E.L. Africa Magazine | December 2023

DECEMBER 2023 VOL.4, NO.15

E.L.

EDUCATIONAL LEADER AFRICA

DR. UYI OSUNDE SUPERINTENDENT OF SCHOOLS IN STRATFORD, CONNECTICUT, USA PG. 15

FIT TO LEARN: EMOTIONAL WELLBEING OF STUDENTS MR. DUNCAN GOWEN PG. 11

TECHNOLOGY IN EDUCATION IN UGANDA SINCE COVID-19 MRS. LYDIA TUMUHAIRWE PG. 31

BECOMING ACTIVELY INVOLVED IN YOUR CHILD’S EDUCATION $2.99 USD

DR. MARY L. YOUNG PG. 33

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PROFESSIONAL DEVELOPMENT FOR SCHOOL LEADERS & TEACHERS DOES YOUR ORGNIZATION NEED PROFESSIONAL DEVELOPMENT IN EDUCATION AND LEADERSHIP?

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CONTACT US FOR YOUR PROFESSIONAL DEVELOPMENT NEEDS Email elafricamagazine@gmail.com with subject line: "Professional Development Inquiry"

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E.L. AFRICA | DECEMBER 2023

LETTER FROM THE EXECUTIVE DIRECTOR

HERE WE GO!!!

We are fast approaching closing out the month of December…. I trust that the upcoming Christmas holiday will provide a joyful respite to each of your busy lives as school administrators. It is good to take time to reflect on your achievements so far this school year, and the many challenges you and your team faced together and still have ahead of you, and many opportunities for your efforts to make a difference in the communities you serve.

While enjoying this period with your family and friends, the E.L. Africa magazine family will like you to consider focusing on a learning centered environment when your school re-opens after the holidays.

We encourage you and your administrative staff to work with your teachers to create a caring and inclusive learning environment for all students; to create supportive programs to meet each students’ learning needs including academic, social, and emotional learning, and encourage all students to take intellectual risks and become independent learners.

We also encourage that you ensure effective partnership with families and organizations within your communities to support your school improvement plans. There’s a lot of value when all parts of the community work in tandem for the betterment of the young people!

Happy December!

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

E.L. AFRICA | DECEMBER 2023

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E.L.

TABLE OF

CONTENTS 9 11 14 15 29 30 31 33 35 40

PRINCI-POLL: IMPLEMENTATION STRATEGIES TO BOOST THE WELL-BEING AND BELONGING OF THEIR STUDENTS

FIT TO LEARN: EMOTIONAL WELLBEING OF STUDENTS

BUILDING STRONG PARTNERSHIPS WITH FAMILIES

LEADING A DISTRICT: LEADERS TO LEARN FROM

SCHOOL ACCREDITATION: WHAT IS YOUR RATING?

SELF-CARE STRATEGIES FOR A BALANCED HOLIDAY SEASON

TECHNOLOGY IN EDUCATION IN UGANDA SINCE COVID-19

BECOMING ACTIVELY INVOLVED IN YOUR CHILD’S EDUCATION

IN CASE YOU MISSED IT

IN THE NEWS

E.L. Africa is a quarterly publication that focuses on school leaders' real needs, offering them practical and technical strategies for improving schools in a constantly evolving environment. Articles published in E.L. Africa are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent E.L. Africa positions.

Endorsement by E.L. Africa of products and services advertised is not implied or expressed.

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E.L. AFRICA | DECEMBER 2023

EDUCATIONAL LEADER AFRICA

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

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

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

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

E.L. AFRICA | DECEMBER 2023

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EDITORIAL & DESIGN

E.L.

EDUCATIONAL LEADER AFRICA

WRITERS

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

CONTRIBUTORS

Mrs. Ngozi Chukwujekwu Mr. Duncan Gowen Dr. Ada Omile Dr. Uyi Osunde Mrs. Lydia Tumuhairwe Dr. Frances Ufondu Mr. Charles Vonleh Dr. Mary Young

CREATIVE DESIGNER Ms. Chinenye Omile

Educational Leadership Africa Magazine (ISSN 2693-2806) is published quarterly in March, June, September, December by Educational Leadership Consultant Group(ELCG) in Virginia, USA. ELCG is an organization focused on training and development of education leaders. The E.L. Africa magazine, a component of ELCG, is the voice for principals, assistant principals, and other school leaders across Sub- Saharan Africa. The statements, opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of E.L. Africa magazine or the ELCG. Article Submission: Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail.com

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E.L. AFRICA | DECEMBER 2023

EXECUTIVE PUBLISHERS Ada Omile Frances Ufondu E. L. AFRICA BOARD OF DIRECTORS Richard Buffington - President Steven Dike Wilhelmina McKinney Angela Agboli-Esedebe Evelyn Mamman Francis Onukwuli Eugene Otuonye Frank Okeke James Lambart Onyait Mary Young Alfred Okello Aarom Chanso Darric Denis James Okenwa

Read about Fit to Learn: Emotional Wellbeing of Students (pg. 11). Then learn about building strong partnerships with families (pg. 14). Next, check out these district leaders to learn from in U.S.A, Nigeria, and Liberia (pg. 15). Practice self-care strategies for a balanced holiday season (pg. 30), see technology in education in Uganda since COVID, (pg. 31), and becoming actively involved in your child’s education (pg. 33).

EXECUTIVE PUBLISHERS DR. ADA OMILE

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

Her doctoral research in 2011 was focused on providing professional learning to school principals in Anambra State, Nigeria. The result of the research showed a glaring gap in practice. To address the gap, she started the Education Leadership Consultant Group (ELCG), a Non-profit organization that provides professional learning on effective schools to school principals and directors of private proprietors of schools in Africa.

Recently, she concluded that we need to create a forum to reach more school principals throughout the Sub-Saharan Africa, hence this E.L. Africa magazine.

DR. FRANCES UFONDU

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

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

Dr. Omile and Dr. Ufondu attended the same high school and college in Nigeria and have dedicated their career and life’s work to improving leadership capacity for educational leaders in the hopes of positively improving learning for our students. This E.L. Africa Magazine is designed to give educational leaders the tools to enhance and empower their teachers as they collaborate to improve teaching and learning for students.

Her dissertation in 2005 was focused on an in-depth research of skills required by principals to effectively implement the Public School Accountability Act in California. The findings indicated that principals perceived skills in visionary leadership as very important. The study also empowered staff members and students to reach high levels of performance; creating and communicating a school vision and aligning financial, human and material resources with the vision; student assessment, gathering, analyzing, and using data to inform decision making; demonstrating and understanding of curricular alignment to ensure improved performance and designing, evaluating, and refining curricular remediation programs.

E.L. AFRICA | DECEMBER 2023

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Happy Holidays from your E.L. Africa Editors

As we approach the end of another eventful year, December once again invites us to reflect on the passing of time and look forward to new beginnings. This month is not just about the conclusion of the year with its hustle and bustle of activities but also about embracing the warmth and joy of the season. Amidst the excitement, it's crucial to recognize the various emotions this time of the year can evoke.

Whether it's the joy of celebrations, the financial constraints or the weight of missing someone dear, it's okay to feel a spectrum of emotions. This year has brought its own set of challenges, and acknowledging our feelings is the first step towards finding peace. As we prepare to bid farewell to 2023, take a moment to appreciate the journey you've undertaken, the hurdles you've overcome, and the moments that brought you joy.

The holiday season serves as a beautiful opportunity to reconnect with loved ones, create cherished memories, and rejuvenate our spirits. While the season is filled with joy and hope, it's also important to acknowledge the potential stress and pressure that may accompany it. Remember that it's okay to set boundaries for your well-being, to adapt traditions to fit your current circumstances, and to prioritize your mental and physical health.

Taking care of yourself is not just a suggestion, but a necessity. May this holiday season bring you moments of joy, peace, and connection. Let's step into the new year with a sense of resilience, ready to face new challenges and embrace new opportunities. Remember, our E.L. Africa Magazine Editors are here to answer your question and move into transformational leadership. Wishing you and your loved ones a safe, healthy, and thriving holiday season!

Frances Ufondu Dr. Frances Ufondu Executive Director E.L. Africa Magazine

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E.L. AFRICA | DECEMBER 2023

CONTRIBUTE TO E.L. AFRICA MAGAZINE!

E.L.

EDUCATIONAL LEADER AFRICA

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

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

Continuous profession development for leaders and teachers.

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

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

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

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

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

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

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

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

E.L. AFRICA | DECEMBER 2023

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PRINCI-POLL Principals are on the frontlines of the mental health challenges that students face at schools. They are dealing with issues like depression, addiction, drug prevention, mental illness, suicide, online bulling and social media, school safety issues, and so much more.

See below which strategies principals in SubSaharan African schools plan to implement to boost the well-being and belonging of their students.

35% plan to ensure that their school can assist students and maintain a safe environment.

20% plan to develop specialized support for a small group of students who are deemed at risk.

20% plan to develop a “Wellness Wednesdays” or carve out time in the regular school day for students to catch up on schoolwork, participate in clubs and other activities allowing them to mingle.

15% plan to seek partnership with a local agency that sends counselors to their schools, eliminating the need to wait for school district’s counselors and removing wait times for students who are struggling.

10% plan to bring animals to schools to help calm students.

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E.L. AFRICA | DECEMBER 2023

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

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

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

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

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

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

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

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

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

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

E.L. AFRICA | DECEMBER 2023

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Fit to Learn: Emotional Wellbeing of Students By: Mr. Duncan Gowen, Principal of Day Waterman College (DWC), a prestigious private secondary school located in Abeokuta, Nigeria

“Health is a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity.”

— World Health Organisation

I

t is well documented that young people are facing mental health challenges. A survey conducted by the United Nations in 2019 revealed the extent of the mental health challenge. Now four years on from this survey the situation is no better.

The complex world today presents many obstacles for young people to navigate. We are living in a world of distractions. Navigating trauma, bereavement, academic and social pressures at school, which may include bullying, can often lead to anxiety and a consequent negative impact on mental health. This could lead to young people feeling socially isolated and therefore incapable of being active members of their school and wider community.

This is very likely to have an impact on academic outcomes.

Schools around the world have a moral obligation to embrace the challenge presented by the documented mental health decline in school children. Mental health has a direct relationship with a child’s physical health. Both physical and mental health influence how children think, feel, and act on both the inside and out.

OUR APPROACH At DWC we do not talk about mental health we speak of wellbeing. We are embedding into our culture the concept of PERMA. PERMA is an acronym that is drawn from the concept of positive education developed by Professor Seligman. Professor Peter Seligman is an American psychologist, educator, and author of self-help books. Seligman is a strong promoter within the scientific community of his theories of well-being and positive psychology.

In the diagram on the next page, you can see what the acronym PERMA stands for:

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E.L. AFRICA | DECEMBER 2023

FIT TO LEARN: EMOTIONAL WELLBEING OF STUDENTS

What is important is how you use the data. Each student has a wellbeing card that they use to positively react to their wellbeing assessment outcome. They decide on three wellbeing goals, record those goals and then sign their wellbeing card. House parents also sign the card. When the next wellbeing assessment is done in the discussions that follow the wellbeing goals will be reviewed and new goals decided on.

PERMA represents the building blocks of wellbeing.

Wellbeing is a combination of mental and physical health. A strong sense of wellbeing enables young people to flourish.

Every term students are invited to take a wellbeing assessment. The assessment is one that has been created by educational psychologists. We use the digital platform Flourishing at School for this purpose. The assessment produces a wellbeing wheel. There is an example of a wellbeing wheel below. You will see that in a number of areas the wellbeing area is divided into sub domains which provide further data to aid interpretation. We believe that there is a correlation between healthy wellbeing scores and academic achievement. It is surely self-evident that if you have positive engagement, positive relationships and positive meaning then you are very likely to have positive academic outcomes. You will also see that the wellbeing wheel includes data on physical wellbeing which is subdivided into nutrition, sleep and exercise.

From a whole school perspective the flourishing at school platform generates whole school and year group data that enable the senior leadership team to assess whole school wellbeing data. For instance, since using the platform we have noticed that positive relationship data is lower than the other domains. This has led to discussions on what the school can do to improve the data score. Of course, positive relationships will not totally be about school because young people will be thinking of relationships both at school and at home.

Nevertheless the data is helping the school reflect purposefully on culture.

As well as completing the wellbeing assessments we also invite students to complete a character strengths assessment. The science of character has revealed that we all have 24 character strengths that are grouped into 6 virtues but we are all different in how these strengths make up our character. It is the case that people can develop their character strengths; it also established that there is a positive link between the character strengths of curiosity, perseverance, enthusiasm, gratitude, social intelligence, self control, optimism and positive academic outcomes. There is a phrase that urges people to play to their strengths. We may or may not know our strengths so why not take an assessment to find out what our character strengths are? The character strengths table is rather like the chemistry periodic table. One colleague described the character table as similar to the “Fruits of the Spirit.”

Once again house staff have access to the data and use it when supporting and guiding the children in their care. The example below shows not only in total the top 10 character strengths but emphasises the top 5 character strengths.

E.L. AFRICA | DECEMBER 2023

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FIT TO LEARN: EMOTIONAL WELLBEING OF STUDENTS

Each time the survey is taken the top 5 signature strengths may vary slightly perhaps because the student has been working on developing middle strengths or strengths have naturally developed.

The data available through the wellbeing assessment and through the character strengths survey gives the opportunity to look after the whole child. Our goal is to ensure that all students not only achieve well but also feel well too.

Day Waterman College (Abeokuta, Nigeria)

We have been working on this approach towards pastoral care for a number of years. There continue to be obstacles such as staff and student buy-in, but progress is being made. To develop staff knowledge and understanding we initially had training sessions with house staff during which we discussed the concept of wellbeing and how to measure wellbeing. We then looked specifically at the wellbeing wheels generated by the Flourishing at School survey and decided on what would be the red flags requiring intentional intervention.

Recently we have extended this training to a whole school staff mini training sessions on each wellbeing area. These training sessions have been led by staff. We now feel more confident that there is increased cultural awareness of wellbeing amongst all staff.

Moving forward the next stage of embedding will involve developing in tutors the confidence and the belief during registration to regularly refer to wellbeing and to have meaningful discussions with their tutees. After this perhaps the next step will be to include wellbeing as a subject on the taught curriculum.

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E.L. AFRICA | DECEMBER 2023

Students in Science Class at Day Waterman College (Abeokuta, Nigeria)

References VIA Institute website: https://www.viacharacter.org/ Flourishing at School website: https://www.flourishingatschool.com/ Science of Character video: https://www.youtube.com/watch?v=U3nT2KDAGOc https://www.unicef.org/reports/state-worlds-children-2021 https://www.ggs.vic.edu.au/learning/wellbeing/what-ispositive-education/

Building Strong Partnerships with Families By: Dr. Ada Omile

F

amily engagement is a shared responsibility in which schools, community agencies, and organizations engage families in meaningful ways, and families actively support their children’s learning and development.

Tips to create strong partnerships with families include: Cultivate trust by showing respect and developing mutual understanding. Ask families about their children — their strengths, interests, and challenges — then use this information to differentiate instruction.

Communicate with families frequently and consistently. Provide your contact information and connect through multiple communication methods. Survey families to see what method works best for them. Provide the family liaison's contact information to families to support building partnerships between home and school.

Use simple, easy-to-understand language and formats. If needed, engage interpreters, and translate messages whenever possible. Foster feedback and two-way communication.

Design lessons that include family participation and incorporate content from home cultures. Provide resources to support learning at home.

E.L. AFRICA | DECEMBER 2023

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LEADING A DISTRICT:

LEADERS TO LEARN FROM In this issue of our magazine, we are excited to introduce our Leaders To Learn From. These district/zonal leaders have shown persistence and creativity as they navigate the challenges facing schools in an increasingly diverse, rapidly changing world.

Leaders featured: Dr. Uyi Osunde (USA) Mrs. Ngozi Chukwujekwu (Nigeria) Mr. Charles Vonley (Liberia)

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E.L. AFRICA | DECEMBER 2023

Dr. Uyi Osunde and his beautiful family

E.L. AFRICA | DECEMBER 2023

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LEADERS TO LEARN FROM: DR. UYI E. OSUNDE

By: Dr. Uyi Osunde, Superintendent of Schools in Stratford, Connecticut, USA Dr. Uyi Osunde is the Superintendent of Schools in Stratford, Connecticut, USA. Dr. Osunde, of Nigerian descent, believes that equity work, matched with a growth mindset is necessary work that must be at the front of every conversation across the academic organization. Trained at the University of Connecticut (UConn) Neag School of Education, Dr. Osunde’s interests and expertise reside in equity work, whole systems improvements, strategic planning, accountability, and organizational excellence.

W

ith a student population of almost 7,000 students (PK-12) consisting of approximately 73% students of color, and representing more than than 49 languages the Stratford Public Schools has been ranked by several media outlets as one of the most diverse school systems in the state of Connecticut, USA. In his first three years with Stratford Public Schools Dr. Osunde, through his leadership, has had an impressionable impact on the district. Dr. Osunde led the process and development of a new strategic plan, matched with student centered priorities, aimed at bringing coherence and alignment to the districts' work. In his second year, the district saw significant growth in student performance, and a dramatic [narrowing] of performance gaps amongst subgroups of students. Additionally, in his short time with SPS, he has led efforts to diversify the professional workforce, currently happening at a pace 3x faster than the state as a whole.

SPS also currently holds the privilege of having the Connecticut Association of Schools 2023 Elementary School Assistant Principal of the Year, and SPS also boasts being one of 5 school systems across the United States with a teacher inducted into 2023 class of The National Teachers Hall of Fame, a non-profit organization established in 1989 that honors exceptional school teachers. Dr. Osunde believes in voice to drive the work, and regularly holds Town Hall meetings to leverage the utility of family and community voice into his leadership decisions.

Prior to joining the Stratford Public Schools in 2021, Dr. Osunde has been engaged in deep commitments to equity work across multiple communities. Dr. Osunde began his equity work more than 14 years ago in the New London Public Schools, Connecticut, USA as a professional School Counselor. Since his career began, Dr. Osunde has worked for the East Hartford Public Schools, the Manchester Public Schools, and served proudly as the high school principal for the Windsor Public Schools. At each of those stops, he focused on working with people, galvanizing people towards a direction that ensures students—particularly students of color—had access, improved learning and performance outcomes, and quality experiences as they engage in public education.

Dr. Osunde speaks frequently, and continues to give back as a regular participant on speaking panels and various committees across the state; particularly panels aimed at the development of aspiring superintendents or school leaders. In 2021 Dr. Osunde was recognized as a member of the Class of (2021) 100 Men of Color in

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E.L. AFRICA | DECEMBER 2023

LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

recognition of the contributions that men of color have made in business, education, entrepreneurship, entertainment, government, public service and the impact they have made on the lives of people throughout the state of Connecticut and Western Massachusetts communities.

Dr. Osunde is active on X/Twitter: @SuptOsunde AN UNAPOLOGETIC APPROACH TO TRANSFORM EDUCATION Many of the pundits will claim that public education, as an institutional system, is broken.

However, public education continues to produce some of the most influential, accomplished, impactful, and well recognized individuals across time. Those of us who believe in the purpose and value of public education know transformation of a school system is never easy.

In my youth, I recall the university in Nigeria my father lectured at (University of Benin, Edo State) whose institutional motto was “Knowledge for Service.” These words are clear in my memory, and have left a very impressionable impact on what drives my work. Overtime, I have come to recognize that embracing challenges with the right plan, curating improvement conditions, and possessing a conviction that you can make an impact, transformation is bound to happen.

ACKNOWLEDGEMENT OF CHALLENGES In the winter of 2021, five months into my role as the new superintendent of schools and at the peak of the Covid-19 pandemic, my school system received a phone call from the state’s

governing authority, the Connecticut State Department of Education (CSDE), informing us that —utilizing pre-pandemic metrics— the district was now identified as an underperforming school system. These districts are referred to in accordance to state legislation as the Alliance Districts. Alliance Districts are 36 of Connecticut’s lowest performing school districts according to the state’s Next Generation Accountability System, which is composed of 12 indicators intended to show how well a district or school is preparing its students for success in and outside of the classroom.

Collectively, as a school system, our professional community has always had a demonstrated sense of pride in their craft. Publicly, Board of Education, district, and school leaders confidently shared that they felt this new designation did not appropriately, or accurately, reflect the capabilities of our students, nor the skills of our faculty. Unsurprisingly, the Alliance designation gave the Stratford Public Schools professional community the necessary sense of urgency to refocus our efforts on improving instructional practice to educate our students. The community saw this as an opportunity to grab control of the narrative. Nonetheless, it was an undesirable designation that now required a host of strategic actions for improvement.

DREAMING ‘INCLUSIVELY’ BIG Led by my audacious vision that Stratford could distinguish itself as one of the more dynamic school systems in the region, collectively school system leaders set on a path that would become the foundation for transformation. The strong belief in the capacity of staff and the capabilities of Stratford students necessitated that I, as the superintendent/CEO of the school system, led with a strong theory of action that stated, “If the Stratford Public Schools engages stakeholders representative of students, faculty/staff, education leaders, parents/guardians, and community partners, SPS will be able to construct a strategic plan that is resourced and responsive to the achievement and gap needs of all students - inclusive of access to quality learning opportunities with the appropriate supports customized to student need; then, ALL students (PK–12) will learn, perform and achieve at a high E.L. AFRICA | DECEMBER 2023

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LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

standard and thereby acquire the SPS Portrait of a Graduate (POG) attributes, adequately preparing them to respond to the rigors and outcomes of post-secondary transitions.”

I confidently believe that if the conditions play out as we envision, Stratford Public Schools will ultimately be one of the most dynamic academic institutions in the region for teachers to teach, and for families to send the kids to learn.

VOICE OF STAKEHOLDERS An important step to the design of the new strategic plan included the engineered process of acquiring stakeholder voice. As part of my entry plan I met individually, or in groups, with a wide range of influential stakeholders. Many of these types of conversations are oftentimes referred to as a ‘listening and learning’ tour. Part of this process, for me, was to identify, or hear, some of the priorities for the members of the community. Additionally, hosting Town Halls created the opportunity for vulnerable, yet honest conversations about the best part of the school system, as well as the areas that needed

immediate attention. In the spring of 2022, a cross-section of community stakeholders and Stratford Public Schools professional staff engaged in the design of its three-year Strategic Operating Plan (SOP). It was a priority to organization leaders and staff that there must be alignment and coherence among the various aspects of the district's strategies for improvement (SOP, newly adopted Alliance District plan, School Improvement Plans, and instructional practice). These efforts resulted in a set of priorities, once matched with deliberate and well-designed strategies that led to some early wins. The community identified five dimensional priorities which included: Well-Being: Supporting the well-being and social emotional health of students Meaningful Learning: Ensuring high-quality instruction and meaningful learning for each and every child Future Success: Ensuring a student driven plan that prepares students for postsecondary success Exceptional Talent: Recruiting, diversifying, developing, supporting, and retaining exceptional faculty and staff Family and Community Partnerships: Engaging families and strengthening connections with the community Each priority area of the strategic plan mutually reinforces one another, and aims to equip and position our students to transition with the necessary skills, competencies, and dispositions to find success within—and beyond—the borders of Stratford. The complete version of the 2022-2025 Strategic Operating Plan can be found on the district's website.

BUILDING INFRASTRUCTURE AND CAPACITY I have publicly committed the organization to work towards shedding the Alliance district designation. After our priorities were set, it was important that I set an expectation of high achievement. Since we kicked off our strategic plan, we have offered, amongst a wide range of offerings, some notable professional development opportunities including the science of reading (SOR), curriculum development, social emotional learning, and data science.

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LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

in the first year of the plan, reflected through several metrics, we have surpassed prepandemic numbers, as the district is yielding favorable returns reflected through student growth.

We are aware enough to recognize that we have a herculean task in front of us which will require the right governance leadership, the right community of educational professionals, securing robust and stable resources, and an organizational disposition of resilience, teamness, and unshakable work ethic. These characteristics will be consciously paired with an academic infrastructure of a strong, viable and inclusive curriculum, matched with professional learning opportunities that lean on data driven decision making, and crowdsourcing collaborative ideas in ways that allow teachers to shift their pedagogical practice in response to today’s learner needs.

IMPRESSIONABLE FUTURE Since the development and implementation of the SOP and the districts Alliance designation, there have been an incredible amount of wideranging improvements in the area of student learning, engagement, and opportunities.

Recognizing that we still have a long way to go;

On a personal note, I am invested in this level of transformation as it relates to our community in Stratford, but also across the state, and the USA. I am fortunate to be a member of several state, regional, and national councils that allows me to tap into a network of people who are passionate about this public education. These peers not only become partners in thought leadership, but they also become an outlet, and support for what is an increasingly challenging, politicized, and complex position. My work in delivering highquality educational experiences to all children is also selfishly centered on providing our child (my wife is Nigerian as well) with the brightest future made available through public education by having a leadership impact on the education ecosystem.

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Mrs. Ngozi Chukwujekwu

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LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

Mrs. Ngozi Chukwujekwu, Zonal Director of Education, Post Primary Schools Service Commission, Awka Zone, Nigeria I am Ngozi Chukwujekwu, Zonal Director of Education, Post Primary Schools Service Commission, Awka Zone; the journey that began twenty-seven years ago as a classroom teacher. From being a form teacher to the Dean of studies, to a Vice Principal in 2017. In 2019, I was made the language Desk officer and was later appointed the PRO of Awka Zone in the same year. On 20th September, 2022, I was appointed the Zonal Director of Education in Ogidi Zone, the position I held till February 2023 when I was transferred to PPSSC Awka Zone.

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Zonal Director of Education is a Principal of all Principals. In Awka Zone, I oversee and supervise the activities of sixty-four principals, about one thousand six hundred teachers and over thirtyone thousand students.

According to Association for Supervision and Curriculum Development, “A quality education is one that focuses on the whole child i.e. the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status, or geographic location. It prepares the child for life and not just for testing (examinations)”.

For education to be qualitative, it must focus not just on “teaching students” but also on “what is being taught (curriculum) and “how it is being taught” (Pedagogy). Schooling does not always lead to learning. Worldwide, there are more nonlearners in school than out of school.

For meaningful learning, the environment must be conducive for such learning. The environment here means Physical environment, early childhood experience and support from parents, teachers, governments etc. Healthy development during early childhood plays an important role as it forms a foundation for a healthy life and successful formal school experience. But there are challenges that pose the success of giving out quality education.

The results of Challenges encountered in course of giving out qualitative Education in Anambra State revealed thus as follows: Inadequate Infrastructure, funding, Improper guidance and counseling, lack of practical exposure to

realities, poor remuneration for teachers and insufficient teachers. To tackle these, some planning are vigorously applied in order to overhaul Education in my zone( Awka Zone): A. Planning for administration: Proper management matters when it comes to administration. Thus, school Administrators have Seminars often on the proper management of their various schools. Monitoring teams move about to check how they apply the knowledge gained into proper administration as expected.

B. Planning for academic or co-curricular development: Different types of co-curricular activities in school are chosen to develop an overall personality of each student. Selection of the right kind of extracurricular activities at school helps to polish the child’s skills and keep him or her engaged.

Co-curricular activities are introduced to help students concentrate more in the classroom and teach them valuable life lessons. The importance of extracurricular activities at school has been proven by the positive results or outcome on the Development of these students.

I always emphasize that Children should engage in at least two co-curricular activities to utilize their energy completely and explore their talents. A right mix of co-curricular activities that will stimulate a child’s mind and body both must have to be created.

Co-curricular Activities in our schools include: book and press clubs, drama and dance groups, poetry recitation, story and summary writing, essays, debates, quiz, organizing exhibitions, preparing charts, drawings, soccer teams, etc.

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LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

C. Planning for school-community relations: One can describe school-community relations as collaborative efforts of the school and community in working together in an atmosphere of mutual participation to achieve the purpose of education in the community. The school belongs to the community that builds it, however, the community supplies some material resources for the progress of their schools. It is hence evident from the foregoing that the school and the Community are interdependent and interrelated since the school is one of the community agencies touching the lives of the community citizens.

Again…A lot of messages reach the community through the schools, particularly in remote villages. The school passes vital information to the community and it is normally done through news releases and newsletters. This sharing of information creates better school community relationships which ultimately improves teaching, learning and general development of education.

D. Planning for discipline: Develop a clear discipline plan. A total school discipline plan begins with a sound definition of discipline: Training that enables students to make appropriate choices especially in subject areas, characters and support, always beginning with clear, concise limits, practiced procedures, and numerous options to meet specific temperament types. A discipline plan should clearly identify who is responsible for what. It should outline administrators' responsibilities, teachers' responsibilities, parents' responsibilities, and students' responsibilities. Have everyone sign the document.

E. Planning for developmental activities or programmes: To specifically ensure that children's learning is effective, that they are making the required progress towards early learning goals, and to making learning exciting and progressive. It ensures all children have access to the same development opportunities and enjoy a balanced curriculum. This plan must include: Step 1: Measure and determine what needs to be learned.

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Step 2: Set achievable goals with your students.

Step 3: Use a student centered approach in teaching/learning.

Step 4: Assess frequently, evaluate, and reflect.

Step 5: Track progress in a student portfolio, etc.

And that's what Quality Assurance Evaluation Exercises is all about. To keep everyone on their toes.

COVID-19 PANDEMIC BROUGHT NEW INNOVATIVES TO ENSURE FULL RECOVERY FROM EDUCATION DISRUPTION The COVID-19 Pandemic caused abrupt and profound changes around the world, and this part of the world is not left out. It was the worst shock to the Education System in decades. It set back progresses on the Development goals in Education, disrupted the school calendar. This brought about very poor substitution of interpersonal teaching and learning.

After COVID-19, there was a need for absolute readjustments and catch-up. This majorly brought about remedial instructions. Secondly, implementations of digital transformation plans that include components on both infrastructure and ways to use digital Technologies to accelerate learning than incorporating the digital Technologies to teach students and guide them in doing their assignments.

To be successful in this, teachers from the zone engaged in Teaching on Air programmes to reach out to our students from home during the COVID and after till we return to the classrooms.

Teachers were also sent on different ICT workshops, Trainings, Social Emotional trainings which were financed by the State Government.

This enabled both the teachers and Administrators to use the available technologies platforms within reach in Teaching our students.

In doing these, the benefactors were equipped to support in addressing losses among the students and to incorporate digital Technologies into teaching and learning. All these were positive efforts towards Strengthening Education recovery.

LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

CONTRIBUTIONS TO SCHOOL IMPROVEMENT IN PROFESSIONAL DEVELOPMENT ACTIVITIES FOR PRINCIPALS AND TEACHERS In contributing to the growth of the school principals and teachers, the following were applied: A. Career Counseling: As teachers guide students in the right direction, they have to guide them right, so teachers are given the opportunities of continued learning. They learn these counseling skills, methods to boost student’s outcomes. These were done through conferences, courses, seminars, retreats, workshops, peer mentoring, Gamified Approaches to learning, Certificate courses, and degree courses. There are also Termly Quality Assurance Evaluation Exercises that are used in assessing teachers and administrators activities in schools.

The following workshops were organized for teachers and principals in my zone this year: “Importance of Data Processing and Coding in the Development of Education in Anambra State and for Teachers of English Language’’using multiple intelligences to make English Language & Literature classes more interactive and interesting.

In September, Principals had a retreat on the theme, “Changing the Landscape of School Education in Anambra State” There’s an ongoing mandatory continuing Professional Training in Awka on the theme.

“The Teacher Factor as An Impediment to Quality Secondary Education in Nigeria” Annual National Congress at Asaba, Delta State in August, 2023 on the theme, “The Roles of Education Stakeholders in Sustainable Secondary School Management in Nigeria” with the following sub-themes: “Curbing Examination Malpractices in Nigeria Secondary Schools. A Holistic Approach” “The Effects of Prevalent Insecurity in Nigeria on Teaching and Learning in Secondary Schools”

provided computers and laptops to schools in Anambra State and Schools in my zone are beneficiaries. Moreover, some NGOs gifted some schools Ipad tablets for Teachers for efficiency in teaching and learning over the years.

C. Improvement in Infrastructure to support learning environment: Government through some schemes made available some buildings in schools. Nevertheless, some philanthropists who are education friendly do give their support by building block(s) of classrooms to support the learning environment. PTA, on many occasions rise to the need and provide, depending on their pockets- Zhotian construction company offers one-year scholarship to senior students of Igwebuike Grammar School Awka in my zone.

D. Steady electricity and WIFI networks to support Teaching and Learning. Schools in Anambra state were not provided with Generators by the past government. But unfortunately, many of the schools do not make use of these power machines due to security purposes.

HOW PARENTS INFLUENCED THE ACADEMIC IMPROVEMENT OF SCHOOLS As already mentioned earlier, parents influence academic improvement of a school through the body of ‘Parents Teachers Association'. Through the PTA they pay per Students, they employ their teachers (PTA teachers) they build block(s) of classrooms, equip the library with needed books and other relevant materials. equipment laboratories by purchasing lab equipment for students to use.

B. Use of instructional digital technologies to maintain growth in learning. In this aspect, the government has on numerous occasions Scholarship Award Ceremony at one of the schools

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LEADERS TO LEARN FROM: MRS. NGOZI CHUKWUJEKWU

All Nigeria Confederation of Principals of Secondary Schools (ANCOPSS) Event, July 2023

Computer laboratory at one of the schools

All Nigeria Confederation of Principals of Secondary Schools (ANCOPSS) Event, July 2023

English Language Teachers Association of Nigeria (ELTAN) Workshop, Awka Zone

References World Bank, 2020, Digital stimulus packages: Lessons learned and what’s next, available at https://blogs.worldbank.org/digitaldevelopment/digital-stimulus-packages-lessons-learned-andwhats-next (accessed 10 February 2022).

The Council of State Governments, 2021, Infrastructure investment and jobs act: Broadband affordability and infrastructure, available at https://www.csg.org/2021/11/15/infrastructure-investment-and-jobs-act-broadband-affordability-andinfrastructure/.

European Commission, n/d, Recovery plan for Europe, available at https://ec.europa.eu/info/strategy/recovery-plan-europe_en.

"Discipline Strategies and Solutions"By Gene Bedley. Visit NCEC online at www.ethicsusa.com How to create a learning plan: Jovana Simic, September 18,2018. Class craft.com.

The 2030 Sustainable Development Goals and the Pursuit of Quality Education for All: A Statement of Support from Education International and ASCD. Defining Quality in Education, UNICEF, The International Working Group on Education Florence, Italy June 2000.

National Education Policy-2020 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2830783/ https://www.youtube.com/watch?v=Arqqo6CMwcM

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Mr. Charles M. Vonleh

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LEADERS TO LEARN FROM: MR. CHARLES M. VONLEH

Mr. Charles M. Vonleh, District Education Officer for Greater Monrovia Educational District, Liberia Leadership plays a vital role in shaping and transforming the educational system. Mr. Charles M. Vonleh, the District Education Officer for Greater Monrovia Educational District #1D in Montserrado County, Liberia is a remarkable leader who has made significant contributions to the professional development of teachers and improvement of students' learning outcomes. This essay aims to highlight the exceptional leadership qualities and achievement of Mr. Charles M. Vonleh in his role as a District Education Officer.

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r. Charles M. Vonleh serves as the District Education Officer for Greater Monrovia Educational District #1D, for the period of six (6) consecutive years overseeing 110 schools, including Public, Private and Faith-Based institutions. His primary responsibility is to ensure a conducive learning and teaching environment for both students and teachers. This involves supervising all schools, supporting teachers and promoting effective teaching and learning practices respectively.

One of the key contributions of Mr. Charles M. Vonleh is his commitment to the professional development of teachers. Recognizing that welltrained and motivated teachers are essential for providing quality education and has implemented various initiatives to enhance teachers’ skills and knowledge. Vonleh has organized regular training workshops, seminars, and conferences providing some teachers with opportunities to learn new teaching methodologies, classroom management techniques, and subject-specific content knowledge. These initiatives have not only improved the quality of instructions but also boosted teacher morale and job satisfaction.

Mr. Vonleh leadership has had a direct impact on student learning outcomes through his strategic planning and implementation of innovative teaching and learning strategies, he has successfully raised academic standards in the district. Mr. Vonleh has introduced studentcentered approaches, such as project-based learning and collaborative activities, to engage students actively in the learning process. As a result, student performance and achievement levels have significantly improved with a notable increase in examination results and overall academic progress.

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Recognizing the importance of collaborations and partnerships, Mr. Charles M. Vonleh has fostered strong relationships with various stakeholders including parents, community leaders and NGOs. By involving these stakeholders in the educational process, he has created a supportive network (platform) that contributes to the overall development of students and schools. Vonleh has also established partnerships with local businesses and organizations to provide additional resources and opportunities for students such as scholarships, mentorship programs, and extracurricular activities.

Charles M. Vonleh is a forward-thinking leader who understands the role of technology in education. He is actively engaging and working with some IT partners like the CYGEC and IT solutions INC to promote the integration of technology in classrooms, ensuring that teachers and students have access to digital tools and resources. Vonleh has collaborated with the IT team in facilitating the establishment of computer labs in some schools, organizing training sessions on technology integration and encouraging the use of educational software and online platforms to enhance teaching and learning experiences. This emphasis on innovation has not only improved digital literacy but also prepared students for the demands of the modern world.

Before I drop my pen, I would like to conclude by thanking the Founder and Co-Founder of ELCG/E.L. Africa magazine for giving me the opportunity to share my thoughts on education in my assigned district. Lastly, Mr. Charles M. Vonleh leadership as a District Education Officer in Greater Monrovia Educational District #1D,

LEADERS TO LEARN FROM: MR. CHARLES M. VONLEH

Montserrado County, Liberia has been exemplary.

His dedication to professional development of teachers focus on improving student learning outcomes, emphasis on collaboration and partnerships and integration of innovation and technology have transformed the educational landscape in his assigned district. Vonleh has served for six (6) consecutive years in service as District Education Officer, Ministry of Education, through his visionary leadership; Mr. Charles M. Vonleh has become a leader to learn from, inspiring others to strive for excellence in education. His contributions have undoubtedly made a lasting impact on the lives of students, teachers, and the community as a whole.

Certificate of Participation in a two-day Teacher Refresher Training Workshop

Certificate Graduation Program held at the Christian University College in collaboration with the Ministry of Education

Professional Development Training in collaboration with Licosess College of Education held in Doe Zuaplay, Nimba County

Certificate of Appreciation awarded to a philanthropic, Mr. Timothy Boyle for his hard work

Spending quality time in the computer lab of senior students and Principal, Mr. Dixson K. Yorker, of the Seventh Day Adventist Senior High School

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School Accreditation: What is your Rating?

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ccreditation is the recognition from an accrediting agency that a school maintains a certain level of educational standards of quality and integrity regarding academics, administration, and related services. These Standards are set to ensure academic excellence. The accrediting agencies hold that schools must have a clearly defined mission that aims to better educate and serve the students, and also has the resources to achieve its mission while showing evidence of the mission being achieved. Therefore, accreditation is a helpful indicator of quality.

SCHOOL QUALITY INDICATORS Accreditation standards measure performance on multiple school-quality indicators (leadership, teacher quality, and classroom) not just on overall student achievement on standardized tests. To be Accredited indicates that an entity of a school contributes to the achievement of the school’s objectives. When a school is nonaccredited, there is no way to verify the quality of their education or their integrity.

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IS YOUR SCHOOL ACCREDITED? What is your schools’ performance level and rating? Are you accredited, accredited with conditions? or is your accreditation denied? Are specific programs in your school accredited, for instance, if you have Technical Skills Acquisition programs/Career and Technical Education programs (CTE) for Example; Agriculture, does your program meet the STANDARDS set by your state, District or Zones/Municipals. These programs are subject to STEM Certification and are usually evaluated based on certain standards.

Education Leadership Consultant Group (ELCG) can help you develop a multi-year plan to support continuous improvement on all indicators.

Contact us at elcgtraining@yahoo.com

Self-Care Strategies for a Balanced Holiday Season By: Dr. Frances Ufondu, Assistant Superintendent of Business Services for the Palmdale School District in California and CoFounder E. L. Africa Magazine

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he holiday season is a mix of joy and challenges, especially for those navigating mental health concerns.

Prioritizing self care during this time is essential, and adopting a comprehensive approach that tends to both physical and mental well-being is crucial. Here's a guide to holistic selfcare, combining insights from various sources with practical examples.

Embracing Broad Self-Care: Self-care encompasses personal hygiene, nutrition, lifestyle, and socio-economic factors. Consider making routine activities like preparing a homecooked meal a mindful experience. By focusing on the task at hand without distraction, you create a connection with the present moment, contributing to your mental well-being.

Inclusive Understanding of Self-Care: Recognize the diverse range of self-care practices. Saying "no" to invites or spending time alone can be beneficial. Understand that selfcare is not selfish but beneficial for both you and those around you. For instance, taking a break during the holidays to recharge is a valid form of self-care that benefits everyone.

Holiday-Specific Self-Care Tips: Incorporate specific selfcare tips for the holidays. Take short breaks for quiet reflection, engage in joyful activities like watching nostalgic movies, or practice mindful habits like a daily walk. These activities not only reduce stress but also enhance your mood and deepen connections with loved ones.

Managing Expectations: Set and respect personal limits during the holidays. Instead of overextending yourself, plan for manageable outings. For example, limit holiday shopping to a specific time frame or plan an afternoon trip rather than an allday excursion. This prevents exhaustion and ensures a more enjoyable festive season.

Avoiding Triggers and Embracing Fulfilling Activities: Proactively avoid known triggers and replace them with emotionally fulfilling activities. If certain holiday movies bring up sad memories, choose alternatives that uplift your spirits.

Contributing to the community, such as volunteering at a local food bank or community center/church, not only helps others but also provides a sense of purpose and connection.

Creating a Comfortable Environment: Personalize your space during the holidays for comfort. Use decorations that evoke happiness and peace, or introduce elements like a soft blanket or scented candles. For instance, choose colors that make you feel cozy and surround yourself with items that create a sense of sanctuary.

Self-care during the holidays involves mindful engagement in daily activities, setting and respecting personal boundaries, managing expectations, avoiding triggers, contributing to the community, and creating a nurturing environment.

By incorporating these strategies with specific examples, you can navigate the holiday season with resilience, fostering personal well-being and meaningful connections with others.

E.L. AFRICA | DECEMBER 2023

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Technology in Education in Uganda Since COVID-19 By: Lydia Tumuhairwe

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ccording to the Oxford Advanced Learner’s Dictionary, technology is defined as scientific knowledge used in practical ways in industry, for example, in designing new machines. However, in education, technology can be best described as a transformative tool that enhances and revolutionises the teaching and learning experience. It enables access to information, facilitates personalised learning, encourages collaboration, and prepares students for the demands of a technologically driven world.

Ultimately, it serves as a catalyst for innovation, engagement, inclusivity within the educational landscape.

The integration of technology in Ugandan schools' education has evolved over time.

Initially, technology adoption was limited due to various constraints including infrastructure, funding, and access to resources. However, with advancements and efforts to improve educational standards, initiatives have been undertaken to incorporate technology into the learning environment. In the early stages, technology in Ugandan schools mainly comprised basic computer literacy programs and the introduction of computer labs.

Over time, there has been a gradual shift towards integrating digital tools and resources into the curriculum, which includes the use of educational softwares, online resources and interactive learning materials to enhance teaching and learning experiences. These platforms include KAWA e-learning, a platform started by a group of professional teachers that understood typical challenges of the teaching and learning landscape in Uganda, eLimu

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interactive e-learning platform that provides digital content aligned with the Ugandan curriculum aiding students with interactive lessons and quizzes. Kolibri software is designed for offline access to educational content such as videos, textbooks, and interactive exercises, even without internet connectivity, ICT4Edu aims at integrating technology into teaching and learning, offering resources and training materials for educators to incorporate ICT effectively in their lessons. Other educational softwares and online resources used in Uganda include MwalimuHub, Soma Africa among others.

These software programs are part of initiatives to digitise learning materials, improve access to educational resources, and enhance the overall quality of education in Ugandan schools. As the saying goes the world has changed so should education. Education needs to adapt to prepare individuals for the challenges and opportunities of the modern world. Like John Dewey puts it, “If we teach today as we taught yesterday, we rob our children of tomorrow.”

Efforts by the Ugandan government, NGOs, tech companies and several International Organizations like UNESCO, UNICEF, Save the Children have contributed to this evolution by implementing projects aimed at improving technological infrastructure in schools, providing training for teachers on how to effectively use technology in teaching, developing digital content and promoting initiatives to increase access to digital resources for students.

In March 2023, UNICEF with its partners including Airtel Uganda (a telecommunication company) launched a five-year partnership to

TECHNOLOGY IN EDUCATION IN UGANDA SINCE COVID-19

help accelerate digital learning through connecting 100 primary and secondary government schools with a target of 200,000 learners in marginalised communities to learning platforms.

In February 2020, Uganda Revenue Authority (URA) in partnership with Huawei, gave laptops to Tororo Girls High School among other public schools.

[The New Vision newspaper 20 May 2022]

However, it should be noted that COVID-19 significantly accelerated the adoption of technology in education in Uganda. With the closure of all education institutions for over 22 months (2 years) and with over 15 million learners out of school, it was high time educators and institutions got innovative! There was a shift towards online learning, prompting the development of digital platforms, educational apps, and remote teaching tools. This transition forced educators and institutions to embrace technology to ensure continued learning, leading to an increased integration of digital resources in the education system. Many of which are still in use to date.

While progress has been made, challenges such as limited access to electricity and internet connectivity in rural areas, and the availability of up-to-date technology persist and hinder widespread adoption. There is the issue of the ever-increasing number of schools going children, overwhelming the existing infrastructure. These pose a challenge to effectively adopt technology in the teaching and learning in Uganda. However, continuous effort is being made by the government and different players in the education sector to overcome these challenges and further integrate technology into Ugandan schools' education to improve learning outcomes.

Technology in Education in Uganda has seen significant growth in recent years especially accelerated by the COVID-19 pandemic and the 2year school closure, by the support of especially NGOs and International Organizations working collaboratively with the government: Ministry of Education and Sports. Mobile technology is particularly prevalent allowing for innovative approaches to learning and increased access to educational resources. All in all, the focus of technology in education should be on leveraging it to bridge the educational gaps, empower educators and provide quality learning opportunities for all learners aiming at a more technologically integrated and inclusive education system.

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Becoming Actively Involved in Your Child’s Education By: Dr. Mary L. Young (www.marylyoung.com)

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ear reader: In my newest, bestselling book, Act Like A Parent: Think Like A School Superintendent, I provide a few helpful resources to encourage parents to actively engage in their children’s education.

The education system can seem like a maze for some parents, but that doesn’t mean that as a parent, you can’t still play an active role in the process.

As parents, one of the most important roles we play in our children’s lives is supporting their education. By actively engaging in their learning journey, we can foster a positive academic environment, enhance their motivation, and contribute to their overall success. However, it’s not always easy to know where to start or how to effectively participate.

It’s no secret that the education system can be complex and overwhelming at times. The thought of stepping into that world as a parent might seem intimidating, but fear not! You have everything it takes to make a meaningful impact in your child’s academic journey. Here’s why: Your involvement boosts confidence: When children see their parents actively participating in their education, it sends a powerful message. It shows them that their education matters and that you believe in their abilities. Your involvement nurtures their self-confidence, helping them tackle challenges with resilience and enthusiasm.

By being there for them, you’re paving the way for their success.

Involvement creates partnerships with teachers: Becoming involved in your child’s education allows you to establish a partnership with teachers, administrators,

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and fellow parents. Together, you form a supportive network that can enhance your child’s learning environment. Collaboration and open communication become the pillars of this support system, ensuring that your child receives the best educational experience possible.

It’s an opportunity to learn and grow together: Parental involvement is not just about guiding your child; it’s also an opportunity for your personal growth. As you engage with your child’s education, you’ll discover new teaching methods, explore diverse subjects, and gain insights into their unique learning style. This enriching experience can deepen your bond with your child while expanding your own knowledge base. Here are a few practical strategies and tips to help you become actively engaged in your children’s education.

ESTABLISH OPEN COMMUNICATION CHANNELS The foundation of active engagement begins with open and consistent communication between parents, children, and educators.

Establish a strong rapport with your child’s teachers and maintain regular contact through parent-teacher conferences, emails, or online platforms. Actively seek feedback about your child’s progress, strengths, and areas for improvement. By nurturing a collaborative relationship, you can gain valuable insights into their educational experience and work together to address any concerns.

Create a Supportive Home Environment A supportive home environment plays a crucial role in promoting learning. Set aside a dedicated study area free from distractions where your

BECOMING ACTIVELY INVOLVED IN YOUR CHILD’S EDUCATION

child can focus and complete their homework or assignments. Encourage regular study routines and provide necessary resources such as books, stationery, and a computer. Display enthusiasm for education by showcasing the importance of reading, engaging in intellectual discussions, and demonstrating a positive attitude towards learning.

PRIORITIZE ACTIVE INVOLVEMENT Being actively involved means going beyond ensuring completion of homework. Attend school events, such as parent-teacher association meetings, curriculum nights, and school performances. Engage in school activities like volunteering for field trips or fundraising events.

Participate in parent workshops or seminars to gain a deeper understanding of educational strategies and current trends. By actively involving yourself, you demonstrate to your child that education is a priority.

SUPPORT HOMEWORK AND STUDY HABITS Establish a structured routine for homework and study time. Create a quiet and organized space with minimal distractions. Be available to answer questions, offer guidance, and provide constructive feedback. Encourage good study habits, such as breaking tasks into manageable chunks, setting deadlines, and practicing effective time management. Teach your child the importance of perseverance and the value of seeking help when needed.

Becoming actively engaged in your children’s education is a powerful way to support their academic growth and overall development. By establishing open communication channels, creating a supportive home environment, and actively participating in their educational journey, you can foster the awakening of their truest potential. And, as a parent, you may be surprised at what you learn along the way.

ABOUT THE AUTHOR Dr. Mary L. Young has been a highly sought voice as an acclaimed educator for almost thirty years, serving in roles as a teacher, a principal, a school superintendent as well as having a key role in the South Carolina Department of Education. However, with her newfound celebrity as the bestselling author of The Prayer of Achsah: Getting Your Breakthrough From God, now Young is best known for her work as an influencer and motivator, sharing practical insight into life’s real issues. “The Fairy Godmother of Education,” as she’s affectionately known by adoring fans, has quickly become a breakout star as a social media influencer who shares tips to face life’s challenges with courage, passion, humor, and fun. Most recently she published, Act Like A Parent: Think Like A School Superintendent, to provide practical strategies to help parents advocate for their children in school.

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

E.L. AFRICA | DECEMBER 2023

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IN CASE YOU

MISSED IT

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IN CASE YOU MISSED IT

Christ the King College (CKC) in Onitsha, Anambra State, Nigeria Celebrated their 90th Anniversary from 24th to 26th November 2023 By: Rev Fr. Dr. Celestine Okafor, Manager/Principal

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hrist the King College started in 1933, established by the Irish Missionaries under Archbishop Charles Heerey. Rev. Fr. Leo Brolly was the principal and was succeeded by clergymen of the same Holy Ghost Congregation for the first three decades. The first Nigerian principal was Rev. Fr. Nicholas Tagbo who took over in 1965. This year, 2023 marks the 90th Anniversary of this iconic college.

The celebration of the 90th anniversary is not only about the present, it is a recognition of what the college has produced over the past nine decades. In this period, CKC has supported human development in Nigeria and beyond. The list of her products includes justices of the supreme court and other lower courts, countless senior advocates of Nigeria, eminent and honest politicians, captains of industries, thousands of professionals, high ranking Church men like cardinals Ekandem and Arinze. Many bishops and priests of different Christian denominations.

The present Archbishop of Onitsha, Most Rev. Dr. Valerian Okeke is an alumnus. This is the only secondary school in Nigeria that has produced three state governors: Mr. Peter Obi, Peter Odili and Willie Obiano. There are other countless eminent Nigerians who owe their humble beginnings to Christ the King College.

One must understand the 90th Anniversary of CKC from this perspective. This November, all stakeholders of the college gathered to give thanks to God and to rejoice for what the great Alma mater has contributed and continues to contribute to human development and education in Nigeria and beyond.

The event attracted the likes of Mr. Peter Obi, the Archbishop of Onitsha, Eminent old boys from the US, UK and all over the world. They came into the country for the grand celebration

Current students of Christ the King College (CKC)

which lasted for three days. Friday,24th, Saturday 25th and Sunday, 26th of November, 2023. There was a city walk by CKC old boys on Saturday morning, Gala night in the evening of the same day where the CKC music academy performed mind blowing classics. Sunday saw the solemn mass of thanksgiving for the 90 anniversary of CKC and the solemn dedication of the newly built school chapel.

The chapel sits on top of a 1,500 capacity refectory. Hence, the Refectory and the Chapel form a two in one multimillion naira facility that places CKC among the schools with state-of -theart facilities in Africa. The realisation of the project came with a joint effort of the Old boys and the school internal efforts. The principal’s report indicates that the alumni provided 40% of the funding. The ground floor was commissioned on November 26, 2022 and has been in use since then. The dedication of the Chapel on the top floor was the highlight of the celebration. This has a dual significance. (1) It is a gift to God in thanksgiving for college that moulded many icons in Nigeria; (2) It is a need of the college after the school chapel was turned to a Parish years ago. Prayer and worship are critical aspects of Catholic school life.

The chapel therefore is a necessary infrastructure in the Catholic school community.

E.L. AFRICA | DECEMBER 2023

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IN CASE YOU MISSED IT

Christ the King College is known for holistic education. Most of her old boys when narrating their college experiences do not fail to include the human formation and Christian values that went alongside a stringent and rigorous academic pursuit. CKC is a Catholic school and that must be understood within the purview of what Catholic schools stand for. A Catholic school is an arm of the Catholic Church. It has the same fundamental mission of preparing the young to become honest, disciplined and resourceful citizens equipped to make a difference in the society. This is poignant in the school motto: Bonitas, Disciplina Scientia (goodness, discipline and knowledge). CKC prioritises goodness. Students are moulded to become gentlemen, intellectuals and good Christians; lovers of God and neighbours who ultimately will make the world a better place.

Expectations from CKC must factor this in. It is not a school for profit nor is it in competition for ephemeral honours (even when she excels in them). Her greatest honour is seen in her products when they turn out as the beacon of the society. Christ the King reigns in the college community; to God be the glory. We are grateful to all who contributed in various ways to make the event a success.

Archbishop of Onitsha, Most Rev. Dr. Valerian Okeke, Rev Fr. Dr. Celestine Okafor, and other Alumni

Bonitas!

Archbishop of Onitsha, Most Rev. Dr. Valerian Okeke, Rev Fr. Dr. Celestine Okafor, and other Alumni

Former Governor of Anambra State, Mr. Peter Obi and the Principal, Rev Fr. Dr. Celestine Okafor

Archbishop of Onitsha, Most Rev. Dr. Valerian Okeke

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E.L. AFRICA | DECEMBER 2023

IN CASE YOU MISSED IT

The Ghana Minister for Education, Dr Yaw Osei Adutwum, Meeting with Teachers in the Western Region

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n October 2023, The Ghana Minister for Education, Dr. Yaw Osei Adutwum, met with teachers from the Western Region to discuss advancements in education, gain insights from these teachers who are actively shaping the future of their nation’s youth, and provide a platform for them to voice their questions and concerns, it was an active discussion.

In his address, the minister emphasized the importance of the educators’ roles in molding the minds of the next generation and acknowledged the challenges they face on a daily basis. He also expressed his gratitude for their unwavering commitment to providing quality education to students across the region.

E.L. AFRICA | DECEMBER 2023

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IN CASE YOU MISSED IT

61st Annual Conference of Heads of Assisted Secondary Schools (CHASS) in Ghana

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he Conference of Heads of Assisted Secondary Schools (CHASS) 61st annual conference in October 2023. The president of the Republic of Ghana, H.E. Nana Addo Dankwa Akufo-Addo, the Minister of Education, Dr. Osie Adutwum, and other dignitaries were in attendance. In his address, the president said that the free Senior High School policy has significantly increased enrollment and improved access quality education across the country. He announced forthcoming initiatives aimed at bolstering the education to sector which include increased budgetary allocations and targeted investments in infrastructure.

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E.L. AFRICA | DECEMBER 2023

IN THE NEWS SPOTLIGHT: President George M. Weah of Liberia

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ormer President George M. Weah, who assumed office in Liberia in 2018, has made education a priority during his tenure. Here are some of his contributions to education in Liberia: Tuition-free Education: one of President Weah’s notable initiatives is the introduction of tuitionfree education for all public universities and colleges in Liberia. This policy aims to increase access to higher education and reduce financial barriers for students.

Students witnessed the occasion at the main campus of the Liberia of Liberia, Capitol Hill, Monrovia

University of Liberia President Nelson spoke at that occasion

Constructions and Renovation of Schools: President Weah has prioritized the construction and renovation of schools across Liberia. This includes the construction of new buildings and rehabilitation of existing one to provide better His Excellency, Dr. George M. Weah, signed a tuition-free education in Liberia E.L. AFRICA | DECEMBER 2023

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IN THE NEWS

learning environments for students.

Some Nigerian teachers in Liberia to buttress instruction at the Ministry of Education

Renovations of the Keneja Elementary School, Paynesville-Liberia

Scholarship Programs: The government, under President Weah’s leadership, has established scholarship programs to support academically talented and financially disadvantaged students.

These programs aim to provide opportunities for students to pursue higher education and develop their skills. The People Republic of China has been instrumental in offering scholarships to Liberian students.

Investment in Teacher Training: Recognizing the importance of quality teachers, President Weah has emphasized the need for teacher training and professional development. Efforts have been made to improve teachers’ qualifications and enhance their capacity to deliver quality education. More to that, over 80 Nigerian teachers are in Liberia to strengthen the instruction of education.

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E.L. AFRICA | DECEMBER 2023

Students celebrating the pronouncement of WASSCE fees paid by the government of Liberia

IN THE NEWS

The District Education Officers of Liberia received motorbikes for supervision purpose A cross section of students at the occasion of the One Million Textbooks

During the launch of senior high students one million textbooks in Liberia

The Minister of Education, Republic of Liberia Professor D. Ansu Sonii Sr. President George M. Weah of Liberia

E.L. AFRICA | DECEMBER 2023

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