EDUCATIONAL
DECEMBER 2020
LEADER
E.L. AFRICA MAGAZINE
E.L. AFRICA CELEBRATES ITS OFFICIAL LAUNCH WITH A VIRTUAL EVENT P. 25
DIGITAL PRINCIPAL OF THE YEAR NOMINATION P. 1
ALIGNING CURRICULUM & INSTRUCTION P. 11
ASSESSMENT & GRADING POLICIES P. 18
DR. ADA OMILE
E.L. AFRICA MAGAZINE NEWS MARCH 2021 PRINCIPAL RECOGNITION: THE E.L. AFRICA DIGITAL PRINCIPAL OF THE YEAR (DPOY) AWARD THREE PRINCIPALS WILL BE SELECTED AS WINNERS PRIZE: LAPTOP COMPUTER
CRITERIA:
ELIGIBILITY:
Throughout the pandemic, all principals had
Nominees must be principals of an
to embrace virtual and digital solutions as
accredited secondary school (Public and
quickly as possible for learning continuity
Private schools) in Sub Saharan Africa. All
and continued to do so beyond the
nominees must have completed a minimum
pandemic period. E.L. Africa magazine
of five years’ experience as a principal at
wants to honor three principals who have
the time of nomination and maintain their
digitally transformed their schools with
position as principal throughout the 2020-
innovative solutions in education. Principals
2021 school year. As the NOMINATOR you
that continue to push for digital access for
must include with this form the following
students, eliminating technology barriers,
materials:
transforming school-community
Five statements of support, one of
communication with all stakeholders that
which must be from a professional
increased attendance, record keeping, and
educator
infuses technology into all curriculum as a
A resume of the nominee: include work
strategy for engaging students (evidence
history, all degrees earned, and other
based).
honors received A description of contributions made by the nominee from the nomination criteria, in 12 point font.
CLICK TO FILL OUT NOMINATION FORM
Please provide information on the form to nominate a Principal to receive The E.L. Africa Magazine Digital Principal of the Year Award. All information requested must be included with the nomination form. The completed form and supporting documentation must be received by the due date on the form. Additional questions should be emailed to elafricamagazine@gamil.com.
Because selection is based on the nomination information, care should be given to its clear preparation. 1
E.L. AFRICA | DECEMBER 2020
EDUCATIONAL
LEADER
E.L. AFRICA MAGAZINE
EL Africa is a quarterly publication that focuses on school leaders' real needs, offering them practical and technical strategies for improving schools in a constantly evolving environment.
IN THIS ISSUE 08
WHAT PEOPLE ARE SAYING ABOUT E.L. AFRICA MAGAZINE
09
MEET THE ADVISORY BOARD
11
25 32
SPOTLIGHT: E.L. AFRICA MAGAZINE VIRTUAL LAUNCH TECHNOLOGY TOOLS FOR TEACHING & LEARNING
ALIGNING CURRICULUM & INSTRUCTION
33
POST-PANDEMIC RECOVERY RESPONSE
14
TWO-BY-TEN: A TWO MINUTE STRATEGY
42
SYSTEMIC CHANGES THAT SHOULD BE MADE TO PUBLIC EDUCATION
15
EDUCATION POLICY & CURRICULUM
43
MINIMIZING THE IMPACT OF COVID-19 ON STUDENTS WITH SEND
18
ASSESSMENT & GRADING POLICIES
46
A LOOK AT THE UNDP'S SUSTAINABLE DEVELOPMENT GOALS
19
ASSESSMENTS FOR LEARNING
47
2020 GLOBAL EDUCATION MEETING DRAFT DECLARATION
21
QUICK ASSESSMENT STRATEGIES TO USE IN THE CLASSROOM
49
THE COACH APPROACH
23
PREPARE YOUR STUDENTS FOR WHAT LIES AHEAD
53
I AM A GRIOT POEM
Articles published in EL Africa are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent EL Africa positions. Endorsement by EL Africa of products and services advertised is not implied or expressed.
E.L. AFRICA | DECEMBER 2020
2
ABOUT E.L. AFRICA MAGAZINE This quarterly digital magazine aims to serve as a link to close the gap between research and practice for effective schools for principals of secondary education in Sub-Saharan Africa (SSA). The goal is to use this medium to address the needs of schools through the Principals, share best practices in school leadership, enhance their leadership skills, and empower and celebrate what they do. This unique magazine will give a voice to these school leaders and serve as an African solution for African problems.
The E.L. Africa Magazine gives school principals/headmasters/headmistresses the resources, strategies, and inspiration required to prepare students for success. The magazine stirs school administrators toward openly discussing skills and strategies to improve schools and advance learning, it empowers these administrators to build an improved education system that is exceptional, independent and capable of self-sustaining with the correct mindset, by collaboratively sharing their skills.
Therefore, the E.L. Africa presents a paradigm shift, viewing the change in the education systems from the lens of the school principals that implement teducation policies, these administrators are responsible for implementing/executing significant policies/changes in the schools.
We embarked on this game-changing project as an inspiration to other educators to improve the education system in SSA. When you share your knowledge, skills and celebrate others without being apologetic, you feel fulfilled. It’s so important.
3
E.L. AFRICA | DECEMBER 2020
EDITORIAL & DESIGN WRITERS
EDUCATIONAL
LEADER
E.L. AFRICA MAGAZINE
T e mi t o p e Mu s t a p h a - N i g e r i a Ch r i s On wu k a - N i g e r i a S a n v e e E l mu t P i n t o - T o g o
EXECUTIVE PUBLISHERS Dr. Ada Omile Dr. Frances Ufondu
CONTRIBUTORS Dr. Samantha Ingram Dr. Evelyn Mamman Dr. Cprain Cele Prof. Francis Onukwuli Dr. George Motsoeneng Okiria Martin Obore
E . L . A f r ic a M a g a z in e ’ s e x c l u s iv e l o o k a t t h e P a n d e m ic r e c o v e r y in e d u c a t io n a t s o m e c o u n t r i e s i n S u b - S a h a r a n A f r ic a . G a in s o m e p e r s p e c t i v e o n a l i g n in g c u r r ic u l u m a n d in s t r u c t io n ( p a g e 1 1 ) . W h a t
Alahaj Yakub A.B Abubarkar
i s y o u r s c h o o l d is t r ic t ' s p o l ic y o n g r a d i n g a n d
Vikky Prescott
assessment (page 18), and Learn more about
Dr. Lonnell Johnson Prof. Kate Omenugha
l e a d in g t h r o u g h a c o l l a b o r a t iv e s u c c e s s ( p a g e 2 3 ) . S e e t h e E . L A f r ic a V ir t u a l L a u n c h ( p a g e 2 5 ) .
CREATIVE DESIGNER C h i n e n y e O m il e
Educational Leadership Africa Magazine (ISSN 2693-2806) is published quarterly in March, June, September, December by Educational Leadership Consultant Group- (ELCG) in Virginia, USA. ELCG is an organization focused on training and development of education leaders. The EL Africa magazine, a component of ELCG, is the voice for principals, assistant principals, and other school leaders across SubSaharan Africa. The statements, opinions, and advertisements expressed herein are those of
WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND US AN EMAIL AT ELAFRICAMAGAZINE@GMAIL.COM
individual authors and companies and do not necessarily represent the views of EL Africa magazine or the ELCG.
Article Submission: Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail.com.
E.L. AFRICA | DECEMBER 2020
4
EXECUTIVE PUBLISHERS DR. ADA OMILE
She earned her doctorate degree in Educational Leadership K-12, from Argosy University, Washington DC, Post Master's Certificate in Educational Leadership & Administration from George Washington University, Master of Science in Computer & Information Systems , Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia. She has over 27 years of experience in Education and Leadership.
Her doctoral research in 2011 was focused on providing professional learning to school principals in Anambra State, Nigeria. The result of the research showed a glaring gap in practice. To address the gap, she started Education Leadership Consultant Group
(ELCG), a Non-
profit organization that provides professional learning on effective schools to school principals and directors of private proprietors of schools in Africa. Recently, she concluded that we need to create a forum to reach more school principals throughout the SSA, hence this EL Africa magazine.
DR. FRANCES UFONDU
She earned her Doctorate of Education in Organizational Leadership from University of LaVerne, California. She earned a California Professional Administrative Services Credential; a Clear Multiple Subject Teaching Credential; a Master’s of Arts in Education Administration from University of Benin, Nigeria and a Bachelors of Science in Vocational Home Economics Education from University of Nigeria, Nsukka.
In addition, she received a Professional Certificate in Accounting for Governmental and Nonprofit Organizations; a Chief Business Officer (CBO) certification through California Association of School Business Officials Partner Training Program; Association of California School Administrators (ACSA) Certification in Curriculum and Instruction Leadership and Leadership Coaching.
Her dissertation in 2005 was focused on an in-depth research of skills required by principals to effectively implement the Public School Dr. Omile and Dr. Ufondu attended the same high school and college in Nigeria and have dedicated their career and life’s work to improving leadership capacity for educational leaders in the hopes of positively improving learning for our students. This E.L. Africa Magazine is designed to give educational leaders the tools to enhance and empower their teachers as they collaborate to improve teaching and learning for students.
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E.L. AFRICA | DECEMBER 2020
Accountability Act in California. The findings indicated that principals perceived skills in visionary leadership as very important. The study also empowered staff members and students to reach high levels of performance; creating and communicating a school vision and aligning financial, human and material resources with the vision; student assessment, gathering, analyzing, and using data to inform decision making; demonstrating and understanding of curricular alignment to ensure improved performance and designing, evaluating, and refining curricular remediation programs.
LETTER FROM THE EXECUTIVE DIRECTOR
B
ack in June when we launched the E.L.
As school leaders, it is important to care about
Africa Magazine, I knew we were
the teachers who will be forced to change how
going to make a huge impact on
they teach and are being retrained to teach with
leadership & education in Sub-
unfamiliar tools.
Saharan Africa (SSA). And we have.
This digital magazine sets out to provide school leaders with strategies to enhance their leadership skills and gives them a platform to bring their experiences, skills, and passion to others. As this year fades in our rare view mirror (we will miss it?) In many ways, 2020 has highlighted the importance of resilience; through this medium, school leaders in SSA have shared their experiences and challenges. Despite the challenges that COVID brought in education, I remain optimistic.
The E.L. Africa magazine's virtual launch event on October 31st was a great success. We thank our distinguished guest speakers and participants and have shared highlights from the event in this issue.
In my letter on the last issue of E.L. Africa, I
Speaking of changes on instructional delivery, it is time to revisit curriculum and assessment. We urge education policy makers in SSA to take another look at the curriculum and assessments and make the necessary revisions. These revisions will be a herculean effort, but it is needed. Therefore, in this issue we discussed aligning curriculum and instruction, grading, and assessment policies. With the right policies, schools can fundamentally change the direction of teaching and learning.
My personal and professional experience has taught me that learning and growing through challenges require purposefully cultivating three traits: strength, resilience, and the love of what you do.
Thank you.
mentioned that COVID is a great accelerator. We can see that it has opened the eyes of
Respectfully,
educators in Africa to the important
education sectors of SSA countries are making it
Ada Omile
a priority to retraining teachers, looking for ways
Ada Omile
to digitize learning, and mitigating the digital
Executive Director
divide. The care for students’ learning drives this
E.L. Africa Magazine
improvements that needed to be made in teaching and learning especially with technology. Conversations from our Zoom event at the end of October indicated that the
migration as the realization that we can no longer educate the way we used to. This shift is here to stay. Therefore, returning to school next school year may be a challenge for students, teachers, and administrators.
E.L. AFRICA | DECEMBER 2020
6
CONTRIBUTE TO EL AFRICA MAGAZINE! If you’re an expert in education, please share your knowledge and experience with your fellow school leaders in E.L. Africa magazine. Write about one of the following themes or submit an article on another topic of interest to principals, assistant principals, or aspiring principals.
Themes for Next issue How to cultivate a leadership culture that is agile and adaptive, creating the scaffolding for innovation and change Reflective practices E.L. Africa is
YOUR
magazine—help make it an even more valuable resource by writing an article or
passing these themes on to a colleague who has a great program or unique perspective.
Content Manuscripts should explore one theme or other topics of professional interest to secondary school principals. Manuscripts are evaluated by ELCG/E.L. Africa magazine staff members and are judged on their relevance, interest to principals, timeliness, originality, readability, and credibility. E.L. Africa magazine seeks articles that: Describe best practices and exemplary programs objectively and include evidence of success as well as a discussion of problems Explain how principals can act on the information Include advice, resources, and examples Offer opinions on some topic of professional interest to principals
Requirements Manuscripts should be no more than 2,000 words, including references, but may include additional supplemental material. Successful manuscripts are written in a tone and style appropriate to a magazine; are well-organized; clearly establish the purpose of the article; use specific examples—it is best to show, and adhere to the rules of grammar.
How to Submit Please send your manuscript to elafricamagazine@gmail.com and include: The manuscript prepared in MS Word. A cover letter that indicates your intention to submit the manuscript to E.L. Africa magazine and stipulates whether the manuscript has been submitted elsewhere. Contact information for each author: school and title, telephone number, and e-mail address. A two-sentence author biography. The first sentence should include a current title, school and e-mail address; the condition sentence should highlight key accomplishments or reinforce your authority in discussing the topic.
Photographs If you’d like to send photos to accompany your article, please attach the JPEG files to an email and send them to elcgtraining@yahoo.com. If no photos are available, E.L. Africa will select file or stock art to enhance the article.
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E.L. AFRICA | DECEMBER 2020
WHAT PEOPLE ARE SAYING ABOUT E.L. AFRICA MAGAZINE...
"E.L. Africa Magazine is the right thing to do so that leaders in education in Africa can share best practices that can make us move together as a continent by learning from each other."
- Mr. Alfred Kahi Indimuli
"Educational Leadership in the community, locally, regionally and
"E.L. Africa Magazine is gratifying; It is nice to have an African
globally appreciates this magazine.
version [leadership magazine] that contextualizes our
E.L. Africa Magazine provides yet
experiences. I am glad and thankful to God that you [Ada Omile]
another opportunity to share relevant
and your Co-Founder [Frances Ufondu] listened to God and
experiences and occupy
obeyed. God bless you."
- Mrs. Grace Gado
professionalism in these changing times."
- Ms. Edda Bohn
"I have had a look at E.L.
Africa
Magazine, and all I can say is wow! This is
"A special thanks to Dr. Ada and team for this special
such a professional product and covers
magazine which has reliably enabled us to link up for the
such an array of topics. I am sure there
necessary and strong
will be something for everyone in it. You
changing times. The introduction of the E.L. Africa Magazine
have done a wonderful job in putting this
has mighty influence, it has excelled in bridging the gaps in
magazine together. It makes me proudly
our growth mindsets from our respective countries. The vision,
African.�
mission and values of E.L. Africa Magazine make it more
- Mr. David De Korte "I
have
been
praying
and
leadership in our Schools in this
reliable and necessary to insight us to lead."
- Mr.James Onyait hoping
for
an
educational
magazine
that
is
for
Africa.
My
prayer
was
miraculously
and
unexpectedly answered last month when I was linked to Educational Leadership Africa Magazine! Sincerely, that is my best gift this year. The topics, themes, and the style as digital are apt, relevant, and universal. The solutions or suggestions preferred for our educational challenges especially as it relates to Covid-19, so useful and helpful! Record keeping which has been dumped inside a waste bin in our schools in Africa is revisited. Every topic treated, is indeed a lifesaving tablets for all school leaders� I ate the magazine like a honey pot, repeatedly! It completely blew my mind. This is a "lecture" any school manager can attend for hours without getting bored."
- Dr. Stella Idowu Ebuetse E.L. AFRICA | DECEMBER 2020
8
MEET THE ADVISORY BOARD 1
Mr. Richard Buffington (Ricky) - Board Chair Program analyst with MAG Aerospace providing logistic and program support for soldiers at Fort Belvoir VA. Obtained a master’s degree in Business Management from California Coast University. A retired Marine veteran with 30 years of serving the military community.
An active member of the
Saratoga Hunt Homeowner Association for 14 years as the President or Vice President. Mr. Buffington is also an annual volunteer at the First Home Alliance non-profit organization and several First Mount Zion church organizations.
2
Dr. Steve Dike Has 38 years of executive experience with expertise in strategic planning, public policies, market analysis, negotiations, project management, program evaluation, organizational restructuring and repositioning, process redesign and re-engineering and private-public partnerships. Chairman of the Nigerian Educational Research & Development council.
He is on the board of Nigerian National
Petroleum Corporation (NNPC), Enugu Electricity Distribution Company Plc, Centenary City Plc, & Nigerian Infrastructure Backbone Foundation. He holds an earned Ph.D. in Economics, MBA in Finance, M.S. in Resource Management, M.A. in Economics and a B.S. in Chemistry from West Virginia University. He was an Adjunct Professor of finance and management.
3
Dr. Wilhemina Hall McKinney An International Educator for thirty-five years. She has trained and or mentored students, teachers, principals, superintendents, and parents at all education levels.
She started her career
as a classroom teacher and ended at the level of Instructional Systems Specialist in the areas of professional development, assessment, and partnerships. She is presently an Educational Consultant.
4
Dr. Eugene Otuonye Currently a high school assistant principal and has been an educator for over 20 years in California, United States, working as an elementary and middle school teacher, and high school Dean of Students. He holds two master’s degrees in Cross-Cultural Education and Educational Administration from The National University La Jolla, California. His doctoral degree was in Leadership and Organizational Management. He has extensive knowledge of curriculum and instruction, student learning, WASC, master schedule, state, and district testing. His focus currently in his position is strengthening the English Learner Literacy rate, Positive Behavior Intervention & Support and Community Engagement.
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E.L. AFRICA | DECEMBER 2020
5 Mr. James Lambert Onyait Current principal of Nebbi Town Secondary School in the Nebbi Municipal, West Nile and Headteacher of Raymond Vocational Secondary School in Mubende Uganda. Mr. Onyait also consults with organizations in Uganda for research and development. He was the director of studies at the St. Kizito Secondary school Bugolobi in Kampala. He has devoted many years in education supporting technical skills acquisition for students. He has an MBA and BA degrees in Education and holds a certificate in Counseling and Guidance services from Makerere University.
6
Prof. Francis O. Onukwuli Retired mathematician and computer scientist for 36 years. He served as a Lecturer & Coordinator Information and Computer Science at Spelman College, Assistant Professor of Computer Science & Math, Manager Computer & Information Sciences Laboratories, Morris Brown College, Atlanta, and Author microcomputer materials for calculus students. He has Ed.D in Educational Leadership & Administration, Post-Doctoral studies in Mathematics/Computer Science at Kennedy-Western University, Boise, Idaho, MS in Computer Science (Mathematical Computing/Network Analysis),
B.S. Honors in Mathematics
7
and Minor in Physics.
Mr. Frank Nnabu Okeke Has a degree in Law and Physics, master’s degree in law, Business Administration and Education Administration, a Postgraduate Diploma and Certificate in Maritime Law and International Business Law. An alumnus of University of London, United Kingdom, University of Lagos, Nigeria, University of Nigeria, Nsukka, Nigeria, University of Benin, Benin City, Nigeria.
8
Dr. Angela Agboli Esedebe Campus President at Stratford University’s Alexandria campus, worked at Strayer University for 13 years and served in various capacities including full-time faculty, Associate Dean for Arts and Sciences and Campus Dean. Holds a bachelor's degree in mass communications and a master's degree in international law and diplomacy, and a Ph.D. from Howard University in Washington, D.C. She also holds another master's in business administration with a concentration in management from Strayer University in December 2012. She received the prestigious Strayer University Faculty Award of Excellence at the 120th Annual Commencement Ceremonies in Norfolk, Virginia October 27th, 2012.
9 Dr. Evelyn Mamman Assistant Superintendent of curriculum & instruction for Tenafly Public Schools. She has been an educator for twenty-one years, a reflective practitioner who leads with a passion for teaching and learning. Has worked with students of varying ages, backgrounds, and abilities. She has also held various positions: adjunct professor, teacher, literacy coach, literacy consultant, supervisor, and Director of Title I and Supplemental Education programs. She has a Doctoral Degree in Arts and Letters, a M.Ed in English Education, and a B.A in English Education. Her goal is to educate, engage, and empower those she serves. E.L. AFRICA | DECEMBER 2020
10
Dr. Samantha Ingram & Dr. Evelyn Mamman Dr. Samantha J. Ingram was the Chief of the Center for Instructional Leadership Development (CILD) for the Department of Defense Education Activity (DoDEA) Americas Region. She was also the Superintendent of the South Carolina/Ft. Stewart/DoDDS-Cuba School District for DoDEA.
Dr. Evelyn Mamman is the Assistant Superintendent of curriculum & instruction for Tenafly Public Schools. She has also held various positions: adjunct professor, teacher, literacy coach, literacy consultant, supervisor, and Director of Title I and Supplemental Education programs.
11
E.L. AFRICA | DECEMBER 2020
When educators ensure alignment from the objective level throughout the instructional level and assessment, students are able to access the expected curriculum. This translates to improved student achievement and standardized test results.
The more often teachers experience this level of success, it increases the significance of alignment in terms of student learning. Finally,
DR. SAMANTHA INGRAM SK & C DEVELOPMENT GROUP CONSULTANT SERVICE
the alignment process requires a clear understanding of the level of thinking required of each task to ensure teachers deliver the adopted standards so that all students have access to expected curriculum.
oo often, the role of alignment in student
T
learning is not placed at the forefront of student achievement. But this task alone is essential to students mastering the
mastering the standards and demonstrating the expected level of performance. So, what is necessary for educators to see the significant meaning of alignment in the role of student learning? Both achievement and standardized test results must show improvement.
Aligning learning objectives, instruction, and assessments begins with developing a clear understanding of both the content standards and the performance standards. This alone requires
DR. EVELYN MAMMAN
teachers to have an in-depth understanding of how to determine the cognitive demand of the learning, which translates to “what kind and level of thinking is required for the student to successfully engage in the task?” This is the critical step in the alignment process. Most often, educators refer to this step as the Unpacking of the Standards. This involves identifying the kind and level of thinking required from the standard.
urriculum is defined in so many ways
C
by various researchers. Simply put, curriculum refers to skills and knowledge that are taught in an
educational program of study. Curriculum is “Written, Taught, and Tested” and the three
However, the next step of the alignment process which involves aligning the objective is just as
curricula should be completely aligned to maximize learning for each student.
crucial because this is where the development of the instruction begins, the taught curriculum. Therefore, teachers must be precise in ensuring
Before looking at curriculum alignment, it is important to define all three curricula.
that the level of thinking for the objective is tightly aligned to both the instruction and the assessment. This ensures that the expected standard is taught and assessed, which is why the alignment process must be at the forefront of student learning.
Glatthorn defines the
written curriculum as
documents produced by educators and/or governing bodies to specify knowledge and skills to be taught and the scope and sequence for teaching those skills. It also includes materials developed by classroom teachers.
E.L. AFRICA | DECEMBER 2020
12
The
taught curriculum refers to the delivery of
Assessments should reveal how well students
the written curriculum and is reflected in what
have learned what the teacher wants them to
happens in the classroom.
learn while instruction ensures that they learn it.
In this instance,
teachers are required to develop lesson plans and
This occurs when assessments, learning
approaches to instruction for teaching the written
objectives, and instructional strategies are
curriculum. They (the teachers) understand and
closely aligned so that they support one another.
implement a variety of research-based
All assessments are congruent with the written
instructional practices to meet the needs of all
and taught curriculum.
students.
process yields data to inform decisions about
A consistent monitoring
carefully calibrated, timely, and appropriate The
tested curriculum is that part of the written
interventions by student, by teacher, by subject
curriculum that is assessed by national, state, and
and by school. Putting consistent practices in
locally developed assessments. Both formative
place allows educators to evaluate the efficiency
and summative assessments are used to monitor
of strategies used.
student, teacher, and principal performance, drive instruction, and inform students and parents.
To ensure that these three components of a lesson are aligned, teachers should ask the
Even though all three curricula interact with each
following questions:
other, research suggests that the tested
Learning Objectives: What do we want
curriculum seems to have the strongest influence
students to know how to do when they leave
on the curriculum actually taught.
this lesson/class?
Assessments: What kinds of tasks will reveal Curriculum alignment is the process in which
whether students have achieved the learning
schools and teachers across all levels formally
objectives we have identified?
organize and purposefully design an educational
Instructional Strategies: What kinds of
program to promote learning. Teachers and
activities in and out of class will reinforce our
Educational Leaders collaborate to develop the
learning objectives and prepare students for
curriculum and ensure there are no gaps that may
assessments?
hamper academic progress. In order to align curriculum to maximize learning Based on decades of research, curriculum
for each student, teachers have to set common
alignment has a strong correlation to student
goals and know what they want their students to
achievement. It also helps to modify lessons, units
know, understand, and do. The best way to
of study, and programs to better target student
achieve this is through a collaboration of
success and make better use of school resources.
teachers dedicated to improving not only
The ultimate goals of aligning curriculum are:
individually but also as a team.
To improve academic achievement in all subjects for all students To eliminate achievement gaps To guarantee continuous improvement
The effective execution of this at the classroom level will require teachers to create learning objectives, choose instructional strategies, and design assessments.
REFERENCES “Chapter 3 Aligning Curriculum, Instruction, Learning Tools, and Assessment.� Literacy Leadership for Grades 5-12, by Rosemarye Taylor and Valerie Doyle Collins, Association for Supervision and Curriculum Development, 2003. Glatthorn, Allan A. Planning and Organizing for Curriculum Renewal: a Chapter of the Curriculum Handbook. Association for Supervision and Curriculum Development, 2001.
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E.L. AFRICA | DECEMBER 2020
TWO-BY-TEN The Two-Minute Strategy Adapted from Sarah McKibben, in ASCD
What if instead of going head-to-head with your
The focus of Two-by-Ten is just getting to know the
most challenging student, you created an ally in
child outside of school. Find out what his favorite
him/her? Grace Dearborn shared a strategy for
food is, what his favorite hobby is, how did his
making that happen: the "Two-by-Ten."Dearborn
baseball game go, etc. If [your approach is]
explained that by spending two minutes a day for
authentic, the child will know it. When a student is
10 consecutive days getting to know a disruptive
especially "resistant and shutdown," experts
student, teachers can begin establishing an initial
recommend striking up a conversation with one of
connection. Historically referred to as the "two-
the student's friends within earshot and eventually
minute intervention" by researcher Raymond
drawing that student in, even if it takes several
Wlodkowski.
days.
The Two-by-Ten strategy is a way to not only break
Two-by-Ten is one of the most powerful
the ice but also form the foundation for a
relationship-changing strategies, and teachers
sustainable relationship—and better classroom
should build the time into their lesson plans when
behavior. Two-by-Ten gives a disruptive student
other students are engaged in an assignment or
what he is seeking in the first place: a positive
project that requires less … direct teaching.
connection with an adult.Safety is a fundamental human need and if kids don't feel it, they're going
Allotting time for shorter conversations can also be
to ask for it by acting out, a student is more likely
beneficial as long as they occur every day (not
communicating the message "Would you connect
counting weekends) because consistency is what
with me, so I can let down my guard?" Some of the
"allows the walls to come down. Thus "half a
students would be more receptive to the
minute a day for 10 days is better than one 20-
conversations than others but will warm up to
minute conversation because [the student] needs
attention by the second week.
that ongoing connection to relax."
A DEEPER CONNECTION Keeping the content of the conversations centered on the student's personal interests is essential to making the strategy work. Teachers can use an interest inventory to ask questions or just focus on whatever the kid is talking about to his friends or what he's wearing—his sneakers, backpack, anything at all, that's a sure clue.
The discussions, however, should extend beyond the typical "how are you today, nice to see you, even talking about what the student shared in class or wrote about in an exercise does not have the same effect as when teachers probe more deeply.
E.L. AFRICA | DECEMBER 2020
14
EDUCATION POLICY & CURRICULUM By: Dr. Frances Ufondu
G
lobally, education is high priority on the
However, with the take off of the UBE scheme in the
agenda of all governments, who are
country, it then became imperative that the existing
constantly under pressure to analyze the
primary and junior secondary school curricula be
outcomes of education policy and its implications for
reworked to ensure the realization of the goals of the
management in education. More and more
UBE program.
educational planners have apprehended the fact that most limitations and prospects they face are mostly
The newly revised structure adopted by stakeholders
the consequence of the decisions made by
therefore consists of 8 subjects for primary 1-3, 9
policymakers. Consequently, planners are giving
subjects for primary 4-6 and 10 subjects for JSS 1-3. In
greater attention to policy making issues; however,
addition, the Nigerian Educational Research and
simultaneously, policymaking is evolving into a complex
Development Council (NERDC) developed a new
and reform-based process. Today, educational
curriculum structure for the 3-year senior secondary
planners are more concerned about their policies
education, which could be categorized into the
solving prevailing problems. I will take a look at
following 4 streams: Humanities, Science and
policymaking and its implementation as it relates to
Mathematics, Technology, and Business Studies. All
national curriculum implementation in three countries
students, irrespective of their field of study, had to
Curriculum itself could be described as the content, knowledge, skills and aptitudes that are written, taught, and learned within a school system.
study five compulsory cross-cutting core subjects:
in sub-Saharan African countries.
English Language, General Mathematics, One Trade/Entrepreneurship Studies, Computer Studies/ICT and Civic Education.
Overall, the new
Senior Secondary Education Curriculum structures Nigeria operates a two-tier curriculum structure for
entails five compulsory subjects and several elective
secondary schools. The first-tier is the last segment of
ones. The curriculum is diversified to cater for the
the 9- year Basic Education Program. It is important to
differences in talents, opportunities and future roles of
note that the Universal Basic Education (UBE) scheme
individuals. It is developed to provide trained
was introduced in Nigeria in 2000. Under this new
manpower in the applied sciences, technology and
scheme, free education was extended to cover the
commerce. Technical knowledge and vocational skills
junior secondary schools. Thus, all children of school-
necessary for industrial and economic development
going age will receive nine years of uninterrupted
were also greatly considered in the development of
formal education (6 years of primary and 3 years of
the curriculum. The curriculum is also designed using
junior secondary). The implication of this is that the
the thematic approach and the provision of options in
minimum level of education for every Nigerian child is
school subjects.
Junior Secondary School (JSS) year 3 and on successful completion pupils will be awarded the
Namibia’s Basic Education is subdivided into four
minimum qualification of Basic Education Certificate
phases: Junior Primary (Pre-Primary and Grades 1-3),
Examinations (BECE) at the end of the 9-year basic
Senior Primary (Grades 4-7), Junior Secondary
education schooling to replace the Junior Secondary
(Grades 8-9), and Senior Secondary (Grades 10- 12).
Certificate Examination. With this arrangement, pupils
After completing the Namibia Senior Secondary
need no entrance examination into the junior
Certificate Ordinary (NSSCO) level at the end of
secondary schools since the terminal examination for
Grade 11, learners have various options: they may
primary 6 pupils had been abolished.
choose to continue with either vocational education and training or with distance learning, or seek employment.
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E.L. AFRICA | DECEMBER 2020
Learners who meet the prescribed requirements may
While the new curriculum objectives were certainly
proceed to Grade 12. In Grade 12, learners will take
detrimental, it does seem unrealistic to expect the
their subjects on Advanced Subsidiary Level, which is
nation to disengage successfully from the seemingly
an admission requirement for enrolment at many
inescapable legacy of apartheid in only two decades.
universities in Southern Africa and abroad.
South Africa’s newest initiative, the National Development Plan 2030 (NDP), provides a “holistic
Namibia's curriculum has been developed to give
approach” to build economic advancement for the
direction to basic education towards the realization of
poorest Africans through improving education,
Namibia Vision 2030. It ensures the continuation of
infrastructure, rural development, healthcare, and
the foundation principles of the Namibian education
social protection (South Africa Ministry of Education,
system described in Toward Education for All: A
2012). Implemented in February 2013,the initiative aims
Development Brief (1993), so that it can also be a
to tackle the education crisis by bolstering teacher-
curriculum for the future. Namibia Vision 2030
training programs, increasing the number of students
describes the kind of society that Namibia strives to
who achieve above 50 percent in literacy and
become, and how to achieve it.
mathematics by creating smaller class sizes, and raising retention rates to 90 percent with more
In Namibia, the National Curriculum for Basic
practical curriculums. It plans on providing stronger
Education (NCBE) is also the official policy for
incentives to ensure its effective implementation for
teaching, learning and assessment; it gives direction
teachers. It is evident that simply spending on basic
to planning, organizing and implementing teaching
education, which is over 7 percent of government
and learning. It is the responsibility of all schools, as
expenditure, will not provide textbooks and qualified
well as educational institutions catering for part-time
graduates. Reasonable policies and curriculum that
learners, to ensure that they adhere to the
relate to the realities of South African society need to
requirements of their curriculum and to those specified
be implemented alongside teacher-training programs
in the syllabuses and other curriculum documents for
and development education programs.
each phase and subject in basic education. The NCBE
structure of each phase, what electives and subject
The problem of education in most countries lies in the implementation of policies, and not in the formulation. Educational planners formulate impressive policies but sometimes do not endeavor to implement them successfully. This
combinations are available and overall time
issue is because of misconceptions and sustainability
allocation. It describes effective assessment
in educational policy and the actualization of the
procedures, ensuring that assessment is closely
policy objectives. The task of curriculum advocacy,
integrated in the teaching-learning process. The
sensitization and ultimate implementation should not
curriculum also provides a framework for the
be left in the hands of the government and
development of syllabuses, learning material and
policymakers alone, continuous training and the
textbooks for the various subjects and areas of
knowledge that would keep members of the public
learning, from which teachers’ schemes of work so that
and end-users abreast of the changes in the new
the goal and aims of the curriculum will be put into
curriculum should be provided.
provides key learning areas for all learners, and outlines the end-of-phase competencies, which they should achieve, as well as the attitudes and values to be promoted throughout the curriculum. It outlines the
and the establishment of Outcomes Based Education
It is not enough for the government to provide money for the review of the school curriculum and not provide the needed support for its eventual implementation in the classrooms. To facilitate the creation of an effective
(OBE) were launched in 1997. C2005 aimed to make
school system, education policies must focus on more
access and quality of education more equitable while
appropriate reallocations of funding, improved
also decentralizing oversight to the national education
teacher-training quality throughout rural regions,
system to the South African provinces. The OBE
applicable and localized curricula while bridging the
policies made substandard education a norm in the
gap between classroom realities and educational
majority of large South African public schools.
theories and focusing on local contexts and cultures.
practice in a consistent manner.
South African enactment of Curriculum 2005 (C2005)
E.L. AFRICA | DECEMBER 2020
16
While most of the Education Goal has not been fully
Multilateral aid organizations need to advocate
achieved, the developing world has witnessed an
teacher-training programs in their education policies,
impressive surge in global gross primary school
even if the positive impacts initially are less concrete.
enrollment rates, while an acknowledgment of the
If not, the deficit of inadequate curricula and
need for basic education has become universally
inadequate teachers will hamper any potential
paramount, Secondary education, however, has not
educational progress. Perhaps the most glaring
followed the same trajectory, and while the global
detriment in current political rhetoric is the concept of
convergence around primary education enrollment is
“fee free” education. While almost every sub-Saharan
certainly impressive, secondary education has been
African country boasts some form of “fee free” school,
relatively neglected, and sub-Saharan Africa still lags
the cost of education is not only real but also
far behind the rest of the world.
substantial.
The ultimate aim of any education curricula is to equip students with numeracy, literacy, and a wider skillset
An adequate curriculum sensitive to the particular cultures and capabilities within a country is integral in shaping an education system, as are those who are entrusted to teach it. Moreover, if an education to realize the students’ potential.
There is much to celebrate in Africa’s educational progress over the past half a century. Nevertheless, if the region hopes to capitalize on its abundant human potential, each country must address these challenges and offer meaningful policy solutions to improving them. Every child has the right to the social mobility that education can
system is corrupt, as many sub-Saharan countries, the
offer, and every country must shoulder the
teacher quality will dwindle and the overall education
responsibility of providing it. Some of these challenges
system will fail its students. While Education Ministries
have been met with an array of policies, with mixed
continue to build schools and execute publicity-
results in terms of the soundness and fairness of
attracting programs, teachers have been severely
policies as well as the effectiveness of curriculum
underfunded and are often under-qualified.
implementation.
REFERENCES Eger, Katharine, "An Analysis of Education Reform in Sub-Saharan Africa" (2016). CMC Senior Theses. Paper 1419. http://scholarship.claremont.edu/cmc_theses/1419 Federal Ministry of Education Nigeria, “Education for Change, A Ministerial Strategic Plan (2018-2022)” National Institute for Educational Development (NEID), “The National Curriculum for Basic Education” Ministry of Education, Arts and Culture, 2016.
HAVE NEWS YOU WANT HIGHLIGHTED IN E.L. AFRICA MAGAZINE? SEND US AN EMAIL AT ELAFRICAMAGAZINE@GMAIL.COM.
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E.L. AFRICA | DECEMBER 2020
&
ASSESSMENT GRADING POLICIES WHAT IS YOUR DISTRICT SAYING?
formative assessment
School systems have a philosophy regarding
Teachers should use
assessment and grading in their districts, they
data to identify areas of student strength and
usually base it on teachers’ collective belief
student growth. Teachers will use this data to
of a growth mindset, that students master
adjust instruction. Formative feedback informs
concepts and skills in different ways and at
the learner, teacher, and parents/guardians
different rates. Therefore, they know that
about progress toward mastery of the concept
their teachers are responsible for developing
or skill.
instructional plans based on frequent and varied assessments. They believe that grades
Summative assessment is assessment of
should not reflect behavior, but rather, a
learning that occurs at the end of a learning
student’s mastery of content or competencies
cycle, it could be semester or term, and is
of the curriculum. The reasons school systems
designed to determine a student’s level of
have policy on grading and assessment is for
mastery of specified content or competencies.
uniformity in a school
Summative assessments become the source of
district/zones/municipality. So here are some
information for grading. Grade level and
questions to ponder:
curriculum teams should create common summative assessments that are aligned to a
What is your school district's most recent
common unit of standards. For instance, all 10th
grading policy? Has there been any
grade Science or Math collaborative teams.
changes in the policy, what is the current policy number?
Reassessments encourage a growth mindset in
As school leaders, how have you helped
students and allow them to demonstrate
your teachers deepen their understanding
mastery. It is always advisable for teachers to
of the changes in the assessment and
provide the opportunity for reassessment of
grading policy?
major summative assessments to students who
What plans do you have about how your
scored poorly, and remediation is very important
teachers will collaborate to evaluate the
prior to reassessment.
role of assessments and grades in their classrooms?
It is not advisable for teachers to average the
How have you identified steps that your
scores from the original assessment and the
teachers will take to ensure a growth
reassessment. Also, the format of the
mindset mentality when creating future
reassessment does not need to mirror the format
learning activities and assessments?
of the original assessment. These practices should be consistent throughout the whole school.
E.L. AFRICA | DECEMBER 2020
18
ASSESSMENTS FOR LEARNING By: Dr. Cyprian I. Cele
ASSESSMENT FOR INFORMATION Assessment of persons’ attributes is carried out for various purposes. Here we concentrate on educational assessment of learners to accelerate their progress and to give a summary report of what they have achieved in a learning situation. Educational assessment can be
formative or summative. Formative
assessment is carried out for helping the learner improve on his progress while summative assessment is carried out for the principal purpose of documenting and reporting what a learner has achieved.
Pre-assessment provides the teacher with information on what the learners already know and can do, misconceptions they may have and therefore their learning needs. The teacher then plans and prepares better on how best to maximize the learning potentials of the incoming learners. The rest of formative assessment is carried out as teaching and learning progresses, using a variety of assessment techniques in order to constantly get information for improving the teaching/learning situation. While the assessment provides information about group progress, there is information also about sub-groups of learners as well as individual learners, depending on the extent to which the assessment data are disaggregated. The teacher uses the information to decide on the best way to help the body of learners, subgroups as well as individuals in the learning cohort.
Assessment helps incoming learners to get to know where they are and get an idea of what lies ahead of them. They get tuned up to be guided by the teacher. When learners know they will be assessed in what they learn, they will be encouraged to revise. It fosters attentiveness in class. Learners who are well motivated will be helped by assessments they go through to review their approaches to advancing their studies: how to pay attention to the teacher, how to make notes, how to revise and handle better the tasks they go through. Learners like to discuss how they have performed in an assessment. By learning how classmates have performed, a learner is encouraged to study more intelligently. This peer feedback can be very effective where there are group tasks in which the weaker learners benefit by working with the better achieving learners.
BASES OF ASSESSMENTS We do not assess anybody on anything for no purpose. Assessment of learners is based on specified learning areas, with clearly defined learning objectives at a given level. The purpose of assessment is to find out the status of the learners on the objectives, how they can integrate and utilize the body of knowledge and skills conveyed by the objectives before, during and after instruction. Assessment guides the teaching and learning enterprise towards the outcomes specified in the curriculum. It is therefore essential that the assessment must mirror and clarify the curriculum.
THE NEED FOR PERFORMANCE ASSESSMENTS Assessment is designed according to the purpose for conducting the assessment, the body of knowledge and skills specified in the learning area and the time available for the assessment.
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E.L. AFRICA | DECEMBER 2020
Knowledge specified by the objectives is important, but more important is finding out what the learners can do with the body of knowledge conveyed by the objectives. In the real world, a learner is confronted with problems that must be solved. The learner must therefore be able to use the body of knowledge for handling the problems that can be encountered outside the learning context.
Higher order thinking skills have become a predominant feature of assessment instruments. The instruments must not merely ask the learner to recall information, but to manipulate the information in a novel situation. Extended writing, critiquing, and such other assessment tasks require the learner to synthesize, analyze and organize what is learnt to produce a product greater than the individual learning objectives. Besides these cognitive performances, others require learners to actually do what is done with the objectives outside school. Learners may be asked to dance, run, cook, make a table, according to the outcomes specified for a learning area.
In order to design meaningful performance assessment, one must think through the content of the curriculum and understand the important outcomes a learner is expected to acquire. Stiggins (2005) summarizes considerations that must be engaged in while designing performance assessment, which includes:
CONSIDERATION
IMPLIES
Performance
What content knowledge should a learner acquire?
Indicators
What skills and knowledge should a learner be able to demonstrate? Establish the cognitive level the assessment should require. The assessment tasks should not disadvantage any group of
Accessibility of the Tasks to all Learners
learners: Clear to all learners Options for accommodation should be clear Cultural differences should not be a disadvantage to any The learner assessment should integrate cross-curricular skills.
Relevance
The tasks should present novel situations. The scoring rubric should be clear and relevant to what the learner performs in the real world.
Performance assessment should therefore present meaningful and worthwhile tasks that motivate both the learner and teacher. Presentation of novel tasks relevant to the context in innovative ways rather than welltrodden paths will make assessments conducive to better teaching and learning.
Dr. Cele is a Retired, Former Director of Research and Policy Development which involves training of staff and improvement of assessment for the Ministry of Education of Botswana and led the development of the Act for the formation of Botswana Examinations Council. Prior to that, he was the deputy secretary for East African Examinations Council and deputy secretary for the Uganda National Examinations Board. His role was on achievement testing, involving syllabus development, test development and administration and the dissemination of results to stakeholders.
REFERENCES Wangsatorntanakhun, J. A., Designing Performance Assessments: Challenges for the Three-Story Intellect. Redeemer International School Thailand. Bangkok, Thailand. Arter, J. & McTighe, J.(2000). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press Miller, C., Doering, A. & Scharber, C. (2010). No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback. Journal of Interactive Learning Research, 21(1), 65-92. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/33184/. National Council of Measurement in Education: http://www.ncme.org/resources/formative Stiggins, Richard. (2005). Design and development of performance assessments (ITEMS module). Educational Measurement: Issues and Practice. 6. 33 - 42. 10.1111/j.1745-3992.1987.tb00507.x. www.thoughtco.com
E.L. AFRICA | DECEMBER 2020
20
QUICK ASSESSMENT STRATEGIES TO USE IN THE CLASSROOM By: Prof. Francis Osita Onukwuli, Sr.
Over the years of teaching students and adults, educators discovered that when a variety of assessment measures are utilized to determine students’ knowledge gain on teaching goals, learners learn more and it reflects their wholesome comprehension of the course unit better than using only tests, quizzes and exams.
Here are some assessment strategies to use in the classroom of informed teachers:
CHORAL RESPONSE This can be used in a number of ways. For example, after reading text or a story or chapter, turn to the class and ask them to give the definition of a word in unison. This can be done many times during a single lecture, and it is a low risk way to review materials and keep everyone thinking.
PIVOT This is a paired activity. Students at their seats are asked to “pivot” so they are knee –to-knee and eyeto-eye with their partner. This will keep noise level down. Pairs decide who is “A” and “B”. This is used to quickly process material that has just been discussed. “A” begins by telling all they remember and have in their notes. “B” fills in anything that “A” might have missed. This creates accountability in note taking during lecture and listening skills with partners.
PAIRED INTERVIEWS This can be used as an icebreaker at the beginning of a semester, as a quick review of what has been done in class or review for a test. Students are paired and they ask one another questions. The teacher may ask students to summarize what their partners shared.
PAIRED DISCUSSION Students break into pairs, and the teacher gives the pair a topic for discussion. When students have discussed the topic, they may share their ideas with the class.
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E.L. AFRICA | DECEMBER 2020
60 SECOND POWER WRITE This is for processing material given in notes. Have students take out a sheet of paper and draw a line along the right, creating a margin. Fold the paper along that line. Students will then take notes up to the margin line. When the paper is folded, the notes should not be visible. At an appropriate break point in the note taking, tell students to cover their notes and use the blank side of the paper to list important points given during lecture. When students have completed their lists, it is time for feedback. Sources of feedback can be peers, teachers, or their notes.
WHIP AROUND This is to review reading materials, notes or lectures. Teacher asks questions of any student in class. Just because a student has answered a question does not mean they will not be asked again, or that everyone will be asked a question.
RESPONSE CARDS Have students fold a sheet of paper in half the long way. On one side of the folded paper, have them write a large T (true), and on the other side a large F (false). The teacher then asks the class questions and the students respond by holding up the side of the card with the correct answer. This keeps everyone involved and is low risk because if the student’s answer is incorrect they may quietly change it. This is only a review strategy.
RALLY ROBIN
10-2 RULE
After reading or during a lecture, ask students to
Students take notes on the top two-thirds of their
form pairs and identify who will go first. Then have
paper. Then at a logical break point, give students a
the first student give one fact or concept they
chance to reread their notes. Then on the bottom
remember. The partner gives one thing they
third of the paper, students take two minutes to
remember. The pair continues to build until time is up
write a summary of their notes. Then the student
or they have run out of information to share. The
finds a partner and reads the summary to the
teacher may list on the board items that are
partner. They add anything they did not have, and
important so students may check to see if they have
then they share with the whole group.
them.
REFERENCES Effective Teaching Strategies for Block Schedules (Grades 6-12), Bureau of Education and Research
10 GOOGLE CLASSROOM TIME SAVERS FOR TEACHERS
E.L. AFRICA | DECEMBER 2020
22
PREPARE YOUR STUDENTS FOR WHAT LIES AHEAD: LEADING THROUGH A COLLABORATIVE SUCCESS! By: Dr. Ada Omile
As you plan the next school year after dealing with the disruptions of the pandemic. School leaders in Sub Saharan Africa should reimagine how to embark
Identify the skills and dispositions necessary for students to become successful employees. This will be your blueprint.
on new territory to bring students to standards that exemplify world-class achievement. This journey can
This “new” vision of your school will require
be somewhat confusing and frustrating, or it can be
transformative systemic change in mindsets,
clear and rewarding. One of the most important
structures, processes, and procedures.You can
roles school leaders play in school improvement is
transition from the traditional secondary school to
strategy. Making meaningful improvements in
an academy-based structure. You may have 3-6
schools requires everyone to work towards common
academies. This will be based on career interest and
goals. In subsequent issues of this EL Africa, I will
students can partake in one of the career
focus on key components of strategy at the zonal,
academies "Pathways" for instance:
district, or municipal levels and how directors can
Academy of Arts and Communication
place highest priority on school improvement with
Academy of Industrial and Engineering
funding to support it. But for now, let us focus on the
Technology
school level and how school principals can
Academy of Science
strategically improve the schools through the
Academy of Health and Sciences
curriculum offered in order to prepare their students
Academy of Professional and Public Services
for what lies ahead, and ground them in the areas of STEM.
Your teachers and administrative teams will be challenged to learn new roles, the classroom
Principals are smart accomplished leaders and want
learning experiences and opportunities will to be
their students to succeed, and therefore are willing
extended beyond the physical school grounds,
to go to any length to improve their schools.
because your students may have to visit/or attend
I love the saying, “You cannot change the direction
training at the organizational location for hands
of the wind, but you can adjust your sail to reach
on/interactive learning, where partners share their
your destination.” As a school principal, you can
expertise and desired skills of their profession and
change the way you prepare students for what lies
help provide guidance to your students for colleges
ahead. Your school climate and culture have a
and/or a careers.
profound impact on teachers and students’ performance, and your leadership has a profound
This collaborative partnership could be extended
impact on the climate and culture of your school.
internationally as foreign student exchange
Climate equals morale, and culture is what you can
programs or Student Partnership Exchange Program
get people to do. As a forward-thinking leader, you
(SPEP) & M-STEM, where your students travel
should become part of your school community to
overseas for two weeks to participate in programs
prepare your students for what lies ahead. We may
of their choice at a school.
not know what exactly lies ahead for our students in the future. However, the following suggested steps can help to transform your schools.
One, create a school community collaborative partnership made up of faculty, parents, students, industry/businesses partners. Two, set aside opportunities for several short (45 min.) meetings especially in the morning before school starts. Three, raise funds through this group.
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E.L. AFRICA | DECEMBER 2020
LEADERSHIP PROFESSIONAL DEVELOPMENT SURVEY Thank you for all you do and for your honest feedback. We want to be able to provide the best professional development experience possible to all our leaders.
TAKE SURVEY
E.L. AFRICA | DECEMBER 2020
24
SPOTLIGHT: E.L. AFRICA MAGAZINE VIRTUAL LAUNCH!
On October 31, 2020, E.L. Africa Magazine hosted its official launch to discuss the importance of strong school leadership, growth mindset, the impact of COVID-19, and lessons learned. EXECUTIVE DIRCTORS REMARK Hello everyone and welcome to this virtual launch of Education Leadership Africa magazine, the E.L. Africa. We are so glad that you are here. My name is Ada Omile, the CEO and co-founder of the magazine.
I do not have to tell you that the world has changed so dramatically in the last several months and 2020 has seen the world turned upside down. The pandemic has affected African education greatly, so today we have convened our distinguished guests, experts and school leaders to have this critical important conversation about where we stand and how to bounce forward with a growth mindset to ensure that all school leaders in Sub Saharan Africa have the tools and resources to thrive in this uniquely challenging times.
I will use this analogy to equate the situation most of the African schools were in. – Let’s say that You are in the forest cutting a tree with an axe, and suddenly, your axe disappeared, and you do not know what to do next. Some people are trying to use their hands to cut the tree, but some went into a hardware store and the salesperson told them they have no axes and showed them a power saw. The salesperson does not know how to use the saw and could not give any directions. That is where most schools found themselves when the pandemic hit. Cutting the tree with an axe represents the physical schools and classrooms, trying to cut the tree with your hands is trying things that will not work.
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E.L. AFRICA | DECEMBER 2020
E.L. AFRICA VIRTUAL LAUNCH
but it requires that school leaders and teachers
NOW LET’S TALK ABOUT E.L. AFRICA MAGAZINE
need training to implement any new learning
EL Africa magazine is meant to empower school
designs for students. Africa is now at the
administrators to build an improved education
crossroad of internet and education, and to
system that is exceptional, independent, and
meet the demands of internet education, how do
capable of self-sustaining, and tailored to the
we mitigate the digital divide between the haves
needs in Africa or contextualized to African
and the have-nots in both private and public
situations.
The power tool is the new way of doing things,
schools in SSA. When we look back at this pandemic experience, what is going to stand
The goal of the EL Africa magazine is to enhance
out?
your leadership skills and empower and celebrate what they do. The magazine provides strategies,
With a growth mindset, anyone can embrace
and inspiration required to prepare students for
change, persist in the face of setbacks, welcome
success. It is meant to stir you all towards openly
challenges, and view setbacks as an opportunity.
discussing skills and strategies to improve schools
During this conversation, we want to
and advance learning, by collaboratively sharing
collaboratively figure out how to build resilience.
your skills. This unique magazine is meant to give you a voice and serve as an African solution for
You all implement policy decisions from the
African problems.
ministry of education of your various countries, and you have done your very best with few
I have received numerous calls, emails, and text
resources. With long school closures, some of
messages about how much value you found in the
your students have regressed, what strategies
magazine and how you appreciate it. We do ask
are you planning to implement to increase
that you continue to forward the magazine to
student’s engagement. There are simple things
your members. We will have a school leadership
you can introduce at your school for academic
conference next year where we look forward to
Small Changes, Big Impacts which may include- encouraging selfimprovement, what we call
meeting all of you.
care for your teacher, adding clubs like:
Our next goal is to make sure that school leaders
Science/Engineering Club - have students
in the rural areas have the network/data to
and teachers organize Scifest once a year.
access the magazine. We are working hard to
Tutors Club – A peer led academic support
partner with network providers to give you all free
for struggling students (have your senior
data to access this digital magazine.
students tutor other students, they more they tutor, the more they learn).
Cybersecurity/Programming Competitions SkillsAfrica- Where all your technical
Thank you all for attending this powerful forum. We hope to have more of these conversations. Meanwhile, let's focus on what we do bestschool leadership. The results will show in your
schools will have a yearly competition of the
effective schools, increased attendance, test
different programs you have at the schools,
scores on external exams. As soon as we are able,
for instance Culinary Arts, Welding, TV
we will start visiting your countries for professional
Production, Agriculture etc.
developments.
E.L. AFRICA | DECEMBER 2020
26
E.L. AFRICA VIRTUAL LAUNCH
HIGHLIGHTS FROM GUEST SPEAKER REMARKS DR. DOZIE EZIGBALIKE
He summarized by saying that the school leader
The former United Nations Economic
would like to be able to combine the core
Commission for Africa, Africa who led the
educational data that they collect with such
response to the call for a data revolution
ancillary data as population and location, to
discussed Educational Leadership and Open
make decisions that would improve educational
Data. He discussed open data, educational
outcomes. The government and proprietors will
data, the datasets that go beyond student
need the same data combination to review the
records and test scores and the need to make
proposals. And parents will need the same data
data easily accessible. He discussed ancillary
combination to decide which school to send
data that may not be classified as educational
their children. Schools then become primary
data, but which play an important role in
data collection nodes. Teachers already collect
decisions about providing and improving
and use a lot of data in their normal activities.
educational services, his presentation focused
What we now need is to explicitly include them
on those nontraditional data sets.
in the design of community open data systems, and to empower them with concomitant
He used an analogy of what type of data
upgrade of skills for their new roles.
school planners need before choosing a location for a new school. He explained how
MS. EDDA BOHN
the datasets would necessarily need to be
Executive Director for Quality Assurance from
cross-referenced with actual and projected
The Department of Education in Namibia. She
age-specific population data to determine if
informed that Namibia recently joined the 2020
the school would need more classrooms in, say,
Global Education Meeting, which was co-
five years’ time? Will it need more teachers?
hosted by Governments of Ghana, Norway, the
Library acquisitions? Laboratories? Etc. So,
United Kingdom and UNESCO, on 20th
even though a school principal will not be
October 2020. At this event education
expected to collect and store population data,
managers, as well as Heads of States
broken down by age, the school must acquire
assembled to overcome challenges our
the datasets from whatever national authority
education system is facing. She said that
collects them, and then combine them with the
currently in Namibia, a strong policy framework
normal school data for long term planning. He
for inclusion in the education sector ensures
linked it to the
open data concept - involves
the needs of children with disabilities and those
used, reused, and redistributed, free of cost,
orphaned or of other vulnerable status. The
subject only, at most, to the requirements to
system's design is to guarantee that children
attribute and share. The concept implies two
with disabilities, orphans and vulnerable
Technical Openness and Legal Openness. So, every main aspects of openness:
sector should make their data products open for the data commons to work for everybody, including providers, regulators, and consumers of educational services.
27
that Educators at all levels are responsive to
making data available and accessible to be
E.L. AFRICA | DECEMBER 2020
communities do not fall victim to abuse of any kind as per the policy document the National Safe Schools Framework.
E.L. AFRICA VIRTUAL LAUNCH She talked about learner support for curriculum
Teachers were taught how to use Windows 7
attainment and psychosocial support as priority
after implementing one-teacher-one laptop,
for all in the schooling system.
computer literate head teachers/principals and promotion to include test of computer literacy.
She also spoke about how COVID-19 has
Laptop acquisition schemes were implemented.
accentuated the need to address the given
In Anambra State alone, they trained over
disparities, especially the challenges of digital
10,000 teachers and were very aggressive due
inequality. She stated that the state-owned
to the pandemic. Professor Omenugha initiated
enterprise, Namibian College of Open Learning,
and executed the onerous task of making
NAMCOL, which caters for out of school
Anambra State teachers become computer
learning, is an active partner in the
literate.
digitalization of secondary school learning content. Simultaneously, connectivity, Digital
In addition to teacher computer literacy, they
Learning Competence across all levels,
created different platforms for teaching,
capacity building of students, learners and
interaction and teacher collaboration including
educators takes precedence. She stated that
creation of WhatsApp groups for education
their curriculum has been rationalized and
stakeholders, teachers, COVID-19 emergency
adopted a shift towards formative assessment.
taskforce and private schools proprietors. Most
Continuous learner support and professional
importantly, for the COVID-19 era they created
development opportunities for educators will
the Anambra State Teaching-on-Air that airs on
enable learners’ potential.
Facebook, YouTube and television through the Education Ambassadors. Teachers learned how
PROF. AZUKA OMENUGHA
to be creative, wrote lessons and posted on
Commissioner for Education, Anambra state,
their groups for comments and were also
Nigeria delivered a powerful presentation on
trained on broadcast teaching on radios and
Engaging Nigerian Teachers in Technological
televisions. The online teaching came with
Growth and Transformational Leadership, issues
challenges ranging from poor internet
stem from teachers not being trained well, low
connectivity, internet routers lost to theft, cost
self esteem and lack of confidence, as the
of data for online teaching, poor access of
profession is perceived as a stopgap
rural dwellers, lack of electricity, poverty and
profession. The hostile teaching environment
illiterate parents.
experienced by teachers due to lack of infrastructure and instructional materials
Teachers felt like the pandemic gave them the
combined with the COVID-19, EndSars and
push to dare to move into the technological
teacher strikes is not encouraging. The big
information system. Today, most of their units of
question she posed is:
How do we change the
narrative?
study are on saleable videos and YouTube. Teaching on air is now a big deal, teachers’ skills in technology soft skills have improved and
She said that they had the Global T4
more opportunities and options are available
conference on October 30, 2020 with a focus
for educators. She strongly believes that in the
on examining the new normal and trying to help
21st century, educators must be given and be
teachers understand the importance of
prepared to use technology; they must be
Technology. In Anambra State, she focused on
collaborators in learning-constantly seeking
taking the teachers from the basic level of
knowledge and acquiring new skills along their
computer literacy to an advanced level.
students.
E.L. AFRICA | DECEMBER 2020
28
E.L. AFRICA VIRTUAL LAUNCH
ALFRED KAHI INDIMULI
He said that school leaders at all levels in
Principal, KESSA president, and ICP chairman.
schools can contribute to this by; being
He talked about the responsibilities of
accountable for the smooth functioning of
educational leaders to protect students and
routine activities, shaping a vision and Mission
support teachers with tools necessary to do
of a holistic success for all students, creating a
their jobs. He talked about challenges they
climate hospitable to education. cultivating
faced when the pandemic hit, the
leadership in others, improving instruction,
unpreparedness of teachers, the network
managing people, data, and processes.He
challenges. He discussed the education cloud
added that the education systems in Uganda
that the government provided but was not fully
are grappling with a multifaceted set of issues,
implemented because of lack of teachers
from; new health concerns, social distancing
training, and the EDU Channel for continued
seems almost impossible, sanitation
learning. The teachers are now receiving
requirements, and to remediation and making
training on technology use in the classroom.
up for delays in essential learning especially for
The country is now trying to introduce more
finalists who have resumed. He concluded with
technology in teaching and learning.
the importance of a growth mindset.
He said that the Kenyan curriculum developers
DAVID DEKORTE
have partnered with Jomo Kenyatta University
Principal in South Africa. He described the
to develop secure applications for teaching
experiences of public schools and technology
and learning. Students in class 8 and form 4
challenges during the pandemic and lessons
were allowed to return to school and take the
learned. How leadership in South Africa
examination. They have developed a system of
engaged the stakeholders in ongoing dialogue
portfolios for student’s assessments, and use
throughout the period. The schools switched to
the teacher services commission to train
online education and blended learning, and
teachers. He added that now they have ICT
teachers went into a massive learning curve.
personnel support in schools for technology
The use of google classroom was introduced
infrastructure, and that the principal is the key
and it was a challenge even for him. The tool is
to determine the type of infrastructure needed
great because students that were absent can
in the schools.
login into the google class and see the instruction missed. He also said that it is a good
JAMES ONYAIT
thing that school principals were given the
Principal in Uganda. He described the three
autonomy to make choices regarding the
general school categories in Uganda: The
opening of schools. The schools were opened
purely government-owned school, private but
at 50% capacity and the same set of students
government-aided schools, and purely private-
were in schools to avoid the spread. The
owned schools, which were further categorized
students were also assessed on the content
into three major classifications: the elite/first
learned after the resumptions.
world or affluent schools, the average/middleclass schools, and the "low/third world schools.
The other wise decision that South Africa made
He emphasized on the importance of strong
was to complete the 2020 school year and
and good leadership in schools helps to foster
start the next one afresh. He stressed the
both a positive and motivating culture for staff
importance of the social connections of
and a high-quality experience for learners.
students going to schools, and how the children missed the contact with teachers during the lockdown.
29
E.L. AFRICA | DECEMBER 2020
E.L. AFRICA VIRTUAL LAUNCH Moving forward, a brand-new way of teaching
Education has allotted a stimulus package of
will emerge by embracing technology and
1million United States Dollars to all private
integrating that into the teaching and learning.
schools across the country. The Principal Association has also reached an agreement to
DARRIC DENNIS
hold refresher workshops for member schools in
Principal of Vine School System of Christ and
areas where they are challenged – ranging
Secretary General of the National Association
from leadership, quality instruction, technology,
of Liberia School Principals Montserrado
computer to school finance and budgeting etc.
County Chapter. He discussed the importance
This exercise is expected to commence in
of strong school leadership and how it cannot
November. He said that some schools are now
be overemphasized because It addresses the
building online platforms as a backup plan for
issue of creating a proactive instructional
the continuation of students’ learning in case of
environment where teachers are held
any unforeseen circumstances.
accountable to the full implementation of national curriculum for the delivery of quality
DUNCAN GOWEN
education for all students, and it opens the
Principal of Day Waterman College, Abeokuta
door for high cooperation/coordination
in Nigeria talked about the challenges of the
between administrators and teachers, between
pandemic and the impact. He focused on the
teachers and students, and between students
theme of how we bounce forward. He used the
and students, and finally between the school
ray of sunshine to represent how schools and
and parents or the outside community.
leaders can shine and celebrate the journey that all leaders have been on since the
He quoted a Chinese Proverb: “doing the same
pandemic hit, their success amid the
thing over and over and again, yet expecting
challenges though the infrastructure may not
different results is madness.” If school leaders
be adequate yet. is not what it should be. He
will continue to indulge into the consistent act
said that this period has presented them with
of corruption, dishonesty, academic bias,
an opportunity to shine and develop their skills
partiality, tribalism, hatred, bad labor practice,
set, how to engage with all stakeholders, that
and the lack of accountability and
every school leader has travelled a journey from
transparency then growth is yet to become a
where they are in March to where they are now,
reality; however, we must never walk down such
therefore, that success should be celebrated.
a path. In Liberia, the digital divide is still a
With this opportunity, leaders should re-
major challenge due to two major reasons: The
examine what they do and how they engage
high cost of buying and maintaining tech tools,
and challenge students (skills and content).
and the knowledge needed by both teachers and students to engage into the
He said that in an effort to “build back better”
teaching/learning process using these tools.
and become a high-performance school, his
The use of Technology is no longer a choice,
school has contracted an accreditation team
but a compulsory decision that must be made
to help strengthen what they do. He discussed
by all school leaders to meet the needs of all
high performance learning or advanced
learners. He said that through a consistent
cognitive performance- critical thinking skills,
appeal from the Principal Association, the
creativity, imagination, curiosity, and values
Government of Liberia through the Ministry of
attitudes, and attributes required for success.
E.L. AFRICA | DECEMBER 2020
30
E.L. AFRICA VIRTUAL LAUNCH As an educator, he said that there has been
After considerable reflection on his journey of
more emphasis on content and not key skills
discovery, he seems to culminate with a
that the students need when they graduate and
revelation of himself metaphorically as a
go into the workforce.
This multifaceted character, an essential figure
griot.
in many West African cultures, is a village elder His school conducts regular well-being checks
who fills a number of valuable roles: public
with the students and community to develop a
servant to the King, historian, genealogist,
partnership with the stakeholders. The “WHY” is
entertainer, storyteller, poet, and magistrate,
his presentation of why we do what we do is to
among other functions. Most significantly this
develop global citizens, nurture advanced
person is venerated as a teacher. He
performers, and create enterprising learners.
concluded his discussion of the “Coach Approach: From a Theoretical to a Practical
DR. LONNELL E. JOHNSON
Model for Successful Teaching” with this poetic
A retired professor. In a refreshing presentation
self-portrait. Some of the poem he shared will
by Dr. Lonnell Johnson, he discussed principles
be found in this issue.
that he learned and applied while teaching for more than forty years, He took us on a journey
WILLIAM BAAKO
of discovery of what it means to be a
A private school proprietor and the GNAPS
player/coach in academe, as he shared
PRO, Ghana. He commended the EL Africa
excerpts from “Reflection on My Journey
magazine for bringing school leaders in Africa
through Academe,” an article published in
together to learn from each other, He
Thought and Act: the Higher Education Journal
reiterated the challenges that private
of the National Education Association. Written
proprietors face in Ghana and how they lack
as a reflective essay, the article also pays
the support of the government unlike the public
tribute to some of the teachers who have
schools. He pleaded that we support the
influenced him from junior high and high school,
private proprietors to support the GNAPS to
through undergraduate and graduate school
provide technology devices to schools
and beyond.
especially in the rural areas.
The metaphor of a coach. He reflected on the different roles of teachers - one of which is to be a supreme motivator or coach. Three of the most significant functions he described of a coach include being a motivator, recruiter, and advisor. As a writing instructor, he functions as a “player-coach”, but also classifies himself as a “student-teacher” in that he continually discovers that there is so much to learn about the art of teaching. Dr. Johnson poetically described the role of educators as artiststudent-teacher-player-coach, a kind of factotum in education.
31
E.L. AFRICA | DECEMBER 2020
HAVE NEWS YOU WANT HIGHLIGHTED IN E.L. AFRICA MAGAZINE? SEND US AN EMAIL AT ELAFRICAMAGAZINE@GMAIL.COM.
TECHNOLOGY TOOLS FOR TEACHING & LEARNING GOOGLE EXPEDITIONS Allows teachers to provide guided virtual tours to anywhere in the world. Teachers control what the students see on the teacher iOS device, while the students follow along on their own device. This can be used with or without Google Cardboard Glasses.
CLASSCRAFT
ADDITIONAL EDUCATIONAL RESOURCES
Transforms school by taking the video game mechanics that provide rich and interesting play experiences and applying them to the classroom setting.
EXPLAIN EVERYTHING CLASSIC (IOS) A digital whiteboard app that allows students and teachers to create meaningful content to demonstrate concepts by using their voice to add ideas to their visuals. Whiteboards can be exported and shared as videos.
DELTAMATH Junior and Senior secondary math classes, auto generates content to be assigned to specific users to practice their skills. It's free, but needs a log in.
ILEARN CONTINENTS AND OCEANS A fun way to learn the names and locations of the continents and oceans. Four modes to choose from: Learn, Game, Test, Puzzle.
PIVOT TABLES EXCEL Beneficial for School Support Staff and School
www.khanacademy.org
www.ck12.org/student
www.learninga-z.com
www.brainpop.com
www.vooks.com
www.pbslearningmedia.org
www.kids.nationalgeographic.com
www.codemonkey.com/hour-of-code
www.codecombat.com/teachers/hour-ofcode
www.wow.boomlearning.com
www.funbrain.com
Administrators. Will give interractive view of data.
E.L. AFRICA | DECEMBER 2020
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33
E.L. AFRICA | DECEMBER 2020
NIGERIA ANAMBRA STATE BY: CHRIS AMONYE ONWUKA
All over the world, the pandemic took everyone by surprise. Indeed no one could imagine that schools would be
Prof. Kate Azuka Omenugha interviewed by Chris Amonye Onwuka
grounded going into a lockdown. On March 24, 2020 all schools in Nigeria were shut down. In order to have our students meaningfully engaged at the time, a program tagged:
Anambra State Teaching on Air was initiated on April 1, 2020 throughout the state.
The initiative was for Senior Secondary School students covering these following subjects: English, Mathematics, Biology, Chemistry, Physics, Civic Education, Government, Literature in English, Igbo, etc.
Commissioner for Basic Education E.L. AFRICA | DECEMBER 2020
34
POST PANDEMIC RECOVERY Each subject was taught for 60 minutes and broadcast on Radio and Television and shared online over various platforms. (Facebook, Youtube, Twitter, and Podcast).
The junior secondary school students and that of the Primary started on 14th April 2020. The following subjects were taught, English language, Mathematics, Igbo, Basic Science, Social Studies, Civic Education, Christian Religious Studies, and Verbal Reasoning and Quantitative Reasoning additionally for Primary Schools. While 30 minutes is given for Primary Schools, 60 minute is for Junior Secondary Schools. Over 150 teachers took part in the Project which included teacher mentors and ambassadors in the project.
The initiative gave birth to distribution of over 3000 radios to students involved. Communities subscribed into the radio campaign as well as some humanitarian organizations like: The Rotary Club adding their widow’s might on radio ownership. The program enhanced the communication skills of both teachers and students, making teachers visible to a global audience while improving the listening skills of the students. The Project gradually built a community of teachers desiring to make Anambra Education globally competitive. It ignited the Community involvement in education and training of their children thereby instituting in a systemic way blending teaching and learning.
Right from the onset, we had a clear mandate from His Excellency Willie Obiano, the Executive Governor of Anambra State, which was to transmit a strategy that ensures equitable learning process, marking the state out as one of the lowest illiteracy rates country wide.
We set up WhatsApp Group for teachers where mentors are included to fine tune the subject matter. The state started an ICT drive of
One Teacher One Laptop Campaign/Policy where teacher’s capacity
became priority serving as Laptop acquisition scheme and it also led to further capacity building for them to Singapore, Dubai, Greece, and other countries of repute. All teachers were to be computer literate before employment and this has turned out over 10,000 teachers on our role partnering with NGOs of international standard.
We also went into a state-of-the-art
equipment campaign which involved innovation in schools, science
laboratories, libraries, sick bays, hostel construction of over 650 capacity, etc. The result was the global competitiveness and excellence by Anambra schools in the world Techno Innovation Competitions and other competitions where the state had proved her mettle as world best.
All we have been doing prior, during and post Covid-19 are basically the means to mitigating the digital divide for learning; but additionally, we hold strong to many tenets like: the nobility that comes with technology in teaching and need for teachers to up their skills; understanding the new normal and how to unlearn and relearn; sensitization and orientation of the public; inclusion of sign language teachers to the social media live streaming. I did not see clearly how the state is mitigating the digital divide.
While these schemes and programs were on, they came in with so many challenges, such as: poor Internet connectivity; Internet routers lost to theft; cost of data for online teaching; poor and lack of access of rural dwellers; lack of electricity; poverty; illiterate parents etc.
We however did our best to surmount these challenges through use of jingles; posters– reaching out to public in markets, churches etc., text messages; procurement of 3,000 radio sets for distribution to 9 Local Government Areas that are hard-to-reach working with education stakeholders; production of computer CDs for the lessons; procurement of cameras for sign language teachers for projection during Teachingon-Air.Indeed, our overall maxim was:
35
E.L. AFRICA | DECEMBER 2020
no child should be left behind!
POST PANDEMIC RECOVERY
DELTA STATE
Mr. Patrick Ukah
BY: TEMI MUSTAPHA
Our society is moving very fast with the digital economy, with the introduction of mobile phones, the Internet, and social media; our content on the curriculum ought to have changed. The last curriculum for secondary school in the state was done in 2012 before the development of curriculum on education which is the current one done by the NERDC. Between 25th November to 3rd December, we plan to have a workshop aimed at developing a curriculum revision and scheme of work for both primary and secondary schools that meets the educational standard of the 21st century.
Commissioner for Basic & Secondary Education
Renowned Nigerian curriculum development expert education emeritus, professor I. Obanya will facilitate and direct the workshop. The state government decided to lay more emphasis on teacher’s capacity development by establishing the State Teachers Professional Development Centre (TPDC) at Owa-Oyibu, with the appointment of the director-general. The governor also developed computer suites in some of our schools to ensure that the learning environment meets the demands of the time. Last year, the Okowa administration employed 1000 teachers majoring in sciences, languages, and computer education to advance ourselves with the study and teaching of science and vocational studies in our schools. In the state alone, over 12 new schools have been approved and established to ensure that there is easy access to basic and primary education. So, these reforms are being driven with all sincerity and passion and we hope that by the end of this administration, the difference will be clear.
LAGOS STATE
Mrs. Folasade Adefisayo
BY: TEMI MUSTAPHA
The Lagos State Teaching Service Commission, (TESCOM) held series of training for our
Secondary School Teachers on the use of
ICT as a tool for teaching students to achieve optimal performance as we adopt the Nigeria
Education Research
Development Council produced curriculum, we aim at
equipping
Lagos State Teachers with necessary skills in ICT in line with the present administration’s agenda on Education and Technology. The importance of this is that we are integrating technology in the contemporary teaching-learning process across our schools, the training is meant to educate Lagos state secondary school teachers on the integration of technology into their classroom
Commissioner of Education
practices.
Recently the teachers were trained, specifically on how to use the internet and PowerPoint for presentation and teaching, among others which we expect that will make their classes more interesting and engaging. We intend to visit classes for on-the-spot assessment, so ensuring that the curriculum content meets the 21st century in this digital age. , we have concluded plans to digitize curriculum of basic schools, modern techniques are being deployed to maximize learning in all public owned basic schools. More than 2,000 teachers from the 57 local councils were trained intensively under the State Government’s Eko Excel Initiative. We had trained 2,400 primary school teachers during the State capacity building program.
E.L. AFRICA | DECEMBER 2020
36
POST PANDEMIC RECOVERY Recently our Governor in Lagos State announced the introduction of a vehicle scheme for Head teachers to support them in delivering their responsibilities, this is part of the reforms , we have set out to motivate and impact on the morals of our teachers to get better results. We are introducing a teacher computer to enable us to know what each teacher teaches on a daily and weekly basis; this will help us to know academic growth and we will be able to predict outcomes of learning. We intend to institute better school governance and improve the capacity and welfare of students.
Mr. Dennis Ityavyar
BENUE STATE BY: TEMI MUSTAPHA
Presently, Benue state government is revising the education laws which was last revised in 1983 and it is now at an advanced stage. Finally, we have started sensitization; we have spoken with stakeholders and are preparing them ahead of the policy change, before the end of the first quarter of 2021, we must affect the implementation. Benue State government is also returning schools such as missionary schools back to the owners and giving schools back to the communities and individuals, so that they will run the schools based on their initial objectives.
Commissioner of Education
Benue state have paid their teachers’ salaries. Private schools that are sub standards and that don’t follow the curriculum; those that operate with unqualified teachers; and those without physical and inconsistent structures have been shut down, Benue state government is withdrawing paying private school teachers, we want the school proprietors to hire their own teachers; we want the proprietors to take up the responsibilities of supervision and remuneration of their teachers.
EBOYI STATE BY: TEMI MUSTAPHA
In Ebonyi State, we insist we have local content with global
Dr. Onyebuchi Chima
quality, we teach the children with the known before impact them with the unknown, we get them familiarize with the core knowledge of the immediate environment before we introduce global issues.
They are bringing zest and zeal by ensuring that teachers and pupils conform to standard procedures as recommended by the NERDC and the National Examination Council as well as West African Examination Council (WAEC) and all other examination body’s standard. In every ward across the local governments in Ebonyi state, we have technical assistants and special assistants posted to these wards for school monitoring purposes to ensure standard.
37
E.L. AFRICA | DECEMBER 2020
Commissioner of Education
POST PANDEMIC RECOVERY
GHANA KUMASI, ASHANTI REGION By: Alhaj Yakub Ahmad Bin Abubakar
The schools' responses to the challenge of the pandemic by ensuring that all staff,
Headmaster of T.I. Ahmadiyya Senior High School
students and restricted visitors adhere
strictly to the protocols required of the
pandemic. The
protocols involve the wearing of nose masks, keeping social distancing and
sanitizing of hands frequently.
Before students from outside or staff and visitors were admitted into the school daily, the thermometer guns were used on them to determine their temperature coming from, the vehicle or
levels and records on them like where they were
means by which they used to come to the school and their addresses taken.
This is to ensure that contact tracing could be carried out should the need arise as a
result of a suspected
case of the covid-19 or detected case. The school ensured that all concerned complied with these measures and
directives. The Government of the country through its agency the Ghana Education
supplied the school and all other schools with the Personal Protective
Service,
Equipment (PPEs). These involved
nose masks, tissue papers, sanitizers, veronica buckets and water.
The school was also attached to a health facility to ensure cases were quickly was also supplied with nurses to ensure that the health needs of
handled. The School clinic
all students and staff were adequately
taken care of. Our role in ensuring improvement in teaching and learning included the sensitizing Staff and Students on the dos and don’ts of the pandemic, ensuring that all
of both
comply with the directives of
the pandemic and quick response to cases that came about.
Confidence of all were boosted and all carried out their roles diligently. Both staff and students were also catered for very well. For example the quality to students were improved and the staff was also given
and quantity of food given
a sumptuous lunch in the school. The pandemic
has brought about the use of virtual learning to be introduced,
especially during the lockdown period.
Television and internet learning were introduced. It became apparent that not all the students were exposed to the internet
and even the television. We have also realized that the use of mobile phones,
which is not allowed in the
Secondary School level, has to be relooked at.
We are therefore suggesting to the authorities to introduce mobile phones which to enhance the television learning and possibly introduce
are School Specific and
Radio or FM learning programmes.
E.L. AFRICA | DECEMBER 2020
38
POST PANDEMIC RECOVERY
TOGO By: Elmut PINTO
In Togo, it took just over 7 months for most students to return to school after closures linked to Covid-19. A more unprecedented recovery which began on November 2, 2020 against the backdrop of endless challenges linked first to the health crisis, then to the restructuring of the educational curriculum, but also to the training of teachers in relation to the new teaching practice, the experimentation of which began barely two years ago.
126 DAYS OF SHUTDOWN... The cold silence that reigned in schools during the 126 days of shutdown was just as disturbing as its direct cause, the Covid-19. On March 20, 2020, the government sounded the death knell for the education
"I have never witnessed such a situation in my life," testified a teacher in his sixties, founder of a private school in LomĂŠ.During this system. A rather unexpected stop but also historic by its duration.
unexpected stop, the education system and its actors were confronted with various factors which conditioned this new 2020-2021 school year.
PARTIAL REOPENING OF SCHOOLS After 3 months of closure, only examination classes were allowed to reopen. The relatively successful experience will have served to prepare teachers and students for the various exams. With the latest results falling in mid-October, the government took a month and a half to launch a new school year.A new start of the school year unlike any other with new challenges linked first to Covid-19, secondly to the reorganization of educational programs and above all to the salary situation of teachers.
A 2020-2021 ACADEMIC YEAR LIKE NO OTHER Hand washing device at school entrances and each classroom. Information posters against Covid-19, faces half-covered with masks, distance of one meter between academic actors, all in a climate of wariness. This scenario is almost the same everywhere, in private, denominational, and public schools.
Faced with alarmists who found the public authorities' strategies for managing the health crisis insufficient,
"I would like to reassure everyone and ask the declinologists, those who have the gift of dramatizing situations that, the government has so far been able to rise to the challenge. I will even inform you that the entry into other countries of the subregion was not orchestrated with as much precautions and thoroughness." the Minister in charge of Primary and Secondary Education, Komla Dodzi KOKOROKO, responded:
REORGANIZATION OF EDUCATIONAL PROGRAM When schools closed in March 2020, students returned without completing the educational programs planned for the school year. But they were able to be assessed based on the first evaluations conducted, to decide whether or not to promote them to the next class.
At the beginning of this new 2020-2021 school year, this gap had to be filled and the Ministry in charge of Education has thought well of this. In order to do so, a teaching program is established for teachers consisting of a part of the past year and the one scheduled for this year.
The objective is to allow students to catch up.
39
E.L. AFRICA | DECEMBER 2020
POST PANDEMIC RECOVERY RETRAINING OF TEACHERS Since the 2018-2019 academic year, Togo has been experimenting with a new teaching practice, the competency-based approach (APC). A methodology focused on the actions and reflexes of learners. The
"put the learner at the centre of the educational process to fight against his/her failure and, on the other hand, to hone the skills of the teaching staff and to improve productivity.� objective being to
After the 6th and 5th grades, it is the turn for 4th graders to experience the APC. Only seven subjects are involved. French, Mathematics, Physical Sciences, Biology, English, History and Geography.
WORKFORCE MANAGEMENT, THE OTHER "HEADACHE" Respecting the quota of 60 students maximum per class, limiting contacts during school hours and especially during recess, the task seems less obvious to succeed, but school authorities manage to adapt as best they can.
THE DUAL-FLOW STRATEGY IN PUBLIC SCHOOLS In public institutions, lessons are given in double flow. Part of the students attend classes in the morning from 7am to Noon and the other half, in the afternoon from 12:30pm to 4:30pm. Speaking to the press on
"I am not inventing anything. Me, speaking to you, I can assure you that I did my high school in double flow in a public school. This does not make me mediocre in front of you, though." October 22, 2020, Minister Komla Dodzi KOKOROKO praised the merit of this already existing strategy:
Moreover, in private schools, enrolment is considerably reorganized and reduced to avoid overcrowding in classrooms.
ARREARS OF UNPAID PRIVATE TEACHERS During the seven months spent at home, many are these teachers whose salaries remain unpaid to this day. Approached by our magazine, Erik AGBOHESSOU told us that he had not been paid for the shutdown
"Our founder doesn't even think about paying us. He even says that there are no arrears since we had not worked during the period when the schools were closed," he said. periods.
In addition, while some school founders have paid monthly salaries to their employees, others also plan to
"Parents have not yet paid their remaining school fees," justified a school founder and reported by his teaching staff, Justin AGBO. pay them as parents pay their remaining tuition fees from the last school year.
However, in the public, even if no teacher can complain about not having received their pay during the school closure, they are sounding the alarm about their working conditions.Organized in two public service teachers' unions, they observed a 72-hour strike to
the teacher."
"demand the implementation of the special status of
PUBLIC SCHOOL TEACHERS ON STRIKE Barely two weeks into classes in this new 2020-2021 school year, teachers of the public service decide to claim their right from the public authorities. A strike was launched on Monday, November 16, 2020 throughout the Togolese territory by the two unions. The Federation of National Education Unions (FESEN) and the Coordination of Education Unions of Togo (CSET).
Specifically, teachers are demanding the indexation of the 2 billion CFA francs for 2019 and discussions on the envelope for 2020 and 2021, but also and above all the implementation of the special status of the teacher.
E.L. AFRICA | DECEMBER 2020
40
POST PANDEMIC RECOVERY "the strike was followed at more than 90%." Not having won his case, Houssimé Séna threatened: "If the government does not say anything, the strike will be renewed." This strike lasted only 72 hours and according to the first Head of FESEN, Houssimé Séna
Long before this new school year, the Minister in charge of Primary and Secondary Education, Komla Dodzi KOKOROKO, reassured the teaching faculty of the constant holding of consultations to find a common ground on the situation of teachers in the public service.
UGANDA By: Okiria Martin Obore
NATIONAL CHAIRPERSON (Association of Secondary School Heads Uganda (ASSHU) The COVID -19 pandemic is a hard reality that has caused a lot of unpresented challenges associated with uncertainty, desperation, anxiety, fears, economic strain, threat of high dropout rate threat of increased alcoholism and drug abuse, high rate of pregnancy and irresponsibility from a section of parents.
OPENING OF SCHOOLS The country has witnessed partial re-opening of school for only candidate classes which has gone well so far in many schools. We pay attribution to the Ministry of Education and Sports for accepting to listen to proposals and recommendations from ASSHU appropriators of private schools.
CONTINUED HOME LEARNING We credit Ministry of Education and Sports for the swift action of providing guidance and support with strong determination to move the Education forward with proactive and positive intent, addressing important Education issues that ensure that the process of instruction continues even for learners at home through TVs, Radios, self-study materials developed by the National Curriculum Development Centre (NCDC), it also includes home schooling and E-Learning. This is every significant initiative in Uganda for those who understand the times, it is a major swing of the Education pendulum.
ATTEMPTS TO PROPEL EDUCATION FORWARD The President during the period of the lock down made a request to the country for contributions, ASSHU was able to collect Uganda shs: 23 million to the National COVID-19 task force, to mitigate effects of COVID.
The Association also made some modest financial contribution to a teacher who was identified by
a BBC reporter struggling-Madam Harriet Agasiru. The Association has been instrumental in organizing visual workshops for Headteachers and teachers some have been achieved through collaborative approaches, for example with Global Peace Foundation on various Topics including: “Shaping Peace together", moral and innovative leadership as key to education transformation."
The other visual conferences were run in collaboration with NCDC on lower secondary curriculum. The other visual conferences were by British Council. The feedback was spectacular, they had an impact in arousing seriousness and amazing vision among Head Teachers on how to hold our profession at its best. It was fulfilling and satisfying listening to the participants and facilitators during this conference. I should note that many organizations that had never taken ASSHU seriously collaborated with it to achieve purposeful education and outputs and have continuation of education programs. It is my prayer that one day the situation shall normalize.
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E.L. AFRICA | DECEMBER 2020
THE SYSTEMIC CHANGES THAT SHOULD BE MADE TO PUBLIC EDUCATION IN SOUTH AFRICA AS A RESULT OF THE PANDEMIC By: Dr. GT Motsoeneng, Deputy President: South African Principals Association
South Africa as part of a global sphere is
COVID-19 clearly illustrated the need to
currently in a transition which is branded by
review the Post Provisioning Norms since
the impact of COVID-19. The Framework for
teachers with comorbidities suddenly left the
the Implementation of Education Employment
didactic situations to either work from home
Initiative, highlight the current account which
or had their duties adapted to their prevailing
clearly indicates that the provision of public
health conditions. This state of affairs
education continually calls for the
presented challenges to effective curriculum
responsibility from the Basic Education
delivery since immediate substitute or
Department to reposition and realign certain
temporary posts to replace such teachers
systemic practices for the purpose of dealing
were not approved on time.
with challenges, that includes, but are not limited to: academic disruptions, conditions of
Consequently, with the Presidential Fiscal
physical amenities, learners dropping out of
Stimulus Package, which enabled the Basic
school, teachers with comorbidities, provision
Department of Education to implement the
of online teaching, learners and teachers
Education Employment Initiative, Educator
being afraid to return to school and
Assistants and General School Assistants
psychosocial problems which overwhelmed
have been temporarily appointed and
school communities.
deployed in schools to ensure continued learning and teaching. Therefore, this
Accordingly, some of these challenges are
initiative clearly demonstrates the need for
currently at play and may even continue
the systemic change regarding the Post
beyond the COVID-19 pandemic and certainly
Provisioning Norms to allow for the availability
will present a demand to effect systemic
of additional (permanent) teaching posts.
changes for the purpose of achieving an all-
Such consideration will assist in facilitating
inclusive realization of educational
effective curriculum management and
objectives.
implementation at the schools.
Post provisioning is regulated in terms of the Employment of Educators Act, 76 of 1998. Furthermore, regulations stipulate that the Member of the Executive Council (MEC) must create a pool of posts in accordance with available funds which are subsequently distributed to schools in terms of the Post Provisioning Norms (PPN). These posts depend on the weighted number of enrolments in a particular school and the total number of posts that are available in a Province.
E.L. AFRICA | DECEMBER 2020
42
MINIMIZING THE IMPACT OF COVID-19 ON STUDENTS WITH SEND By: Victoria Prescott, London
THE CHALLENGES
Children who struggle with cross-curricular skills
Amara, Billie, and Cary are struggling. The transition
such as comprehension, resilience, and focus found
back into their central London secondary
themselves isolated like never before. Further, as
comprehensive school after months of lockdown has
children with SEND are also more than twice as
been difficult. The change in the pace of the day,
likely to be eligible for free school meals (EED,
the scores of new faces, and the ever-shifting
2020), the attainment gap is being compounded by
expectations placed upon them as their school
intersectional disadvantage. The truth that
adapts to the ongoing governmental advice is
September 2020 has revealed is that children with
bewildering. Furthermore, each of these students
SEND have been and are being disproportionately
contends with additional needs that make the
affected by the COVID-19 pandemic.
transition process even more of a challenge.
SEPTEMBER 2020 Students with Special Educational Needs and Disabilities (
SEND) have a fundamental right to
Schools are now open, and students must yet again attempt to navigate a ‘new normal’. It is a school’s
access education that caters to their unique
moral imperative that they rise to meet the needs,
requirements. However, in the UK, this group is falling
new or previously acknowledged, of those students
behind academically. According to the Education
who have been excessively affected by the
Endowment Foundation, the attainment gap
pandemic. For this to be effective and sustainable,
between pupils with SEND and their peers is twice
schools must adopt a micro and macro view of
as big as the gap between pupils eligible for free
students with SEND, particularly in a mainstream
school meals (an indicator of disadvantage) and
setting, that suitably scaffolds learning and
their peers (EED, 2020). While measures are in place
wellbeing, while balancing the progress of other
nationally to close the attainment gap, the sudden
students and the workload of the classroom
onset of the COVID-19 pandemic this year left many
teacher.
teaching professionals struggling to catch up with the technological demands of remote teaching.
The Department of Education’s SEND Code of Practice conveys the necessity for students with
Many of the differentiation measures routinely
SEND to experience “a system which is less
implemented in a mixed ability classroom
confrontational and more efficient.” (2015) This
environment were abandoned, as teachers
statement, while broad, is a starting point for how
frantically constructed lessons that could be
schools must work to address the myriad issues
accessed in broad strokes by most of their pupils.
presenting as a result of the COVID-19 pandemic,
Students with SEND, who could previously access
such as knowledge gaps, and regressions in skills
lessons in the company of their peers and in a calm
and behaviour of some of the most vulnerable
and safe learning environment, suddenly found
students in education.
themselves cast adrift in the uncertain ocean of online lessons and remote learning, much of which relied upon students having a degree of independence.
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E.L. AFRICA | DECEMBER 2020
MICRO LEVEL STRATEGIES
The outcomes of these discrete activities can be
Knowledge gaps and skills regression should be
observed through book checks, so the ‘plan, teach,
tackled in the classroom.
mark’ cycle has never been more important. Marking can be highly effective as a diagnostic tool to inform
A ‘back to basics’ approach is appropriate for each
the planning and teaching of the next ‘block’ of
and every student as a way of establishing a
learning. By noticing class-wide and key cohort
baseline from which need will be evident. Time spent
patterns of learning and misconceptions, a teacher
methodically re-addressing content covered prior to
is enabled to tailor teaching to their classes and
or during lockdown secures learning for all students,
individual students. It is essential that schools place
where previous understanding may have been
emphasis upon formative assessment for the time
unreliable, due to general anxiety or specific
being, as a way of developing student skills and
distractions regarding the virus.
knowledge, rather than a summative measuring of progress.
For students with SEND it is important that the teacher assumes nothing of the fundamentals, but
Further, formative assessment can aid students in
without patronising or undermining the child’s
engaging with their own learning. Black and Wiliam
confidence. Issues that have arisen since returning
(2006) assert that “pupils must be given the means
to school have included reduced motor skills
and opportunities to work with evidence of their
(specifically pencil grip being affected by lack of
difficulties”. While it is clear that giving students
practice) and a loss of ‘sight words’ knowledge
opportunity for reflection and improvement on their
(those words, often non-phonetic, that students
own work is beneficial for learner growth,
learn ‘by sight’ as a foundation to reading). With the
students with SEND it can be difficult to access
basics of reading and writing being affected so
teacher marking in a meaningful way independently.
fundamentally by the break in schooling this year, it
One strategy that can support these students in
is important that there is a systematic addressing of
engaging with their learning process is to discuss
these building blocks of learning.
differentiation with them. Afford students the
for
opportunity to discuss the resources provided for The beginning of the lesson is a key moment for
them individually or in a small group. Discuss the
teachers to check in with those students that may
purpose of resources, have students explain how the
require support, and a handwriting or high frequency
resource is useful to them, and have them suggest
words task may be more appropriate than the
improvements or alternatives.
standard starter or ‘do now’ task. Tasks that are targeted, close-ended, and recurring can help
The benefits of this time investment are threefold:
support students in building their skills and
By receiving direct feedback from those utilising
knowledge autonomously. This type of differentiation
the differentiated resources, it quickly becomes
presents minimal effort for a teacher (this could be a
clear which resources are effectively supporting
booklet that students use as the first task each
learning (and which are not).
lesson) while effectively addressing the specific
Learner autonomy. Discussion of this kind
gaps in knowledge and skills presented by some
encourages students to view themselves as
students. Similarly, the final minutes of a class
learners, and access learning independence
activity could involve a consolidation task, with
through metacognition.
specific students focussing on quality letter
Building relationships. A student who
formation in their writing, and careful, independent
participates in the construction of a lesson is a
reading. It is important to reiterate that the students
more engaged student. It can also allow for a
utilising these activities are those who have been
more honest appraisal of moments where
disproportionately affected by the gap in schooling,
genuine misconceptions or access issues arise,
with this gap having a significant negative impact
and occasions where the student may be ‘opting
upon the foundations of their academic skills. A
out’.
systemic but flexible approach such as this ensures that the academic gap is closed quickly, and the knowledge and skills of those most academically vulnerable students are strengthened.
E.L. AFRICA | DECEMBER 2020
44
MACRO LEVEL STRATEGIES
Further, a school wide agreement of broad routines
Many of the broader issues that students with SEND
will be hugely supportive for a child with SEND. The
face on their return to school revolve around routines
addition of new elements to the already busy school
and behaviour, with a disruption in the former often
day, such as handwashing, mask wearing and
leading to a deterioration in the latter. This
staggered break times, can leave students feeling
‘misbehaviour’ can often be attributed to a
anxious about where they should be and what they
manifestation of anxieties and frustrations of a child
should be doing. Investing time at the start of the
who is struggling to process the ever-changing world
term to walk students through the day and respond
around them. Mainstream schooling provides so
to logistical questions will alleviate some student
much more than just curriculum for children, not least
anxiety. Clear instruction at the end of each lesson
children with special educational needs and
from teachers, as a school wide routine, will ensure
disabilities. The correlation between SEND and
that all students know the next step in the complex
mental health issues is undeniable, with mental ill
day, without singling out students that may need
health being six times more likely to present in a
additional support. Visual timetables may support
person with SEND than their ‘typical’ counterparts
some students in navigating the more complex
(Emerson and Hatton, 2007). It is therefore vital that
elements of the school day, such as one-way systems
education provisions provide ‘wrap around’ care for
and changeovers, caused by COVID-19 prevention
those most vulnerable, and work to support those
measures.
children in managing their own behaviour.
LOOKING FORWARD While the addressing of learning needs may start in
Children with SEND can benefit from mainstream
the classroom, the input of other adults in the school
education in several ways. The four broad areas of
environment is vital to the rapid reduction of the
need (cognition and learning, communication and
attainment gap post-COVID-19. Classroom teachers,
interaction, physical/sensory, and social, emotional
teaching and learning support assistants, the
and mental health) can be incidentally scaffolded in
SENCo, the head of year and the form tutor all have
a mainstream, mixed ability classroom, through a
a role to play. It is significant that, while diagnosis of
calm and supportive peer group, quality resources,
SEND is most prevalent up to age 10, this is the very
and strategic teaching from a knowledgeable
age that SEN support declines in education in the UK
teacher. The abruptness of school closures meant
(Explore Education in England, 2020). However, this
that these three elements of a child’s learning
does not need to be the case. Through
experience were removed without warning, leaving
communication and ‘joined up thinking’, a web of
many students feeling disconcerted and aimless. The
educational support can be constructed with the
role of schools now is to ensure that the anxiety and
child at the centre.
apathy experienced by so many students across the world is acknowledged, and that the work starts
One of the most important elements of this ‘joined
immediately to rebuild their academic resilience and
up thinking’ is ensuring the dissemination of
focus. Thus, it goes without saying that students who
information about the additional needs of specific
already face challenges regarding these areas are
students. It is imperative that every teacher knows
brought to the front and centre of a school’s
the needs of the most vulnerable children and
priorities.
appropriate strategies to support those individuals. While a child should not be defined by their need, it is vital that the formative moments of the first weeks and months back in school are characterised by the child feeling safe, supported, and understood. By informing teachers and other staff of need within the community, a child struggling to express anxieties or frustrations will be met with empathy
REFERENCES Black, P and Wiliam, D (2006) Inside The Black Box: Raising Standards Through Classroom Assessment, Granada Learning
and understanding, rather than misapprehension and
Emerson, E., and Hatton, C. (2007) The Mental Health of
sanctions.
Children and Adolescents with Learning Disabilities in Britain. The British Journal of Psychiatry. https://assets.publishing.service.gov.uk/government/uploa ds/system/uploads/attachment_data/file/398815/SEND_ Code_of_Practice_January_2015.pdf https://educationendowmentfoundation.org.uk/tools/guid ance-reports/special-educational-needs-disabilities/ https://explore-education-statistics.service.gov.uk/findstatistics/special-educational-needs-in-england
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E.L. AFRICA | DECEMBER 2020
A LOOK AT THE UNDP'S Sustainable Development Goals (SDGs) Achieving the SDGs requires the partnership of all. The school leader’s responsibility in achieving these goals are very important. As you provide effective leadership, bear in mind these SDGs!
4.1 By 2030, ensure that all girls and boys
4.A Build and upgrade education facilities that
complete free, equitable and quality primary and
are child, disability and gender sensitive and
secondary education leading to relevant and
provide safe, nonviolent, inclusive and effective
Goal-4 effective learning outcomes.
learning environments for all
4.2 By 2030, ensure that all girls and boys have
4.B By 2020, substantially expand globally the
access to quality early childhood development,
number of scholarships available to developing
care and pre-primary education so that they are
countries, in particular least developed
ready for primary education.
countries, small island developing States and
4.3 By 2030, ensure equal access for all women
African countries, for enrolment in higher education, including vocational training and
and men to affordable and quality technical,
information and communications technology,
vocational and tertiary education, including
technical, engineering and scientific
university.
programmes, in developed countries and other
4.4 By 2030, substantially increase the number
developing countries
of youth and adults who have relevant skills,
4.C By 2030, substantially increase the supply of
including technical and vocational skills, for
qualified teachers, including through
employment, decent jobs and entrepreneurship.
international cooperation for teacher training in
4.5 By 2030, eliminate gender disparities in
developing countries, especially least developed countries and small island developing states
education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
https://www.undp.org/content/undp/en/home/sustainable-development-goals.html
E.L. AFRICA | DECEMBER 2020
46
2020 GLOBAL EDUCATION MEETING
EXTRAORDINARIY SESSION ON EDUCATION POST COVID-19 ATTENDEE AT THE GEM SHARED WITH E.L AFRICA MAGAZINE
GEM DRAFT DECLARATION
PREAMBLE We, Heads of State and Government, ministers and delegates; representatives of United Nations agencies, humanitarian and development partners, international and regional organizations, civil society organizations
‐
education response to COVID 19; and protect those who fall outside of state support. We also acknowledge efforts by governments, teachers and other education personnel, and other education stakeholders to respond to the unprecedented challenges arising from the pandemic. We recognize
and the teaching profession; members of research
that this global crisis can only be addressed through
communities and the private sector, joined on 22
international solidarity and multilateral cooperation.
October 2020, for the extraordinary session of the Global Education Meeting (2020 GEM), organized by
‐
We are convinced that quality education is a human
UNESCO and co hosted by the Governments of Ghana,
right and essential for an equitable, inclusive and
Norway and the United Kingdom.
sustainable recovery of all nations. To avoid what the
‐
UN Secretary General has described as a “generational
We express concern that the unprecedented social, human and economic crisis caused by the COVID‐19
catastrophe,” we must build more resilient, inclusive and
pandemic has exposed the world’s fragility and
do so, we must address the holistic needs of all leaners
interdependence, affecting every country, community
from early childhood, especially the most vulnerable
and family, particularly the most marginalized. The
and marginalized.
‐
COVID 19 crisis cannot be reduced to a public health emergency as it has imperiled fundamental human
‐
gender responsive societies and education systems. To
We agree to:
rights including the right to education. We face a major
Uphold our commitment to the 2030 Agenda for
threat that risks hampering the progress made towards
Sustainable Development and its SDG 4, “to ensure
the Sustainable Development Goals (SDGs) and our
inclusive and equitable quality education and
joint efforts to leave no one behind. The crisis is
promote lifelong learning opportunities for all,” in
‐
exacerbating the pre existing inequalities and affecting
order to transform education to drive sustainable
disproportionately vulnerable communities and learners,
development, leaving no one behind.
especially, those living in poverty, women and girls,
Invest in inclusive and equitable quality education
those impacted by crises and conflicts, and persons
and lifelong learning now to reduce the impact of
with disabilities.
COVID 19, estimated at up to US$200 billion per
‐
‐ and lower‐middle income countries if
year in low
We appreciate the mobilisation of UN organizations,
no action is taken.
international and regional organizations, humanitarian
Reinforce our global cooperation in education to
and development partners, and civil society
ensure the efficient and effective delivery of
organizations to: advocate for education as key to
political, financial and technical support at the
‐
response and recovery; create multi sectoral partnerships to support countries to ensure
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E.L. AFRICA | DECEMBER 2020
country level.
OUR PRIORITY ACTIONS TO ACCELERATE PROGRESS TOWARDS SDG 4 IN THE COVID‐19 CONTEXT AND BEYOND We further commit to the implementation of the
WAY FORWARD We will monitor the implementation of these
following actions over the next 15 months:
of commitments at the next ordinary session of
commitments over the next 15 months, collect and exchange good practices, and report on the fulfilment
Safely reopen educational institutions based on
the Global Education Meeting planned for 2021 (2021
scientific evidence and considering local contexts;
GEM).
prioritizing the health and safety of students and
‐
educators; establishing closer inter sectoral collaboration among education, health, WASH, social protection, etc.; and ensuring that reopening
‐
‐
We request UNESCO and its partners, together with the SDG‐Education 2030 Steering Committee, to assess the impact of the COVID‐19 crisis on the
plans are equity oriented, gender responsive and
progress towards the achievement of the SDG 4 and
inclusive. These measures should be adequately
other education related targets, examine the strategies
funded at all levels and prepare education
and priorities to recover and accelerate the progress
institutions to continue service provision when
and propose relevant and realistic benchmarks of key
normal school opening is disrupted.
SDG 4 indicators for subsequent monitoring.
‐
Support all teachers and education personnel as frontline workers, consulting their representatives in
‐
We invite UNESCO to lead a consultation in
decision making, and ensuring their safety, well
coordination with relevant stakeholders in order to
being and decent working conditions. Urgent
develop a proposal to strengthen the SDG Education
attention is required to the shortage of trained and
2030 Steering Committee to be able to effectively
‐
‐
qualified teachers aggravated by the COVID 19
steer and coordinate the global education cooperation
crisis. Their professional development needs
mechanism in line with the Education 2030 Framework
‐
‐
‐
including digital and pedagogical skills for learner
for Action and in the post COVID 19 context. UNESCO
centered quality education is a matter of urgency.
will present this proposal for adoption at the 2021 GEM.
‐
Invest in skills development, including socio
Until this time, we agree to extend the mandate of the
emotional skills, for inclusive recovery, decent work
current SDG Education 2030 Steering Committee
and enhanced employability, and sustainable
members as a transitional measure.
‐
development through re-skilling and up-skilling opportunities for all young people and adults who have lost or are at risk of losing their jobs. Narrow the digital divide in education, develop open educational resources and build digital
‐ ‐
commons as a complement to face to face learning, with a view to enabling inclusive and
‐
equitable technology supported learning. In so doing, protect learners’ privacy, foster digital citizenship and promote education as a public good.
HAVE NEWS YOU WANT HIGHLIGHTED IN E.L. AFRICA MAGAZINE? SEND US AN EMAIL AT ELAFRICAMAGAZINE@GMAIL.COM.
E.L. AFRICA | DECEMBER 2020
48
THE COACH APPROACH: FROM A THEORETICAL TO A PRACTICAL TEACHING MODEL By: Lonnell E. Johnson, Ph.D.
As a retired Professor of English, I recall my first full-time teaching position at Fayetteville State University, an Historically Black University in Fayetteville, NC. During my first tenure at FSU, I was asked to develop a faculty development seminar which I entitled “The Coach Approach: A Model for Successful Teaching.” When I returned to Fayetteville State as an adjunct professor in 2014, I was assigned two sections of English 120, freshman composition, one of which happened to be a learning community of predominantly student-athletes. As I redesigned my syllabus in preparation to teach this particular group of students, I recognized that during the time I was away, I had gone from a theoretical model to a
The classic definition of a coach refers to "one who trains an athlete or team of athletes;" another definition refers to "a private tutor who prepares a student for an examination." Perhaps my definition combines both of those aspects in that I perceive a coach to be one who trains, instructs, inspires, motivates, advises, and directs students to be successful in their academic pursuits within a particular course. Such a teacher fulfills several valuable roles embodied in the metaphor of a coach. Three of the most significant functions include being a motivator, recruiter, and advisor.
practical model in terms of my philosophy of education.
MOTIVATOR Actually, I see myself as a coach or exhorter,
Principles that I have learned in my teaching for more than forty years, I continue to apply, and I invite you to join me on my journey of discovery of what it means to be a player/coach in academe, as I share excerpts from “Reflection on My Journey through Academe,” an article published in Thought and Act: the Higher Education Journal of the National Education Association. Written as a reflective essay, the article also pays tribute to
offering advice, tips, and strategies for writing assignments that each student must complete individually. In the classes that I teach, my goal is to inspire students to present the best writing they have completed thus far. As a writer who teaches writing, I think of myself as a player-coach who strives to help each student to achieve his/her personal best as a writer. Here is the motto that I use for every class that I teach:
some of the teachers who have influenced me from junior high and high school, through undergraduate and graduate school and beyond.
Good, better, best, Never let it rest Until your good is better
When I recall the teachers, who have most
And your better is best.
impressed me and had a great impact on my life, I recognize that many of them have been amazingly versatile. Teaching demands flexible individuals who are able to adapt quickly in an academic setting and perform a variety of functions, one of which is to be a supreme motivator or coach, a term that is heard with increasing frequency in a variety of professions other than education.
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E.L. AFRICA | DECEMBER 2020
Dunn in his discussion of the teacher as coach notes, “Winning coaches demand high levels of performance and must have well-rounded motivational skills” (1992, p. 1).
Sanchez also relates some of the responsibilities
RECRUITER
associated with being a coach:
One of the essential functions of the winning teacher/coach is that of being a “recruiter.”
Coaching includes the ability to analyze a person's
According to Dunn, “Faculty members should seek
performance and identify ways to improve it and
out talent as well. They should assist eagerly in the
to work together to engage in mutually
institution’s effort to attract the best student body
appropriate actions. An effective coach influences
possible—their classroom ‘players’.”In reflecting
others to change behavior positively by creating a
upon those teachers who most affected me, I
climate that is supportive and demonstrates how
recall that they “sparked” something that drew me
each person adds value. Specifically, an effective
into teaching, and so I endeavor to light the flame
coach is skilled in interpersonal communications,
in others and by my example draw them into
facilitating, teaching, and challenging others in
teaching, as I was drawn. In a sense, I “recruited”
order to achieve their personal best (2011, p. 13).
my younger daughter, Angela, who, after completing an undergraduate degree in
Teachers who function as coaches are leaders,
communications, found her way into teaching
unquestionably. Ken Blanchard comments, "Your
language arts in middle school and high school.
role as a leader is even more important than you
Currently, she is serving as a principal at a charter
might imagine. You have the power to help people
school in Trenton, NJ.
become winners." Shortly after she completed her first teaching As a coach, I endeavor to maintain an atmosphere
assignment, I shared with my daughter a poem
that encourages participation and sharing. After
that I had written as a tribute to a teacher who
meeting Parker J. Palmer, master teacher, and
retired after teaching 33 years at Fayetteville
consultant on higher education, I encountered his
State University, where I taught in my first full-time
definition of teaching—“To create a space where
teaching position. “The Teacher’s Task” is a poem
the community of truth is practiced,” and I
whose title is taken from a statement by Leslie
incorporated his statement into my composition
Fiedler, noted literary critic, who commented that
and literature syllabi, elaborating upon the
“The teacher’s task is to patiently explain.” This is
concept with this statement:
certainly applicable to each teacher who functions as a coach. Since the first time that I read the
"One of the primary objectives of this course is to
work, I have broadened the dedication beyond the
establish the classroom as a “safe haven” where
single individual who inspired the original poem to
fruitful, meaningful dialogue, and exchange of
include others, and so I also recognize that it is
ideas take place. We strive to provide a place
likewise written for readers of this publication.
where ideas may be challenged and minds may be changed or positions affirmed, but where ideas,
The Teacher’s Task
views, and responses are listened to with respect
For all those called to teach
and where courtesy is always maintained. We will
The smallest spark can kindle a desire,
engage in dialogue with the texts through reading
Ignite a fire to stir and warm the heart,
and writing and with one another through
And through the years the embers from that fire
discussion and peer editing."
Will glow with light inflamed from that same start. In the dark of night should a doubt arise,
In discussing some of the basic steps involved in
A question of the road less traveled by,
the coaching model, Sanchez suggests that
Recall that same glow in a student’s eyes
coaches should work to “Ensure a trusting,
Shall dispel the chill of questioning why.
affirming, and supportive climate throughout the
You who labored in the classroom have learned
process” (p. 13).
That rapport with student, colleague, and friend Offers recompense beyond wages earned. You who loved the teacher’s task we commend: May joy warm your heart and sustain you yet, With memories of success and no regret.
E.L. AFRICA | DECEMBER 2020
50
I taught at Fayetteville State from 1985-1994 when I
ADVISOR—AS “PLAYER-COACH”
accepted a position at Otterbein College (now
The classic definition of a coach refers to "one who
Otterbein University) outside of Columbus, OH, where
trains an athlete or team of athletes;" another
I served as one of the advisors to education majors
definition refers to "a private tutor who prepares a
with a language arts concentration. I would
student for an examination." Perhaps my definition
continually be on the lookout for prospective
combines both of those aspects in that I perceive a
teachers. I would be particularly aggressive in terms
coach to be one who trains, instructs, inspires,
of seeking out prospective teachers of color to help
motivates, advises, and directs students to be
offset the diminishing pool of minority teachers. In
successful in their academic pursuits within a
the same way that an expert gemologist keeps a
particular course. Such a teacher fulfills several
jeweler’s glass around his neck when examining
valuable roles embodied in the metaphor of a coach.
precious gems, I keep my eyes open, ever watchful for those rare “blue diamonds” whose color adds to
In addition to serving as a motivator and recruiter,
their value and rarity. Males who choose to go into
the teacher/coach also functions as an advisor--
education, at any level, are like precious gems, but
offering advice, tips, and strategies for writing
those exceptional students who select elementary
assignments that each student must complete
education as their choice are extremely rare and
individually. The Coach shares practical advice that
priceless, in my estimation.
will improve the student’s overall game. Actually, I have modified my designation to become a “player-
Here is a poem inspired by the concept of “A Rare
coach,” a metaphor more suited to me.
Blue Diamond” that we can apply beyond the educational arena. Certainly, in recognition of the
Three of the most significant functions include being
Coach as a Recruiter:
a motivator, recruiter, and advisor.As a writing instructor, not only do I function as a “player-coach”,
A Rare Blue Diamond
but I also classify myself as a “student-teacher” in
I will give you the treasures of darkness and hidden riches
that I am continually discovering that there is so much
of secret places, that you may know that I,
to learn about the artof teaching. Now that I think
the LORD, Who
call you by your name, am the God of Israel. - Isaiah 45:3
“I keep my eyes open, ever watchful for those rare ‘blue diamonds’ whose color adds to their value and rarity.”'
about it, I continue to play a variety of roles as an educator: artist-student-teacher-player-coach, a kind of factotum in education.
Reflections on My Journey through Academe
So, after considerable reflection, my journey of
Lonnell E. Johnson
discovery seems to culminate with a revelation of who I really am metaphorically: I think of myself as a griot. This multifaceted character, an essential figure
You have walked past this same spot countless times before, Unaware of precious resources cast aside.
fills a number of valuable roles: public servant to the
Hidden riches, vast assets in secret places,
King, historian, genealogist, entertainer, storyteller,
Pearls of great price, overlooked, lay all around us.
poet, and magistrate, among other functions. Most
Then one day a glint of light catches your eye.
significantly he is venerated as a teacher.
You stop for a moment to take a closer look And find mud, all kinds of crud, hardened on the surface.
A veneer of fear, glazed over and entrenched in pride, Hides a true gem, marred and missed, dismissed as worthless: A rare blue diamond glistens in the bright sunlight, Priceless possession to those with eyes to see.
Such beauty far beyond the stunning Hope Diamond. Sometimes if you stop to look around and glance down, You may just find a priceless treasure at your feet.
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in many West African cultures, is a village elder who
E.L. AFRICA | DECEMBER 2020
SPECIAL POEM "I AM A GRIOT" Cookin' Mama Christian Rock Group
"You can be who you want to be when you find out who you are."
I am a griot. I am a servant, bond-slave in the service of the King, my father; a servant after the order of King David, from whom the Savior descended. Like Jesus Christ, the King of Kings, I too am born of royal seed. Descendent from countless generations, I am born of the seed of David. According to the prophet Jeremiah: As the host of heaven cannot be numbered, neither the sand of the sea measured: so, will I multiply the seed of David my servant, and the Levites that minister unto me.
Rescuing from oblivion the memories of great men and women of humble means, never despising
I am a griot.
small beginnings; a raconteur, retelling the stories of "Real Heroes" who never swell the ranks among
I am a poet—psalmist—master of rhyme—master
annals of recorded time; and declaring their line
craftsman, wordsmith—an artificer seeking to
that goes forth from all the earth.
forge with words this joy unspeakable, a sonneteer, balladeer, crafting compositions
I am a griot.
flowing from the soul of a man who swapped his lowdown blues for pure turquoise joys, choosing to
I am a historian—a vessel of speech—a speaking
compose oral ointments and pouring pure, holy
document—a talking book—I let my life speak:
anointing oil to soothe the soul, compounded after
listen to my life—page by page. "Your life is a
the art of the apothecary.
book, and every day is a page" thus spoke Elijah, the prophet; an accoucheur, attendant to the
I am a griot.
birthing of some of the many books implanted deep within us all; keeper of secrets, I unfold the
I am a singer—conveying melodies heard in my
mystery of history and unveil the history of the
inner ear—having understood lyrics I did not know
Mystery—the crowning achievement, piece de
when I was young. . .I, too, sing my song and hold
resistance, the masterpiece of “His story.”
no strife. . .knowing the best lines are yet to be sung; an entertainer, embodying the oral tradition,
I am a griot.
infusing music into my poetry, now I see: I am a teacher, and I teach because I love the “I got the music in me! I got the music in me! I got
teacher's task and findmy richest prize in eyes that
the music in me!”
open and minds that ask, a speaker of truth-I speak the truth in love and create a space where
I am a griot.
the community of truthis practiced, leaving behind a legacy to affect eternity.
I am a genealogist—unraveling the begetting and the begotten—recollecting the forgotten—
I am a griot.
connecting fathers and sons and mothers and daughters—more than a mediator—a daysman—
And so much more, and by the grace of God, I am
ambassador extraordinaire—breaking it down and
what I am.In case you didn't know, now you know.
making it plain:
Just call me griot.
Wild young man, tell me, who's your daddy?
I am a griot.
Wild young man, let me tell you who's your daddy.
E.L. AFRICA | DECEMBER 2020
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