Challenges and Strategies for Intentional Leadership Development among Learner Leaders in Namibian Schools

Abstract Formal learner-leadership structures, particularly prefects and Learners' Representative Councils (LRCs), are mandated in Namibian schools under the Basic Education Act 3 of 2020. While such positions offer authentic opportunities for leadership practice, occupying a role does not automatically produce leadership competence. This qualitative multiple-case study examined the challenges hindering intentional leadership development and systematic assessment among learner leaders in eight Namibian government schools, and the strategies stakeholders propose for strengthening these processes. Guided by experiential learning theory and a competency-based intentional leadership development perspective, the study involved 118 participants: 96 prefects and LRC members, eight school administrators, eight senior liaison teachers, and six external training provider representatives. Data were collected using semi-structured interviews and focus-group discussions, and analysed thematically using a reflexive approach. Findings revealed that learner-leadership positions functioned primarily as mechanisms for maintaining order and supporting routine administration rather than as deliberately structured developmental opportunities. Preparation was limited to brief orientation sessions, continuous mentoring was inconsistent due to liaison teachers' heavy workloads, and systematic competency assessment was virtually absent, with certificates confirming service rather than documenting growth. Contextual inequalities, including gendered portfolio allocation, boarding–day learner tensions, and rural infrastructural constraints, further unevened access to developmental experiences. Stakeholders proposed integrated strategies, including sustained school-based mentoring, protected coaching time, low-stakes multi-source competency rubrics, and strengthened adult capacity. The study concludes that learner leadership will contribute meaningfully to future leadership development only when competency growth is treated as an explicit, traceable educational outcome supported by repeated practice, reflection, feedback, and review.