In his 2015 inauguration address, Rhodes University Vice-Chancellor Professor Sizwe Mabizela issued a stirring call to action: “We must brighten the corner where we are.” 

This vision – that an institution of higher learning cannot remain a passive observer while so many young people face a life of limited opportunity – transformed the concept of the ‘anchor institution’ from an economic descriptor into a moral imperative. At Rhodes Business School, this philosophy is realised through the understanding that business schools are not merely for business; they are powerful change agents for the systemic repair of society. 

The results of this commitment are now measurable. Recent research by GADRA Education https://www.gadraeducation.co.za/reveals that Makhanda is becoming a national outlier in literacy. 45% of local Grade 4 learners can now read for meaning, more than double the national average of 19.19%. While this success is credited to a tight-knit partnership of stakeholders, Rhodes Business School recognises that even the best literacy interventions require a framework for implementation. Without effective leadership at the school level, the goal of universal access to quality education remains out of reach. 

Our Knowledge Wheel in Action 

In 2016, Rhodes Business School commenced the delivery of a School’s Leadership Development Programme, and 10 years later, it is still empowering school leaders to navigate their unique challenges. The programme aligns with the School’s Knowledge Wheel to foster ‘Transformative Value Creation through Integrative Thinking, Acting, and Being’. This transformation is viewed through four essential lenses:

• Insight (Personal Mastery): True leadership begins with leading yourself. This encourages the leader to move beyond a checklist of skills to discover their inherent strengths, creating a sense of flow and inspiration that filters through the entire school.
• Oversight (Governance and Ethics): At the heart of the programme is the belief that good governance is the bedrock of empowerment. By mastering accountability and ethical stewardship, leaders ensure their schools act in learners’ best interests.
• Hindsight (Contextual Understanding): Leaders learn to look back at the socio-economic and institutional dynamics that have historically constrained education advancement in South Africa. This reflection allows them to design new, radical behaviours that support excellence despite past hurdles.
• Foresight (Sustainable Strategic Leadership): Leaders are equipped to plan under constraint, using strategic thinking to ensure their schools are not just surviving, but are resilient enough to face future crises.

A Replicable Model for Transformation 

What makes this model inspirational is its replicability. It is not a cookie-cutter solution, but a framework that values leadership in context. By joining the dots between different pockets of excellence – from NGOs like GADRA Education, civil society actors, and university departments – anchor institutions can scale their impact far beyond their own walls. 

As these school leaders connect and form supportive networks, they prove that leadership development is a process of enablement, not just an event. At Rhodes Business School, we remain dedicated to this mission, proving that when we lead with purpose, we don’t just brighten a corner; we illuminate a path for the next generation. 

For interviews or further information please contact:

Claire Watt

The Friday Street Club

Tel: 082 490 3796

Email: claire@thefridaystreetclub.co.za