fundamental driver of social and economic development. However, while our system has evolved over 150 years, Kenya’s modern education system is relatively young, having undergone significant transformation since independence in 1963.

The parallels with New Zealand are striking, particularly in values. Both nations place strong emphasis on community involvement in education and share a deep respect for cultural heritage. Kenya’s philosophy of ‘Harambee’ (pulling together) mirrors our own concepts of manaakitanga and whanaungatanga. This communal approach to education has shaped both systems, though they have taken different paths.

Kenya’s education system is undergoing a bold transformation through its Competency-Based Curriculum (CBC) reform – a journey that mirrors our own, earlier curriculum refresh. Dr. David Njegere, CEO of the Kenya National Examinations Council, shared how their system is moving away from the colonial-era focus on examinations toward a more holistic approach to assessment. Sound familiar? It does give us pause for thought as we merge into a new era of educational transformation.

Purpose and Pathways

In Kenya, education serves multiple purposes: preparing students for work life, fostering national unity, and preserving cultural heritage. The system is structured to provide various pathways, from vocational training to university education. While university education is highly valued and increasingly common (particularly in urban areas), there’s a growing recognition – similar to New Zealand – that diverse career pathways are equally valuable.

The Kenyan system particularly impressed us with its inte­gration of practical skills alongside academic learning. Students pursue pathways in technology, agriculture, creative arts, and sports – an approach that aligns with our own efforts to broaden the definition of educational success. The recent introduction of Junior Secondary School (Grades 7–9) provides a transition phase similar to our intermediate years, focusing on identifying and nurturing individual talents and interests.

Beyond Academics

Contrary to what some might expect, Kenyan education extends far beyond purely academic pursuits. Sport plays a crucial role, with schools competing fiercely in athletics, rugby and football. The arts are increasingly emphasised, particularly through the CBC reform, which recognises creative expression as a core competency. This holistic approach resonates with our own curriculum’s vision of developing confident, connected, actively involved lifelong learners.

Assessment and Accountability

Kenya’s assessment system is undergoing significant change, moving from high-stakes examinations toward continuous assessment. While national examinations still exist at key transition points (end of primary and secondary), there’s increasing emphasis on formative assessment and recognition of diverse talents. This shift parallels our own earlier journey away from National Standards toward more nuanced approaches to measuring student progress. There are lessons to be learned here.

Access and Equity

Primary education in Kenya is free and compulsory, reflecting the nation’s commitment to universal education. However, like New Zealand, they face challenges in ensuring equitable access and outcomes. Secondary education, while subsidised, still presents financial challenges for some families. The system provides alternative pathways through technical and vocational education for students who may not thrive in traditional academic settings.

Looking Forward

As we returned from Mombasa, we carried with us not just memories of warm hospitality and vibrant discussions, but profound insights into how another nation is tackling challenges similar to our own. The convention’s focus on reimagining education couldn’t be more timely as both our nations work to prepare students for an increasingly complex world.

Perhaps most inspiring was seeing how Kenya’s educators are embracing change while holding firm to their cultural values – a balance we continue to strive for in Aotearoa. Their journey reminds us that while our contexts may differ, our core mission remains the same: nurturing every learner’s potential to create a better future for all.

The convention concluded with a special moment for New Zealand – the passing of the ICP flag to our delegation, as we prepare to host the 2026 convention in Tāmaki Makaurau Auckland. This responsibility comes at a perfect time, as we continue our own journey of educational transformation. The insights gained from Kenya will undoubtedly inform our thinking as we prepare to welcome the world’s educational leaders to our shores.

2.Global Insights, Local Impact: Key Learnings from the ICP Council and Convention

Part Two: ICP Council Special Report

Following the previous article on the exploration of Kenya’s educational landscape, we now turn our attention to the crucial insights gained from the ICP Council meetings. These intensive two days of deliberation and discussion yielded valuable lessons that resonate strongly with our current challenges in Aotearoa New Zealand.

Leadership in a Digital Age

One of the most compelling sessions came from Dr. Li Zheng-tao, who presented a fascinating framework for understanding learning evolution in the AI era. As our own schools grapple with ChatGPT and other AI tools, his distinction between natural, cultural, and intelligent learning provides a valuable lens through which to view our digital transformation journey.

‘We’re not just adding technology to education,’ Dr. Li emphasized, ‘we’re fundamentally reimagining how learning happens.’ This resonates strongly with the discussions many of us are having in our own schools about the role of AI in teaching and assessment.

Assessment Revolution

Dr. David Njegere’s presentation on Kenya’s assessment transformation sparked particular interest among our delegation. Their journey from a high-stakes examination system to a more balanced approach mirrors our own earlier evolution away from National Standards toward more nuanced assessment practices.

The Kenyan system’s emphasis on identifying and nurturing individual potential rather than ranking students aligns perfectly with our commitment to student well-being and success.

Strategic Leadership Insights

The Council’s strategic planning discussions highlighted several key areas that parallel our own priorities in New Zealand:

• Student voice in leadership decisions

• Strengthening parent and whānau engagement

• Developing emerging leaders

• Supporting principal wellbeing

These themes align closely with our current focus on distributed leadership and building sustainable practices in our schools.

The AI Revolution in School Leadership

A particularly practical session from Peter Kemp and Gabriel Rshald introduced tools that could streamline administrative tasks – a key concern for many of us. Their demonstration of AI tools for transcription, data analysis, and presentation creation sparked considerable interest among delegates. While we must carefully consider the ethical implications, the potential for reducing administrative burden is significant.

A Milestone for New Zealand Leadership

A highlight of the Council meeting was the election of our own Leanne Otene as the Oceania and Asia representative. This appointment, effective from January 2025, positions New Zealand to play a more significant role in shaping international educational leadership discussions. It comes at a perfect time as we prepare to host the 2026 ICP Convention in Auckland.

Shifting the Dial: Irish–New Zealand Leadership Connections

One of the key sessions at the council meeting was the session by Páiric Clerkin and Louise Tobin, President of the Irish Primary Principals’ Network (IPPN), on ‘Shifting the Dial on Effective School Leadership.’ Louise Tobin emphasised the striking similarities between Irish and New Zealand challenges, such as governance clarity, distributed leadership, and sustainable practices. Her insights, combined with Clerkin’s expertise, offered practical frameworks for mentoring, workload management, and role delineation, underscoring the value of international collaboration in strengthening educational leadership.

Key takeouts included the importance of explicit role descrip­tions, structured communication protocols, and priori­tisation frameworks to manage workloads effectively. Both Clerkin and Tobin stressed the need for formal mentoring programs, peer support networks, and protected time for strategic thinking to sustain leaders in their roles. These shared strategies highlighted a powerful synergy between Irish and New Zealand approaches to navigating leadership challenges.

Global Perspectives, Local Solutions

Perhaps the most valuable takeaway from the Council meetings was the reminder that while educational challenges may be universal, solutions must be locally crafted. Whether discussing assessment reform in Kenya, AI integration in China, or leadership development in Ireland, the emphasis was consistently on adapting global insights to local contexts.

Looking Ahead: The Road to 2026

Following the Council meeting, was the ICP Convention. The convention flag handover to New Zealand at the conclusion of the Convention marked not just a ceremonial moment but a significant responsibility. As we prepare to host the world’s educational leaders in 2026, the insights gained from Mombasa will prove invaluable.

Our task now is to build on these international connections while maintaining our unique approach to education in Aotearoa. The upcoming convention offers an unprecedented opportunity to showcase our bicultural heritage and our innovative approaches to educational leadership.

Next Steps for New Zealand Leaders

As we reflect on these rich discussions, several key themes emerge that deserve our attention:

• The need to balance innovation with tradition in our approach to assessment and learning

• The importance of supporting student and teacher wellbeing alongside academic achievement

• The potential of AI to transform both teaching and administrative practices

• The value of student voice in shaping educational direction

• The critical role of parent and whānau engagement in student success

Looking Forward

As we prepare for the 2026 convention, we have a unique opportunity to shape the global conversation about educational leadership. Our bicultural perspective and experience in manag­ing educational transformation will be valuable contributions to international discussions.

The Council meetings reinforced that while we face similar challenges to our international colleagues, our approaches in Aotearoa New Zealand are uniquely positioned to offer fresh perspectives on educational leadership.

Our delegation returns inspired by the global connections formed and the insights gained, but also proud of our own educational journey. As we move toward 2026, we look forward to continuing these valuable international conversations while strengthening our own distinctive approach to educational leadership.

3.From Global Insights to Local Action: Practical Strategies for NZ School Leaders

Part Three: ICP Council and Convention Special Report

As we conclude our series on the ICP Convention and Council meetings in Mombasa, we focus on translating global insights into actionable strategies for school leaders in Aotearoa. These rich discussions among global educational leaders offer pathways to enhance leadership and practice in line with New Zealand’s educational policies.

Reimagining Assessment Practices

Kenya’s journey in assessment reform offers valuable lessons for New Zealand, particularly as we implement the curriculum refresh. Dr. Njegere’s emphasis on formative assessment cycles, recognizing diverse competencies, and integrating cultural perspectives mirrors our focus on equity and high standards. Practical steps include:

Conducting regular formative assessments to inform teaching.

Enhancing communication with whānau about the purpose and outcomes of assessments.

Embedding cultural perspectives into assessment methods.

These strategies align with Ka Hikitia and support our shared goal of raising achievement for all learners.

Leveraging AI in School Leadership

The integration of AI tools showcased at the convention presents immediate opportunities for New Zealand schools to reduce administrative workloads and enhance efficiency. Tools such as WhisperAI for meeting documentation and Beautiful.ai for professional presentations are already being trialled by some principals. Key takeaways include:

• Starting small with tools focused on administration.

• Developing clear protocols and training for AI use.

• Gradually expanding AI applications based on proven benefits.

These initiatives complement the Ministry’s Digital Technologies & Hangarau Matihiko curriculum by modelling effective technology use in schools.

Building Sustainable Leadership

The convention’s focus on principal wellbeing is particularly relevant given the current challenges faced by New Zealand school leaders. Practical strategies include:

• Distributed Leadership: Clear role definitions, structured mentoring, and explicit succession planning.

• Wellbeing Integration: Regular wellness check-ins, professional supervision, and clear work-life boundaries.

These align with the Principal Health and Wellbeing Survey findings, emphasising the need for robust support systems for school leaders.

Student Voice and Agency

International examples of meaningful student participation underscore the importance of empowering rangatahi. Practical ideas include:

• Involving students in curriculum planning and teacher recruitment.

• Providing leadership shadowing opportunities.

These align with Te Rito and New Zealand’s vision of fostering confident, connected, and actively involved learners.

Cultural Competency in Leadership

Cultural competency remains a cornerstone of effective school leadership. Lessons from the convention reinforce New Zealand’s commitment to Te Tiriti o Waitangi. Practical actions include:

• Regular cultural competency professional development for staff.

• Active partnerships with mana whenua.

• Incorporating local histories and diverse perspectives into the curriculum.

Looking Ahead: Preparing for 2026

As New Zealand prepares to host the 2026 ICP Convention in Auckland, school leaders have an opportunity to showcase our unique approach while learning from global peers. Key actions include:

• Documenting success stories and innovative practices, particularly in bicultural education.

• Establishing international connections through professional networks.

• Preparing case studies that highlight effective leadership strategies.

Next Steps for School Leaders

To begin implementing these insights:

• Assessment: Audit current practices and plan PD focused on formative assessment and cultural integration.

• Technology: Introduce one or two AI tools for administrative tasks and develop clear use protocols.

• Leadership Development: Identify emerging leaders, create mentoring opportunities, and review role clarity.

• Cultural Responsiveness: Strengthen relationships with iwi and embed cultural perspectives in school planning.

The Path Forward

As we conclude this series on the ICP Convention and Council meetings, it’s clear that while educational challenges may be universal, our approach in Aotearoa New Zealand is uniquely positioned to offer fresh perspectives on educational leadership. By applying these strategies, our schools can lead with innovation and inclusivity while continuing to prepare the next generation of leaders.

The journey from Mombasa to Auckland represents more than just a change of venue – it symbolizes our growing role in international educational leadership and our commitment to continuing professional growth and innovation in our schools.

The upcoming 2026 convention in Auckland provides an opportunity not just to showcase our achievements but to learn from and contribute to global educational leadership.