Abstract
The formation of educational and non-educational leaders is intimately bound up with the operation of educational systems. Typically, educational systems comprise the formal apparatus and various informal arrangements for the provision and delivery of learning which have emerged historically in particular cultural settings. Formal approaches to education represent attempts at institutionalisation. These have included the conventional design elements of curriculum organisation, pedagogical transmission and assessment modes evident in most versions of schooling and university education for about the last two hundred years. The machinery of institutionalised learning has been facilitated by a variety of regulatory and governance mechanisms, including state control, both de-regulated and regulated markets, a mix of state control and quasi-markets, and private provision by educational entrepreneurs, and charitable and religious foundations. Historically, versions of formal education have sought to impose provider-driven demands on learners, mostly concerned with the requirements of citizenship (e.g., the acquisition of basic literacy norms) and employment credentialling (e.g., admission to, membership of and advancement within an occupational group or profession). Until fairly recently, informal forms of education (e.g., traditional worker education, adult and community education, home schooling and tutoring) have tended to be seen by policy-makers and providers as peripheral to the educational mainstream.
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Gronn, P. (2002). Leader Formation. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_36
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