E.L. Africa Magazine | June 2024

JUNE 2024 VOL.5, NO.17

E. L. AFRICA MAGAZINE IS BRINGING VISIBILITY TO SAFE TO LEARN - A GLOBAL INITIATIVE DR. ADA OMILE PG. 17

HOW SCHOOL IMPROVEMENT BECOMES A REALITY: THE PERFORMANCE IMPACT-BASED OUTPUT INDICATORS DR. BUBALE DAN PG. 11

EFFECTIVE APPROACHES TO CLASSROOM MANAGEMENT FOR NOVICE TEACHERS: AN AFRICAN PERSPECTIVE HELENA MIRANDA & NATALIA INTJA PG. 37

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E.L. AFRICA | JUNE 2024

LETTER FROM THE EXECUTIVE DIRECTOR

HERE WE GO!!!

Wow, what another great magazine issue. We are seeing so many amazing educational strides towards progress from different regions of Sub-Saharan Africa.

Now, I want to talk about trusting yourself as a school leader and no one else. It’s crucial to get to the point where you can trust and rely on yourself above everyone else, as no one knows you better than you know yourself.

So, what can you do to help build that trust within yourself?

First, accept yourself for who you are. You know how you’re feeling better than anyone and if you feel something is right for you, trust your gut and don’t let anyone else talk you out of it.

Second, don’t be afraid to take risks. Taking risks can be a scary thing to do, but it’s important to gain confidence in yourself. Make sure to get out of your comfort zone every now and then and dive headfirst into something you feel could have an impact on your life in a positive way.

Third, stay focused and don’t be swayed by outside influences. You know where you want to go in life and what you want to achieve- keep your feet on the ground and only take advice from sources that align with your goals. Just because someone disagrees with you doesn’t mean they’re right- trust yourself first and foremost.

Finally, remember that failure shouldn’t be seen as negative. Take every setback as something to learn from and trust yourself to make the next decision in a better manner. Don’t beat yourself up if something doesn’t turn out right; it’s part of life and part of our journey.

At the end of the day, learning to trust yourself is something that will come with time and perseverance. Remember, no one knows you better than you know yourself- trust your own abilities and don’t forget that mistakes are part of learning!

Thanks for being a great school leader, have a great day!

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

E.L. AFRICA | JUNE 2024

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E.L.

EDUCATIONAL LEADER AFRICA

TABLE OF

CONTENTS 9 11 17 19 21 25 29 31 36 37 47 48

THE IMPORTANCE OF PRINCIPALS’ EFFECT: THE NEED FOR RENEWED ATTENTION TO STRATEGIES FOR CULTIVATING, SELECTING, PREPARING, AND SUPPORTING A HIGH-QUALITY PRINCIPAL WORKFORCE A LEADER TO LEARN FROM - HOW SCHOOL IMPROVEMENT BECOMES A REALITY: THE PERFORMANCE IMPACT-BASED OUTPUT INDICATORS E. L. AFRICA MAGAZINE IS BRINGING VISIBILITY TO SAFE TO LEARN A GLOBAL INITIATIVE

LET’S NOT FORGET THE ARTS

BUILDING SELF-ESTEEM IN CHILDREN

INSTRUCTIONAL LEADERSHIP FOR SCHOOL SUSTAINABILITY

BEING A SUCCESSFUL SCHOOL PRINCIPAL

SPOTLIGHT: THE COUNTY EDUCATION OFFICER OF MONTSERRADO COUNTY SCHOOLS IN LIBERIA

PRINCIPALLY SPEAKING: HOW PRINCIPALS PROMOTE INSTRUCTIONAL LEADERSHIP EFFECTIVE APPROACHES TO CLASSROOM MANAGEMENT FOR NOVICE TEACHERS: AN AFRICAN PERSPECTIVE IN CASE YOU MISSED IT

IN THE NEWS

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

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E.L. AFRICA | JUNE 2024

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

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

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

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

E.L. AFRICA | JUNE 2024

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EDITORIAL & DESIGN WRITERS

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

CONTRIBUTORS

Mr. Olatunbosun A. Ajayi Hon David Boakai Dr. Dan Bubale Dr. Donna Campbell Dr. Kischa Campbell Dr. Rose Campbell Dr. Marvin J. Henderson Dr. Natalia Intja Dr. Helena Miranda Mrs. Lydia Tumuhairwe Dr. Iris C. Wilson

CREATIVE DESIGNER Ms. Chinenye Omile

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

Email ideas and articles to elafricamagazine@gmail.com

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E.L. AFRICA | JUNE 2024

E.L.

EDUCATIONAL LEADER AFRICA

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

Read about Dr. Daniel Bubale from Uganda – a district leader to learn from (pg. 11). Check out the importance of principals effect - the need for renewed attention to strategies for cultivating, selecting, preparing, and supporting a high-quality principal workforce (pg. 9). Learn about Instructional leadership for sustainability (pg. 25).

See effective approaches to classroom management for novice teachers: An African Perspective (pg. 37), and understand the need for Arts in schools on Let’s not forget the Arts (pg. 19), and lastly read building self esteem in children (pg.

21).

EXECUTIVE PUBLISHERS DR. ADA OMILE

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

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

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

DR. FRANCES UFONDU

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

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

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

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

E.L. AFRICA | JUNE 2024

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CONTRIBUTE TO E.L. AFRICA MAGAZINE!

E.L.

EDUCATIONAL LEADER AFRICA

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

THEMES FOR NEXT ISSUE Focus on educational excellence by providing competitive compensation to ensure that employees’ hard work is the number one priority in the Sub Saharan Africa.

Leadership that inspires growth.

Improving students’ learning, one student at a time.

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

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

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

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

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

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

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

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

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E.L. AFRICA | JUNE 2024

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

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

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

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

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

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

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

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

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

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

E.L. AFRICA | JUNE 2024

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THE IMPORTANCE OF PRINCIPALS’ EFFECT:

The need for renewed attention to strategies for cultivating, selecting, preparing, and supporting a high-quality principal workforce

By Dr. Rose Campbell and Dr. Marvin J. Henderson

T

he purpose of this article is to share outcomes of research to examine leadership strategies used by successful K-12 Principals and their impact on student achievement and professional development for teachers. Four different principal leadership styles were assessed, which included Instructional Leadership, Transformational Leadership, Transactional Leadership, and Facilitative Leadership. Thirty principals were interviewed who completed a brief survey about their leadership style.

BACKGROUND INFORMATION It is believed that the school principal is expected to wear many different hats as duties are performed. They are not only the recognized head of the school, but he or she must also be the leader of all activities for the organization.

The principal performs evaluations, provides supervision of staff and students, and assists in planning professional development activities.

Additionally, the principal is expected to work successfully with and to be involved in all areas of the school community.

PURPOSE The research objectives were to identify leadership strategies used by K-12 principals that could also be used by other administrators who are looking for assistance in improving their schools and becoming better educational leaders.

METHOD In this study the 30 principals answered 2 questions about preferred leadership strategies during telephone interviews of school principals.

The most commonly repeated strategies were listed as principals were asked the following questions: Can you identify five leadership strategies that you use in performing your duties as school principal?

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What leadership strategies have you used that you would identify as successful that you would recommend to other principals for implementation?

The data were compiled and used to develop a list of strategies used most often by successful principals.

DATA ANALYSIS All of the data were analyzed and placed into several categories to share with principals.

Leadership strategies, different styles, and recommended plans of action were also included in the final analysis. The results of this study were significant and provided to other principals and administrators for sharing and adapting to their respective environments.

DISCUSSION The list of educational strategies is constantly expanding because of on-going research in this area. The successful principal must be able to adapt to the changing make-up of his or her staff; engage in multi-tasking and be able to address several issues simultaneously; and serve as the leader of the educational team. Although other leadership strategies may be used, it is mandatory that the principal be able to perform as an instructional leader. He or she must be familiar with current and effective, researched-based curriculum; and involved with teams that help select new technology, textbooks, and other resources for their schools. Lastly, the school leader is expected to inspire and motivate teachers and staff to maintain high standards for the school and school community.

Bolman and Deal (2003) indicated that leadership is situational and should utilize four frames of an organization. These are (1) your personnel and the climate of the school, (2) the goals and objectives, policies and procedures, (3) the politics involved,

THE IMPORTANCE OF PRINCIPALS’ EFFECT

and (4) the accepted practices and rituals associated with the school. This requires a continual process of framing and reframing of issues to better understand and address issues in the school community. Another point of view

by Sergiovanni (2007) indicates that traditional leadership, as we know it, is overemphasized.

This is to say that some teachers who are selfmotivated and do not need to be inspired by the principal or the leader.

DATA AND ASSESSMENT All areas of the education spectrum must be assessed, data should be analyzed, and recommendations should be made to improve instructional and professional development. The process is ongoing to identify skill deficits and areas that need improvement. However, these areas must be tracked and aligned with the curriculum for academic improvement.

PRINCI-POLL We polled 98 school principals/headteachers and asked:

WHAT STRATEGIES DO YOU EMPLOY TO BUILD RELATIONSHIPS WITH FAMILIES AND SCHOOL COMMUNITIES?

CONCLUSION In conclusion, schools are constantly changing due to the ever-changing world in which we live.

As a result, principals must be prepared to adjust to meet the needs of their schools. They must demonstrate competency on all levels as the educational leader by providing a positive example of integrity, honesty, and good moral character.

References Bolman, L. G. & Deal, T. E. (2003), Reframing Organizations: Artistry, Choice, and Leadership San Francisco, CA: JosseyBass Sergoivanni, Ti. (2007). Rethinking Leadership. Thousand Oaks, CA: Corwin Press

33% utilize parent/advisory groups 7% utilize business partnerships 14% utilize community/guest speakers 46% utilize WhatsApp groups for outreach

E.L. AFRICA | JUNE 2024

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A LEADER TO LEARN FROM

How School Improvement Becomes a Reality: The Performance Impact-Based Output Indicators DR. DAN BUBALE

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HOW SCHOOL IMPROVEMENT BECOMES A REALITY

D

r. Dan Bubale is my name. I am the District Education Officer (DEO) of Kayunga District Local Government in Uganda,since 1st August 2022 to-date.

My role is to promote quality education through effective coordination of all education activities in the district in line with the Ministry of Education and Sports guidelines of Uganda. Kayunga district is one of the 136 districts in Uganda.

Government of Uganda through Kayunga district leadership increased our education department budget from 19 billion to 28 billion in the past four financial years (2021/2022; 2022/2023; 2023/2024 and 2024/2025). Such a financial increase in the budget of our education department not only caters for teachers’ improved wage, school inspection support and monitoring of schools, but it is also meant for infrastructure development to improve school learning conditions for learners.

Kayunga district leadership ruminates the education department as a correct window to reach out service delivery to its people. Hence, the education department is critically considered most important as it is assessed through performance impact -based output indicators and its services touch and reach the most common person on the ground - the parent.

Interestingly, the district political stand on education is the desire for quality school improvement in all the 167 primary and 12 government owned secondary schools across the entire district. In the past three years: Thirty-eight new classroom blocks have been constructed- each with three classrooms; giving a total of 114 new permanent classrooms; housing 40 pupils in each classroom (4560 pupils) in addition to the already 2095 existing classrooms.

Also, 3355 three-seater desks were procured and supplied to several schools in the district, reducing pupil desk ratio from 1: 7 to 1: 4 apparently.

Forty-two new pit latrines - with five stances each have been built; giving a total of 210 stances meant to improve school hygiene and sanitation across the district.

Additionally, 2 Seed Secondary schools have been constructed in Kayunga District each costing 3 billion Uganda shillings; both housing a total of 2347 students; currently studying in very conducive learning environments.

Similarly, in the financial year 2023/2024, the education department received 411 million from the government for school repairs and renovation of old school buildings in the district.

Additionally, this coming financial year 2024/2025, 1.26 billion was allocated for more school repairs, pit latrine construction and supply of desks to schools in the district.

Statistically, 13 new staff-houses each accommodating 4 teachers have been built, giving accommodation for a total of 52 teachers in different schools across the district.

Implementation of innovative ideas and change management strategies is evidently leading to improved performance, staff motivation and service delivery.

Also, the District Education Officer (DEO) and his team of the Senior Education Officer (SEO), Sports Officer plus the 9 school inspectors work closely with the political leadership, office of the Resident District Commissioner (RDC), headteachers and religious leaders in effort to improve the quality of schools therein.

The culture of accountability, staff cohesion, unity of purpose and direction guides routine operations of all the 179 government owned schools in Kayunga district.

Such professional and administrative ethos are commonly communicated through regular headteachers’ meetings scheduled at every beginning and end of each of the three terms (Term 1, Term 11, and Term 111) that make the school calendar year complete, as guided by the Ministry of Education and Sports. Later, headteachers move further to organize staff meetings at their respective schools in order to strategize on the appropriate ways that can lead towards achievement of good performance results.

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HOW SCHOOL IMPROVEMENT BECOMES A REALITY

PROFESSIONAL DEVELOPMENT Teacher school-based learning opportunities supported by our development education partners in Kayunga district such as TEACH for Uganda, Stir Education, ICYD/USAID, Impact Water Project, KOMO Learning Centers and UNSAI - Uganda Self Advocacy Initiative for inclusive education all attract volumes of success stories and impactful results to our children, schools, the education department and district at large. These nonprofits making education partners in Kayunga District have continued to cause a positive impact on quality data access and management, learner attendance, retention, completion rate, teacher empowerment, teacher effectiveness and school improvement through regular support supervision and feedback in areas of pedagogy, supervision, instruction and assessment. Feedback mechanisms are operational and the education department uses feedback to improve performance of schools.

ACCESS TO CLEAN AND SAFE WATER Recently, the impact water project signed a memorandum of understanding with Kayunga district to supply 960 water tanks of capacity 100 Liters each combined with chlorine tablets to each of the 167 primary and 12 government owned secondary schools. Such water provisions will not only impact on the learning and retention of children in schools but will also promote access to clean and safe water to stay children in schools.

As one of their best practices, our education partners share and submit monthly reports to the education department about the schools they visit and support, for timely actions, review and followups.

EDUCATIONAL INTERVENTIONS On many occasions, as a district education officer together with my team of inspectors do joint monitoring and inspection and follow-ups to assess the status quo of schools in view of reports shared by our education partners and thereafter chart possible solutions and way forward.

Consequently, such educational interventions in the district have enhanced literacy and numeracy levels of pupils in lower primary classes and behavior change amongst teachers, headteachers and parents so as to achieve quality education.

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PARENT INVOLVEMENT Besides, parents play a vital role in providing the necessary support for the effective management of schools in the district. Their participation in school affairs with headteachers, teachers and their children through parents’ school meetings, Parents Teachers Associations (PTA), School Management Committees (SMC) and Board of Governors (BOGs) are avenues for collective inputs and greater contributions to improve learner performance levels.

Besides, the Office of the president in Kayunga district led by the Resident District Commissioner (RDC) plays an important role in mobilizing parents and increasing awareness to the general public of the achievements of government in terms of service delivery to its people through radio talk shows at Sauti Radio FM in Kayunga District.

Moreover, the district education officer and his team of 8 inspectors are hosted at Sauti radio station every Monday of the first week of a new month to mobilize parents and give accountability of what has been done as a department and what the future of education of their children holds at schools. Parents are also given an opportunity to call on radio during talk shows and ask questions about schools in their areas for clarification and are informed of their roles in facilitating the education of their children.

ALUMNI INVOLVEMENT Similarly, the education department promotes the concept of alumni of old boys and girls to support schools in the district. For instance, in 2022, a science laboratory was built at St. Kalemba Secondary School in the district supported by an old boy who once studied in that school. Also, a modern pit latrine was built in Natteta CU primary school by funds mobilized from old boys and girls.

They also planned to mobilize additional funds along with parents to construct a headteacher’s house. Apparently, there is ongoing construction of a stalled building with seven classes at Bbaale CU primary school by one of the old boys of the school. He also donated 40 computers to improve teaching in the school.

INCREASE IN SCHOOL PERFORMANCE In the past, Kayunga District used to be ranked among the poorest performing 20 districts in

HOW SCHOOL IMPROVEMENT BECOMES A REALITY

Uganda. However, for the previous three years, the education department has made major steps in creating supportive learning school environments and deployment of competent teachers to effectively teach to raise the performance of pupils at Primary leaving examinations.

Over the past three years, Kayunga district performance at primary leaving examinations (PLE) ascended with amazing results. For instance, in 2021 Kayunga district obtained a pass rate of 65.4% out of the 8163 candidates registered at PLE and the subsequent years 2022; the pass rate at PLE was 77.9% out of the 9363 registered candidates while in 2023 the pass rate increased to 81.4% of the 8367 candidates registered. In the past years, the district had the highest failure rates record at 48%, last year, the failure rate was at 15%.

As the education department together with my team of inspectors continue to work tirelessly to reduce the failure rate at PLE. On the other hand, the post primary education Kayunga district has greatly improved across the entire district. Of the 12-government owned secondary schools, the majority of our students score good grades that qualifies them to obtain a Uganda certificate of Education (UCE) upon completion of a four year lower secondary school level.

Thereafter, students proceed to study a two -year higher secondary education level where they obtain a Uganda Advanced Certificate of Education (UACE) that permits them to join university education and other tertiary education opportunities.

UGANDA NATIONAL EXAMINATIONS BOARD (UNEB) PERFORMANCE For the past three years Kayunga district post primary education performance has been outstanding as ranked nationally by Uganda National Examinations Board (UNEB). Borrowing from UNEB framework and practices, the education department went ahead to use subject UNEB examiners (English, Mathematics, Science and Social Studies) in Kayunga district to mark the District Mock Examinations organized by the district before the primary leaving examinations.

Using the authentic assessment results shared by our UNEB teacher examiners in the district, the education department analyzes data gathered to inform planning and decision making. Decision making and problem-solving mechanisms are clear and being utilized from time to time. The District Education Officer organizes review meetings with headteachers and subject teachers to discuss the general performance results of all schools in the district and together they identify common challenges, solutions recommendations and action points for implementation by the agreed responsible officers.

As a result, the education department becomes responsible to identify the gaps in staffing of schools and determine subject teachers most required in particular schools to steer performance.

Also, each of the 8 school inspectors in their areas of jurisdiction is tasked to offer technical support to teachers in matters of curriculum interpretation, curriculum integration and curriculum implementation to steer effective teaching and learning for the benefit of learners.

TEACHER RECRUITMENT Conversely, the cream of our teachers undergoes a strict and serious recruitment process organized by Kayunga District Service Commission, where the District Education Officer is invited to participate in the selection and interviews as a technical person.

This is when quality is placed above service.

Teachers are carefully selected based on competences required in subject specific and merit so as the district gets the best teachers with knowledge and skills most suitable to take full responsibility of their instructional actions so as to positively impact on learner achievement. The performance appraisal system is another effective management tool, education department uses to set performance targets. Individual performance targets for staff are defined. The performance instruments are filled, completed and information gained is analyzed to inform performance improvement. This practice is useful to the department.

COLLECTIVE LEADERSHIP My leadership as a district education officer

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HOW SCHOOL IMPROVEMENT BECOMES A REALITY

towards school performance is collective. Apart from the Involvement of political leadership and technical staff at the district level, the education department works through a layer of school actors particularly the zonal leaders who double as headteachers and coordinate school activities at the 9 distinctive sub counties in the district.

Zone leaders also regularly engage with their top headteachers’ leadership in the Umbrella of Kayunga District Primary Headteachers Association (KADIPHA) along with their counterparts KASHIPA at secondary level. Such associations of headteachers not only support the education department in providing and disseminating information to their fellow headteachers and teachers on policy reforms but also offer professional guidance to their staff so as to maintain focus on task execution and performance rise.

Such internal and external communication systems are efficiently and effectively used to update teachers with what is going on in the department Additionally, the foundation body is equally important not only in spiritual and moral values expedition but also contributes greatly in improving the performance of learners in schools.

Under their academic boards, they organize a series of sets of mock examinations in effort to prepare our primary seven candidates to widely get standardized tests before the final Primary Leaving Examinations are done. As a result, our candidates are exposed to a variety of mock examinations such as UMTA mock exams set by Uganda Moslem Teachers Association, and Mock set by Church of Uganda of Mukono Diocese Examinations Board and then mock exams organized by the Lugazi Diocese Catholic Academic Board.

All these interventions by foundation bodies together with our district set mock examinations

by Kayunga District Examination Board aim at realization of quality performance improvement outcomes for not only as a district but also at the national ranking.

SCHOOL FEEDING POLICY Most interestingly, the government of Uganda is at

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its advanced stage to introduce a school feeding policy, as this will see many children in schools stay, learn and complete school education cycles.

Fortunately, I was invited on 1st of June 2024, as the District Education Officer, to be part of the consultative team that will share views on how best the school feeding policy will work to achieve its purpose, impact and fidelity. Kayunga district education department is fully staffed and committed to service delivery.

CHALLENGES Although our inspectors use tabs in tracking teacher and learner attendance at schools, our biggest challenge as a department is lack of a sound vehicle and motorcycles for inspectors to reach out to all the 179 schools and offer technical support for quality education. We have participated and excelled in athletics, games and sports at national level where our children win.

Going forward, apparently the education department seeks external funding to support its well laid education programs that will be very impactful in fostering teacher efficacy, leadership, supervision and staff development opportunities for headteachers and teachers at their respective schools and zones across the entire district. This will raise performance high.

TECHNOLOGY USE From the technological perspective, the Ministry of Education and Sports policy guided on technological advancement in schools, and headteachers in Kayunga district have been prepared to use technology in the management of school operations. For instance, all the 179 schools in Kayunga district submitted their school enrolment to the Educational Management Information System (EMIS) portal as required by the Ministry of Education and Sports at 100%. Also, all the 179 schools enrolled their children to attain the Learner Identification Number (LIN) at 100% as was required by the Ministry of Education and Sports.

Additionally, all the 179 school headteachers supported their teachers who are on payroll 100% to register on the EMIS portal as was required by the Ministry of Education and Sports of Uganda.

HOW SCHOOL IMPROVEMENT BECOMES A REALITY

Finally, E-registration of Primary Seven candidates for Primary Leaving Examinations organized by UNEB was completed at 100% with all eligible candidates registered.

Despite these efforts, most schools in Kayunga district lack computers to facilitate quality teaching and learning so as to spur performance improvement. As the education department, our prayers are to get opportunities for funding to promote quality and inclusive education in line with goal 4 of the 17 sustainable development goals for transformation.

At Sauti FM radio talk show. RDC, political leaders, DEO, SEO and some school inspectors mobilizing parents to send back children to schools as the new term begins and reminding them of their roles.

Team from the ministry of public service on a joint inspection meeting for quarter 4 at the District headquarters.

Over 900 water tanks with chlorine tables will be distributed amongst all government primary and secondary schools across Kayunga district.

Dr. Dan Bubale (PhD), District Education Officer.

DEO hosting KADIPHA headteachers.

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E. L. Africa Magazine is Bringing Visibility to Safe to Learn - A Global Initiative BY: DR. ADA OMILE

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E. L. AFRICA MAGAZINE IS BRINGING VISIBILITY TO SAFE TO LEARN - A GLOBAL INITIATIVE

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n September of 2023, Education Leadership Consultant Group, which is the parent company of the E. L. Africa magazine received an African community service award for our efforts working with educational leaders and school principals in Sub Saharan Africa to develop and enhance their leadership skills.

We understand that education has a transformative role in children’s lives and in society as a whole. Children’s learning experience should always be positive and safe.

While every child has the right to safety and security that makes learning possible and fulfilling, an estimated 246 million girls and boys experience violence in and around schools – on the way to school, on school grounds, and within classrooms.

Violence against children takes many forms – be it physical, sexual, or emotional – online and offline. This has a long-lasting impact on children’s lives and the future of their communities and societies. It hinders learning – it can decrease self-esteem, reduce school attendance, and lower academic achievements.

Intersectional barriers such as gender, race, age, disability status or sexual identity often prevent children, especially from marginalized groups, from attending school and gaining education altogether. In some cases, this can increase the risk of child marriage, child labour, and intergenerational poverty.

COVID-19 has heightened a pre-existing child rights crisis and deeply exacerbated the global learning crisis by forcing children out of schools.

It has made millions of children more vulnerable to violence in many settings – at home, in the community and online.

When children cannot learn safely, society pays a heavy toll. The World Bank estimates that violence in and around schools amounts to an estimated $11 trillion in lost lifetime earnings globally.

Dr. Ada Omile (center) and supporters at the African Community Service Awards

CHANGE IS POSSIBLE – AND WE MUST ACT NOW Learning and safety can no longer be thought of as separate entities. As decision makers around the world look to respond to the compounding crises of the post-pandemic, conflict, climate and poverty, safe education must be at the heart of our efforts and a significant determinant of ending the learning crisis is the absence of violence in and around schools.

Safe to Learn is a global initiative dedicated to ending violence in and through schools. We believe that safe learning presents an opportunity to unlock the multiple wins for children. Ending violence means improving learning outcomes, better leveraging education and health investments, shifting social and gender norms and behaviors, and breaking intergenerational cycles of violence.

Backed by a powerful coalition of 16 partners representing civil society, United Nations, donors, global partnerships, and the private sector, Safe to Learn provides an opportunity for change so that all children can learn safely, no matter where, or how, they may be learning.

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Let’s Not Forget the Arts BY: DR. IRIS C. WILSON

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focus on and increase in “teacher talk” lectures and test-preparation exercises reduce available instructional time. This decrease in instructional time reduces a teacher’s ability to include a variety of teaching strategies that reach multiple types of learners including symbolic, creative, and effective ways of learning. Accountability pressures appear to have caused a pedagogy problem in many K-12 schools in the United States. The problem, specifically, is that teachers are not meeting the diverse learning needs of their students, because they are complying with administrators’ and district expectations to cover large amounts of tested material. This problem results in the disproportionate use of traditional direct instruction methods to cover the material efficiently and teachers not being critically responsive to students’ learning needs.

Researchers state that as a consequence, students are frequently subjected to dull and boring tasks that emphasize basic skills and fact acquisition.

Discontent with current educational curriculums, many teachers, administrators, and parents work toward initiating change to promote academic equality. These reformers attempt to analyze current educational programs and offer alternatives toward pedagogical improvement of the public school system. While educational leaders seem to agree on what is the most significant curricular content for elementary students, there appears to be confusion regarding the instructional methods needed to administer this vital content. As times change, the need to keep education current becomes a critical concern. Educators attempt to teach diverse populations by introducing different educational reforms. Throughout the past decades, the arts have been placed at the center of new ideas pertaining to the restructuring of school curriculum.

The arts have gained the attention of educational reformers as research has exposed

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Dr. Iris C. Wilson

the benefits of the arts on the individual student and learning. Because the arts encompass so many disciplines, advocates believe they are a natural fit into the curriculum. In order To promote high levels of student learning, school officials and researchers have suggested the incorporation of arts integration.

Arts integration, which is also referred to as arts infusion, is an approach to teaching and learning that uses the arts as a key tool of instruction.

Arts integration, as defined by the Arts Education Resource Initiative, teaches the arts by studying concepts that are shared among the arts and other disciplines. According to the research, the philosophy of arts integration is that teaching through the arts gives students another opportunity to connect to subject matter they might find hard to understand or that does not capture their interest. Arts integration helps motivate students by engaging them and shows them how two different subjects can interconnect.

Arts integration is deemed as a highly effective instructional strategy that brings active engagement, problem solving and higher levels of cognition to students. The debate on the importance of the inclusion of the arts in an educational context, as well as the methodology by which this strategy may best prepare more students to successfully meet the demands of a changing society is not a new debate.

LET’S NOT FORGET THE ARTS

Educational reforms have attempted to solve both societal and school problems. If a student is required to analyze a concept from diverse and varied viewpoints, they will gain a deeper understanding of the subject matter. Research has shown that arts integration may be an effective interdisciplinary approach, an effective method to engage and foster critical thinking skills thereby reinforcing the concept of divergent solutions.

Educators see the benefits of integrating the arts education program into interdisciplinary units across the curriculum, such as kindergarten students exploring the "seasons" simultaneously in science and multiple arts disciplines, listening to and discussing Vivaldi's Four Seasons as they create original artwork depicting their favorite season or what they hear in the music and learning about specific scientific characteristics of each time of year.

The arts offer many ways to think and communicate. With the increased level of accountability and the narrowing of the curriculum, many of today’s students may not have the opportunity to discover these critical, creative abilities. As a result, students often turn away from or against education altogether leading to a loss of future leaders.

With goals of investing in student achievement in unique ways, the arts integration strategy has the unique potential to invest all students in their own meaningful scholastic engagement. In parallel, the strategy also engages students at both ends of the "achievement" spectrum: by putting different intelligences and ways of learning to work in exploring a "big" learning goal, it reaches students who may “fall through the cracks" with traditional instructional approaches. It also affords new challenges to students who are already excelling.

As one theorist puts it, arts integration equips "learners in knowing themselves as learners." By doing so, it also yields a "community" that embraces and celebrates a wide range of students with a wide range of interests, aptitudes, styles, and experiences. These new strategies of thinking about the ways in which learning is best facilitated and different subjects' relationships to each other has resulted in positive changes in the school environment and improved student performance.

We must not forget the arts as we continue to develop learners who are critical, creative thinkers.

About the Author Dr. Iris C. Wilson earned her Master’s degree in K-12 Reading, Education Specialist degree in Education Leadership, and Doctor of Philosophy in Educational Leadership and Policy.

Dr. Wilson was a classroom teacher and began her administrative career as an Assistant Principal. She has served as Principal of two elementary schools, she earned numerous awards and recognition, and honors over 40 years as a professional educator and school leader -Administrator of the year, and Ida S. Baker Distinguished Educator, Arts Administrator of the Year, and African American Champion of Education, to name a few.

Other educational appointments include Executive Director of Elementary Schools, Assistant Superintendent of School Management and Curriculum Services, and Florida Department of Education K-12 Deputy Chancellor of School Improvement.

Dr. Wilson currently serves as an Adjunct Professor of Educational Leadership and the Education Chair of the South City Foundation Florida.

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

E.L. AFRICA | JUNE 2024

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Building Self-Esteem in Children BY: DR. DONNA CAMPBELL & DR. KISCHA CAMPBELL, LMFT

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elf-esteem refers to an individual’s overall subjective sense of personal worth or value, and it encompasses beliefs about oneself and emotional states (Harter, 1993). As a child's self-esteem is the cornerstone of their emotional well-being and success in various aspects of life, historical factors, systemic inequalities, and societal stereotypes can pose challenges for Black or other minority children. Addressing these challenges head-on is essential for building selfesteem, and creating environments that promote well-being. Research consistently demonstrates the profound impact of self-esteem on various aspects of a child’s life, including academic performance, positive social relationships, and resilience in facing challenges (Baumeister et.al., 2003). This article explores effective strategies for fostering self-esteem in Black children, considering cultural, familial, and educational perspectives.

For Black children, understanding the significance of their unique identity is crucial in fostering a positive self-image.

Self-esteem /ˌselfəˈstēm/ noun * confidence in one’s own worth or abilities; * a person’s overall sense of his or her value or worth; * respect for oneself

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Dr. Donna Campbell, Asst. Superintendent of Student Services

Dr. Kischa Campbell, LMFT Social Emotional Learning Specialist

ACADEMIC PERFORMANCE Students with higher self-esteem tend to approach learning tasks with confidence and motivation. They are more likely to set challenging academic goals for themselves and persist in the face of setbacks (Valentine, DuBois, & Cooper, 2004). This proactive approach to learning often leads to improved academic outcomes, as confident students are more likely to engage actively in the learning process, participate in class discussions, and seek out opportunities for enrichment.

Additionally, high self-esteem is associated with a positive attitude towards academic challenges and constructive feedback. Students with a strong sense of self-worth are better equipped to view setbacks as opportunities for growth rather than insurmountable obstacles, thus fostering a growth mindset conducive to academic success. Black children with strong self-esteem are better equipped to navigate the educational system, which often includes confronting stereotypes and biases (Marsh & Craven, 2006).

POSITIVE SOCIAL RELATIONSHIPS Self-esteem plays a crucial role in the formation and maintenance of positive social relationships.

Children with high self-esteem tend to possess strong interpersonal skills, including effective communication, empathy, and conflict-resolution abilities (Rubin, Bukowski, & Parker, 2006).

BUILDING SELF-ESTEEM IN CHILDREN

These skills enable them to establish meaningful connections with peers, teachers, family members, and other adults, fostering a supportive social network that contributes to their overall well-being.

Moreover, individuals with high self-esteem are more likely to engage in prosocial behaviors like cooperation, kindness, and altruism, which further enhance the quality of their interpersonal relationships (Erol & Orth, 2011). These positive social interactions, in turn, contribute to a sense of belonging and acceptance, reinforcing the child’s self-esteem.

RESILIENCE IN FACING CHALLENGES Self-esteem serves as a protective factor against adverse effects of stress and adversity, providing a buffer that helps children navigate challenges with resilience and confidence. When confronted with problems or setbacks, children with high selfesteem are more likely to maintain a positive outlook and persevere in their efforts to overcome difficulties, often viewing challenges as opportunities for growth (Dumont & Provost, 1999).

Furthermore, high self-esteem fosters adaptive coping strategies, such as problem-solving skills, emotional regulation, and seeking social support, which enhances the child’s ability to effectively manage stressors. This resilience is particularly important for Black children, who may face unique challenges related to racism and discrimination (Fergus & Zimmerman, 2005).

STRATEGIES FOR FOSTERING A POSITIVE SENSE OF SELF-WORTH POSITIVE ROLE MODELING Parental Behavior: Parents serve as the primary role models for their children, and their behavior significantly influences their children's selfesteem. Demonstrating positive self-esteem through parental behavior involves exhibiting self-love, confidence, and resilience in everyday life. This not only sets a powerful example for children to follow but also provides a framework for developing their own sense of self-worth and coping mechanisms (Orth & Robins, 2014).

Inclusive Media Consumption: Media serves as a mirror reflecting societal values and norms. It shapes how children understand the world and significantly influences their self-perception.

For Black children, seeing positive representations of people who look like them in books, television shows, movies, and other media can be incredibly affirming. These representations help counteract negative stereotypes and provide role models that children can identify with and aspire to emulate (Spencer, 1985). Seeing characters in books who are scientists, artists, leaders, and heroes shows children that they can aspire to be anything. Television programs and movies that portray Black children in positive lights provide relatable role models and reinforce that children can be powerful and influential.

CULTURAL IDENTITY REINFORCEMENT Storytelling and Family History: Sharing stories about family history and Black heritage can instill pride and a sense of belonging. For Black families, sharing stories about family history and heritage can provide a deeper understanding of their cultural roots and identity. Highlighting the achievements and resilience of ancestors helps children appreciate their cultural legacy and understand the significance of their heritage (Hale-Benson, 1986). Encouraging older family members to share their experiences and stories with younger generations can create a strong familial bond and provide children with role models who embody perseverance and strength.

Cultural Celebrations: Participating in cultural events and traditions reinforces a positive cultural identity. Engaging children in activities such as cooking traditional meals, attending cultural festivals, and learning about significant historical events helps them connect with their heritage and develop a sense of pride in their cultural background (Boykin & Toms, 1985). Involving children in the preparation of traditional meals allows them to learn about their cultural culinary practices while providing an opportunity to pass down recipes and cooking techniques that have been part of the family for generations. Participating in local cultural events and festivals that include cultural music, dance, and art, and learning about significant historical events, educates, E.L. AFRICA | JUNE 2024

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inspires, and fosters a deeper understanding and appreciation of their heritage.

POSITIVE AFFIRMATIONS Morning Affirmation Rituals: Positive affirmations are powerful tools for shaping selfperception and boosting self-esteem.

Establishing a daily routine of positive affirmations encourages children to internalize messages of self-worth and capability. For example, starting the day with affirmations like "I am strong," "I am smart," and "I am capable" not only sets a positive tone for the day but also reinforces a strong sense of self (Beaumont, 2004). Start each day with a few minutes dedicated to affirmations. This can be done together as a family or individually, depending on the child’s preference and age. Use simple, clear, and positive statements that children can easily remember and repeat while making the experience focused and calming.

Showcasing Achievements: Having a dedicated space at home to display children’s achievements such as artwork, certificates, or trophies, is a tangible way to reinforce their sense of pride and validation. This practice not only celebrates their accomplishments but also serves as a constant reminder of their abilities and hard work (Bandura, 1997). Designate a wall or a specific area in the home where accomplishments can be displayed. Regularly updating this space with new accomplishments keeps it dynamic and encourages children to strive for new goals.

BUILDING RESILIENCE Teaching Coping Strategies: Providing children with tools for managing stress and adversity, such as relaxation techniques, mindfulness, and positive self-talk, helps them navigate challenges with resilience (Compas et al., 2001).

These skills are important for maintaining selfesteem and well-being. Introduce children to relaxation techniques such as deep breathing exercises, progressive muscle relaxation, and guided imagery which can help them calm their minds and bodies in stressful situations. Help children to develop problem-solving skills by guiding them through step-by-step processes to address challenges. This can involve identifying the problem, brainstorming possible 23

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solutions, evaluating the options, and choosing the best course of action.

Reflecting on Challenges: After facing difficulties, engaging children in reflective discussions about their experiences can help them process their emotions, understand their reactions, and learn valuable lessons.

This reflection emphasizes growth and the ability to learn from setbacks (Seligman & Csikszentmihalyi, 2000). Ask open-ended questions that encourage children to express their thoughts and feelings about their experiences. Focus on what they did well, how they managed the situation, and what they can do differently next time. Discuss how the skills and strategies they used can be helpful in other situations.

The link between self-esteem and academic achievement, positive social relationships, and resilience is well established. Nurturing a child’s self-esteem lays the foundation for success across various domains of life, empowering them to thrive academically, build meaningful relationships, and face challenges with resilience and determination. By creating supportive environments, these practices can help children develop a strong, positive cultural identity, a deep sense of pride in their heritage, and recognize their strength to handle adversity with confidence, and view challenges as opportunities for growth.

References Bandura, A. (1997). Self-Efficacy: The Exercise of Control.

Freeman.

Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 144.

Beaumont, K. (2004). I Like Myself!. Harcourt.

Boykin, A. W., & Toms, F. D. (1985). Black child socialization: A conceptual framework. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 33-51). Sage.

Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87-127. https://doi.org/10.1037/0033-2909.127.1.87

BUILDING SELF-ESTEEM IN CHILDREN

Dumont, M., & Provost, M. A. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. Journal of Youth and Adolescence, 28(3), 343-363.

Erol, R. Y., & Orth, U. (2011). Self-esteem development from age 14 to 30 years: A longitudinal study. Journal of Personality and Social Psychology, 101(3), 607-619.

PROM BAN IN UGANDA

Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399-419.

Hale-Benson, J. (1986). Black Children: Their Roots, Culture, and Learning Styles. Johns Hopkins University Press.

Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R. F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (pp. 87-116).

New York, NY: Plenum Press.

Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of selfconcept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133163.

Orth, U., & Robins, R. W. (2014). The development of selfesteem. Current Directions in Psychological Science, 23(5), 381-387.

Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of Child Psychology (6th ed., Vol. 3, pp. 571645). Hoboken, NJ: Wiley.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5 Spencer, M. B. (1985). Cultural cognition and social cognition as identity factors in Black children’s personal-social growth. Sage.

The Ministry of Education and Sports in Uganda has imposed a ban on prom parties in schools, particularly in privatelyowned institutions. This decision come after numerous complaints were received by the ministry, notifying them of promrelated notifications being sent out while dropping off children for the second term.

The catalyst for this ban was a video circulating on social media platforms that showcased a student from Elite high School in Entebbe arriving at the prom party in private helicopter. This extravagant display of wealth sparked a range of emotions among parents and the public at large.

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133

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Instructional Leadership for School Sustainability BY: LYDIA TUMUHAIRWE

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he major role of any school is to provide education and facilitate learning. A school serves as an institution for learners to acquire knowledge, skills, and values essential for their personal and intellectual development as well as foster a sense of community, promoting diversity and inclusivity, preparing learners to become responsible and productive members of society.

For schools to achieve this big dream, instructional leadership plays a very significant role. Instructional leaders, often administrators, school directors or proprietors, principals or head teachers, department heads or lead teachers, take on leadership responsibilities focused on instructional practices and student achievements, shaping, and improving the quality of teaching and learning.

School leaders can employ various instructional leadership strategies and approaches to effectively support teachers, improve instructional practices, and ultimately enhance immediate and lifelong student learning outcomes for the success of the school and long-term sustainability, which include but not limited to the following basics:

Lydia Tumuhairwe

Establishing and articulating a clear vision for teaching and learning within the school or department, aligning it with broader educational objectives and standards. For example, the school head needs to clearly communicate specific academic goals aligned with curriculum standards and state requirements, ensuring all teachers understand the desired outcomes, and held accountable, and where staff fall short, targeted professional development opportunities should be planned and provided after identifying specific areas for growth among staff. For example, workshops or coaching sessions on strategies to engage all learners could be implemented where learner achievement is consistently low, and it has been established that teachers are not motivating learners to own their learning and holding them accountable.

Effective instructional leaders should also model and demonstrate effective instructional practices, for example they should demonstrate effective teaching strategies by modelling lessons or leading professional development sessions. By showcasing best practices, such as differentiated instruction or formative assessment techniques, they inspire and guide teachers to implement similar approaches in their classrooms. This needs to be coupled with

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INSTRUCTIONAL LEADERSHIP FOR SCHOOL SUSTAINABILITY

offering constructive feedback and support to teachers through in classroom observations, coaching sessions, and reflective discussions.

Effective instructional school leaders foster a culture of collaboration among the teachers to encourage a culture of continuous improvement, by facilitating regular meetings or trainings where teachers can share ideas, collaborate on lesson planning, and analyse student work together. By encouraging collaboration, instructional leaders promote a culture of continuous improvement.

An instructor demonstrates to learners how to give “a kiss of life.”

For example, they may conduct walkthroughs or sit-ins to observe teaching practices, provide feedback on instructional strategies, and offer resources or assistance as needed. This practice transforms the teaching and learning sphere tremendously. Seeing is doing!

An example of a modelling strategy for instructional leaders.

Analyzing learner performance data to identify trends, patterns, and areas for and of growth or stagnation for targeted interventions and appropriate resource allocation, is also a key role of an effective instructional leader. It also guides for curriculum and instructional planning as well as for accountability and decision making at various levels of the education system. Analysing learner performance data provides school leaders valuable insights that enable them, together with teachers, to meet the diverse needs of learners and continuously improve teaching and learning processes in the school, which greatly improves learner achievement.

In relation to fostering a culture of teacher collaboration, effective instructional leaders adapt to changing needs and trends in education by staying abreast of educational research, emerging trends, and changes in education policies, which they bring to the attention and training of the teachers. For example, they might advocate for the adoption of new instructional approaches, such as project-based learning or personalized learning, to better meet the needs of learners in a changing education landscape.

Recognizing the importance of parent and community involvement in supporting learning should not be forgotten as a function of effective instructional leaders. Parent workshops, community events, or information sessions should be planned and organised to foster partnerships and communicate the school's instructional goals and strategies. This way parents support their children to achieve more in school, but also feel a sense of ownership which has many positive effects on the school community.

All in all, instructional leadership plays a pivotal role in ensuring the sustainability and success of schools. Through visionary guidance, effective support, and a commitment to excellence, instructional leaders empower educators to create engaging and inclusive learning environments

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where every learner can thrive. As John Dewey correctly stated, without a purpose, schools are houses of detention not attention, it is important that a school should have a clear educational purpose and direction, one that prioritizes the holistic development and well-being of learners.

By embracing instructional leadership practices that prioritize student-centered instruction, professional growth, and community engagement, schools can fulfill their mission as centers of learning, growth, and opportunity for all learners, thereby ensuring their long-term sustainability and impact on society.

References https://www.gse.harvard.edu/ideas/usableknowledge/23/03/case-strong-family-and-communityengagement-schools Instructional Leadership- Creating Practice out of Theory; DeWitt, P (2020) School resources - THE EDUCATION HUB

About the Author Lydia Tumuhairwe is the Head Education Specialist at Opportunity International, Edu Fin Uganda where she leads the EduQuality Programme, driving improvements in the conditions for learning in the affordable private school sector.

Prior to joining Opportunity International, she was a National Program Manager at Educate! in Uganda where she forged government partnerships to support the design and implementation of new educational models so that students in Uganda have the skills to start businesses, get jobs and drive development in their communities. She holds a Bachelors’ degree of Arts with Education from Makerere University, Kampala and Master’s in Institutional Management and Leadership from Uganda Management Institute, Kampala.

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WHAT MAKES SOMEONE A PRODUCTIVE TEAM MEMBER? In this article in Harvard Magazine, Max Krupnick reports on a study of the characteristics that make people effective members of teams. The researchers (David Deming and Ben Weidmann of the Skills Lab) found that IQ, personality, education, ethnicity, and gender did not predict who was a good team player, nor did a high level of skill at the team’s specific tasks. Rather, it was a set of skills that made some people “supercoordinators” of a team’s work: Encouraging fellow team members to try harder; Scoping out who on the team is best at something and letting them do that task; Being good at identifying others’ emotions – for example, noticing mental stress in a teammate.

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

Victoria Repa - CEO & Founder of BetterMe, Health Coach, Harvard Guest Speaker, Forbes 30 Under 30.

On a mission to create an inclusive, healthier world by inspiring change in people of all ages, shapes and backgrounds.

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Being A Successful School Principal BY: DR. ADA OMILE

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ecoming a successful principal in the field of education is a journey that requires dedication, knowledge, and the implementation of best practices. Below are insights into the best practices of education leadership.

EFFECTIVE COMMUNICATION AND RELATIONSHIP BUILDING According to research, one of the cornerstones of successful school leadership is effective communication and relationship building. As a principal, your ability to connect with your staff, students, parents, and the community is paramount. Here are some key strategies to consider and implement: Active Listening: Active listening is an indispensable skill for any principal. It involves fully focusing on what others are saying without interruption. When you actively listen to your teachers, students, and parents, you create an environment of trust and respect. This, in turn, fosters open and honest communication, which is vital for addressing challenges and finding solutions collaboratively.

Empathy and Understanding: Empathy is the ability to understand and share the feelings of others. Principals who demonstrate empathy can create a supportive and nurturing atmosphere within their schools.

They understand the challenges faced by their staff and students and are willing to provide the necessary support. By showing empathy, you build strong relationships based on trust and compassion.

Transparent Communication: Transparency is key to building trust and credibility. It is critically important that principals strive to keep all stakeholders informed about school policies, decisions, and changes. Clear and open communication ensures that everyone is on the same page and reduces misunderstandings.

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Dr. Ada Omile

STRONG LEADERSHIP AND VISION Successful principals are visionary leaders who inspire and motivate their school communities.

Here are ways principals can develop strong leadership and a compelling vision: Lead by Example: Leading by example means setting high standards for yourself and demonstrating the values and behaviors you expect from your staff and students. When you lead with integrity and dedication, you inspire others to do the same.

Visionary Leadership: A visionary principal has a clear vision for the future of the school.

This vision is not just about academic achievement but also about creating a positive and inclusive school culture.

Articulating your vision and involving others in its development creates a shared sense of purpose.

Collaboration and Team Building: Successful principals understand that they can't achieve their vision alone. They foster collaboration and teamwork among their staff, encouraging innovation and creativity, and building teacher leaders for every grade level or content area. Building a cohesive team of educators is essential for achieving your school's goals.

DATA-DRIVEN DECISION MAKING In today's educational environment, data-driven decision-making is crucial for continuous improvement. Here's how principals can incorporate data into your leadership approach:

BEING A SUCCESSFUL SCHOOL PRINCIPAL

Collect and Analyze Data: Principals should regularly collect data on student performance, attendance, and other relevant metrics.

Analyzing this data provides insights into areas that need improvement and allows for informed decision-making. Share the data with staff and discuss it at faculty meetings. Also plan intervention programs for math and reading as part of your school improvement plans.

Set Measurable Goals: Using data, principals can set measurable and achievable goals for their schools. These goals should align with the overall vision and mission of the school and community. Tracking progress through data helps in assessing the effectiveness of strategies.

Continuous Improvement: Data-driven decision-making isn't a one-time process; it's an ongoing commitment to improvement. Principals should be willing to adapt and refine their strategies based on data outcomes. This demonstrates a dedication to the success of the school.

CONCLUSION Becoming a successful principal requires a multifaceted approach that includes effective communication, strong leadership, and data-driven decision-making. These three tips provide a solid foundation for principals to excel in their roles. By implementing these practices, principals can not only become successful, but also positively impact the lives of students and the entire school community.

About the Author Dr. Ada Omile is the CEO and Co-Founder of Education Leadership Consultant Group and Educational Leader Africa (The E.L. Africa) magazine. Our organization partners with schools, districts, and ministries of education as they navigate change and implement practices and structures to reduce variability and increase student achievement. Through consulting, coaching, and facilitation of professional learning, we offer services, strategies, and technical assistance to support change efforts. Ada earned administrative credentials at the George Washington University, in Washington DC and she holds an Ed.D. in School Leadership from Argosy University Washington DC. She has been in Education and Leadership for nearly three decades..

TECH TOOLS & RESOURCES Edia Code.org Free educational websites https://code.org/csjourneys https://www.biointeractive.org/ https://www.khanacademy.org/ https://www.oerproject.com/ https://www.youcubed.org/ https://learn.concord.org/ https://tryengineering.org/ https://www.edx.org/school/harvardx https://code.org/csjourneys/csadventures https://code.org/csjourneys/myjourneychats edX | Free Online Courses by Harvard, MIT, & more | edX https://www.commonsense.org/education/revie ws/edia https://phet.colorado.edu/en/simulations/brows e https://phet.colorado.edu/en/simulations/filter? type=html,prototype https://www.insidemathematics.org/classroomvideos/public-lessons https://docs.google.com/drawings/d/1M1SAyQ5 k9T9K9Bco11k2qOPX7xA6mU4bF0tvDHoW1Dw/ preview

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The County Education Officer of Montserrado County Schools in Liberia

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SPOTLIGHT: MONTSERRADO COUNTY EDUCATION OFFICER

M

y official title is County Education Officer – CEO. In essence, I head the Montserrado County Education Office, which is the sub-branch of the Ministry of Education of the Republic of Liberia and the statutory body responsible for running the Montserrado County School System #1 (MCSS#1) in Montserrado County, the largest county in terms of population but one of the smallest in terms of land area.

I have been serving in this post for very close to three years now, since I took office in June of 2021. I also serve as Chairman of the County Education Officers for the rest of the fifteen counties. My key role in this regard is to coordinate activities and champion issues affecting my colleagues.

Geographically, Montserrado County is situated in South Central Liberia, on the Atlantic coast. It hosts the capital city of Liberia, Monrovia and the largest adjacent metropolis, Paynesville City.

Both cities have the current 2024 metro area population of 1,735,000 (One Million Seven Hundred Thirty-five Thousand). The Montserrado County Education Office is situated in the metropolis of Paynesville, the largest in both geographical size and population.

Among many other functions, my basic responsibilities include coordinating, supervising, and managing operations of all schools in the county, including supervision of personnel of the system and education programs, in addition to supervising the implementation of all relevant national education policies, regulations, decisions, programs, and projects development through the District Education Office, as directed by the Ministry.

Others include ensuring proper utilization of schools facilities and instructional supplies/materials, conducting visitation to each district of the county, conduct performance appraisal and provide input for the career development and recommend performance incentives for subordinate staff, identify training needs and facilitate training of subordinate staff; and to an extent, modify or change established methods and procedures, example staff transfer,

and make recommendations that affect staff and employee, example staff promotion and several other duties and responsibilities.

NATURE AND SCOPE OF JURISDICTIONS OF MONTSERRADO COUNTY SCHOOL SYSTEM #1 Initially, the Montserrado County School System was just one statutory body. However, due to the vast number of schools and the need to effectuate proper monitoring and supervision, it was split in two in 2018. Thus, we have Montearrado County School System #1, which is headed by me as County Education Officer – CEO, and Montserrado County School System #2, headed by my colleague, Rev Harrison Darwolor. The geographical scope of Montserrado County School System # 1 comprises central Monrovia, the capital, parts of Bushrod Island extending to St. Paul Bridge, parts of Paynesville extending to Wein Town and Morris’s Farm in the West, and Robertsfield Highway up to Christian Association of the Blind (CAB) in Gbengba (Wamba) Town in the North.

(A review of Google Map of the cities would give one a broader idea of the scope of the area concerned.)

In Montserrado County School System #1 we have fifteen school districts, each headed by a District Education Officer (DEO) who directly monitors and supervises school administrators at the district level. The roles of the DEO, from the district perspective, are in effect similar to those of the CEOs in terms of administrating, monitoring, and supervising policies and regulations of education service deliveries in all categories of schools, including public, private, faith-based, and mission.

STATISTICS ON SCHOOL INFRASTRUCTURE, STUDENT POPULATION, AND PERSONNEL According to statistical report for Academic Year (AY) 2023-2024, the Montserrado County School System #1 has a total of 1,471 schools, comprising 62 public, 791 private, 608 faithbased, and 6 mission schools. Overall current student enrollment for AY 2023 – 2024 is determined at 416,853 (Four Hundred Sixteen Thousand, Eight Hundred and Fifty-three) students of all grade levels – ECE, primary, junior and senior secondary. The vast number of E.L. AFRICA | JUNE 2024

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SPOTLIGHT: MONTSERRADO COUNTY EDUCATION OFFICER

schools are private, and faith based.

Encompassing all categories of schools, there are 35,089 personnel, comprising about 5,906 individuals, including office staffers, district education officers, and school administrators (principals, vice principals for administration, vice principals for instruction, and vice principals/deans for students’ affairs) as well as 29, 183 teachers. Student enrollment for public schools only is 30,417, while the number of personnel is 1,074, comprising 860 employed and 214 volunteer teachers.

PROGRESS IN EDUCATION SERVICE DELIVERIES: IMPROVEMENT IN ACCESS, QUALITY, AND GOVERNANCE Education services from the perspective of the Ministry of Education consider three pillars: School Access, School Quality, and School Governance. Whereas School Access concerns the erection or expansion of new or existing infrastructure such as buildings and WASH facilities, etc., School Quality on the other hand is concerned with training of teacher, provision of education materials, supplies and equipment, repairs and renovations, and several other aspects that enhance teaching and learning, while School Governance considers policies formulation and implementation, etc.

The Montserrado County School System #1 under my leadership has made progress in these three spheres of education service delivery.

Outlined below are several of such accomplishments of each pillar in relation to and response to thematic implications required by each question posed.

TAKING AN UNAPOLOGETIC APPROACH TO OVERHAUL EDUCATION Amongst my key functions are monitoring and supervision of education activities – that is coordinating, supervising, and managing operations either directly or indirectly at all schools in the county, in relation to ensuring regulations compliance and policies implementation. There are some instances wherein we, from time to time, encounter deviance in schools’ compliance to regulations and policies.

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To fix these issues we often revert to the regulations on the books and bring these schools in line through cautions regarding the bridge and explanations on how to correct the same, but not without instituting the required penalty(ies), uncompromisingly. For example there have been many instances where schools were fined and cautioned for hiking graduation fees, expelling students in terminal class unjustifiably or without proper procedure, and operating without Ministry of Education permit or elevating school level without the knowledge of authorities.

Additionally, we have also revved up the monitoring and supervision exercises in improving governance at all schools, especially the public schools. We have also initiated processes that will ensure continuous manpower developments through capacity building of education officers (EO’s) on school quality improvement. We have put in place such measures as proper distribution of workload, for example, to ensure that government school teachers put in the required amount of time and perform the duties for which they are being paid.

We discovered that many teachers were not putting in the required time because of other engagement with several other schools, leaving the classroom at our schools unattended to, and so on.

NEW INITIATIVES THAT WERE RECENTLY INTRODUCED TO ENSURE EXCELLENCE IN ACADEMICS OR TO PROMOTE BETTER EDUCATION One major initiative is the recent introduction of electronic data collection processes across the county. The aims of the process are to track students’ migration across schools in the county in order to avoid matriculation of students from one school to the other without proper documentation and to identify age appropriateness, dropout, and retention rates.

The process of training schools’ principals and registrars to operate the procedures will commence soon.

Another initiative supported by USAID and managed by FH360 is the Education System

SPOTLIGHT: MONTSERRADO COUNTY EDUCATION OFFICER

Strengthening Activity (ESSA) project. The project’s key objectives are to diagnose critical challenges at national, county, and district levels using the PDIA module and design practically sustainable solutions aimed at fixing issues in the education sector.

CONTRIBUTIONS TO SCHOOL IMPROVEMENTS PROFESSIONAL DEVELOPMENT ACTIVITIES FOR HEAD TEACHERS/PRINCIPALS, AND TEACHERS This aspect relates to School Quality. There are processes and programs to ensure continuous professional development for school administrators, teachers as well as staff. Before the commencement of an academic year, EOs (education officers) including school administrators and teachers undergo refresher training at each district, in preparation for the new school year.

In addition, the Ministry of Education operates both local and foreign scholarship schemes to enable EO’s pursue advanced studies in their fields. Many of our EOs have benefited from both schemes over the years. In addition, we engage with partners who assist regularly in organizing and executing special training with some specific thematic implications. One example is the training of EO’s by Read Liberia in the DEMA GALA data collection and reporting modules.

USE OF INSTRUCTIONAL/DIGITAL TECHNOLOGY AT THE SCHOOLS TO MAINTAIN GROWTH IN LEARNING This relates to School Quality. The use of digital technology in schools has not substantially been employed as yet, apart from some students with personal gadgets to access the digital space for learning purposes. However, a few of our public primary schools operated by BRIDGE, a partner, employ the use of tablets in monitoring and supervision of instructional activities in the classrooms and keeping track of teachers’ attendance and punctuality. Incidentally, the process of installing digital labs at public secondary schools is ongoing and will be fully operational by the next academic year.

IMPROVEMENTS IN INFRASTRUCTURE TO SUPPORT THE LEARNING ENVIRONMENT This also has to do with School Access. There have been several strides made by both the county/government and partners in the areas of enhancing School Access. We continue to engage partners and philanthropists to assist in the renovation and expansion of existing structures and the erection of new ones. With funding from the government and the help of several partners, we have reconstructed and expanded several public schools across the county. For example, the reconstruction and refurbishing of the King Gray Public School was accomplished with funds provided by the government, and the expansion of the Wein Town, Zapai Memorial, and Pipeline Academy Public Schools was achieved with funding from the Church of Jesus Christ of Latter Day Saint, just to name a few. The Joseph N. Boakai Foundation recently donated science laboratory materials at the Paynesville Community High School and is poised to embark on the extension of said projects to several other public high schools.

STEADY ELECTRICITY AND WI-FI NETWORKS TO SUPPORT TEACHING AND LEARNING Actually, the use of WiFi is non-existent in our public schools at the moment due to several factors, primarily the lack of funds and steady electricity; however, we do recognize that the availability of such technology would be an effective tool in enhancing teaching and learning. Efforts are being exerted to transition to a digital school environment, commencing with the installation of solar panels at public secondary schools across the county to ensure a steady supply of electricity. We have scored substantial success in this direction.

HOW YOUR SCHOOLS ARE DRIVING ACADEMIC IMPROVEMENT BY INVOLVING PARENTS This question directly relates to School Governance. We have continued to maintain positive engagements with all existing PTAs at our schools, including all categories. Moreover, we have been establishing stronger PTAs at all public schools and encouraging private, faithbased and mission schools to reestablish and

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SPOTLIGHT: MONTSERRADO COUNTY EDUCATION OFFICER

reinforce the effectiveness of PTAs at such schools. At most schools the PTAs are not only actively involved in key decision-making and in setting benchmarks, especially in determining tuition, graduation fees, etc., but also make regular material contributions to the running of the schools.

Some PTAs even provide funds to help cover such costs as security and volunteer teachers’ stipends. Recently, the National PTA Network of Liberia hosted a convention in Gbarnga City, Bong County for the purpose of revising its constitution and restructuring its leadership.

This will get it ready to choose various leaders through a democratic process (election), subsequently. The convention also sought ways for sustaining the process of building the capacities of members and establishing its network at each school in the county. I served as lead person in revising the constitution.

About the Author Mr. David V. Boakai was born in the mining town of Bong Mines, Bong County, Republic of Liberia, West Africa. He graduated in 2012 with a Master of Arts degree (with honors) in Education Administration and Supervision (MSED) from the University of Liberia, the largest state-run tertiary institution in the country. Prior to that, he graduated in 2005 with a Bachelor of Science (BSc.) degree (with honors) in Zoology and Chemistry from the same university. He is a devout Christian, a very active church member, and married with 4 children.

Hon Boakai presides over joint staff and partners meeting at County Education Office, Voker Mission, Paynesville

Hon Boakai meets with partners at his County Education Office in 2023

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PRINCIPALLY

speaking!

How Principals Promote Instructional Leadership BY: OLATUNBOSUN ABIODUN AJAYI

I

am Olatunbosun Abiodun Ajayi, principal of Iloffa grammar school, Iloffa in oké éró LGA of Kwara state, Nigeria in West Africa. I have been principal of the school for about two years.

Principally speaking, principals are the accounting officers of their schools by the directives of the operating ministry of education to ensure that the establishment of secondary schools attain the goals of building a firm foundation for further education above the primary schools in the development of "concrete abilities for enquire, infuse the spirit of tolerance, critical think and rational judgment buildup of students, fafunwa1974". The principal cannot do it alone, that is why he/she has supporting staff and management team- the vice principals and heads of departments.

The principal aligns and highlights the main school objective, trust of the curriculum to its principal officers from time to time during management meetings and staff briefings so that all could be on the same page for the students' learning process.

Olatunbosun Abiodun Ajayi

The interpersonal skills relationship builds a stronger, healthy environment for the cognitive, affective and psychomotor objectives to be achieved. Sometimes, it's necessary to organize a Professional Development Meeting (PDM) for teachers with professional experts to handle difficult topics and gather better ways to teach and get positive results.

On a final note, teachers are encouraged by the principal to attend seminars, national examination coordination to update them on methods of questions setting, answering and better information on studies.

In conclusion, a principal cannot do it all since a tree cannot make a forest. We need one another to succeed in the talk and chalk business.

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Effective Approaches to Classroom Management for Novice Teachers: An African Perspective BY: HELENA MIRANDA & NATALIA INTJA (1) INTRODUCTION

C

lassroom management has always been a matter of concern in the teaching profession, particularly for novice teachers. It is considered ‘a relevant and common indicator of student achievement, especially in developing countries’ (Adedeji & Olaniyan, 2011, p. 44). Upon joining the teaching profession, novice teachers find it difficult to manage their classrooms and ensure effective learning instruction. Hirsch et al., (2021) affirm that people are now realizing that novice teachers require assistance and further professional development (PD), particularly in classroom management. The classroom serves as both a space and a framework for learner interaction and socialization. Classroom management is one of the key determinants of learners' conduct, attitude, and academic success. Research has also shown that ‘most of the variation between schools is due to classroom management rather than other school factors’ (Adedeji & Olaniyan, 2011, p. 48). To effectively manage a class, it is critical that a teacher possesses certain competencies, such as time management, resource mobilization, positive engagement, and interpersonal skills (Ahmad et al., 2022; Hettinger et al., 2021).

According to Onwuchekwa and Ihekoronye (2017, p. 109), classroom management is very important ‘because it supports the proper execution of curriculum development, developing best teaching practices, and putting them into action.’ They add that without effective classroom management, education systems are doomed to fail. The complexity of classroom management presents a challenge for educators at all levels. Some teachers encounter challenges due to their negative attitudes, inadequate classroom management techniques, and ignorance about how to establish classroom routines. Several studies have discovered,

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Helena Miranda, Department of Applied Educational Sciences, University of Namibia, Rundu Campus

Natalia Intja, Department of Intermediate and Vocational Education, University of Namibia, Rundu Campus

however, that classroom management can be achieved through the appropriate application of routines and rules, active learner supervision, the creation of behavior control procedures, the encouragement of a positive environment, and the adoption of techniques for policing disruptive behaviors (Cho et al., 2020; van der Merwe, 2016). It is against this background that this article discusses effective approaches to classroom management for novice teachers in Africa to help them manage their classrooms effectively, to ensure effective teaching and learning in their classrooms, yield better academic results, and foster positive attitudes amongst learners.

(2) CLASSROOM MANAGEMENT DEFINED Oluoch-Suleh and Ekene (2020) define classroom management as ‘actions taken to create and maintain a learning environment conducive to successful instruction (setting up the physical space, establishing guidelines, and ensuring that learners pay attention to the material and participate in activities)’ (p. 17).

Wubbels (2009) refers to classroom management as all the actions that a teacher performs to maintain order and time use during

EFFECTIVE APPROACHES TO CLASSROOM MANAGEMENT FOR NOVICE TEACHERS

lessons. Thus, considering these descriptions, it is of utmost importance to note that teachers who are fundamentally involved in the cognitive, emotive, and psychomotor domains of their learners’ learning should guide learners on how to enhance their character development through efficient classroom management. It ‘embodies establishing rules to organize the class, to plan materials and activities, and to explain instructions and consequences of acting up’ (Aliakbari & Bozorgmanesh, 2015, p. 2). Alhamid and St-Amand (2018) define classroom management as ‘all the things a teacher does to organize learners, space, time, and materials so that learners’ learning can take place’ (p. 109).

Postholm (2013) acknowledges two main roles of classroom management, i.e. ‘to establish a quiet and calm environment in the classroom and to enhance learners' social and moral development’ (p. 389). Postholm adds that factors that are most influential on learning include the way teachers manage classroom order, their personal qualities, and their relations to learners. In addition, learners in classrooms where teachers are in good control and are caring towards them tend to perform academically well and develop a positive attitude towards the school subjects taught by such teachers. This is because such teachers know how to create a ‘balance between supporting, challenging and demanding effort from their learners’ (Postholm, 2013, p. 389).

This enables them to appropriately manage the environment, which reduces chaos, disorder, and misbehavior in the class (Aliakbari & Bozorgmanesh, 2015). Moreover, the ‘teachers' social and emotional competence and their own sense of well-being' (Postholm, 2013, p. 391) have an impact on the teacher-learner relations.

The most demanding job of every teacher in a classroom is to ensure that learners behave in a way that is acceptable and conducive to their learning. Unfortunately, teachers often lack theoretical frameworks ‘that can guide them on how to manage (Postholm, 2013, p. 393) their classrooms.

(3) THE SIGNIFICANCE OF CLASSROOM MANAGEMENT According to Wubbels (2009), classroom management is very important because it

enables the teacher to establish an orderly environment for meaningful learning and to ‘enhance learner social and moral learning’ (p.

113). Effective classroom management is a crucial element of teaching such that it has been linked ‘to learner achievement and learner assumption of responsibility for learning’ (Wubbels, 2009, p. 113). Milner IV and Tenore (2010) stress that most of the disciplinary case referrals in schools originate from classroom misbehavior, which suggests the need to ensure strong and effective classroom management approaches.

Achieving educational objectives requires effective management of the physical and human resources in the classroom. The strategies employed by the teachers to keep order in the classroom are all part and parcel of what is referred to as classroom management (Scherzinger & Wettstein, 2019). The way resources are arranged, the furniture is arranged, and how the classroom is run can all impact how well learners interact, pay attention, and behave. Effective classroom management is facilitated by a structured atmosphere that encourages participation and collaboration (Iiham, 2024). Substantively, Ali et al. (2024) postulate that the configuration of chairs and desks in a classroom has a big impact on how learners engage, interact, and how much they learn overall. That is, an improper seating arrangement in a classroom hinders the effectiveness of the teaching-learning process (Tee, 2019). Furthermore, outside variables that affect classroom expectations and behaviors include neighborhood influences, school policies, curricular requirements, and cultural conventions. To preserve efficient management techniques, teachers must negotiate and adjust to these outside forces (Iiham, 2024).

Classroom management approaches help to ensure that learners are well-organized, focused, behaved, and productive during the teaching and learning process. According to earlier studies, teachers who successfully manage their classrooms can maximize learning outcomes and improve the general wellness of their learners (Babadjanova, 2020). Moreover, to promote a feeling of community and connection E.L. AFRICA | JUNE 2024

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between teachers and learners, classrooms should be arranged, managed, and controlled in a way that can bring about an orderly learning environment (Ahmad et al., 2022).

Shank and Santiague (2022) note that teachers must be ready to put evidence-based classroom management techniques into practice in order to foster an environment that is both positive and stimulating for learning. Substantively, inefficient classroom management results in subpar learning environments, low learner accomplishment, and lack of job satisfaction among teachers. Teachers who feel unprepared to deal with classroom management concerns are likely to see an increase in minor behavioral problems that eventually become major problems and hindrances to career success.

When running their classes, teachers usually face difficulties (Saleem et al., 2019), of which the hardest aspect is classroom management.

Consequently, teachers oversee their lessons in a distinct way to guarantee that learners meet their academic goals. It goes without saying that teachers who run their classes well will support their learners' academic success. The relationship between classroom management and learners' academic progress has been the subject of several studies (see e.g., Jamba & Norbu, 2023; Nadeem, 2023; Sesowa & Ishizuka, 2023; Mappadang, et al., 2022; Farooq & Ahmed, 2021; Owusu et al., 2021; Nwankwoala, 2021; Kontor, 2020; Muni, eta l., 2020; Nisar et al., 2019). It is therefore imperative to acknowledge that improving classroom management techniques is essential for high-achieving learners (Yanas et al., 2023).

Many elements that affect the dynamics of a learning environment impact the effectiveness of classroom management. For example, the teacher's demeanor and teaching methods are important factors. An environment that is favorable to learning is created by teachers who set clear goals, communicate clearly, and use fair and consistent disciplining techniques (Ilham, 2024). The requirements and traits of the learners themselves are another important component. The classroom behavior of learners can be greatly influenced by their individual differences in abilities, motivation, learning 39

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styles, and social-emotional development (Ilham, 2024). Teachers can encourage good classroom management by meeting these various demands through tailored instruction and positive behavior support.

(4) CLASSROOM MANAGEMENT FROM THE AFRICAN PERSPECTIVE Research in countries like America attributes classroom behavioral problems to the diverse multicultural environment of those classrooms.

For instance, a study done by Wubbels (2011), cited in Postholm (2013) reveals that Asian classrooms are quieter and more peaceful than classrooms in the Western countries. This is because teachers in Asian classrooms have earned respect from their learners through challenging them with difficult learning activities.

While this does not imply that Asian classrooms are overall better managed than the others, Postholm cautions that we must pay close attention to the local cultural, social, and economic factors that have a direct impact on learners' classroom behavior. For instance, even though the culture of most African classrooms is not as diverse as classrooms in other countries, they have unique challenges that need to be explored within the African context, in addition to the general challenges that they have in common with classrooms in other continents.

Challenges that are unique to African classrooms making classroom management difficult to achieve include but are not limited to large class sizes, language barriers, low parental literacy levels, hunger and poverty, poor home backgrounds, and lack of educational role models. The challenges facing the African educational systems have a direct impact on the development of the continent (Alhamid & StAmand, 2018, Adedeji & Olaniyan, 2011). Writing in the African context, Angula (2019) observes that overcrowded classrooms serve as one of the factors that make it difficult for novice teachers to be in control of their classrooms.

Agemso (2020) also shares the same sentiment and states that effective classroom management is impossible with big class sizes. He underlines that it is hard to oversee classroom activities if the class size is inappropriate or out of proportion to the total number of learners.

EFFECTIVE APPROACHES TO CLASSROOM MANAGEMENT FOR NOVICE TEACHERS

Arguably, classroom management is more successful in smaller classes especially with the incorporation of higher-level cognitive skills like application, analysis, and synthesis.

Miner IV and Tenore (2010) observe that classroom management is more challenging in urban and diverse learning environments. In the African context, this situation is more perpetuated by the poor conditions in which millions of children do not have access to basic education (Alhamid & St-Amand, 2018) particularly in Sub-Saharan Africa where up to 18 percent of children repeat a year in school due to poor quality of teaching (Adedeji & Olaniyan, 2011). Oluoch-Suleh and Ekene (2020) support the idea that in Africa, classroom management plays a crucial role in both the pedagogical approach used by teachers and the lives of the learners. Teachers who use a laissez-faire administrative style and methodology in their classrooms bear the potential to encourage learners' dishonesties. The rise in moral degeneration in African schools has recently become a source of social concern. Furthermore, a lot of school learners exhibit aberrant conduct because of poor classroom management.

Effective classroom management is the key secret to reducing indiscipline among African school learners. This includes reducing instances of absenteeism, disobedience, disrespect, lying, bullying, examination malpractices, and theft.

Moreover, Oluoch-Suleh and Ekene (2020) maintain that the development of learners' character traits, such as honesty, diligence, teamwork, and responsibility as well as their academic success are facilitated by the implementation of goal-oriented and targeted instructional objectives, instructional strategies, and instructional resources.

Omodan et al. (2018) conducted a study that demonstrates the deficiency of human and material resources in Nigerian secondary schools, which negatively affects learner achievement by making it difficult to ensure efficient classroom management. Furthermore, Sibanda (2021) and Mamaile and Omodan (2023) emphasize that the Ministry of Primary and Secondary Education (MOPSE) in Zimbabwe places a strong emphasis on creating a

supportive environment for learners to develop self-discipline, which is reinforced by proactive and constructive disciplinary interventions.

Exploring room for improving teaching and teaching conditions in Sub-Saharan Africa, Adedeji and Olaniyan (2011) suggest that ‘there is a need to develop, promote and expand innovative methods for training teachers and administrators’ (p. 44) on how to effectively manage classrooms.

A study conducted by UNESCO in Ethiopia about improving the conditions of teachers and teaching in rural schools across African countries reveals that most qualified teachers are not attracted to working in rural schools, because of the poor living conditions, and their preferences are mostly exerted on urban schools. Again, the study finds that The Ministry of Education in Mozambique does not often provide housing, though some schools have historically housed the directors' residences. To draw attention to rural areas, several NonGovernmental Organizations (NGOs) and even local communities have constructed homes for teachers. Lesotho is another country where lodging for teachers is not often offered, yet certain NGOs and community organizations have made provision for teachers’ accommodation (Adedeji & Olaniyan, 2011). All these factors hinder the teachers from delivering quality education to the learners and managing their classrooms effectively as they are not motivated.

Adedeji and Olaniyan (2011) say that another challenge faced by schools in Africa in dealing with classroom management is inadequate salaries and immense absenteeism of teachers.

Classroom management and discipline in remote areas present additional difficulties for school administrators and managers. One concern is that teacher absenteeism, which may be very high in rural areas, could perhaps create serious constraints on effective classroom management and discipline.

In Namibia, Angula (2019) conducted a study on classroom management strategies employed by novice teachers in Oshana Educational Region to ensure classroom discipline, and revealed that E.L. AFRICA | JUNE 2024

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classroom management is a challenge for novice teachers, especially at the early stages of their careers. Novice teachers in Angula’s study found it difficult to manage the behavior of learners in their classrooms. It was also found that teachers were aware of several classroom management approaches, whose effectiveness is not guaranteed in maintaining discipline. The study further revealed that novice teachers do not receive adequate support both from their experienced colleagues and from the Ministry of Education, Arts and Culture (MoEAC). The study also infers that novice teachers should employ strategies that include common ones such as formulating classroom rules, which should be accepted by learners, guidance and counseling, role-modeling, giving clear instructions, and exercising professional authority (knowing the subject content very well). Furthermore, constantly keeping an eye on learners who misbehave is another way of minimizing disruptions because learners will know that they are being watched; novice teachers can make these learners sit in the front of the classroom where they will be near the teacher.

(5) APPROACHES TO CLASSROOM MANAGEMENT FOR NOVICE TEACHERS Greenberg et al (2014) observe that even though teacher education covers aspects of classroom management, by the time a novice teacher enters the classroom after teacher training, they rarely remember what they have learnt about how to manage a classroom. Because of this, they tend to claim that teacher education does not teach them anything about classroom management, hence they usually find it challenging to manage order in their classrooms.

Whatever the case, there is a need to guide novice teachers on the aspects of classroom management by refreshing their knowledge of what they have learnt in teacher education.

Managing classroom activities and its environment to ensure successful learning can be intense, overwhelming, and defeating (Greenberg et al., 2014), especially for novice teachers. Greenberg, et al. (2014) add that teacher training should be well-informed by research so that teachers receive fresh training based on current affairs in the teaching practice.

They add that even though there are arguments 41

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that the best way to learn and master classroom management skills is through experience, if taught and practiced properly, classroom management ‘could help lessen the steepness of the new teacher’s learning curve’ (2014, p.1).

Coining the term, The Big Five, Greenberg et al.

(2014) emphasize the need for everybody preparing to become a teacher to learn about the basics of: rules to be followed in the classroom; routines to be practiced; praising positive behavior; guarding against misbehavior and actively engaging in all teaching and learning activities. In the sections that follow, we highlight some of the approaches that novice teachers can implement to maintain order in their classrooms. These approaches may not necessarily be new as they might have been a component of their teacher training journey, however, they become handy and useful when gathered in one place like this article.

5.1. The Assertive Approach Also known as Canter’s Assertive model, the assertive approach is an approach ‘that allows the teachers to interact with their learners in a calm, controlled and effective environment’ (Thilagaratnam & Yamat, 2021, p. 9).

Thiagaratnam and Yamat (2021) advise that in the assertive approach, the teacher designs a discipline plan, at the beginning of the course or year, which spells out what is expected of learners and possible consequences of any undesirable behavior. This approach is centered on compliance and requires much classroom management and monitoring from the teacher. It is also known as the "take-control" approach of teaching since teachers maintain firm yet encouraging control over their classrooms.

According to Matsepe (2022), to successfully implement this approach, teachers must create guidelines that precisely define what constitutes appropriate and inappropriate behavior for learners, teach the procedures and rules, and request assistance from parents and/or administrators in managing learners' behavior when needed. According to Aliakbari and Bozorgmanesh (2015, p. 1), every teacher needs to ‘manage the class and correct the learners’ behavior in such a passionate way that encourages, motivates, and retains positive

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behavior. '

punished.

Referring to the assertive approach as the “Positive Discipline approach”, Magenta (2012) observes that it can be very helpful in establishing safer learning environments where learners feel valued and have the tools they need to reach their greatest potential. This approach rejects the use of violence as a teaching method and instead, emphasizes disciplining learners' behavior. Schools that use the assertive approach make a long-term commitment to learners’ development, and the teachers act as mentors and guides rather than using fear to enforce good behavior. By doing this, the approach not only promotes learners' overall development but also enhances the learning environment in schools by eradicating anxiety, teaching them self-discipline, and fostering increased enjoyment and engagement with the curriculum.

Matsepe (2022) explains that rather than focusing on appropriate behaviour and its effects, approaches of this type examine broader psychological and sociological issues. It is, therefore, the responsibility of teachers to help learners make wise decisions. For example, teachers should try to modify any undesirable behavior that is present and enhance the learning environment to help learners achieve.

This calls for the teacher to be attentive, upbeat, and tenacious in issues. One way to enhance this approach is to challenge learners to come up with their own learning objectives (daily, weekly and monthly) and work on both individual and collective plans of achieving those objectives.

5.2. The Behavioural Modification Approach This ‘is a procedure used psychologically to control, prevent or cure problems of human behavior’ (Obibuba, 2020). It has been proven to be effective in reducing truancy among learners.

The goal of the behavioral modification approach is to alter behavior by substituting necessary behaviors for undesirable ones using various techniques. The approach is ‘based on the principles of conditioning with the aim of changing undesired behavior and inculcating a desired behavior’ (Ogunwole, 2020, p. 12).

Teachers are motivated by behavior modification to clearly label behavior as acceptable or unsuitable. In the classroom, rewards will be used to reinforce appropriate learner behavior.

Some of the techniques that characterize the behavior modification approach are such as positive reinforcement, punishment, time-out, negative reinforcement, systematic desensitization, response cost, flooding, chaining, token economy, modeling, and overcorrective technique (Ogunwole, 2020). Angula (2019) found that one of the best approaches that novice teachers can use, is not to punish the whole class when only one or a few learners misbehave, because it triggers other learners to misbehave because they will feel like even if they do not misbehave, they can as well be

5.3. The Group Guidance Approach This is also known as the Group Counseling Guidance Approach and it ‘aims to encourage the development of feelings, thoughts, perceptions, insights and attitudes that support the realization of more effective behavior, namely increasing the ability to cooperate in learner learning’ (Abdurrahman et al., 2021).

According to Angula's (2019) study, counseling may be a useful approach when working with challenging learners. As a result, schools are encouraged to have at least one staff member who has received training in learner counseling and can provide help as needed. Additionally, counseling and guidance are some of the most crucial resources for assisting learners in learning self-discipline and in making decisions about acceptable and desired behavior. In other words, in order for learners to participate in autonomous learning, they should be given the freedom to investigate methods for reaching self-actualisation, self-confidence, and selfenhancement.

Group guidance and counseling approaches can be introduced in schools in such a way that they incorporate classroom activities such as peer tutoring, which has been proven to be beneficial to both the tutee and tutor, because of the effective social skills developed in the process.

Adedeji and Olaniyan (2011, p. 55) define peer tutoring as ‘an instructional strategy that consists of pairing learners together to learn or E.L. AFRICA | JUNE 2024

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practice an academic task.’ The decision of whether to pair learners from the same grade level or assign tutors from bigger grades to tutor younger learners lies within the teacher's discretion because the pairing considers a variety of aspects, e.g., ability, learning experiences, leadership skills, and many more.

When the group guidance approach is used, learners are free to open to anything that diverts their attention, and the teacher listens to them without passing judgment. By paying attention to the learners' worries and disappointments, the teacher can also earn their trust and be able to help them enhance their self-esteem.

5.4. The Acceptance Approach This approach is predicated on the idea that some learners view misbehavior as a cry for acceptance from peers and parents, among other respected adults. Supporters of this approach assert that some learners view a high level of acceptance from classmates and teachers as a need in the hierarchy of fundamental wants (Matsepe, 2022). If teachers' pay attention to learners and show interest in them, they could behave differently and well.

This, however, does not imply acceptance of undesirable behavior, but recognising each learner as a member of the class and giving them equal opportunity to actively participate in the learning activities so that they do not feel excluded. Some learners may even enjoy being in leadership roles such as class captains or school prefects.

When using the acceptance approach, the teacher should ensure that learners are rewarded, appreciated, and praised as this increases their tendency to perform better and to demonstrate expected behavior. This approach boosts the morale of learners when they are provided with positive reinforcement for demonstrating appropriate behaviors. In addition, praising and giving rewards are useful for structuring effective learning environments in classrooms (Ahmad et al., 2022; Kiogolo & Mtana, 2022).

5.5. Approach of Co-establishing Codes and Rules The best course of action in this approach is to explain the classroom rules to the learners 43

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at the beginning of the school year, maintain a positive relationship with them, and praise them when they follow the rules. Rewarding the learners can reinforce their ability to study, achieve more and show appropriate academic behavior (Alqahtani, 2020). Learners may behave inappropriately in the classroom in a variety of ways, which can present challenges for novice teachers. To monitor, control, and steer human conduct towards the achievement of organizational objectives, rules, laws, and codes are always in place. According to Angula (2019), for teachers to be effective at classroom management, they should enforce rules and procedures at all times of the year, not only at the start.

Codes and rules are mostly employed when there is a chance of disturbances or when improper behavior is seen or suspected. This approach works best if learners are involved in revising and adopting the classroom rules and codes of conduct, as well as consequences of contravening them. Postholm (2013) argues that when learners are "involved in co-determining rules at school and in the classroom" (p. 393), they are more likely willing to enforce a culture of attaining those rules. Therefore, classroom management should be seen as a shared responsibility between learners and teachers and school managers.

5.6. Learner-centered versus Teacher-centered Approaches to Teaching As much as the concept might sound old and too familiar, learners in classrooms where learnercentered approaches are the order of the lesson are less likely to display classroom misbehavior as compared to learners in teacher-centered classrooms. This is because in learner-centered classrooms, learners have ownership of the teaching-learning process and in the decisionmaking of the direction that their learning must take. Teacher-based learning environments are grounded on the behaviorist perspective on learning, which only brings about external motivation in learners. This is because in such classrooms the learner is not so much interested in learning itself but more in the benefits that come with the behaviorist teacher's expectations. Contrary to this, a learner-

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centered classroom is inspired by the constructivist perspective on learning, which places the learner at the center of the learning journey. In such an environment, learners are intrinsically motivated to oversee their own learning experiences. Therefore, “all teachers need to make wise decisions about the strategies and teaching methods they will employ to help students move systematically toward learner goals'' (Adedeji & Olaniyan, 2011, p. 52).

5.7. Approach for Building a Positive Relationship with Learners It is every teacher's wish to have a class of learners working together on learning activities, in a positive and respectful way, however such an environment can only emerge if the teacher him/herself has a positive relationship with the learners. Learners learn better in classrooms where they are respected as human beings and where teachers are committed to attending to their learning needs. Van de Merwe (2016) opines that establishing secure and positive relationships paves the way for activities aimed at encouraging active learner participation.

Through verbal and nonverbal communication, messages are conveyed, and feedback is obtained, establishing these relationships. In terms of nonverbal communication, the meanings that learners infer from messages are accounted for by facial expressions, eye and body movements, body placement, voice quality, and features of closeness, touch, and gesture.

5.8. Approach for Motivating and Encouraging Learners It is common knowledge that motivated learners perform better than demotivated ones. It is therefore important for teachers to employ correct strategies to motivate their learners to learn. This can be done by ensuring that learning objectives are made clear to the learners and that learners have full understanding of their responsibility in the learning process. If learners are unclear of what is expected of them, they get bored, frustrated, and tend to engage in undesired activities. When motivated, learners are encouraged to engage in what Adedeji and Olaniyan (2011) refer to as self-directed learning (SDL). They are able to “take the initiative and

the responsibility for what occurs in the learning process” (p. 54). To be more specific, teachers who provide learners with clear instructions on how to complete assignments, start lessons on time, and promptly provide comments on their submissions report less disruptions in the classroom than those who plan hastily (Matsepe, 2022).

5.9. Parental Involvement Approach Angula (2019) postulates that for teachers to teach and for most learners to learn, more rights and authority for teachers to take decisive action against disruptive learners, and stronger discipline is required at home. Furthermore, parents may not be aware of their children's behavior at school or are not well-informed about the policies. If that's not the case, this could negatively impact learners' discipline.

Apart from parental involvement in their children’s education, the level of parent’s education also has an influence on learners’ attitudes towards school and learning. Research has shown that in African families where at least one of the parents have reached up to high education, children have twenty percent more chances of completing school compared to those whose parents did not go to that level of schooling (Alhamid & St-Amand, 2018). It is therefore important that schools and teachers actively involve parents in the education of their children and help them understand that their involvement makes a huge difference. One way to involve parents is to guide them on how to help their children with homework, prepare for examinations, complete school assignments or projects, surf the internet for safe learning content, visiting public libraries and even showing up for teacher-parent conferences or meetings when invited by the school.

(6) CONCLUSION In this article we emphasize, from an African perspective, how classroom management is necessary in ensuring good behavior among learners in the classroom. Specifically, we took into consideration the unique nature of African classrooms that present additional challenges for teachers and school managers when ensuring that classrooms are well-managed for E.L. AFRICA | JUNE 2024

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effective teaching and learning. We further provided novice teachers with an array of approaches to best manage their classrooms effectively such as the assertive, the behavioral modification, the group guidance, the acceptance, codes and rules establishment, learner-centered, positive relationship building, motivation and encouragement, and parental involvement approaches.

It is evident that learners can learn and perform better when teachers show effectiveness in their classrooms. This article has shown that classroom discipline defines rules and guidelines required for the character of teaching and learning, while reward systems boost the human mind of the learners for sustained and improved performance. In the same juncture, this article affirms that the development of learners' character traits, such as honesty, diligence, teamwork, and responsibility as well as their academic success are facilitated by the implementation of goal-oriented and targeted instructional objectives, instructional strategies, and instructional resources. In conclusion, effective classroom management is the key secret to reducing indiscipline among African school learners. This includes reducing instances of absenteeism, disobedience, disrespect, lying, bullying, examination malpractice, and theft.

About the Authors Helena Miranda is an Associate Professor in Mathematics Education and a Campus Director at the University of Namibia, Rundu Campus. Her research area has consistently focused on general education issues, school and university mathematics curriculum, the teaching and learning of mathematics and innovative ideas for teaching and learning abstract mathematical concepts such as algebra. https://orcid.org/0000-0002-9929-412X Natalia Intja is a final year PhD candidate with the Philippines Christian University, Manilla and a Lecturer in the Faculty of Education and Human Sciences at the University of Namibia, Rundu Campus, poetess and author of a variety of books in teacher education, and indigenous languages. Her research interests include curriculum design, development, implementation and supervision, language education, pedagogies and andragogy in language teaching and learning, and integrating technology in education. https://orcid.org/0000-0001-5974-212X

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in case you missed it

African Education Ministers Look to 'Scale Up' Education Partnerships 'For The Benefit Of The Children Of Africa'

From left to right: Alicia Herbert OBE (FCDO); Hon. Minister Conrad Sackey (Sierra Leone); Hon. Minister Dr. Yaw Osei Adutwum (Ghana); Hon. Minister Jarso Jallah (Liberia); and panel moderator, Dr. Vongai Nyahunzvi (Alliance for Women and Girls), speaking at Global Schools Forum side event in London.

MAY 19TH – 22ND, 2024 Sub-Saharan Africa (SSA) education ministers met in London at the Global Schools Forum event, they committed to drive socio-economic transformation across Sub Saharan Africa.

At this event, the ministers committed to investing more time, money, and energy into working with non-state actors in education to achieve greater learning outcomes for African children.

The annual Forum attracts education and skills ministers from across the globe to discuss global issues and priority policy areas affecting education.

This year’s theme is "Innovative Partnerships at Scale to Achieve SDG 4 in Africa" the event was an opportunity for education ministers and policy officials from Sub-Saharan African countries to highlight successes in their education systems, acknowledge where improvements could be made, and identify opportunities to drive change through meaningful partnerships. The event was attended by UK government officials, multilateral representatives, NGOs, philanthropies, and senior education leaders.

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IN THE NEWS We Must Respond to the Call by the African Union: Educate an African Fit for the 21st Century “Education Cannot Wait” - Executive Director, Yasmine Sherif, Statement on Africa Day 2024

NEW YORK, USA - May 25, 2024 Africa is an amazingly beautiful continent with a powerful young generation who have the inherent right to an inclusive and continued quality education.

Yet – and especially in Sub-Saharan Africa – they have been left furthest behind for far too long. Now is the time to right the wrongs.

As we celebrate Africa Day, we call on all leaders in Africa – and all world leaders globally – to support the African Union’s Call to Educate an African Fit for the 21st century and make good on the global promises of universal education as outlined in the 2030 Agenda for Sustainable Development.

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