E.L. Africa Magazine | December 2025

E.L. LEVERAGING ARTIFICIAL INTELLIGENCE (AI) FOR EQUITABLE TEACHING AND LEARNING DR. FRANCES UFONDU PG. 11

THE IMPACT OF EDUCATIONAL POLICIES ON SCHOOLS MRS. NKIRU ELOSIUBA PG. 15

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DECEMBER 2025 VOL.6, NO.23

EDUCATIONAL LEADER AFRICA

INSPIRING THE NEXT WAVE OF OCEAN SCIENTISTS AND STEM LEADERS DR. NGOZI OGUGUA PG. 21

PROFESSIONAL DEVELOPMENT FOR SCHOOL LEADERS & TEACHERS Does your orgnization need professional development in education and leadership?

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E.L. AFRICA | DECEMBER 2025

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 education leaders and school principals/headmasters the resources, strategies, and inspiration required to prepare students for success. The magazine also 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 2025

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LETTER FROM THE EXECUTIVE DIRECTOR Here we go!

Well, this is December, I am sure that many of your schools are alive with activity—students and staff immersed in projects and the joyful energy of the Christmas season. I trust this message finds you looking forward to a well-deserved time of rest and celebration with your families.

As school leaders, your responsibilities are many, yet you have every reason to feel proud of what you have already accomplished this year. In reflecting on your work—especially the care, commitment, and thoughtfulness you bring to your leadership during these complex times—I am reminded of words from one of my favorite artists, Ella Fitzgerald: “Where there is love and inspiration, I don’t think you can go wrong.” Thank you for continuing to lead with both love and inspiration, and for the profound impact you have on teachers and students alike.

Looking ahead to the new year, our focus will turn to school performance and the support frameworks provided by your zones, municipalities, and districts. We encourage school leaders to prioritize measures of academic achievement and student success, to reflect carefully on the implications of national standardized assessments, and to consider how these outcomes influence overall school ratings. Striving for a “distinguished” or “on track” performance status is not merely about labels—it is about sustained excellence and continuous improvement for every learner.

Finally, thank you for your trust and partnership. Together, we continue to make meaningful strides in strengthening school leadership across Sub-Saharan Africa.

Merry Christmas, and warm wishes for a joyful and restful holiday season.

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

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E.L. AFRICA | DECEMBER 2025

E.L.

EDUCATIONAL LEADER AFRICA

TABLE OF

CONTENTS 9

Princi-Poll: Artificial Intelligence (AI) for Equitable Learning

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Leveraging Artificial Intelligence (AI) for Equitable Teaching and Learning in Sub-Saharan African Schools

15

The Impact of Educational Policies on Schools

17

Grading and Assessment Policies: What Is Your District or Zone Saying?

19

Building Resilience in Students and Staff Across SubSaharan African Schools

21

Inspiring the Next Wave of Ocean Scientists and STEM Leaders

24

Improving Students’ Learning Outcomes

25

Can Schools Use Artificial Intelligence to Reduce Teacher Workload While Preserving Professional Responsibility and Influence?

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Principally Speaking: Principals Discuss How they Implement Change at Their Schools

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In the News

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Health and Wellness: Protecting Your Physical and Mental Health Over the Christmas

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

E.L. AFRICA | DECEMBER 2025

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

CONTRIBUTORS Dr. Ada Omile Dr. Frances Ufondu Dr. Jeff Sempa Mrs. Nkiry Elosiugba Dr. Ngozi Ogugua Mr. Uushona Ruben Ms. Jogbeth Iitira Tjipun Pastor Ajayi Olatunbosun Abiodun

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 education leaders, principals, assistant principals, and others in education 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 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 2025

E.L.

EDUCATIONAL LEADER AFRICA

EXECUTIVE PUBLISHERS Ada Omile Frances Ufondu

E. L. AFRICA BOARD OF DIRECTORS Richard Buffington - President Steven Dike Wilhelmina McKinney Evelyn Mamman Eugene Otuonye James Lambart Onyait Mary Young Alfred Okello Aaron Chansa Darric Dennis James Okewa

In this issue, check out our Princi-Poll for responses on how school leaders, ensure that every student, regardless of background, learning style, or circumstance, has access to personalized, high-quality learning opportunities (pg.9). Read about leveraging artificial intelligence (AI) for equitable teaching and learning in Sub-Saharan African schools (pg.11), and see the impact of educational policies on schools (pg.15). Also see how Nigerian scientists are inspiring the next wave of ocean scientists and STEM leaders (pg.21).

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 2025

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E.L.

EDUCATIONAL LEADER AFRICA

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: FOCUSING ON DATA-DRIVEN DECISIONS. FOSTERING STRONG COMMUNITY PARTNERSHIPS. INTEGRATING CAREER-READINESS & SOFT SKILLS TO PREPARE STUDENTS FOR THE FUTURE WORKFORCE. E.L. Africa is YOUR magazine—help make it an even more valuable resource by writing an article or passing these themes on to a colleague who has a great program or unique perspective.

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

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

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

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

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

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

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

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E.L. AFRICA | DECEMBER 2025

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

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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.

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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 2025

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PRINCI-POLL Many educators and school leaders are grappling with Artificial Intelligence (AI) in education in developed countries. AI has the potential to transform education, but its greatest promise lies in promoting equity, not just efficiency. Equitable learning powered by AI is not about giving every student the same thing — it’s about giving each student what they need to succeed.

We asked a group of school leaders across Sub Saharan Africa: How would you, as a school leader, ensure that every student, regardless of background, learning style, or circumstance, has access to personalized, high-quality learning opportunities?

BUILD TEACHER CAPACITY IN AI, ICT, AND INCLUSIVE PEDAGOGY The strongest, most common theme was the urgent need for teacher training.

Leaders emphasized: In-service training on AI, ICT skills, and digital literacy Professional development on 21st-century pedagogy, inclusive education, and competencybased learning Training teachers to use data, differentiate instruction, and understand diverse learners Continuous learning, support systems, and capacity-building workshops Leaders clearly see teachers — not tools — as the primary drivers of equitable AI integration.

EXPAND DIGITAL INFRASTRUCTURE & EQUAL ACCESS TO DEVICES Many responses centered on access to technology, especially for underserved schools: Building or upgrading computer laboratories Ensuring full-time internet connectivity Installing school WiFi Providing affordable tablets, laptops, or mobile phones Creating ICT hubs accessible during free time Allowing learners to use personal devices responsibly and safely Leaders repeatedly mentioned the challenge of “500 students to 30 computers” — highlighting deep infrastructure gaps. Yet they suggested creative solutions such as group work, structured lab timetables, and partnerships to expand access.

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E.L. AFRICA | DECEMBER 2025

SAFE AND RESPONSIBLE USE OF MOBILE PHONES & DIGITAL TOOLS Several leaders grappled with the tension between allowing phones and managing misuse.

They propose: Clear policies on responsible device use Allowing phones for research, assignments, and AI tools Guidance on digital ethics, cyber safety, and boundaries Sensitization to address misuse (e.g., gaming, noneducational content) They acknowledge the reality: “We cannot continue to be backward… the world is digital. Our children must be abreast with modern technology.”

ENGAGE PARENTS, COMMUNITIES, AND EXTERNAL PARTNERS Equitable AI integration requires a whole-community ecosystem, including: Parents buying or supporting device access Government improving data affordability NGOs, technocrats, and private organizations assisting schools Benchmarking and collaborating with other institutions Creating cohesive support systems around the child Leaders view equity as a shared responsibility, not a burden placed only on teachers or schools.

PRINCI-POLL CREATE PERSONALIZED, LEARNER-CENTERED, DATA-INFORMED PRACTICES Many responses highlighted individualizing learning, including: Knowing each learner’s abilities and needs Differentiated instruction Using assessments and analytics to identify strengths, gaps, and tailor interventions Providing timely, constructive feedback Treating each learner as unique rather than onesize-fits-all This confirms that AI’s greatest potential — adaptive learning — is aligned with educators’ existing studentcentered instincts.

PROVIDE INCLUSIVE, CONDUCIVE, FLEXIBLE LEARNING ENVIRONMENTS Leaders stressed the need for environments that support equitable access to learning, such as: Safe, supportive classrooms Flexibility for different learning styles Mental health and counseling support Inclusive teaching materials and age-appropriate resources Ensuring basic needs and school facilities are in place

OVERALL INSIGHT: A VISION OF EQUITY THAT BLENDS AI WITH AFRICA’S REALITIES African school leaders overwhelmingly view AI not as a shortcut, but as a catalyst for deeper, more personalized, more inclusive learning. Their responses reveal a grounded, realistic understanding: AI requires infrastructure.

Infrastructure requires investment and partnerships.

Tools require teacher training.

And true equity requires understanding each learner as an individual.

Despite resource constraints, these leaders express a shared optimism that AI can democratize opportunity — if schools empower teachers, support learners holistically, and expand access to the digital tools that make personalized learning possible.

Equity, in their eyes, is holistic — emotional, physical, and social, not only technological.

FAIR RESOURCE ALLOCATION & POLICY SUPPORT A few respondents emphasized system-level strategies: Equitable budgeting and distribution of resources Removing financial barriers (e.g., eliminating school fees) Government policies promoting independent schools and access Transparent, fair sharing of available materials and tools This theme reflects leaders’ awareness that equity begins with policy and leadership decisions, not just classroom tactics.

E.L. AFRICA | DECEMBER 2025

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LEVERAGING ARTIFICIAL INTELLIGENCE (AI) FOR EQUITABLE TEACHING AND LEARNING IN SUB-SAHARAN AFRICAN SCHOOLS By: Dr. Frances Ufondu

Artificial Intelligence (AI) is no longer a futuristic concept but a present-day reality rapidly transforming industries across the globe. For administrators in Sub-Saharan Africa (SSA), a region grappling with the dual challenges of high student-toteacher ratios and persistent educational inequality, AI presents a monumental opportunity to fundamentally reshape teaching and learning. This article serves as an essential guide for educational leaders, exploring how to strategically harness AI to achieve equitable access and quality outcomes for every African student.

THE PROMISE OF AI: REDEFINING EQUITY AND ACCESS Sub-Saharan Africa’s education sector is characterized by immense potential, but also by systemic challenges.

Overcrowded classrooms, significant teacher shortages, a lack of locally relevant content, and the persistence of the digital divide all contribute to disparities in learning outcomes. AI offers a suite of tools that can act as a powerful leveraging mechanism to overcome these barriers, propelling the continent toward Sustainable Development Goal 4 (SDG 4): ensuring inclusive and equitable quality education.

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Dr. Frances Ufondu

Machine Translation and Localization: Tools leveraging Natural Language Processing (NLP) can rapidly translate and localize global educational resources into a student's mother tongue. Projects in Mali, for instance, have used AI to create a significant number of culturally relevant children's books in the Bambara language in a fraction of the time and cost compared to traditional publishing.

Content Generation: AI can help educators and local content developers generate study materials, examples, and scenarios that are culturally relevant and resonate with the African context, moving away from generic, Western-centric narratives. This enhances engagement and makes the learning immediately applicable to the student’s environment.

PERSONALIZED LEARNING: ADDRESSING THE OVERCROWDED CLASSROOM One of the most profound applications of AI is its ability to personalize learning. In classrooms where teachers manage 40 or more students, providing individual attention is nearly impossible. AI-powered Adaptive Learning Platforms, such as those being piloted by organizations across Kenya, Ghana, and Nigeria, address this head-on: Intelligent Tutoring Systems: AI tutors can analyze a student's performance, identify precise knowledge gaps (e.g., struggling with fractions but excelling in algebra), and automatically generate customized exercises and real-time feedback. This provides every student with a 24/7 virtual assistant, ensuring their learning pace and style are respected.

Curriculum Customization: AI can quickly match the learning materials to a student’s current proficiency level, dynamically adjusting the difficulty. This is critical for preventing high-performing students from getting bored and, more importantly, for providing remedial support to those who are falling behind, thereby bridging existing learning gaps.

EMPOWERING THE EDUCATOR AND ENHANCING INCLUSIVITY AI is not intended to replace the teacher, but to serve as a powerful co-pilot, significantly reducing administrative burdens and empowering educators to focus on their core mission: high-impact instruction, mentorship, and socioemotional support. For administrators, this translates to a more effective, better-supported, and less-stressed teaching workforce.

BRIDGING LINGUISTIC AND CULTURAL DIVIDES A major barrier to equitable education is the lack of learning materials in local and regional languages. AI offers an unprecedented solution:

Teacher Augmentation and Workload Reduction The administrative load on teachers in SSA is often overwhelming. AI can automate numerous non-core tasks, freeing up valuable time for direct student interaction:

E.L. AFRICA | DECEMBER 2025

Leveraging Artificial Intelligence (AI) for Equitable Teaching and Learning in Sub-Saharan African Schools

Automated Assessment and Grading: AI-powered Optical Character Recognition (OCR) tools are being used to automatically grade handwritten and multiple-choice assessments with increasing accuracy. This can save teachers up to 40% of their time otherwise spent on paperwork.

Lesson Planning and Resource Curation: Generative AI models can assist teachers in drafting lesson plans, creating quizzes, generating diverse examples, and sourcing supplementary materials aligned with national curricula. This allows teachers to dedicate more energy to pedagogical excellence and classroom engagement.

Data-Driven Interventions: AI analytics can process student data to flag those at risk of falling behind or dropping out early and accurately. This allows administrators and teachers to implement targeted interventions—such as focused tutoring or social support —before a small learning gap becomes an insurmountable chasm.

FOSTERING TRUE EDUCATIONAL INCLUSION Equity demands that education systems cater to all learners, including those with disabilities. AI is proving to be a gamechanger in making classrooms truly inclusive: Assistive Technologies: AI-enabled tools are being developed to translate between spoken language and local sign languages (e.g., a project at Maseno University in Kenya involving Kenyan Sign Language), facilitating seamless communication for Deaf students.

Accessibility Tools: Text-to-speech, speech-to-text, and adaptive display technologies powered by AI can make digital content accessible to neurodiverse learners or those with visual impairments. By adapting the content delivery mechanism, AI ensures that the physical or cognitive barriers to learning are significantly reduced.

ETHICAL IMPLEMENTATION AND THE PATH FORWARD While the opportunities are vast, the successful and equitable integration of AI in Sub-Saharan African education hinges on a responsible, local, and ethical implementation strategy.

Administrators must be aware of the inherent risks and proactively develop frameworks to navigate them. This transition is not purely technological; it requires robust policy and infrastructural commitment.

ADDRESSING THE TRIPLE THREAT: INFRASTRUCTURE, DATA, AND BIAS The greatest impediments to equitable AI adoption are structural: The Digital Divide: AI tools are only as equitable as the infrastructure they run on. Limited, costly internet connectivity and unreliable electricity in rural and low-

income communities threaten to make AI a luxury for the affluent, thereby worsening inequality.

The Mandate: Governments and administrators must advocate for zero-rated educational data and investment in low-bandwidth, offline-capable AI platforms, as pioneered by mobile-based ed-tech in regions with high mobile phone penetration.

Algorithmic Bias: If AI systems are trained primarily on non-African, non-representative, or non-inclusive data sets, they will inevitably perpetuate and amplify existing biases, generating inaccurate or culturally inappropriate content.

The Mandate: African nations must invest in collecting and annotating localized data sets and foster a local ecosystem of AI developers and researchers to ensure algorithms are culturally grounded and linguistically diverse.

Data Governance and Ethics: The use of AI involves collecting vast amounts of sensitive student data. Without clear, robust data privacy and ethical AI frameworks, there is a significant risk of misuse.

The Mandate: Ministries of Education must establish national policies on AI use, ensuring transparency, privacy protection, and human oversight in all major decisions (e.g., student assessment or progression).

A ROADMAP FOR AFRICAN ADMINISTRATORS To realize the promise of AI for equitable education, administrators must lead a multi-pronged strategy: Prioritize AI and Digital Literacy Training: Equipping teachers and students with the skills to use, understand, and critically evaluate AI tools is not optional—it is essential for responsible adoption and to mitigate the fear of job devaluation.

Foster Public-Private Partnerships (PPPs): Collaboration with local and international ed-tech companies, NGOs, and development partners is necessary to bring in the required funding, devices, and software, easing the financial burden on under-resourced schools.

Adopt a "Human-AI Partnership" Model: The goal is not to replace human educators but to augment their capabilities. AI should handle the scalable, administrative tasks, freeing the teacher to focus on the inherently human elements of education: mentoring, critical thinking development, and social-emotional learning.

Champion Contextualized Innovation: Encourage and fund local African EdTech start-ups that are developing AI solutions tailored to low-connectivity, multilingual, and resource-constrained environments.

By approaching AI with intentionality, an equity-first mindset, and a commitment to localized development, Sub-Saharan

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Leveraging Artificial Intelligence (AI) for Equitable Teaching and Learning in Sub-Saharan African Schools

administrators can ensure this powerful technology serves as a bridge to a future where quality education is the right, not the privilege, of every child on the continent.

The policy positions of both UNESCO and the African Union are critical for guiding African administrators on the ethical and equitable adoption of AI. Here is a detailed breakdown of the key recommendations and strategies from these two major bodies.

POLICY & STRATEGY: GUIDING PRINCIPLES FOR AI IN EDUCATION 1) UNESCO's Guidance: A Human-Centered, Global Standard: UNESCO's approach is rooted in its 2021 Recommendation on the Ethics of Artificial Intelligence and specifically detailed in its Guidance for Generative AI in Education and Research (2023). The central theme is ensuring AI serves humanity, safeguards rights, and protects human agency against automation.

Core Policy Recommendations: Regulation and Governance: UNESCO calls on governments to urgently regulate the use of Generative AI (GenAI) in education. This is seen as critical because GenAI tools are outpacing national regulatory frameworks, leaving data privacy unprotected. We should mandate the protection of user data privacy and consider setting an age limit of 13 for independent use of GenAI platforms in educational settings.

Validation of AI Systems: Educational institutions must validate AI systems for their ethical and pedagogical appropriateness. This ensures that the tools used are safe, unbiased, and aligned with learning objectives.

Capacity Building: There must be sustained investment in training for both teachers and students on the responsible and critical use of AI. This includes developing AI Competency Frameworks for students and educators (UNESCO, 2024).

Equity and Inclusion: AI must not worsen the digital divide. The guidance stresses the need to address the challenges AI poses to inclusion, equity, and cultural/linguistic diversity. We should proactively mitigate algorithmic bias and ensure AI systems do not perpetuate patriarchal stereotypes or erase Indigenous knowledge systems and learning values (e.g., communal vs. individual learning).

Human Agency and Oversight: The ultimate purpose of AI is to augment human intelligence, not automate it.

Policies must protect the rights of teachers and researchers, ensuring human oversight in all major educational decisions.

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E.L. AFRICA | DECEMBER 2025

Long-Term Reflection: UNESCO calls for international reflection on the long-term implications of AI for how we define knowledge, learning content, and assessment methods.

2) African Union's Strategy: An Africa-Centric, Development Focus: The African Union's Continental Artificial Intelligence Strategy (adopted July 2024) offers a high-level, guiding framework for member states. It is distinctly Africa-centric and development-oriented, aiming to position the continent as an AI innovator, not just a consumer.

Education Priorities within the AU Strategy: The strategy's vision is built on five focus areas, with education being a critical component of two main pillars: Harnessing AI's Benefits and Building AI Capabilities.

AU Strategy Focus Area

Key Education/Skills Action Points

Equity & Contextual Impact

Harnessing AI's Benefits

Promote AI adoption in the Public Sector: Specifically target sectors like education, health, and agriculture to maximize socioeconomic returns.

Encourages the use of AI to solve continentspecific challenges like teacher shortages and lack of local language content.

Building AI Capabilities

Promote AI skills and talent in schools, colleges, and the workplace. This includes providing upskilling and reskilling programs.

Addresses the fundamental talent gap (Africa currently holds only ≈3% of global AI talent) by integrating AI literacy into curricula from an early age.

Infrastructure and Data

Accelerate AU Member States' capabilities in infrastructure (energy, broadband, data centers) and the collection of highquality, diverse datasets.

Recognizes that a lack of reliable digital infrastructure is the primary barrier to equitable AI access. It champions the development of local data sets to prevent algorithmic bias.

Minimizing Risks

Establish appropriate AI governance systems and regulations at regional and national levels, based on ethical principles, human rights, and African values (like Ubuntu).

Crucial for addressing algorithmic bias and discrimination and ensuring AI systems respect African cultures, values, and diverse social contexts.

Leveraging Artificial Intelligence (AI) for Equitable Teaching and Learning in Sub-Saharan African Schools

The AU’s Continental Education Strategy for Africa (CESA 2635) further reinforces this by emphasizing the need to promote 21st-century and labor market skills, including for ICT/AI and STEAM, as a core strategic objective.

The successful integration of AI in SSA relies on combining the ethical checks of UNESCO with the developmental urgency of the AU. The AU’s focus on building local data sets and infrastructure directly addresses UNESCO’s concern about global bias and the digital divide.

The UNESCO mandate for ethical oversight and human agency ensures that the AU’s push for rapid adoption is not reckless or exploitative.

REFERENCES Adedokun, L. A., & Olabode, T. M. (2025). Artificial Intelligence in Education: A Comprehensive Review of Trends, Challenges and Future Directions in Nigeria and Sub-Saharan Africa. International Journal of Academic Research in Progressive Education and Development, 14(4), 239–254.

Angwaomaodoko, E. (2025). A Study of the Role of Artificial Intelligence (AI) in Promoting Educational Equity and Access in African Higher Education Institutions. Path of Science, 11(5), 1001-1014.

Arakpogun, E. O., Elsahn, Z., Olan, F., & Elsahn, F. (2021). Artificial intelligence in Africa: challenges and opportunities. In Studies in computational intelligence (pp. 375–388). Springer.

Capacity4dev. (2025). AI in African education: Between profit and the public good. European Commission.

IDRC (International Development Research Centre). (2025). From commitment to action: Advancing the use of AI in education in Africa.

L'Etudiant Africain. (2025). Artificial Intelligence and Education in Africa: Revolution or Mirage?

Southern Voice. (2023). Ed-Tech landscape and challenges in Sub-Saharan Africa.

UNESCO (United Nations Educational, Scientific and Cultural Organization).

(2023). Artificial Intelligence and Education in Africa.

UNESCO. (2025). The cultural cost of AI in Africa's education systems.

Varsik, S. & Vosberg, L. (2024). The potential impact of Artificial Intelligence on equity and inclusion in education. OECD Artificial Intelligence Papers, No. 14. OECD Publishing, Paris.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019).

Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1)

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THE IMPACT OF EDUCATIONAL POLICIES ON SCHOOLS By: Mrs. Nkiru Elosiuba, Director for Education Ogidi Zone, Anambra state, Nigeria

INTRODUCTION Educational Policy is defined as any systematic intervention to improve the practice of education at all levels. Different countries of the world generate and run their own educational policy. The impact of the Educational Policies on the Schools and the nation at large depends on the formulation of the policy and then the implementation of the policy. It is therefore imperative that the body in-charge of the policy formulation will be adequately constituted, and also the drivers/implementers of the policy should be duly represented at the formulation stage for positive impact on the learners, the school and the society.

EDUCATIONAL POLICIES Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems. Educational Policies play a key role in shaping a country's education system and determining the quality of teaching and learning in schools.

Educational Policies have a great impact on students in various aspects of their educational journey. What the learners become depends on the educational Policy and how well it is implemented.

WELL DESIGNED POLICIES HELP TO: Achieve national development goals; by aligning education outcomes with national outcomes and outputs.

Set targets and benchmarks to gauge system performance.

Ensure quality and equity: standardize process, resource allocation to bridge gaps.

Solve critical problems: channelize resources to address pressing issues.

Empower key players: clarify roles and responsibilities of institutions, administrators, and educators. Keep all institutions within the framework of the law and compel them to abide by it.

Policies therefore help to streamline fragmented efforts towards unified objectives. They inject order and consistency in a vast complex system involving millions of schools, teachers, and students. Educational Policy is instrumental in the educational framework of the country and updating it on a regular basis is vital to our progress as a nation.

Formal Education in Nigeria is a 6-3-3-4 system. The official primary school entrance age is 6 and the primary school cycle lasts 6 years, followed by 3 years Junior secondary

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Mrs. Nkiru Elosiuba

education, 3 years of Senior secondary education and 4 years of tertiary education depending on the programme of study.

In principle Primary and Junior secondary education in Nigeria is free and compulsory. The mode of implementation of the free and compulsory Primary and Junior secondary education varies from state to state. The fact remains, nothing is truly free as someone, somehow pays, directly or indirectly.

A case study is the free and compulsory Primary and Junior secondary education in Anambra State, a state in the SouthEast Nigeria. The sitting government of the state Prof.

Charles Chukwuma Soludo in September 2023 made a public declaration of free and compulsory Primary and Junior secondary education in the state. He insisted that no child will pay a kobo in any Public/Public (Pure Government) school in the state. He was bent on ensuring that every child no matter the financial status of parents/guardians in the state goes back to school. With this move, the population of most Primary and Junior secondary schools rose.

Again, in order to encourage young persons to acquire life skills, the government made all state Technical Schools totally free. From Junior secondary school to Senior secondary school. Many people applauded this policy, some others were skeptical, referring to the former government that tried the policy in the past and failed. The present

The Impact of Educational Policies on Schools

government is set to ensure the success of the policy. In December 2022, the government employed five thousand teachers and presently recruitment examinations have been concluded and the government is set to employ about three thousand teachers.

Even with these sincere efforts to provide basic education to every child in the state, the problem of implementation and ensuring successful delivery of the vision stares at us.

IMPLEMENTATION OF EDUCATIONAL POLICIES Implementation according to Ogunode & Ahaotu (2020) is the systematic ways of executing programmes, policies and projects. Implementation is the act of carrying out a planned action and programme. Implementation becomes possible when adequate resources have been committed to it.

Ogbonnaya (2010) defines policy implementation as the carrying out of the policy formulated in concrete terms.

Implementation of educational Policies is therefore determined by the following factors: the capacity of the implementers, the number of qualified teachers available, the numbers of infrastructural facilities available, the fund available, the political will, and the level of monitoring and evaluation system available.

IMPACT Educational Policies can positively or negatively impact the learners in the school and the society at large depending on the mode of formulation and the implementation of the Policies. It is the educational policies that determine the subjects and the curriculum that should be taught in the schools. This should also meet the needs of the society. The policy designers/formulators and the policy implementers should have a clear understanding of the Educational Policies and the expected outcomes.

ABOUT THE AUTHOR Mrs. Nneka Elosiuba is the current Director of Ogidi Education zone in Anambra State, Nigeria. A zone of forty (40) Public and Public/Mission Schools. She was appointed to the position in March 2023. She had served as principal, assistant principal, and science teacher. She has been an educator for about thirty years.

REFERENCES Falalu O.A (2020) Educational Policies: need and challenges. International Journal.

Ogbonnaya N.O (2010) Principles and Applications of Educational Policies in University. Trust Publishers.

Ogunode N.J & Ahaotu G. N (2020) Educational Strategic Plans in Nigeria: Challenges of Implementation and Way forward. International Journal on Integrated Education.

Okoroma N.S (2006) Educational Policies and Problems of Implementation in Nigeria. Australian Journal of Adult Learning.

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There should be adequate funding, regular maintenance of the school plant, providing materials and equipment in adequate quantity and on time. Providing steady electricity supply, employment and posting of qualified teachers.

Political office holders should have positive political will towards implementation of educational Policies. There should be a positive relationship between policy designers, and policy implementers. And political office holders should have political will to continue with educational Policies.

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Grading and Assessment Policies: What Is Your District or Zone Saying?

Most school systems have a clear philosophy guiding their policies on grading and assessment.

These philosophies are often built on a collective belief in a growth mindset—the understanding that students master concepts and skills in different ways and at different rates. Because of this, teachers are expected to design instructional plans informed by frequent, varied assessments that provide meaningful information about student learning.

A common belief across districts is that grades should reflect a student’s mastery of content, not their behavior or effort. Policies exist to ensure uniformity, fairness, and consistency across schools within a district, zone, or municipality.

As you reflect on your own context, here are some guiding questions: What is your district’s most recent grading policy?

Are you aware of the latest revisions or updates?

What is the policy number or title?

How have you helped teachers deepen their understanding of recent changes?

As a school leader, what strategies, professional learning sessions, or collaborative discussions have you facilitated to support teachers’ comprehension and implementation of new policies?

How will teachers collaborate to evaluate the role of assessments and grading in their classrooms?

What structures (team meetings, Professional Learning Communities, moderation sessions) will you put in place for teachers to reflect together on assessment practices?

How will you ensure teachers apply a growth mindset when designing assessments?

What steps can teachers take—from planning to instruction to reassessment—to uphold this mindset in their daily practice?

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UNDERSTANDING FORMATIVE AND SUMMATIVE ASSESSMENT Formative assessment is used during learning, not after. Teachers collect data to identify student strengths and areas for growth and then adjust their instruction accordingly. Formative feedback: informs learners about their progress, guides teachers’ instructional decisions, and helps parents/guardians understand how students are progressing toward mastery.

Summative assessment occurs at the end of a learning cycle, such as a unit, term, or semester. It determines a student’s level of mastery of specific content or competencies. These assessments serve as the primary source of information for grading. Curriculum and grade-level teams—such as a Junior Secondary Three Mathematics or Science team—should develop common summative assessments aligned with shared standards and learning goals. This ensures consistency and fairness across teachers who teach the same content.

REASSESSMENT AND GROWTH MINDSET Reassessment is a powerful tool that supports a growth mindset and gives students an opportunity to demonstrate mastery after receiving feedback and remediation.

Best practices include: Allowing students to reassess major summative assessments, especially those where they performed poorly.

Providing remediation before reassessment to ensure students learn from their mistakes.

Avoiding the averaging of original and reassessment scores, which can distort the true measure of mastery.

Using a reassessment format that may differ from the original assessment, as long as it measures the same learning outcomes.

These practices should be applied consistently across the entire school to ensure fairness and to uphold the philosophy of mastery learning.

AI TOOLS FOR EDUCATION AI TOOL

KEY FEATURES

TARGET USER

ChatGPT

ChatGPT generates text, answers question, analyzes information, and assists with a wide range of tasks by processing and responding to natural language input.

Educators, Students

Google Gemini

Google Gemini is essentially Google's ChatGPT competitor. It can generate text, images, code, etc. It also integrates with Google's ecosystem like GMail and Docs.

Educators, Students

Claude

An AI chatbot developed by Anthropic, similar to ChatGPT. Designed for helpful and conversational interactions, assisting users with writing, research, and problem-solving.

Educators, Students

Perplexity

An AI-powered search engine that provides direct answers and summaries from multiple sources, helping users find accurate and well-cited information efficiently.

Educators, Students

Brisk Teaching

An Chrome extension designed for educators that automates lesson planning, writing feedback, assessment creation, slides creation, etc.

Educators

Gamma

A presentation and document creation tool that uses AI to quickly generate visually appealing slides, reports, and webpages from text prompts.

Educators

MagicSchool

An AI platform built for educators, offering an introduction to tools for lesson planning, differentiation, grading, etc. Teachers can also create rooms for students to use AI.

Educators, Students

Wayground

A gamified learning platform that enables educators to create interactive quizzes, lessons, and assignments to engage students and track their progress.

Educators

Khanmigo

Khan Academy's AI-powered tutoring tool that provides personalized guidance for students and assists teachers with lesson planning and feedback.

Educators, Students

Diffit

Helps educators build in-classroom materials and handouts based on any criteria that the teacher would like to cover. Integrates with Google Classroom as well.

Educators

SchoolAI

An interactive platform engaging students with AI "Spaces" to reinforce learning and help tutor students on any topic the instructor wants to cover. Teachers can share "Spaces."

Educators, Students

Class Companion

AI-assisted grading, feedback generation, standards-aligned rubrics, student revision support, teacher-reviewed AI suggestions

Educators, Students

NotebookLM

Tool by Google that synthesizes information from documents, helping organize identify key points and generate summaries + questions. Also creates on-demand podcasts explaining uploaded materials!

Educators, Students

MSFT CoPilot

AI assistant integrated across Microsoft 365 apps, offering summarization, content creation, and intelligent assistance in documents, presentations, and communication.

Educators, Students

Gemini in Classroom

A tool for managing assignments, communication, and learning activities within an educational setting.

Educators, Students

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BUILDING RESILIENCE IN STUDENTS AND STAFF ACROSS SUB-SAHARAN AFRICAN SCHOOLS HOW SCHOOLS CAN NURTURE STRENGTH, HOPE, AND POSSIBILITY — DESPITE THE CHALLENGES AROUND THEM By: Dr. Ada Omile

Walk into a school anywhere in Sub-Saharan Africa and you’ll find something powerful: determination. Teachers show up even when resources are scarce. Students learn even when faced with uncertainty at home or in their communities.

Across the region, resilience is not just a concept—it is a daily practice.

But as schools face rising pressures—ranging from economic instability and large class sizes to trauma, stress, and shrinking budgets—the need to intentionally build resilience has never been clearer. Resilience is the backbone that allows both students and educators to adapt, thrive, and keep learning alive.

This feature explores how schools can strengthen resilience from the inside out.

THE AFRICAN CONTEXT: RESILIENCE ROOTED IN COMMUNITY In many African societies, resilience has always been a collective strength. Community networks, extended families, elders, and cultural traditions offer natural systems of support. Schools can tap into this rich cultural foundation to reinforce students’ and teachers’ ability to cope with challenges.

Resilience in schools emerges across three layers: Individual resilience: A learner or teacher’s personal ability to cope, regulate emotions, and problem-solve.

Relational resilience: Supportive connections—between teachers and students, staff and leadership, schools and families.

Systemic resilience: The school environment itself being safe, predictable, inclusive, and encouraging.

When these layers work together, the entire school community becomes stronger.

WHY RESILIENCE MATTERS NOW MORE THAN EVER A resilient school doesn’t avoid adversity—it rises above it.

And research across Africa shows that when resilience is prioritized: Students stay more focused, motivated, and confident.

Teachers report reduced stress and burnout.

School climates improve, benefiting attendance and behavior.

Communities feel more connected to their schools.

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Dr. Ada Omile

Resilience isn’t just a wellbeing benefit—it’s an education strategy.

HELPING STUDENTS BOUNCE BACK—AND MOVE FORWARD Bring Social and Emotional Learning Into Everyday Routines: Schools don’t need expensive programs to teach coping skills. Daily routines such as morning check-ins, classroom reflections, or storytelling circles can cultivate self-awareness, empathy, and conflict resolution. Traditional African stories—which often revolve around courage, wisdom, and perseverance—are powerful SEL tools.

Build a Strong Sense of Identity: Students who feel rooted in their culture are more confident. Schools can strengthen identity by: using local languages in class integrating indigenous knowledge and community history highlighting local heroes and role models This reinforces pride and belonging—key building blocks for resilience.

Create Safe Emotional Spaces: From “worry boxes” to peersupport clubs, students benefit when they know emotions are safe to share. These small but meaningful gestures help

Building Resilience in Students and Staff Across Sub-Saharan African Schools

children feel seen and supported.

Promote a Growth Mindset: Rather than framing mistakes as failure, teachers can ask: “What did we learn from this?”

This encourages persistence—a critical resilience trait.

Encourage Student Leadership: Leadership builds agency.

Whether through student councils, environmental clubs, debate teams, or mentorship programs, young people develop confidence when given meaningful responsibilities.

SUPPORTING THE ADULTS WHO HOLD SCHOOLS TOGETHER Teachers in Sub-Saharan Africa work under immense pressure—often without recognition or adequate resources.

A resilient school must protect its frontline educators.

Prioritize Teacher Wellbeing: Peer-support groups, wellness days, and protected planning time can significantly reduce burnout—at almost no cost. Sometimes, what teachers need most is acknowledgment that their wellbeing matters.

Equip Teachers With Trauma-Wise Approaches: Children affected by poverty, displacement, illness, or conflict often bring that stress into school. Teachers benefit from training on: spotting trauma signs de-escalating emotional outbursts using supportive, not punitive, discipline This helps classrooms become safe havens rather than pressure points.

Strengthen Collaboration: Teachers thrive when they are not working alone. Shared lesson planning, mentorship networks, and professional learning communities foster collective resilience.

involve students in community service These connections widen the circle of support and make resilience a shared responsibility.

FOR LASTING IMPACT, SYSTEMS MUST SUPPORT SCHOOLS For resilience to become more than a buzzword, policies must follow. Ministries, districts, and education partners can support schools by: embedding SEL in national curricula providing school-wide wellbeing frameworks implementing restorative discipline policies ensuring mental-health support pathways investing in teacher development, not just infrastructure Resilience is strongest when it is built into the system—not left to chance.

THE WAY FORWARD: SCHOOLS THAT RISE ABOVE CHALLENGES Resilience does not remove hardship, but it empowers learners and educators to navigate it with courage and hope.

Across Sub-Saharan Africa, stories of resilient schools already abound—from rural teachers who innovate with little to urban students who overcome extraordinary odds.

By weaving together cultural wisdom, practical strategies, and supportive policies, schools can create environments where: teachers feel energized and appreciated students discover strength within themselves communities remain connected learning continues, no matter what Resilience is not just a skill, it is a future and African schools are uniquely positioned to nurture it.

Empower School Leaders: Principals shape school culture.

Leadership training in communication, stress management, and conflict resolution helps school heads better support their teams—and model resilience themselves.

COMMUNITY: A POWERFUL, OFTEN UNTAPPED RESOURCE African schools sit at the center of community life. When families, local leaders, and organizations are engaged, resilience multiplies.

Successful schools often: invite parents to skill-building or wellbeing workshops include elders in storytelling or cultural programs partner with health clinics, NGOs, or faith groups

E.L. AFRICA | DECEMBER 2025

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INSPIRING THE NEXT WAVE OF OCEAN SCIENTISTS AND STEM LEADERS Diving into Purpose: My Journey as a Marine Biologist and Advocate for STEM Education By: Dr. Ngozi Margaret Oguguah

I am a marine biologist and educator based in Lagos, Nigeria.

Each morning at the Nigerian Institute for Oceanography and Marine Research (NIOMR) (Nigeria’s foremost marine science research organization) I wake up driven by the mysteries of our waters and the hope to ignite that same curiosity in others. My work is not confined to laboratories or policy meetings; it extends to windswept beaches, bustling classrooms, and grassroots community gatherings. My mission is to make marine science not only accessible but transformative for every student, educator, and advocate I meet.

MEMORABLE FIELDWORK ANECDOTE: LESSONS FROM THE LAGOS LAGOON One moment that stands out from my career happened during a rainy season in 2022, while leading a study on microplastics in the Lagos Lagoon. Our research boat struggled against strong currents and sudden storms; equipment nearly toppled overboard as sheets of rain drenched us. In the midst of chaos, I saw my team; students, technicians, and local fishermen working together, improvising with ropes and tarps to save vital samples. That day soaked and exhausted, we retrieved data that would later reveal alarming contamination levels and spark the Lagos State government’s first pilot ban on single-use plastics. Adversity brought out our resilience and unity, reminding me why real-world science matters: it is about facing challenges head-on to protect our communities and environment.

STUDENT SUCCESS STORY: THE RIPPLE EFFECT OF MENTORSHIP Years ago, I met Adaora, a shy secondary school student who hesitated to join my “Ocean Ambassadors” workshop.

She was curious but unsure of her place in science. Through hands-on experiments and beach clean-ups, Adaora found her voice, eventually leading her own water quality project and presenting at a local science fair. Today, she’s studying Environmental Science at a top university and mentors younger students in her community. Hearing from Adaora and others like her is the greatest reward of my career; their journeys prove that mentorship and encouragement can truly change lives.

ROLE AT NIOMR: SHAPING SCIENCE AND POLICY NIOMR’s mission is to advance our understanding of Nigeria’s aquatic resources, promote sustainable fisheries, combat marine pollution, and protect coastal and ocean ecosystems.

As a senior researcher, I contribute to these goals by spearheading nationwide fish stock assessments, long-term

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Dr. Ngozi Margaret Oguguah

oceanic monitoring, and developing infrastructure for marine technology. My proudest moments, though, are those when I have led projects that blend science with advocacy like the microplastics study that led to tangible policy changes and the mentorship programs that empower young people to pursue STEM careers.

IMPACTFUL INITIATIVES: CREATING WAVES OF CHANGE Among the projects closest to my heart is the targeted research on plastic pollution in Lagos Lagoon, conducted with a multidisciplinary team in 2022. Our findings did not just end up in academic journals; we presented them directly to state policymakers, prompting the pilot ban on plastics in Lagos State, a first for Nigeria. Beyond research, my advocacy campaigns and mentorship programs have opened doors for hundreds of students, especially girls, to participate in environmental monitoring, internships, and leadership workshops. Each initiative is a step toward inclusivity and sustainable change.

THE IMPORTANCE OF STEM AND MARINE BIOLOGY: REALWORLD APPLICATIONS STEM (Science, Technology, Engineering, and Mathematics) is the backbone of discovery and innovation. My career has relied on STEM skills to map fish migrations, analyze pollutant dispersion, and model climate impacts on Nigeria’s coastline.

For instance, our research on pollution hotspots directly supported local management strategies, safeguarding livelihoods and ecosystems. Marine Biology is more than studying the ocean; it’s about applying knowledge to solve urgent problems and protect our planet for future generations.

Inspiring the Next Wave of Ocean Scientists and STEM Leaders

urgent problems and protect our planet for future generations.

MENTORING AND TEACHING PHILOSOPHY: MAKING SCIENCE PERSONAL As a mentor, researcher and educator, I strive to make science accessible and engaging. I host “Science for All” seminars in schools, emphasizing that curiosity and persistence matter more than perfection. My teaching includes student-led experiments, field sampling demonstrations, and visits to research vessels. I also invite diverse role models, women engineers, oceanographers, and policy experts; to show students that STEM is for everyone.

By connecting Biology, Chemistry, Physics, and Geography in my curriculum, I demonstrate how teamwork across disciplines is essential for tackling real-world challenges.

PATHWAYS TO MARINE SCIENCE: BUILDING A FOUNDATION If you are inspired by the ocean and want to make a difference, start by building a strong foundation in these subjects: Biology: Explore marine life from plankton to whales.

Chemistry: Study water composition, nutrient cycles, and pollution impacts.

Physics: Understand currents, waves, and underwater acoustics.

Mathematics (especially Statistics): Learn to analyze data and draw meaningful conclusions.

Geography/Environmental Science: Gain insights into climate, coastal systems, and land-sea interactions.

A solid background in these areas prepares you for university programs, research internships, and rewarding careers in marine science.

PRACTICAL ADVICE AND RESOURCES: TAILORED FOR EVERY AUDIENCE For Students: Online Courses: “Introduction to Oceanography” (Coursera, edX, FutureLearn) “Marine Biology” (OpenLearn, Saylor Academy) “Environmental Science for a Changing World” (edX) NIOMR’s free webinars for students (niomr.gov.ng) Clubs & Activities: Join or start a science club at your school Participate in World Oceans Day events or local beach clean-ups Internships & Volunteering

Internships & Volunteering Apply for NIOMR’s student internship program Volunteer with Lekki Conservation Centre or local environmental NGOs Explore opportunities with the African Marine Research Foundation or UNESCO’s “Ocean Decade” youth programs Scholarships: Schlumberger Foundation Faculty for the Future (for women in STEM) Chevening and Commonwealth Scholarships for environmental studies Nigerian Conservation Foundation grants Mentorship: Reach out to scientists on LinkedIn or Twitter Sign up for mentorship with NIOMR or Women in STEM organizations For Educators: Teaching Resources: Incorporate hands-on experiments and field sampling in your curriculum Invite diverse STEM professionals for guest talks Host “Science for All” seminars to foster curiosity and inclusion Professional Development: Attend NIOMR webinars and workshops Join educator networks like the Nigerian Young Academy Collaborate with environmental NGOs for joint projects Mentorship & Outreach: Organize student-led research projects and competitions Support students in applying for internships and scholarships For Advocates Community Engagement: Lead or support beach clean-ups and conservation campaigns Partner with local clubs and NGOs for outreach Participate in policy discussions on marine protection Advocacy Opportunities: Join Women in Marine Science Nigeria or similar organizations Engage with NIOMR and government bodies on environmental issues Apply for grants and funding to support community projects

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Inspiring the Next Wave of Ocean Scientists and STEM Leaders

Networking & Awareness: Connect with scientists, educators, and policymakers through social media and professional groups Organize events for World Oceans Day or other awareness campaigns CONCLUSION: THE SEA IS CALLING Whether you are a student just dipping your toes into science, an educator guiding young minds, or an advocate championing ocean health, your journey matters. Every step you take can shape Nigeria’s and the world’s future in ocean science. The sea is always calling for new explorers, innovators, and protectors. My story, and those of the students I have mentored, prove that with passion, persistence, and support, anyone can create waves of positive change. Dive into your own purpose, the ocean is waiting.

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IMPROVING STUDENTS’ LEARNING OUTCOMES By: Dr. Sampa Jeff Butler (PhD. TQME, ARU) Manyama Day Secondary School, North-Western Province, Zambia

I’m Dr. Sampa Jeff Butler (PhD), the head teacher for Manyama Day Secondary School which is located in the north-western province of Zambia, in Kalumbila district to be specific.

I have been a head teacher for four (4) years now and the following are the steps or measures we have put in place to upscale our learners’ performance: INTRODUCTION OF SUPERVISED STUDYING (PREP) Our school is in the rural part of the country where learners are not exposed to libraries and technology. The idea of independent study has not yet found meaning in their lives coupled with low literacy levels. Teachers use the created study time to conduct remedial work or catch-up activities with learners.

USE OF PAST EXAMINATIONS PAPERS We realised that our learners were not doing well in the past examinations due to lack of exposure to examination questioning techniques. This prompted us to embark on the use of past examination question papers when preparing mid-term, end of term assessments and during revisions.

This helped us raise our pass percentage from 22% for grade 9 in 2022 to 64.7% in 2023. The grade 12 rose from 11% in 2022 to 44.7% in 2023.

DEDICATION OF RESOURCES TO TEACHING/LEARNING Availability of T/L materials makes the work of an educator easy, enhances understanding, improves engagement between learners and teachers, better retention of contents, and it also increases motivation to both learners and teachers.

CONDUCTING PERFORMANCE REVIEWS TERMLY We have been conducting performance reviews every term to understand the challenges faced by both teachers and learners. Teachers are tasked to provide reasons for either good results or bad results. The reasons given must hinge on learner weaknesses as well as teacher weaknesses. This is to allow other subject specialists in the department to provide help where one teacher has a weakness. It also helps departments to prepare their CPD programs in line with the difficulties faced by members.

Dr. Sampa Jeff Butler (PhD. TQME, ARU)

INTRODUCTION OF RESEARCH AND CONSULTATIONS learners are given work to research on and take their findings to any teacher in that subject for consultations. This has helped both teachers and learners to bridge the knowledge or information gaps in the various subjects.

AWARDING BOTH DESERVING TEACHERS & LEARNERS The school awards hardworking teachers during Teachers’ Day celebrations and Labour Day celebrations. This is a motivation factor. Learners are equally awarded during open days and graduation ceremonies for best performance in various subject categories.

INTENSIFIED MONITORING The school has intensified lesson monitoring through both peer- monitoring and in-school monitoring where either the head of department or the deputy head teacher does the monitoring. This is to ensure we are on the right track where pedagogy is concerned. Our pass % target for 2024 examinations are: 100% for grade 9 and 80% for grade 12.

It is my hope that the few steps highlighted herein will propel our academic outcomes moving forward.

E.L. AFRICA | DECEMBER 2025

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Can Schools Use Artificial Intelligence to Reduce Teacher Workload While Preserving Professional Responsibility and Influence?

The integration of artificial intelligence (AI) into K–12 education has accelerated in recent years as schools confront teacher shortages, increasing administrative demands, and persistent concerns about burnout. AI is increasingly viewed as a potential mechanism for reducing teachers’ workload while expanding instructional support.

However, the rapid development of AI tools also raises concerns regarding professional autonomy, the ethics of automation, and whether technology may erode the central human role teachers play in learning environments. The question, then, is not simply whether schools can use AI to reduce workload, but whether such implementation can occur without diminishing teachers’ core professional responsibilities and influence. Current research suggests that AI can meaningfully support teachers—when implemented with careful attention to governance, transparency, and teacher agency.

THE WORKLOAD CRISIS IN K–12 EDUCATION Teacher workload has become a critical policy concern globally. According to the OECD’s Teaching and Learning International Survey (TALIS), teachers spend substantial portions of their time on administrative tasks, data entry, and compliance activities, often exceeding their instructional time (OECD, 2020). Similarly, a RAND Corporation study found that U.S. teachers reported significantly higher job-related stress than workers in most other professions, driven in part by documentation requirements, communication demands, and grading responsibilities (RAND, 2022). Many teachers cite insufficient time to focus on planning, relationshipbuilding, and individualized feedback as contributors to burnout.

In response, AI systems are being adopted by school districts to automate routine tasks, generate instructional materials, and analyze student performance. The potential value is clear: freeing teachers’ time for individualized instruction and professional judgment. However, AI’s role must be 25

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bounded by clear pedagogical and ethical principles to protect the human dimensions of teaching.

AREAS WHERE AI CAN REDUCE WORKLOAD WITHOUT REPLACING PROFESSIONAL JUDGMENT Research on AI in education points to several domains where automation can support—but not supplant— teachers’ expertise (UNESCO, 2023; Holmes et al., 2022).

1) Administrative and Managerial Tasks AI can streamline tasks such as attendance tracking, document organization, report generation, and basic communication. Automation in these areas has been shown to reduce cognitive load and administrative burden without interfering with instructional decisionmaking (Luckin et al., 2016). Because these tasks require minimal pedagogical judgment, their delegation to AI does not weaken teacher influence.

2) Instructional Material Generation Natural language models can assist in drafting lesson outlines, sample assessments, or differentiated practice materials. Importantly, research emphasizes the teacher’s role in adapting AI-generated materials to ensure they align with standards, curriculum frameworks, and the local learning context (Holmes et al., 2022). In this model, teachers remain the architects of instruction, with AI acting as a preliminary resource.

3) Data Analysis and Formative Assessment AI-powered learning systems can analyze student performance trends quickly, providing insights that help teachers diagnose learning gaps. While these systems can identify patterns, teachers are needed to interpret the underlying causes—whether conceptual misunderstandings, motivational issues, or external factors (OECD, 2021). The teacher’s interpretive judgment remains essential.

4) Support for Diverse Learners AI-based translation, transcription, text-to-speech, and adaptive reading tools have been found to

Can Schools Use Artificial Intelligence to Reduce Teacher Workload While Preserving Professional Responsibility and Influence? improve access for multilingual learners and students with disabilities (UNESCO, 2023). These technologies supplement, rather than replace, the relational and pedagogical work required to scaffold learning effectively.

Taken together, these applications show that AI can alleviate time-consuming tasks while reinforcing teachers’ ability to focus on high-impact instructional behaviors.

SAFEGUARDING TEACHER AUTONOMY AND PROFESSIONAL INFLUENCE While AI can provide meaningful support, research cautions that poorly designed implementation can undermine teacher authority or create new burdens (Williamson & Eynon, 2020). To ensure that teacher influence remains central, schools must adopt governance practices that explicitly protect professional judgment.

1) Human Oversight and Final Authority International guidelines, including UNESCO’s Recommendation on the Ethics of Artificial Intelligence, emphasize that AI should augment rather than replace human decision-making in education (UNESCO, 2021). Teachers must retain final authority over instructional decisions, assessments, parent communication, and interpretation of student data.

2) Transparency in Data and Algorithms Teachers must understand what an AI tool does, what data it collects, and how outputs are generated. Lack of transparency can compromise trust and professional autonomy (Williamson & Eynon, 2020). Clear, accessible documentation and training are essential prerequisites for ethical implementation.

3) Protection Against Algorithmic Bias and Misinterpretation AI systems can perpetuate inequities if not properly monitored. Because algorithms often rely on incomplete or biased datasets, teachers are needed to contextualize results and safeguard equitable practices (Holmes et al., 2022). Schools should prohibit using AI for tasks requiring social, emotional, or contextual judgment, such as behavioral assessments or evaluations of teacher performance.

4) Time Savings Must Be Reinvested in HumanCentered Practices Reducing workload must not lead to expanded responsibilities in other areas. Instead, reclaimed time should support relationship-building, individualized instruction, reflective planning, and professional collaboration—the core human work of teaching.

THE IRREPLACEABLE HUMAN DIMENSIONS OF TEACHING Even the most advanced AI cannot replicate key components of effective teaching, including empathy, cultural understanding, moral reasoning, emotional regulation, and the ability to build trust with students.

As noted by researchers in the field of learning sciences, learning is fundamentally a social and relational process (Bransford, Brown, & Cocking, 2000). Teachers serve as mentors, motivators, role models, and interpreters of the learning environment— roles that extend far beyond the capabilities of AI systems. Thus, AI should not be conceptualized as a substitute for teacher influence but as a tool that can reinforce it. Effective implementation positions teachers not as users of AI, but as active decisionmakers shaping how AI is used.

CONCLUSION Schools can indeed use artificial intelligence to reduce teacher workload without diminishing teachers’ core roles—but success requires strategic, ethically grounded implementation. When AI is confined to administrative and supplemental instructional functions, and when teachers remain the final arbiters of pedagogical decisions, AI can strengthen rather than threaten professional autonomy. The goal is not to automate teaching but to create conditions under which teachers have more time, energy, and capacity to engage in the relational, creative, and judgmentbased work that defines high-quality education.

References Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.

Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications. Center for Curriculum Redesign.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.

OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing.

OECD. (2021). AI in education: Challenges and opportunities. OECD Publishing.

RAND Corporation. (2022). American teacher panel: 2022 State of the U.S. teacher workforce. RAND. UNESCO. (2021). Recommendation on the ethics of artificial intelligence. UNESCO Publishing.

UNESCO. (2023). Guidance for generative AI in education and research. UNESCO Publishing.

Williamson, B., & Eynon, R. (2020). Algorithmic imaginaries: Ethical challenges of AI in education. Learning, Media and Technology, 45(2), 1–15.

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PRINCIPALLY SPEAKING PRINCIPALS DISCUSS HOW THEY IMPLEMENT CHANGE AT THEIR SCHOOLS

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PRINCIPALLY SPEAKING

Mr. Uushona Ruben

Principal of Nicolas Witbooi Memorial School Khomas Region, Namibia

My name is Mr. Uushona Ruben, the Principal of Nicolas Witbooi Memorial school, Khomas Region, Namibia. I have been leading my school for about five years.

The school Nicolas Witbooi Memorial School was established on the 28th of February 1928 on Esemaanhaar farm by the farm owner Mr. Nicolas Witbooi and it was named after him.

The main reason for the school’s establishment was to cater for the education of his farm workers’ children as well as all the farms within the surroundings. The time of its establishment it was a private school, which was later given to the Baster Regeering/ governing under Mr. Diergaard and then after some years it was given to the government up to date. Nicolas Witbooi Memorial School is situated in Namibia, Khomas region approximately 165 km south-east of Windhoek on the fringe of the Kalahari Desert, on a farm called Eselmaanhaar. This is roughly 45 kilometers from Dordabis heading to Rehoboth.

Currently we have enrolled approximately 250 learners, grades 1 to 7. Only one thing remains constant, ironically is change. Each academic calendar year and term, the staff work cycle of continuous improvement with the objective to provide the best quality of education and care to their learners. From updating textbooks and materials, to adjusting teaching and assessment strategies, to training and upskilling, to procuring new computer systems, a school like ours is always looking for ways to improve their provision, to ultimately improve learners’ results.

Primarily, when changes are managed well, they can be transformational. The most successful changes have a positive impact on both learners and teachers, bringing everyone together in the shared goal of working in new and better ways. In the school set up like ours, change is implemented carefully. Firstly, we (teachers, schoolboard, learners, and parents) think about why I need to make the change and what I want to achieve over the long term based on my baseline and my targets. Then we break down the vision into manageable steps that we need to go through to get the desired outcome. We will then be able to track the progress that we make from our baseline towards our target.

Equally, it is also important to work out which of our stakeholders or staff with a positive attitude will be directly involved in or impacted by the change and that they make great advocacy to promote the change.

Mr. Uushona Ruben

communication, respond to feedback, provide support and report on progress. Importantly, organizing committees and making talks to coordinate the priorities of different stakeholders or staff members, communicating the plan or idea can be challenging, but keeping everyone motivated and on the same page.

Some colleagues will be resistant to changing the way they work. It’s a good idea to ask them to explain why they view the change as a challenge. It could be that they’re worried their job is at risk or that they lack the knowledge.

Finally, when a project ends, too often we think about the problems that came up along the way, rather than celebrating what went well. Marking key milestones and successes to demonstrate the progress that we have made together and give feedback, evaluation, and due credit to everyone who has given time to the project. It also validates the reason for the change and keeps all involved on track to achieve the longer-term goals.

Putting in place roles and responsibilities across the team will help in assigning clear owners for every stage of the project.

We then involve everyone who is going to be impacted by the change in meetings. In addition, change managers can work closely with other staff in a “change network” to coordinate E.L. AFRICA | DECEMBER 2025

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PRINCIPALLY SPEAKING

Ms. Jogbeth Iitira Tjipun

Principal of Otjomuise Primary School (OPS) Windhoek, Namibia

Ms. Jogbeth Iitira Tjipuna principal of Otjomuise Primary School (OPS), Windhoek Namibia, has been in education as a teacher for 31 years, she was acting principal from March to June 2023, then was substantively appointed as principal in July 2023 up to date.

Otjomuise primary school is in the capital city of Namibia, Windhoek situated in the outskirts, thereof in the informal settlement called Agste Laan, Khomas Region. When I took over as acting principal, the first change was to introduce and implement different committees (decentralization of leadership) through which the school could be led and manage decisions taken would have had to go through the committee's input first before reaching the management and the principal, which was never the case before. This leaves everyone satisfied and proud to be associated with the school.

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Ms. Jogbeth Iitira Tjipun

PRINCIPALLY SPEAKING

Pastor Ajayi Olatunbosun Abiodun

Principal of loffa Grammar School Iloffa in Oké éró local government of Kwara State, Nigeria

I am Pastor Ajayi Olatunbosun Abiodun. The principal of Iloffa Grammar School, Iloffa in oké éró local government of Kwara state, Nigeria.

I assumed the office of the principal of this citadel of learning on the 23/10/2023. Since I took my position, I have taken steps to change the narrative of the image of the school. I have repainted the school banner at the main entrance of the school. I have also inculcated the idea of proper dressing by the students and curb late coming to school by students and teachers.

I have set up the school programs and activities like holiday staff briefings on Mondays and Fridays between 7:30am and 7:45am in which all staffs must attend and the general school assembly which both students and staffs must attend to be abreast with activities to be carried out by both teachers and students for the week.

Pastor Ajayi Olatunbosun Abiodun

In view of the last mass failure of our students in National standards assessments- the West African Examination Council (WAEC) and NECO, I have introduced intervention program – the students improvement program (SIP) - to cover the five core subjects - English language, Mathematics, Civic education, Computer Science and one elective in a vocational subject for all grade levels of students to attend/participate. These intervention programs are provided by subject area teachers after regular school hours from 2:30-4:00 pm on Monday, Tuesday and Thursday.

Special lessons have been introduced to the Senior Secondary three (SS3) – equivalent of 12th grade students.

The teachers come between 4:30pm to 6:00pm Monday to Thursday to prepare them on how to attempt college entrance examination/external examinations questions.

During this hour, teachers review past examination questions and give appropriate graded assignments. On a final note, all work without play make jack a doll boy.

I have mandated all students to participate in sports/games on Wednesday afternoons. Students can choose any games or sports activities. We have boardgames like Ayo, Ludo, and sports activities like Volleyball, Handball, Table Tennis, Soccer/Football. In fact, the attached picture shows the cups in which our students who participated in the just concluded handball competition won in all categories, under 12, 15 and 18.

We have a great staff; our teachers are seriously providing intervention programs to their groups of students. Each teacher must sign an attendance register after teaching a lesson. I inspect their lesson plans. More still needs to be done.

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in the‌

NEWS‌ Only 1 in 10 African Children Can Read or Do Basic Math Foundational learning, the ability to read, write, and do basic math, remains a major challenge across Africa, with only one in ten children achieving minimum literacy and numeracy by the end of primary school.

Manos Antoninis, the Director of UNESCO's Global Education Monitoring (GEM) Report, described the situation as a deep learning crisis, with fewer than 14% of pupils reaching basic proficiency levels and one in five children not completing primary education.

Too many students are still missing this crucial start. The challenge now is how to scale what works and finance it sustainably across the continent.

Why Partnerships and African-Led Solutions Are NonNegotiable - Dr. Obiageli Ezekwesili Millions of children sit in classrooms across Africa but leave unable to read a simple sentence or solve basic math problems.

Despite years of progress in increasing access to education, Africa is facing a serious learning crisis. It's estimated that nine out of ten children cannot read or understand a simple sentence by age 10. The situation is even worse in areas affected by conflict. The crisis extends beyond education, posing serious economic risks since better learning outcomes lead to higher national growth and productivity. Dr. Obiageli Ezekwesili, founder of Human Capital Africa (HCA) and former Nigerian Minister of Education, sees this gap as both an educational failure and an economic challenge.

"The most urgent gap is the one between schooling and learning," Ezekwesili said. "Across Africa, children are attending school but not learning...That is not just an education problem; it is an economic one." Dr. Ezekwesili said that weak data systems and limited accountability compound the crisis, and too many education systems are "flying blind" - without reliable learning data, governments cannot improve what they cannot measure. Even where

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Dr. Obiageli Ezekwesili, founder of Human Capital Africa (HCA) and former Nigerian Minister of Education

evidence exists, it often fails to inform decision-making.

Human Capital Africa, therefore, aims to bridge the gap between evidence and action, ensuring that political commitments translate into measurable improvements in learning outcomes.

She said that foundational learning requires political will, accountability, and strategic alliances among governments, businesses, and philanthropies. "It begins with political leadership," she said. "Leaders must treat foundational learning as an economic and moral priority, not just a social program." She argued that governments must embed learning goals in national plans and budgets transparently for results.

"Philanthropy and business are not substitutes for government," said Dr. Ezekwesili. "They are catalysts, able to take bold risks, invest in innovation, and bring proximity to communities."

in the‌

NEWS‌ Africa's Learning Crisis Is Solvable, But Only If We Refocus on the Basics - Gates' Benjamin Piper It is estimated that 90% of African children in school are unable to read or write, and the situation is worse in conflict-affected areas. Benjamin Piper, the Director of Global Education at the Bill & Melinda Gates Foundation, described this learning crisis as "a heartbreaking statistic."

He said that the situation reflects a system that has not yet fully oriented itself toward learning.

'How did we get here?' he asked. "We got here because the system has not fully oriented itself to learning," Piper said.

"There are many things that education systems do, but we haven't yet gotten everyone's head focused on the core question of whether or not every child in rural Africa can actually have these basic skills."

Piper said that weak goal setting, inadequate resources, and neglect of learning and instruction have contributed to the crisis. He said that while large class sizes are a challenge, successful interventions have shown that progress is possible even under difficult conditions. Many African countries have invested heavily in expanding access to education, building classrooms, and hiring teachers, but too little attention has been paid to what children are actually learning. "We neglected learning. We neglected instruction," he said. "But that's a solvable problem."

Foundational learning is where the solution begins, he said.

"Foundational learning is the basement of the house; it's what the rest of education is built on," Piper said. "For young children in the beginning parts of primary school, grades one to three, the question is whether they have the literacy and numeracy skills needed to build the rest of the house." In most of these countries with good instruction, every child

Benjamin Piper, the Director of Global Education at the Bill & Melinda Gates Foundation

should be able to read, write, and do basic math by the age of three. The rest is built upon that, he said.

Piper added that without these core foundations of learning, from education to STEM, to the job market, to technical training, TVET, and job readiness, rests on shaky ground.

"The learning crisis is fundamentally solvable in Africa," he said. "We've seen countries combine the right technical inputs to make real progress. Effective foundational learning programs can cost as little as U.S.$6 per child per year. Now, it's not a magical U.S.$6. It has to be six dollars spent on the right things."

He cited Zambia's Catch Up program and Kenya's Tusome initiative as examples of cost-effective interventions that have achieved measurable results through structured lesson plans, teacher training, and strong classroom support. Some provinces in South Africa are experiencing some exciting results with structured pedagogy. This means lesson plans, workbooks, or student books, as well as training. Many interventions are working in different contexts. The program in Senegal has shown pretty substantial impacts with a new intervention.

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in the‌

NEWS‌ Funding Cuts Threaten Millions of African Children's Education

An empty classroom in a secondary school in southern Senegal

UNICEF has warned that steep global education funding cuts could leave 6 million more children out of school by 2026, around one-third of them in humanitarian settings.

Official Development Assistance for education is projected to fall by U.S.$3.2 billion, a 24% drop from 2023, with nearly 80% of the reductions coming from just three donor governments. The number of out-of-school children worldwide could rise from 272 million to 278 million, with West and Central Africa (1.9 million) and the Middle East and North Africa (1.4 million) among the hardest hit. Côte d'Ivoire and Mali faced enrollment declines.

Humanitarian programs such as school feeding and refugee education face sharp cutbacks, leaving children vulnerable to exploitation, child labor, and trafficking. UNICEF estimates that there are 290 million children who will be affected, including students who are enrolled. It urged donors to provide priority assistance to the least developed countries, safeguard humanitarian funding, and focus on the foundational aspects of education.

The analysis finds that 28 countries are projected to lose at least a quarter of the education assistance they rely on for preprimary, primary, and secondary schooling. Among them, Côte d'Ivoire and Mali face some of the greatest risks, with enrolment at risk of declining by 4 per cent - equivalent to 340,000 and 180,000 students, respectively.

Primary education is expected to be hit hardest around the world, with funding set to fall by a third - deepening the learning crisis and putting affected children at risk of losing an estimated US$164 billion in lifetime earnings.

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HEALTH AND WELLNESS Practical, realistic strategies school leaders can use to protect their physical and mental health over the Christmas holiday period.

You cannot pour from an empty cup.

Leading others thrives when your own wellbeing is fed.

Disconnect Intentionally - Leaders often struggle to switch off Set an “out of office” message that clearly states you will not be checking email regularly.

Silence work notifications or remove the apps temporarily.

Establish “no school talk” times with family/friends.

Prioritize Sleep and Recovery - Chronic fatigue accumulates throughout the term Re-establish a healthy sleep schedule—8 hours if possible.

Take naps without guilt; your nervous system needs the break.

Avoid planning multiple early mornings.

A rested leader is a better leader.

Your staff and students benefit when you return calm, healthy, and recharged.

Move Your Body - Movement reduces stress hormones and improves energy.

Choose gentle friendly activities (walking, yoga, stretching, swimming).

Try a “holiday movement routine”: 20 minutes, 3–4 days a week.

If you enjoy training, great—but don’t turn rest time into another demand.

Nourish Yourself Without Pressure - Leaders often skip meals or make rushed food choices during term time Eat balanced meals, stay hydrated, and enjoy festive foods without guilt.

Cook meals you love—or embrace easy options if you’re tired.

Reconnect with Joy and Identity Outside of Work - Leadership can consume your sense of self.

Do hobbies you’ve neglected: reading, crafts, sports, music.

Plan at least one non-work-related outing or treat.

Create intentional “slow days” with no agenda.

Strengthen Support Networks - Connection is protective for mental health Spend time with people who energize rather than drain you.

Reach out to trusted peers in leadership—but set boundaries to avoid turning it into another work meeting.

If needed, schedule a therapy session after term ends to decompress.

Reflect Gently - The holidays can be a good time to process the past term but should not feel like a performance review Journal or voice-note a few thoughts: What brought satisfaction?

What caused stress that can be changed?

What boundaries should I adjust?

Save planning for late in the break so it doesn’t dominate your rest.

Prepare for a Calm Return - Anxiety often builds before school restarts Spend 30–60 minutes at the end of the holiday doing light planning: Set top priorities for the first week.

Organize your calendar.

Create a “first day back script” for staff and students.

Avoid full-scale strategic planning—rest is the priority.

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