E.L. Africa Magazine | March 2021

MARCH 2021

The Resident Representative of UNDP in Senegal

PG. 8

CULTIVATING AN AGILE AND ADAPTIVE LEADERSHIP CULTURE: TEACHER LEADERSHIP AS A SCAFFOLD FOR INNOVATION AND CHANGE PG. 13

ADMINISTRATOR TOOLS FOR SUCCESSFUL COACHING PG. 15

INFORMATION COMMUNICATION TECHNOLOGY UTILIZATION IN SCHOOLS ACROSS SUBSAHARAN AFRICA PG. 17

Professional Development for School Leaders & Teachers Education Leadership Consulting Group (ELCG) has the tools and language to transform leaders. We work with organizations, school leaders and teachers to develop scalable tools and strategies.

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E.L. AFRICA | MARCH 2021

THIS YEAR’S TOPICS: LEADERS MATTER POWER UP YOUR TOOLKIT CREATING A CLIMATE AND CULTURE FOR SUCCESS CONTINUOUS CYCLE OF IMPROVEMENT MODEL ROLE OF TECHNOLOGY IN EDUCATION

EDUCATIONAL

LEADER

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.

E.L. AFRICA MAGAZINE

TABLE OF

CONTENTS 8 9 12 13 15 17 27 31 35 36 40

ARE YOU DEALING WITH CHRONIC ABSENTEEISM?

INTEGRATING WOMEN EMPOWERMENT AND GENDER EQUALITY INTO COMMUNITY DEVELOPMENT

THE BENEFITS OF GETTING A COVID-19 VACCINE BY CENTERS FOR DISEASE CONTROL AND PREVENTION (CDC)

CULTIVATING AN AGILE AND ADAPTIVE LEADERSHIP CULTURE

CURRICULUM AND INSTRUCTION

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) UTILIZATION IN SCHOOLS ACROSS SSA

ALUMNI ENGAGEMENT

STIR EDUCATION: DRIVING CONTINUOUS IMPROVEMENT THROUGH REFLECTIVE PRACTICE

THE FEDERATION OF NON-STATE EDUCATION INSTITUTIONS KANULI DISTRICT (FENEI)

A LOOK AT UITSIG PRIMARY SCHOOL DURING LOCKDOWN

HAVE YOU LAUGHED OUT LOUD TODAY?

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

E.L. AFRICA | MARCH 2021

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ABOUT E.L. AFRICA MAGAZINE This quarterly digital magazine aims to serve as a link to close the gap between research and practice for effective schools for principals of secondary education in Sub-Saharan Africa (SSA). The goal is to use this medium to address the needs of schools through the Principals, share best practices in school leadership, enhance their leadership skills, and empower and celebrate what they do. This unique magazine will give a voice to these school leaders and serve as an African solution for African problems.

The E.L. Africa Magazine gives school principals/headmasters the resources, strategies, and inspiration required to prepare students for success. The magazine stirs school administrators toward openly discussing skills and strategies to improve schools and advance learning, it empowers these administrators to build an improved education system that is exceptional, independent and capable of self-sustaining with the correct mindset, by collaboratively sharing their skills.

Therefore, the E.L. Africa presents a paradigm shift, viewing the change in the education systems from the lens of the school principals that implement teducation policies, these administrators are responsible for implementing/executing significant policies/changes in the schools.

We embarked on this game-changing project as an inspiration to other educators to improve the education system in SSA. When you share your knowledge, skills and celebrate others without being apologetic, you feel fulfilled. It’s so important.

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E.L. AFRICA | MARCH 2021

EDITORIAL & DESIGN WRITERS

EDUCATIONAL

LEADER E.L. AFRICA MAGAZINE

N n a md i Ok o s i e me - N i g e r i a Ch r i s On wu k a - N i g e r i a

EXECUTIVE PUBLISHERS

S a n v e e E l mu t P i n t o - T o g o

Dr. Ada Omile

CONTRIBUTORS

Dr. Frances Ufondu

Dr. Evelyn Mamman Mrs. Maria Elena Esquer Mr. George Byantuyo Mr. Thomas Hlongwane

gender equality and women empowerment , f o r I n t e r n a t io n a l

She knows the value of

Mr. William Mwangi Mr. Patric Uka

W o m e n ' s D a y , m e e t D r . A m a t a D ia b a t e ( p a g e 8 ) .

Ms. Brenda Akite Otika

T h e n , E . L . A f r i c a M a g a z in e ’ s e x c l u s iv e l o o k a t t h e

Ms. Bulamu Angella Ms.Charene Ehlers

the

Utilization of ICT in Schools

in some Sub-

S a h a r a n A f r ic a n c o u n t r ie s . G a in s o m e

Agile and Adaptive Leadership Culture ( p a g e 1 1 ) . D is c o v e r Administrator Tools for Successful Coaching ( p a g e 1 8 ) . S e e h o w STIR Education i s d r iv in g c o n t in u o u s p e r s p e c t iv e o n

CREATIVE DESIGNER C h i n e n y e O m il e

i m p r o v e m e n t t h r o u g h r e f l e c t iv e p r a c t i c e s ( p a g e 25), and learn more about Educational Leadership Africa Magazine (ISSN

Alumni

Engaging your

to boost your school (page 23).

2693-2806) is published quarterly in March, June, September, December by Educational Leadership Consultant Group- (ELCG) in Virginia, USA. ELCG is an organization focused on training and development of education leaders. The EL Africa magazine, a component of ELCG, is the voice for principals, assistant principals, and other school leaders across SubSaharan Africa. The statements, opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of EL Africa magazine or the ELCG.

Article Submission: Submission on topics

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

relevant to school leadership are requested.

Email ideas and articles to elafricamagazine@gmail.com.

E.L. AFRICA | MARCH 2021

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EXECUTIVE PUBLISHERS She earned her doctorate degree in Educational Leadership K-12, from Argosy University, Washington DC, Post Master's Certificate in

DR. ADA OMILE

Educational Leadership & Administration from George Washington University, Master of Science in Computer & Information Systems , Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia. She has over 27 years of experience in Education and Leadership.

Her doctoral research in 2011 was focused on providing professional learning to school principals in Anambra State, Nigeria. The result of the research showed a glaring gap in practice. To address the gap, she started Education Leadership Consultant Group

(ELCG), a Non-

profit organization that provides professional learning on effective schools to school principals and directors of private proprietors of schools in Africa. Recently, she concluded that we need to create a forum to reach more school principals throughout the SSA, hence this EL Africa magazine.

DR. FRANCES UFONDU

She earned her Doctorate of Education in Organizational Leadership from University of LaVerne, California. She earned a California Professional Administrative Services Credential; a Clear Multiple Subject Teaching Credential; a Master’s of Arts in Education Administration from University of Benin, Nigeria and a Bachelors of Science in Vocational Home Economics Education from University of Nigeria, Nsukka.

In addition, she received a Professional Certificate in Accounting for Governmental and Nonprofit Organizations; a Chief Business Officer (CBO) certification through California Association of School Business Officials Partner Training Program; Association of California School Administrators (ACSA) Certification in Curriculum and Instruction Leadership and Leadership Coaching.

Her dissertation in 2005 was focused on an in-depth research of skills 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

required by principals to effectively implement the Public School Accountability Act in California. The findings indicated that principals

capacity for educational leaders in the hopes of

perceived skills in visionary leadership as very important. The study

positively improving learning for our students. This E.L.

also empowered staff members and students to reach high levels of

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.

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.

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E.L. AFRICA | MARCH 2021

LETTER FROM THE EXECUTIVE DIRECTOR

"Honoring our Progress!" elcome to the fourth issue of E.L.

W

Africa magazine. Since our premiered last summer, we have seen an increase in traffic., the number of minutes spent reading each page

of the magazine on the platform went up five-fold.

We are impressed by the explosive growth of readers. We thank our readers and encourage you all to continue to share the link of this digital magazine to your colleagues. As we grow, the magazine will continue to ground itself in its vision, which focuses on school leaders’ real needs, and by offering practical, hands-on strategies for improving schools in a constantly evolving educational environment.

While the pandemic disruption is unlike any other In this issue, we explored the provision and use of information communication technologies in schools, how schools can benefit from the Alumni programs, and creating adaptive and agile leadership. We

crisis you have faced in the past, I am confident that you will continue to do great things on behalf of your teachers and students who are fortunate to have your support.

recognized Dr. Amata S. Diabate for International Women month.

Most of all, please do not forget to take care of yourself, lean on the professional community,

Today, more than ever, what school principals do matters a lot. The way schools are led are more vital than ever before. If school leaders were to

share your frustrations and ideas, and continue to build the effective practices that will make you stronger and better.

sharpen their skills as they must, they would need the talent to do it, and this critical magazine is delivering like no other.

As you read this, I know that you are thinking of all the other issues at your school that you have to deal with every day that are challenging and some of them unresolved. Yet there is one constant your school community can rely on: your leadership. And they need it now more than ever. You have shown your resilience and ability to pull your school

We dedicate this issue to all of you who are brazing educators.

Ada Omile Ada Omile

Executive Director, E.L. Africa Magazine

community together and thrive.

E.L. AFRICA | MARCH 2021

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CONTRIBUTE TO E.L. AFRICA MAGAZINE! If you’re an expert in education, please share your knowledge and experience with your fellow school leaders in E.L. Africa magazine. Write about one of the following themes or submit an article on another topic of interest to principals, assistant principals, or aspiring principals.

Themes for Next issue Adapting Coaching Partnership for Principals.

Improving Literacy in Schools Role of Principals in Educating Young Girls and including them in STEM programs.

E.L. Africa is

YOUR

Successful manuscripts are written in a tone and 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

style appropriate to a magazine; are wellorganized; 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.

interest to principals

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

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

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E.L. AFRICA | MARCH 2021

ARE YOU DEALING WITH CHRONIC ABSENTEEISM? Chronic absenteeism, defined as missing at least

If your school is dealing with attendance

10 percent of school days each year, or about 18

problems, you know that it has a huge impact on

days, affects the educational outcomes of

academic performance of your students. Finding

students. Research shows that the negative

ways to reduce chronic absenteeism remains a

effects of absenteeism begin to take hold even

difficult task but Principals can adopt several

in the early years.

strategies and tap into other resources to help combat school absences.

The pandemic has escalated this ongoing issue and many principals are at their wits end.

One strategy is reaching out to parents.

Students missing 18 or more days of school in a

Principals can help ensure parents are aware of

year puts a child’s high school graduation at risk.

their child’s attendance and the impact this

Students that are chronically absent are less

behavior has on their futures and encourage

likely to hit key educational milestones. Being

them to be more proactive in ensuring their

absent for just two days every month of the

child’s attendance. Together, principals, parents

school year can allow a child to fall behind,

and guardians can inspire and motivate

increasing the likelihood of dropping out.

students.

Students with regular attendance are more likely

Other ways to increase attendance is to make

to do well on standardized tests, graduate, and

sure that school is a place they want to go to.

go to university than students who are

Research has shown that students who

chronically absent.

participate in after-school programs are less likely to be absent. A report by the University of

Reasons for chronic absenteeism varies. The

Minnesota found students in an after-school

economic ripple effect of the Pandemic has

program attended 18 more days of school and

resulted in more and more children hawking

missed nine fewer than their peers. Every minute

items in the market or on the streets to support

spent well outside school means more minutes

their families instead of going to school. This

spent in school.

street hawking is a development that has unfortunately been allowed to thrive in the

Principals can also partner with their school-

African society. Research has revealed that

based management committees to develop and

some parents in towns and cities in Africa

strengthen programs to ensure that students

withdraw their students from school to send

spend their time in fun and safe environments.

them on hawking. In some of these areas where

With all your school improvement programs to

being at school is not a priority, convincing

improve your student’s education, those efforts

students, and their families that it should be

don’t count for much if the student isn’t even at

requires innovative strategies.

school.

E.L. AFRICA | MARCH 2021

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DR. AMATA SANGHO DIABATÉ

The Resident Representative of UNDP in Senegal and a role model for young women in Africa, fighting for Women Empowerment. Read about how Dr. Diabaté strives to integrate women empowerment and gender equality into community development.

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E.L. AFRICA | MARCH 2021

Integrating Women Empowerment and Gender Equality into Community Development r. Amata Sangho Diabaté, the Resident

D

representative of UNDP in Senegal, was

This means focusing on systems, root causes and

born in a remote village in Mali called

connections between challenges—not just

Dire, about a hundred miles from the

thematic sectors—to build solutions that respond

well-known historic city of Timbuktu. She is among

to people’s daily realities. Amongst those focus

17 orphans left by her dad from two wives at nine

areas, women empowerment is one of our most

years old when he passed away. Dr. Diabaté is

preferred strategic tools. Access to education

indebted to her dad, a self-educated man for

and training, access to resources, and access to

setting things in motion and for instilling in his

“voice” are at heart of the empowerment of

children that education was the key to a brighter

women and girls.

future and key to success. Before his untimely death, her father established the principle that

In the area of education, Dr. Diabaté said the

girls and boys should get equal chances to access

UNDP, in partnership with UNICEF and UNESCO

quality education and provided them with the best

are encouraging young girls to pursue their

backpacks, the most up to date brand new books,

academic education in STEM because

and textbooks. She said that her father praised

disappointingly, the percentage of female

her academic performances and was sure that her

engineering and technology graduates has

Dad was smiling down decades later when she

remained constantly low, she also said that

received her Doctoral Degree in Education in the

although the exact number of female students

United States of America in 2000.

have in fact increased during the past decades, female to male ratio remains very low throughout

Dr. Diabaté had a long and successful

the world, and is even lower in Africa. She says

professional career as a banker, Government civil

that it is well known that today’s best paying jobs

service, and College professor. She has

are in science, technology, mathematics, and

continuously fought for girls and women

engineering, so getting more women in STEM

empowerment, through education, particularly,

means giving them what they need to be

STEM education. For instance, as a college

empowered, economically and socially, to be

professor in Economics at Spelman College in

even more creative to shape the world and make

Atlanta, Georgia, USA she was instrumental in

it a better place.

steering several young women toward the right education path.

Dr. Diabaté is not apologetic for being a feminist if means being in favor of struggles to improve

As the Resident Representative for UNDP, currently

the status of women in our societies where social,

based and working in Senegal, her main

traditional, and customary institutions establish

responsibilities lie into helping the country

deep inequalities based on gender. Feminism, in

formulate, plan, and implement its medium- and

theory, is supposed to be a women’s ideology, but

long-term development strategy, consistent with

in reality, it is increasingly being actively

the 2030 Agenda. Dr. Diabaté believes that

defended by a growing number of men. Feminists,

today’s complex challenges --- from eradicating

both men and women, are struggling to advance

poverty and hunger to reducing inequalities and

women in their social, political, and economic

preventing conflict --- cannot be tackled in

context, but also in the way they perceive

isolation.

themselves.

E.L. AFRICA | MARCH 2021

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She also said her approach to feminism is socio-

Poverty is quite often the result of a behavior: our

economic because she is convinced that for the

microeconomic behavior as consumers and

best possible redress of injustices against women

producers, which, for the time being, is still a

and for the total elimination of discrimination

behavior of mismanagement and misallocation of

against them, it is essential to revise our

our resources!

traditional visions of social division of labor and income redistribution.

Dr. Diabaté noted that, “When you don’t consume what you produce and you don’t produce what

A few days following the 2021 celebration of the

you consume, you shouldn’t be surprised to be

International Women's Day, Dr. Diabaté reiterated

poor.” She then explained that it is up to women,

that women can fully play their role in the

managers of our families, to make judicious

economy in general and in the fight against

consumption choices that minimize costs,

poverty, only when, collectively, we agree to

maximize utility and satisfaction, and encourage

review our vision of the role and rights of women

domestic demand for local products.

in our society, starting from within the family. It is no secret that in every household in the world,

If, for example, every Malian woman of handbag-

women are the real managers of the family. But

wearing age orders a handbag from Malian

when they have more rights, more socio-economic

Handicrafts, instead of buying it from traders

power, when they are given a "voice", women

importing from China, Dubai or Italy, the result in

always work wonders.

the short and medium term will inevitably be a significant increase in domestic demand for

She stated that the right to education and health

Malian leather bags. This sheds light on the

is a matter of the macroeconomic policies of our

existence of a substantial market for Malian bags.

countries, our monetary, and fiscal policies, which

This increased demand will, in turn, lead to an

must be clearly "gender-specific," that is to say,

increase in the supply of Malian bags on the

take gender into account. She also asserted that

market and will, in addition, encourage many

in an economic environment in which the informal

previously unemployed young Malians to train in

sector plays an important role, easy access to

handicrafts and enter the handbag production

"informal" credit must be generalized for all

sector. The aggregated income earned by these

women who express the need for it. She asserted

new producers will of course be used to cover

that women empowerment also means “voice” in

their daily living expenses, resulting in a greater

the political arena at the highest political and

domestic demand for local products, whether

administrative levels in Africa and all over the

goods or services. Therefore, through a simple

world. She explained that it is quite deplorable

change in our choice of handbags, we - women -

that despite the democratic progress in our

can contribute to the fight against poverty by

African countries, the quota system for the

reducing unemployment rate and raising the

representation of women in parliament has still

growth rate of the country’s wealth.

not been ratified by many. She noted that beyond the phraseology and the parades, embellished by

The above is just about handbags and gives a

boubous with shimmering colors, what effective

rather simplistic picture of the impact of domestic

place does the mass of African women occupy in

consumption on economic growth and

the civil society, except for a handpicked active

employment. Imagine what we can do if we, all

minority?

African women, especially urban women, changed our behavior in terms of consumption of clothing,

She recognizes that the role of women in the fight

food, etc.! She said, we can, in every way, work

against poverty is not simply a matter of our

miracles. It is up to women leaders to set an

country's macroeconomic policies or the political

example, to be role models, and to initiate a vast

will of men to give us a share of power. Neither is

program of education – be it STEM or any other

it solely linked to our expertise in STEM education.

are - information, and awareness in urban dwelling as in the countryside. “Yes, we can. And we should.”

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E.L. AFRICA | MARCH 2021

THE BENEFITS OF GETTING A COVID-19 VACCINE BY CENTERS FOR DISEASE CONTROL AND PREVENTION (CDC) We understand that some people may be concerned

Getting COVID-19 may offer some natural protection,

about getting vaccinated now that COVID-19 vaccines

known as immunity. Current evidence suggests that

are available. While more COVID-19 vaccines are being

reinfection with the virus that causes COVID-19 is

developed as quickly as possible, routine processes and

uncommon in the 90 days after initial infection.

procedures remain in place to ensure the safety of any

However, experts don’t know for sure how long this

vaccine that is authorized or approved for use. Safety is

protection lasts, and the risk of severe illness and death

a top priority, and there are many reasons to get

from COVID19 far outweighs any benefits of natural

vaccinated.

immunity. COVID19 vaccination will help protect you by creating an antibody (immune system) response without

Below is a summary of the benefits of COVID19

having to experience sickness.

vaccination based on what we – (the CDC) currently know. COVID-19 vaccination will help keep you from getting COVID-19.

All COVID-19 vaccines currently available in the United States have been shown to be highly effective at preventing COVID-19.

All COVID-19 vaccines that are in development are

None of the COVID-19 vaccines contain the live virus that causes COVID-19, so a COVID-19 vaccine cannot make you sick with COVID-19.

being carefully evaluated in clinical trials and will be authorized or approved only if they make it substantially less likely you’ll get COVID-19.

Based on what we know about vaccines for other diseases and early data from clinical trials, experts believe that getting a COVID-19 vaccine may also help keep you from getting seriously ill even if you do get COVID-19. Getting vaccinated yourself may also protect people around you, particularly people at increased risk for severe illness from COVID-19.

Experts continue to conduct more studies about the effect of COVID19 vaccination on severity of illness from COVID-19, as well as its ability to keep people from spreading the virus that causes COVID-19.

COVID-19 vaccination is a safer way to help build protection COVID-19 can have serious, life-threatening complications, and there is no way to know how COVID-19 will affect you. And if you get sick, you could spread the disease to friends, family, and others around you.

Clinical trials of all vaccines must first show they are safe and effective before any vaccine can be authorized or approved for use, including COVID-19 vaccines.

E.L. AFRICA | MARCH 2021

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Cultivating an Agile and Adaptive Leadership Culture:

Teacher Leadership as a Scaffold for Innovation and Change

By Dr. Evelyn Mamman Traditionally, school leadership development initiatives have focused on the growth of the individual leader. However, applying a systems perspective broadens the view of leadership development in schools to include a complementary focus on the development of teacher leadership teams and leadership cultures.

To be successful, school leaders will need to guide, facilitate and collaborate rather than control and compete to get buy in from all relevant stakeholders.

n agile and adaptive leadership culture,

A

particularly in schools, is about developing a growth mindset where people are not afraid to fail even as they

Teacher leadership can provide a pathway to scaffolding for innovation and change.

operate within clear boundaries. According to Carol Dweck, in her book Mindset: The New Psychology of Success, “a growth mindset thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities.”

Dweck found that at the heart of what makes the “growth mindset” so attractive, is that it creates a passion for learning rather than a hunger for approval. This can be cultivated through effort and deliberate practice. A school environment that encourages scaffolding for innovation and change will need courageous leaders to set the climate, facilitate change and enable adaptability.

There are many demands on the education profession today. Such demands include rigorous teaching and learning standards, high-stakes federal and state achievement mandates, and increasingly diverse learning needs of students, to name a few. Because of complex set of roles and responsibilities expected of educators today, schools need more than a top-down leadership in order to be successful.

Teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, administrators, and other members of the school communities to improve teaching and learning practices with the goal of increased student learning and achievement.

Cultivating teacher leaders who deeply understand the needs of their students and that of their colleagues involves: individual development, collaboration or team development, and

Teacher leaders can facilitate professional learning communities and participate in instructional leadership teams given the time and the right environment. These are important elements not organizational development.

only in developing the individual, team, and organization, but also cultivating an agile and adaptive leadership culture.

Professional Learning Communities

utilize an

ongoing process of collaboration in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve and the school/organization as a whole.

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E.L. AFRICA | MARCH 2021

In addition to setting aside time for teacher

Once the optimum environment has been

leaders to design and try out new strategies to

established to foster the growth of teacher

improve student learning, they need to have the

leaders,

Research from The Center for Comprehensive

a school must be intentional about scheduling specific time for ongoing professional learning within their schools and organization as a whole. Protecting time for

School Reform and Improvement suggests that

teachers to hone their craft as they try to improve

right environment to innovate and change.

three key areas can foster the growth of teacher leaders: school favorable conditions in

the school’s instructional program indicates that the school values professional learning and that

culture and context, roles and relationships, and

there will be a substantial chance of making

structures.

progress for students.

1. School culture and context can facilitate

The skills and knowledge required to successfully

leadership when the following characteristics

engage students and prepare them for our quickly

are present:

changing societies define how teachers lead both

a. A school-wide focus on learning, inquiry, and reflective practice.

in and out of the classroom, and teacher leadership can be the lifeblood of innovation and

b. Encouragement for taking initiative.

change in schools. Emphasizing collaboration and

c. An expectation of teamwork and shared

shared responsibility, rather than hierarchical

responsibility, decision making, and

models of leadership in which there are clearly

leadership.

identified “leaders” and “followers,” are

d. Teaching professionals being valued as role models.

foundational to cultivating a leadership culture that is agile and adaptive.

e. A strong sense of community among teachers that fosters professionalism.

2. Also, teacher leadership is nurtured through roles and relationships when:

Learn more about teacher leadership: Teacher Leadership: The What, Why, and How of Teachers as Leaders

a. Colleagues recognize and respect teacher leaders who have subject-area and instructional expertise. b. High trust and positive working relationships exist both among teacher peers and with administrators. c. Teacher leadership work that is central to the teaching and learning processes (as

REFERENCES

opposed to administrative or managerial tasks) is routinely assigned. d. Teacher-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities. e. Interpersonal relationships between teacher leaders and the administrators

The Center for Comprehensive School Reform and Improvement (2005). "Research Brief: What does the research tell us about Teacher Leadership?"

Washington, DC. http://www.centerforcsri.org/files/Center_RB_se pt05.pdf

flourish.

3. Structures can foster the growth of teacher leaders by providing adequate access to materials, time, and space for activities that facilitate teacher leadership (e.g., professional development).

E.L. AFRICA | MARCH 2021

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Curriculum and Instruction:

Administrator Tools for Successful Coaching

By Maria Elena Esquer

administrators understand that instruction is the "how" or the delivery of the curriculum, including learning targets and desired student learning outcomes. Third is an assessment that helps drive future instruction and allows teachers to check for formative or summative understanding.

Secondly,

These three areas would enable powerful coaching conversations with teachers to move a school closer

C

urriculum and instruction discussions can

thought-provoking when working

with teachers. Depending on your district policies on pacing and coverage of standards, teachers often feel the pressure to get through the curriculum instead of using the curriculum as a tool to increase learning. At the heart of every educational decision has to be the students we serve. Further considerations must also include collaborating with and coaching fellow teachers to bring out the best for their instructional experiences. I purposely use the phrase fellow teachers because, as administrators, we all were once classroom teachers. In coaching them, we cannot overlook or forget that.

Coaching requires the building of a positive and collaborative culture that is based upon affirming relationships, high trust, and student-centered needs.

First, as school administrators, we

knowledgeable about the curriculum used in our schools. It is the "what" or the must be

big ideas that teachers use to plan their instruction, inclusive of the grade-level standards, the flow, and pacing; the actual materials teachers will be using with their students.

15

to its goals and vision.

undoubtedly be both informative and

E.L. AFRICA | MARCH 2021

Administrators must understand the various course and grade-level standards of what students are expected to learn. They must also understand literacy and instructional best practices they want to see in classrooms by modeling high expectations. Leaders must additionally know planning and have an empathetic heart for the amount of time teachers need to collaborate and plan effectively. Lastly, leaders must have the courage to speak to ensure access and equity for all students and stay silent and listen, allowing teachers to work through the messiness of curriculum and instructional planning.

Here are some important curriculum and instruction reminders in planning for powerful coaching conversations: Choose priority standards to deconstruct with grade-level teams. Be a part of the conversation and learn alongside them. Allow teams to work through the process and empower them through strategic feedback to foster discussion that achieves students' learning goals.

Create a list of research-based high-leverage instructional strategies with your teams and

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provide opportunities for grade levels to collaborate on the planning and watch each other implementing the strategy.

Design opportunities for teachers to create tasks from the curriculum that are engaging, rigorous and develop critical thinking skills for all students incorporating high expectations and a strong belief in student strengths that leads to student learning.

Craft professional learning sessions that build teacher capacity about curriculum, instruction, and assessment. Participate and learn with them to enable conversation based upon

LEADERSHIP PROFESSIONAL DEVELOPMENT SURVEY

mutual understanding and expectation.

Ensure every conversation with teachers is based primarily on student learning and meeting student needs.

Visit classrooms regularly and give feedback to promote reflection on refining instructional

Thank you for all you do and for your honest feedback. We want to be able to provide the best professional

practices.

development experience Being a leader is hard work, and there is always much to do to enact organizational change. It takes time and patience. Never forget, though, how important YOU are as a leader in this culture.

As the leader, student-centered culture is modeled. Leadership matters, and student

possible to all our leaders.

CLICK TO TAKE SURVEY

learning via curriculum and instruction is in your hands!

E.L. AFRICA | MARCH 2021

16

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) UTILIZATION IN SCHOOLS ACROSS SSA: A CLOSER LOOK!

17

E.L. AFRICA | MARCH 2021

ICT: A Closer Look!

By Chirs Onwuka

E

Ghana

L. Africa magazine explored the uses of

Countries like

Information and Communication Technologies

Program curriculum through their Education Strategic

have developed the Common Core

(ICTs) in schools across Sub-Saharan Africa

Plan that creates opportunities for creativity, innovation,

(SSA). We spoke to principals and educational

and skills development.

leaders who are at the point of impact for educational

Nigerian

policies, Our focus is on learners-computer ratios,

In May 2019, the

retraining teachers to teach with technology,

Educational developed an implementation guideline for

electrification and connectivity in schools, and ICT-

the National Policy on ICT in Education. The guidelines

related instruction and curricula to determine how

provide the modalities for targeting different

countries align with the Sustainable Development Goal 4

beneficiaries of the policy at all levels of education for

that focuses on accessible, equitable, and inclusive

effective development and deployment of ICT in

quality education for all. In subsequent production of this

Education, it also specifies the implementation

magazine, we will examine ICT usage in education and

strategies, sub-strategies, activities, deliverables,

student outcomes, including retention and learning

implementing agencies, timelines, and Key Performance

achievement in schools.

Indicators (KPIs) for the successful realization of the

‐

Federal Ministry of

policy objectives.

In 2015, UNESCO launched the UNESCO Korean Funds-

Kenya,

in-Trust (KFIT) project to “Transform Education in Africa”

In

to foster human and social development in African

implemented the Competency Based Curriculum (CBC) in

countries, through the use of information and

the Basic Education Curriculum Framework, and in 2020,

communication technology (ICT) for education. From

they constituted a taskforce for implementation

2016 to 2019, they piloted the programs in Mozambique,

monitoring.

the Institute of Curriculum Development has

Rwanda, and Zimbabwe.

In 2020,

Tanzania’s

Ministry of Education, Science and

According to UNESCO, the project activities were

Technology in collaboration with the World Bank has

carried out successfully and largely according to the

developed a five-year program for secondary education

implementation plan. In the Mastercard Foundation’s

improvement, “Secondary Education Quality

latest report on education (see p.59) it highlighted the

Improvement Program (SEQUIP).

need to get the support of the political leadership in order to achieve any real progress in education.

In

Sierra Leone,

David Sengeh the Minister for Basic and

Senior Secondary Education and Chief Innovation We are seeing ongoing changes in educational reforms;

Officer for the Directorate of Science, Technology and

political leaders are paying attention to the issues

Innovation has put together a new education curriculum

related to education. In recent years, Ministries of

framework based on the five Cs: Computational Thinking,

Education in SSA are committing ICT policy in education

Comprehension, Civics, Critical Thinking and Creativity to

to close the gap in access to quality education,

develop the teaching and learning of STEM subjects in

equitable divide, and develop curriculum content for

schools.

academic and career-related programs to create pathways for graduating seniors in secondary schools and equip classrooms with technological devices for students learning.

E.L. AFRICA | MARCH 2021

18

ICT: A Closer Look!!

ICT: A Closer Look!

In our overview of current activities and issues related to

In the province, the GDE is working very closely with the

ICT use in education, multiple sources revealed to E.L

Law Enforcement Agencies to strengthen security at the

Africa magazine that the application of computer

schools. All schools are linked to the nearest Police

related curriculum in some areas is still in its infancy with

stations for rapid response. All hardware purchases for

challenges related to inadequate infrastructure, for

schools were fitted with electronic tracking devices to

instance, insufficient technology equipment and devices,

ensure that they are traced when theft occurs.

lack of steady electricity and network services especially in the rural areas, and in-house technology specialists to

According to Mr. Hlongwane, it was easy for them to

maintain the equipment.

transition to Distance Learning when the Pandemic hit.

He said that teachers were able to teach students online

All these issues can together hamper a vital education

using technology with some cases of lost devices from

policy. But nonetheless, most countries have taken a

students and or network/internet connectivity issues.

giant stride to amend the curriculum and include

He added that Connectivity at the school sites were

technology related content and equip classrooms or

steady for the most part and that the ICT technicians

made some attempt to implement their national ICT

were appointed across all the districts to give support to

policy on education.

schools. However, schools with more resources or “wealthier schools” were able to hire full-time tech

SOUTH AFRICA

support for their schools.

In the Gauteng Province of South Africa, Mr. Thomas Hlongwane- the Principal of Pretoria Central High

But not all provinces in South Africa are as lucky as the

School, he said that the Gauteng Department of

Gauteng Province. Other secondary school principals

education (GDE) officially launched the roll-out of

shared that though they have some sought of technology

technology enabled teaching and Learning program.

to teach with, the issue with electricity and unreliable

They piloted with grade 12 students in 2015, for the pilot

network services are challenges they face.

program, the GDE selected 375 high schools in the townships and rural areas to participate. The GDE purchased over 17,000 Tablets for Grade 12 students and 1800 3D LED interactive whiteboards for this initial phase. They later launched it in all high schools, and eventually rolled out to the other grade levels from 2016.

The program was known as “The Paperless classrooms.”

Schools use interactive boards, mobile devices such as Tablets, Laptops with complete internet connectivity to conduct teaching and learning.

Over 4,000 classrooms were refurbished, ceilings replaced and fitted with specialized lights, blinds were installed to improve lighting for interactive boards. These boards were filled with world class education software that integrated with the student’s devices.

Mr Panyaza Lusufi, Gauteng Department of Education MEC and Mr David Makhura the Premier of Gauteng Province opening a brand new ICT school.

19

E.L. AFRICA | MARCH 2021

ICT: A Closer Look!!

ICT: A Closer Look!

KENYA The principal of Alliance High school (AHS), Mr. William Mwangi shared the following with E.L Africa magazine.

The school is in Kikuyu, about 22 kilometers from Nairobi, it is one of the top national public schools established in 1926. The school has integrated information and communication technology both in administration, instruction, and co-curricular activities. ICT activities are supported and implemented by the ICT department that consists of teachers and technicians.

The content of the activities involves coding, html and CSS technologies as well as Arduino based microcontroller technologies that prepares students to solve society issues using technology. A yearly competition initiated by the department called Alliance High School Computing and Robotics Fair(#AHSCRF), brings together various projects by the students as well as students from other schools across the country to compete for top prizes besides meeting and learning from the top engineers and regulators in the field. The staff also

At AHS, ICT as a unit is taught as Computer Studies with a subject code. The first two years of secondary

assists students to register and protect their works once they meet that threshold.

education, the subject is compulsory, the last two years, it is an elective course. Students take the national yearly exams from KNEC at the end of the four-year Secondary education (12th grade). The school offers the following courses; Basic introduction to information and communication technology, Application pages, Databases, Data Security, System development, Networks as well as careers in the ICT world.

Several students’ projects have been very successful and featured in many fronts as the Young Science Kenya finalists, National Engineering fair Nairobi Tech Week among many others. The ICT department also ensures the smooth running of systems in the school by providing support and troubleshooting services. They also train staff on various aspects of computing and integrated learning and teaching that really came handy especially

The school has qualified ICT teachers in the department

after the effect of COVID-19.

who enjoy working with students on various projects and activities. ICT related courses have gained popularity at AHS. For the last three years, the subject has full enrollment as shown below by candidate class

The department was recognized and awarded at CIO100 awards 2018 for its integration of ICT in the running of the school.

(graduating students). Students choose projects and spend 7 months developing that project which also counts as part of the final grade at the end of the year.

Enrollment has grown from 15 students in 2015 to 169 students in this current school year.

At AHS, they also use school management technology to conduct all school businesses like attendance, grade book, school finance for school fees, procurement, security and admissions.

Besides academics, the staff in the department are involved in engaging students for ICT activities through ICT club, Robotics Club, and Aviation club, all operating and leveraging on ICT technologies. These extracurricular activities take place every Tuesday and Thursday at 4pm as well as Saturday at 11am.

E.L. AFRICA | MARCH 2021

20

Chemistry Teacher, Ms. Otido, teaching using a smart-board in one of the Audio-Visual Resource rooms at AHS.

AHS Chief Principal, Mr. William Mwangi, CEMASTEA representative, Njeri, ICT Club patrons, Walter Ombiro and Sanga, with students during Computing and Robotics Fair.

AHS ICT Staff: Mr. Shikokoti, Mr. Kidi, Mr. Odwuor, Mr. Ombiro, Mr. Kihara and Mr. Musyimi receiving the CIO100 award from the CEO of CIO East Africa Laura Chite.

21

E.L. AFRICA | MARCH 2021

ICT : A Closer Look!!

ICT: A Closer Look!

NAMIBIA In Namibia, Mr. Veiko reported that on average, each

TRAINING TEACHERS - SCHOOL ELECTRIFICATION AND CONNECTIVITY

school has a Computer Lab equipped with an

Mr. Vieko reported that the National Institute for

Information Technology Teacher (ICT Teacher) and the

Educational Development (NIED) spearheads the design

number of computers that are equivalent to learner head

and development of curriculum for schools. They facilitate

per class. In most cases, these labs are vamped with

various workshops and training seminars for school

internet, routers, and savers, it is all different from Public

leaders and teachers. He reported that in recent years,

Schools in the city, towns and extremely rural areas. He

new teachers have received training on IT related for

reported on the following schools:

emerging technologies inside the classroom, and that the ministry of education has adopted a training known as

WESTMONT HIGH SCHOOL - PRINCIPAL:

Mr. B.

the Continuous Professional Development (CPD). The CPD

PETERSE. Located in Windhoek, Otjomuise, is a model

is implemented within Schools or School networks. Also,

school, used as a pilot project school in 2016, the

the University of Namibia, provides Integrated Media and

Ministry of Education of Namibia transformed the school with technology for education.

Technology I and II modules to prospective teachers.

Knowledgeable and experienced staff member/s train fellow teachers. Moreover, He said that school

RUNDU SECONDARY SCHOOL - PRINCIPAL: Ms. E. KRUSE . This school is headed by Ms E. KRUSE, and is located in the Centre of the town. It is one of the most accessible schools in this urban area, thus connectivity is not an issue. The school was able to provide various teaching and learning methods during the COVID-19

electrification and connectivity play a major role in terms of enabling the day to day running of the school, especially in the printing and photocopying of learner material, but the steady supply of electricity and reliable network connections are a challenge for most schools especially in the rural areas.

pandemic closures. These methods included the use of WhatsApp groups, Zoom, Video conferencing, Google classroom etc. The challenge they had then was that some students do not have access to smartphones and computer devices, therefore, for the Thus, implementation of e-learning, approximately more than 50% of the school community was left out.

He concluded by saying that ICT is offered as a nonpromotional subject in Namibian schools, where learners are taught skills they will require once they have leave high school, the focus is placed on how to use Microsoft applications such as word, spreadsheet, and the usage of email applications (Gmail, Yahoo, etc.), and computer science content are taught in school as Computer studies

MAX MAKUSHE SECONDARY SCHOOL - PRINCIPAL: Mr. GM. MUKATA. Remotely located in the eastern side of Kavango region, approximately 200 km from the town

or Computer Science.

Below is a picture of Rundu school computer lab.

of Rundu. Max Makushe SS of Mukwe Circuit is on the riverbanks of the Kavango River. This institution is highly equipped with modern ICT technologies, though it is challenged by its remoteness which hampers connectivity in terms of internet network and poor telephone network coverage.

E.L. AFRICA | MARCH 2021

22

ICT: A Closer Look!

NIGERIA - DELTA STATE

like Basic Education School Examination (BESE), and West

According to the commissioner for education in Delta

Africa Examinations Council (WAEC), National Examination

State Mr, Patric Uka, he said that his state was created in

Council (NECO) examinations in 2020. It was just revision

1991 ranks among the first in ICT development in Nigeria

.

classes for them. It was not initially designed for all the

The state is mineral oil rich, with high prospects for

students in private and public schools in Delta State. In the

economic development and they have put in so much in

first phase of the program, we covered subjects like English

the development of ICT in their education system in a way

Language, Mathematics, and the science subjects (Biology,

that most of the schools in the urban areas like as Asaba,

Chemistry and Physics), Prevocational and National Value

the administrative capital, Kwale, Ogwashi Uku, Agbor,

Orientation studies. Now in the second phase, which started

Warri, Ughelli, Sapele, Burutu, Patani, Bomadi, etc now

on May 6, 2020, the scope and coverage of the program

uses ICT in lesson delivery.

was widened to include arts subjects such as Government and Economics. We continued to expand the scope of the

Government has spent so much money in this sector and

program covering all the subjects in primary and secondary

will continue to spend more for the benefit of its citizens.

levels of education. The Delta TeleClass is a permanent

ICT is highly recommended in our school system because

feature of our education service delivery in Delta State even

of the numerous benefits. It makes teaching and learning

after normal academic school activities have resumed, this

simpler, easier, and more interesting both for the teachers

program on radio and television is open to all students in

and the learners in schools. The modern trend of ICT has

both the public and private schools.

reduced the workload of the teachers in the classroom as most teachers now use it in effective lesson delivery.

Feedback from parents and the students have been positive and supportive,the students were also very enthusiastic

The Delta State Ministry of Basic and Secondary

about the programme. Students who do not have good

Education has in line with the New National Curriculum

teachers in the sciences and other key subjects because of

developed an ICT scheme of work and prioritized the

a shortage of teachers now had the opportunity of being

employment of ICT graduate teachers to facilitate the

taught by the best subject teachers in the state. Therefore,

teaching and learning of ICT in schools. The Japanese

the gap between urban and rural schools were bridged by

Electronics Company, Samsung has done a lot for Delta

the teleclass programme.

State in building computer suites for students and laboratories in the schools.

In addition to digitizing our internal processes within the Ministry of Basic and Secondary Education through the

Currently, there are approximately 274,151 students in the

introduction of the Education Management Information

475 public secondary schools and 97,112 students in 938

System. The Ministry is developing a more robust e-learning

private secondary schools in Delta State with over 50,000

system to supplement the on-site learning in the schools.

students graduating from school yearly. This means that

Expending information and communication technology to all

the government needs to spend more money to

our schools is government top priority and should be

adequately equip our schools with ICT facilities to care for

encouraged by all stakeholders in the education sector. In

over 371,223 students in Delta State.

Delta State of Nigeria, we are setting the pace in Basic and Secondary Education and the rewards are showing the

During the COVID-19 lockdown following the closure of

performance of our students. ICT is the future of our

schools on March 25, 2020, the State Ministry of Basic

education delivery services in Delta State.

and Secondary education launched the “Delta TeleClass'', long distance education, open learning program on 3rd of April 2020. The first phase of the Tele-class program was targeted at students preparing for external examinations

23

E.L. AFRICA | MARCH 2021

ETATS ATLED -AIREGIN E.L. AFRICA | MARCH 2021

24

ICT: A Closer Look!

NIGERIA - BENUE STATE commissioner for Education, Science & Technology in

ICT-related instructions and curricular?

Nigeria, Prof. Dennis Ityavyar (image on the right)

Already said, we have

Chris Onwuka of E.L. Africa interviewed, the Honorable

developed curriculum for

He reported that the learner-computer ratio is very low

ICT in primary,

but what we have done is to ensure that every primary,

secondary, and tertiary

secondary and tertiary institution has a computer unit

institutions. We are also

where various forms of digital and literacy education

developing software for use in the school

are being taught. To this effect, computer and digital literacy have been embedded in our curricular and to crown it all, we have established e-learning centers in our schools.

systems. Therefore, in technical colleges, polytechnics, and universities, we provide avenues for students and undergraduates to continue learning how to fix computers, laptops and other digital equipment

We have therefore laid a very solid foundation on ICT and digital literacy. Some of these landmarks were already in place before my entry into the position but we have greatly improved on the heights and levels of participation and involvement.

generally.

Any other achievements you may wish to share to the public?

We are among the first states to have comprehensive elearning centers. This is a direct response to COVID-19 –

Training and retraining of teachers?

We feel it is important to train teachers; hence we have done a lot on ICT training of about 3,000 teachers in digital literacy. While doing this, we have received support from international organizations like the World Bank. Indeed, we have continued to improve on this at

19 Pandemic and we are proud of it. Indeed, the impact of COVID-19 – 19 Pandemic on education is very devastating to the point that schools have been closed for over 10 months hence it is through e-learning that the state could keep in touch with students and undergraduates in addressing the problem of closed schools.

all schools’ level. Looking forward to this 2021, we hope to train 10,000 teachers which will impact on the student’s literacy level.

School electrification and connectivity?

I can say that about 20 – 30 percent of all schools in

Infrastructural developments have been the top priority, and we have continued to develop primary and secondary schools in the state. They are looking beautiful and well-furnished, thus becoming a good environment for learning.

the state are connected to electricity but energy and power remains the biggest challenge in our country.

However, most of our primary schools are in the rural areas and use generators to power their computers.

Currently, we are delving into the use of solar system energy and many communities have access to this energy, but we still have big challenges on this aspect since it is relatively new to the users.

25

E.L. AFRICA | MARCH 2021

We have also improved on school laboratories and increased science education. We have transformed secondary schools to technical schools due to our realization that technical learning is sine qua non in looking towards self-employment for the individual.

These and more we pledge to continue to carry out in our present administration.

ICT: A Closer Look!

TOGO Togo has launched the pilot phase of ‘Digital School Togo’ (‘Ecole Numérique Togo’- ENT), a project that is aimed at introducing digital technology in teaching, ENT is to be implemented in all secondary schools to ensure that IT becomes a leading methodology of Togo’s education system. But implementation of information and

COVID-19 RECOVERY: STRATEGIES FOR ACADEMIC BOOST

communication technologies is slowly taken off. The Competency-Based Approach as they refer to it has been gradually introduced for the past four (4) successive years into the classrooms for teachers and learners.

The COVID-19 pandemic has taken a toll on our students. As schools start a new academic year, principals should understand the best way to address the loss in instructions because of the

Our source reported that “Togo has no school program for teaching Information and Communication Technologies”, as indicated by a reliable source in the ministerial department in charge of primary and secondary education in Togo. Some programs related to ICTs are only

pandemic. They should take a proactive approach to identify struggling students and adjust support and focus on boosting motivation and connection to school, while continuing to engage their school community.

“individual initiatives” of schools eager to keep up with the world. Very few public schools have an ICTs teaching program according to our investigations, that about 10 out of 100 private schools in Lomé teach ICT related content as reported by monsieur Gilles Kantan, an ICTs teacher in private schools in Lomé. According to this teacher, only a few concepts and applications are taught to learners in private schools. These include introduction to Information Technology (IT), its usefulness in the 21st century, computer components and their use, the study of some software followed by training in computer programming.

He also said that the new Competency-Based Approach is

Principals should consider developing programs that will address the need of learners to recover from the educational gaps in learning caused by the unexpected school-building closures because of COVID-19. The first step is to identify the students' learning needs with a curriculum-based assessment, including pretest and post-test or other observable format to collect data. Then, determine through the assessment or information data if the student's performance now is inconsistent with performance prior to COVID-19.

related to the teaching of Physical.

Strategies that can boost what students have lost during this pandemic include: using study-halls (slated block of time for remediation) for targeted support by content teachers, creating after-school activities to increase Math, Science, and Literacy

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skills providing support for students with social and emotional needs, as well as process for measuring progress.

SEND US AN EMAIL AT ELAFRICAMAGAZINE@GMAIL.COM.

E.L. AFRICA | MARCH 2021

26

Alumni Engagement: A Priority Program for Schools

By Nnamdi Okosieme

lumni engagements in secondary schools

A

have been ongoing in most Sub-Saharan African countries. They aim help improve

Dennis Memorial Grammar School (DMGS) Old Boys Association (DOBA)

school infrastructure, establish scholarship

programs for students, and provide laptop computers

DMGS Onitsha, Anambra State, Nigeria, was founded in 1925

to graduating seniors. In addition, alumni

by the Church Missionary Society. Since its formation, the

associations support sports programs directly or as

school has graduated thousands of students who have

boosters; provide project-based learning through

excelled in different professions.

after-school activities or courses in which they have

Former students of the class of 1940s, 1950s, 1960s, and 1970s

expertise or serve as role models or mentors; and

have organized themselves to rebuild the school’s main block,

occasionally support office staff or teachers in the

which was badly damaged during the Nigerian civil war, from

classrooms.

1967-1970. DOBA has branches in most parts of the world,

These secondary school alumni groups can improve

mostly notably in North America, which hold conventions to

an educational experience or outcome for students

raise funds for the school improvement projects very

and facilitate connections between schools and

frequently.

local businesses or be a vital link to colleges. Current

In recent times the DOBA has contributed to infrastructural

students look forward to receiving financial awards

and academic development of the school, including:

and donations from the Alumnae and the Alumna.

N1,000,000.00 ($2,500) annual scholarships to deserving

Principals can boost their Alumni programs by having

students.

more face-to-face networking events. If your school

Award prices during annual price giving day to deserving

is just few years old, you can start inviting your

students and teachers.

graduates to speak to your students by building the

Water system on campus serving the entire campus.

relationship and encouraging them to form alumni

Trophies for Annual Inter House Sports competition

associations. Effective alumni groups grow in schools

Establishment of some new sanitary facilities.

that make a strong connection with their past students, but it is important to have a structure for it in place for sustainability.

Alumni in Action Some schools have very strong Alumni groups who want to give back, reconnect with old friends, and inspire young ones because they are proud of their heritage and want to maintain a sense of community.

Example of such schools are: Dennis Memorial Grammar School (DMGS) Old Boys Association (DOBA).

27

E.L. AFRICA | MARCH 2021

Below is ICT center built and donated by DOBA

OTHER PROJECTS COMPLETED BY DOBA

The top picture is the 2020 and Beyond building built and donated to DMGS by DOBA.

The bottom left pictures display the school cafeteria which

was

built and donated by DOBA, and the DMGS Lux Perpetua built in 2015 in honour of the DMGS Old BOYs killed during the Nigerian civil war.

Lastly, to the right is Anieto Chigozie (Rev Canon), DMGS Principal.

This project was donated to the school

by Dr. Ernest Obiejesi.

The ground floor houses the Kitchen and Dining Hall, while the other three floors provide Hostel/Dormitory accommodation for students.

E.L. AFRICA | MARCH 2021

28

Alumni Engagement Christ the King College (CKC) CKC Onitsha, Anambra State has been around for 90 years, with strong Alumni. The current principal, Rev Fr. Dr. Celestine Arinze and his vice principal Rev. Fr. Francis shared that they are proud of the Alumni programs. The Alums have blue and white jackets they wear at events all over the world. The Old Boys affection and solidarity for the college is an inspiration.

The UK and Ireland alumni Branch installed a 10KVA solar powered inverter with 24 units of mono solar panels, the school now has constant power in the College and

Old Boys and current students at the feast of Christ the King in November 2020.

school Clinic.

Aerial view of the refurbished CKC.

Student members (young potential or the next generation Alumni).

Some members of the Golden Class of 1985 with the School Principal at the unveiling of a block of 4 hostels built and donated by Mr. Cecil Ezem Osakwe Esq -a member of that class.

29

E.L. AFRICA | MARCH 2021

Alumni Engagement St. Michaels’ Model Comprehensive Secondary School (SMMSS) The SMMSS, Nimo located in Anambra State, Nigeria was officially founded in 1963 by the Missionary although the ground was started several years earlier.

Through several leadership and community support, St. Michaels has thrived academically, locally, nationally, and internationally. Graduates from the school have gone to become lawyers, doctors, educators, entrepreneurs, novelists, and politicians. These graduates are expected to give back to the school and most recently, the class of the 1980 stepped up to support the school.

Class of '80 Donates Computers In January 2021, the class of 1980 donated five computer sets to the institution as part of their contributions towards effective teaching and learning in the school during their forty years anniversary and

The class of 1980 of Saint Michael’s Model Comprehensive Secondary School, Nimo in Njikoka Local Government Area, donated five computer sets

re-union. The Chairman of the group, Professor Alexander Amah, said the group deemed it necessary to lend its support to the development of the school.

In accepting the computers, the manager and principal of the school, Reverend Father Nwabueze said the group were fortunate to pass through their former principal, the late Sir Michael Enemuo who was an uncompromising disciplinarian and urged them to keep the flag of the school flying and to continue to change and impact their environment. During the ceremony, the group also presented a cash gift to two of their teachers. One of the members, Mr. George Obi set up an

INTEGRITY AWARD

scholarship for

graduating seniors this 2021 year.

E.L. AFRICA | MARCH 2021

30

Driving Continuous Improvement Through Reflective Practice

By Brenda Akite Otika and Bulamu Angella

T

he Covid-19 pandemic presents the biggest

The STiR Education Model

challenge to education in decades. More

STiR Education’s approach works through role-

than ever, children at all stages of learning

modelling and relationships at all levels of

and transition need support to help them to

education systems and it is based around three

bridge the significant loss of learning time. But it’s

core principles: peer networks, action and

essential not just to respond to the immediate

feedback, and reflection. These core activities

issues presented by the pandemic, but also to

underpin everything that we do for teachers,

support education systems to build a more

school leaders and officials, and they form the

resilient future. This current situation is part of a

heart of our termly learning improvement cycles

broader trend towards an increasingly uncertain

(LICs).

future, including the climate crisis, increased inequality and rapid technological changes. So all children need to build the

lifelong learning

foundations of

to equip them to manage life in

a world of ‘unknown unknowns’.

Each LIC focuses on a different theme such as the science of learning. First, district officials are introduced to the content for the next term in a two-day training session. Then they lead training institutes for school leaders to build their confidence and capability to share this content with teachers. Every month, teachers attend regular peer network meetings, where school leaders expose them to key classroom practices and the evidence behind them. The networks encourage reflection and strengthen peer connections, fostering mutual support and sustainable improvement. Between meetings, teachers act on their learning by introducing these practices in their classrooms.

The next month, teachers reconvene to reflect on their experiences and adapt and refine their action plan accordingly. After each third network meeting, teachers move on to a new area of practice, and the cycle continues. This approach helps teachers gain a sense of autonomy (adapting ideas to their own contexts); mastery (pushing each other to improve); and purpose (regular discussion of the why).

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School leaders play a key role in ensuring that

celebrate their successes, identify areas that need

learning continues outside of the monthly

improvement and make plans to address the gaps.

meetings. They develop a culture of

This engagement ensures that school leaders and

developmental observations and feedback with

teachers receive increasingly useful support in

teachers, creating emotional safety and using

improving teaching and learning processes in their

data to provide rich insights. They also engage in

respective schools and classrooms.

their own peer networks through the termly training institutes, in which they come together to

Additionally, coaching meetings between the STiR

share their challenges and develop their own

team and district officials provide opportunities

confidence and capability to lead teacher

for each official to share their individual reflection

network meetings. District officials also provide

on what they think they have done well and why as

monthly coaching and support.

they implement their plans from the termly training. Officials are encouraged to identify an

The Importance of Reflection

area of improvement from their experience

As we have outlined above, reflection is one of

specifying what they will do to improve, and this

the three core principles of our programme. To

forms the basis and timeline for the next coaching

STiR, reflective practice means thinking about

session.

what you do. It is closely linked to the concept of learning from experience, in that you think about

Reflective practice is also embedded within the

what you did and what happened, and decide

monthly teacher network meetings. As teachers

from that what you would do differently next time.

are introduced to evidence-based teaching strategies, they are encouraged to reflect on

We consider reflective practice to be important

them, identify potential benefits and limitations,

because by constantly looking into their own

and collectively brainstorm solutions to overcome

actions and experiences, teachers and officials

the challenges. At the end of each session,

are able to improve and grow. Furthermore, they

teachers develop individual plans incorporating

are able to see where and how they have been

these strategies in their upcoming lessons and

successful which will make them feel more proud

share these plans with colleagues to receive

of their work, increasing their motivation.

feedback on how to strengthen them.

To create a sustainable impact across an

During implementation, teachers are observed by

education system, however, every stakeholder

either a peer, a school leader or a district official,

across the education system must role-model the

and they share individual reflections on their

desired behaviours and practices. Evidence shows

application of the strategy. After listening to

that line managers are the most important agents

feedback from the observer, they highlight actions

of change in the workplace, so in order to sustain

they will implement in their next lessons.

reflective practice at school level, it must also be developed at all levels in education ministries.

The process of reflective practice also extends to

Role-modelling is therefore an essential

STiR’s own staff. Internally, staff review

prerequisite for both teacher intrinsic motivation

programme data during regular catch-ups, with

and the development of lifelong learning skills in

monthly meetings to assess progress and quarterly

children.

brainstorms to address bigger challenges.

Throughout these activities, we celebrate bright

How the STiR Programme Promotes Reflective Practice

spots, learn from each other and plan to improve by implementing our learning.

Due to the importance of reflective practice in driving improvement, STiR has embedded it into

Finally, we also hold regular alignment meetings

every programme activity. At the termly training

at district and national levels to provide an

sessions and institutes, officials and school

opportunity for all stakeholders to reflect on and

leaders reflect on their practices, recognise and

analyse data, share learning and develop plans together to strengthen delivery.

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32

These meetings provide an important opportunity

This CPD is recorded by district officials who

for all stakeholders to reflect and learn together,

reflect on the content with teachers over the

and agree actions for further improvement.

radio. Additionally, they organise conference calls for school leaders to reflect on the content and

The Benefits of Reflective Practice

commit actions to support teachers’ reflections

STiR Education started an external longitudinal

and action planning (both for now and when

study in Uganda in 2019 to assess the impact of

schools fully reopen). The district officials also

this intervention. Several outcomes indicated a

receive weekly coaching calls from the STiR team

significant benefit directly linked to the

to reflect on the conference calls and their other

component of reflective practice:

priorities. These reflections have been hugely

95% of teachers reported continued

helpful in ensuring that the radio sessions reach as

improvement in teaching and learning

many teachers as possible and respond directly to

outcomes following their engagement with

their needs.

programme activities. This clearly shows that not only does reflective practice help teachers

You can read more about the STiR Education

to grow professionally, but also individual

response to Covid-19 in Uganda here.

learners improve through the process. The

of their time teaching and more than 80% of

Tips for Promoting and Implementing Reflective Practice

the learners showed a determination to solve

An effective self-reflection plan should span a

difficult problems.

whole term. Break this down into monthly and

Secondly, data shows officials spending 60%

weekly topical reflection activities, which must be

of their time supporting teacher professional

well-crafted to combine learner assessment

development. The utilisation of personal

activities with lessons to be taught.

study found that teachers were spending 94%

reflections with feedback from colleagues and officials has built a shared sense of purpose.

Some examples of questions to reflect on might include:

Reflective Practice During Covid-19

Which competencies should the learner

The pandemic has made STiR Education adapt the

achieve by the end of this lesson?

design and delivery of its activities to respond to

What did I intend to teach?

the realities of school closures in Uganda. We have worked to support the Ministry’s objectives of supporting continuity of learning and preparation to return to school.

Our main mechanism for supporting teachers and officials during this period has been fortnightly continuous professional development (CPD) for teachers, delivered over the radio.

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Did the learners learn it?

How much of it if not all, and why?

What can I do to strengthen the learning process?

If needed, the same approach can be utilised to support improvement on activities that may not necessarily be linked to learners, such as the supervision of staff by school leaders.

Self-reflection coupled with support from peer teachers and/or officials produces a conducive ground for intrinsic motivation to thrive.

Here are three steps to support school leaders to create and maintain a strong collaborative environment.

1. The school leader (Principal or Headteacher) needs to model the culture of reflective practice while performing their duties. As the first inspector (teacher support), they need to create a culture of self-reflection, peer observation and feedback among their teachers. This will provide a model to challenge teachers while providing them with the necessary support to continuously reflect on their practices.

2. The school leader’s approach should empower individual teachers to decide on which aspect of their teaching they require to strengthen for more effective feedback. For instance, through the STiR model, the observer and observee hold a discussion before the actual lesson to pre-agree on what aspects to focus on during the observation. This makes the discussion focused.

3. Finally, follow-up on agreed actions allows for active reflective practice to instil continuous improvement. This element is critical because

About the Authors Brenda Akite Otika oversees government relations and partnership work in Uganda.

She has experience designing training materials for teachers and officials under the STiR programme. Previously she has worked with Women of Uganda Network, an international organisation that empowers women and youth to achieve sustainable development through ICTs.

the observee is inspired to know that his or her colleague/supervisor is interested in their professional development. The observee commits to improvement because s/he knows that the observer will be checking on the progress made.

We hope that this article has been useful. To find out more about the work of STiR Education, please

Angella Bulamu is a Programme Lead at STiR Education supporting both programme implementation and improvement in Eastern Uganda. Previously she has worked with Act Now Initiative, CEDA International, Educate!, Lugazi University and Hunger Free World Uganda.

visit our website here.

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The Federation of Non-State Education Institutions Kanuli District (FENEI)

By George Byantuyo, Chairperson of the FENEI Kamuli Municipality

T

he FENEI was formed in 2019, to mobilize the

practices by particularly

private proprietors to form a common voice.

taking advantage of the

FENEI is made up of all the directors of private education institutions in Uganda from nursery

policies in other ministries.

post tertiary.

It encompasses 20 kindergartens, 60 to primary and 25 secondary schools: and 10 tertiary institutions.

FENEI has developed a work plan on the training of their teachers and

Each district in Uganda has their delegates and elected officers. The national and district level officers of this group were part of the COVID-19 national task force from the ministry of education. Also, they were part of the negotiating team for re-opening of school, formulation process for the Standards of Operating Procedures that were jointly developed by the ministry of Health, Education & Sports. The ministry of

submitted it to the ministry of education to help disseminate to all private proprietors. The group organizes training, or professional development workshops for their principals and teachers and other technology related training. In early 2019, FENEIKamuli organized a district wide computer workshop hosted by the Central College Kamuli under my direction.

education has engaged FENEI to implement the Ugandan National Teacher Policy (NTP) of 2017. The NTP was one of the key activities supported by UNESCO through the CapED Programme in the Ugandan Education Sector. This new government policy aims to streamline the teaching profession in Uganda.

The FENEI has their struggles and challenges, the district executives have met with Honorable Spencer from the Parliament of Uganda and presented her with the document highlighting their plights especially the issue of taxes. They want the government to reduce the tax levy. The private proprietors have ICT programs in their schools as mandated by the ministry of education, but across the board, the

According to UNESCO, the aim of the NTP is to provide a framework to professionalize and standardize the teaching profession and enhance the development

computer labs are poorly established with few technology devices, poor electrification, and issues with high cost of internet networks.

and management of teachers. Focusing on four thematic objectives and policy actions, namely Standard and Qualification, Training, Management and Cross-cutting issues, four policy priorities were provided: Establishment of the National Teachers’ Council by

To improve on the welfare of member schools and teachers, the National and district Executives of FENEI have embraced the mobilization of members from SACCOS -Savings and Credit Organizations providing access to credit through members savings.

an Act of Parliament to professionalize the teaching profession.

Establishment of the Uganda National Institute of Teacher Education to provide leadership in Continuous Professional Development and the training of tutors.

Development and implementation of standards for teaching, institutional leadership and a Teacher Qualification Framework that can be harmonized with the regional framework.

Mainstreaming cross-cutting issues into teacher training, management and utilization and teacher

As FENEI-Kamuli, we formed our own SACCO which we call KAPEI (Kamuli Private Education Institutions SACCO). In this SACCO, a private proprietor is an individual member, the school is a member, and the teachers are ordinary members.

All these three categories of membership pay membership fees, annual subscription, and monthly service fees according to their type of membership. We hope that in the next five years, our SACCO will grow in membership and share a lump sum of Ugandan shillings.The impact of COVID 19 on education has been felt by private school proprietors, they lost revenue, and some could not pay their teachers salaries.

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A LOOK AT UITSIG PRIMARY SCHOOL DURING LOCKDOWN

By Charene Ehlers

T

he National Lockdown imposed on South Africa

Mrs. Hlongwane and

on the 26th of March 2020 due to Covid-19

her Deputy Principal,

brought many challenges in all sectors of our

Mr. Swart who are

society. One of the major challenges faced is

proudly members of

the delivery of quality education to learners in the time

SAPA Gauteng

when schools are closed. Educators countrywide have

manage the school

to resort to alternative forms of teaching to ensure that

with the support of a

education and learners are not left in the dark.

very dedicated team of Departmental

The educators of Uitsig Primary had a turnaround from

Heads and committed

traditional teaching and took this crisis as an

staff. Upon the

opportunity to broaden their horizons while staying

school's inception,

home, turning their home environments into a classroom.

the school was firstly known as Laerskool The Reeds,

They implemented new teaching strategies in order to

then it later became known as Laerskool Uitsig, which is

reach as many learners as possible, however, this has

still its name as per formal documents.

not been without challenges.

Uitsig Primary School aims to help pupils identify their Just to provide a small background on this school, Uitsig

talents in a caring, innovative and stimulating

Primary is a beautiful school nestled right in the heart of

environment. Children receive a holistic education,

The Reeds, a huge suburb in Centurion. The school

incorporating both academic and extramural activities.

started in 1993 under the leadership of Mr. Smith whose

The school offers superb and modern facilities including

reins have been handed over to the capable hands of

a media centre, computer lab, centers for art and

Mrs. Musa Hlongwane in 2017.

physical science and classrooms equipped with the latest teaching aids.

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36

Pupils are also encouraged to participate in community service projects. Uitsig Primary is committed to playing its role in building a democratic, non-discriminatory South Africa.

The school has introduced Setswana and Isizulu First Additional Languages in 2013 to provide opportunity to the learners to choose between the two languages if not interested in Afrikaans FAL.

Uitsig Primary values the importance of extra-mural activities. Some of the sporting codes offered are rugby, netball, mini cricket, mini hockey, cross-country, soccer, athletics and bulletjie rugby. Most of the school’s rugby players make it to the Blue Bulls rugby team.

The combination of strong academics, excellent competitive sport and a diverse and vibrant cultural programme lays the foundation for a balanced education and provides opportunities for a wide variety of pupils with differing talents.

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The school has a very good relationship with the parents and the community. It relies on the parents who are always represented by a committed and capable Governing Body. That can easily be seen by the quorum reached each time there is a meeting or a sport event.

In an effort to better understand the issues that our parents are facing in regard to online teaching we

Online educational media, such as worksheets in pdf formats and voice recordings instead of videos are a necessity but asks for data downloads and printing.

Educators are in constant communication with parents through WhatsApp, Facebook, e-mail, and the D6 communicator. Interactive communication between staff members follow the same route by using internet media such as Zoom and Microsoft Teams. Uitsig has also implemented the use of Zoom in online teaching in addition to the structures already in place to further support learners and has provided guidance and support to teachers to fully use this online platform. We are constantly bettering our content and methods of delivery as it is a learning curve for parents and

conducted a survey and concluded that one of the major challenges faced by Uitsig Primary is the data costs associated with online teaching. Educators and learners (parents) are affected by these costs, 15.35% of our parents struggle with insufficient data. High data costs restrict parents from being able to access content provided by educators. Internet accessibility is another challenge as not all learners have this luxury. Our school community has a wide range different economic spheres which affects the ability to proceed with online schooling and obtaining the provided content. A total of 250 parents took part in our survey and 20.95% indicated that they struggle to assist their learners with the work due to various factors.

educators. It is evident that the school takes pride in embracing MEC Lesufi’s favourite pillar; ICT in education.

From an educator’s point of view, leaving the traditional contact schooling for a virtual classroom is also a challenge. Old school teaching had to make place for a virtual way of educating learners, working with new technologies, new teaching strategies and relying on parents to “stand in” as an educator. Here again communication between educator and parent plays a vital role. A large number of Uitsig parents are essential workers and the primary communication with them is through WhatsApp messages. Most of these parents are not at home during the day, meaning that the educational function they must fulfil needs to happen at night after a day’s work. One of the teachers mentioned that one of their biggest challenges has been communication with parents, “Trying to be professional when you receive a WhatsApp message at 21:30 or on a Sunday is not always easy as it seems that parents forget to realise that we are also humans with our own families.”

This alternative way of teaching has been difficult for educators as they have their own households to run. The majority of Uitsig staff are mothers and wives who must balance all their different roles while still making sure their own families stay safe. They need to attend to their own children as well as the other learners they teach.

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The interactive contact between educator and learner has a tremendous impact on both. Where educators are used to getting feedback from learners, they must deal with much more parents on an individual basis. Getting feedback from parents and not learners makes it difficult for educators to assess whether the educational goals have been met or not. There is a bridge that needs to be crossed when normal schooling can take place again. Another educator has also suggested that all the methods that have been implemented during this time be used after the end of lockdown to support learners when they are absent from school and to assist them with studying. It is forward thinking such as this that has led to 94% of parents who have been surveyed to indicate that they are happy with

However, despite all these setbacks the PS staff rallied to support educators, SMT and the principal. PS staff such as Ms. Gill Knoetze, Ms. Elize Fourie and Ms. Salette Frazao have been irreplaceable in providing support and guidance, often using their own resources to ensure that all administrative duties continue without fail from answering queries from parents to ensuring staff get paid as well as encouraging parents to continue paying school fees. It is often easy to overlook PS staff, but they are essential to maintain control and order.

the quality work that educators have been doing.

It is a fact that a ship without a captain will sink and therefore the leadership shown by Uitsig Primary’s captain, Ms. Musa Hlongwane has been paramount in the success of all of the ventures that have been taken thus far. Despite having her own family to take care of she has also done her utmost best to take care of the Uitsig family. She has built personal relationships with all educators, communicating frequently and ensuring that staff is taken care off, she is constantly communicating with parents and providing support to them, all of this while busy working on her PhD.

Although these are just a few challenges mentioned, many more are in the virtual basket of online schooling.

As far as we have come with online schooling the success thereof is dictated by the positive or negative The SMT of Uitsig Primary has contributed the above sentiment and have gone above and beyond to provide support to not only parents and learners but staff as well. They play a major part in ensuring that all material going out to learners fulfil the necessary curriculum requirements. Work is moderated by Grade Leaders as well as DH’s before being submitted to the principal, where after it is communicated to parents. This is a lengthy process that takes up a lot of time and

response from all stakeholders where the positive at this moment is far reaching. Uitsig Primary is on the road of success. Educators remain positive and committed to provide proper educational content even if it is difficult, they continue to work hard even if they are tired. They put in effort despite not always knowing if their learners are receiving the work because ultimately, they are looking towards the future and the progress of all learners.

commitment from all Uitsig staff.

In order to support educators to deliver quality work the school is helping by carrying data costs and laptops, this ensures that educators have the materials they need to provide the essential service that is teaching.

The school suffered a burglary on the 24th of March, and this has added onto the challenges that we are already facing in communicating with learners.

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At Uitsig Primary School, we serve a South African child!

HAVE YOU LAUGHED OUT LOUD TODAY?

By Tina Hallis, Ph.D.

You should! More and more research shows that laughing is so good for us physically and mentally! It’s a powerful antidote to stress, pain, and conflict. Check out these benefits of laughter: relieves physical tension and stress. boosts the immune system. triggers the release of endorphins, the body’s natural feel-good chemicals. is good for the heart. counteracts distressing emotions increases energy

Yet many of us laugh less often and more quietly as we get older. My 8 year-old has no problem laughing and getting the uncontrollable giggles. I have much to learn from her. I am working on laughing louder (and not being embarrassed) and laughing more easily. I look for reasons to laugh – sometimes it’s a funny animal video on You Tube. Laughing is contagious so being around other people who laugh easily is helpful. Laughter yoga is another option that is gaining in popularity and is great fun.

What is Laughter Yoga?

It’s a form of exercise that promotes the use of laughter as a form of physical exercise. You may be wondering what the connection is between laughter and Yoga- “It’s the breathing”. Laughter Yoga promotes the use of breathing activities in between laughter exercises as a way to relax the body and mind. When you deepen your breathing, you calm your body (the heart rate quickly slows down following the exercises; the blood is charged with fresh oxygen). When you calm your body, you calm your mind. This enables us to enjoy simply being in the moment to experience happiness.

Tina Hallis, Ph.D., is a professional speaker and consultant for The Positive Edge, a company dedicated to helping people and organizations fulfill their true potential using strategies from the science of Positive Psychology.

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