E.L. Africa Magazine | September 2023

SEPTEMBER 2023 VOL.4, NO.14

E.L.

EDUCATIONAL LEADER AFRICA

SETTING GOALS FOR MEANINGFUL CHANGE IN SCHOOLS DR. EVELYN MAMMAN PG. 9

A FOUNDATIONAL FRAMEWORK FOR EDUCATIONAL LEADERSHIP DR. MARY L. YOUNG PG. 11

LEADING A SCHOOL DISTRICT DR. SANI LADAN MOHAMMED MR. CONSTANCE PEE PG. 15

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E.L. AFRICA | SEPTEMBER 2023

LETTER FROM THE EXECUTIVE DIRECTOR

HERE WE GO!!!

September is when teachers and students return to school after a long summer break. Your first faculty meeting when school begins, would be a good time when you ground your staff on your school’s mission/vision/goals, linked to your district/zonal/municipals’ vision, and the strategic goals.

It’s also when you share your school’s academic data on standardized examinations and compare your past performances with other schools in your pyramid/district/zonal/municipal. This is a good time to discuss your improvement plan for the year, and create a truly shared vision and goals for your school.

As you prepare for an incredible year ahead, if your school is fully automated, discuss cyber threats with your staff and students.

We encourage you to model and promote a collaborative mindset and provide opportunities and incentives for collaborative teams at your schools to meet about twice a week. The team leads for grade levels or content programs should establish clear roles and expectations. Your administrative teams should facilitate and monitor the collaboration. It is important to make time for teachers to engage in mutual classroom observations. Also encourage mentor/mentee relationships.

Have a great school year!

RESOURCES TO EXPLORE:

TED TALKS

Ada Omile Dr. Ada Omile Executive Director E.L. Africa Magazine

E.L. AFRICA | SEPTEMBER 2023

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E.L.

TABLE OF

CONTENTS 8 9 11 15 21 27 29 38 39 47 48

PRINCI-POLL: HOW DO PRINCIPALS PROMOTE COLLABORATION AND FOSTER CREATIVITY FOR TEACHERS AT YOUR SCHOOL

SETTING GOALS FOR MEANINGFUL CHANGE IN SCHOOLS A FOUNDATIONAL FRAMEWORK FOR EDUCATIONAL LEADERSHIP: ALIGNING STRUCTURES, RESOURCES, AND SYSTEMS

LEADING A DISTRICT PRINCIPALLY SPEAKING: PALMDALE SCHOOL DISTRICT PRINCIPALS DISCUSS HOW THEY PROMOTE COLLABORATION FOR THEIR STAFF, FOSTER CREATIVITY AND CURIOSITY FOR LEARNING AT THEIR SCHOOLS 2023 AFRICAN COMMUNITY SERVICE AWARD

ENSURING FULL RECOVERY FROM COVID-19 EDUCATIONAL DISRUPTIONS IN AFRICA

WHAT MAKES SOMEONE A PRODUCTIVE TEAM MEMBER?

IN CASE YOU MISSED IT

HEALTH BENEFITS OF PHYSICAL ACTIVITY FOR ADULTS

IN THE NEWS

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.

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E.L. AFRICA | SEPTEMBER 2023

EDUCATIONAL LEADER AFRICA

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 the Sub Saharan Africa (SSA). Published four times a year, each issue has a specific focus area and the 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. It also highlights their commitments and serves as an African solution to African problems.

Therefore, the E.L. Africa is 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 | SEPTEMBER 2023

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EDITORIAL & DESIGN

E.L.

EDUCATIONAL LEADER AFRICA

WRITERS Mr. Temitope Mustapha - Nigeria Mr. Chris Onwuka - Nigeria Mr. Sanvee Elmut Pinto - Togo Mr. Pascal T. Soklou - Togo

CONTRIBUTORS

Mr. Constant Pee Dr. Evelyn Mamman Dr. Beverly Martin Dr. Sani Ladan Muhammad Dr. Ada Omile Dr. Krishna Spates Rena Thurgood Dr. Regina Tillman Dr. Mary Young

CREATIVE DESIGNER Ms. Chinenye Omile

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 E.L. 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 companies and do not necessarily represent the views of E.L. Africa magazine or the ELCG. Article Submission: Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail.com 5

E.L. AFRICA | SEPTEMBER 2023

EXECUTIVE PUBLISHERS Ada Omile Frances Ufondu E. L. AFRICA BOARD OF DIRECTORS Richard Buffington - President Steven Dike Wilhelmina McKinney Angela Agboli-Esedebe Evelyn Mamman Francis Onukwuli Eugene Otuonye Frank Okeke James Onyait Mary Young Alfred Okello Aarom Chanso Darric Denis James Okenwa Read about setting goals for meaningful change in schools (pg.9). Next, learn about the foundational framework for educational leadership, how to align structures, resources, and systems (pg.11). Then, check out these district leaders to learn from in Nigeria and Liberia (pg.15). Learn about the recent African Confederation of Principals event (pg.39), Read our Principally Speaking section (pg.21) where principals share their strategies for promoting collaboration, fostering creativity and curiosity for learning.

EXECUTIVE PUBLISHERS DR. ADA OMILE

Dr. Omile earned her doctorate degree in Education Leadership & Supervision K-12, from Argosy University, Washington D.C., Post doctoral Certificate in Education Leadership & Administration from George Washington University, Washington DC. Master of Science in Computer & Information Systems, Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia. She has 30 years of experience in Education and Leadership in the United States of America.

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 the 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 Sub-Saharan Africa, hence this E.L. 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.

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.

Her dissertation in 2005 was focused on an in-depth research of skills required by principals to effectively implement the Public School 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.

E.L. AFRICA | SEPTEMBER 2023

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CONTRIBUTE TO E.L. AFRICA MAGAZINE!

E.L.

EDUCATIONAL LEADER AFRICA

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 Balancing Act: Leading at Work and Living a Life Fit to learn: Wellbeing of students at school.

Continuous profession development for leaders and teachers.

E.L. Africa is YOUR magazine—help make it an even more valuable resource by writing an article or passing these themes on to a colleague who has a great program or unique perspective.

CONTENT Manuscripts should explore one theme or other topics of professional interest to secondary school principals.

Manuscripts are evaluated by ELCG/E.L. Africa magazine staff members and are judged on their relevance, interest to principals, timeliness, originality, readability, and credibility. E.L. Africa magazine seeks articles that: Describe best practices and exemplary programs objectively and include evidence of success as well as a discussion of problems Explain how principals can act on the information Include advice, resources, and examples Offer opinions on some topic of professional interest to principals REQUIREMENTS Manuscripts should be no more than 2,000 words, including references, but may include additional supplemental material. Successful manuscripts are written in a tone and style appropriate to a magazine; are well-organized; clearly establish the purpose of the article; use specific examples—it is best to show, and adhere to the rules of grammar.

HOW TO SUBMIT Please send your manuscript to elafricamagazine@gmail.com and include: The manuscript prepared in MS Word.

A cover letter that indicates your intention to submit the manuscript to E.L. Africa magazine and stipulates whether the manuscript has been submitted elsewhere.

Contact information for each author: school and title, telephone number, and e-mail address.

A two-sentence author biography. The first sentence should include a current title, school and e-mail address; the condition sentence should highlight key accomplishments or reinforce your authority in discussing the topic.

PHOTOGRAPHS If you’d like to send photos to accompany your article, please attach the JPEG files to an email and send them to elcgtraining@yahoo.com. If no photos are available, E.L. Africa will select file or stock art to enhance the article.

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E.L. AFRICA | SEPTEMBER 2023

PRINCI-POLL E.L. Africa asked Sub-Sahara African school leaders: “How do you promote collaboration and foster creativity for teachers at your school?“

68.8% of school leaders establish collaborative teams with clear roles and expectations.

18.8% of school leaders create truly shared vision and goals.

6.3% of school leaders encourage mentor/mentee relationships.

6.3% of school leaders model and promote a collaborative mindset.

E.L. AFRICA | SEPTEMBER 2023

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Setting Goals for Meaningful Change in Schools By: Dr. Evelyn Mamman

T

ypically, the summer is a great time to reflect on the previous school year’s leadership excellence staff as aprincipals, whole. Toadministrators, succeed in and meaningful change, leaders must understand how to establish attainable goals and put actionable achievement plans in place to take their ideas from vision to reality.

Setting goals at the beginning of the school year provides a roadmap for school improvement by defining specific objectives and outcomes. Goal setting as defined in Classroom Instruction that Works, is the process of establishing a direction for learning (Marzano, Pickering, & Pollock, 2001).

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E.L. AFRICA | SEPTEMBER 2023

SETTING GOALS FOR MEANINGFUL SCHOOL CHANGE

It helps leaders prioritize areas for growth, set clear targets, and measure progress. By setting goals, schools can align their efforts, focus resources, and drive significant change that positively impacts student achievement. It is not enough to set goals, school leaders must help their learning communities achieve the goals they have set so that the experiences are impactful and relevant for all. Goals can be guided based on information gleaned from data sets which can reflect perspectives and priorities of identified group(s). Utilizing data to set goals can drive continuous improvement and enhance educational outcomes in schools.

There are some strategic actions school leaders should consider as they set goals: When setting a goal, it is important to understand the “why” behind it. Simon Sinek in his book Start with Why emphasizes the importance of being able to articulate why we do what we do. While goals tend to focus on the “what”, the “why” is far more important as it gives the “what” meaning.

For every possible goal, there should be a clear purpose, benefit/ impact, and a clear path to achieve the goal. Leaders should be transparent about the goals they wish to pursue and share them with all stakeholders. Transformation in schools can only happen when there is a clear objective that is known and owned by those who are implementing the goal and to those who are striving to achieve it.

All goal-setting and implementation efforts should support the underlying vision of the school district. Any identified improvements should support school values and student educational advancement plans. Also, the staff will be more motivated to become active participants of the work if they see how established goals help support overarching values.

Leaders must set high expectations and monitor progress towards achieving the set goals. The staff will be less engaged in and committed to achievement plans if they perceive there will be a lack of accountability on goals and objectives.

School leaders should ensure that all stakeholders know that individual and collective success data will regularly be monitored and floundering results will be addressed promptly.

Cultivating an expectation for high standards will drive results. In addition, to enable success and motivate ongoing goal commitment, leaders should facilitate continuous discussions with their staff regarding their performance plans and give them the guidance and support they need to accomplish the goals.

Leaders should identify and foster effective practices as they work toward their goals.

Highlighting techniques, processes, and behaviors that produce the most impact will help advance the team toward the ultimate goal.

Shining a spotlight on effective practices with all stakeholders will enable them to utilize the same skills for further success.

Ultimately, leaders have to support services that are needed for successful goal implementation. It is the leader's responsibility to ensure that the staff members have the infrastructure, tools, systems, professional development training, and support services required to achieve outlined goals. In addition, it is imperative that leaders create an environment that encourages the development of supportive relationships at all levels and emphasize the benefits of collaboration, communication, transparency, and a shared vision.

Effective school leaders know how to continually raise standards, implement changes, and inspire changed behavior to achieve continuous success.

They lead by example and are reflective practitioners. To hone their leadership skills and demonstrate accountability and commitment to their staff, they invest in their own growth and development. The importance of setting goals is a highly effective skill set for a school leader and it is worth mastering. It will not only give the leader a greater perspective to focus and stay motivated throughout the school year but also drive the staff’s efficiency and boost morale.

E.L. AFRICA | SEPTEMBER 2023

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A Foundational Framework for Educational Leadership: Aligning Structures, Resources, and Systems By: Dr. Mary L. Young www.marylyoung.com

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E.L. AFRICA | SEPTEMBER 2023

A FOUNDATIONAL FRAMEWORK FOR EDUCATIONAL LEADERSHIP

THE SIGNIFICANCE OF ESTABLISHING A SOLID FOUNDATION, FOR EDUCATIONAL LEADERSHIP

I

n an evolving environment effective leadership is crucial in navigating the obstacles and seizing opportunities for academic excellence.

Educational leadership serves as the bedrock of

of institutions. However many leaders operate without a defined framework resulting in haphazard decision making and inefficient allocation of resources (Spillane, 2006; Fullan, 2014). The contemporary educational landscape is intricate with components that require coordination to ensure effective functioning. By establishing a defined framework for educational leadership we can enhance its effectiveness and sustainability providing both leaders and stakeholders with a clear pathway to success. This article urges leaders to adopt or develop frameworks that align with the unique needs and challenges of their respective institutions.

THE NECESSITY OF A FOUNDATIONAL FRAMEWORK Educational leaders continually face the challenge of adapting to ever changing educational landscapes influenced by factors such as policy changes, technological advancements and societal expectations. In this environment having a defined and stable foundational framework becomes essential in guiding decision making processes, strategic planning efforts and day to day operations. A strong framework plays a role in enabling leaders to effectively tackle the modern challenges in education. Key elements of such a framework include: (1) Balancing Standardization and Flexibility Finding the balance between standardization and flexibility is a challenge for educational leadership.

A framework acts as a foundation for stability within institutions by establishing protocols, norms and procedures that ensure consistency across aspects of leadership (Elmore, 2000). It provides a base on which educational leaders can make informed decisions particularly during times of uncertainty or crisis. However it's important to note that rigidity is not the goal; an effective foundational framework

should allow room for leaders to exercise discretion and adapt to needs and conditions (Leithwood, Harris & Hopkins 2008). Thus the framework acts as a structure without being overly restrictive.

(2) Resource Allocation and Accountability Without a framework in place there is an increased risk of misallocating resources. By having a framework leaders have a reference point for prioritizing initiatives and allocating resources such as time, finances and human capital.

The process of allocating resources becomes more organized and, in line with the goals of the institution, ensuring efficiency and effectiveness (Odden & Picus 2014). Additionally a foundational framework brings a sense of responsibility to the system. It establishes criteria and benchmarks that can be used to measure performance creating an environment where educators, administrators and even students can be held accountable for their roles in the process (Tschannen Moran, 2009).

(3) Culture of Continuous Improvement An essential characteristic of educational institutions is their commitment to continuous improvement. A foundational framework can support this by providing guidelines for evaluation and feedback (Heifetz Grashow & Linsky 2009).

The framework sets the foundation for establishing performance indicators (KPIs) targets and milestones that are crucial for assessment and revisions. This aspect of a foundational framework fosters a culture where reflective practice is encouraged, allowing for implementation of changes. It empowers educational leaders to be proactive rather than reactive, by anticipating issues and seizing opportunities of simply reacting to them (Senge, 2006).

FOUNDATIONAL FRAMEWORK ELEMENTS A foundational framework plays a role in any initiative or reform. It acts as a blueprint outlining the philosophy, objectives, procedures and metrics that guide an organization's journey. Research has shown that schools with developed leadership frameworks are more successful in implementing reforms and achieving positive student outcomes compared to those without a defined framework (Waters, Marzano, & McNulty, 2003).

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A FOUNDATIONAL FRAMEWORK FOR EDUCATIONAL LEADERSHIP

These frameworks serve as the guiding force that directs and supports the efforts of all individuals involved in the ecosystem (Hallinger, 2005). An effective foundational framework in leadership incorporates essential components; a vision statement, operational strategies, an implementation roadmap and assessment mechanisms. The integration of these components is crucial for educational institutions seeking sustainable change.

Vision Statement A vision statement articulates the aspirations and long term goals of an institution. It plays a role in mobilizing stakeholders and serves as a guiding beacon for all organizational activities. A compelling vision statement should be clear, motivating, easily understandable yet profound enough to inspire action (Kotter, 1996).

Operational Strategies Operational strategies transform the vision into steps that can be implemented. They employ approaches such, as teaching methods, community involvement, technology integration and allocation of resources. These strategies need to be practical yet adaptable to changing circumstances and unexpected obstacles (Fullan, 2001).

Implementation Roadmap An implementation roadmap is a tool that provides a timeline and establishes milestones to monitor the progress of strategies. It clearly outlines the roles and responsibilities of each stakeholder ensuring that everyone involved understands their contribution towards achieving the overarching vision (Heifetz Grashow, & Linsky, 2009).

Assessment Mechanisms Assessment mechanisms play a role in evaluating the effectiveness of the framework. They encompass both quantitative measurements, feedback loops and regular evaluations. The data collected informs decision making, which allows for adjustments in strategies and facilitates improvement (Deming, 1986).

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E.L. AFRICA | SEPTEMBER 2023

THE FOUNDATIONAL FRAMEWORK STRATEGIES FOR ALIGNMENT One major challenge faced by leaders today is aligning organizational elements, structures, resources and systems, to attain academic and institutional objectives (Fullan, 2014; Senge, 2006).

Effective alignment integrates these elements harmoniously to promote excellence while creating an environment to teaching and learning (DuFour & Marzano 2011). The fundamental framework that educational leaders can utilize as a guide, for alignment and contribute to the success of an organization comprises: (1) Organizational Structures Educational structures encompass the setup, roles, policies and communication channels that govern the functioning of a school or institution. Aligned structures play a role in facilitating smooth decision making, coordination and implementation of educational initiatives.

Strategies for Alignment Establishing Clear Roles and Responsibilities - It is essential to ensure that every member of the organization comprehends their role and responsibilities, within the context.

Decentralizing Decision making Empowering teachers and frontline staff to make decisions that directly impact classroom experiences.

(2) Allocation of Resources Resources encompass financial allocations, capital, technological tools and physical facilities. Effective alignment of resources requires prioritizing allocations based on goals and student needs.

Strategies for Alignment Resources based on needs to ensure the impact on educational outcomes (Levin & McEwan 2001).

Invest in continuous professional development programs to enhance the skills of educators and administrative staff (Darling Hammond, 2017).

A FOUNDATIONAL FRAMEWORK FOR EDUCATIONAL LEADERSHIP

(3) Systems Systems encompass processes and mechanisms that facilitate day to day operations. These include student enrollment procedures and assessment frameworks (Senge, 2006).

Strategies for Alignment Review and update processes for improved efficiency (Deming, 2000).

Utilize technology to streamline administrative tasks and support instructional delivery (Collins & Halverson 2009).

CONCLUSION Educational leadership involves an understanding of how organizational elements interact. By implementing a framework that effectively aligns structures, resources and systems educational leaders gain insights into successful leadership organizational behavior and pedagogical excellence. This framework enables leaders to address challenges while fostering adaptability and growth, for the future. Establishing a foundation is crucial, in leadership as it lays out a comprehensive plan for driving change.

A rounded framework includes a vision statement, strategies, an implementation roadmap and assessment mechanisms. By embracing these alignments educational institutions can strive for long term sustainability resulting in a systemic impact. This framework provides the structure, accountability and strategic vision to navigate the complexities of education. As the pace of reform continues to accelerate, leaders equipped with a foundation will be better positioned to make informed decisions that positively influence educational outcomes.

REFERENCES Collins, A., & Halverson, R. (2009). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. Teachers College Press.

Darling-Hammond, L. (2017). Teacher Education around the World: What Can We Learn from International Practice?

European Journal of Teacher Education, 40(3), 291-309.

Deming, W. E. (1986). Out of the Crisis. MIT Press.

Deming, W. E. (2000). The New Economics for Industry, Government, Education. MIT Press.

DuFour, R., & Marzano, R. J. (2011). Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement. Solution Tree Press.

Elmore, R. F. (2000). Building a New Structure for School Leadership. Albert Shanker Institute.

Fullan, M. (2001). Leading in a Culture of Change. Jossey-Bass.

Fullan, M. (2014). Leading in a Culture of Change. Jossey-Bass.

Hallinger, P. (2005). Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away.

Leadership and Policy in Schools, 4(3), 221-239.

Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.

Kotter, J. P. (1996). Leading Change. Harvard Business School Press.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven Strong Claims about Successful School Leadership. School Leadership and Management, 28(1), 27-42.

Levin, H. M., & McEwan, P. J. (2001). Cost-Effectiveness Analysis: Methods and Applications. Sage Publications.

Odden, A., & Picus, L. O. (2014). School Finance: A Policy Perspective. McGraw-Hill.

Senge, P. M. (2006). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday.

Spillane, J. P. (2006). Distributed Leadership. Jossey-Bass.

Tschannen-Moran, M. (2009). Fostering Teacher Professionalism in Schools: The Role of Leadership Orientation and Trust. Educational Administration Quarterly, 45(2), 217-247.

E.L. AFRICA | SEPTEMBER 2023

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Leading a District Articles by: Dr. Sani Ladam Mohammad (Nigeria) Mr. Constance Pee (Liberia)

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E.L. AFRICA | SEPTEMBER 2023

LEADING A DISTRICT DR. SANI LADAM MOHAMMAD (NIGERIA) concerted efforts of the school administrators, teachers, and heavy support by the Federal Capital Territory (FTC) Abuja, Nigeria government, I encourage entrepreneurship in all FCT schools; and to the Glory of God, the students are doing wonderfully well as scores of awards have been won locally and internationally.

Coordination of the school administrators (Principals) remains my sole responsibility in order to see to the smooth running of FCT Secondary Schools, twice a term, meetings are held with the school administrators.

I

am Sani Ladan Muhammad- PhD. The current Director/Secretary for Secondary Education Board, Federal Capital Territory (FTC), Abuja.

Abuja is located in the North Central region of Nigeria, being the Country’s Capital. I have been the Secondary Education Board’s Director/Secretary for over one year, my roles in Secondary Education Board are versed and enormous, however, it covers all aspects of educational development of all Secondary Schools under the auspices of Secondary Education BoardFCT. It is my responsibility to see that Senior Secondary Educational programmes smoothly, training of teachers in various fields of their Studies, organising and teachers ‘participation in internally organised Seminars, workshops and conferences.

Additionally, inspection and supervision of FCT Secondary Schools is also part of my schedules, in conjunction with other Departmental and unit heads of the board. Mandatorily, visitation round schools for inspection takes place, twice a term viz: resumption and midterm inspections. Besides, inspection of core subjects during WAEC/NECO is made round FCT Secondary Schools to assess, advise and rate school academic performance for a progressive outcome.

Globally, the world moves away from being dependent on government’s white-collar jobs; with

E.L. AFRICA | SEPTEMBER 2023

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LEADING A DISTRICT

Further, to the above, introduction of staff’s participation in sports within the office’s premises remains my initiative. The Sporting activities: Table tennis, footballing, Ludo, chess, badminton etc. are engaged in once in a month of which I am not left out, of course, being a lover and promoter of sports and games. This act, without doubt, has improved the majority's individual’s health as confessed by many participants and fostered more unity among staff.

Covid-19 was of course, a devastating scourge as it has paralysed so many activities and reversed or stagnated them as well, and the education sector also had its own share. After the pandemic’s strike, some strategies were taken in order to recover from its bite.

number of registered students etc. In addition, the number of employed permanent but Pensionable staff in SEB, each division/unit is all captured as the name appears “Secondary Education board.’’

Lectures, training, symposiums, seminars, etc. can be held comfortably in the smart room while it also Serves as an “e-library.”

Recently, a few school principals of FCT Secondary Schools and SEB’s staff attended an open innovation/entrepreneurship training in the UK, the training will certainly give birth to train the trainees in a short time to the FCT Secondary School teachers.

In view of the above, extra lessons were organised for students, especially those in examinations’ class SS3 for day students while those in boarding schools utilised judiciously, night prep-times.

Recently, the smart room was situated at the Headquarters of Secondary Education Board (SEB).

The Smart room is outstandingly unique as it serves as a window for the Director/Secretary to monitor, observe, access and obtain information from all FCT Secondary schools. Inspecting or Supervising every School’s Scheme of work, lesson Plans, teachers’ attendance in school and classes of teaching; the Smart room is encompassing as it encapsulates all necessary information required of SEB and the FCT Schools: number of Boarding and day schools in all the Six Area Councils of FCT,

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E.L. AFRICA | SEPTEMBER 2023

Reward surely is a gain to hard work. In this respect, FCT Secondary Education Board awarded some of its exemptional hard working staff including the school administrators (principals).

Surprisingly, the Director/Secretary was among the recipients of such outstanding awards.

LEADING A DISTRICT

Teaching and learning may never take place without instructional materials. Considerable number of FCT Secondary Schools have computer rooms where teaching and learning take place.

Besides, majority plans which can be assessed right at the Smart room of SEB.

Construction and maintenance of Secondary School’s infrastructure is very paramount to the FCT government, for it improves teaching and learning processes. Right now, construction and renovation of class rooms and halls are ongoing for the development of education. These projects, I have gone to see the levels and standards maintained in the infrastructural development.

Generally speaking, consistency in the supply of electricity in Nigeria is not 100%. In view of that, all Secondary Schools of FCT have alternative means of generating electricity as augmented for the purpose of learning and administrative works. WI-FI networks are available but majorly for administrative arrangements as an integral part of teaching and learning processes; registration of examinations is a very good example to cite in this regard.

Government remains the sole stakeholder when issues on education arise. However, Parents in no small way can be relegated. FCT Secondary Schools relate, interact, and liaise with parents on their wards’ issues. Progressive learning, achieving good results without compromise, discipline, intervening in domestic issues that erupt between parents and wards, where their Children who are our students are involved. Parents Teachers’ Association is a strong chain that holds the coaches of educational development, and as adopted by FCT –SEB where I am currently the Director/Secretary, as driving and achieving academic improvement is my utmost goal.

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

E.L. AFRICA | SEPTEMBER 2023

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LEADING A DISTRICT MR. CONSTANT PEE (LIBERIA) Along with my current role as the District Education Officer for Paynesville Education District (PED) # 4, I also serve as an officer for Montserrado County School System #1, Ministry of Education, Republic of Liberia. Since my appointment as District Education Officer, I have the responsibility to supervise about 126-130 schools in the Paynesville Education District.

I

am the District Education Officer for Paynesville Education District in Liberia. hold a master’s degree in School Administration and Supervision from the University of Liberia and an Entrepreneurship Development Certificate with more than 5 years of experience in conducting training for schools and Liberian Returnees from the diaspora.

As a trained Educator and Administrator, I have more than 10 years of experience in teaching, administration, and team support services. I have served as the Education Coordinator of the Liberia Returnee Network, presently as Education Director of the Worldwide Missions of Liberia. I am a also Disciplinarian and always want the right things to be done.

My functions as a DEO are numerous. My office has an oversight to all schools (Faith- based, Public, Mission, Private and Community) in PED #4. One of our duties is to ensure that all schools obtain operational permits for each academic year to operate under the laws of the Republic of Liberia.

We do inspection of school facilities, instructional staff credentials check, what is being taught (curriculum implementation) as well conduct refresher teachers training for schools either by cluster or by section.

When we took office, the first and foremost needful thing we did was to visit all of the schools under our supervision. And the exercise took us about two months and a half to complete. We inspected each school as per the level in terms of Administrative Readiness, Instructional Readiness and Infrastructural Readiness.

The essence of the exercise was to categorize the schools per rating (status), need assessment of professional development and conducive and safe learning environment as per the Ministry of Education standards.

Today, we can proudly say that we have made some great gains in the area of standards yet there are still challenges. Under our watch, we have had discussions with school proprietors, principals or administrators as it relates to the overall learning outcomes of the students, human resource development, conditions, and location of their schools. There have been instances where we have threatened to reduce or drop the level of schools that are not in compliance with the Ministry of Education. All of these are geared towards having an enabling environment, leading and managing schools, teaching and learning improvement, instruction and on-site supervision as well as professional development.

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LEADING A DISTRICT

We also want to inform you that under our supervision for the first time some of our schools are to benefit from the smart classroom (Wi-Fi network). The smart classroom will provide our students the opportunity to use their smartphone and computers as they sit in to surf the internet to research and do assignments.

In regard to infrastructure, our National Government with the IRISE Grant from World Bank under the Global Partnership for Education has renovated over fifty schools thus making the learning environment very conducive to improve the learning outcomes of our students.

Finally, during the COVID 19 outbreak, I was not in the employ of the Ministry of Education.

The parents have been very helpful. With the establishment of Parent Teachers Association (PTA) in almost all of our schools, frequent meetings are driving the learners’ improvement.

After these called meetings, parents usually speak with their children at home. At times some of the parents visit our schools to monitor, check on their ward, child(ren) academic progress as well as behavior.

E.L. AFRICA | SEPTEMBER 2023

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PRINCIPALLY SPEAKING PALMDALE SCHOOL DISTRICT PRINCIPALS DISCUSS HOW THEY PROMOTE COLLABORATION FOR THEIR STAFF, FOSTER CREATIVITY AND CURIOSITY FOR LEARNING AT THEIR SCHOOLS IN CALIFORNIA, U.S.A. Articles by: Mrs. Rena Thorogood Dr. Krishna Spates Dr. Beverly Martin Dr. Regina Tillman

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PRINCIPALLY SPEAKING

MRS. RENA THOROGOOD, BARREL SPRINGS ELEMENTARY SCHOOL

B

arrel Springs Elementary School promotes school wide collaboration between staff, students, parents and community members.

Collaboration is a skill of working together, sharing knowledge and experiences and pursuing a common goal in a group which is implemented throughout the week in Barrel Springs TK through 5th grade Professional Learning Communities. The teachers collaborate openly and honestly regarding their strengths and needs as educators in various academic areas in order to receive the support they need.

In the learning process collaboration has proved to be an essential knowledge, needed for better understanding of the inner structure of the group in order for teachers to use their strengths to empower their professional learning community.

Our school is focusing on PLC + and the teachers know the plus is them. The teachers collaborate within their grade level and across grade levels to ensure our school creates and maintains high expectations for all students which is a critical component of PLC +. The teachers review and discuss student data in order to determine the barriers to student achievement. After identifying the barriers the teachers, support staff and various community leaders collaborate and discuss strategies to implement in order to decrease and eventually eliminate the barriers to student academic success. Students are also provided opportunities to collaborate with their peers throughout the day in order to share their thoughts and understanding regarding various subject matters.

The Barrel Springs staff do not work as individualists in trying to meet the differentiated needs of our students, but they unite and collaborate effectively with colleagues and parents in order to meet the needs of the whole child. Our teachers and support staff are also participating in teacher clarity to ensure they have a clear understanding of what students should know and be able to do in order for them to be prepared for college, career and the global world.

As the Principal and Educational Leader of Barrel Springs Elementary my focus is to promote collaboration across the entire Barrel Springs campus to ensure we are united in meeting the academic, social and emotional needs of every Barrel Springs Elementary student.

ARE YOU A SCHOOL PRINCIPAL AND WITH A RANGE OF KNOWLEDGE AND EXPERTISE? WOULD YOU LIKE TO BE CONSIDERED FOR THE NEXT “PRINCIPALLY SPEAKING COLUMN IN E.L. AFRICA MAGAZINE? SEND AN EMAIL TO: ELAFRICAMAGAZINE@GMAIL.COM

E.L. AFRICA | SEPTEMBER 2023

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PRINCIPALLY SPEAKING

DR. KRISHNA SPATES, SHADOW HILLS ENGINEERING & DESIGN MAGNET ACADEMY

“NONE OF US IS SMARTER THAN ALL OF US” - KEN BLANCHARD

A

a middle school Principal, I promote collaboration for my staff and foster curiosity for learning at my school by being willing to sacrifice expediency for efficiency, focusing on positivity and creating structures that allow all members of our team to have a voice in the decisions that impact their school community. It is expedient to make decisions in isolation, but it is not efficient because when we do not engage our community it is not possible to get the best outcomes for our students and families and it will actually require more time trying to repair issues stemming from making the decision without your team. Valuing collaboration requires patience, trusting the process and confidence knowing that when we engage our community – the people who are vested and love their school communities will take more time but will produce the best outcomes for students and the adults in the building who support them.

Principals lead by unleashing what Achor (2020) terms big potential -- principals working to transform schools recognize the school’s success is determined by how they complement, contribute to, and benefit from the abilities and achievements of people within the school community and once we put “others” back into the equation, and work to make others better, we ignite a virtuous cycle of cascading successes. Leadership requires that we work to bring out the best in others by building our collective capacity to serve students well.

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The role of the principal then is to to develop collaborative cultures and leadership of others to the point where the leader becomes dispensable (Fullan, 2020). Leadership then requires the principal to disrupt isolation and shift the culture from a collection of learning silos to a learning community who collaboratively engages in iterative cycles of data analysis, collaboration and innovation in an environment free from judgment to create space and a climate that is conducive to learning together. However, to begin moving to that judgment free space where people begin to trust one another, to ask questions, share data, and be able to say, “you know, I don’t know” Achor (2018) goes on to say that the height of our potential is predicted by the people who surround us and if we cultivate positivity in organizations, we are surrounded by more positive people, we create a culture where people work faster, are more creative, and are more collaborative. With more people focusing on the challenges school systems we can create a synergy that comes from cognitive diversity leading to better outcomes because it requires people stretch out of their comfort zones and consider new perspectives and ideas and gives space for all people working in school systems irrespective of title, to lead with their ideas from any seat (Achor, 2018).

Leithwood et al. (2004) remind us that there are no documented instances of troubled schools being turned around without intervention by a powerful leader. According to Krasnor (2015) principals are second only to teachers as the most influential school-level factor in student achievement but unlike teachers, principals impact all the students in a school. Effective principals raise the achievement of a typical student in their schools by two to seven months of learning in a single school year; ineffective principals’ lower achievement by the same amount (Krasnoff, 2015).

PRINCIPALLY SPEAKING

As a principal, I am clear that leadership matters and is critical to providing all students with the schools they deserve and ones that, as educators, we have a moral obligation to ensure exist.

Leadership is not about what I can do; instead, it is enacted care -- being thoughtful, taking time to continually learn alongside our team, remain always mindful and a knowing that I must earn and maintain the communities trust, establish an inspiring vision -- speak into existence what we can become together using the talent and expertise in the building, highlight individual and our collective strength, creating systems of pressure and support, enable collaboration, co-construct and establish high expectations for teaching and learning, and develop our collective capacity to learn together to meet our students' needs. I have learned that if the school moves forward it is because of the collective effort of our entire school community and if the school does not move forward it is because I failed to lead effectively.

Transforming schools to improve school experiences for students, the adults that serve them and families to advance student learning outcomes is what I consider greatness. Kouzes and Posner (2016) indicate that greatness is not the exclusive domain of the talented, greatness is the result of visionaries who persevere, focus, believe, and prepare; it is a habit, not a birthright. It is a journey and with our teams, we can do great work for students.

FAMILY AND TEACHER COLLABORATION FOR AFRICAN AMERICAN STUDENT ACHIEVEMENT

COFFEE WITH THE PRINCIPAL EVENT

References Achor, S. (2020). Positivity Matters in Times of Crisis. Retrieved from trainingmag.com website: www.trainingmag.com Harris, A., & Jones, M. (2020). COVID 19–school leadership in disruptive times. School Leadership and Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479 Krasnoff, B. (2015). Leadership Qualities of Effective Principals.

Education Northwest, 1–10. Retrieved from http://nwcc.educationnorthwest.org/sites/default/files/researchbrief-leadership-qualities-effecti ve-principals.pdf Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school eadership revisited. School Leadership and Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

RED CARPET STUDENT WELCOME ON THE FIRST DAY OF SCHOOL

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PRINCIPALLY SPEAKING

DR. BEVERLY MARTIN, OCOTILLO ELEMENTARY SCHOOL

T

o successfully work together towards a common goal as a school we start with open communication and clear expectations which builds mutual trust with all stakeholders. Teachers are essential to my school’s success, and it’s paramount that they feel safe, respected and valued. Getting everyone on the same page even though it can be a difficult task, allows my team to build capacity and ownership in the process.

Team culture dictates how people behave and work together, so it’s important to set the tone by establishing the right values and attitudes. I start with the end goal in mind which is student success.

Defining clear expectations for responsibilities and communication also influences how people work toward a common goal. Being upfront with expectations and how you want the team to communicate, encourages discussion with mutual respect. I make it a rule that everyone can voice their opinion, but once a decision is made, everyone needs to commit to it. This gives my team members autonomy to do research and provide ideas that I have not thought about.

As the Principal, I lead from the middle by having a team of teachers who are members of the Site Leadership Team. This team develops and monitors our annual school work, plans our focus and analyzes trends and patterns of data from different sources in order to select goals related to student achievement and school conditions which support student achievement.

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Additionally, my Leadership Team increases the achievement and engagement of every student through continuous improvement of instruction, assessment, and culture in alignment with our school’s unique goals. The level influences teachers in collaborative work as a shared vision and goals can lead to that sense of ownership.

This also develops a sense of community. At its core, collaboration is relational. Getting to know your colleagues, understanding their passions, and taking the time to connect on a personal level can help members gain mutual respect and look past differences to ensure student success. This builds trust and influences the effectiveness of our collaborative work. A climate of trust can help establish the safe environment that’s necessary for open communication which results in a shared vision that equals success for our students. When teachers feel a part of the decision-making process, it empowers them to work together for the success of all our students. They become visionaries and allow creativity to fuel their lessons and make classrooms impactful and engaging.

PRINCIPALLY SPEAKING

DR. REGINA TILLMAN, TAMARISK ELEMENTARY SCHOOL

M

y name is Dr. Regina Tillman and I have been an educational leader in my organization for over 17 years. I have taught various grade-levels early in my career and have had the opportunity to impact the lives of students, families, and school staff for over 27 years. My vision for my life and work are one in the same. I want to make a considerable impact in the lives of others, and contribute to the belief that there is nothing in the world that one cannot achieve.

As a transformational leader, I have always employed the principle of collaboration in creating positive organizational change that is sustainable.

This comes in the form of the structure of creating effective PLCs – Professional Learning Communities. Through these collaborative structures I meet weekly with my teachers gaining knowledge and skills to create sustainable collaboration and extensive change. We have many different types of collaborative teams such as, grade-level teams, leadership teams, and reading collaborative teams and we work collectively together to create change in instruction, learning, and school culture. As the leader of my school, I create and develop a shared vision for my organization, inspire others to embrace this change, and model the change I want to see in my school community.

Teachers are given the time and structure they need weekly to collectively develop instructional plans that promote critical thinking, problem solving and hands-on learning in the classroom. As we continue to develop our sustainable collaborative environment, teachers feel safe to share best practices and ways to improve instruction and learning in the classroom. As the instructional leader, I visit classrooms weekly, give feedback on what I see and ways to improve learning for students. I meet with my grade-level teams weekly and guide the process to stimulate and encourage creativity in the classroom.

My vision for my life work is to make a difference in the lives of as many children as I can reach. I see my future as being the type of transformational leader that supports everyone in my organization to see the leadership potential within, and through the empowerment of shared leadership we can change a child’s path in life; regardless of life’s circumstances. I want to look back on my life and know that I made a significant contribution to the world, even if I only touched one child in a positive way, or changed the way one organization believes about the possibilities of all children, I have done my job!

Thank you for reading this paper. God Bless!

The learning environment is enhanced through creating an environment of sustainable collaboration and inspires teachers to create an atmosphere in the classroom that fosters student creativity and curiosity for learning.

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ELCG & E. L. AFRICA MAGAZINE RECEIVED A COMMUNITY SERVICE AWARD FOR OUR WORK IN AFRICA

On September 3rd, Alln1productions Inc. recognized our organization for our contributions to educational development in Sub Saharan Africa. They recognized our efforts in improving school leadership for effective teaching and learning through our school leadership magazine and professional development activities for district leaders and principals. We were honored. Thanks to ACSA for the recognition.

From left to right: Mr. Richard Buffington, the board chair of ELCG & E.L. Africa magazine and his wife Belinda Buffington. Mrs. Rabiatou Sylla, supporter of our organization, Dr. Ada Omile, and husband Dr. Gregory Omile.

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Dr. Ada Omile receiving the award for community service.

We Are Your Partners for School Improvement We will transform your professional learning, increase educator capacity, and improve student achievement.

We focus on Better Leadership, Better Teaching, & Improved School Systems.

ELCG has supported leaders at all levels to transform their systems into true learning systems, where all educators engage in a measurable and scalable cycle of improvement. Our high-impact professional services help systems set an attainable vision for an effective and equitable system of professional learning that leads to improved leader, educator, and student outcomes.

We provide our partners with tools to transform professional learning, increase educator capacity, and improve student achievement. Through our face-to-face, virtual, and hybrid learning experiences, we help ensure your professional learning is standards-driven, jobembedded, and focused on improved instruction and better results for all students.

We help maximize the impact of professional learning in schools, districts, states, and organizations by: Building the capacity of central office leaders to set a vision for equity and excellence and increase the effectiveness in leading change.

Transforming school leadership by developing principals and aspiring principals with deep understanding and skills in leading learning and creating cultures of collective responsibility.

Empowering coaches and mentor teachers with the skills to support beginning and veteran teachers to meet their classroom challenges.

Ensuring that all teacher learning teams engage in a cycle of continuous improvement focused on meeting their students’ unique learning needs.

Assessing the impact of professional learning in your school or system and measure its alignment to the Standards for Professional Learning.

Contact us: elcgtraining@gmail.com or elafricamagazine@gmail.com

E.L. AFRICA | SEPTEMBER 2023

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ENSURING FULL RECOVERY FROM COVID-19 EDUCATIONAL DISRUPTIONS IN AFRICA By: Dr. Ada G. Omile A paper presented at the African Confederation of Principals’ (ACP) conference held at Eswatini in August 2023.

Abstract: The COVID-19 pandemic lockdown impacted education systems significantly all over the world. The primary and secondary school children in Africa experienced learning loss during the closures due to lack of preparedness from the government to effectively migrate learning from the classrooms to online. This paper examined research on the impact of COVID-19 education disruptions in Africa when schools were abruptly closed, as well as highlighting the challenges faced when schools switched to online learning and how school leaders navigated their role during the pandemic. This research also reviewed strategies that others have used in the past to close the gap in learning and shows COVID-19 as an accelerator to build back better education systems in Africa. This research concludes with innovative solutions to ensure full education recovery in Africa.

Keywords: COVID-19, education disruptions, recovery, teaching, and learning.

INTRODUCTION Research reported that the world health Organization declared the COVID-19 as a pandemic in March of 2020, upon the declaration, nations around the world shut down everything: businesses, government offices, and schools. As part of public health measures government mandates include: stay at home, mask wearing in public spaces, and social distancing in an attempt to slow the spread of the pandemic. The peak of school closures worldwide was in April of 2020 as reported by the UNESCO Institute for Statistics, the study estimated that, in March 2020, 165 countries closed all their schools due to Covid-19 affecting nearly 1.5 billion students and 63 million primary and secondary school teachers (2020a).

Countries all over the world shifted learning from classrooms to online depending on their capacity and infrastructure. World Bank (2020) reported that all countries were able to deploy remote learning technologies using a combination of TV, Radio, Online and Mobile Platforms. Africa was hardest hit because there was no plan or preparation for such an emergency. Although innovative interventions

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were introduced for continuity of learning and to tackle uneven access to technology, digital tools, and internet connectivity, the extended school closures still caused learning loss. Sabates et al., (2021) estimated an average learning loss of around 66% for disadvantaged and out-of-school students in Ghana.

This paper examined the impact of the pandemic on primary and secondary education in Africa and explored innovative solutions that will lead to full recovery of lost learning and enhance preparedness of education response to crises for the future.

METHODOLOGY This paper reviews related articles, research, and reports that focus on the educational impact and implications of COVID-19, natural disaster contexts, and other contexts of war, violence, or other fragility.

ENSURING FULL RECOVERY FROM COVID-19 EDUCATIONAL DISRUPTIONS IN AFRICA

IMPACT OF COVID -19 IN ON EDUCATION AFRICA

COVID-19 pandemic wreaked havoc and caused considerable disruption to education systems around the world. Africa was hardest hit as a developing continent without the needed infrastructure for schools to migrate to digital education. Below are some of the negative impacts of COVID-19 on primary and secondary education in Africa: Schools were shut down: At the beginning of school closures, African countries turned to a wide range of modes of learning using high and low technology to address access to education materials (Ella Page et al., (2021) to assure learning continuation. These measures were printing educational materials for students and distributing them to homes. In the lockdown situation, it was difficult for parents and students to get hard copies of instructional materials especially in the remote communities.

Diminished quality of teaching: Television, Radios, and WhatsApp-based support service were deployed as teaching and communication tools. Rodriguez et al., (2021) in the World Bank study on the effectiveness of remote and remedial learning programs implemented by some respective countries stated that in the context of school closures, the most common remote learning solutions or delivery systems were based on video, audio/radio, computer technologies, and/or printed materials. Not all learners had access to these modes of learning.

Also, the curriculum content was modified due to the modes of learning.

Teachers were not trained or prepared for the sudden switch to online learning.

Access to digital devices for learning: not all students have access to digital devices for learning. Some in the remote areas do not have access to TV or Radio.

Examinations at all levels were postponed: The closure of schools affected the graduating seniors of secondary education and led to cancellation of standardized and credentialing examinations to higher education.

It affected the social/emotional, and mental health of students: Due to the extended stay at home, students were not able to interact with their peers. Also, some of them may be dealing with the death of a relative from COVID-19.

CONTINUITY OF EDUCATION DURING THE PANDEMIC The World Bank, (2020) joint survey on national education responses to Covid-19 school closures reported that governments of Africa’s immediate policy responses were aimed at ensuring continued curriculum-based learning through a range of remote learning modalities as mentioned above.

COVID-19 situation led to the formation of the Global Education Coalition (GEC) by UNESCO, it became a force for change (UNESCO 2020b), it was established to meet the urgent and unprecedented need for continuity of learning.

UNESCO and GEC partnered to improve the skills of teachers in using technology as a teaching tool, and to provide education resources which range from high-quality educational videos and interactive lessons to downloadable printouts. They provided a comprehensive emergency response for learning both in connected and disconnected locations. AT the UNESCO ’s Futures of Education Commissioners meeting on June 19, 2020, global education leaders discussed the growing role of digital technology, how to reach the most vulnerable students, and how to design a meaningful curriculum for the future, one grounded in global citizenship and sustainable development.

Private sector companies including Microsoft, Google, Facebook, Zoom, etc. and philanthropic and non-profit organizations including Khan Academy, Dubai cares, media outlets like the BBC World News Service also joined the coalition (Orville, 2020).

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Google Classroom developed a whole suite of integrated learning platforms that were easily linked to YouTube, Lexia, Khan Academy, and other teaching aids were being used. Each platform requires the teacher to create the right learning environment for students.

CHALLENGES FOR CONTINUITY OF LEARNING DURING COVID-19 There were challenges of switching to remote learning. First, teachers of primary and secondary education in Africa were not trained to teach using the online models. Second, the adjustment of curriculum and content for limited TV and Radio airtime limits what students were learning, and the third is that students who were not self-directed learners were not able to cope well at home which led to learning loss.

Other challenges to this shift to digital learning for primary and secondary schools in Africa includes access to high-speed connectivity, steady electricity, and technology devices for learning.

Because of these challenges, the disadvantaged and marginalized learners were particularly hard hit, these were children from vulnerable communities, who were not able to participate in remote learning, leading to learning loss. Though some schools in the big cities or private schools were able to use Microsoft teams, still the impact of the pandemic has been unequal, leaving Africa more prone to its effects.

SCHOOL LEADERSHIP DURING THE PANDEMIC While the governments of African countries and their education partners were implementing emergency policies for learning continuity, there was not enough focus on the individuals that make learning possible, the unsung heroes during this education crisis - the school principals/Headteachers and teachers in Africa. They played very critical roles in ensuring the continuity in education.

The principals were continuously engaged with the school community, they had the responsibility for communicating the effectiveness of school level responses to the COVID -19 crisis. This includes translating government directives into practice during the school closures as well as supporting teachers, while trying to meet the needs of students, parents, and other stakeholders.

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Taking care of students’ physiological needs, safety, and sense of belonging became their main priority (Burwell, 2021) before deep and personal learning could take place. According to Doucet et al. (2020), “Maslow before Bloom’s” became their daily mantra- they had to make sure that the basic needs of their students were met before learning could occur. They had increased workload; they were constantly on zoom meetings to seek support from their district education officers or with their colleagues and using WhatsApp messaging to reach their school community.

As schools began to reopen in staggered form, it was the responsibility of the principals to implement new Covid-19 protocols in their schools or mitigation strategies to control the spread of the COVID-19 in their schools. For example: the hand washing stations, sanitizing the school environment, social distancing measures, provided temperature taking devices, providing masks to students, and so on, while dealing with their own safety and emotional wellbeing, caring for their extended families, and dealing with the death of family members of the students in their care.

Also, the effective role teachers played in maintaining students’ engagement with education and mitigating the risk of complete disengagement with education during this period was great. They were the frontline workers for education, assisted

by TVs, smartphones, laptops, and tablets.

Rodriguez et al., (2021) reported that most countries communicated general guidelines for teachers on how to support students during the school closures.

Schools in Africa reopened in a staggered manner and according to the disinfection protocols of the school buildings. In his article, Nwokeocha, S, (2021) reviewed related issues and the adequacy of the Covid-19 protocols put in place by the government for reopened or soon-to-reopen schools during the pandemic. Once schools were opened for students to return, there was growing concern of recovering the lost learning that had occurred while learners were at home, away from face-to-face education.

ENSURING FULL RECOVERY FROM COVID-19 EDUCATIONAL DISRUPTIONS IN AFRICA

RECOVERY STRATEGIS TO MAKE UP FOR LOST LEARNING Despite the efforts for learning continuation, school closures represent lost opportunities for learning especially for early grades and among already struggling students. Intense recovery plans were needed to tackle learning loss and the negative social-emotional effects of isolation and school closure. Zhao Y, (2021) suggested that governments should direct more money and efforts to math and reading to help students recover from the losses.

In Africa, according to Rodriguez et al., (2021) several countries planned to or implemented extra support programs to remediate learning losses as schools started reopening. Some governments took an “ex post” approach toward remedial learning by postponing these programs until after schools reopened and students were assessed to identify the magnitude of the learning loss problem. For example, Rwanda’s government designed a national diagnostic assessment for primary and lower secondary schools to identify students with low scores for remedial learning. After assessments took place, a remedial learning program targeted students with a poorer rate of academic progress and those at risk of repetition or dropout. In contrast, other countries followed an “ex ante” approach in which first, students were supported to catchup and avoid dropping out by introducing remedial learning or accelerated learning programs, under the assumption that a large group of students were affected by school closures.

For example, Mozambique’s government adjusted the school calendar to first focus on catch-up strategies for students who were falling behind, especially for grades 7, 10, and 12, as students in these grades had to sit for examinations. The specific strategies used in the selected countries to support students in catching up varied considerably.

Below are several strategies suggested by literature to compensate for the impact of disrupted education including: High dosage tutoring: As evidenced by Allensworth and Schwartz, (2020) tutoring programmes accelerate learning in both mathematics and reading for students who

struggle the most. Sonneman and Goss, (2020) also show that tuition programmes could support students in catching up academically.

The suggested approach is that students from disadvantaged backgrounds would receive regular short sessions in reading and math.

Remediation activities: Keffenberger, (2021) finds that remediation activities can reduce the long-term learning loss by half. He argues that solely focusing on remediation still leaves children more than half a year behind unless combined with long term reorientation of the curriculum to align with children’s learning levels. This multi-faceted approach fully mitigates long-term learning loss (for example, the Tusome programme in Kenya improved English and Kiswahili learning outcomes after one year through a multifaceted intervention that reoriented literacy instruction to ensure all children were learning). Pan and Sass, (2020) have also recommended three potential remediation strategies based on a review of the literature: increasing instructional time (though extending the school day, lengthening the school year, or adding instructional time during the summer), various forms of small group instruction or tutoring, and ‘looping’ strategies whereby students are paired with the same teacher for multiple years.

Catch-up schemes: Pre-pandemic countries including the UK have also utilized ‘Catch-Up’ Schemes to tackle the literacy attainment gap caused by disadvantage which has implications for post-Covid-19 recovery. Programmes such as Switch-on Reading (Reading Recovery30) is a proven example, according to Gorard et al., (2017) that shows a positive impact on literacy.

Alternative pathways such as Accelerated Learning Programmes (ALP): Other examples of interventions in times of crisis, including ALP, could be utilized in supporting learning recovery. ALP is a fast-track second-chance programme that provides opportunities to complete formal education, enabling out-ofschool children and youth to catch up with other students. Mauritz and Kaushik, (2020) provides an account of such a programme in Iraq. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with UNICEF, implemented an ALP with the intention

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of providing an estimated 50,000 out-of-school students aged 12-18 who had been exposed to trauma and displaced to complete the six-year primary cycle in three years. The analysis shows that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their future. ALP also can serve vulnerable groups such as girls. An example can be found in the work of Randall et al., (2020) in the Democratic Republic of Congo. The Valorisation de la Scholarisation de la Fille is an initiative through the Girl’s Education Challenge.

Considering data from all girls who were present for at least one year, results indicate a steady increase in reading performance from baseline assessment through midline and a pronounced increase from midline to endline assessment.

Social support and mental wellbeing: Promotion of positive school climate, in-school counseling and mental health services, online therapeutic courses and use of creative writing, activities with the focus on expressing and sharing experiences and feelings and other preventative measures such as disaster education are suggested by the literature in response to other disasters and crises with implications for post Covid recovery.

It is worth noting that one way to make these strategies targeted and effective is to put in place strong systems that track attendance, assignment completion, and grades to strengthen schools’ ability to individualize services and match specific interventions to the needs of different students so students do not fall behind in their courses.

ACADEMIC RECOVERY INITIATIVES BY SCHOOL DISTRICTS IN THE UNITED STATES OF AMERICA The Aided by $190 billion from the American Rescue Plan’s Elementary and Secondary School Emergency Relief Fund (ESSER), school districts across the USA responded by launching a range of targeted and districtwide academic interventions that were designed to help students catch up (e.g., expanded summer school and tutoring programs).

To accelerate learning and help students catch up, school districts in the United States of America started implementing a range of academic

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interventions. Most of these interventions target subsets of academically struggling students. The wide range of catch-up efforts by school districts has been attributed to raising achievement for students. The catch-up efforts were: Tutoring: facilitated only by certified teachers and specialists. Most tutoring programs were centered on math and reading but occasionally included other school subjects. Some schools provided students with tutoring support during normal school hours, others provide tutoring outside of school hours.

After-School/Out-of-School-Time Programs: districts use after-school, before-school, and Saturday programs to provide additional instruction to students. These programs included time allocated for academic instruction or support (e.g., homework help). Most beforeand after-school programs provided students with a mix of enrichment activities, additional instructional time, and/or homework help.

Virtual Learning Tools: were used by districts to add academic time to students’ days beyond core instruction.

Extended School Calendars: Some school districts extended the school year to give students additional days of instruction throughout the year.

To implement academic recovery interventions at scale, some districts did cast a broader net to recruit adults to provide interventions in schools and seek out new or expanded partnerships with external organizations. They tapped local community centers, educator preparation programs, college students, parents, and local community members to provide academic help to students.

FINDINGS AND DISCUSSIONS This review shows that pandemic brought about challenges on multiple fronts, it affected educators and learners, the gap from learning loss or limitations in instructions for learners widened due to technology-related constraints, connectivity, learning resources and materials, as well as social and emotional well-being of learners. These impacts are exacerbated by inequalities in educational resources as well as inequities attributed to socioeconomic status, gender, ethnicity, learning ability and physical location of the school.

ENSURING FULL RECOVERY FROM COVID-19 EDUCATIONAL DISRUPTIONS IN AFRICA

Impact on Educators: The pandemic presented significant challenges to educators, including the need to adapt to new teaching methods and utilize technology to facilitate remote learning.

This sudden shift resulted in various challenges, including technical difficulties, limited access to technology, and the need for additional support to adapt to new teaching methods. Moreover, the pandemic has highlighted the need for enhanced support for school principals and teachers, including training and resources to facilitate remote learning effectively.

Impact on Learners: The pandemic has widened the gap in learning loss and limitations in instructions. This is due to technology-related constraints, connectivity issues, and limited access to learning resources and materials.

Many learners in the rural or underserved communities do not have access to TV or Radio, laptops, or other electronic devices, making it challenging to participate in remote learning.

Moreover, slow internet speed and the inability to access high quality learning resources further exacerbate the situation. Furthermore, the social and emotional well-being of learners has also been impacted, with school closures resulting in the loss of opportunities for social interaction and increased levels of anxiety and stress.

For instance, online learning, blended learning models, virtual classrooms, digital content creation, emphasis on skills-based learning/digital literacy, data driven education, and triggered remarkable opportunities for change, including leveraging information and communication technology opportunities (World Bank, 2021). This is in line with the argument by Bubb and Jones (2020) that the COVID-19 "... crisis has become an opportunity for grassroots innovation". Muhigana (2022) also pointed out that the COVID-19 experience should be used to build a schooling system that better prepares learners for an increasingly digital and tech-driven world. Onyema et al. (2020) also posited that the adoption and embracing of learning technologies which support remote or online learning was a significant success in response to the COVID-19 pandemic and its impact on education.

Inequalities in Educational Resources: The pandemic has highlighted the existing inequalities in educational resources, with the digital divide becoming more apparent. Learners from low-income families or those living in rural areas struggle to access the necessary resources for remote learning. Though some governments were using Radios and Televisions to broadcast learning, some learners do not have access to Radios and TVs.

The COVID-19 pandemic offered an opportunity for education systems to rethink their response strategies to future crises (UNESCO, 2020). The World Bank (2021) emphasized the need to build better strategies that include developing more equitable and resilient post-COVID education systems capable of ensuring that children learn continuously without any disruptions both in schools and at home. The COVID-19 pandemic presented opportunities for African countries to transform their education systems, provide necessary training to their school leaders and teachers, and develop new visions where learning happens for everyone, including vulnerable children in rural communities. Rodriquez et al., (2021) suggested that countries should seize these opportunities to build more inclusive, efficient, and resilient education systems, modify the curriculum, adjust high-stakes examinations, and invest in building effective data gathering systems to monitor processes and learning outcomes.

COVID-19: A GREAT ACCELERATOR In every sector, COVID is seen as an accelerator, a new opportunity to make changes in the education sector forcing educational institutions to quickly adapt and implement new strategies to ensure learning continuity. According to Rodriquez et al., (2021) COVID-19 presented unique opportunities to innovate the traditional school model. It led to numerous changes and advancements.

CONCLUSIONS The COVID-19 pandemic has disrupted education in Africa in unprecedented ways, leaving millions of students without access to education. It showed that the digital divide is real. Access to connectivity and digital tools should take priority, all children must be ensured access to the digital world.

Broadband connectivity must thus be made available to all schools, free of charge.

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UNESCO’s ITU Broadband Commission must ramp up its efforts immediately to include all major technology companies in this project. The costs of coverage for schools must be slashed to enable universal coverage. Every village must have the electricity, schools should have educational resources, computers, and laptops.

There should be enhanced support for school leaders and teachers, training should be provided to teachers to ensure that every child can connect to the world of online knowledge. Additionally, mental, and emotional health should be prioritized in schools, there should be school counselors or certified mental health professionals at schools.

To ensure full academic recovery in Africa, it will require all -hands-deck responses for the next several years, school districts do not have to tackle it alone, the government and education partners must provide necessary funding packages and mobilize communities. The funding package which merely seeks to reverse the damage of the pandemic will be insufficient to address the deeper problems in African education systems. Prior to the pandemic, disadvantaged pupils in the rural communities were far behind than their affluent peers in the cities or private schools. To close the gap, the funding package should be sustained in the long-term to address the pre-existing inequalities in the public primary and secondary education in Africa.

RECOMMENDATIONS TO ENSURE FULL RECOVERY I said earlier in this paper that COVID-19 was a great accelerator, an opportunity to build back better - to re-imagine and re-design education for the future of young African students. Therefore, the recommendations for full recovery and future educational practices in African in case of crisis will comprise of steps to success, intervention strategies, enhanced support and training for school leaders and teachers, technological and curricular innovation in education, communities support, taking care of the mental and emotional health of learners, and recognizing the role of the school leaders in the recovery efforts.

The following are some steps that could be taken to ensure full recovery of education in Africa: 35

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The following are some steps that could be taken to ensure full recovery of education in Africa: 1. Invest in technology: The pandemic has shown the importance of technology in education.

Governments and education stakeholders in Africa need to invest in Technology to ensure that students have access to online learning platforms, virtual classes, and other forms of digital learning.

2. Provide access to education resources: To ensure that all students have access to education, governments and stakeholders need to provide resources such as textbooks, desktop computers, laptops, and other learning materials. This will enable students to continue learning even when they are not physically present in school.

3. Support school leaders and teachers: The education leaders and teachers are the backbone of education, and they need to be supported with adequate professional learning, to ensure that they can carry out their duties and responsibilities. Training for teachers should include how to teach using online platforms, providing technology resources to ensure that they have the tools to deliver quality education.

4. Prioritize education funding: Education funding should be prioritized to ensure that schools have the resources they need to provide high quality education. Governments and education stakeholders in Africa need to ensure that education receives adequate funding to address the impact of the pandemic.

5. Address the digital divide: The pandemic has highlighted the digital divide that exits in Africa.

To ensure that all students have access to education, governments and stakeholders need to address the digital divide by providing internet connectivity and other technology resources to students in the rural and underserved communities.

6. Encourage community involvement: Community involvement is critical in ensuring that students have access to quality education.

Governments and stakeholders need to involve communities in education planning and implementation to ensure that education is tailored to the needs of the local community.

ENSURING FULL RECOVERY FROM COVID-19 EDUCATIONAL DISRUPTIONS IN AFRICA

By taking these steps, governments and education stakeholders in Africa can ensure that students recover from the education disruptions caused by the Pandemic and continue to receive quality education.

REFERENCES Allensworth, E., & Schwartz N. (2020). School Practices to Address Student Learning Loss. Brief No.1. Providence: EdResearch for Recovery.

Andrew, A., Cattan, S., Costa, D., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A., (2020). Inequalities in Children’s Experiences of Home Learning during the COVID-19 Lockdown in England. Fiscal Studies, 41(3).

Bubb, S., & Jones, M., (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209-222. https://doi.org/10.1177/1365480220958797.

Burwell, T. (2021). The Impact of COVID-19 on School Leadership, E-Learning, and Student Achievement in the United Arab Emirates. d’Orville, H. (2020). COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal?

Published online: © UNESCO IBE 2020 Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F., (2020).

Thinking About Pedagogy in an Unfolding Pandemic: An Independent report on approaches to distance learning during COVID19 school closures (retrieved from https://issue.com/educationinternational/docs/2020_research_c ovid-19_eng).

Ella, P., Rosie, Leonard-Kane, Elnaz, K., Anna Riggall, A., & Guerriero, S. (2021). Learning loss, learning gains and wellbeing: a rapid evidence assessment.

Flack, C., Walker, L., Bickerstaff, A., & Margetts, C. (2020).

Socioeconomic disparities in Australian schooling during the COVID-19 pandemic. Melbourne: Pivot Professional Learning.

Gorard, S., Siddiqui, N., & See, B. H. (2017). What Works and What Fails? Evidence from Seven Popular Literacy “Catch-Up” Schemes for the Transition to Secondary School in England.

Research Papers in Education, 32(5), pp.626-648.

Kaffenberger, M. (2020). Modeling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. International Journal of Educational Development, pp.102326.

Moritz, B., & Kaushik, A. (2020). The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq. Published online: © UNESCO Institute for Lifelong Learning and Springer Nature B.V. 202.

Muhigana, C. (2022). Reimagining the future of basic education post COVID-19. UNICEF South Africa, 24 January. https://www.unicef.org/southafrica/pressreleases/reimaginingfuture-basic-education-post-covid-19.

Nwokeocha, S. (2021). Impact of Covid-19 on Teaching and Learning in Africa Assessed by the Education Unions.

Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A. & Alsayed, O. A. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121. https://doi.org/10.7176/JEP/11-13-12.

Oyinloye, O. (2020). Possible impact of COVID-19 on senior secondary school students’ performance in science education in Nigeria.

Pan, W., & Sass, T. (2020). Potential Remediation Strategies in the Wake of COVID-19 School Closures: A Review of the Literature. Georgia Policy Labs Reports. 3. doi: https://doi.org/10.57709/30728953 Randall, J., O’Donnell, F., & Botha, S. M. (2020). Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment. FIRE: Forum for International Research in Education, 6(2), pp.1-23.

Rodriguez, B., Cobo, M., MuñozNajar, C., Alberto, & Sánchez, C. (2021). Remote Learning During the Global School Lockdown: Multi-Country Lessons. Washington, D.C.: World Bank Group. https://files.eric.ed.gov/fulltext/ED619477.pdf Sabates, R., Carter, E., & Stern, J. (2021). Using educational transitions to estimate learning loss due to Covid-19 school closures: the case of Complementary Basic Education in Ghana.

Cambridge: REAL Centre, University of Cambridge.

Sonnemann, J., & Goss P. (2020). COVID catch-up: Helping disadvantaged students close the equity gap. Grattan Institute UNESCO Institute for Statistics. (2020) Based on UNESCOUNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures. Available at: https://infogram.com/final-unescoeducation-covid-19-data1hke60d1x7m525r UNESCO (United Nations Educational, Scientific and Cultural Organisation) (2020). COVID-19 Education response: Preparing the reopening of schools: resource paper. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373401 UNESCO (2020b). Global education coalition. Paris: UNESCO. https://en.unesco.org/covid19/educationresponse/globalcoalitio n.

World Bank (2020a). The COVID-19 pandemic: Shocks to Education and Policy Responses. World Bank, Washington, DC. Retrieved https://openknowledge.worldbank.org/handle/10986/33696

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The World Bank Education Global Practice. (2020c). Guidance note: Remote learning & COVID-19. Retrieved from https://www.worldbank.org/en/topic/edutech.

World Bank (2021). Acting now to protect the human capital of our children. https://openknowledge.worldbank.org/bitstream/handle/10986/ 35276/Acting%20now.pdf Zhao, Y. (2021). Build back better: Avoid the learning loss trap.

Prospects, 2021. https://link.springer.com/content/pdf/10.1007/s11125-02109544-y.pdf

Dr. Ada Omile is the author of the book – Effective School Leadership: A Framework For School Leaders (2016). As an educator with close to three decades of experience in teaching and leadership in the United States, she is the CEO and CoFounder of the Educational Leader Africa (The E.L. Africa) magazine and the Education Leadership Consultant Group (E.L.C.G). This organization partners with schools, districts, and ministries of education as they navigate change and implement practices and structures to reduce variability and increase student achievement. Through consulting, coaching, and facilitation of professional learning, they offer services, strategies, and technical assistance to support change efforts.

Dr. Omile earned her post-doctoral school degree in leadership and supervision from George Washington University, Washington DC and she holds a doctoral degree in School Leadership.

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

Email elafricamagazine@gmail.co m with subject line: "E.L. Africa Magazine Advertisement Inquiry"

WHAT MAKES SOMEONE A PRODUCTIVE TEAM MEMBER?

In this article in Harvard Magazine, Max Krupnick reports on a study of the characteristics that make people effective members of teams. The researchers (David Deming and Ben Weidmann of the Skills Lab) found that IQ, personality, education, ethnicity, and gender did not predict who was a good team player, nor did a high level of skill at the team’s specific tasks.

Rather, it was a set of skills that made some people “supercoordinators” of a team’s work: Encouraging fellow team members to try harder Scoping out who on the team is best at something and letting them do that task; Being good at identifying others’ emotions – for example, noticing mental stress in a teammate.

Deming and Weidmann hope schools will spend more time teaching the skills of getting along and understanding one another, because jobs that involve teamwork are a rapidly expanding part of the U.S. workforce.

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IN CASE YOU MISSED IT THE TWELFTH AFRICAN CONFEDERATION OF PRINCIPALS’ CONFERENCE The African Confederation of Principals (ACP) held their annual conference at Esibayeni LODGE in Eswatini from August 28th - 31st 2023.

The outcome of the conference was: 1. School principals from different countries resolved to embrace innovations and digitalization in school management and curriculum delivery.

2. They proposed inclusion of students in school management and leadership to encourage cohesiveness between the students and school administration.

3. The ACP urges its members and the government to pursue the mental wellbeing of school principals to ensure they deliver their duties effectively.

4. The schools should partner with national governments and other relevant bodies and organizations to assist with the emerging security challenges i.e. drugs, substance abuse, and gangs to ensure safety in the school environment.

5. The ACP recognizes the contributions of the various governments towards sustainable quality education through budgetary provision and other means. However, there is a need to increase the availability of resources such as recruitment of adequate staff, teaching and learning materials and learning infrastructure.

6. At the conference, members urged the respective governments to pursue inclusiveness of all stakeholders in their education system.

7. The principals proposed the incorporation of ACP for an observer status in the African Union.

8. The conference resolved that other countries should be recruited into the Africa Confederation of Principals.

9. ACP also recognizes other partners such as UNICEF and Macmillan etc. who have contributed to sustainable education to countries such as ESWATINI. 10. ACP resolves to support the International Confederation of Principals in its initiatives and programs.

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IN CASE YOU MISSSED IT

MR. WELCOME MHLANGA ACP PRESIDENT

LEFT TO RIGHT: CHARLES HLATSHWAKO, WELCOME MHLANGA, ANSELM IZAGUIE, HIS MAJESTY KING MSWATI 111, PROF. PETER KENT, YAKUB ABUBAKAR, PHINDILE MAKHANYA AND MINISTER OF EDUCATION LADY HOWARD - MABUZA

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IN CASE YOU MISSED IT

MR. WELCOME MHLANGA AND ACP PRESIDENTS MR. ANSLEM IZUAGIE

NIGERIAN ANCOPSS PRESIDENT, ALAHAJI IBIN MUSA

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ALL NIGERIA CONFEDERATION OF PRINCIPALS OF SECONDARY SCHOOLS (ANCOPSS) Delta State hosted the 65th annual conference of All Nigeria Confederation of Principals of Secondary Schools.

The 2023 Conference was held in August at Asaba, Delta State Nigeria. About 6,000 delegates were in attendance. The event was opened by the Delta State governor, Sheriff Oborevwori, represented by the chief of staff, Johnson Erijo. According to Johnson: Government within the first hundred days had approved the recruitment of teachers at the local level.

Extended the retirement age from 60-65 and years of service from 35-40.

The government will make efforts to pay pensions and gratuity to educators.

The National Executives of ANCOPSS visited the Permanent Secretary, Ministry of Basic and Secondary Education, Delta State, Mr. Augustine Oghoro, he told them that the outcome of the 2023 event of ANCOPSS will assist the respective state governments in the country with feedback to enhance decision-making process in driving the education sector effectively.

The President of ANCOPSS in Delta State, Lady Winifred Emeni, and Secretary, Comrade Mofe Otomi, lauded their national president for his support, saying that they were happy to have been received by the ministry. Mrs. Emeni affirmed that her state government had created a conducive atmosphere for the growth of the education system in the state by promoting and maintaining a qualitative, functional, free, and compulsory education for all school-age children, regardless of religion, sex, and disability.

The organization requested adequate funding of education to address the increasing number of out of school children in the country.

They suggested that the government should demonstrate the political will to improve the education system by committing resources into educational development at all levels.

They promised to continue to do more to move the education sector in their states forward.

PRESIDENT OF ANCOPSS, ALAHAJI IBIN MUSA

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IN CASE YOU MISSED IT

PRESIDENT OF ANCOPSS, ALHAJI IBIN MUSA LEADING MEMBERS ON A WALK

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IN CASE YOU MISSED IT

PRESIDENT OF ANCOPSS, ALAHAJI IBIN MUSA

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ASSOCIATION OF SECONDARY SCHOOL HEADTEACHERS OF UGANDA (ASSHU) On September 6th-8th, more than three thousand headteachers attended the annual ASSHU conference held in Teso college Aloet, Teso region located in Eastern Uganda. In attendance were ministry of education officials and ASSHU members from all over the country. Teso regional association chairperson Wilfred Okeruau Oluka, and team hosted the conference which included general meeting and workshops.

LEFT TO RIGHT, COMMISSIONER SECONDARY EDUCATION GOVERNMENT, MT SAM KULOBA ASSHU NATIONAL CHAIRMAN MR. AUGUSTIN MUGABO, STATE MINISTER FOR HIGHER EDUCATION, DR CRYSOSTOM MUYINGO, RESIDENT CITY COMMISSIONER, PETER PAX, CHAIRPERSON BOARD OF GOVERNORS TESO COLLEGE ALOET, MR TOM OKURUT AND HEADTEACHER TESO COLLEGE ALOET MR. JULIUS OPASSO.

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MR. AUGUSTIN MUGABO, (ASSHU), CHAIRPERSON 2022-2025, ADDRESSING THE 2023 ANNUAL ASSEMBLY AT TESO COLLEGE ALOET

MR. AUGUSTIN MUGABO, (ASSHU), CHAIRPERSON 2022-2025, ADDRESSING THE 2023 ANNUAL ASSEMBLY AT TESO COLLEGE ALOET,. STANDING

BY HIM IS THE NATIONAL EXECUTIVE COMMITTEE.

The Chairperson Association of Secondary School Head teachers in Uganda-ASSHU for Rwenzori Region, Mr. Joseph Nzukwa has urged beneficiaries of Parish Development model funds to invest part of their profits in the education of their children because they are the future leaders and treasure to the community. He made the remarks on Thursday while releasing joint mock examination results 2023 for both the Uganda Certificate of Education and Uganda Advanced Certificate of Education at Theresa Girls Secondary school Nsenyi in Kisinga town council, Kasese District.

IN CASE YOU MISSED IT

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HEALTH BENEFITS OF PHYSICAL ACTIVITY FOR ADULTS A single bout of moderate-to vigorous physical activity provides immediate benefits for your health.

Sleep - Improves sleep quality Less Anxiety - Reduces feelings of anxiety Blood Pressure - Reduces blood pressure

LONG-TERM HEALTH BENEFITS OF PHYSICAL ACTIVITY Regular physical activity provides important health benefits for chronic disease prevention.

Brain Health - Reduces risks of developing dementia (including Alzheimer’s disease) and reduces risk of depression.

Heart Health - Lowers risk of heart disease, stroke, and type 2 diabetes.

Cancer Prevention - Lowers risk of eight cancers: bladder, breast, colon, endometrium, esophagus, kidney, lung, and stomach.

Healthy Weight - Reduces risk of weight gain.

Independent Living - Helps people live independently longer.

Bone Strength - Improves bone health.

Balance and Coordination - Reduces risks of falls.

Emerging research suggests physical activity may also help boost immune function.

REFERENCES: Nieman, D. C., & Wentz, L. M. (2019). The compelling link between physical activity and the body’s defense system. Journal of sport and health science, 8(3), 201-217.

Jones, A. W., & Davison, G. (2019). Exercise, Immunity, and Illness. In Muscle and Exercise Physiology (pp. 317-344). Academic Press.

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IN THE NEWS AMAMBRA STATE, NIGERIA THE 2023 INTERNATIONAL DEBATE CHAMPIONSHIP IN MALAYSIA WAS WON BY ST. MICHAEL’S BOYS

St. Michael's model comprehensive secondary school in Nimo, Anambra State, Nigeria received its diamond jubilee blessings as Team Anambra wins the 2023 International Debate Championship in Malaysia.

The principal and manager of St. Michaels’ Model Comprehensive Secondary school Nimo, Rev. Fr. Denis Nwabueze congratulated his students for making the state and country proud.

His students- Mbachu promise became the BEST SPEAKER OF THE TOURNAMENT. A young erudite scholar who scored 295 in the 2023 (University entrance Exam (JAMB). We thank God for such a great feat attained as we thank His Lordship, Bishop P.C, Ezeokafor, the proprietor of the school for his constant love and support and our lovely Education said Rev. Nwabueze.

He also thanked the Government of Anambra, The Governor, the Commissioner of Education, the Post Primary Schools Services Commission

ST. MICHAEL'S SECONDARY SCHOOL DEBATE TEAM

Chairman, and the Zonal Director of Education Awka Mrs. Ngozi Chukwujekwu.

We cannot forget the state coaches that led them to Malaysia: Diamond Principal, Lady Amaka Anaekwe Mr. John Onuigbo Mr. Chiagozie Blessings to the school debate coaches: Mrs Vivian Okonkwo and Master Obidike Cyprian, etc.

Great builder of minds!!!!! To God be the Glory !!!!!!!!

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IN THE NEWS

LIBERIA Monrovia, Liberia - A coalition of nine civil society organizations advocating for policy reforms in the education sector under the USAID Liberia-funded, Civil Society Activity (CSA), wants public school administrators to manage the registration fees they collect from parents during the school year.

Under the current structure, public schools send the registration fees they collect to the Ministry of Education (MOE), and the MOE later remits the money to schools to cover operational expenses.

But the CSA Education CSO Coalition said parents, teachers, students, and local education officials complained that the funds do not arrive on time to enable schools to prepare for the opening of schools—paint, repair desks and chairs, fix leaky roofs and buy school supplies. The money sometimes arrives during the third period or at the end of the school year. They are advocating for the money to remain in the communities because the process of remitting money to MOE and MOE remitting to schools is too long, because there are a lot of bureaucratic bottlenecks.

As public-school students prepare to head to the classroom on Monday, Sept. 4, IPER and other coalition members are concerned that most schools will be inadequate for learning when students show up this week. Since its formation in July, the coalition has been meeting with citizens, the private sector and education stakeholders to inform them about the projects and solicit support for implementation.

In the next three weeks, the coalition will visit schools, interview parents, local education officials, and MOE officials about the school registration process. They will request data on school enrollment, amount of money collected in registration fees in the last school year, amount disbursed to schools and the period for disbursement.

The monitoring of the school registration fees seeks to promote transparency and accountability. Under the project, CSOs will use the Freedom of Information Law to access information on the school registration process, funds collected and distributed to schools and how the money was spent.

According to the group, if the MOE cannot help the already struggling public schools, it should not harm it by collecting monies paid by poor parents to help schools operate. The national government is not doing enough to fund public education.

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IN THE NEWS

UNITED NATIONS UNITED NATIONS CALLS FOR AGE LIMITS FOR AI TOOLS IN SCHOOLS

On Thursday September 7th, 2023, The United Nations called for strict rules on the use of Artificial Intelligence (AI) tools such as viral chatbot, ChatGPT in classrooms, including limiting their use to older children.

In new guidance for governments, the UN's education body UNESCO warned that public authorities were not ready to deal with the ethical issues of rolling out "generative" artificial intelligence programs in schools.

The Paris-based body said relying on such programs rather than human teachers could affect a child's emotional wellbeing and leave them vulnerable to manipulation.

"Generative AI can be a tremendous opportunity for human development, but it can also cause harm and prejudice," said Audrey Azoulay of UNESCO. It cannot be integrated into education without public engagement, and the necessary safeguards and regulations from governments.

Generative AI programs burst into the spotlight late last year, with ChatGPT demonstrating an ability to generate essays, poems and conversations from the briefest prompts.

It sparked fears of plagiarism and cheating in schools and universities. But investors poured money into the field and boosters targeted education as a possible lucrative market.

The UNESCO guidance said AI tools have the potential to help children with special needs, act as an opponent in "Socratic dialogues" or as a research assistant. But the tools would only be safe and effective if teachers, learners and researchers helped to design them, and governments regulated their use.

The guidance stopped short of recommending a minimum age for school children but pointed out that ChatGPT had a lower age limit of 13. "Many commentators understand this threshold to be too young and have advocated for legislation to raise the age to 16," said the guidance.

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