ABSTRACT
Presenting an argument about school leadership in Angola involves being aware of seemingly disparate pictures. There is the overall country context both as a conflict affected fragile state (CAFS) and as a politically inequitable, or even corrupt, state. There is the general picture of how the education system has been affected by this context and by political history. There are also the government educational reforms, which have a modernising thrust. And then there are the realities of impoverished schools in remote areas whose participants have their own survival agendas. To offer any exposition on school leadership in Angola means that these four pictures have to be overlaid. Before doing so, however, each has to be considered individually.
