International Journal of Multidisciplinary Research and Development 108 International Journal of Multidisciplinary Research and Development Online ISSN: 2349-4182, Print ISSN: 2349-5979; Impact Factor: RJIF 5.72 Received: 26-09-2020; Accepted: 14-10-2020; Published: 29-10-2020 www.allsubjectjournal.com Volume 7; Issue 10; 2020; Page No. 108-113 Enablers of learner leadership development in education Elock Emvula Shikalepo 1 , Selma Ndeyapo Kandjengo 2 1 Centre for Open and Lifelong Learning Namibia University of Science and Technology, Namibia 2 Directorate of Adult Education Ministry of Education, Arts and Culture, Namibia Abstract The Namibian Basic Education Act No 3 of 2020 mandates schools to establish Learner Representative Councils. Learner Representative Councils are management bodies at schools comprised of learner leaders, as supporting leaders to the overall school leadership. The purpose of the study was to establish the practices conducive to the development of learner leadership in schools as required by statutory instruments. A case study design was used for the study, involving a school principal, teachers and learners in Oshana Region. All participants were selected using purposive sampling technique. The data was collected using document analysis, semi-structured questionnaires and interviews. The collected data was analysed using thematic analysis method. The study found that learner leadership is developed through a spirit of cooperation between different members of the school community. Cooperation helps learner leaders to execute their responsibilities successfully. In addition, conducting meeting with Learner Representative Council members is an important enabler for developing learner leaders, as the platform allows learner leaders to express applause, concerns and leadership aspirations, and to obtain guidance and mentorship from senior leaders. The finding also revealed that leadership development is nurtured through appropriate training interventions vested upon learner leaders to groom their skills and attitudes for improved leadership performance. The study concluded that learner leadership is an essential component of school leadership structure, requiring school authorities to be mindful of the factors essential for developing learner leadership structures, so that the structures are fully established and empowered to deliver outcomes as expected. Keywords: Learner Leadership, Learner Representative Council, Leadership, Management, Learner Voice, Learner Leader, Leadership Development 1. Introduction 1. Background of the Study Since the era of post-independence, the government of the Republic of Namibia has embarked upon legislative instruments and policy frameworks aimed at improving the management and leadership endeavours of education among schools. Among others, these instruments include a policy document titled Towards Education for all, the Basic Education Act and its Regulations, as well as the school clustering system. The instruments strive for a democratic education system organised around broader participation in decision-making by all education stakeholders. In ensuring broad participation in school leadership, the Namibian Education Act No. 3 of 2020, makes provision for the establishment of Learner Representative Councils (LRCs) at all government funded secondary schools (Namibia. MoEAC, 2020) [18] . The LRC is the highest body of elected leaders of learners at school and that liaise between learners and school management. The body symbolises democracy at school and encourage participation of learners in school activities which align with policy imperatives. In support of broad participation in school leadership, contemporary leadership theories also embrace the participation of learners in the governance and management of schools. The theory of distributed leadership advocates for shared leadership in organisations (Gronn, 2008) [9] . Distributed leadership allows all stakeholders, including learners in a school context, to share the responsibilities and work towards a common goal. Distributed leadership nurtures leadership development in learners and provides a platform for learners’ voice to be heard, respected and counted on (Grant & Nekondo, 2016) [8] . Giving learners a voice to be heard in schools through learner leadership interventions presents numerous benefits (Mitra, 2007 [16] . Hine, 2011) [11] . Learner leadership has the potential to improve learner academic results and school reconstruction through shared leadership. Giving learners an opportunity to lead, and hearing learners’ voice in school affairs, engenders a sense of pride in their school as they start to feel that they are really part of the school and their contribution is valued and counted on. Learner leadership can also provide adults with valuable insights into the dynamics of the school, through the lens of learners. The valuable insights help to ensure a balanced and holistic understanding of the dynamics facing schools. Scholarships have proven that learners who have limited opportunities for democratic voice in the educational process, feel their lives, beliefs and hopes are under-valued by schooling and hence develop hostility towards school (Grant, 2015) [7] . Learner voice thus plays a very significant role, as it offers real democratic values within schools, leading to active learner participation in the development of their schools. It becomes clear that learner leadership is an essential component of school management and leadership. Even though the significance of involving learners in the management and leadership of the school is well established in literature, little is known about the exact practices that