E.L. Africa Magazine | March 2022 by E.L. Africa Magazine

MARCH VOL.2,

E.L.

EDUCATIONAL LEADER AFRICA

PAGE 15

EFFECTIVE PROFESSIONAL LEARNING COMMUNITIES FOR SCHOOL IMPROVEMENT PAGE 8

REDESIGNING UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS: NAMIBIA PAGE 10

THE IMPORTANCE OF PRINCIPALS’ EFFECT PAGE 19

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SCHOOL COUNSELORS: VITAL MEMBER OF THE SCHOOL LEADERSHIP TEAM PAGE 25

2022 NO.8

Professional Development for School Leaders & Teachers Education Leadership Consulting Group (ELCG) has the tools and language to transform leaders. We work with organizations, school leaders and teachers to develop scalable tools and strategies. By signing up to participate in professional development, you or your team will receive targeted training from experts through our customized virtual workshops. You will be able to

add new and/or refined bestpractices tools to your professional toolbox!

Email with

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Development

DOES YOUR ORGNIZATION NEED PROFESSIONAL DEVELOPMENT IN EDUCATION AND LEADERSHIP?

E.L. AFRICA | MARCH 2022

"Professional Inquiry"

E.L.

EDUCATIONAL LEADER AFRICA

TABLE OF

CONTENTS 8 10 15 18 19 24 25 27 34 35 38 40

EFFECTIVE PROFESSIONAL LEARNING COMMUNTIES FOR SCHOOL IMPROVEMENT

UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS

IMMERSIVE TECHNOLOGY AND SUSTAINING STEM EDUCATION

GHANA EDUCATION SERVICE: WESTERN REGION

PRINCIPALS' EFFECTS: RESEARCH ON HOW SCHOOL LEADERS AFFECT STUDENTS AND SCHOOLS

TOGO: THE EDUCATION REFORMS

SCHOOL COUNSELORS: VITAL MEMBERS OF THE SCHOOL LEADERSHIP TEAM

PRINCIPALLY SPEAKING: PROFESSIONAL LEARNING COMMUNITIES IN ACTION ACROSS SSA

SIERRA LEONE REPORTS ON THE DISTRICT

IN THE NEWS

IN CASE YOU MISSED IT

STEAM:CODERS + NICKELODEON + BLACK N' ANIMATED: ANIMATION BOOKCAMP

E.L. 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. Articles published in E.L. Africa are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent E.L. Africa positions. Endorsement by E.L. Africa of products and services advertised is not implied or expressed.

E.L. AFRICA | MARCH 2022

ABOUT E.L. AFRICA MAGAZINE Educational Leader (E.L.) Africa magazine provides in-depth information about the most critical issues facing education leaders today in Sub Saharan Africa (SSA). Published four times a year, each issue has a specific focus area and articles are written by education experts and practitioners.

The E.L. Africa Magazine gives school principals/headmasters 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. commitments and serves as

It also highlights their

an African solution to African problems.

Therefore, the E.L. Africa presents a paradigm shift, viewing the change in the education systems from the lens of experts and the school principals that implement/execute the education policies 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.

E.L. AFRICA | MARCH 2022

EDITORIAL & DESIGN

E.L.

EDUCATIONAL LEADER AFRICA

WRITERS M r . T e m i t o p e M u s t a p h a - N ig e r ia M r . C h r i s O n w u k a - N ig e r ia M r . S a n v e e E l m u t P in t o - T o g o Mr. Pascal T. Soklou - Togo

EXECUTIVE PUBLISHERS Dr. Ada Omile Dr. Frances Ufondu

CONTRIBUTORS Dr. Jodie Radford Dr. Marvin Henderson Dr. Rose Campbell

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 n e e d f o r

Dr. Cynthy K. Haihambo

i m m e r s iv e t e c h n o l o g y a n d s u s t a in i n g S T E M e d u c a t i o n

Mr. Gitta Emmanuel Freeman

in SSA (pg. 15). Learn more about redesigning the

Mr. Maganda Evans Tabingwa

u n i v e r s it y p r e p a r a t io n p r o g r a m s f o r e d u c a t o r s i n

Mr. Duncan Gowen

N a m ib ia ( p g . 1 0 ) . G a in s o m e p e r s p e c t i v e s a t o n e

Dr. Razia Ghanchi-Badasie

s c h o o l d is t r ic t ' s i m p l e m e n t a t io n o f P L C s t o i m p r o v e

Mr. Paul Sserunjogi

schools (pg. 8), see e how schools across SSA are

Mr. Ebrima Secka

i m p l e m e n t in g P L C s in P r in c ip a l l y S p e a k i n g s e c t i o n

CREATIVE DESIGNER

(pg. 27). and read the research on the importance of p r i n c ip a l s ' e f f e c t ( p g . 1 9 ) .

M s . C h in 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 Sub- Saharan Africa. The statements, opinions, and advertisements expressed herein are those of individual authors and

WOULD YOU LIKE TO BE CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM

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 | MARCH 2022

EXECUTIVE PUBLISHERS DR. ADA OMILE

Dr. Omile earned her doctorate degree in Educational Leadership K12, 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

Dr. Ufondu 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.

E.L. AFRICA | MARCH 2022

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

Here we go!

With schools now in full sessions, and your teachers have had professional development on using technology in the classroom, it is time to reflect on where your school has been and where it’s going. You can breathe and think of your accomplishments, especially how you kept your school community on point throughout the pandemic and the challenges that remain.

We are also taking stock of our accomplishments with our organization- the Education Leadership Consultant Group (ELCG) and the E.L. Africa magazine. We have extended our reach to almost all the Sub-Saharan African countries and beyond. Through our connections, we’ve heard your desire to go deeper into the topics that affect your leadership and school improvement, and we intend to continue to do so.

We have implemented a strategic plan that is focused on engaging with and sharing your accomplishments and highlighting the critical issues in school leadership. We look forward to inspiring more connections and engagements from you.

In the previous editions of this magazine, we delved into meaningful topics ranging from mental health of your students and teachers, topics to enhance your leadership skills, to students’ data privacy. We will continue to ask you to share your thoughts and experiences of how these and other topics are implemented at your schools and at the district levels, and hopefully others will learn, connect, and grow together in our section of the magazine –

Principally Speaking.

For this issue, we are focusing on how you can improve teaching and learning at your schools by using professional learning communities for continuous development of your teachers, with the hope that you implement this as a school improvement plan.

I hope you continue to contribute to the conversations – share what you are doing for effective schools and let us know what issues you think we should highlight.

Thank you!

Ada Omile Ada Omile

Executive Director E.L. Africa Magazine

E.L. AFRICA | MARCH 2022

CONTRIBUTE TO E.L. 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 Overcoming hurdles in implementing effective STEM programs. Teacher driven curriculum development. Transform your school culture. 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.

Please send your manuscript to elafricamagazine@gmail.com and include:

Content

The manuscript prepared in MS Word.

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

How to Submit

problems

Explain how principals can act on the information Include advice, resources, and examples Offer opinions on some topic of professional interest

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.

to principals

Requirements Manuscripts should be no more than 2,000 words, including references, but may include additional supplemental material.

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.

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.

E.L. AFRICA | MARCH 2022

EFFECTIVE PROFESSIONAL LEARNING COMMUNITIES (PLCs) FOR SCHOOL IMPROVEMENT:

Learning Communities that work at Palmdale School District By: Dr. Jodie Radford, Director of Curriculum and Instruction (6th-8th grade)

atching the

Through this endeavor, a strong focus on PLC was a

2022 Winter

cornerstone to make this happen. Every week our teachers

Olympics, we

work within curricular disciplines and grade level cohorts

are witnessing

that are focused on data driven questions that ignite the

athletes who have

cycle of inquiry.

dedicated their lives to performing at their

The foundation of PLCs is rooted in the 1960’s work of Susan

highest potential for

Rosenholtz’s study (1989) that found “that learning was

the joy of sport, love

enhanced by the collective commitment of teachers that

of country, and to

promoted collaboration.” Palmdale School District

accomplish personal

Leadership and the Palmdale Elementary Teachers

goals. They have spent

Association partnered to carve consistent time for teachers

years perfecting their

to create and maintain PLC work guided by Solution Tree’s

craft despite ever changing political issues and a global pandemic. While these elite athletes compete for the hope

Rick and Rebecca DuFour . The work focused around four specific questions of teams.

of winning a medal, the sacrifice and understanding of teamwork over personal success, we have seen this year shows there is more than a medal in the heart of an Olympian. This morning I watched in awe as Erin Jackson won the gold medal in the 500 meter speed skating event. The points to celebrate are endless. Not only is she the first African

What do we want all students to know and be able to do? How will we know if they learn it? How will we respond when some students do not learn? How will we extend the learning for students who are already proficient?

American woman to win the event, but she is also the first American woman to bring home a gold medal in this event in almost three decades. The fact that Erin Jackson grew up in balmy Florida, transitioned from rollerblades to ice blades only six years ago, and as the Gold Medal favorite did not qualify to make Team USA makes this story even more special. Friend and fellow skater, Brittany Bowe, qualified for Team USA in Erin’s place. However, without hesitation and with absolute certainty, Brittany declined to be part of the team and sacrificed her chance at Olympic glory to have Erin take her place on the team. Brittany stated that she stepped down because she knew Erin was the best chance

These questions guided collaborative time where teachers articulated objectives matched to standards, created tasks and activities, and collected data to determine success. Each key component not only requires great skill of an educator, but necessitates trust in their colleagues in feedback to enhance their abilities to grow. Professional learning community research now necessitates a focus of social emotional learning. Palmdale School District has a team of leaders working with Douglas Fisher and Nancy Frey in the work of PLC+ where teachers focus on the following guiding questions.

for Team USA to win a gold medal. Where are we going? With this same spirit, professional learning communities (PLCs) in the educational field, build a need to be stronger together. We are stronger together when we work together. The Palmdale School District has a focused commitment to

Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit?

this same energy through district and site based professional development focused on professional learning communities.

E.L. AFRICA | MARCH 2022

PLCs FOR SCHOOL IMPROVEMENT

Palmdale School District has organized a leadership team that is now working through the theory and philosophy to develop a district based model in PLC+ to deliver with confidence the practices of effective professional learning communities that also celebrates the commitment we have always shared that we learn better together.

ADVERTISE WITH US! E.L. Africa magazine offers the opportunity to advertise your business, programs, services and products.

As an educational leader, leveraging budgets to support collaborative efforts that build teacher capacity is essential for student success. In order to accomplish this effort, teachers, staff, parents, and community members must be involved in the conversation of goal setting. Personnel is the largest cost of any educational organization; the additional expense of professional development must be strategically planned and clearly communicated. A time that is agreed upon and consistent is essential to the work of professional learning communities.

Honoring the time and training of teachers involved in PLC work is essential, because the cycle of inquiry is the key focus of professional learning communities. The cycle generally includes examining data and evidence, determines a focus and plan for collective study, implements the plan, analyzes the impact of the practices, and reflects and refines the practices. Teachers need formal training in the process and have a clear understanding of the roles and responsibilities of their teams.

Vulnerability, trust, and commitment to the process is necessary to the strength of a PLC. As teachers and leadership grow in their own professional learning of PLCs, the planning and reflection process strengthen and both students and educational staff reap the benefits. Clearly identifying mistakes, creating and perfecting practices, and celebrating successes become positive norms for teaching and learning.

Like Olympic athletes, we all have personal goals. But when we focus on becoming a team, we learn to accept coaching, yearn for feedback and growth, and find strength in numbers. As educators, we can close our doors and teach on our own,

Email elafricamagazine@gmail.com with subject line:

or we can open our doors and grow as a team for the betterment of our students.

"E.L.

Africa

Magazine

E.L. AFRICA | MARCH 2022

Inquiry"

UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS The need for Sub-Saharan African Regional/District education leaders working together with University Preparation Programs to admit and then equip aspiring leaders with the real-life skills they need to lead schools and to meet their hiring needs.

Dr. Cynthy Kaliinasho Haihambo

is a teacher who entered the career of education at the dawn of

Independence of Namibia and later moved to teacher-education. Her qualifications are a Higher Diploma in Education (Khomasdal College of Education); a Bachelor of Education (Hons.) University of Namibia; a Master of Special Needs Education (University of slo); a Certificate ofTeaching and Learning in the Era of AIDS (University of the Western Cape); a Doctor of Education (Inclusive Education) UNISA and a Postgraduate Diploma in Disability Studies (University of Cape Town). Her experience as an educator stretches over close to three decades. She is a Senior-Lecturer and researcher in the School of Education, University of Namibia. She teaches a number of modules to undergraduate and postgraduate students, among them Inclusive Education, Life Skills, Teaching and Learning in Differentiated Settings, Collaboration in Inclusive Settings, Gender and Education. Her research and publications areas cut across inclusive education, guidance and counseling, special needs education, disability studies, indigenous knowledge systems, comprehensive sexuality education, early childhood and gender studies.

E.L. AFRICA | MARCH 2022

UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS INTRODUCTION AND BACKGROUND

The University of Namibia has the primary mandate to

amibia is one country in Southern Africa that has a long colonial history, which was organized along racial lines and created a classist economy

produce teachers for the Namibian Government. Although there are more education providers joining the teachereducation space, the University of Namibia remains the preferred teacher-education institution of choice for many

characterized by extreme inequalities. Demographic statistics, including the Global Education Monitoring Report (2017) reported the Sub-Region has recorded high school entry levels, but unfortunately low school completion rates, high teenage pregnancies, child

in Namibia and Sub-Saharan Africa. The University of Namibia was established by Act of Parliament in August 1992 and has since grown from three faculties (Education, Humanities and Nursing) at one campus to the current 12 campuses offering a wide array of programs.

marriages leading to poverty and poor access to quality health services.

Education is perceived as one of the main tenets that can bring about reform, reconstruction, and restoration of generational injustices. Eger (2016) argues that “to facilitate the creation of an effective school system, education policies must focus on more appropriate reallocations of funding, improved teacher-training quality throughout rural regions, applicable and localized curricula, conditional cash transfer programs, and longterm improvements in the job market” (p. 6).

The implementation of education policies and principles require close collaboration between the Ministry of Education (Arts and Culture) and teacher-education institutions, it is paramount that Namibian education needs transformational leaders who are able to drive the ideals of a quality education for all. This calls for teachereducation institutions to be aligned to the vision and mission of the Ministry of Education to turn the cards around for the youth in Sub-Saharan Africa.

EDUCATION LEADERSHIP COLLABORATION BETWEEN DIRECTORATES OF EDUCATION AND THE UNIVERSITY OF NAMIBIA There are Directorates of Education in all 14 political regions of Namibia:

1. Erongo

The teacher-education programs are hosted within the

5. Kharas

10. Omusati

2. Hardap

6. Khomas

11. Oshana

3. Kavango-East

7. Kunene

12. Oshikoto

4. Kavango-

8. Ohangwena

13. Otjozondjupa

Teaching Practice/ School-Based Studies

9. Omaheke

14. Zambezi

Teacher-Education Curriculum Transformation

school of education. The University of Namibia had always collaborated with the Ministry of Education, Arts and

West

Culture in the following areas:

Teacher-demand and supply Students Research and Field Attachments Curriculum Development Committees both at school and university levels

E.L. AFRICA | MARCH 2022

UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS

All these activities are aimed at improving education

In my quest to find out how she perceives the situation in

through empowering the teachers who are the change

schools, I had a conversation with one Director of

agents and facilitators of teaching and learning. Well-

Education, Ms. Aletta Eises and I present her inputs:

trained teachers nurture the minds of children through sound intellectual underpinnings. Such teachers become

“Universities in their teacher training should not only focus on

education leaders who not only focus on the cognitive

subject content but go beyond that in terms of practical and

domain of children and co-educators, but also on the affective domain, thus educating the child holistically while creating a conducive workplace environment for educators.

day to day activities and functions at school and in the classroom. And, the cultural diversity of our society. University and college trained fully qualified teachers with excellent academic records entering schools, but cannot handle learner- discipline: – how to treat ill-disciplined and unruly learners should be part of teacher education. They need

These forms of collaboration affirm the existence of a

to understand the social and cultural dynamics of the

long-standing and structured relationship between all the

communities of their learners.

campuses of the University of Namibia where teacher-

Some of my most common observations from novice teachers

education is offered and the Regional Directorates of Education. While this sound relationship exists, there are still many mismatches between teacher-education and outcomes or delivery of education by teachers. Teachers,

are: Teachers often struggle with simple tasks such as completing a class register They do not know how to apply, and or generate their own knowledge about teaching and learning processes from the

including those that are qualified, do not always deliver

content and apply pedagogical knowledge they gained

quality, inclusive and equitable education. Many do not

from the universities.

apply or oversee the implementation of sector policies.

Teachers lack assertiveness needed, especially at

Teacher-absenteeism and low productivity remains rife,

secondary level where a learner could easily overpower a

especially in rural, under-served and under-resourced areas.

teacher when he/she lacks the needed degree of assertiveness. And because they lack this critical skill. As a result, they can also not teach or guide learners to be assertive.

Annually, cases of teachers having intimate relationships

Most graduate teachers also lack classroom management

with the learners, often impregnating them and leaving

skills, especially when they are placed in town or city

them to their own devices are reported; some trained

schools where learners are exposed to different social and

teachers do not demonstrate competencies of effectively

cultural knowledge and value systems which are not

dealing with the vulnerability of learners; corporal

commensurate with our African cultures.

punishment, which has been abolished in 1992, is used unabated alongside other punitive measures that are in total contrast to educational policies and some education leaders are supervising dysfunctional schools while receiving monthly salaries.

Teachers need to understand and know how to manage cultural diversity in schools. This can help them settle in well not only at a particular school, but also in the community as a whole. Teaching is one of the most challenging and stressful professions which calls for staff members who are well groomed and well informed on all levels; socially, mentally,

The impacts of COVID-19 on education exposed hidden

emotionally – as they are working on a daily basis with

challenges of educators’ capabilities to deliver education

learners from different tribes, cultures, backgrounds and

and education leadership away from classroom walls. Some teachers and education leaders had insufficient skills to deliver and or provide educational leadership in the virtual spaces. To make matters worse, some schools

personalities. Perhaps, one most important factor is university admission. Currently the entry points range between 23-25 points depending on the university/college. This should be reviewed, raising the requirement for university entry to at

do not have the infrastructure for blended-education

least 27 – 30. Almost equivalent to other professions,

approaches. The ultimate outcomes of these is a cycle of

making it competitive. This will contribute to the

low education outputs, poor progression to higher

professionalizing education and teacher education.

education, generational poverty and disillusioned members

Teaching is the foundation profession which needs

of society with no hope for a good standard of life.

qualitative teachers as they are grooming the young for leadership and responsible citizenry." (Ms. Aletta Eises, Director of Education, Oshikoto Region).

E.L. AFRICA | MARCH 2022

UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS AN ANALYTICAL VIEW OF THE EDUCATION SPACES: MY PERSPECTIVES AS A TEACHER-EDUCATOR

DIVERGENCE

Upon consideration of the issues raised above by the

to reflect this ideal situation. That takes us to divergence.

Director of Education, I came to a realization that, despite

Some school cultures divert from this child-centered

good government investments in education, good teacher-

pedagogy.

Unfortunately, research and anecdotal data does not seem

education programs and the various existing collaborations that exist between the School of Education and

When you visit schools, you will soon notice that the

Directorates of Education, the issue of education

punitive approach

leadership needs to be reviewed and strengthened. I am

order as can be seen from the examples that follow. In

no expert in educational leadership and management,

some schools, one or two teachers walk around some kind

however, my layman’s observation suggests that we are

of stick or pipe associated with corporal punishment).

is often used to maintain law and

trying to manage today’s schools with yesterday’s tools; a situation that leads to continuous conflicts. I have arrived

Learners who are late are “detained” (detention is a

at a conclusion that there are many issues of convergence

common discipline strategy practiced in Namibian

and divergence in the spaces in which education happens

schools. Learners who have violated one or other

(in this case we are focusing on schools without forgetting

school rule remain at school and are supervised by

the role played by communities and homes in shaping

teachers to do homework or just be quiet) until this

children and youth).

punishment session, which might last two or three hours, is over. Only then can the learners go home.

CONVERGENCE

Very often, the reasons for offenses are not

There seems to be a moral belief towards the restorative

investigated and mitigated.

approach to education and thus discipline in education.

In some schools, learners who provide wrong answers

This belief is supported by the Constitutional provision,

or did not complete their homework are made to

specifically Article 20, which pronounces that Education is

remain standing for the duration of the period while

a right of all (Ministry of Information and Broadcasting,

those who do not wear their uniform correctly are often

1990). It is further supported by all Education Sector

sent back home (irrespective of the provision of the

Policies, all of which are centered around inclusive

sector policy on orphaned and vulnerable children).

education, thus giving ALL learners an opportunity to attain

Although universal primary and secondary education

quality education. Schools should thus create a conducive

have been ratified by Cabinet thus doing away with

environment for the learners and those who deliver

school fees, additional school projects require

teaching, to thrive and be productive. The sector policies

voluntary parental contributions. In some cases,

also advocate for the learner-centered approach.

children of parents who cannot afford or are unwilling to contribute to such projects are excluded from

Teacher-education is also built on this foundation of

certain educational experiences.

learner-centeredness and tries to achieve this through

In some primary schools, learners who disrupt classes,

various modules within the educational psychology and

fight or are rude towards other learners or teachers are

inclusive education domain. The motto of the School of

made to hold up a chair or face the wall.

Education in the Faculty of Education and Human Sciences is: “To teach is to touch lives forever!” This is meant to

Not all these examples are ineffective. Some do help to

inculcate in teachers a culture of care for their learners. If

attain behavior change, but this is obtained through fear

these beliefs underpin the philosophy of education, both

and not through introspection and an understanding of

from the perspective of the Ministry of Education, Arts and

why certain behaviors are not desirable. These methods

Culture and the University of Namibia, then

restorative approach

the

(strength-based, positive and

developmental and support-driven) as opposed to

punitive approach

are far removed from the restorative approach which

the

(weakness-based, judgmental,

promotes child-centeredness and rarely focus on the affective domain. As much as the teachers and school management know some of the difficult circumstances in

punishment –driven) should inform the systemic responses

which some learners live, and the decay of values in their

challenges and threats occurring in the education space.

communities, they believe that the restorative approach is a long and time-consuming process.

E.L. AFRICA | MARCH 2022

UNIVERSITY PREPARATION PROGRAMS FOR EDUCATORS

In some cases, teachers indicated that the alternatives to

It is of cardinal importance for the School of Education

corporal punishment are ineffective and do not produce

and the University of Namibia to use their existing

desirable results (Kamenye, 2019).

collaboration relationship to develop a dedicated program for the development of leadership in education that suits

At the end of the day, novice teachers are either

the uniqueness of Namibian Schools and society. It is

discouraged or in some cases even shamed for listening to

about time that the University and the Directorates of

children (restorative approach). They ultimately, with a

Education form an amalgamation by which they identify

combination of the examples from the experienced

the current barriers and develop leadership capacity

teachers and their own childhood and school experiences,

building programs that will ensure a smooth transition of

shift into the school cultures and practices that are in

education leadership skills from the universities to schools

conflict with their teacher-education. Similarly, learners

and directorates of education. At the core of such

seem to be used to harsh treatments (as a form of

capacity building leadership programs should be value

resilience to repeated negative experiences) and as a

auditing and agreements to manage convergence and

result tend to disrespect those teachers treating them with

divergence.

love and warmth.

CONCLUSION School leaders are accountable to inspectors and

It is obvious that background, existing socio- economic

directors of education. They are held accountable for what

realities, and a dynamic curriculum and school structures

happens in their schools, and especially for these key

that do not always match curricula expectations all have

indicators: Leadership (to oversee the mission and vision of

an impact on school leadership. A dedicated leadership

the Ministry of Education, Arts and Culture), Teaching and

program between these two role players is inevitable to

Curriculum and Community Networks. While the school

ensure that the teachers the university produces meet the

leaders attend a number of professional development

needs of the Ministry of Education Arts and Culture and

workshops promoting the restorative approach, they come

that the schools sufficiently support the teachers by

back to the realities of schools in which the majority of

extending what they (the teachers) learn during teacher

teachers believe in corporal and harsh treatments as a way

education. As it is, everyone has an idea what the other is

of maintaining discipline. They too are most likely clinging

doing, but these ideas do not necessarily flow into a

to their own school experiences which were characterized

congruent and successful education leadership.

by corporal punishment. Disclaimer: The author is not an expert in educational leadership and does not claim expertise. She is merely writing from her own opinion and

School Leaders are thus caught between the philosophy of

experiences as a teacher-educator.

education for all (child-centeredness and caring school

References:

cultures) and the beliefs and realities of their schools and communities (traditional discipline: “spare the rod and spoil the child”; children doing what they are told and not negotiating). With a huge responsibility to ensure compliance with the Ministry of Education, Arts and Culture’s guidelines, national legislative framework and maintaining peace in schools, Directors of Education have their hands full, trying to manage both convergence and divergence.

IMPERATIVES OF SCHOOL LEADERSHIP Leadership is fundamental to the success of any given institution. In order for schooling in Sub-Saharan Africa to result in transformed societies, learners should be in environments in which they acquire life skills that will make

1. Eger C. (2016). An Analysis of Education Reform in Sub-Saharan Africa. A Senior Thesis for the Claremont McKenna College. United Kingdom. 2. Kamenye N.N. (2019). Teachers' strategies to combat disruption in classrooms: A case study of Primary Schools in Otjozondjupa Region. Master Thesis submitted to the University of Namibia, Windhoek. 3. Ministry of Education (2015). Basic Education Revised Curriculum. National Institute of Education Development. Republic of Namibia. 4. Ministry of Education (1990). Toward Education for All. Windhoek. Republic of Namibia. 5. Organization of African Unity (2015). Agenda 2063: The Africa We Want. Addis Ababa. The African Union Commission. 6. Reeves D. B. (2004). Accountability for Learning: How Teachers and School Leaders Can Take Charge. Association for Supervision and Curriculum Development (ASCD). Massachusetts. 7. UNESCO (2015). EFA Global Monitoring Report: Education for ALL 2000 – 2015: Achievements and Challenges. Paris. UNESCO Publishing.

them effective members of their societies with both critical thinking and humanity dimensions, driving their countries peacefully to the achievement of Africa Agenda 2063 and beyond.

E.L. AFRICA | MARCH 2022

IMMERSIVE TECHNOLOGY & SUSTAINING STEM EDUCATION IN SUB-SAHARAN AFRICA

By: Dr. Ada Omile, Executive Director of E.L. Africa Magazine

E.L. AFRICA | MARCH 2022

IMMERSIVE TECHNOLOGY FOR INSTRUCTION

OVID-19 brought rapid inevitable transformation towards virtual education especially in the SubSaharan African (SSA) region. The region is now reeling from the lessons learned from the

pandemic and reforming their curriculum to focus on Science, Technology, Engineering and Mathematics (STEM) education to align with Industry 4.0 and as part of the multiple ways to accomplish Sustainable Development Goal 4, which targets education.

is a setting that combines a real setting with virtual

objects. They became very popular with the Pokémon Go app and Snapchat filters. It is interactive in real-time, allowing users to interact with digital images while viewing the real scene. AR experiences use digital information that would be images, audios, videos, and a touch to experience the real world environment by use of Avatars and holograms

The World Economic Forum (2016) has pointed out that 65% of children who are entering primary school today will ultimately end up working in completely new job types that do not yet exist. STEM learning in SSA schools should not only focus on the upper grade levels, it should be integrated into lower levels curriculum to enhance curiosity from early stages and enable this region to reach the Education 2030, a UNESCOled movement with the goal to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

STEM education and integration approach enhances learning, makes it more realistic, and arm students with skills relevant to solve real world problems. Our world is rapidly changing with

to engage students, the Avatars could be commanded by students to become interactive. This is convenient for students with physical limitations.

on the other hand allows users to immerse themselves in

a simulated environment completely, it uses closed goggles to block users’ visual access to the real world since users’ ears and eyes are covered with a digital screen. VR has shown to improve the ability of hearing-impaired students’ ability to find a solution for different problems.

is a setting that encompasses anything between a real

scene and an immersed virtual scene and facilitates student-centered learning.

technological and scientific advances in medicine, genetics, cloning, genetically modified food, use of vaccines and so on, that directly relate to the economy, industries, and future jobs. STEM is now the hype in SSA school districts, they are rapidly revamping their curriculum to include STEM programs for 21st century skills. They are opening technical and vocational education training (TVET) institutions to equip graduates with skills needed for the workforce and prepare for the future.

Using these systems as add-ons to curriculum content in teaching and learning increases students’ skills level and engages students in many ways such as: use hand motions, use of hollo lenses to participate in immersive learning activities, picks up their inquiry, looks like video games, exposes them to career exploration in all program pathways. The programs are loaded with classroom activities specific to content with advanced activities in STEM, forensic

RE-THINK THE CURRICULUM This is a good start. This year, Ghana is going to open six new schools focused on STEM and more will follow before 2023. Similar changes are happening in some SSA school districts.

But they will have to take it up a notch to include the use of Virtual and Augmented realities and Artificial Intelligence as great instructional tools in teaching and learning. This transformative teaching and learning space is getting popular even in higher education.

activities, virtual hospitals/realistic situations in health and medical sciences. They could be useful or valuable for certification-based contents.

ARTIFICIAL INTELLIGENCE (AI) IS CHANGING TEACHING AND LEARNING Since AI was introduced in education worldwide, it is transforming educational practices, making a profound impact, and empowering educators with better ways to teach. Incorporating STEM through Robotics can help students improve their cognitive skills, which translates to

VIRTUAL REALITY (VR) AND AUGMENTED REALITY (AR) Virtual reality, Augmented reality, and Mixed reality (MR) has become widely popular in education, providing engaging and

higher critical thinking skills and enhanced curiosity. In China, Keeko robots are gaining popularity by engaging kindergarten students in storytelling and problem-solving.

intuitive environments for learning visual and spatial complex topics. These applications present dynamic, three-dimensional views of structures and their spatial relationships, enabling users to move beyond "real-world" experiences by interacting with or altering virtual objects in ways that would otherwise be difficult or impossible.

The UNESCO education 2030 agenda recognizes the advantages of implementing an AI-based education system in developing countries, and the need an active presence of AI can have in schools. Therefore, as SSA countries engage in reforms, more should be done to infuse AI into their curriculum. E.L. AFRICA | MARCH 2022

AI can also take learning to students where they cannot

IMMERSIVE TECHNOLOGY FOR INSTRUCTION

physically attend school and maintain the continuity of education in emergencies and crises like the COVID-19 pandemic. AI-based learning can open educational opportunities to students in rural areas where they receive very little or no education at all. AI can analyze students' input and give corrective feedback, it could profile a learner, make predictions, conduct assessment and evaluation, and personalize learning etc.

infrastructure, steady electricity, internet network connectivity, and storage safety.

TRAINED TEACHERS FOR STEM PROGRAMS The pool of trained teachers for these programs now in SSA is not much and districts are spread a little thin, therefore, SSA school districts should make it a priority to train an army

POLICY CONSIDERATIONS Policy makers may consider the following recommendations to support and sustain STEM education in SSA.

of new teachers in these subject areas. Building capacity for STEM instruction in the region should focus on professional development on how to design lessons. There should be multiple opportunities for continued learning to ensure that

IDENTIFY AND ADDRESS POLICIES THAT POSE BARRIERS TO STEM EDUCATION AND INTEGRATION

teachers have the skills they need as STEM content is constantly changing.

States and regions should ensure equitable distribution of resources to avoid widening inequality gaps and the presence of techno-capitalism. Districts should dedicate time periods during the school hours for instructional activities in STEM in isolation or integrate the content in

States/Regions should have continuous professional developments with specialized trainers in content specific areas. Also, districts should have continuous district-wide professional developments.

lessons at lower levels and have more STEM electives in the middle and upper grade levels.

School districts could make it a requirement for teachers to have a science component or certification in addition to the

TRAIN SCHOOL LEADERS TO EMBRACE STEM INTEGRATION The school leaders are more important than people realize in

teachers’ certificate. STEM teachers could earn microcertificates from the professional developments that translates to wages increase as an incentive.

improving STEM instruction in their schools. They should receive appropriate training to provide effective instructional leadership.

Lastly, teacher preparation programs from universities should be redesigned to require innovative development methods and strategies to integrate STEM in every classroom

INVESTMENT IN STEM RESOURCES FOR SUSTAINABILITY The U.S and other developed nations are investing money and resources to support STEM education and remain competitive as a nation. This is because they recognize that the economy depends on advances in technology. For Africa to join the competing economic stage with a bank of highly skilled and STEM literate workforce, the SSA region must start with heavy funding for educational technology resources, and digital content.

instruction.

FINAL THOUGHTS Recently, I attended the first virtual conference of the Africa Curriculum Association which was well attended by ministries of education officials from various SSA countries in charge of curriculum reforms. It was their first event. This is what E.L. Africa magazine has been pushing for – a unified conversation. It was very engaging as they shared their new revised curriculum that were a holistic and project based.

Districts should have libraries that have standards aligned lesson guides for teachers, STEM equipment lending centers could be a good start where schools can check out specialized materials on rotations.School principals at lower grade levels should have creativity labs where students have opportunities to experience authentic STEM educational experiences through real-world problem solving.

At this point, only a handful of countries in SSA have a STEM framework and full implementation strategy backed with funding. Hopefully more countries will modify and implement curriculum infused with vocation-oriented competencies to enable students to adapt to this new world and meet the business world expectations.

Reference:

Districts should also have long term strategies for sustainability of STEM programs that involve logistics of

World Economic Forum (2016). The Future of Jobs. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. Global Challenge Insight Report. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf

E.L. AFRICA | MARCH 2022

GHANA EDUCATION SERVICEWESTERN REGION

“HOW THE EDUCATION SECTOR, DISTRICTS, AND SCHOOLS ARE PROVIDING TRAINING TO SCHOOLS ON PROTECTING STUDENTS’ DATA SAFETY AND SECURITY.”

hat are the laws and policies in your country that protects identifiable students' information as education accelerates to digitization? Discuss the training document, if any, provided to regional or district leaders to help teachers understand the laws and regulations to protect students' privacy and data.

Personal data on the following subjects shall not be disclosed except where the disclosure is required by law: (a) personal data which relates to the physical, mental health or mental condition of the data subject, (b) personal data in respect of which the data controller is an educational institution and which relates to a pupil at the institution, or (c) personal data of similar description.

INTRODUCTION In Ghana, the recognition of the right to privacy with

Under the provisions of the Children's Act, 1998, the

respect to the processing of personal data or

processing of data relating to a child who is under

information led to the passage of the Data Protection

parental control in accordance with the law is

Act 2012 (843) to further guarantee the right to privacy

prohibited unless otherwise provided by the Data

enshrined under Article 18(2) of the 1992 Constitution.

Protection Act.

Data privacy basically concerns the proper handling and

The Data Protection Act provides exemptions for

usage of data in order for it not to get into the hands of

processing where it relates to medical purposes and also

persons who are not authorized to. It is all about the

where processing is necessary. The latter would include

rights of individuals with respect to their personal

the right of schools to process such data for purposes of

information. Data Security is concerned with the

ensuring compliance with age for the admission of

protection of data to prevent it from getting into the

babies, infants, and pupils in educational institutions and

hands of unauthorized persons.

related matters. The principles relating to data processing are to be upheld at all times. Under the Data

Data security and protection in the education sector is

Protection Act the processing of personal data is

reliant on the Data Protection Act 2012 (843). Regional

exempt from the provisions of the Act for the purposes

and District officers of the Ghana Education Service

of, public order, public safety, public morality, national

have not been trained on data privacy and security,

security, or public interest.

much attention is not given to the protection of personal data.

RECOMMENDATIONS It is recommended that training on data protection

In Ghana the laws protecting data privacy and security

and security be given to all regional, district officers

are spelt out in the Data Protection Act 2012 (843) The

in the Ghana Education Service and schools for

Act provides standard principles that must be complied

awareness creation on the need for data protection

with by all who process personal information across the

and security.

country and beyond. The law applies to all forms of

Schools and Education offices must have

personal data or information stored on both electronic

appropriate security measures in place to reduce

and non electronic platforms with schools not being an

risks of unauthorized access and keep confidential

exception. This Act was passed in May 2012 and came

data as secure as possible.

into force in accordance with Section 99, Act 843 on

Keep devices and hardcopy data under lock and key

16th October 2012.

when not in use. Check storage systems are secure and limit access to data.

Data privacy and security in our schools is governed by the Act which in part states that: E.L. AFRICA | MARCH 2022

PRINCIPALS'

EFFECTS:

RESEARCH ON HOW SCHOOL LEADERS AFFECT STUDENTS AND SCHOOLS

Discussion of the pressing need for renewed attention towards strategies for cultivating, selecting, preparing, and supporting a highquality principal workforce.

E.L. AFRICA | MARCH 2022

Dr. Marvin Henderson

is a veteran educator with nearly five decades in a

variety of positions, including school principal, Assistant Superintendent, Deputy Superintendent in Florida, and college professor. He now coaches principals for effective schools.

Dr. Rose Campbell

is a faculty administrator, a professor for the Master of

Education degree in Educational Leadership, and Ph. D. degree in Educational Leadership at the Educational Leadership and Human Services Department at Florida A&M University. Her research has been focused on improving student achievement, professional development for teachers and enhancing leadership and administrative skills for the K – 12 schools. She is also a presenter, panelist, moderator, facilitator, and keynote speaker in various education forums.

E.L. AFRICA | MARCH 2022

THE PRINCIPALS' EFFECTS

he purpose of this article is to share outcomes of

DISCUSSION

research to examine leadership strategies used by

The list of educational strategies is constantly expanding

successful K-12 Principals and their impact on student

because of on-going research in this area. The successful

achievement and professional development for teachers.

principal must be able to adapt to the changing make-up of

Four different principal leadership styles were assessed,

his or her staff; engage in multi-tasking and be able to

which included Instructional Leadership, Transformational

address several issues simultaneously; and serve as the leader

Leadership, Transactional Leadership, and Facilitative

of the educational team. Although other leadership

Leadership. Thirty principals were interviewed who

strategies may be used, it is mandatory that the principal be

completed a brief survey about their leadership style.

able to perform as an instructional leader. He or she must be familiar with current and effective, researched-based

BACKGROUND INFORMATION

curriculum; and involved with teams that help select new

It is believed that the school principal is expected to wear

technology, textbooks, and other resources for their schools.

many different hats as duties are performed. They are not

Lastly, the school leader is expected to inspire and motivate

only the recognized head of the school, but he or she must

teachers and staff to maintain high standards for the school

also be the leader of all of activities for the organization.

and school community.

The principal performs evaluations, provides supervision of staff and students, and assists in planning professional

Bolman and Deal (2003) indicated that leadership is

development activities. Additionally, the principal is

situational and should utilize four frames of an organization.

expected to work successfully with and to be involved in all

These are (1) your personnel and the climate of the school, (2)

areas of the school community.

the goals and objectives, policies and procedures, (3) the politics involved, and (4) the accepted practices and rituals

PURPOSE

associated with the school. This requires a continual process

The research objectives were to identify leadership

of framing and reframing of issues to better understand and

strategies used by K-12 principals that could also be used

address issues in the school community. Another point of view

by other administrators who are looking for assistance in

by Sergiovanni (2007) indicates that traditional leadership,

improving their schools and becoming better educational

as we know it, is overemphasized. This is to say that some

leaders.

teachers are self-motivated and do not need to be inspired by the principal or the leader.

METHOD In this study the 30 principals answered 2 questions about

DATA AND ASSESSMENT

preferred leadership strategies during telephone interviews

All areas of the education spectrum must be assessed, data

of school principals. The most commonly repeated

should be analyzed, and recommendations should be made

strategies were listed as principals were asked the

to improve instructional and professional development. The

following questions:

process is ongoing to identify skill deficits and areas that

1. Can you identify five leadership strategies that you use in performing your duties as school principal?

need improvement. However, these areas must be tracked and aligned with the curriculum for academic improvement.

2. What leadership strategies have you used that you would identify as successful that you would recommend

CONCLUSION

to other principals for implementation?

In conclusion, schools are constantly changing due to the

The data were compiled and used to develop a list of

ever-changing world in which we live. As a result, principals

strategies used most often by successful principals.

must be prepared to adjust to meet the needs of their schools. They must demonstrate competency on all levels as

DATA ANALYSIS

the educational leader by providing a positive example of

All of the data were analyzed and placed into several

integrity, honesty, and good moral character.

categories to share with principals. Leadership strategies,

Bolman, L. G. & Deal, T. E. (2003), Reframing Organizations:

also included in the final analysis. The results of this study

Choice, and Leadership San Francisco, CA:

were significant and provided to other principals and administrators for sharing and adapting to their respective environments.

References

different styles, and recommended plans of action were

E.L. AFRICA | MARCH 2022

Sergoivanni, Ti. (2007). Corwin Press

Artistry,

Jossey-Bass

Rethinking Leadership.

Thousand Oaks, CA:

THE PRINCIPALS' EFFECTS

ho the principal of a school is matters for outcomes beyond achievement. For example, studies show that some principals are more effective than others

at reducing absenteeism and chronic absenteeism. Principals vary in their likelihood of meting out exclusionary discipline (e.g., suspensions). Some are more successful at retaining teachers, including more effective teachers. Moreover, we find that supervisor and teacher ratings of the effectiveness of principals’ practices can predict student achievement growth and other outcomes. This finding suggests that the overall impact of an effective principal can be linked to observable behaviors. That is, how principals approach school leadership directly affects schools’ outcomes.

Several observations motivated the investigation of drivers of principals’ impacts on their schools. From the large, diverse body of research synthesized, which includes both quantitative and qualitative studies, they identified three overlapping realms of skills and expertise that school leaders need to be

Research and common sense suggest that teachers are the

successful: instruction, people, and the organization. They then

biggest school-based factor influencing student learning. A

described how these skills and expertise manifest in four

landmark study conducted in 2004 shows that principals

classes of behaviors that the best-available research suggests

matter hugely, too, concluding that “leadership is second only

produce positive school outcomes. These behaviors fall under

to classroom instruction among all school-related factors that

the following categories:

contribute to what students learn at school.” But how has the principal workforce and role evolved since this seminal study

Engaging in instructionally focused interactions with teachers. Forms of engagement with teachers that center

was conducted nearly twenty years ago? And to what extent

on instructional practice, such as teacher evaluation,

they oversee today?

do principals affect student achievement and the schools

instructional coaching, and the establishment of a datadriven, school-wide instructional program to facilitate such

An extensive new report explores these questions and more,

interactions.

drawing on two decades of data. Specifically, it asks: How has principalship evolved over the past twenty years, in terms

Building a productive school climate.

Practices that

of the policy landscape and workforce composition? How

encourage a school environment marked by trust, efficacy,

much do principals contribute to student achievement and

teamwork, engagement with data, organizational learning,

other school outcomes, such as absenteeism and teacher

and continuous improvement.

turnover? And finally, what are the principal characteristics, skills, and behaviors that best promote student learning?

Facilitating productive collaboration and professional learning communities. Strategies that promote teachers

In terms of the shifting policy context, researchers explain

working together authentically with systems of support to

that changes in federal policies in recent decades, such as

improve their practice and enhance student learning.

No Child Left Behind and the Every Student Succeeds Act, placed greater emphasis on school accountability, student

Managing personnel and resources strategically.

achievement, and testing. This facilitated the collection of

Processes around strategic staffing and allocation of other

more and better student data. But as the researchers explain,

resources.

it also “changed how they focused time and other resources on tested subjects and grade levels. Principals also experienced higher levels of job stress and a higher turnover rate.”

E.L. AFRICA | MARCH 2022

THE PRINCIPALS' EFFECTS

The study also finds that at state and local levels in recent

and resources strategically. Given the big focus on

decades, principals have spent more time in classrooms and

instructional leadership in recent years, this finding has big

away from other managerial responsibilities. In particular,

implications for leadership development and professional

“the widespread implementation of educator evaluation

development programs.

systems based on multiple measures of performance has represented perhaps the largest shift in school principals’

As Will Miller, president of the Wallace Foundation that

roles.”

funded this report, underscores in the study’s foreword, “Principals do not create value directly. They deliver results

Next, researchers explore principal composition and find that,

indirectly, by enabling others to achieve more.... This [study]

based on nationally representative data collected by the U.S.

suggests that, rather than thinking in terms of either/or, we

Department of Education, principals today are more likely to

need a balance of investments in developing great principals

be female and racially diverse, but are less experienced than

and great teachers.”

their predecessors, especially those working in high-need schools. They also have not kept pace with changes in student demographics in recent decades, leading to “growing racial and ethnic gaps between principals and the students they serve,” with Hispanic and Black students being the least likely to attend a school led by a principal of their same race or ethnicity.

Indeed, for parents, advocates, and policymakers seeking to accelerate student achievement, strengthening principal leadership, diversifying the principal workforce, and figuring out how to retain top principals is a great place to start. And as our nation continues to face myriad educational challenges posed by the ongoing Covid-19 pandemic, there’s never been a more pressing time to do so.

As to the burning question of how principals impact students, researchers analyzed six studies with data for over 22,000

Reference: Jason A. Grissom, Anna J. Egalite, and Constance A. Lindsay, “How Principals

principals across four states (North Carolina, Pennsylvania,

Affect Students and Schools: A Systematic Synthesis of Two Decades of

Tennessee, and Texas) and two districts (Chicago and Miami-

Research,” Wallace Foundation (February 2021).

Dade), and estimate that the impact of replacing a principal at the 25th percentile of effectiveness with a principal at the 75th percentile would “increase annual student learning in math and reading by almost three months.” As the researchers stress, this is almost as large as the effect of having a similarly effective teacher. They also contend that principals’ effects “are larger in scope because they are averaged over all students in a school, rather than a classroom.”

HAVE NEWS YOU WANT Based on their analysis of prior studies, researchers also find that principal effects extend beyond student achievement,

HIGHLIGHED IN

positively impacting student attendance, suspension rates,

THE E.L. AFRICA MAGAZINE?

and teacher satisfaction and retention. While not nationally representative, this analysis confirms what many of us working in the education world have long suspected: Principal quality matters, and it matters a good deal.

Finally, in terms of what drives principals’ contributions, they conclude that the most effective principals don’t just engage instructionally with teachers, they also foster a productive school climate, facilitate productive collaboration and professional learning communities, and manage personnel

E.L. AFRICA | MARCH 2022

SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM

A learner in the science series, for example, follows the same programme in French, History-Geography and

TOGO: THE EDUCATION REFORMS

English as that of the literary series, with only a differentiation in the coefficients. The emphasis that should be placed on practical work, laboratory experiments or field trips in these basic disciplines is not. Thus, someone who aspires to enrol in mathematics or physics or chemistry does not have enough specific courses that really prepare him or her for these faculties at university. There are many other illustrative examples

By: Pascal Soklou

or the past four years, lower secondary education has been following in the footsteps of primary

that we can cite in this article.

It is therefore imperative to review the content of university entrance programmes in order to offer graduates a better chance of success in their university studies and to facilitate their professional integration.

education by adopting a new pedagogical

strategy. This is the competency-based approach that supports the ambitions contained in the 2020-2030 education sector plan.

Currently, in Togo, the President of the University of Lomé is also the Minister of Primary, Secondary and Technical Education and Handicrafts. This should be an opportunity to establish a closer relationship between secondary and higher education for the design of university entrance

With this new pedagogical strategy, the curricula have been updated at primary and lower secondary level and

programmes that are more adapted to the training offers of the universities and the labour needs of the market.

a large place has been given to a greater permanent involvement of the learner in his or her own training, but at the upper secondary level, the picture is much bleak.

Furthermore, the education system, especially in general education, suffers from a lack of training for head teachers to improve the management of schools. Indeed,

The various sectoral education plans that have been frequently reviewed have not been able to significantly change the lines at this level of school education. In secondary school, especially in general education, the curricula remain outdated, too broad with content that is not adapted to the realities of the moment.

The output profile of students in the final year of secondary school does not meet the demands of an increasingly demanding labour market in terms of knowhow and interpersonal skills for those in technical education and vocational training, while students in general education have enormous difficulties in finding their way to university studies.

the managerial competence of most head teachers leaves much to be desired. It should be recognised that the texts governing the education system, notably the special status of the framework of education officials, the national teacher policy and the education sector plan, are full of fine provisions that regulate.

Since January 2022, technical education has been preparing for legislation to move to dual training. While waiting for the adoption of this text, this ministerial department is discussing with its local partners for the systematic placement of learners in work-based training every year during the holidays. However, there is also the problem of matching their training in high school with training offers at the university.

Apart from the scientific lycées which have very limited intake capacity with particular programmes, the programmes taught in the other lycées in the literary A4 and scientific D (for life sciences) and C (for mathematics and physical sciences) series, which open the doors to universities after the baccalauréat, do not

The Deputy Minister in charge of the technical education and handicrafts sector, Kokou Eké HODIN, confirmed that he is discussing with the president of the University of Lomé and Kara to find appropriate solutions to this problem.

really specify the learner in the choices he or she would like to make for his or her training in higher education.

E.L. AFRICA | MARCH 2022

SCHOOL COUNSELORS: VITAL MEMBERS OF THE SCHOOL LEADERSHIP TEAM By: Mr. Gitta Emmanuel Freeman, Counselor; Mental Health Advocate; Mentor; Board Committee Member of the Uganda Counseling Association, Office of Advocacy

ounseling is a well-focused proces limited in time and specific, which uses interaction to help people deal with their problems and respond in a proper

School counselors can assist students at all levels, from

way to specific difficulties in order to develop new coping

primary school to universities and to their adult lives. They

strategies. The main purpose of counseling is to help the

act as advocates for students’ well-being, and as valuable

patient amplify the vision of the specific situation and

resources for their educational advancement. A school

discover the proper potential in dealing with the conditions

counselor will listen to students’ concerns about academic,

of disease or challenge, in order to promote a better quality

emotional, or social problems. Because everyone’s home

of life. Mental health problems are common, but help is

and social life are different, the counselor could be the only

available. People with mental health problems can get

person who fulfills that need for them at a given time in

better and many recover completely through appropriate

school. Given the cultural beliefs here, most children are

counseling and therapeutic interventions.

brought up to respect their parents maximumly to the extent that some children tend to fear sharing their mental health

With the prevailing challenging situations in the world

challenges with their parents but would feel better sharing

currently such as covid-19 and other viral effects, new ways

their issues.

of living including technological advancement, behavioral changes that are influenced by "trends" set by socialites and the on growing rampant social media influence and effects on people's ways of living, these have all come with tremendous negative effect on the mental health of youths

Counselors in schools will assist students with issues such as bullying, issues that stems from disabilities emotional behavior disorders, low self-esteem, poor academic performance, and relationship troubles.

and children in the world and if not addressed with a

He/she can refer them to psychologists or medical

serious approach, we might end up having a future of

personnel for further treatment if necessary. In addition, the

troubled people with no sense of direction.

counselor evaluates students’ abilities, interests, and personalities to help them develop realistic academic and

Currently, in Uganda the youth and teenagers in schools are

career goals. He/she facilitates aptitude tests and

not seeking counseling services, some are unaware of the

formulates potential paths to success. In cases where there

existence of these services and others are not sure of where

are some misunderstandings in classes and school

to access these services. It's so unfortunate that in Uganda

compounds, resident counselors mediate conflict between

it has not been made mandatory for every school to have a

students and teachers so as to maintain a conducive and

professional counselor so many schools in the country have

proper learning environment for better results.

not agreed to the necessity for counseling services in their schools which indicates that they do not have residential

The counselor can also improve parent/teacher

counselors, and this has led to increased cases of mental

relationships. It enables these two plans accordingly for the

health challenges amongst the youth and teenagers in

way to raise the students as productive and responsible

schools. This fully justifies the need to have residential

citizens to the country. Facilitates drug and alcohol

counselors in schools and learning institutions.

prevention programs. This can be through arranging sensitization programs about the dangers, causes, and

THE IMPORTANCE OF HAVING RESIDENTIAL COUNSELORS

prevention of drug and alcohol abuse as well as assisting

The residential counselor assists students to reach their

those addicted overcome the addiction. Refer students to

potential through being caring, flexible, adaptable, and

psychologists and other mental health resources.

patient. Children and young adults need guidance and support, especially when it comes to dealing with academics, personal, parental, and social pressures.

E.L. AFRICA | MARCH 2022

There are currently two growing mental health challenges in the country amongst the students in schools and as a counselor, I believe are due to the absence of residential counselors in schools and learning institutions i.e., drug use and teenage pregnancies. Drug abuse in schools. According to students, the most important facilitating factor to drug abuse is peer pressure, recorded at 62%, followed by lack of strict school rules and regulations (14%), family background (13%), and poor security around the school (11%). Drug abuse has become a part of everyday life for hundreds of children in Uganda's schools today, according to the latest study. Many start as young as 11. By the age of 25, eight in 10 students say they have taken some drugs-including alcohol, Kuber, cigarettes, Shisha, marijuana, and Khart. This is according to a study by the National Drug Authority (NDA). Data from the survey shows that alcohol tops the list of drugs abused by students at 77.7 percent, followed by Kuber at 34 percent, cigarettes (29.5) shisha (21.4), Marijuana (17.9), Khart (17.0), Murah (8.0), Cocaine (6.3), and then Murah and Miraj. The study was done by NDA.

SCHOOL COUNSELORS: VITAL MEMBERS OF THE SCHOOL LEADERSHIP TEAM I recommend the following to be put into consideration as some of the ways of having residential counselors fully installed into schools. There should be training done for more professional personnel in the guidance and counseling field so as to raise a good number of therapists to effectively attend to all schools in the country. I call upon donors and funders from both within and outside the country to also come in to help in financing the mental health awareness drives in the country through holding regional or institution-based conferences and visiting different schools. I recommend that the government fastens up the inclusion of counseling therapists into the public sector so that they can be readily available in all government institutions and fully facilitated. I also recommend that the heads of these learning institutions also acknowledge the need for and importance of mental health services as well as counselors and do the needful in implementing and employing them in these learning institutions.

Secondly, according to the Uganda Demographic Health Survey (UDHS), 25 percent of women aged 15 to 19 are already mothers or pregnant with their first child. This implies that at least one in every four teenage girls is pregnant or has already had a child. In addition, pregnancy contributes 25% to the school dropout rate in Uganda, according to the gender technical advisor in the Ministry of Education. Pregnant girls should take at least one year of maternity leave, under the Ministry of Education revised guidelines on school retention and re-entry. The guidelines are in a bid to ensure that pregnant girls stay in school.

There are various challenges in implementing counseling services in Uganda as well as mental health advocacy including, ignorance about mental health by the

In conclusion, mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood. Therefore, for that matter, good mental health and counseling should be fully recommended and put to practice in learning institutions as we build a better tomorrow for the current and future generation.

It's ok to not be ok, talk to a counselor because counseling is a source of hope.

people, a limited number of skilled therapists to be deployed as resident counselors in all schools across the country, limited funding in the implementation of mental health services and also the too much bureaucracy involved in approving the mental Health advocacy work and counseling services in government institutions in the country.

E.L. AFRICA | MARCH 2022

PRINCIPALLY SPEAKING 27

E.L. AFRICA | MARCH 2022

Professional Learning Communities (PLCs) in Action Across SSA

E.L. AFRICA | DECEMBER 2021

E.L. AFRICA | MARCH 2022

PLCs IN ACTION ACROSS SSA

NIGERIA

professional discussion between teachers across departments. We made it clear that PLCs would involve safe space lesson observations.

By: Duncan Gowen

eedback is

seen as vital to the learning

We set about this by introducing the concept of PLCs to staff and then asking them in groups, that had been pre-selected, to draw up a list of what good practices teachers should look for in a lesson if they were observing a lesson. These

process. We spend a

ideas were then collated in real time, as we had set up a

great deal of time

padlet sheet for each group to add their thoughts. We also

ensuring that

asked colleagues to add their thoughts on how to give

students receive

appropriate feedback. These ideas were then refined at

feedback that is

faculty level and shared with colleagues with further time

supportive and

given for additional reflection before we launched the

challenging. Teachers

initiative. When we introduced the scheme staff had to liaise

are encouraged to

with the triad members to arrange a time for lesson

develop in their

observations and then feedback sessions. All teaching staff

lesson plans time for peer assessment. In today’s teaching

had to complete a reflection document on their PLC

world it seems to me that this practice or peer assessment

experience. There was some senior leadership involvement in

has rightly extended to the teachers themselves. The

the process but the intention was for it to be an innovation

development of professional learning communities is the

driven at middle leadership level. This approach towards the

embodiment of this approach.

introduction of PLCs gave colleagues the opportunity to discuss and hopefully realize the benefits of professional

Professional learning communities (PLC) when used well are

dialogue across departments in the school. In short it gave

a very effective tool for staff development and school

colleagues a vested interest in the scheme.

improvement. A PLC culture in a school can improve teaching and learning, build stronger relationships between the staff

The role of the SLT was to facilitate and shape this process.

in the PLC, enable teachers to keep up to date with new

Some members of the SLT had worked in schools where

research and pedagogy and encourages a culture of teacher

professional learning communities were part of the culture,

reflection which is crucial for professional growth. In short,

so this experience was used to guide the staff training

PLCs can bring benefits to all stakeholders.

process. Other staff had been on courses that focused on feedback, so this experience was again used to shape

Like any initiative a purpose needs to be seen when

advice on how to deliver positive non-judgmental feedback.

introducing change. Classroom observations have often been linked to formal appraisal which could in some instances

When we introduced the scheme, as previously mentioned,

mean a pay progression or in other cases a loss of

we organized colleagues into triads. Over the course of two

employment. A vital component of a PLC is to create a safe

terms staff would have to observe two lessons and be

space for teachers to practice, discuss, reflect and develop.

observed teaching one lesson. This was not felt to be overly

There will always be a place for formal observation but a

onerous. We did make it mandatory that all staff had to

school that combines the more formal with a PLC stands

complete a PLC reflection form as part of their performance

every chance of developing a positive collaborative

management review because at a leadership level we felt it

professional culture which seems to me to be an excellent

was vital to stress the importance of the initiative. However,

reason for introducing PLCs to any school.

we also stressed and continue to stress that the school is developing a safe space culture meaning that teachers can

At Day Waterman College (DWC) we introduced PLCs last

experiment in the classroom. Our mantra is ‘try something

year. It was a key component of the school’s development

different’.

plan and is again this year. There had always been observations within a department, but we wanted more

E.L. AFRICA | MARCH 2022

PLCS IN ACTION ACROSS SSA

The introduction of PLCs at Day Waterman College has been a successful innovation but like any new initiative needs constant reinforcement by the leadership team. As already mentioned, the professional learning community initiative is again part of the school’s development plan this year.

Furthermore, we insist that staff maintain a continuous professional development file, which has to include their personal PLC review document, which is shown at the bottom of this article. This process will help to embed a reflective culture towards teaching and learning in the school. This term you will be observed on a focus of your choice by the two colleagues in your PLC group. This will be a short observation of around 20 minutes. You will in turn observe your peers and give them feedback on areas that they are working on in their professional development. Please complete this record sheet and upload it to your School IP area.

What area(s) of learning and teaching are you currently working on? (HPL areas: Meta thinking, Practice, Collaboration, Feedback, … see overleaf for more suggestions of foci)

In world class schools an emphasis is placed on staff training and development; Rightly so. Schools can often pay a lot of money to bring in trainers who will often be very good but sometimes one is left wondering if we could not have done

Briefly outline the lesson that will be observed and what you hope to achieve.

that ourselves. In any school there is amongst the teachers a huge reservoir of knowledge and experience that can be used to develop professional practice. PLCs seem to me to be a wonderful way of focusing on continuous professional development in a cost-effective way. It also gives staff the

What are your reflections of how your lesson went?

opportunity to shine, to grow in confidence and we hope to realize that they are part of a culture that values their contributions on how teaching and learning can be developed at the school.

MINI LESSON: OBSERVATIONS AND FEEDBACK

Summarize the feedback from your colleagues and add any further reflections of your own.

Peer observation is a two-way process that can benefit both the observers and the teacher being observed, with the goal of improving learning and teaching. Being reflective is crucial to developing your teaching and learning. Being

As an observer: What did you learn from observing and giving feedback to your peer?

observed gives you the opportunity to reflect, both before and after the observation, giving you the space to stop and think about how you teach. You shouldn’t just reflect on what you need to develop but also on your strengths and what good practice you should be sharing with your colleagues. E.L. AFRICA | MARCH 2022

PLCS IN ACTION ACROSS SSA NOTES ON GIVING FEEDBACK Being an observer gives you the opportunity to discuss teaching and learning and practise giving constructive

SOUTH AFRICA By: Dr. Razia Ghanchi-Badasie

feedback. As you are observing in a pair, have a short meeting

renthurst

where you plan your feedback conversation.

Primary

Do not feel you have to be the expert − remember you

School is a

are working as peers. Begin by giving the observed

learning

teacher the opportunity to comment on the aims of the

organization. We are

lesson and how they felt it went.

Ensure that your feedback is non-judgemental.

a professional Focus

learning community

on acts rather than the person. For instance, ‘Sarah did

(PLC) made up of

not look as if she was concentrating’, rather than ‘Why

many professional

didn’t you challenge Sarah when she wasn’t

learning groups

concentrating?’

(PLGs). We strive to

You can observe what the students do in the lesson

create an enabling

rather than focus only on what the teacher does. This

developmental

means your feedback will be focused on the actions of

environment for

the students.

individual teacher mastery, team effectiveness and whole

Discuss what you learned by observing the lesson.

school improvement. Thus, our development program

Here is a useful link to the Ladder of feedback resources.

targets ME (teachers), WE (PLGs) and US (Brenthurst

http://www.makinglearningvisibleresources.org/ladder-of-

Primary School). This is in keeping with our shared school

feedback-see-supporting-learning-in-groups-in-the-

vision to be *REAL PROUD lifelong learners and productive

classroom.html

citizens of South Africa.

NOTES ON GIVING FEEDBACK Examples of lesson-observation foci: How is self-regulation evident in the lesson? Is intellectual confidence displayed in the class discussion? How is my use of motivation as well as feedback to the students? How did I check that all students had made appropriate progress? How did I model metacognitive strategies during the lesson? Did the lesson provide opportunities for practice and

Capacity building through PLGs is done as follows: 1. Configure teams. 2. Ensure complimentary contribution and active participation of members. 3. Disperse leadership throughout the school. 4. Build facilitator capacity to transform a traditional team into a PLG. 5. Monitor the quality of outputs. This is done according to a 5-year developmental model as follows. Year 1: Float and follow well. Year 2: Find your feet. Year 3: Fly [mastery of subject content per grade]. Year 4-5: Lead.

consolidation? What am I doing in my classroom to stretch my highperforming students? What opportunities did I provide for my students to build on their knowledge? How effective was my use of whole-class discussions? At which points in the lesson did my students have to think hard for themselves? Did the group activity really encourage structured collaboration between students? Were the aims of my lesson clear and were they met? Is my plenary effective and informative for planning future lessons?

E.L. AFRICA | MARCH 2022

Level one capacity focuses on traditional facilitator skills and individual team members’ contribution to the PLG. Traditional team topics such as curriculum sequencing and pacing, coordination of work roles and other duties are centred. Teachers gravitate best to these teacher-focused activities which are based on an individual compliance model. Team leaders are more comfortable with addressing these matters in their PLGs, but still need support from senior leadership in holding themselves and their team members accountable. Professional gains at this stage are individualistic. Teachers may demonstrate an improvement by year 2, in the planning of work and assessments, in

PLCS IN ACTION ACROSS SSA teaching methodology as well as in time management. These basic matters must be addressed and developed in PLGs first, to progress to higher order collaborative endeavours.

UGANDA By: Obonge Alfred, Nakachwa Ruth, Nalubega Racheal and Paul Sserunjogi - Head Teacher

A higher level of collaborative engagement comes from the alignment of individual and team visions with that of the other

school. Teachers strive to develop themselves, as well as

their colleagues in each PLG to enhance learning gains across the subject, grade and the school. The content of the conversation in PLGs is more learner-centred to address

Kevin College Mabira

is in Buikwe district,

what learners must learn, how they learn best and where

Lugazi Municipality,

teachers must develop to improve on learning outcomes.

(Najjembe division,

Professional development activities are collaborative. It

Kinoni Local Council).

involves team demonstration of lessons, team setting of

It is a purely private

assessments, co-construction of artefacts like worksheets,

secondary school

memos and rubrics and action research. A collaborative PLG

affiliated to the

is set apart from a traditional PLG mostly by their ability to

Catholic Church.

give and receive constructive feedback, to interrogate beliefs and practices, to open, honest and public analysis of

At Mother Kevin College Mabira, the professional learning

data such as attendance figures and academic results and

communities (PLC) are very active. Teachers collaborate so

to the collective formulation of an improvement plan which

well during the formulation of the schemes of work which is

they hold themselves individually and collectively

commonly done at the departmental level. All teachers in

accountable for. Our most successful PLGs are in the

the department convene and then scheme for what is to be

subjects Mathematics, Science and Technology.

taught in a particular class per given period of time.

Collaborative learning in a PLG, is a very empowering

Teachers again proceed to organize joint lesson plans

developmental model that is effective in providing just-in-

derived from the schemes of work at the subject level.

time contextually relevant support and solutions to school improvement matters.

PLCs allows us to have team teaching where teachers of similar subjects who participated in the process above

However, it does take time for the PLGs at my school to

come together to teach the same content in the same

reach this level. Basic proficiencies must be mastered. A

class. This method of PLCs has largely enabled us to bridge

relationship of trust among team members and the facilitator

the academic gaps existing within both teachers and

must be fostered to create a safe space for learning which is

learners. More so, the PLCs have enhanced the professional

a very vulnerable process for teachers. Each teacher must

growth of teachers which eases the teaching – learning

operate on a high level of professionalism. A stable and

process in the college. On the learners’ side, the PLCs have

committed senior leadership team must drive and monitor

instilled confidence within them towards their teachers due

collaborative learning so that teachers and PLGs continue to

to the team teaching conducted.

aspire to higher levels of effectiveness for the benefit of the whole school.

Furthermore, it has resulted in teachers having organized notes which are prepared at departmental level which are

Dr. Razia Ghanchi-Badasie, principal of Brenthurst Primary School, earned a doctorate degree in Education Management. She has over 33 years of committed service in education and has taught from grade R-12. She recently launched a YouTube channel to

approved by the Heads of Department. Syllabus coverage is done in time, and has also created intimate relationships among the teachers.

widen her sphere of influence: https://www.youtube.com/channel/UCdLkcVbLfERP2X4_Srp3z6g

Respect. Enthusiasm/Eagerness. Active Involvement. Love/Tolerance. Perseverance/Productivity/Peace-Making. Responsible/Reliable. Obedience. Ubuntu-Focus Disciplined. *

E.L. AFRICA | MARCH 2022

PLCs IN ACTION ACROSS SSA

GAMBIA

In the field, regional monitors are also attached to the schools so that all the teachers have their lesson plants ready before they can deliver the materials to the students.

By: Ebrima Secka

The school is very strict with this since it helps smooth flow of he school is

under the Ministry of Basic and

delivering during classes, help teachers to focus on the syllabus, and also assist the school to determine whether certain areas will be covered before the inceptions of exams.

Secondary Education (MoBSE) and it has

Therefore the PLCs and CLTs approach is a very effective

both junior and senior

cycle plan that helps the school and its teachers to bring

secondary school and

about positivity in students’ academic achievements and

more than thousand

generally encourages hard work and discipline in students’

students are learning

careers.

in the school. For

Ebrima Secka has a degree in Public Health and Environmental

PCLs, the school

Science. He is the assistant Librarian in Sukuta Upper Basic School.

devises several approaches to yield desired results as far as academic improvement is concerned. Weekly study classes are introduced to enable the students to quickly cover the syllabus before they can be allowed to sit for national Gambia Basic Education Certificate Examination (GABECE) and regional West African Senior School Certificate Examination (WASSCE) examination. In the school, a Parents and Teachers Association is formed to discuss matters related to students’ improvement. This helps both guardians and teachers to develop mechanisms that would productively impact the lives of many pursuing their educational career. These discussions are normally done during meetings in the school between parents and selected representatives from the school administration and in most cases the school principal is present on the ground.

As for CLTs, the school is able to organize workshops to train its teachers. This is very common and it is done several times in every academic year. Furthermore, the school also sent some of its staff to trainings organized by the Regional Education Directorate. This enables teachers from different schools, regions to share their experiences and ideas and to also talk about the possible solutions to underlying issues that significantly affect the performance of their students. In order to spot out some of the mistakes committed by teachers, exercises are carried out in various subjects such as English, Mathematics, and Science. This helps the board responsible for examination to advise the teachers to inculcate some of the guides developed for students to excel in their internal and external examinations.

E.L. AFRICA | MARCH 2022

SIERRA LEONE REPORTS ON THE DISTRICT THE BOMBALI SCHOOL DISTRICT PROJECT

e have been doing training on teacher management and heads of schools for schools’

Inclusive Education training for SQAO’s by Handicap International.

records and other resources. We have been also

engaging school heads and school teachers with training in psycho-social for the prevention of Coronavirus since 2020 as soon as the Corona struck Sierra Leone.

All those trainings were cascaded in all the 16 districts in the country by the authority at the headquarters by the supportive leadership of the Honorable Minister and his deputies and other professional heads of various units. We have also trained Inspectors of Schools on workflow

Training Workshop for SQAO’s on data collection and reporting system by Edu-Track (Situation Room-HQ).

Training workshop for SQAO’s on the collection of data using the Kola Toolbox

Training workshop for SQAO’s/ Other DEO officials on effective working Relationship to enhance WORKFLOW.

where everybody should be involved as key participants for the improvement of quality learning in various schools in the 16 political districts.

ADDITIONAL ACTIVITIES Sample data collection on PBF and EduTrac primary schools were done by the IT Officers after a Virtual Meeting with FEPS PBF Team and IT Officers with regards data collection on PBF.

A Training of Trainers workshop was held for the School Quality Assurance on the Curriculum Development. The training was geared towards how teachers should set their instructional objective base

HAVE NEWS YOU WANT HIGHLIGHED IN THE E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM

on the National Curriculum.

Tangerine Training by Mot MacDonald for SQAO’s for general data collection on school supervision, attendance data verification, lesson observation and reasons for not visiting schools on a specific day.

E.L. AFRICA | MARCH 2022

IN THE NEWS GHANA TEACHER LICENSURE

The Kenya Certificate of Secondary Education

Ghana has instituted the Ghana Basic Education Skills

examinations (KCSE) will start February 28th – April 1st,

Examination Test (GBEST), to assess candidates in

2022. The office of the Examination council is

numeracy and literacy as a uniform entrance criteria

recruiting exam center managers and proctors to

for admission into teacher training institutions. The

administer the exams. Over 800,000 senior students

examination is part of a reform effort proposed by the

will take the exam from. There has been a gradual

National Teaching Council (NTC) starting August this

increase in the number of students taking the

year. Upon graduation, students take a subject-based

examination since 2019.

licensure examination to be qualified as professional teachers.

The minister of Education said that it was simply a means of ensuring that the teachers had what it took to teach the subject area they are being recruited for.

KENYA

E.L. AFRICA | MARCH 2022

CAMEROON The 56th National Youth Day Celebration was held in Cameroon on February 11th at the Bafoussam Ceremonial Ground by enthusiastic youth. The event was attended by primary, secondary schools and university students. They carried effigies of the Head of State and destroyed the national flag.

GAMBIA It was Time to Teach: Teacher attendance and time on task in primary schools in The Gambia, according to their UN representative, this provides insights into the main drivers of primary school teacher absenteeism, a major obstacle to addressing the learning crisis, as well as strategic recommendations to address the problem.

The day before the event, the president, Mr. Paul Biya had called for a peaceful celebration and said that the government plans to create 600,000 jobs annually.

WORLD EDUCATION DAY

INTERNATIONAL DAY OF EDUCATION

During the World Education Day in Paris on January

The International Day of Education was celebrated

24, 2022, the UNESCO’s Institute for Statistics and

around SSA countries between January 23rd and 24th,

the Global Education Monitoring Report released

2022 with different topics. International Day of

findings that, according to their own benchmarks,

Education was proclaimed by the UN General

countries will not achieve Sustainable Development

Assembly (UNGA) on 3rd of December 2018 in Brussels

Goal 4 (SDG 4) of ensuring inclusive and equitable

with a purpose to mark the importance of education in

quality education and lifelong learning opportunities

promoting peace and development.

for all by 2030. This is a wakeup call for the world’s leaders as millions of children will continue to miss out on school and high-quality learning.

The report, National SDG 4 benchmarks: fulfilling our commitments, compiles the findings from the culmination of a two-year global process convened by UNESCO. Participating countries identified their targets for 2025 and 2030 relative to six key SDG 4 indicators on: early childhood education attendance; school attendance; completion; minimum proficiency in reading and mathematics; trained teachers; and public education expenditure.

HAVE NEWS YOU WANT HIGHLIGHED IN THE E.L. AFRICA MAGAZINE? SEND AN EMAIL TO ELAFRICAMAGAZINE@GMAIL.COM

The commitment made was to accelerate progress between now and the deadline relative to the rate countries achieved from 2000-2015. The findings show that even if countries reach their benchmarks, the world will still fall short of the ambition set out in SDG 4. This is even before taking into account the potential consequences of COVID-19 on education development.

E.L. AFRICA | MARCH 2022

UGANDA “Changing Course, Transforming Education”. For the very

The key message by Dr Munir Safieldin, the Representative of UNICEF in Uganda as per his interview with Tanya Innovations Africa. Click on this link to follow

first time at Kabembe, Incredible Youths International

full interview: https://youtu.be/ns5DGpOo--k

January 24th, 2022 marked the 4th successive year of celebrating this day world over with a Global theme of

headquarters in Mukono, Uganda.

At the event in Uganda, a wide range of stakeholders participated to include secondary and higher institutions of learning in Uganda, lawyers, bankers, manufacturers, ministry of education officials, UN, UNICEF, NGOs and media who were well hosted and coordinated by a powerful organizing committee led by Mr. Brian Ntwatwa, the Founder of Incredible Youth International. The event was officiated by Ms Susan Ngongi Namondo the UN Coordinator Uganda among other dignitaries such Dr. Munir Safieldin (Uganda UNICEF Representative), Fred Muwema of Muwema & Co. Advocates and officials from the ministry of education among others.

“Covid 19 has negatively affected all sectors world over but the effect on girl child and rural school going children in Uganda has been immense. Two years Lockdown of the education sector in Uganda has created unprecedented pressure especially on girl child especially with high rates of school going girl child pregnancies that threaten continuity of their education. Every effort should be made to support these girls continue with their education without unfair judgment on their pregnancies which was out of their control because of the excessive social-psychological pressures exerted by the very society members who were meant to protect them”.

The event in Uganda was celebrated in a Blended manner with both physical presence at Kabembe, Mukono, Uganda, together with an online presence powered by Tanya Innovations Africa social media

Lastly, Ms Susan Ngongi the UN Coordinator Uganda had this to say. Click to follow full interview: https://youtu.be/v70MrdgQeow

handles. Additionally, several TV/Radio stations such as Family TV of Church of Uganda, Urban TV, Radio one amidst many other media houses covered the event. Two

“…Covid 19 is still with us and over 30% of schools going

key panel discussions were made; one chaired by

children are preliminarily reported to have dropped out

“Transformation in Action with potential for scaling to advance to digital inclusion, green competencies & skills and gender equality” and the second on “Addressing gaps and inequalities in access and completion of education in line with SDG4." The key outcomes of the discussions Counsel Fred Muwema on

of school pending a more solid report to ascertain actual numbers. A call is made to all stakeholders to ensure resilient systems are put in place in the education sector to never allow children out of school again. Robust SOPs need to be observed in institutions of learning and elaborate mechanisms should be put in

were 1. The need to shift from marks focused assessment

place to support especially disadvantaged school going

to holistic training and assessment of an individual to

children to keep continue with their studies”.

meet Volatile, Uncertain, Complex and Ambiguous needs of society. 2. Need to urgently incorporate mental health strategies to address psychological pressures of Covid19 among students/pupils and the urgent need to address effects of high attrition rates among school going children in Uganda which was reported to be over 30%.

E.L. AFRICA | MARCH 2022

By: Maganda Evans Tabingwa, CEO Tanya Innovations Ltd; Head BLG Africa; Lecturer Cavendish University Uganda

IN CASE YOU MISSED IT: he African Curriculum Association

(ACA) met to discuss the Curriculum

KEY OBJECTIVES OF THE WEBINAR

OUTCOMES OF THE WEBINAR Participants’

Model for Today and the Future for

Define some selected

understanding of the

Educational Transformation in Africa.

curriculum models with the

impediments facing the

aim to establish a common

education systems across

ground with the participants

the continents through the

Comprehend why specific

curriculum models’ lenses.

curriculum models were

Empowerment of the

adopted in selected African

participants to grasp the

countries

importance of curriculum

Take stock of successes and

interpretation and

challenges towards the

alignment between

implementations of these

intended and implemented

curriculum models to inform

curriculum dimensions

the possible course of

(levels).

actions to enhance

Way forward for future

curriculum design and

training to be organized

implementation across the

by the African Curriculum

continent

Association.

Continue the discussions through the learning community of practice (LCoP) platform, a collaborative and network application.

n February 14th, 2022, the Government Day Secondary School (GDSS) in Adankolo, Lokoja, Nigeria was the winner of the 2022

INTEGRITY CLUB

competition.

The principal of the school, Ajofe Yakubu Godwins was happy to receive dignitaries such as Ambassador Abdullahi, the State Director National Orientation Agency. Barrister Okoro Olu James, the Kogi State Resident Anti - Corruption Commissioner ICPC. The Honorable Commissioner of Education Honorable Wemi Jones was ably represented by Pastor Emmanuel Idenyi the Permanent Secretary, Ministry of Education. And the Former Director of Protocol Radio Kogi, Mohammed Adama.

E.L. AFRICA | MARCH 2022

IN CASE YOU MISSED IT: n February 15th, the capacity

building initiative for teachers both private and government schools on Common Core

Program (CCP) as part of curriculum and assessment reforms to improve the quality and relevance of learning experiences in pre-tertiary schools took place in Datus International school, Kasoa Ghana. The CCP is carefully designed for students from Basic 7 to Basic 9 (JHS 1 – SHS 3) as part of a holistic learning experience that prepares them for post-secondary education. The curriculum focuses on building character and nurturing values, in addition to ensuring a seamless progression for all learners from JHS to SHS and creates clear pathways for academic and career-related programs from Basic 10 to Basic 12 (SHS1 – SHS3).

The Ministry of Education’s effective implementation of the CCP includes capacity development of all teachers both in public and private schools to ensure improved learning experiences and outcomes for students.

The Deputy Minister for Education, Honorable John Ntim Fordjour had earlier said that private schools will be included in all policies and initiatives.

The Ghana Education Service and Tamak Consult Trainers also hosted training workshops.

E.L. AFRICA | MARCH 2022

STEAM:CODERS + NICKELODEON + BLACK N’ ANIMATED

ANIMATION BOOTCAMP

From Pasadena, California Expanding Dreams in Dakar, Senegal

TEAM:CODERS, an organization dedicated to preparing underrepresented students for careers in

Science, Technology, Engineering, Art and Math (STEAM), recently teamed up with Nickelodeon, a leader in children’s television programming, and Black N’ Animated, a community-oriented organization, based in Los Angeles, CA, focused on animation, to create the first-ever Animation Bootcamp for students in Dakar, Senegal via zoom. The interactive workshops gave students from the Senegalese American Bilingual School (SABS) the opportunity to participate in a series of lively discussions about topics ranging from storyboarding, character design, production and more.

E.L. AFRICA | MARCH 2022

BUILDING HEALTHY RELATIONSHIPS

ersonal relationships take hard work.

Show your warmth. Emotional warmth is

They don’t just happen; they require

highly valued by most people in their

attention. A relationship can become

relationships.

SSENLLEW & HTLAEH

stronger and more satisfying by focusing on

Keep your life balanced. Have a life

your friendship with the other person and

outside the relationship, with your own

learning how to manage your differences.

friends and your own activities. Healthy

People often think that being married for a

relationships aren’t dependent.

long time, or having a lifelong friend, means

It’s a process. Relationships that keep

little effort and work goes into that

getting better are ones that develop

relationship. Whether you realize it or not,

understanding and patience with each

meaningful relationships require continual

other’s faults.

attention. Strong friendships are important

something or someone else. Healthy

important in marriages and intimate

relationships are made of real people,

relationships.

not images.

Here are ten tips for healthy relationships:

Healthy relationships thrive in an atmosphere where each person feels comfortable in

Keep expectations realistic. Remember

talking honestly and openly about important

that no one can be what we want them

things. In this way, minor issues can be

to be. People disappoint each other.

talked about before they become larger

Healthy relationships mean accepting

issues that can damage the relationship. Just

people as they are and not trying to

as importantly, a satisfying relationship is

change them.

about creating shared meaning and having a

Talk with each other. Communication is

sense of connection to the other person. It is

essential in a healthy relationship - Take

about spending time with the other person

the time, Genuinely listen, listen with

and honoring each other’s hopes and

your ears and your heart, ask questions,

dreams. Everyday ways of respectfully

and share information.

talking and interacting with each other make

Be flexible. It’s natural to feel

a difference also.

apprehensive, even sad or angry when people or things change and we’re not ready for it. In a healthy relationship change and growth are encouraged. Take care of you. Don’t focus all your energy on loving and caring for your partner. Healthy relationships are mutual. Be dependable. If you commit to doing something, follow through. Healthy relationships are trustworthy. Fight fair - Negotiate a time to talk about it, don’t criticize, don’t assign feelings or motives, stay with the topic, say, “I’m sorry” when you’re wrong, don’t assume things, ask for help if you need it, there may not be a resolved ending, don’t hold grudges, the goal is for everyone to be a winner, and you can leave a relationship.

Be yourself! Don’t pretend to be

in our lives, and they are especially

E.L. AFRICA | MARCH 2022

PEOPLE ON THE MOVE IN TANZANIA

Professor Adolf Faustine Mkenda is the new MINISTER for Education Science and Technology. Professor Mkenda was the former Minister for Agriculture. He promises to use experts, including retirees, to improve the country's education so that graduates will have employability skills.

UNIVERSITIES IN THE UNITED STATES DROP THE UNIVERSITY-REQUIRED EXAMINATIONS

To date, more than 1,100 universities in the United States have dropped the SAT and ACT test requirements for students applying to enter the universities for a four-year bachelor’s degree since the COVID pandemic shutdown. This testflexible movement has grown exponentially with concerns mounting about the value of a single test score and the fairness of using that score in admissions when all students do not have the same access to great teachers and other resources for test preparation.

Should the same go for universities in Sub-Saharan Africa?

E.L. AFRICA | MARCH 2022