E.L. Africa Magazine | September 2021

SEPTEMBER VOL.2,

E.L.

EDUCATIONAL LEADER AFRICA

DR. FRANCES UFONDU THE CO-FOUNDER OF THE E.L. MAGAZINE AND CBO FOR PALMDALE SCHOOL DISTRICT WINS THE CALIFORNIA ACSA AWARD

WALKING THE LINE: HOW TO BE A STRONG EDUCATIONAL LEADER PAGE 9

PAGE 11

PRINCIPALLY SPEAKING: PROVISION OF MENTAL HEALTH SERVICES IN SSA SCHOOLS PAGE 17

7 WOMEN BREAKING THE GLASS CIELING IN EDUCATION PAGE 24

HE KNOWS THE VALUE OF EDUCATION: PROFESSOR CHARLES ONG'OND-KENYA PAGE 39

2021 NO.

6

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

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E.L. AFRICA | SEPTEMBER 2021

"Professional Inquiry"

E.L.

EDUCATIONAL LEADER AFRICA

TABLE OF

CONTENTS 8 10 11 13 15 16 17 24 39 43 44 47

WALKING THE LINE: HOW TO BE A STRONG EDUCATIONAL LEADER WHILE CREATING A COLLABORATIVE AND SUPPORTIVE LEARNING ENVIRONMENT

MENTAL HEALTH SUPPORT FOR STUDENT IN SCHOOLS

MENTAL HEALTH: A SCHOOL DISTRICT’S JOURNEY AND PROGRESS

CHANGING MINDS: REMOVING THE STIGMA AROUND MENTAL HEALTH FOR STUDENTS

THE MANY DIFFERENT HATS A SCHOOL COUNSELOR WEARS

GLOBAL EDUCATION SUMMIT REAFFIRMS COMMITMENT

PRINCIPALLY SPEAKING: PROVISION OF MENTAL HEALTH SERVICES IN SUB SAHARAN AFRICAN SCHOOLS

WOMEN EDUCATIONAL LEADERS:

A SHOWCASE OF

SEVEN WOMEN BREAKING THE GLASS CEILING

HE KNOWS THE VALUE OF EDUCATION: PROFESSOR CHARLES ONG'OND

IN CASE YOU MISSED IT: THE AFRICAN CONFEDERATION OF PRINCIPALS CONFERENCE IN NIGERIA

IN THE NEWS

CAN YOU CONTROL YOUR OWN HAPPINESS?

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 | SEPTEMBER 2021

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

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

It also highlights their

an African solution to African problems.

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

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

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E.L. AFRICA | SEPTEMBER 2021

EDITORIAL & DESIGN

E.L.

EDUCATIONAL LEADER AFRICA

WRITERS Mr . T e mi t o p e Mu s t a p h a - N i g e r i a Mr . Ch r i s On wu k a - N i g e r i a Mr . S a n v e e E l mu t P i n t o - T o g o

EXECUTIVE PUBLISHERS

CONTRIBUTORS

Dr. Ada Omile

Dr. Evelyn Mamman

Dr. Frances Ufondu

Dr. Christine Niyizamwiyitira Mr. Azubuike Aliche Dr. Mary Okafor Dr. Frances Ufondu Mr. Aaron Yoscovitz Prof. Charles Ong’ondo Mrs. Hileni M. Haushona-Amukana Mrs. Felicia Agyeibea Okai Dr. Grace K Baguma Mrs. Jennipher Chishimba Banda Mrs. LaNolia Omowonile

E . L . A f r ic a m a g a z in e ’ s e x c l u s iv e l o o k a t t h e p r o v i s i o n o f m e n t a l h e a l t h s e r v ic e s a t s c h o o l s ( p g . 1 0 ) . L e a r n m o r e a b o u t h o w t o m it ig a t e t h e s t i g m a ( p g . 1 3 ) a n d w h a t s o m e s c h o o l s a r e d o in g a b o u t m e n t a l h e a l t h p r o v is io n ( p g . 1 7 ) . G a in s o m e p e r s p e c t i v e s a b o u t b e i n g a s t r o n g e d u c a t io n a l l e a d e r w h i l e c r e a t i n g a c o l l a b o r a t iv e a n d s u p p o r t in g l e a r n i n g e n v i r o n m e n t (pg. 8). Read about the seven female leaders b r e a k in g t h e g l a s s c e il in g in e d u c a t i o n ( p g . 2 4 ) .

CREATIVE DESIGNER M s . C h in e n y e O m il e

Educational Leadership Africa Magazine (ISSN 2693-2806) is published quarterly in March, June, September, December by Educational Leadership Consultant Group(ELCG) in Virginia, USA. ELCG is an organization focused on training and development of education leaders. The EL Africa magazine, a component of ELCG, is the voice for principals, assistant principals, and other school leaders across Sub-

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

Saharan Africa. The statements, opinions, and advertisements expressed herein are those of individual authors and companies and do not necessarily represent the views of EL Africa magazine or the ELCG.

Article Submission: Submission on topics relevant to school leadership are requested.

Email ideas and articles to elafricamagazine@gmail.com.

E.L. AFRICA | SEPTEMBER 2021

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EXECUTIVE PUBLISHERS DR. ADA OMILE

She earned her doctorate degree in Educational Leadership K-12, from Argosy University, Washington DC, Post Master's Certificate in Educational Leadership & Administration from George Washington University, Master of Science in Computer & Information Systems , Master of Arts in Learning Disabilities, both from Clark Atlanta University, Atlanta Georgia. She has over 27 years of experience in Education and Leadership.

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

(ELCG), a Non-

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

DR. FRANCES UFONDU

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

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

Her dissertation in 2005 was focused on an in-depth research of skills required by principals to effectively implement the Public School Dr. Omile and Dr. Ufondu attended the same high school and college in Nigeria and have dedicated their career and life’s work to improving leadership capacity for educational leaders in the hopes of positively improving learning for our students. This E.L. Africa Magazine is designed to give educational leaders the tools to enhance and empower their teachers as they collaborate to improve teaching and learning for students.

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E.L. AFRICA | SEPTEMBER 2021

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

LETTER FROM THE EXECUTIVE DIRECTOR

HERE WE GO! In July 2021, I came across a picture of a young Ugandan teenage schoolgirl hung on a tree in front of her house. She had hung herself the night before because her parents were not proud of her grades from school. School leaders across Uganda were sharing this image on their group fora and discussing the tragedy. The image was imprinted in my mind for weeks.

If there is one thing everyone in education can agree on, it is that the COVID-19 pandemic has had profound implications for schools. Among other things, it has brought much-needed attention to the strong sense of urgency for schools to have a unified mental health team - social workers, psychologists, and counselors. A big part of that urgency is emphasis on the importance of attending closely to students’ mental health and well-being.

Addressing the social-emotional needs of students is very important this school year. The pandemic related lockdown of schools has resulted in increased anxiety, depression, suicidal tendencies, teenage pregnancies, death of loved ones, worries about going back to school, and other sorts of issues for students. Therefore, as a serious issue, we decided to approach it from different views -

from the district

leadership, a school district’s journey to removing the stigma associated with mental health, and practices of some schools in Sub Saharan Africa (SSA).

SSA school districts are facing real challenges – how to reengage students, to ensure that any retrogression is temporal and place students on a path for learning growth. Couple these concerns with social-emotional needs of students and educators, and administrators undoubtable are feeling more pressure than ever before. But there is hope. Understanding how to support the health and well-being of students and using the unified mental health teams at schools can have a positive impact on learning.

It is incumbent of policy makers to provide funding so that school districts/leaders will have adequate resources to address the mental health struggles for students.

We laud the educational leaders for their efforts and diligence in leading the schools and improving access to quality, equitable, and inclusive education. Your leadership makes success happen in schools.

Take care of your emotional health, so you can take care of others.

Ada Omile Ada Omile

Executive Director E.L. Africa Magazine E.L. AFRICA | SEPTEMBER 2021

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

Themes for Next issue Policy changes after the Pandemic and how districts are using resources to advance the interest and capabilities of learners.

Strengthening the teaching profession: Adjusting the teacher PDs and preparation programs for digital technology in the classrooms.

Successful manuscripts are written in a tone and

The presence and impact of technology in the

style appropriate to a magazine; are well-

classrooms post pandemic.

organized; clearly establish the purpose of the article; use specific examples—it is best to show,

E.L. Africa is

YOUR

magazine—help make it an even

and adhere to the rules of grammar.

more valuable resource by writing an article or passing these themes on to a colleague who has a great

How to Submit

program or unique perspective.

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

Content

The manuscript prepared in MS Word.

Manuscripts should explore one theme or other topics of

A cover letter that indicates your intention to

professional interest to secondary school principals.

submit the manuscript to E.L. Africa magazine

Manuscripts are evaluated by ELCG/E.L. Africa

and stipulates whether the manuscript has

magazine staff members and are judged on their

been submitted elsewhere.

relevance, interest to principals, timeliness, originality,

Contact information for each author: school

readability, and credibility. E.L. Africa magazine seeks

and title, telephone number, and e-mail

articles that:

address.

Describe best practices and exemplary programs

A two-sentence author biography. The first

objectively and include evidence of success as well

sentence should include a current title, school

as a discussion of problems

and e-mail address; the condition sentence

Explain how principals can act on the information

should highlight key accomplishments or

Include advice, resources, and examples

reinforce your authority in discussing the topic.

Offer opinions on some topic of professional interest to principals

Photographs If you’d like to send photos to accompany your

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Requirements

article, please attach the JPEG files to an email

Manuscripts should be no more than 2,000 words,

and send them to elcgtraining@yahoo.com. If no

including references, but may include additional

photos are available, E.L. Africa will select file or

supplemental material.

stock art to enhance the article.

E.L. AFRICA | SEPTEMBER 2021

WALKING THE LINE: HOW TO BE A STRONG EDUCATIONAL LEADER WHILE CREATING A COLLABORATIVE AND SUPPORTIVE LEARNING ENVIRONMENT By: LaNolia Omowanile

"Everything rises and falls on leadership," says leadership guru Dr. John Maxwell. This is just as true in schools as it is in business. The presence or absence of an effective principal can make all the difference in school climate and overall student achievement.

Research conducted by the Wallace Foundation concluded that principals have the second most significant impact on school success, beating out revenue, resources, and curriculum and ranking second only to teachers. The findings of this research elevate the need for school principals to remain unswervingly focused on creating collaborative school environments that hold the quality of instruction supreme.

While every principal must select strategies that fit their specific school environments, a set of universal strategies encourage a high level of collaboration and collective efficacy for student learning.

This type of collaborative culture requires structures that empower staff and administrators to work together as a community of professionals to improve teaching and

One way effective principals facilitate collaboration is by allowing teachers and administrators to serve on leadership project teams.

These teams can address a range of issues, including data, culture, technology, parent partnerships, and others. Opportunities for shared leadership mean staff learning.

beyond the school administrators have the information and the power to make decisions and enact changes. Voices are heard, and expertise is shared.

3) Multiply Irreplaceables:

Irreplaceable teachers are by

any measure the very best teachers on staff; invaluable assets to the school. They are the teachers who are so successful that they are nearly impossible to replace.

According to the 2012 TNTP research report on teacher retention, the problem is that schools tend to treat their best teachers as though they are expendable. They retain their best and least-effective teachers at virtually the same rate. The report's authors charge principals to focus retention strategies on keeping the irreplaceable teachers while raising expectations and accountability for teachers who consistently perform poorly. The benefit? The research

What do effective principals do to create collaborative learning environments for staff that result in higher student outcomes?

1) Shape the Vision:

shows that schools are 75% more likely to replace a lowperforming teacher with a more effective new hire, thus increasing the overall quality of instruction. Replacing

Grounded in the belief that all students

CAN learn, and therefore all students WILL learn, effective principals rally the staff around a clear vision of academic success for ALL students and reinforce this vision in word and deed to ensure staff members have a deep understanding of

ineffective teachers with effective teachers requires principals to have the courage to make difficult decisions and have candid conversations with low-performing teachers. It also requires principals to be diligent in naming and celebrating excellence when they see it.

what the vision looks like, feels like, and sounds like in action.

Beginning the year visiting excellent schools allows teachers and administrators to co-observe excellent schools' high standards and cultures. Unpacking what the written vision looks like, feels like, and sounds like in practice also supports staff internalization of the school's vision. Establishing a shared vision early on ensures all staff members are working synergistically toward the same end.

2) Cultivate Discourse:

4) Clear the path:

Principals far too often underestimate

the importance of ensuring operational excellence in support of teacher satisfaction and great instruction.

When instructional staff hold too much responsibility in non-instructional domains, they become increasingly disassociated from student learning and building great instructional practices. Effective principals understand when meeting time is spent building excel files, planning

Students who are consistently

engaged in class learn more. Similarly, staff who consistently engage in decision-making, problem-solving, and leading instructional initiatives grow more.

the logistics of field trips, and filling out mundane state compliance reports, it is time not spent discussing student performance or giving space for collaborative problem solving and mutual development.

E.L. AFRICA | SEPTEMBER 2021

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WALKING THE LINE: HOW TO BE A STRONG EDUCATIONAL LEADER WHILE CREATING A COLLABORATIVE AND SUPPORTIVE LEARNING ENVIRONMENT

They understand that when the instructional staff can focus exclusively on what is happening in the classroom, the time and attention toward improving instructional practices exponentially increase student outcomes. With this understanding, effective principals clear the path for instructional staff to focus on instruction by hiring and developing school operations teams to take full responsibility for delivering smooth school operations. They observe operations staff doing the work and provide feedback and support when performance misses the mark, just as they would for instructional leaders. They conduct audits of teacher and instructional leader time to ensure they are focused on instruction. They celebrate and reward excellent operations just as they do excellent instruction.

Lastly, they provide structured opportunities for

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instructional teams to weigh in on the quality of operations at the school and make adjustments accordingly.

Effective principals recognize that no one person in the building holds all the knowledge or experience necessary for achieving positive outcomes for ALL students. They realize the most important role they play is facilitating collaboration among staff while holding them highly accountable for excellent performance, ultimately realizing the school's vision.

References Jason A. Grissom, Anna J. Egalite, and Constance A. Lindsay, How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research, Wallace Foundation (February 2021).

The New Teacher Project (TNTP), The Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools (Brooklyn, NY: TNTP, July 2012).

Mrs. LaNolia Omowanile is an educator who has a passion for empowering students in underserved communities. Currently she serves as the region’s Vice President of Schools with the responsibility of managing 10 principals and ensuring curriculum and instruction effectively prepares students for success in college and beyond. She had joined forces with the planning team for Brooklyn Prospect Charter School, where she served as the founding principal of their flagship school for six years before becoming the Chief Academic Officer for the network as it expanded. She had also joined the IDEA San Antonio Charter Schools where she served as a Director of Leader Development and served the IDEA Austin family as a Senior Director of Leader Development.

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E.L. AFRICA | SEPTEMBER 2021

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Africa Inquiry"

MENTAL HEALTH SUPPORT FOR STUDENT IN SCHOOLS By: Dr. Evelyn Mamman - Assistant Superintendent of curriculum & instruction for Tenafly Public Schools, New Jersey Mentally healthy

Access to services is easier because the mental health

students are more

professionals know the students, parents, and other

successful in

staff members of the school.

school and

Research shows that students are more likely to seek

beyond. Research

counseling when services are available in schools

shows that students who

According to the National Association of School

receive social,

Psychologists, “Comprehensive, culturally responsive

emotional, mental,

mental health services can help address inequities in

and behavioral

access and help reduce the stigma associated with

health support do

receiving mental health services by making it part of the

better

fabric of the school system.” One way to achieve this can

academically and

be through teacher-led discussions in the classroom and

in life, generally.

implementing a plan for students who exhibit concerning

Mentally healthy students improve the overall school

Mental health incorporates promoting social, emotional, and behavioral wellness which has a direct impact on how well students connect with each other, engage in their learning, develop and maintain positive relationships, and cope with everyday challenges. Despite the importance of mental health, there environment.

has been a growing unmet need for mental and behavioral health services in our schools for years, which has been

signs/symptoms. Teachers can: Encourage students to talk about how they are feeling Teach coping skills to students Incorporate self-care practices throughout the day (like deep breathing exercises) Educate students on the signs and symptoms Promote physical well-being Have a referral system in place to help students who are struggling

further exacerbated by the pandemic.

If students are taught about mental health in school they According to NPR, mental health is a hidden crisis in schools affecting millions of students. They struggle with problems like depression, anxiety, substance abuse, which can be a factor in other major problems found in schools. Such problems include but are not limited to: chronic absenteeism,

will be able to identify issues with their peers and themselves, and educators will be better equipped to distinguish if a student is struggling. Being able to identify issues early on is key to successfully treating disorders and providing access to care that a student may need.

low achievement, disruptive behavior, violence, crises, and dropping out of school. Integrating comprehensive mental and behavioral services in our schools can help support students in these struggles.

Finally, supporting students’ mental health is foundational to supporting their academic success, as well as promoting their overall healthy development. Students with unmet mental and behavioral health needs cannot learn to

Schools can offer mental health services delivered by trained mental health professionals who are employed by schools, such as school psychologists, school counselors, school social workers, and school nurses.This allows schools to remove barriers like transportation, scheduling conflicts and stigma that often get in the way of students getting the help and support that they need during the school day. There are many benefits to having school based mental health professionals:

their fullest or become responsible adults. Open and thoughtful conversations surrounding mental health in a safe and brave space can decrease the stigma around it.

When teachers discuss mental health in a non threatening manner, it gives students the confidence and language to start a dialogue. Students will feel empowered to reach out to a trusted family member, teacher, or friend when needed.

Schools provide the ideal environment and context for prevention, intervention, and communication between

References Anderson, Meg, and Kavitha Cardoza. “Mental Health in Schools: A Hidden Crisis Affecting Millions

school and families.

of Students.” NPR

“Comprehensive School-Based Mental and Behavioral Health Services and School Psychologists.”

National Association of School Psychologists (NASP).

E.L. AFRICA | SEPTEMBER 2021

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MENTAL HEALTH: A SCHOOL DISTRICT’S JOURNEY AND PROGRESS By: Dr. Frances Ufondu, Assistant Superintendent of Business Services & Mr. Aaron Yoscovitz, Special Education Program Specialist

The Palmdale School District began providing attention to mental health disorders and the needs of our youth approximately during the summer months of 1993. It was at this time that the district partnered with the Los Angeles County Department of Mental Health, Child and Family Guidance Center, and in coordination with the Antelope Valley (AV), Special Education Local Plan Area (SELPA) including the SELPA Director, began the planning to bring a mental health facility to the area for students to attend. It was at this time and for the next 10 years, the framework to create a school site within the Antelope Valley for students exhibiting extreme mental health issues was created. In the summer of 2003, the doors to The Yellen Learning Center opened. The center remains open, and serves the 9 elementary school districts in the Antelope Valley SELPA for those students with the highest needs related to mental health disorders. In addition, this location and staff continue to be a silent consultant for various districts outside of the SELPA boundaries, and at times, Inter-SELPA students are referred for enrollment as far as Kern County.

achieved since the mid-2000s to the present, agreements with local agencies to have clinical, therapeutic, and mental health staff readily available at school sites.

The focus was to identify early those students exhibiting anxiety and depression, while also seeking out students with disorders that would benefit from mental health support.

Since 2003, the district's efforts to increase efforts to identify students and provide services for students with mental health needs have continued to evolve. From training and staff development, as well as collaborating with various mental health agencies, the district brought to staff including administrators, psychologists, teachers and staff, regular information about the signs, symptoms, and appropriate responses including interventions and supports. In the early 2000s, much effort was made to bring to the school sites colocated mental health agencies, and we successfully

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E.L. AFRICA | SEPTEMBER 2021

Training and professional development was initiated to capture students early, by communicating with parents upon enrollment, conducting and increasing observations of students, and by looking for patterns in behavior that might indicate that something more was going on. If/when this was present, referrals to these co-located agencies were initiated and continue to this day, during which in partnership with our agencies, students could receive therapy, psychiatric support, and school services could be implemented. Special Education teams were also provided an increased level of understanding and warning signs.

MENTAL HEALTH: A SCHOOL DISTRICT’S JOURNEY AND PROGRESS

The district initiated (first to do so in the Antelope Valley Area) in 2005, suicide and risk assessment measures, during which those students displaying unsafe behaviors and ideation could be assessed by trained professionals and interventions were employed. The Risk Assessments have been strengthened by on-going training and professional development to keep in line with the growing trends, while also hearing from those are known for their renowned work in the field of suicide. This work and evolving field has provided the district with the framework to identify, assess, and in-turn focus on keeping students safe. Students in need are identified at this time using a variety of sources.

These sources come from on-going communication with teachers, who in-turn have been provided ways to share out warning signs to administrators and support staff, and if a child is in need, the appropriate referrals can be made that might include the following: Special Education Assessment, referrals to local agencies, on-site immediate intervention by school psychologists, and new to the district starting in 2018, district hired social emotional/mental health staff. In addition to these, the Palmdale School District in collaboration with the Los Angeles County Office of Education, piloted a Trauma Informed Practices Training which set the framework of how the county districts would implement this new focus.

At this time, Palmdale School District continues to be recognized as a leader in education by continuing to be one of only a select few districts in the state to maintain having each campus in the district covered by an outpatient mental health agency, by use of a district wide suicide risk assessment process and protocol, and by on-going collaboration and communication with our parents, staff, and students to be able to provide the supports that are needed in order to address the on-going issues of mental health.

With this program, staff including classified and certificated, were to all receive an annual training to assist staff in better understanding the root causes of behavior which may be related to everyday traumas that students and families face. In understanding these traumas, school interventions could be employed to decrease suspension rates, while increasing school attendance and providing the students with a safe environment with staff that would have a better understanding of what these students may be faced with.

E.L. AFRICA | SEPTEMBER 2021

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CHANGING MINDS: REMOVING THE STIGMA AROUND MENTAL HEALTH FOR STUDENTS By: Azubike Aliche, LICSW, LCSW-C

In this article, I reviewed

The World Health Organization estimates that only three

recent studies focusing

percent of the health budget in Nigeria goes to mental

on the prevalence of

healthcare. Nigeria was estimated to have 204 million

mental disorders among

people in 2020. Of this number, 20 million are estimated

children in Africa. The

to have some form of mental disorder. In part, due to poor

studies reviewed confirm

attitude and funding for mental health, Nigeria has only

what we know, from

about 130 psychiatrists. Nigeria has only five (5) psychiatric

observation and

nurses to every 100,000 people. There are hardly other

anecdotal evidence,

cadres of mental health practitioners, including clinical

which is that many

social workers, psychologists, mental health counselors,

school-age children in

etc. Also, Nigeria experiences a severe shortage of

Africa suffer from a

psychotropic medications, including antidepressants,

broad range of mental

antipsychotics, anticonvulsants, etc.

disorders.

To pay the right kind of attention to the mental health The studies were conducted in Nigeria, Ghana, Uganda, and

needs of students in Africa, a large amount of money and

a few other African countries. In one case, 10 studies

other resources will need to be invested. The funds will be

involving 9,713 children showed that between 14.3% and 19.8%

needed to train and hire school psychologists or social

of the children involved suffered from some form of mental

workers or guidance counselors in large numbers. Funds

disorder. The actual percentage depended on the screening

would also be needed to set up and run educational and

method used. One study involved an analysis of 26 studies,

public enlightenment programs for schools and teachers.

and involved 21 different research projects, mostly conducted

Since studies have shown that students are vulnerable to

in Nigeria, which found that as much as 59.7% - 63.0% of the

mental health problems, preventive programs would be

respondents had some form of emotional disorders, conduct

needed.

disorders, peer relationship or hyperactivity problems.

Another of the studies focused on young people living with

There is no question that combating stigma on mental

HIV (YLWH). The result showed that, among this population,

health among students will require more than money.

between 16% and 40.8% suffered from depression, while

Education can be the best tool. A case can be made that

about 25% suffered from anxiety symptoms.

attacking stigma through students is a fundamental step towards eradicating it, over time. The saying that children

The process of removing the stigma around mental health for students will involve helping students to unlearn the myths that the larger African society promotes around mental disorders. The most destructive of the myths is that mental illness is an affliction from evil spirits. The idea that good people cannot suffer from a

Among other factors, HIV-related stigma was found to

are the leaders of tomorrow bears repeating here.

Other factors associated with mental health challenges for students in Africa include bullying, substance abuse, domestic violence, financial difficulties and being female. Yet, other factors include sexual abuse, other adverse childhood experiences, intimate relationship problems, and self-perceived poor performance in school.

mental disorder is largely responsible for the shame that

account for these mental health problems.

family members and friends of people with mental illness Any discussion on ways to remove stigma around mental

are forced to live with. It’s the reason that people

health for students in Africa should begin with a discussion of

suffering from mental disorders are isolated, treated

the poor state of funding for mental health, in general, in the

harshly, and locked away, compared to people suffering

continent. Take the case for Nigeria, for example. Nigeria,

from physical health challenges.

arguably, has the largest economy in Africa.

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E.L. AFRICA | SEPTEMBER 2021

CHANGING MINDS: REMOVING THE STIGMA AROUND MENTAL HEALTH FOR STUDENTS

Educating students about mental health will likely promote

Because many of the societies in Africa are authoritarian

a change of attitude for generations. It will engrain the

and gerontocratic, any meaningful program to combat

attitude that it’s not right to make fun of people with

stigma should go on in schools and other institutions of the

mental illness or to treat them inhumanely. Mental health

society at the same time, for long term results. In many

education in schools will not only be impactful, but it’s also

African societies, students are expected to take

likely to be effective. The reason is that this is an

instructions from their parents and elders, not the other

impressionable time for students and a time when they are

way round. This can limit the effectiveness of schools-only

building their identity, as individuals. Education around

mental health education programs. Again, if the schools

mental health at this point could be part of the

must have trained mental health personnel, only

socialization process and reorientation that the school

governments can fund these. Sadly, many African

does best.

governments have demonstrated a poor record of achievement in this area. Also, any efforts to meaningfully

Mental health education in schools when done right is an

bridge the disparity in funding and other practices

investment in effective advocates for the future. It is a

between physical and mental health care will require

sure way to promote overall health in a society, through

intervention from governments in the way of legislation

teaching the right attitudes and behaviors towards the

and other policies, to be effective.

mentally ill. It’s also about laying a strong foundation for the army of people who can provide the right support for

Aliche, a private practice psychotherapist in the

those dealing with mental disorders and substance use

Washington, D.C. area, is president of the Nigerian Mental

disorders. Currently, discussion about mental illness is

Health Practitioners USA Inc.

done in hush tones. In many cases, treatment and other

Education for students on mental disorders can eventually transform these discussions into open and candid solutionfocused conversations. Also, an effective education and interventions are delivered secretly.

enlightenment program for students must be one that teaches skills for students to empower the mentally ill rather than treat them in ways that promote shame. Also, a big part of any mental health education for students can focus on teaching them social, stress management and coping skills, as well as self-care skills.

WOULD YOU LIKE TO BE However, it’s important to stress that the presence of societal structures and institutions friendly to the transformation of attitudes to mental disorders is required.

No programs or personnel in schools will succeed unless they are supported by these structures and institutions.

Much of the negative attitude to the mentally ill are

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grounded in traditional religious beliefs. Even Christian religious beliefs are not so helpful. So, the church, the mass media, nongovernmental agencies and most importantly government departments, at local and national levels, would need to join in any meaningful efforts to combat stigma around mental health for students, for it to succeed.

E.L. AFRICA | SEPTEMBER 2021

14

THE MANY DIFFERENT HATS A SCHOOL COUNSELOR WEARS By: Dr. Mary C. Okafor

School counseling is

A school counselor advocates for students. She or he is

an integral part of

equipped with knowledge, skills, and resources to foster

the educational

student success in the school, the home, the community

system of a school.

and the world.

It is a component of

leadership team that

WHAT IS THE DIFFERENCE BETWEEN A SCHOOL COUNSELOR AND A GUIDANCE COUNSELOR?

develops and

Although the title of a School Counselor and a Guidance

implements

Counselor are often used interchangeably, there is a slight

programs to assist

difference in their roles. A school Counselor fundamentally

students in their

focuses on students’ academic development by designing

personal, social,

and implementing strategies and activities that promote

academic, college

student ability to learn; a Guidance Counselor not only

and career

assists with student’s academic development but

the school

readiness. The counseling programs are executed through individual counseling, small group counseling, classroom counseling, leadership training and mental health guidance.

Many countries of the world embraced the concept of school counseling but vary in how a school counseling program and services are provided, who should provide which services, how the programs should be funded and the certification and credentialing process of the school counselors. For instance, some countries do not have formal school counseling

addresses the personal/social aspects of students as they thrive through school into adulthood. Guidance Counselors are sometimes employed in career and college centers.

THE MANY HATS OF SCHOOL COUNSELORS School counselors are the first arm of defense when it comes to identifying and providing students’ needs, whether it’s academic, personal/social/emotional, career and/or college readiness.

programs, and in some countries, school counseling is provided by classroom teachers, psychologists, or specialists.

School counselors are a one-stop-shop for all students’ necessities; from examining students’ abilities, strengths,

WHO IS A SCHOOL COUNSELOR? A school counselor is a professional who works in primary

interests and talents to partnering with parents as they face the challenges of raising their children.

(elementary and middle) school or secondary school to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program.(Wikipedia)

School counselors are go-to persons to resolve students’ conflicts, make schedule changes, test taking skills, study skills, student academic transcript, extra-curricular activities, make accommodations for students, prepare for college admission, fill out college applications, college

A school counselor is a certified/licensed educator with the minimum of a master’s degree in school counseling and is

scholarships, explore careers, internships, summer camps, and mental health issues.

trained to address the developmental needs of all students through data-driven, comprehensive school counseling programs. She or he with the school leadership team to advocate, collaborate and promote equity and access for all students. They connects the school’s counseling program to the school’s academic mission and school improvement plan.

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E.L. AFRICA | SEPTEMBER 2021

As you enter a School House you will locate the School Counselor actively involved in providing a multitude of services to students.

Dr. Okafor is a former school counselor, current licensed Professional Counselor - Supervisor and in Dallas, TX, U.S.A. She is also the Financial Secretary of the Nigerian Mental Health Practitioners, USA, Inc.

GLOBAL EDUCATION SUMMIT REAFFIRMS COMMITMENT At the Global Education Summit, co-hosted by the Governments of Kenya and the United Kingdom in London on 28th and 29th July 2021, leaders of 19 countries reaffirmed their commitment to Sustainable Development Goal 4 (SDG 4) – to ensure inclusive and equitable quality education, including making available resources to reach the most marginalized children, especially girls, and promote lifelong learning opportunities for all. The governments pledged to commit to increase or maintain their budgets in funding education. The Summit secured record commitments of international, domestic, and private funding for education, providing a huge boost to children’s learning in the world’s lowest-income countries.

To date, 19 Heads of State have endorsed the Kenyatta Declaration, which calls for countries to protect education budgets at pre-COVID-19 levels and, where this has not been attained, increase domestic financing for education towards the global benchmark of 20 percent of annual

Quality education impacts other development goals and sustainability and has a ripple effect on a nation’s economy. The Summit underlined education’s key role in accelerating the fight to end poverty, prevent climate change and improve health outcomes, and highlighted the importance of putting education at the top of the international agenda as the world seeks to respond to and recover from the impacts of the COVID-19 pandemic. The

budgetary allocations. Over the next five years, the countries endorsing this statement are committing up to US$196 billion in education financing. These endorsements are a crucial shield against learning losses resulting from the economic impact of COVID-19 and represent the highest level of political will to prioritizing domestic financing for education, at a critical time when it is needed most.

diversity of participants who rallied around the Summit demonstrated global solidarity to prioritize education for children and young people in the world’s lowest-income countries.

In addition to those endorsing the Kenyatta Declaration, 25 countries submitted individual commitments to prioritize and protect the volume of education financing, and improve its efficiency and equity, making sure that

The Summit was a high-level demonstration of the world’s commitment to working in partnership, through Global Partnership for Education (GPE) to end the learning crisis, and a resounding endorsement of GPE’s 2025 strategic plan. The Summit builds on GPE’s successful “Raise Your

financing is increasingly reaching those who need it the most – girls, children with disabilities, displaced populations or those who live in hard-to-reach areas.

These marginalized groups have been the most affected by the global pandemic.

Hand” campaign. Since the campaign launched in October 2020, GPE has mobilized support from political champions such as French President Emmanuel Macron, Norwegian Prime Minister Erna Solberg, celebrities including international football star Didier Drogba and Kenyan Olympic champion Eliud Kipchoge, leaders from international organizations and civil society, and youth leaders and networks from around the world.

HIGHLIGHTS: DOMESTIC FINANCING COMMITMENTS The Global Education Summit mobilized unprecedented high-level support from GPE partner countries for domestic education financing. As part of GPE’s replenishment campaign, Heads of State endorsed a

WHAT’S NEXT The Global Education Summit has provided a massive funding boost to millions of children and young people around the world, whose education has been so deeply impacted by the COVID-19 pandemic, exacerbating an already dire learning crisis in the world’s lowest-income countries. The $4 billion raised by donors represents 80 percent of GPE’s fundraising target raised in just the first six months of our five-year campaign. Member countries are confident that by working together they can achieve – and even surpass – their target of raising at least $5 billion in 2025 to help transform education for millions of children and young people.

global call to action on domestic financing to education, led by President Kenyatta of Kenya.

E.L. AFRICA | SEPTEMBER 2021

16

PRINCIPALLY SPEAKING: PROVISION OF MENTAL HEALTH SERVICES IN SUB SAHARAN AFRICAN SCHOOLS

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E.L. AFRICA | SEPTEMBER 2021

E.L. AFRICA | SEPTEMBER 2021

18

MENTAL HEALTH PROVISION IN SSA

As a result, it is possible schools may not hear about a mental health disorder or crisis till further down the line. The mental health crisis in our schools is a result of a lack of education on the matter, and a lack of resources to properly mitigate it. Teachers, who are the most hands-on with these students the majority of the time, are not trained in mental health. And on top of that, they probably have many other students in that class and dozens of other responsibilities on their plate. They are not equipped with the time, resources, or training necessary to give students with signs of mental health issues the unique attention they deserve. Moreover, mental health education is seldom part of the learner’s curriculum, even though the importance of the subject cannot be ignored. Agreeably, the provision of mental health services in schools is quite new and mainly addresses the academic effect of mental health difficulties that are not

EMELIA KUNDA

being met by external mental health services.

HEADTEACHER OF KALONGA SECONDARY SCHOOL IN KABWE, ZAMBIA

Notably, schools have counsellors with the responsibility of guiding students in different aspects of life such as personal, Mental health from a layman’s view is a complete

career, social, academic and HIV counseling at school level.

deviation from normal behavior and people don’t want to

Away from counselors in schools, subject teachers meet with

associate with it because of the stigma that is tagged on

learners on a daily basis though the chances of them

it. However, mental health refers to cognitive, behavioral,

recognizing symptoms of mental health issues in the learners

and emotional well-being. It is all about how people think,

are slim due to large numbers they deal with. Teachers are

feel, and behave and everyone can be categorized as

also employed to focus primarily on academics, so unless the

having good or bad mental health. Everyone experiences

student is seeing them on a regular basis for matters of

down times in life that can cause anxiety or depression

academia, the counselor or teacher is unlikely to notice

that can be classified as mental health problems. It also

changes in behavior or attitude that would signify an

helps determine how we handle stress, relate to others,

underlying disorder exhibited through chronic absenteeism,

and make healthy choices.

low academic achievement, disruptive behavior and are at a high risk of dropping out.

Mental health is important at every stage of life, from

various factors that contribute to mental health and it is

SITUATION INVOLVING A STUDENT WHO HAD A MENTAL HEALTH ISSUE

clear from the Zambian perspective that social,

At Kalonga secondary school for example one of the

demographic, economic, political, environmental, cultural

identified and may be classified as mental health issue was a

and religious influences affect the mental health of the

grade 11 boy whose performance suddenly went down. He

people. Among learners, mental health problems affect

started fighting other learners and engaged in drug abuse.

their energy level, concentration, dependability, mental

The subject teacher after noticing the changes talked to the

ability, optimism and largely hinder academic

boy but nothing much changed. After a period of time the

performance. Identification and Service provision for

teacher referred the student to the school counselor. The boy

students with mental health at school level is our main

was however referred to the deputy head teacher for

focus in this discussion.

disciplinary action which is the procedure at school because

childhood and adolescence through adulthood. There are

of the nature of the case. The student was talked to and

BACKGROUND

warned but the boy continued with his behavior. Through the

In many Schools mental health issues go undetected from

deputy headteacher’s office the guardians were summoned

either a misdiagnosis or simply hesitance for students to

to school. It is at this point that the learner opened up to

come forward with any issues they may be having.

explain his experiences and why he thought he was involved in such behaviors for fear of being suspended.

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E.L. AFRICA | SEPTEMBER 2021

MENTAL HEALTH PROVISION IN SSA

The boy narrated...

Generally, schools do not expect teachers to be experts in mental health because it is not a prerequisite for teaching

"I was raised by a single mother who died of depression after leaving an abusive marriage. After the funeral l opted to remain at our house to continue with school while my two siblings were shared and relocated to other towns. l did not have anyone to pay for my school fees as promised by my mother’s relatives during the funeral. Looking for food while studying was a nightmare and life became unbearable so I resorted to going out to the street where l learnt to smoke drugs to help me forget about my problems. I went hungry for days and missed school several times until a good samaritan came to my aid and offered to keep me in his home. I have a home now but l still feel neglected by my family and drugs help me to be strong. I still feel alone most of the time even when there are people around. The thoughts of how my future will be weigh me down and slowly I lose strength opting to end my life. I fail to cope with school work and most of the time l just sleep when l get home. I smoke to try and forget about my problems, fight whoever crosses my path or seemingly doing very well in class to challenge, l steal in order to buy drugs to keep me going."

though having the basics of mental health will better equip them to talk to students about their feelings. Today, it’s more difficult than ever for students to deal with the pressures they face in secondary schools, and there’s no single blueprint defining the role of the headteacher on this extremely important issue. Students are labelled trouble makers and unteachable when they act out and are suspended or flashed out of school.

Equally, communities have very little knowledge about mental health thus they are unable to detect signs and symptoms in students so as to help schools deal with the problem. For many in the community, mental health remains a taboo topic. Mostly communities look at mental health to be synonymous to mental illness which can only be detected and managed at a mental hospital.

From the boy’s narration, one can tell that his experiences led to another but no one identified them early. The boy resorted to substance abuse which led to fighting, pilfering, missing classes and poor academic performance. At this point the disciplinary committee realized that the case needed a multi-sectoral approach to effectively deal with it to help the boy. The school engaged the Drug Enforcement Commission department for counseling and rehabilitation, social welfare department and ministry of health. The guardians were also given a task of ensuring that the boy was counseled and assured of their acceptance and financial support.

CURRENT STATE OF SCHOOLS Whilst the first place to start is to have a good insight into the backgrounds and circumstances of their students, looking particularly at any mental health issues and ensuring there is adequate support for them, our schools and teachers do not understand mental health needs within the school. As indicated earlier, many mental health issues go undetected or they are not treated with the deserved seriousness.

ROLE OF SECONDARY SCHOOL HEADTEACHERS IN IDENTIFYING MENTAL HEALTH ISSUES In view of the above, it’s more important than ever that teachers and school headteachers learn the signs to know when a student is in trouble, we intervene before things become too serious. An important part of identifying mental health conditions in students is to have best practices for identifying them in school. Headteachers agreed that they have a role to strengthen the guidance and counseling department to not only focus on preparing students for national examinations and life after high school. However, school counselors need to realize that they are obligated to identify mental health conditions and have solid practices in place to identify them and refer students to the necessary services.

E.L. AFRICA | SEPTEMBER 2021

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MENTAL HEALTH PROVISION IN SSA

Other than school counselors, it’s important that teachers and school staff know the early warning signs of mental health conditions and how to talk with families about mental health concerns. So, it is important that school staff become more comfortable talking with students and families about mental health issues. That comes with educating school staff, the whole school community and surrounding communities about accessing the care needed for mental health conditions.

there is a need to train school headteachers, teachers, guidance officers and communities to enable them to identify learners with bad mental health. It is also important to know that In summary,

mental health is a multi-sectoral issue and calls for a concerted effort from all stakeholders for positive results.

FOLAKE GBANGBOSE

If conditions are identified early, it allows the individual to

PRINCIPAL OF EVER WINNING ACADEMY IN

come to terms with any condition they have and learn

MASAKA, NASARAWA STATE

more about how it may affect them. When anxiety disorders and depression are identified early, they can be well managed and lead to individuals maintaining good quality of life.

In our school, we don't have students with mental issues.

Anytime we admit a student into our school we ask for a medical report and interview their parents. If we observe traces of mental illness in a child, we have specific ways of

References https://study.com/academy/lesson/role-of-school-leaders-in-identifying-student-mental-

handling them. First, we advise the parents to seek admission

health-conditions.html https://sprc.org/colleges-universities/consequences https://www.nassp.org/publication/principal-leadership/volume-17-2016-2017/principalleadership-january-2017/student-mental-health-whats-the-principals-role/ https://www.nhs.uk

›

mental-health-and-the-law

›

mental-.

for the particular child in a special school where major focus and attention can be given to them. But in some other cases, when parents insist on attending our school, we conference

https://www.medicalnewstoday.com/revieweres/timothy-j-legg-phd-crnp https://www.medicalnewstoday.co/authors/adam-felman https://www.mentalhealth.gov/basics/what-is-mental-health https://www.sciencedirect.com/topics/social-sciences/mental-health https://safesupportivelearning.ed.gov/sites/default/files/05%20P2_Providing%20Scl-

with parents and decide on how to support the student. We do not send students away out rightly, we simply accept them and give them special attention while we support them

Based%20MH%20Svs%20FINAL.pdf https://blog.providence.org/archive/is-mental-health-neglected-in-our-children-s-schools

at their own pace and according to their capacity. We invite them specially for their classes to teach them and provide counseling when needs be.

Mostly our teachers are closer to the students than the management, so the teachers observe and report their behaviours to the school management. What we have done in the school is to send a team of counselors who help the students go through their down moments of depression and

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anxieties. Some of their problems are due to issues from home and challenges they face in the society and problems of coping with their academic work. When the school counselors counsel the students, we observe for changes, improvement or retrogression. Afterwards, we invite their parents to discuss the next line of action to be taken for students either medically or the management of the school will proceed with giving the student a break for a period of time.

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E.L. AFRICA | SEPTEMBER 2021

MENTAL HEALTH PROVISION IN SSA

There are some special students in our school, specifically,

Another pointer is when a student withdraws from others who

there is a sixteen year old boy who when he joined our school

are in the same class with them, they show no interest in

had difficulties relating with other students. He isolated

what interests their mates, they always want to be alone. But

himself and found it difficult to assimilate, even

most evident is the diminished ability to concentrate in class,

comprehending common figures was a problem for him, but

such students find it difficult to respond to academic

we began to give special attention and support. We applaud

enquiries, they mostly get confused in their responses. I have

all of his academic efforts. That was when he picked up and

instances when I go out to supervise classes and I see

began to write. Now, he can mingle with other students, and

students not being responsive. I usually invite them to my

no longer behave the way he did before.

office, mostly to have a one-on-one chat with such students.

In the past, I have observed students display some form of unpredictable behaviour, it’s really difficult to recognize but when a teacher is used to a set of student’s behaviour, they could pick out these inconsistent behaviours. Anxiety and depression are complex disorders to specifically pick out in students but the minute you observe inconsistency and irrational attitudes along with mood swings in a student you definitely know all is not well with such students.

A key strategy we deploy in helping students with depression is giving regular feedback on their academics, behavioural routine, social reactions and other activities. As a school principal, I play a major role in keeping track of such students individually. Being a teacher who has practiced for about three decades, I believe loving them and building positive relationships works better.

We have discovered that most of our students we observed

THOMAS OROKO SALEM HIGH SCHOOL GOMBE

facing depression and slight mental challenges are children from broken homes and if you don’t establish a good relationship with them, they don’t ever disclose the challenges they are facing that puts them in such conditions.

We believe the school has given them another opportunity of

We identify mental health challenges in students in so

having another family. Being educators gives us dual

many ways, one is that studying becomes difficult for

responsibility hence we create synergy and we gradually

these children, they don’t catch up to optimal potential

meet their immediate family on the matters causing them

and then we immediately reach out to their parents.

depression. We also observed that when a student does not have required learning materials and their parents do not live

As a principal who has taught in the classroom for over

up to their responsibilities of paying their fees and buying

two decades, persistent sadness is a major pointer to

them required textbooks, it leads to depression for students

knowing a student who is suffering from mental health

and they feel unloved.

Signs include uncooperative behaviours including being unmotivated towards any of the curricular or extracurricular activities, sudden nonchalant behaviour towards self-care and academics. We have instances where a student would problems.

We have conversations with students to understand the root cause of their challenges and mitigate their challenges. Also when we get to know about these challenges with any of our students, we refer them to the counselling department where

show no interest in the academic work but rather be

we have professionals. These professionals work on the

soaked in self-pity. Any misguided attempt to get through

socio-emotional issues of the affected students.

to the challenge of the student could further escalate his/her problem. We also notice this through behaviours that are out of control.

E.L. AFRICA | SEPTEMBER 2021

22

MENTAL HEALTH PROVISION IN SSA

Our school collaborates more with parents on issues of mental health. We are working towards recruiting a psychologist in our school in addition to the school counsellors. The essence is to be able to fully assess students before they are admitted to study in our school but most importantly, it is crucial to mention that you don’t evaluate a student who has not shown any sign of mental illness. In a few cases of depression due to challenges at home that some students face in cases of broken home and maltreatment by their guidance or even their parents, we counsel students and make attempts to mediate between the students and the root cause of the challenges. We also place them on some form of therapy where we observe changes and help them come out of the depression by showing them affection as school principal and teachers of such students.

DAN AGBOR PRINCIPAL OF BILL MERCHANT SECONDARY SCHOOL IN CALABAR, CROSS RIVER STATE

There are procedures from the guidance and counselling department that management adheres to. However, mental health goes beyond the walls of the guidance and counselling department, we look at it holistically. Students have the cognitive and psychomotor domain. The cognitive domain takes care of mental health but not everything else. It is not a common practice in our school to check students’ mental health unless there are obvious reasons.

Psychomotor evaluation is more common, this assesses the student’s ability to perceive instructions and perform motor responses. Parents are informed when students are identified and parents make the decision as to provide services to their child. We also observe students' response to extra curricular programs to make determination of challenges. We do not admit students with severe mental problems, however, addressing the need of the child in terms of guiding the child in the right direction is what we do in the cognitive domain.

We have not recorded any case of attempted suicide, but we have had incidences of students forming groups that have negative impact on their behaviour. We used the opportunity to counsel students in regards to being in the company of good friends. We have instances of students that went into depression and for this particular student he began to exhibit traits of rejection. We also observe cases where students show signs of anxiety close to the end of term examination or any summative assessments.

We simply douse the tension and exchange their mood with other pleasant school activities. Some we refer to the school counsellors to help them overcome their stress.

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E.L. AFRICA | SEPTEMBER 2021

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WOMEN EDUCATIONAL LEADERS: A SHOWCASE OF SEVEN WOMEN BREAKING THE GLASS CEILING

E.L. AFRICA | SEPTEMBER 2021

24

WOMEN EDUCATIONAL LEADERS SHOWCASE

Dr. Ufondu is an active manager who creates forward momentum in a group, has a record of solid accomplishments in strategic program planning and has courageously assumed responsibility for the full breadth of the Business Services in addition to working with Educational Services and Student Services to provide a nurturing school culture and instructional programs conducive to student learning and staff development. In her own words,

“I see myself as a team player, thoughtful, meticulous in my work ethics. I work well under pressure and approach conflict proactively. I have very high energy, a drive to get results and the ability to motivate and inspire others. I am also candid, self-confident and have a persuasive power that allows me to accomplish goals by gaining the buy-in

DR. FRANCES UFONDU A ‘QUIET FIGHTER’ FOR STUDENTS:

of others. I also understand the vast population of students within our community and have successfully

HER GOAL IS TO ENSURE THE BUDGET DOES NOT CONSTRAIN STUDENT LEARNING!

worked with staff and parents across the district. I am also very thoughtful and reflective in my approach to any issue and work from a base of strong beliefs, values and

Dr. Frances Ufondu is the Assistant Superintendent of

integrity.”

Business Services for the Palmdale School District (PSD) in California and she has been in education for over 30

Dr. Ufondu’s professional responsibilities demand a high

years. She received her Bachelor of Science in Home

level of communication, visibility, interaction, and

Economics Education from University of Nigeria, Nsukka in

collaboration with colleagues, students, parents, staff,

1986 and completed her Masters of Arts in Educational

superintendents, board members and other policy makers,

Administration at University of Benin in Nigeria in 1990. She

and community/business partners. She has more than met

completed her doctoral studies in Organizational

that challenge, demonstrating a sense of teamwork and

Leadership from University of La Verne in California, USA

professional energy. She is honest, open, energetic,

in 2000. She also served as an adjunct professor at the

motivated, creative, and sincere, a true problem-solver

University of Phoenix. Through her educational journey of

who is thoughtful and reflective in her approach to any

starting as a classroom teacher in 1992, School site

issue, big or small. From her actions, she demonstrates

administrator in 1999 and climbing the ranks to a District

that she works from a base of strong beliefs and values

Administrator in 2013, she served students at all levels

and high integrity.

while emphasizing access and equity as a teacher and administrator. She practiced shared leadership, models

She was selected as the Palmdale School District 2016-17 Central Office Leader of the Year.

high expectations and systems approach to organizational leadership and transformation.

Dr. Ufondu also received an “Outstanding Leadership in Education Award” from California Association of African

Her duties cut across all departments and schools to

American Superintendents and Administrators (CAAASA)

ensure increased academic achievement for all students.

in March of 2020, as written in her Award Letter below:

She works with all stakeholders to develop and create a school environment that improves student engagement

“Dear Dr. Frances Ufondu: On behalf of the California

and learning. She has very high energy, a drive to get

Association of African American Superintendents and

results and the ability to inspire and motivate others. She

Administrators (CAAASA) and the Association of California

practices advocacy leadership, enjoys creating programs

School Administrators (ACSA)

to build student voice and leadership. She led the establishment of Palmdale School District Student PROMISE Ambassador Program and the ultimate election of a Student Board Member.

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E.L. AFRICA | SEPTEMBER 2021

we would like to congratulate you on your accomplishments as an educational leader in your school district. Your contribution is making a significant difference in the lives of students.

WOMEN EDUCATIONAL LEADERS SHOWCASE

Therefore, we would like to honor you and your peers other African American Assistant, Associate and Deputy Superintendents in California - at our Annual Awards Program reception on Wednesday March 11, 2020, 5:30

Palmdale School District Chief Business Officer, Frances Ufondu, says she makes decisions knowing that they will affect the district now and the prosperity of the district well into the future.

p.m. in the Ballroom of the Sheraton Grand Hotel located 1230 J Street in Sacramento, California. Your Superintendent will also be invited to join us in celebrating your award.

CAAASA is a 501c3 professional educational organization, composed primarily, but not exclusively, of African

As published in ACSA magazine on June 14, 2021

Name: Dr. Frances Ufondu Award: Business Services Administrator of the Year Title: Chief Business Officer, Palmdale School District ACSA Highlights: Member since 2000; ACSA Certified Coach

American educational leaders, whose goal is to create a more diverse workforce in California schools by implementing strategies to address upward mobility in

Chief Business Officer Dr. Frances Ufondu knows that vision statements must be translated into action, and she has done just that in helping to fulfill a “promise” for her students.

positions of leadership for people of color. CAAASA has programs and workshops throughout the year, designed to

As the fiscal steward for Palmdale School District, Ufondu

prepare African American educational leaders to advance

has championed student needs while still balancing funding

in their career goals and ultimately become

and cost projections in order to implement the Palmdale

Superintendents of school districts in California). These

PROMISE, the district’s strategic plan.

programs include the African American Leadership Academy; Aspiring and New Superintendent Academy (held at our annual Statewide Professional Development Summit) and Health and Equity Leadership Institutes

With her years as a site leader and teacher to guide her, Ufondu has been deliberate in connecting funding to student outcomes. When there was a need for more parent communication, Ufondu created the position of Parent

covering a variety of critical issues faced by our members.

Community Liaisons under Local Control Accountability Plan

Again, congratulations from CAAASA and ACSA. We look

(LCAP) to provide a high level of service to families. Her

forward to seeing and honoring you during our Annual

careful planning of bond distributions has allowed the

Statewide Professional Development Summit. This event

district to pursue a facilities master plan project that

will include educators from throughout the state, California elected officials and leaders in educational policy, practice and service from throughout the country.”

includes future learning environments, makerspaces and instructional technologies. During this time of distance learning, she has expertly used CARES Act funding to provide necessary safeguards for students.

Dr. Ufondu was also selected as the 2021 recipient of

As an ACSA-certified Leadership Coach, Ufondu encourages

Association of California School Administrator’s (ACSA)

others to grow as leaders. She is described as a tireless,

Business Services of the Year Award and will be

authentic and courageous leader who is willing to stand up

recognized at the State Award Recognition (California) on

when she feels services for students are compromised.

Friday, November 5th, as part of the Leadership Summit.

Ed Cal, an ACSA magazine, wrote an Award-Winner feature profile about Dr. Ufondu as shared below.

“Dr. Ufondu holds herself and her team accountable for ensuring students come first,” said Elena Esquer, assistant superintendent, Educational Services Department. “She inspires leadership, high expectations, and relentless passion amongst current and aspiring leaders through her example, her actions, and her service.”

What’s your favorite book or quote on leadership?

My favorite quote on leadership is by Simon Sinek: “People don’t buy what you do; they buy why you do it. And what you do simply proves what you believe.” I especially like his book “Start with Why: How Great Leaders Inspire Everyone to Take Action.” My “why” is to ensure that budget is not a constraint to student learning and organization needs and my “how” is to: see the big picture, implement Palmdale School District Strategic Goals “The PROMISE,” collaborate with all

E.L. AFRICA | SEPTEMBER 2021

26

WOMEN EDUCATIONAL LEADERS SHOWCASE

Therefore, we would like to honor you and your peers stakeholders, explore alternatives, embrace new ideas, build

other African American Assistant, Associate and Deputy relationships and a great school culture, move from a safe

Superintendents in California - at our Annual Awards space to a brave space, and push the boundaries!

Program reception on Wednesday March 11, 2020, 5:30

What’s the biggest challenge you’ve overcome to get where you are?

Navigating the stereotype of being a woman of color and working 200 percent more to get where I am today.

What’s the best advice you’ve ever been given?

p.m. in the Ballroom of the Sheraton Grand Hotel located 1230 J is Street in Sacramento, California.

“Life all about managing expectations — Your most of all your

What are you proudest of accomplishing?

own,” and “Work hard.

Stay Superintendent will also behumble.” invited to join us in celebrating

Raising my four daughters and a son and the services we

your award.

have provided to students at Palmdale School District

What’s your best strategy for work/life balance?

through our “PROMISE” strategic goals.

Finding work-balance is about setting priorities and

CAAASA is a 501c3 professional educational organization, managing time. Our perceptions, attitudes and assumptions

composed primarily, but not exclusively, of African

often shape the expectations we have for ourselves. Much

American educational leaders, whose goal is to create a of the stress about work-life balance is a result of tension

How has ACSA supported you in your career/current position?

As an administrator you face a lot of challenges, and ACSA

more workforce inthe California schools bythe issue withdiverse those we care about most. Talking about

is always there to support, groom and guide you along the

implementing strategies to address upward mobility in and being open to finding solutions helped lessen the stress

way. ACSA helped me evolve as a leader and I am a strong

at this time in my life. Thanks to Eric,of my husband of 31 years, positions of leadership for people color.

CAAASA has

supporter and often credit ACSA for my critical information

for his support and my beloved children. My strategy for

and skills learning. I have taken numerous ACSA Academies

work-life balance includes: building time for myself and

through my career including Curriculum and Instruction,

family, identifying a mentor and talking with a coach or a

LCAP and Business Services/Chief Business Officer

friend, making boundaries clear, paying attention to my

Academy. The professional development, networking and

programs and workshops throughout the year, designed to prepare African American educational leaders to advance in their career goals and ultimately become

Superintendents of school districts in California). These health, getting enough sleep, and delegating some duties.

programs include the African American Leadership

At this level in my career, I sometimes try to do everything or

Academy; Aspiring and New Academy respond to every request, but Superintendent I have realized that I have

region support is outstanding. The conferences are also uplifting and refreshing because we cannot do the work alone, it takes a team.

(held at our Statewide Professional Development directors in annual my five departments who can do most of the work and do Health it even and better.

I am now comfortable Summit) and Equity Leadership Institutes empowering others, building their leadership capacity and

covering a variety of critical issues faced by our members. expanding the capability of my team members.

Again, congratulations from CAAASA and ACSA. We look forward to seeing and honoring you during our Annual

What are some life hacks that you would recommend for Statewide Professional Development Summit. This event a new administrator? will include educators from throughout the state, Don’t forget to laugh out loud, smell the roses and

What has the impact of the COVID-19 worldwide health crisis taught you/how has it inspired you as an educator?

Leading through uncertainty can be daunting; there were no easy solutions, and often no clear path to follow since we received information from different agencies. How do we lead when we can’t predict what’s going to happen next? As

California elected officials and leaders in educational remember, your Google calendar is your best companion!

the coronavirus spread, our focus was on the safety of staff

policy, practice and service from throughout the country.”

and students. Our immediate challenges were maintaining

What would people be surprised to learn about you?

student nutrition services, access to instructional resources

I am a co-founder and an editor for the educator magazine

for learning, effective communication with stakeholders and

“Education Leader Africa (E.L. Africa).” The digital magazine

critical services for student well-being. We did not have a

is for educational leaders in Sub-Saharan Africa and it

handbook or playbook to manage such complex challenges,

covers relevant information that takes a global approach to

so we used adaptive leadership. We adapted quickly to

Dr. Ufondu was also selected as the 2021 recipient of

Association of California School Administrator’s (ACSA) Business Services of the Year Award and will be

recognized at the State Award Recognition (California) on education in the 21st century.

Friday, November 5th, as part of the Leadership Summit.

What made you want to become a school administrator?

rapidly changing situations and drew on different available team skills while focusing on key priorities and attending to

Ed Cal, an ACSA magazine, wrote an Award-Winner

urgent demands. What we witnessed in our district and

feature profile Dr. Ufondu as shared below.

My mother wasabout a teacher and I started as a classroom

schools across the world is the value of creating different

teacher, too. After several years in the classroom, I decided

designs for learning.

to affect more change by expanding my circle of influence. I have very high expectations of the service level desired to

Dr. Ufondu's Affiliations

make our students successful in the classroom. As John

California Association of School Business Officials (CASBO)

Hattie said, “There is a major role for school leaders and

California Coalition for Adequate School Housing (CASH)

also a major role for the system. System change is crucial in

Association of California School Administrators (ACSA)

creating a forward momentum to help support students and

National Association of Black School Educators (NABSE)

improve learning.” I wanted to be a part of a bigger purpose

California Association for Bilingual Educators (CABE)

and I don’t just think of that now. Sometimes it is hard to do,

California Association of African American Superintendents

but I make decisions understanding that it doesn’t just affect

and Administrators (CAAASA)

the now, but the prosperity of the district in the long run. I see myself as a quiet fighter for the students.

27

E.L. AFRICA | SEPTEMBER 2021

WOMEN EDUCATIONAL LEADERS SHOWCASE

As a regional director, she Coordinates all the activities of the 14 education districts in the Western Region.

Gives policy direction on educational matters in the Western Region.

Serves as a technical advisor on education to the Regional Minister.

Collaborates with all stakeholders and partners in Education for positive educational outcomes.

ACCOMPLISHMENTS Introduced a strategy to encourage reading amongst directors, teachers, students

and pupils dubbed “A page

a day”.

Introduced supervised reading in schools for 20 -30 min a day at all levels i.e. primary, JHS and SHS. Each

MRS. FELICIA AGYEIBEA OKAI REGIONAL EDUCATION DIRECTOR IN THE WESTERN REGION OF GHANA

student/pupil is to bring one reading book so that a class of 40 will have 40 books to go round.

All early childhood education coordinators and teachers are charged to make sure that every child leaving Kindergarten 2 is able to read four (4) letter words.

Introduction of a teacher exchange program in the

Felicia Agyeibea Okai is dynamic and result oriented. She

various schools (mostly SHS). Teachers from other

is versatile, ambitious and committed to personal growth

schools (usually nearby schools) are invited as resource

as well as the growth of others. She is a good team player with an inspiring attitude. She is independent minded, and passionate about educational issues. She has the ability to deliver her work under pressure with strict deadlines and under no supervision.

personnel to teach students for a brief period of time to cement understanding on the topic of interest and also to introduce fresh teaching techniques across the schools.

Improvement in sanitation across the various schools by awarding the cleanest school in each district monthly.

Introduction of virtual learning and zoom classes across

She graduated from the University of Ghana Legon with

the various schools in each district.

an MPhil in Geography and Resource Development and

Highlighted roles of various stakeholders in education.

BSc. in Home Science and a Diploma in Home Science from the University of Education Winneba.

Supervision and monitoring of schools intensified through the formation of monitoring teams.

Modelling the way with punctuality as a hallmark. Being the first to report to the office and the last to leave the

She has worked with the Ghana Education Service for 35

office has encouraged most of the officers to be on

years, and have served in various capacities as a tutor,

time.

Circuit supervisor, School Health Education Program

Accountability from officers through a daily record book.

Coordinator, Head of Supervision and Monitoring, Deputy

Officers account for the time spent during office hours

Regional Director of Education Greater Accra, Municipal

every day to ensure judicious use of time during office

Director of Education, and currently the Regional Director in the Western Region and a member of the Governing Council of the Accra College of Education.

She has adequate knowledge of rules and regulations,

hours.

Directors and officers have been encouraged to adopt schools especially low performing schools and bring them up to required standards.

CHALLENGES

procedures and policies. She is self-motivated,

Lack of network in the hinterlands affects virtual learning

disciplined, competent, and calmly handles work under

since teachers and students are unable to access the

pressure. She has a high sense of professional abilities

internet.

and pays attention to details to achieve good quality of work.

E.L. AFRICA | SEPTEMBER 2021

28

WOMEN EDUCATIONAL LEADERS SHOWCASE

THE REGIONAL DIRECTOR ADDRESSING SOME STAFF OF THE AHANTA WEST MUNICIPAL DIRECTORATE OF EDUCATION AT AGONA NKWANTA ON 27TH MAY 2021

THE REGIONAL DIRECTOR ADDRESSING THE STUDENTS OF GSTS ON 19TH JULY, 2021

THE REGIONAL DIRECTOR ADDRESSING SOME STAFF OF THE WASA EAST EDUCATION

THE REGIONAL DIRECTOR ADDRESSING SOME STAFF OF THE PRESTEA HUNI VALLEY MUNICIPAL DIRECTORATE OF EDUCATION AT BOGOSO ON 11TH JUNE 2021

29

E.L. AFRICA | SEPTEMBER 2021

MEETING WITH DIRECTORS OF THE WESTERN REGION TO DISCUSS ISSUES FROM A MEETING WITH THE MINISTER, RDS, MANAGEMENT OF GES AND AGENCIES UNDER THE MINISTRY ON 28TH JULY, 2021

WOMEN EDUCATIONAL LEADERS SHOWCASE

Oshana Directorate of Education, Arts and Culture is divided into two main divisions (excluding the general support services) that is the Formal Education: Programmes Quality Assurance (PQA) and Information, Adult and Lifelong Learning (IALL).

PROGRAMMES QUALITY ASSURANCE (PQA) We are tasked with the responsibility of ensuring quality education in our schools. We dedicate all subdivisions/sections and schools to ensure timely, quality and efficient service delivery. We strive to uphold our profession as educators and abide by the Code of Conduct for Public Service and that of the teaching profession.

As Team Oshana, we support one another and work within

MRS. HILENI MUSHISHENI HAUSHONA-AMUKANA

our vision of “Aspiring to Excellence for all. ”We are one team, striving for one common goal; that of quality education delivery.

REGIONAL DIRECTOR OF EDUCATION, ARTS AND CULTURE IN OSHANA REGIONAL COUNCIL OF NAMIBIA

The Chief Education Officer for PQA is the overall

“NO DAY IS THE SAME IN THE WORKING LIFE OF A DIRECTOR OF EDUCATION, ARTS AND CULTURE, EACH DAY COME WITH ITS DEMANDS!” Mrs. Hileni Mushisheni Haushona-Amukana, has been an educator since 1986. She went through various educational milestones that have prepared her for her current position as the Director of Education, Arts and Culture. From teaching to a Head of Department for

supervisor, and is responsible for the management of activities carried out in the following subdivisions and sections: Inspectorate and sub-section hostels Planning and Development Special Education Professional Development HIV/ AIDs Prevention and Staff Wellness Examinations

Social Sciences, school principal, Education officer responsible for Adult Education to an Inspector of Education at both regional and National levels. She also served as a chief Inspector of education responsible for Audit, Standards and Quality Assurance. While serving in this position, she was also assigned as a technical advisor to the office of the Minister of Education from 2010 – 2013.

OSHANA EDUCATION REGIONAL PROFILE As the current director, the Directorate of Education, Arts and Culture is responsible for providing accessible, equitable and inclusive quality education for all and preserving arts and culture, thereby purposefully aiming at advancing the development of our people in all aspects relevant to Regional development. The mandate of the Directorate of Education, Arts and Culture is to “educate and train for sustainable national development and promote arts and culture.” Our vision is “Aspiring to Excellence in Education for All.”

This entails ensuring appropriate implementation of the curriculum, planning of school infrastructure, effective monitoring and inspection of schools and hostels, ensuring inclusive education and psychosocial support in all the schools, continuous professional development for both the school managers and teachers and ensuring adherence to national examination procedures.

The PQA division ensures quality education delivery in schools by ensuring correct staffing of schools for effective curriculum implantation at both Junior and Senior Primary as well as at Secondary level. We identify school needs for teachers support and resource materials and monitor and promote effective scheduling of school management processes to ensure the fulfilment of curriculum learning objectives. At PQA, we also monitor the assessment process in schools to ensure effective implementation of positive learner centered education and successful achievement of programmes objectives.

The PQA division has a fundamental role to perform and needs the unwavering dedication of all team members.

E.L. AFRICA | SEPTEMBER 2021

30

WOMEN EDUCATIONAL LEADERS SHOWCASE INFORMATION, ADULT AND LIFELONG LEARNING (IALL) The Deputy Director for Information, Adult and Lifelong Learning (IALL) position, ensures that the Division’s programmes and activities under the following four (4) Sub-divisions are carried out: Adult Education Arts Culture Library, Archives and Information Service (LAIS)

The Regional Library is open to schools and communities, with the dedicated staff ready to serve community members and especially to inculcate the reading culture among our school learners, which may lead to an improvement in their performance.

MOTIVATIONAL TALKS WITH ADVANCED SUBSIDIARY LEVEL LEARNERS: OKATANA SS

The Adult Education services offer programmes such Literacy programmes to improve reading and writing of out of school youth and adults; Family Literacy Program at 42 Primary Schools to support parents and caregivers of grade 1 learners to understand their obligation and how they could be involved in their children’s education.

Interested community members are also urged to come out in numbers to participate in the Adult Education programmes being offered, to enable them to fully participate in the socio-economic development in order to bring about improvement in their living standards.

ONDIIYALA PRIMARY SCHOOL

LIBRARY, ARCHIVES AND INFORMATION SERVICE (LAIS)

ICT AS A PRIORITY AREA

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E.L. AFRICA | SEPTEMBER 2021

WOMEN EDUCATIONAL LEADERS SHOWCASE

They safeguard that all learners in both formal and nonformal education will complete both primary and secondary education.

At the beginning of every academic year, the Directorate prioritizes the two important meetings that are the stakeholders conference where they account to our stakeholders on the previous academic achievement and the prizes and awards enhancement ceremony, they award the best teachers, learners and other stakeholders for their contributions to education in the region.

As a Directorate they also embark upon regional

MY CULTURE, MY PRIDE

creativities as educational needs are increasing. They include but not limited to: 1. Provision of Education to learners with intellectual

Having outlined the above regional profile, it keeps her as

Impairment by establishing a Resource School for

Director on her toes to deliver and to keep the regional

learners with intellectual Impairment. For too long,

vision alive. It is with that understanding, that upon her

learners in their region have been left out and

assignment as a Director in 2016, she declared on the

deprived from education as a basic right. They strive

onset what our focus should be to deliver as per their

that no child is left behind.

mandate and that of the Sustainable Development Goal:

2. According to SAQMEC Report, it was noted that the

SDG #4 and other high level statements such as the

literacy and numeracy level of some learners and

strategic plan of the Ministry, national development plans,

teachers in primary phase are below accepted

Harambee Prosperity Plan and all relevant policies.

standards comparing to their grade level. These prompted the regional office to introduce a reading

Their major regional initiatives to improve learning

programme to improving literacy and numeracy by the

outcomes at all levels were clearly outlined, aligned to the

introduction of Jolly Phonics in their schools. So far

strategic objectives and shared with all our stakeholders.

their intervention has paid off and the results in our

They focus on these aspects from the inception date to

pilot schools have given them improved outcomes,

ensure we make the much needed contribution to national

thus, the region has opted to upscale the

development and take our region to greater heights. These

implementation regionally.

were their regional Pillars and are reviewed at the annual stakeholders’ conference.

3. With the reformed curriculum, the Directorate is aspiring to ensure that all secondary schools in Oshana are level 2 schools, where the Directorate sets

They are:

aside a budget for ICT infrastructure development.

Strengthening the Performance Management System

Thus, every financial year, a senior secondary school is

at all levels;

provided with minimum needs on ICT to prepare our

Improved teaching and learning for improved learning outcome; Improved school leadership, governance and social accountability; Engage our Stakeholders and Community productively.

She believes in the notion that a journey of a thousand miles starts with little steps. learners for the Fourth Industrial Revolution.

4. Another gratifying activity in the region is the establishment of the Oshana Education Environmental Unit, which is responsible for the coordination of

Therefore, for the Director to deliver on the education

She has to ensure timely coordination and implementation of programs as a priority. She and her team make sure that education provision meets the needs of every client they serve. promise,

environmental issues. Moreover, the establishment of school gardens that complement the school feeding programme and serve school income generating activity.

E.L. AFRICA | SEPTEMBER 2021

32

WOMEN EDUCATIONAL LEADERS SHOWCASE As a Director, she attest that, nothing comes easy and not all come on a silver plate, there are times for tough decisions as especially when she has to deal with a budget. Delivering on the education promise needs a lot of financial means.

COVID-19 AND ITS IMPACT ON EDUCATION TO DATE The journey since 2020 to date has not been easy, as it was and is characterized by prolonged school closure, long isolation or quarantining of both teachers, learners and other support staff. They lost teachers and learners

SCHOOL GARDENING

due the pandemic, however they proceeded forward to deliver education.

The Director has been instrumental to support all

As the director, she ensures; 1. The implementation of the

national standards and

stakeholders in education and. Mostly to be a visible

through which schools and

guide.

Education officers and other supporting staff. During

Ensuring that psycho-social support is available, as well as the protective personnel equipment is in place. It has been and is still the

these visits schools are evaluated and onsite support is

challenging and tiring time in her time as an educator.

rendered. This activity is highly appreciated as the

This is the most critical time that has made her start

report generated keeps the office of the Director

thinking differently in delivery education for the 21st

informed on the actual situation at specific schools

Century.

performance indicators,

literacy centers are visited by Inspectors of Education,

most

and further support is undertaken as recommended.

2. The

Professional Development

of staff across the

Generally, the Director is supported by a wonderful team

board. As a directorate, a budget is always set aside

of two Deputy Directors, responsible for Programmes

to ensure that training of staff is prioritized. This

Quality Assurance and Lifelong Learning, 5 Inspectors of

training includes novice teachers training, newly

Education for the five circuits, education officers and

appointed school managers and officials at different

other support staff. Thus, monitoring of staff, reviewing of

levels. Of course due to limited budget, they do

reports is critical to ensure that every section and division

She is so grateful that the government has dedicated a budget for professional development with the reformed curriculum. The Directorate of education in prioritize these training needs.

is performing to the maximum.

partnership with the University of Namibia has tailor made CPD programmes on subject related content, as well as on leadership skills. The African Leadership Institute (ALI) trains some principals and Inspectors of education on leadership skills.

CONSIDERED FOR A COLUMN IN

learner representative councils for both primary and

E.L. AFRICA MAGAZINE?

secondary schools. Learner leadership forms an integral part of regional leadership to ensure that the learners’ voices are heard.

4.

Project management:

Coordination and monitoring

of infrastructure development is one of the aspects that receives attention on a day-to-day basis from the director, especially construction, maintenance and renovation of basic education facilities. Schools should be in such a state that they are safe and healthy for both teachers and learners.

33

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3. They also conduct training for their school boards and

E.L. AFRICA | SEPTEMBER 2021

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WOMEN EDUCATIONAL LEADERS SHOWCASE

As the Director of NCDC, she currently guides and directs curriculum development policies and government efforts to reform curriculum and education in general in Uganda.

They also initiate and develop curriculum and instructional materials for pre-primary, primary secondary and some tertiary levels of education. One key aspect is to oversee and seek innovative ways to offer education under difficult conditions; alternative basic education for Karamoja, accelerated learning for refugee learners, special needs education among others.

Since taken office as the NCDC director, she developed home study materials, radio and television lessons during the pandemic to address the gap on the learning loss. The materials developed cut across the levels of education mentioned above. As the Director, she led the process to

DR. GRACE K BAGUMA

ensure quality and continuity of learning. The materials were put on the NCDC website.

DIRECTOR OF THE NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC) IN UGANDA

Her office recently reformed the lower secondary Dr. Grace K. Baguma has worked for the ministry of education for about 30 years, rising from a classroom teacher to education administration, to curriculum development and now as a director for curriculum development.

curriculum in Uganda where she took the lead in the process. They are now implementing a competency based curriculum with efforts being made to have formative assessment recognized and competences. The new curriculum draws examples from the communities where children live. It also requires learners to start projects or

She is the curriculum development specialist with vast knowledge and experience in training materials

activities aimed at addressing community needs where they live. (project-based learning).

development, curriculum development and training at various levels of education (formal, non-formal and the

She is an expert in education and training approaches, designing and developing learning. informal sector).

She is a board member for various organizations/Institutions, she has participated in various

They are training teachers on implementing a competency based curriculum, which is ongoing and teachers are empowered with skills of being facilitators of learning from other teachers (Teacher leaders). They led learning which encourages rote learning. Teachers are exploring to come up with activities of integration that are geared towards solving community challenges/problems.

activities of preparing ToTs for a number of programmes like, Entrepreneurship Skills Development, Straight Talk Uganda. She was a member of SchoolNet Africa the organization that oversaw the roll out of ICTs in Education in Africa. She is also a member of and currently a chair of the African Curriculum Association an umbrella Body that is coordinating the activities of curriculum development which has recently been recognized by the African Union.

Challenges faced are with digital devices: while they have embraced ICT integration as a pedagogical tool for teaching and learning, it is still a challenge. Uganda as a country has different contexts with learners living in; rural, urban, peri-urban with different settings some of which do not prove an enabling environment for technology integration. While some learners in the urban setting have continued with e-learning, those in the rural areas who

She is a core trainer of the National Resource Pool for Uganda Investment Authority on Entrepreneurship Skills for practicing entrepreneurs, and a member of the National Task Force for the 4th Industrial Revolution which was

have no technology have not been able to learn during the pandemic. There are a number of factors that impact digital learning among them, factors like lack of electricity, connectivity, technology hardware itself.

recently inaugurated by his Excellency the president of the republic of Uganda.

E.L. AFRICA | SEPTEMBER 2021

34

WOMEN EDUCATIONAL LEADERS SHOWCASE

She was promoted again to the position of Provincial Education Officer in Luapula Province and later transferred to the Central region till now. The position demands planning, coordinating, evaluating and supervising effectively the implementation of Ministry of Education policies and programs in order to attain quality and equitable education in the province.

During the pandemic, she was instrumental in the development of home study material for students at all levels, the experience was not easy for the teachers.

According to Mrs. Chishimba, there are situations where teachers are developing and sending study material to their students for academic success to avoid regression

MRS. JENNIPHER CHISHIMBA BANDA PROVINCIAL EDUCATION OFFICER FOR THE CENTRAL PROVINCE OF ZAMBIA

and maintain continuity. Those were success stories especially in the urban areas where learners/or their parents have smartphones and other devices. Children in the rural areas were faced with many challenges. Many of

Jennipher Chishimba Banda leads a region with 12 districts that are under her charge.

them cannot be reached but with the support from cooperating partners that the Ministry of Education at National level engaged to help the country respond

She started as a secondary school teacher after graduating from the University of Zambia in 1987 and holds a master’s degree in Literacy and Development. Her current position involves guiding the provision of

effectively and to help reach the most vulnerable that supported the production, dissemination, and delivery of education through community local radio programs and this covered all levels.

education at early education primary, secondary and college level, in private community, grant aided and public schools and colleges of education.

Some teachers have been trained to provide support and tools and engage learners through distance learning by the use of simple technologies, like the use of WhatsApp,

She rose through ranks at school level to the position of

SMS and radio broadcasting.

Deputy Headteacher and then moved to the position of District Inspector of Schools, she held that position for 7 years to ensure quality assurance in education at district level. She was then promoted to the position of District Education Board Secretary to guide the provision of Education at District level in the Eastern Province of

Currently, the Ministry has not called for any meeting related to curriculum reform, we are still using the current national curriculum like every other province. We are experiencing challenges with digital platforms because the province is predominantly rural.

Zambia.

And therefore, this sudden transformation into digital She was transferred to the Central Province in the same capacity but later elevated to another province, the Luapula Province as Principal Education Standards Officer in charge of Standards and Evaluation at Provincial level.

The position was to supervise the inspection of all schools and colleges to maintain high quality standards of learning.

35

E.L. AFRICA | SEPTEMBER 2021

online learning has posed substantial challenges for education activities in most of our learning institutions especially those in rural areas. It’s not all the teachers and learners that are ready for this unexpected disruption from the traditional learning methods.

WOMEN EDUCATIONAL LEADERS SHOWCASE

As a province, we do not have adequate technological infrastructures and digital competences yet. And this is the biggest and most pressing challenge. In addition, many of our teachers in the rural areas do not have reliable internet access and are not capable of using emerging technologies. Currently, online learning cannot replace physical classroom learning because most of our

FASIK DISTRIBUTION SARL, COTE D’IVOIRE

learners are vulnerable and can forever remain behind.

This is because they are from low socio-economic families

FOR ITEL MOBILE

where they cannot afford internet bundles, and devices

PHONES/DIGITAL

like Laptops/computers or tablets to support their online

TECHNOLOGY NEEDS

learning.

During this COVID pandemic assessment has become a challenge in education institutions. School inspections are no longer taking place and also there is very little school community linkages taking place.

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E.L. AFRICA | SEPTEMBER 2021

36

WOMEN EDUCATIONAL LEADERS SHOWCASE CURRICULUM REFORMS REB is implementing a competency-based curriculum, a curriculum that brings together the skills, knowledge, attitude, and values. As ICT in education policy stipulates, ICT shall enhance the quality of teaching by providing the channel to convey diverse and rich digital content at same time inserting 21st century learning skills towards building a knowledge-based economy country. To promote creativity, there is an annual competition entitled “scratch competition” to motivate students to design computer programs for doing projects. This competition covers upper primary and lower secondary levels, it is conducted countrywide, and the first winners are awarded at district, and national levels.

Since taking the position, her office, Smart classrooms

DR. CHRISTINE NIYIZAMWIYITIRA HEAD OF ICT IN THE EDUCATION DEPARTMENT AT RWANDA BASIC EDUCATION BOARD (REB)

have reached 55 % of secondary schools, and 59% of primary schools have access to ICT devices, while 55% secondary schools are connected to the internet. 12 000 teachers have been trained in ICT in education for the

As the head of her ICT since 2018, Dr. Niyizamwiyitira oversees the promotion of basic education (K12) in Rwanda. She is responsible for ensuring ICT devices acquisition and distribution to schools for teachers and students, and school connectivity, digital content development and dissemination, among others. She is also a researcher in computer science, and ICT in Education.

She earned her first-degree Computer Science, later on she joined Korea University of Technology and Education for her master’s studies in telecommunication engineering and became an assistant professor at the University of Rwanda. Christine earned her PhD in Sweden, Blekinge Institute of Technology majoring in Computer Systems Engineering.

As head of ICT in the Education Department, I am responsible for implementing ICT in education policy in the basic education sub-sector (K12). The core responsibilities are devices acquisition and dissemination, school internet

past 12 months. Annual scratch competition has happened five times.

TRAINING FOR SCHOOLS ON IMPLEMENTING NEW REFORMS The development of ICT to support quality education, and the implementation of the new curriculum, is reflected as a government priority in the ICT in Education Policy. The use of ICT is fundamental to achieving the rapid social and economic development outlined in Rwanda’s Vision 2050, and its use in education is therefore critical for enhanced use of ICT to transform teaching and learning and support the improvement of quality across all levels of education in Rwanda.

In this context, the Ministry of Education of Rwanda initiated Capacity development for ICT in education to enhance ICT utilization in education in line with the National Strategy for Transformation (NST1 2017-2024).

connectivity, digital content development, and continuous professional development in ICT in education for teachers in basic education schools.

The Capacity Development for ICT in Education (CADIE) in-service teacher training course is designed to empower Rwandan teachers to use ICT as an educational tool to

Besides heading ICT in the education department, she is the chair of ICT in the education technical working group for the entire education sector. This is a platform that brings together all ICT in education stakeholders including development partners, private sectors that support ICT in education.

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E.L. AFRICA | SEPTEMBER 2021

enhance their teaching and learning. To bring substantial change in the classroom. The underlying idea is that teachers who have competencies to use ICT in their professional practice will deliver quality education and ultimately be able to effectively guide the development of students’ ICT competencies.

WOMEN EDUCATIONAL LEADERS SHOWCASE

The CADIE is a four-year project (from 2019 to 2023) aimed at developing and boosting ICT utilization capacity for secondary schools implemented by Rwanda Education Board.

The CADIE project focuses on the use of ICT in schools, empowering schoolteachers to use ICT as an educational tool to enhance their teaching and learning to bring substantial change in the classroom. Under the CADIE project, a start has been made by providing training for

WINNER STUDENTS POSING WITH MINISTER OF STATE IN CHARGE OF ICT & TVET AND DIRECTOR GENERAL OF REB

129 master trainers across the country and as well as

CHALLENGES WITH DIGITAL DEVICE

developing teacher training materials aligned to UNESCO

Fast tracking ICT devices acquisition for all schools, the cost

Competency Framework for Teachers course for Rwanda.

is still high as well as internet cost, however, the government

CADIE project has also implemented the teacher’s statute

of Rwanda has subsided internet cost for schools and the

published in the Official Gazette N° 10 of 16/03/2020 in

education platforms were zero-rated by local telecom

its Article 52 about continuous professional development

companies.

courses including ICTE. So far, 8000 secondary school teachers have been trained starting from June 2020. To

While the Radio learning program was the most exploited to

upskill primary school teachers, teachers are first trained

benefit nursery and primary school students, it was realized

on digital skills literacy aligned to UNESCO ICT essentials

that there were some households that did not have a radio

before they can take CADIE.

post and could not even mobilize financial means to produce this gadget that had become a learning medium.

Hence, as of Thursday 28th May 2020, REB in partnership with Development partners Rwanda launched the distribution of Solar Energy Radio Receivers to 10000 vulnerable families countrywide. For effective use of these devices, parents were trained on how to use them, and committed to put them to the disposal of their children as they follow radio learning lessons and other educational radio shows.

To continue the journey of using radio and television as learning media, the Ministry of Education through Rwanda Basic Education Board is establishing an education radio/TV studio. Other lessons learnt include ensuring the individual teachers have their own laptops as teaching aids, the

LAPTOPS PROVIDED TO SECONDARY SCHOOLS

reason being that REB has started the One Laptop Per Teacher (OLPT) program, ensuring that technology penetrates households at affordable costs, and continues engaging parents as key stakeholders in the education of their children.

During Covid-19 pandemic the Rwanda Ministry of Education introduced remote learning programs through radio, television, SMS based learning, eLearning platform and YouTube channel. Lessons were introduced purposely targeting Sciences and Mathematics subjects. Weekly timetables for both Radio and Television lessons had then been widely communicated to students and parents through social media platforms such as WhatsApp group and official

HEADTEACHERS RECEIVING LAPTOPS

accounts of Ministry of Education affiliated institutions.

E.L. AFRICA | SEPTEMBER 2021

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SPOTLIGHT: PROFESSOR CHARLES OCHIENG’ ONG’ONDO “HE KNOWS THE VALUE OF EDUCATION”

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E.L. AFRICA | SEPTEMBER 2021

SPOTLIGHT: PROFESSOR ONG’ONDO

Prof. Charles Ochieng’ Ong’ondo is the Director/Chief Executive Officer (CEO) at the Kenya Institute of Curriculum Development (KICD).

Prof. Ong’ondo is a member of the African Network for Internationalization of Education (ANIE) where he served for four years as the Executive Director, International Association of Teachers of English as a Foreign Language

Prof. Ong’ondo is an Associate Professor in Teacher

(IATEFL), Language Association of Eastern Africa (LAEA)

Education. He is a Commonwealth Academic Fellow and

and founder member and official – Kenya Association of

Scholar who holds a Postdoctoral Fellowship in Research

English Language Educators and Researchers (ASELER).

Methodology (University Warwick, UK), a PhD in English

He is also a member of Kenya Association of Educational

Language Teacher Education (the University of Leeds, UK),

Administration and Management (KAEAM). He has

an M.Phil Degree in English Language Education (Moi

organized, attended, officiated, and presented papers in

University, Kenya), a B.Ed. Degree in English and Literature

a number of international conferences, seminars and

(Moi University), and a Diploma in Education (Siriba

workshops.

Teachers College - Kenya).

ROLE NOW AS THE DIRECTOR OF KICD Before he joined the KICD in September 2020, Prof.

As the Chief Executive Officer of a state corporation

Ong’ondo was a Teacher Educator in the Department of

mandated to develop curricula and curriculum support

Curriculum, Instruction and Educational Media (CIEM) in

materials through research and stakeholder engagement,

the School of Education at Moi University - Kenya. He

Prof. Ong’ondo oversees the day to day operations of the

worked at Moi University for Sixteen years – rising from the

Institute.

level of Assistant Lecturer in 2004, through the ranks of Lecturer and Senior Lecturer to Associate Professor. Prior

Some of the roles under the purview of the Professor as

to joining the university as a lecturer, Charles had Thirteen

stipulated under the KICD Act No. 4 of 2013 (Revised 2018)

years’ experience as a teacher of English Language and

are: to advise the Government on matters pertaining to

Literature in English at secondary school level in Kenya.

curriculum development, and to evaluate, vet and approve, for application in Kenya, any local and foreign

He has (alone and jointly) published widely in English

curricula and curriculum support materials in relation to

Language Teacher Education, Research Methodology and

the levels of education and training. Other critical

Communication Studies. He also serves as a reviewer for a

functions include overall supervision of research processes

number of international journals.

in the institute to inform curriculum policies, review and development. He ascertains that mechanisms are in place

Prof. Ong’ondo has been a principal researcher in multi-

for the existence of a data bank through collection,

national and international educational research on

documentation and cataloging information on curricula,

Building PhD Capacity in Sub-Saharan Africa funded by

curriculum support materials and innovations. This is

British Council and German Academic Exchange Service

undertaken to disseminate the information to educational

(DAAD) and Strengthening Education Mentoring Systems

institutions, learners and other relevant organizations.

in Africa (SEMESA) from 2015 to 2017, funded by Agha-

Being at the helm of leadership at the Institution also

Khan Foundation. He has also been a research consultant

requires the Chief Executive Officer to oversee the

for institutions outside the University, for nation-wide

printing, publication and dissemination of information

studies, which have been successfully concluded and

relating to curricula for basic and tertiary education and

presented to the relevant organizations. These include

training.

Pilot study on Community Service Learning (CSL) in Kenya (KICD, 2018/2019); Needs Assessment for Curriculum

The Professor undertakes the management of

Reforms in Teacher Education in Kenya (KICD, 2017); Needs

collaborations with other individuals and institutions in

Analysis for Curriculum Reform in Kenya (KICD, 2016); and

organizing and conducting professional development

Use of ethnic stereotypes and coded language in Kenya

programmes for teachers, teacher trainers, quality

(NCIC, 2012). He has also facilitated several Education,

assurance and standards officers and other officers

Research and Leadership workshops in Kenya.

involved in training on curriculum programmes and materials.

E.L. AFRICA | SEPTEMBER 2021

40

SPOTLIGHT: PROFESSOR ONG’ONDO

In a bid to enhance educational delivery, the Director

The Government of Kenya undertook such changes in

steers the development, dissemination and transmission of

transforming the Teacher Education sector in order to

programmes and curriculum support materials through

institute a Competency Based Teacher Education (CBTE)

mass media, electronic learning, distance learning and

in consistency with the CBC. CBTE emphasizes

any other mode of delivering education and training

participatory pedagogies. The maximum is that the 21st

programmes and materials. Moreover, he gives

century teacher ought to be a

administrative support to promote appropriate utilization

a sage on stage.

of technology to enhance innovations and achievement of

facilitate acquisition. The first application of the

a knowledge based economy. Ultimately, it is anticipated

knowledge skills and attitudes gained from the range of

that the efforts will culminate in the incorporation of

experiences. In other words, the teacher shall focus more

national values, talent development and leadership values

on developing learner competencies rather than emphasis

in the curriculum. Promotion of equity and access to

on reproduction of knowledge. The first batch of the

quality curricula and curriculum support materials are

DECTE and DPTE students were admitted to colleges in

illustrative of the broader educational aspirations

June, 2021.

guide by the side but not

The teacher shall be expected to

supposed to be undertaken by the Institute under the guidance of Professor Ong’ondo.

The structure of CBC as stipulated in the

Curriculum Framework COMPETENCY BASED CURRICULUM (CBC) IMPLEMENTATION

Basic Education

(KICD, 2016) is 2-6-6-3. In basic

education, learners are to spend two years at Pre-Primary level (PP1 & PP2); six years at Primary school; three years

Prof. Ong’ondo joined the Institute not as an outsider, but

at Junior Secondary School and three years at Senior

as someone who had been working closely with the

School. This means that under the new curriculum, at

Institute on the education reforms in Kenya. At the time of

higher education level, learners are also to spend at least

his appointment as the Chief Executive Officer, he was

3 years at the university, national polytechnics or colleges

serving as a member of the Taskforce on enhancing

of choice, pursuing courses that merge with their

access, retention, transition, equity and quality of

competencies, talents, knowledge, and skills.

curriculum reforms implementation. He joined KICD at a time when the new CBC, which is implemented in phases,

CBC aims at developing seven core competencies, which

was being rolled out at Grade 4 in 2020. He has then

are: Citizenship, Learning to Learn, Critical Thinking and

been ensuring that there is smooth implementation of the

Problem Solving, Digital Literacy, Self-Efficacy,

new curriculum. While also leading the development of

Communication and Collaboration, and Imagination and

curriculum designs for the subsequent grades. The

Creativity.

reformed curriculum is geared towards equipping the learner with relevant skills, knowledge and demonstrable

Currently, CBC has been rolled out to Grade 5 despite the

attributes for sustainable development in the 21st Century

challenges brought about by the Covid-19 pandemic. The

and beyond. The vision of the CBC is to produce an

pioneers of the CBC who were in Grade 4 in 2020,

empowered, engaged and ethical citizen by nurturing

transited to Grade 5 in July this year, 2021. Curriculum

every learner’s potential.

support materials, including course books and teachers guides for Grade 5 were developed and produced before

His open leadership style lays more emphasis on

the rollout. The Government distributed the designs and

O.R.D.E.R., an acronym that stands for Organization,

the curriculum support materials and to all public primary

Responsibility, Detail, Excellence and Righteousness.

schools before schools reopen in July 2021 to ensure there is smooth curriculum implementation. The current

He has successfully utilized his expertise in the

Government of Kenya Policy is to ensure that all learners

development of curriculum designs for the Diploma Early

have textbooks in a ratio of 1:1 and Prof. Ong’ondo has

Childhood Teacher Education (DECTE) and Diploma

ensured KICD competently and successfully accomplishes

Primary Teacher Education (DPTE). Now, the least

this mandate that the Ministry of Education (MoE) has

qualification for entry in the teaching profession is the

delegated to the Institute.

Diploma level, scrapping the certificate courses that were previously being offered.

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E.L. AFRICA | SEPTEMBER 2021

SPOTLIGHT: PROFESSOR ONG’ONDO

Guided by the desire to

potential

nurture every learner’s

through the CBC, the Institute has adapted

other course materials to suit particular learners such as

Additionally, the parents need to be sensitized on various strategies to apply in order to keep the learners motivated and interested in the learning process.

those with Special Needs, including the gifted and talented. Curriculum support materials for learners with

In regards to training implementers under the auspices of

Special Needs are being developed in tandem with those

the Ministry of Education, KICD has collaborated with the

for regular learners.

Teachers Service Commission (TSC) and other agencies to continuously develop the capacity of teachers. The aim of

The Director, Prof. Charles Ong’ondo has maintained and

this initiative is to ensure that teachers are regularly

continuously improves on the Institute’s remote learning.

retooled in line with the CBC. The training sessions also

KICD has been bridging learning gaps and offering

help teachers not only to learn new skills, but also to

continuous learning even during the lockdown and long

develop new insights into pedagogy, exploring new or

closure of schools due to Covid-19 pandemic. Professor

advanced understanding on development and utilization

has spearheaded the use of radio broadcast to schools to

of resources including ICT.

transmit interactive lessons through the Kenya Broadcasting Corporation (KBC) English Service and Radio Taifa. Audiovisual programmes are also being aired through the Institute’s EDU TV channel as e-learning materials are uploaded on the Kenya Education Cloud (KEC) Platforms for online access. This has seen the Institute bag two awards in the 4th Annual KUZA Awards that took place in May 2021, for its role in promoting remote learning in Kenya. The Institute’s EDU TV emerged the winner in the Children & Broadcasting Awards, and Mzalendo Awards categories.

The Institute has strengthened its partnerships with private and public partners and other stakeholders in enhancing the on-going implementation of curriculum reforms. The Director, Prof. Ong’ondo has opened doors for collaborations and engagement with like minded players

PROFESSOR CHARLES ONG’ONDO

in the education sector and other organizations in ensuring that the mandate of the Institute is achieved.

Media engagement in disseminating the CBC information has been scaled up. The implementation of CBC is being disseminated through local and national radio and television stations and also the print media to inform stakeholders appropriately as need arises.

WOULD YOU LIKE TO BE Parental engagement and empowerment, one of the principles in the CBC has been given prominence in the new curriculum drive. Guidelines on Parental Empowerment and Engagement have been developed and disseminated to ensure effective sensitization of parents

CONSIDERED FOR A COLUMN IN E.L. AFRICA MAGAZINE? SEND US EMAIL ELAFRICAMAGAZINE@GMAIL.COM

of their roles in curriculum implementation. This is in order for parents to provide the support and further guidance to the learners both during the school term and when learners are at home.

E.L. AFRICA | SEPTEMBER 2021

42

IN CASE YOU MISSED IT: THE AFRICAN CONFEDERATION OF PRINCIPALS CONFERENCE IN NIGERIA auspices of the African Confederation of Principals (ACP),

TOPICS PRESENTED AT THE EVENT WAS BY MOSTLY UNIVERSITY PROFESSORS. THEY INCLUDE:

have called on African leaders to accord priority attention

Strategic quality assurance framework in secondary

to secondary education to compete favorably with other

education provision, funding for sustainable quality

world systems. E.L. Africa was privileged to attend the

secondary education, standards in quality secondary

conference virtually, which took place at Abuja, Nigeria

education, reflection on gender education issues, creating

from August 16th to the 20th 2021, with the theme:

a culture of continuous quality improvement in secondary

Principals drawn from African countries under the

“Achieving Sustainable Quality Secondary Education in Africa.”

schools, educational quality standards, Handling Special Education Needs in secondary schools, A micropolitical analysis of councils and so on.

In his opening remarks, Alfred Indimuli, the President of the ACP commended the role Nigeria is playing by sharing its experience in education, management of the education sector and management of the institutions. Indimuli added that the ACP values Nigeria’s membership of the organization that Africa is very rich in all spheres but lacks proper coordination of its interest to compete favorably with other world systems.

In his remarks, the president of All Nigerian Conference of Principals of Secondary Schools (ANCOPSS) Anselm Izuagie and one of the organizers, said secondary school had a “natural function of midwifing” a smooth educational transition from “basic to tertiary if literacy must be maintained and sustained in Africa for technological and structural advancement.” He lamented the lack of attention accorded to secondary education due to systemic failure, saying that “poor funding leads to the poor learning environment and other social divides.”

He concluded that the overall importance of secondary education and education generally is commonly overlooked.”

Nigeria’s Minister of Federal Capital Territory (FCT), Musa Bello, assured that the administration would provide better learning facilities and a conducive environment for students.

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E.L. AFRICA | SEPTEMBER 2021

CROSS SECTION OF ATTENDEES FROM ALL OVER AFRICA

IN THE NEWS E.L. AFRICA | SEPTEMBER 2021

44

NIGERIA

St. Michaels Model Comprehensive Secondary School (SMMCSS) in Nimo, Anambra State, Nigeria

LIBERIA

The

Liberia Education Ministry,

in an effort to

enhance and strengthen the performance of students

has been in the news between 2021 and 2020 for

in the upcoming West African Senior School

some of their academic and entertainment

Certificate Examination (WASSCE) for Liberian

achievements. The Principal Reverend Fr. Dennis

students, on August 26th, 2021 administered both

Nwabueze is very excited about the accomplishments

Public and Private school candidates for all 12th

and proud of his students.

graders nation-wide. The Mock Exam for all 12th graders is free of charge for the entire country and

The students have won the following Awards:

will be administered in Mathematics and Language

Bronze medalist in Anambra Educational Icons

arts. The purpose of the Mock Exam is to create

Award in Essay writing 2021

motivation, independence, and confidence that will

Finalist Educational Icons Award in Art 2021

increase the performance of students. This year’s

2nd Olympiad Mathematics Anambra State 2021

WAASCE is be administered beginning September

1st position 400 meters in Anambra State

10th –30th, 2021. Only students passing in any three

Principal cup 2021

(3) subjects will be eligible or qualified for

1st position 400meters Southeast Zone Principal

graduation.

cup 2021 2021 Governor’s Debate Awka Zonal Champion.

Silver medalist Anambra State Governor's debate

ASSOCIATION OF AFRICAN UNIVERSITY (AAU)

2021 Gold medalist Osisioma Quiz Competition 2021 1st position Awka Diocesan Debate Competition 2020 2nd position Onitsha Ecclesiastical Province Debate 2020 1st position Ikenga Prince Ezeimo Essay writing 2020

On July 5 – 8th, 2021, the Association of African University (AAU) Leaders (AAU) held the 15th Quadrennial general conference on the “Future of African Higher Education.” The Conference, held under the Patronage of Ghanaian President, Nana Addo Danquah Akuffo Addo, provided an opportunity for African academics to share scientific and research information on the theme, as well as provide a platform for sharing best practices with policy makers, and strengthen networking among African

AAU is an international non-governmental organization set up by universities in Africa to promote cooperation among themselves and with the international academic community. higher education institutions.

WINNERS FROM LEFT TO RIGHT: AFUBA EMMANUEL, EKWEOZOR VICTOR, OGBUJI SAMUEL, AND NWAJAGU DANIEL

Among the key outcomes was an agreement between AAU and

eLearnAfrica,

Africa’s leading educational

technology company to launch a learning management system to "Design, Develop, Deliver, and Deploy Learning Management systems" (LMS) throughout Africa.

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E.L. AFRICA | SEPTEMBER 2021

The objective of the platform is to support efforts of universities in Africa, through the provision of FREE eLearning tools to make online education accessible

TOGO

and generate income for universities and schools. A total of 400 universities and 20 million students in Africa are expected to benefit from this eLearning platform.

GOVERNMENT ANNOUNCES FREE TUITION FOR HIGH SCHOOL STUDENTS FOR ONE YEAR The Togolese government has announced free tuition and school fees for public secondary schools throughout the country for the 2021-2022 school

GHANA

ONE TEACHER ONE LAPTOP INITIATIVE On Friday September 3rd, 2021 Dr. Mohamudu Bawumia the Vice President delivered 350,000 laptops distributed to teachers for use in the classrooms as part of the digital transformation of education.

NATIONAL TEACHING COUNCIL RELAUNCHES TEACHERS AWARD PROGRAM On August 18th, 2021, the National Teaching Council under the auspices of the Education Ministry

year to temporarily alleviate the economic impacts of the COVID-19 pandemic on the Togolese families.

MAKE UP FOR STANDARDIZED EXAMS BEGINS IN TOGO The Standardized BEPC and BAC 1 makeup sessions for students who missed the regular testing period with valid reasons began August 24, 2021. Earlier in June 2021, the registration fees were waived for students for all standardized and university entrance examinations. This was the government’s effort to provide access and equity. The cost was free of charge for students, about 485,000 secondary students were enrolled in all the standardized assessments, and professional certification programs for secondary school Diplomas.

relaunched the 2021 Ghana Teacher Prize in Accra

Reclaiming Teaching and Learning for Human-Centered Recovery. The National Best Teacher Award Scheme under the theme Teachers wanted:

was established in October 1994 by the Ministry of Education, under the leadership of Harry Romulus

UGANDA

Sawyer.

The education minister said the award is to recognize

education ministry

the contributions teachers have made towards the

On August 30th, 2021, the

development of Ghana education and that the

with stakeholders to discuss strategies on safely

government holds in high esteem the contribution of

reopening of schools this year due to ongoing

teachers in the teaching profession. The education

COVID-19 pandemic, but no date has been set.

ministry said they will continue to deepen the

Meanwhile, Uganda has resumed broadcasting

relations with all teacher Unions to ensure the

lessons on radio for upper primary and secondary

welfare, motivation, and recognition of teachers

school levels as schools. The lessons airing on

continue to be their topmost priority.

different stations across the country are expected to

met

run through September, according to a statement from the ministry of education.

E.L. AFRICA | SEPTEMBER 2021

46

CAN YOU CONTROL YOUR OWN

HAPPINESS? By: Ellen G. Goldman

Are you a master of your fate or a victim of

Their findings show that although 50% of our disposition is

circumstances? An optimist or a pessimist? Do you believe

a result of our genes, only 10% is due to life’s

your happiness is dependent on life’s occurrences, your

circumstances. That means 40% is due to our behavior,

genetic predisposition, or within your control? How do you

which we do have control over. Through daily focus and

approach your world? All of us want to be happy, but few

effort, we can change our happiness set-point. The

realize how much that feeling is within our control. Most

happiest and most successful individuals experience at

believe circumstances dictate our personal level of

least a 3:1 ratio of positive to negative emotions

happiness. We are constantly in pursuit of the things that

throughout the day. Sadly, in the complicated, fast-paced

we believe will make us happy: a new job, a bigger home,

world we live in, most fall well below that ratio. With

a better body, or a different mate. Once we get what we

everything else you need to turn your attention to, is the

were after, there is an initial spike in our happiness.

pursuit of greater happiness necessary? You might not be thriving, but you certainly aren’t miserable.

But, the feeling is not sustained. Positive emotions that come along with accomplishments fade quickly. Life returns to routine, and new objects soon become old.

Shifts in emotions don’t last, and most people return to their personal baseline or “happiness set point” for the long term.

So, can you control your own happiness? Until recently, behavior scientists believed happiness levels were inherited and extremely stable over the course of people’s lives. Circumstances could shift happiness in one direction or another, but only temporarily. For the individual who considers himself or herself a very happy person, personal tragedy will temporarily cause unhappiness. But with time, that person adjusts to the new reality and eventually will call themselves happy again. We all know someone who always seems melancholic, blaming their outlook on a lack of a spouse, or lousy job, for example. Then they find their dream mate and marry, or land a fantastic new job.

Rather than living happily ever after, within a small time

Unchecked negativity leads to a host of emotions such as

frame, they are melancholic once again. The reason has

anger, anxiety, and depression. Those feelings can lead to

changed, but the temperament hasn’t.

stomach disorders, increased blood pressure, tight muscles, headaches, and a multitude of physical

In the past researchers primarily studied individuals with

sensations most would prefer to avoid. Chronic negativity

disease, disordered behavior, or clinical depression.

can make us sick! Self-generated positive emotions can

Medication and/or talk therapy to “fix” the problem was

improve our physical health. And, when we increase

the available options for them. Little was known about

positive emotions, we become more open minded, creative

how to help ordinary individuals go from feeling OK to

and resilient, perform better on tasks, and improve

feeling great. Enter the field of positive psychology.

relationships. Dr. Fredrickson identifies 10 positive

Researchers such as Martin Seligman (Authentic

emotions: joy, gratitude, serenity, interest, hope, pride,

Happiness), Sonja Lyubomirsky (The How of Happiness),

amusement, inspiration, awe, and love. Along with the

Barbara Fredrickson (Positivity), and Tal BenShaham

many other health-promoting behaviors you practice

(Happier, Even Happier) devote their studies to how

(exercise, proper nutrition, sufficient sleep), concentrated

ordinary folks can go from being just OK to flourishing.

effort to increase your daily ratio of positive to negative emotions will shift your set-point.

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E.L. AFRICA | SEPTEMBER 2021

GET STARTED TOWARDS A HAPPIER, HEALTHIER YOU! DISPUTE NEGATIVE THINKING When you overreact, blow things out of proportion, or become overly self-critical, stop and analyze the facts. Usually, they won’t support your negative thoughts.

STOP RUMINATING Constantly going over adverse situations and thoughts perpetuates bad feelings and doesn’t accomplish anything. Look for healthy distractions that focus your attention elsewhere. Engage in activities that bring you joy.

LOOK FOR THE SILVER LINING IN CHALLENGING SITUATIONS If you habitually view the glass as half empty, challenge yourself to find it half full.

TRY MINDFULNESS ACTIVITIES LIKE YOGA AND MEDITATION Learn how to attend to thoughts with awareness and without judgment. Having a negative thought doesn’t mean you must react to it emotionally.

READ INSPIRATIONAL QUOTES AND STORIES Watch movies that make you laugh. Savor the beauty around you and share good news with others.

KEEP A GRATITUDE JOURNAL Count your blessings and give thanks to those who help make your world better.

ENGAGE IN AN ACT OF KINDNESS EVERY DAY Volunteer for a cause you care about.

UTILIZE YOUR PERSONAL STRENGTHS IN THE WORK YOU DO ON A DAILY BASIS. Visualize a successful future achieving your goals and dreams.

Ellen G. Goldman is a National Board Certified Health & Wellness Coach who helps overextended professionals get self-care back on their daily “to-do” list so that they can thrive both personally and professionally. Learn more about her wellness programs at www.EllenGCoaching.com Note: Any services provided are out-of-network.

E.L. AFRICA | SEPTEMBER 2021

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