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In countries of both the developed and developing world, success in secondary school is still seen largely in terms of examination results. However, schools have the potential to promote leadership in many different ways. In addition to formal qualifications, students gain many other skills and attributes during the years they spend in education. An important part of this ‘hidden curriculum’ in effective schools is the provision of motivation and opportunities to learn how to be a leader. Schools can adopt and promote clearly articulated beliefs, values, and expectations, which equip pupils to lead in later life. They may provide leadership training through appointing pupils as prefects, class monitors, and leaders of clubs and activities, and may provide role models for pupils – administrators, teachers, prominent students, and visitors – who promote leadership by example.

This article is hosted by our co-publisher Taylor & Francis. For the full table of contents for this and previous issues of this journal, please visit the Gender and Development website.

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