Chapter 13: Comparative and International Education: A Meta-Systematic Review of Educational Leadership and Management in Africa, 1960–2024¹

This study involved a meta-systematic review (i.e., systematic review of systematic reviews) of Scopus-indexed literature on educational leadership and management (EDLM) in Africa from 1960 to 2024, contextualized within the region’s social, economic, political, and historical landscapes. Synthesizing insights from 43 systematic reviews, the study identified five key themes: leadership development pathways, sustainability and policy alignment, cultural sensitivity in global contexts, emotional and social dynamics, and technology’s transformative role. Two overarching metathemes also emerged: transformational leadership in dynamic contexts and equity with emotional intelligence. The findings underscore challenges such as adapting Western EDLM frameworks, navigating resource constraints, and fostering social cohesion in postconflict settings. The discussion extends these insights to propose culturally responsive leadership models and capacity-building programs while addressing unresolved questions on technology adoption. Comparative insights from Southeast Asia and Latin America, via a rapid meta-systematic review of 12 systematic reviews, reveal shared challenges and reinforce Global South relevance of African EDLM findings. By integrating regional and global perspectives, this review underscores the importance of context-sensitive leadership models in advancing equity and resilience, offering contributions to comparative and international education while shaping future research. This chapter bridges knowledge gaps and advocates for localized frameworks aligned with Africa’s evolving landscape.