Quality in Schools

Quiet children can be outstanding leaders

Schools have different ways of choosing their leaders. Some schools choose leaders on the basis of those who excelled at leadership camps. Then there are schools that use a voting system where staff members and children choose by secret ballot.

Sadly, there are those schools – and it applies also to many businesses and governments – that have a voting bias in favour of the extroverts. The loudest and most eloquent children with ‘larger-than-life’ personalities seem to get preference over their quieter classmates. Yet those very quiet ones could be just as suitable and sometimes even better to take on leadership roles.

Too often leaders are unwisely chosen on their sound quality rather than their sound qualities.


There have been exceptional leaders who’ve given so much to the world in their quiet, unassuming ways. In the 20th century we’ve had introverts such as Madame Curie, Albert Einstein, Mahatma Gandhi and Rosa Parks of American civil-rights fame. Think of the many positive contributions that introverts of today such as Bill Gates, the Dalai Lama and Angela Merkel give our world.

Extroverts need to guard against a common negative characteristic. Their egos and forceful personalities can relentlessly (and recklessly?!) drive their personal agendas. Think of the present-day leadership found in both the United States and North Korea. Too often, extroverts aren’t good listeners. They hear but they don’t listen to the voices of quiet reasoning from introverts.

Fascinating research from Adam Grant at the University of Pennsylvania has identified a common strength of introverts. Quiet leaders usually give others greater freedom to run with their own ideas. They’re less concerned with their own egos. Quiet leaders give great attention to their thoughts before moving in to action. A core question that they often humbly ask is:

What is the best that we can do for others?

However, challenges face the quiet child when wanting to take on a leadership role. A leader is often expected to be a confident public speaker; the quiet leader prefers the one-on-one interaction with others rather than the big-group gatherings. The preferred stance of staying silent when all around them people are blabbing endlessly, is incorrectly interpreted as a weakness.

Yet the quiet child can be nurtured to gain confidence to speak in public; can be given the skills to interact comfortably in a crowd. As others get to know and understand such a child, there can be growing acceptance and respect for the innate quiet leadership. If you have a quiet child in the family, gently discourage ‘putdown’ comments such as, “I’m too quiet to be a leader. Nobody listens to my ideas,” or “Nobody notices me because I’m not a superstar in such-and-such a sports team.”

Yes, there was a time in so many schools that the extroverts and dominant personalities were viewed as the best to take up leadership positions. Fortunately, such flawed thinking is diminishing. There’s a growing realisation that quiet children can also be outstanding leaders.

Sue Cain is an internationally acclaimed writer on the issue of the introverted quiet person. In one of her books she writes a manifesto for the introverted child.

Four statements included in the manifesto are:

  1. A quiet temperament is a hidden superpower.
  2. Most great ideas spring from solitude.
  3. You don’t need to be a cheerleader to lead. Just ask Mahatma Gandhi.
  4. Speaking of Gandhi, he said: “In a gentle way, you can shake the world.”

Affirm and nurture the quiet child’s self-worth. Encourage the child to strive to take on leadership roles at school. The quality school welcomes the various leadership talents amongst the children. Quiet children deserve and need to be part of such leadership.

  • By Richard Hayward

Cain, S 2016. Growing up as introvert in a world that can’t stop talking. London: Penguin.
http:/ www.npr.org/2012/01/30/145930229/ quiet-please-unleashing the-power-of-introverts

Embracing global standards key to improving quality of Kenya education

Like businesses, academic institutions cannot run away from the reality of globalisation. Technology has turned the world into a small village and local activities are today impacted by global forces.

The same forces are shaping education trends. The world is so networked that the education requirements in developed countries are more or less similar to those in developing nations. Qualifications for many professions are globally standardised.

Which is why is it critical for learning institutions in Kenya and Africa to strive to grow students into global citizens.

This intervention can be more impactful if provided all the way from pre-school to high school as these are the foundations of developing a person’s character and professional structure.

The Council of International Schools (CIS), which has a presence in Africa, could form a good starting point for Kenyan learning institutions seeking to benchmark themselves with the best in the world.


Global bodies have set standards for schools that encourage improvement of different aspects through accreditation. It works more or less the way ISO certification does for conventional organisations.

Benchmarking touches at the core of education and individual development. It reviews, for instance, the school culture and partnerships for learning, governance and leadership, teaching and learning as well as faculty, support staff and the general operating ecosystem.

If our learning institutions focused on these key aspects and benchmarked themselves globally, Kenya would have high quality schools that would in turn produce globally compliant graduates.

Global certification comes with a number of benefits international recognition and commitment to high quality international education standards.

Certified schools devote to rules and focus on quality of teaching and progress of students. Above all, bench-marking would help schools to plan strategically for the future.

It’s easy to see the impact of international benchmarking. In Kenya, for example, schools that have joined CIS and met its requirements are among the best in terms of quality education and are some of the most admired even across the continent.

They include Braeburn School, Brookhouse International School, Braeside School, Greensteds International School, International School of Kenya and Oshwal Academy Nairobi.

International accreditation brings about not just change in learning, but most importantly a shift in the mindset of students, teachers and other staff to have a global scope.

The centre of gravity is shifting as technology changes how goods and services are made and consumed. Often, talent managers resort to the global market whenever supply of certain skills is limited in their jurisdictions.

When schools instil these global qualities in students early enough, they join the universal pool of talent and can thus take up jobs in any part of the world. This is one way of addressing unemployment in Africa.

Source: http://www.businessdailyafrica.com/Opinion-and-Analysis/Embracing-global-standards-education/539548-3418622-4cr80rz/

Wysersdrift Primary School Stationary Drop Off

After much preparation, the day finally came to drop off all the stationary that had been collected and sorted. We have decided to support a farm school based just outside of Worcester. Wysersdrift Primary School is an Afrikaans farm school with a total of 200 students. The school has one class per grade and consists of Grade R to Grade 6.

What a delight it was to visit this little school! Set in amongst the vineyards in a beautiful part of the Western Cape. We are so happy we could help them out with stationary and look forward to supporting them continually!

Thank you to all that helped donate to this stationary drive!

Have a look at these snaps to see the smiles on their faces 🙂

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