RECOGNIZING EXCELLENCE IN DISTRICT LEADERSHIP
DR. FRANCES UFONDU
PG. 9
USING POSITIVE BEHAVIOR INTERVENTION STRATEGIES (PBIS) TO ENHANCE STUDENTS’ BEHAVIORS
MRS SYLVIE IKOME PG 15
LANOLIA OMOWANILE PG. 21 HOW TO BE A STRONG EDUCATIONAL LEADER WHILE CREATING A COLLABORATIVE AND SUPPORTIVE LEARNING ENVIRONMENT
Education
Here we go!
I am often reminded of Helen Keller’s thoughts; "Alone we can do so little; together we can do so much " Thank you to each of you for responding to requests for articles, your contributions and your honest response on the PRINCIPOLL.
I want to share something called an “automatic bullseye” dartboard, which you can see in action in the GIF below This unique dartboard was created by Mark Rober, a former NASA engineer who takes on fun and challenging projects for his YouTube channel The dartboard was engineered in such a way that no matter who throws the dart (or how badly they throw it!), the dart moves automatically into the bullseye position
I want you to think of the analogy between this dartboard and the use of predictive analytics.
My understanding is that the dart board moves quite a bit as the d releases the dart, the system will make a prediction of where it will land and move the board to that location However, it doesn’t just make one prediction It makes many, many predictions as the dart is in flight (it constantly takes in new data –position, trajectory, speed, angle, etc ) and updates the location of where it thinks the dart is going to land The closer the dart gets, the more accurate the predictions become and ultimately, it’s able to position to board to get a bullseye every time In the context of students, if districts and schools build robust data systems that are considering the data that they have and are course-correcting enough along the way (moving the dart board), they might be better positioned to provide the right supports, interventions to hit student outcome targets. I see this as a fabulous way to think about our work as educators and how schools might leverage technology to better and faster meet the needs of their students.
Speaking of technology, many schools have shared district events, like robotic and science competitions, and the awards the students receive, The E L Africa magazine is proud of all the learning activities
We encourage you to continue to focus on your assessments designed to measure a student’s knowledge and skills for the content standards taught in their current courses, because they give you and your teachers predictive data on performance toward end-of-year expectations along with strengths and areas of needs to pay attention to within the standards for great academic outcome
Dr. Ada Omile Executive Director 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.
Mr. Temitope Mustapha - Nigeria
Mr Chris Onwuka - Nigeria
Mr Sanvee Elmut Pinto - Togo
Mr Pascal T Soklou - Togo
Dr. Frances Ufondu
Dr. Ada Omile
Dr. Dan Bubale
Mrs. LaNolia Omowanile
Mrs. Sylvie Ikome
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
ArticleSubmission:Submission on topics relevant to school leadership are requested. Email ideas and articles to elafricamagazine@gmail com
Ada Omile
Frances Ufondu
Richard Buffington - President
Steven Dike
Wilhelmina McKinney
Evelyn Mamman
Eugene Otuonye
James Lambart Onyait
Mary Young
Alfred Okello
Aaron Chansa
Darric Dennis
James Okewa
In this issue, read about a Leader to Learn from, Dr. Frances Ufondu, in our recognizing excellence in district leadership (pg. 9 ). Learn about using positive behavior intervention to enhance students’ behavior (pg. 15). See how to be a strong educational leader while creating a collaborative and supportive learning environment (pg. 21), and then check out story about leadership that inspires growth in Uganda (pg. 23).
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. 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.
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.
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
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
1 Instructional Leadership
2 Strategic resourcing for education in Sub Saharan Africa
3 Education Agenda of different districts in Sub-Saharan Africa
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.
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
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
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.
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.
School leaders face challenges of managing day-to-day operations while embracing innovation to prepare students for a rapidly evolving future. These challenges require resilience, creativity, and a deep commitment to your school communities and shape what you do as a leader.
We asked a group of school leaders across Sub Saharan Africa:
BY: DR. FRANCES UFONDU
By:Dr FrancesUfondu AssistantSuperintendentofBusinessServices/ChiefBusinessOfficer(CBO)forthePalmdaleSchoolDistrict,California
Dr Frances Ufondu, a “quiet fighter” for students has dedicated over three decades to education, starting as a classroom teacher in 1992 in the United States, she progressively took on roles such as Curriculum Resource Teacher, Assistant Principal, Principal, and various Coordinator and Director positions before assuming her current leadership role in 2018 as the Assistant Superintendent of Business Services for the Palmdale School District in Palmdale, California
Palmdale School District (PSD) has thirty schools: fourteen K-5th schools, five 6-8th grade Magnet Academies (middle schools), four Dual Immersion K-8th schools, five specialized schools, one Early Childhood Education school and one High School
Dr Ufondu holds a Bachelor of Science in Vocational Education from the University of Nigeria, Nsukka; a Master of Arts in Education Administration from the University of Benin, Benin City, Nigeria; and a Doctorate of Education in Organizational Leadership from the University of La Verne, California Prior to coming to the United States, she lectured at a Catholic Convent Preparatory School in Aba, Abia State, Nigeria, as a Home Economics teacher, training students in culinary arts and fashion design. She also served as an adjunct professor for the University of Phoenix Teacher Education Program. Dr. Ufondu is also a co-founder and an editor for our magazine - The Educational Leader (E L Africa)
Reflecting on why she chose education as a career path, she explained that her late mother, Mrs. Elizabeth Nnuego Okafor was a teacher and her late father, Sir John Chukwubueze Okafor, was a successful businessman who fell short of completing his secondary education due to a lack of funds. However, he vowed that all his children will complete their education to the highest level of their choice due to his love for education and learning. Dr. Ufondu has seven siblings and was also blessed with five children; Adaora Omowanile, Chidera, Chinelo, Ifeoma and Izuora; and three grandchildren: Cailyn, Jeremiah and Olivia; and a wonderful husband, Sir Eric, who is the love of her life, her greatest supporter and cheerleader
Dr. Frances Ufondu's leadership philosophy is deeply rooted in transparency, inclusivity, and a student-first approach She is a strong believer in servant leadership. She knows that vision statements must be translated into action, and she has done just that in helping to fulfill a “PROMISE” for her students As the financial steward for Palmdale School District, Dr. Ufondu has championed student needs while balancing funding and cost projections in order to implement
the Palmdale PROMISE, the district’s strategic plan With her years as a school site leader and teacher guiding her, she has been very deliberate in connecting funding to student outcomes.
As Assistant Superintendent of Business Services/Chief Business Officer (CBO) for the Palmdale School District, Dr. Ufondu is responsible for leading, planning, organizing, directing, administering, and evaluating all functions of the Business Services Division under the superintendent's supervision She is responsible for five different departments under her division: Technology, Fiscal, Transportation, Child Nutrition and Facilities/Maintenance
Her duties include managing the development of short- and long-term goals aligned with the District’s Strategic Goals, providing technical expertise to the superintendent and Board of Education on business operations and financial position, and directing the preparation and continuous control of annual budgets for all district funds, totaling over $500 million She also coordinates and manages the district bond program, including the refinancing of various bonds. Her careful planning on bond distributions has allowed the
district to pursue a facilities master plan project that includes future learning environments, makerspaces, expanded learning program facilities, instructional technologies and school modernization projects.
Dr. Ufondu has successfully worked with the district Bond Council to complete bond election processes and issuance of the PSD/PRM General Obligation Bond of over $200 million for elementary and middle school repair and modernization Her analytical and detail-oriented approach ensures the alignment of Palmdale School District's Strategic Goals, Local Control Accountability Plan (LCAP) targets, and the Single Plan for Student Achievement (SPSA) to improve and increase services for students
Dr Ufondu's role is integral to the Palmdale School District's strategic plan, the "Palmdale PROMISE," which she helped architect Her leadership ensures that financial stewardship aligns with student-focused priorities, strategically allocating resources to maximize impact She translates vision into action by building inclusive and equitable learning environments
Through initiatives like the Student PROMISE Ambassadors program and Student-elected Board members, Dr Ufondu prepares students for future challenges by instilling skills such as collaboration, deep questioning, and self-advocacy, along with values like compassion, perseverance, and global citizenship These programs provide meaningful, real-world learning experiences, placing students at the heart of every decision As a previous LCAP Director, she introduced transformative programs, such as the hiring of Social Emotional Learning Specialists to address restorative practices and student mental wellness that accommodates students' holistic needs She champions targeted support for foster youth, homeless students, and students with disabilities
Dr Ufondu's management style emphasizes broad community involvement, fostering partnerships among educators, families, community organizations, and local businesses She builds trust through transparent leadership, ensuring that diverse voices are at the table and all stakeholders are engaged in shaping the district’s future The creation of Parent Community Liaison position at all district’s schools improved communication between parents and school staff. Her outreach to children and families ensures their voices are central to decisions impacting their lives.
Dr Ufondu’s voice resonates across her community as an unwavering advocate for children’s rights and educational equity As Chief Business Officer, she oversees vital areas that directly impact student outcomes, including maintenance, facilities, transportation, technology, and child nutrition Her strategic leadership ensures that resources are used effectively to advance the district’s mission, including the implementation of the Palmdale PROMISE
Her professional responsibilities demand exceptional communication, visibility, and collaboration across a wide range of stakeholders, including colleagues, students, parents, staff, superintendent, board members, policymakers, and community and business partners Dr Ufondu consistently exceeds these demands, demonstrating teamwork, professionalism, and boundless energy She is honest, open, and approachable, fostering relationships built on trust and respect
Her natural motivation, creativity, and sincerity make her a true problem-solver, capable of addressing issues thoughtfully and reflectively, whether they are large-scale policy decisions or day-to-day operational challenges Dr Ufondu’s advocacy extends beyond district operations She speaks out boldly on issues affecting vulnerable student populations, addressing disparities in access to resources and opportunities Her calm, strategic approach to problemsolving inspires confidence among colleagues and community members alike By amplifying the voices of children and their families, she exemplifies a fearless, childcentered leadership Her leadership emphasizes culturally relevant, asset-based instructional approaches, valuing every student’s background and strengths
Dr Ufondu has introduced several innovative programs and initiatives to enhance academic excellence and student success Beyond the Student PROMISE Ambassadors and Model United Nations Project, she established a Parent Community Liaison position to address critical gaps in family engagement and communication, reflecting her understanding of building strong connections between families and schools She also established the district’s transportation enterprise fund, enabling the district to provide transportation services to surrounding districts and charter schools, a for-profit venture that will yield revenue for the replacement of old school buses for students
Dr Ufondu’s leadership reflects a deep respect for the inherent dignity and worth of every individual, particularly children Her unwavering commitment to equity and inclusion ensures that all students, regardless of their background or circumstances, are recognized as full citizens deserving of respect and opportunity Her work is a testament to her dedication to equity, her innovative spirit, and her deep respect for all individuals Through her efforts,
she continues to uphold a transformative force for social justice and empowerment.
Technologysupportforstudentlearning:
Her oversight as CBO includes managing the district’s technology department PSD is one of the leading districts in advanced student technology use with almost a 2:1student Chromebook ratio in grades TK-8th The department increased student collaboration while using technology tools and adopted multi-layered strategies for technology access and integration in the district's program and pathways The technology department supported technology use and increased accessibility, helping to narrow the digital divide The district built a security operation center, providing protection to data and systems on the network They deployed a multi-factor authentication to all employees and developed a new AI policy to guide district implementation.
The district successfully launched a new eSports program with a state-of -the-arts arena for students after-school program and an eSport lab at every school site under the leadership of Dr Ufondu The Palmdale School District recently celebrated the 25th anniversary of its Planetarium, the only Elementary School District in the State of California with a planetarium for students Under Dr Ufondu’s leadership, the district continues to provide surplus technology to the student and community in need through their Technology Access Program (TAP) initiative
Drivingacademicimprovement:
Dr. Ufondu has consistently demonstrated bold decision-making, even in the face of uncertainty, during the COVID-19 worldwide health crisis, she intentionally made the decision, with the support of her Superintendent, Board members and Cabinet to invest the CARES Act funds on Specialty Buses for student support and community outreach programs
The district invested in a Health and Wellness bus, Library bus, Technology Bus and a Science bus These buses will be taken into the community and schools for special academic programs and student wellness check. Her courage was also evident during her development of new positions and programs to address student needs, despite fluctuating funding levels in California
A prime example of her risk-taking is the establishment of the District Catering Truck “The Lunchbox” to ensure that the Child Nutrition department delivers hot meals to students at various community locations during the summer break By embracing innovative solutions like the Extended Learning Opportunities program (ELO-P) facility Project, she has redefined traditional learning
experiences, ensuring that students are equipped with the skills to navigate complex global challenges Her courage to question the status quo and advocate for student-centered policies underscores her commitment to creating transformative educational opportunities. Other examples include the risks she takes in balancing the district budget through the lens of students-first She is unyielding in addressing inequities across the district and has the spirited conversations necessary to promote understanding and acceptance of ideas as well as use of resources for impacting student outcomes Her leadership in addressing inequities and strategically allocating resources is aimed at improving student outcomes
Professional development activities for principals and teachers:
Dr Ufondu advocates for broad professional development, equipping educators with the tools needed to meet diverse student needs She also embodies lifelong learning, consistently engaging in professional development and sharing her insights with colleagues, teams, and community members. She has presented in various webinars for principals and leaders in Sub-Saharan Africa through the EL Africa platform She has taken numerous ACSA Academies, including Curriculum and Instruction, LCAP, and Business Services/CBO Academy Furthermore, as an ACSA Certified Coach, she has guided numerous aspiring administrators to leadership roles, providing tools and insights for excellence in educational leadership.
In April 2025, she was elected as the 2025 recipient of the ACSA’s Marcus Foster Memorial Award for Administrator Excellence! This award recognizes outstanding leadership and significant contributions to education by a school administrator in the state of California It was established to honor the memory of Marcus Foster, former Superintendent of the Oakland Unified School District
Dr Ufondu is also the co-creator and content creator of EL Africa, a monthly leadership magazine for educators, demonstrating her ability to creatively bridge best practices across continents to enrich educational leadership worldwide. Her accomplishments include:
Selected as Los Angeles Cabinet Member of the Year for Business/Finance in the 2021-2022 school year.
Association of California School Administrators (ACSA) School Business Administrator of the Year for Outstanding Achievement and Performance in the 20202021 school year.
Recognized by the California Association of African American Superintendents and Administrators (CAAASA) for Outstanding Leadership in Education in March 2020 Palmdale School District Central Office Leader of the Year in 2016-2017
Held significant roles in professional organizations, including ACSA Region 15 Business Services Council Chairperson (2023-Present) and Region 15 Nominating Committee member (2024-present).
Member of the California Association of School Business Officials (CASBO), California Coalition for Adequate School Housing (CASH), California Association for Bilingual Educators (CABE), and California Association of African American Superintendents and Administrators (CAAASA)
Presented at various conferences, including CABE, CAAASA, ACSA and EL Africa International Leadership Webinars/Workshops Her knowledge of curriculum and instruction, LCFF, budgeting, strategic planning, and stakeholder engagement led to her selection to work with state leaders to redesign the LCAP template
In her own words, Dr Ufondu concluded by saying:
“In the words of Simon Sinek, my favorite author on leadership ‘People don’t buy what you do; they buy why you do it.’ My ‘why’ is student excellence-ensuring that budget is not a constraint to student learning and district needs- and my ‘how’ is to see the big picture, provide support staff, collaborate with all stakeholders, explore alternatives, embrace new ideas, build relationships, foster a great school culture and push the boundaries for studentsuccess.
I am a tireless, authentic and courageous leader, willing to stand up when I feel services for students are compromised.‘Aquietfighterforstudents,’Iholdmyteam and myself accountable for ensuring students come FIRST!”
By:Mrs SylvieIkome SouthWestRegionofCameroon,Africa
INTRODUCTION:MYJOURNEYINEDUCATION
Hello, I am Mrs Sylvie Ikome, a dedicated educator based in the South West Region of Cameroon, Africa With over four years of experience in the field, I currently serve as a Curriculum Educator, focusing on developing inclusive and culturally relevant educational programs that empower students in our vibrant community
My passion for education was ignited early on, inspired by my own teachers who profoundly shaped my academic path This realization of education's transformative power led me to pursue a Bachelor of Science in Geography at the University of Buea, Cameroon, eager to contribute positively to my community
My journey as an educator began in 2021 at Greenfield International School (GFIS) in Limbe, Cameroon It was there that I encountered the realities of teaching in a local context, navigating challenges such as limited resources and infrastructural constraints that sometimes impacted student engagement. These early years taught me the critical importance of adaptability and creativity I quickly learned to innovate, leveraging local materials and incorporating interactive teaching methods to build a dynamic and stimulating learning environment for my students.
Driven by a commitment to continuous growth, I actively sought out professional development opportunities Training sessions with initiatives like Teach2030, coupled with various online and on-ground workshops focusing on innovative strategies, significantly enhanced my skills and broadened my perspective These experiences were pivotal in shaping my teaching approach and preparing me for future roles
Having gained valuable classroom experience, I transitioned into a leadership role within my school This allowed me to expand my impact beyond my classroom, mentoring new teachers and contributing to school-wide improvements Throughout these experiences, my focus has always remained on the profound impact quality education has on students' lives. Witnessing their growth and potential fueled my dedication
Today, in my role as a Curriculum Educator, I am deeply involved in shaping educational content to better reflect the diverse backgrounds and needs of our students I am particularly passionate about integrating technology into learning, recognizing its essential role in preparing students for a rapidly evolving world
My vision for the future is centered on fostering educational
environments where every child feels valued, supported, and empowered to achieve their full potential, laying a strong foundation for their success and contributing to the progress of our region and country
INTRODUCING POSITIVE BEHAVIORAL INTERVENTIONS ANDSUPPORTS(PBIS)
One of the most transformative frameworks I've had the privilege to champion is Positive Behavioral Interventions and Supports (PBIS) PBIS is not a specific curriculum, but rather a proactive, evidence-based, multi-tiered framework for establishing the social, cultural, and behavioral supports needed for a school to be an effective learning environment for all students Instead of waiting for misbehavior to occur and then reacting with punishment, PBIS focuses on proactively teaching, modeling, and reinforcing positive social, emotional, and behavioral skills
School systems across the globe are increasingly adopting PBIS because of its robust research base It’s a school-wide system that involves every member of the school community – administrators, teachers, support staff, students, and families The core idea is to create a predictable, consistent, and positive environment where appropriate behavior is the norm This is achieved by:
Clearly defining behavioral expectations: A small number (typically 3-5) of positively stated school-wide expectations are established (e.g., "Be Respectful," "Be Responsible," "Be Safe")
Explicitly teaching these expectations: Just as academic skills are taught, social behaviors are taught directly and practiced in various school settings
Acknowledging and reinforcing positive behaviors: Systems are put in place to recognize students who demonstrate the expected behaviors (e g , verbal praise, tokens, positive notes home).
Consistently addressing challenging behaviors: A clear, tiered system of supports is used to address misbehavior, focusing on re-teaching and restorative practices rather than solely punitive measures
Using data for decision-making: Schools collect and analyze behavioral data to identify patterns, monitor progress, and make informed decisions about interventions and support
By implementing these components, schools create a climate where students feel safe, respected, and supported, which directly translates into more effective learning environments. Disruptions are minimized, instructional time is maximized, and teacher-student relationships are strengthened.
HOWPBISSUPPORTSTEACHINGANDLEARNING
The impact of PBIS on teaching and learning is profound When a school environment is predictable and positive: Increased Instructional Time: Teachers spend less time managing disruptive behaviors and more time focusing on teaching
Improved Student Engagement: Students who feel safe and supported are more likely to be engaged in learning activities, ask questions, and take academic risks
Enhanced Academic Outcomes: A reduction in behavioral disruptions and an increase in engagement naturally lead to improved academic performance.
Positive School Climate: A strong sense of community and mutual respect develops, making the school a more pleasant place for both students and staff
Reduced Teacher Burnout: When teachers have effective strategies and school-wide support for behavior management, their stress levels decrease, and job satisfaction increases
Equity in Discipline: PBIS, when implemented with fidelity, can help reduce disproportionate disciplinary actions against certain student groups by focusing on universal supports and objective data
Essentially, PBIS lays the groundwork for academic success by first ensuring behavioral and social-emotional well-being
PBISINACTION:EXAMPLESFROMCAMEROON
While PBIS implementation is growing across Africa, let's look at an example of how a school in Cameroon have adopted the framework, and has benefited greatly from this program:
Initial Challenge: The school was experiencing moderate rates of classroom disruptions, tardiness, and occasional bullying incidents, leading to lost instructional time and a tense school atmosphere.
ImplementationProcess:
Leadership Buy-in & Team Formation: The Director championed the initiative, forming a PBIS team comprising teachers from different grade levels, pastors, and an administrator
Professional Development: All staff received comprehensive training on PBIS principles, focusing on proactive strategies and the importance of a unified approach
Defining Expectations: The team, with input from staff and students, established three school-wide expectations: "Respect Ourselves and Others," "Act Responsibly," and "Strive for Excellence."
Teaching Matrix: They developed a matrix outlining what these expectations looked like in different settings (classroom, playground, cafeteria, hallways) and dedicated time to teach and role-play these behaviors
Acknowledgement System: "stickers" were introduced as tokens given by staff to students exhibiting positive behaviors, which could be exchanged for small rewards or privileges
Data Collection: Office discipline referrals and minor incident reports were tracked to monitor progress and identify areas needing more support
Outcome: Within two years, Dewey International School, reported a 20% reduction in office discipline referrals and a significant decrease in tardiness especially to their special needs students and a host of primary school pupils Teachers noted improved classroom engagement, and student surveys indicated a greater sense of safety and belonging The school climate became noticeably more positive and focused on learning
Each school's culture is unique, so PBIS implementation should be tailored Here are general steps:
1.Establish a PBIS Leadership Team: Form a representative team (administrator, teachers from various grades/subjects, support staff, ideally a parent/community member) to lead the initiative
2.SecureStaffCommitment&ProvideTraining: Ensure at least 80% of staff buy-in Provide initial and ongoing professional development on PBIS principles and practices
3.Define 3-5 School-Wide Positive Behavioral Expectations: These should be:
Positively stated (e g , "Be Respectful" instead of "Don't Disrespect")
Easy to remember
Applicable across all school settings
Reflective of the school's values and culture
4.Create a Matrix of Expected Behaviors: For each expectation, define specific, observable behaviors for different settings (classroom, hallway, cafeteria, playground, bus)
5.Develop Procedures for Teaching Expected Behaviors: Plan how, when, and where these expectations will be explicitly taught and practiced (e.g., lesson plans, assemblies, daily reminders)
6.Develop a Continuum of Procedures for Encouraging Expected Behaviors: Establish a system for acknowledging and reinforcing positive behaviors (e g , specific verbal praise, token economies, certificates, positive calls home)
7 Develop a Continuum of Procedures for Discouraging Inappropriate Behaviors: Create clear, consistent, and equitable strategies for responding to challenging behaviors, focusing on re-teaching and restorative approaches first, with clear consequences for repeated or severe behaviors This should align with a multi-tiered system of support (Tier 1 for all, Tier 2 for some, Tier 3 for few)
8.Develop a Data Collection and Monitoring System: Use data (office referrals, observations, surveys) to monitor implementation fidelity, student outcomes, and make data-based decisions for improvement
9 Communicate and Involve Families and Community: Regularly share information about PBIS with families and seek their partnership in reinforcing positive behaviors at home
The success of PBIS at the school level demonstrates its immense potential as a regional or even country-wide initiative to combat challenging behaviors and foster positive learning environments. Imagine a scenario where the Cameroon Ministries of Education champion PBIS, providing resources, standardized training modules, and a network for schools to share best practices This could lead to:
A national shift towards proactive, positive discipline
Reduction in exclusionary practices like suspension and expulsion
Improved teacher retention due to more supportive working environments
Enhanced overall student academic achievement and social-emotional competence
A generation of young people better equipped with the social skills needed for success in life
By investing in systemic approaches like PBIS, we are not just managing behavior; we are building a foundation for a more positive, productive, and equitable future for all our children across Cameroon and the wider African continent.
Positive Behavioral Interventions and Supports offer a powerful, research-backed pathway to creating schools where every student can thrive It requires commitment, collaboration, and a willingness to shift from reactive punishment to proactive teaching and reinforcement. The journey may have its challenges, but the rewards – safer schools, more effective teaching, and successful students –are well worth the effort
Just as the future of education is evolving, so are the career skills students need for the AI-powered future of work. The ability to work effectively and iteratively with AI using natural language will be essential for every employee. 82% of leaders surveyed for Microsoft’s 2023 Work Trend Index say employees will need new skills to be prepared for the growth of AI.
Thejobsofthefuturewilldemandcapabilitiesthatstudentsneedtodevelopnow.
82% of business leaders say employees will need new skills to prepare for AI
By:Dr.AdaOmile Woodbridge,Virginia,USA
As artificial intelligence (AI) continues to revolutionize various sectors, its integration into education has become a priority. However, the ethical implications of AI necessitate a responsible and informed approach This paper explores how an effective educational leader can promote an AIfocused Professional Learning Community (PLC) that fosters ethical research practices among teachers. It examines the leadership strategies, organizational structures, and cultural norms required to build a sustainable, collaborative environment that integrates AI responsibly and equitably in teaching and learning.
The increasing prevalence of AI technologies in educational settings presents both opportunities and challenges While AI can personalize learning, streamline administrative tasks, and offer predictive insights, it also raises ethical concerns around data privacy, bias, accountability, and the digital divide. To address these issues, educational leaders must guide teachers not only in understanding AI tools but also in conducting ethical, evidence-based research and practice. A Professional Learning Community (PLC) focused on AI and ethics provides an ideal framework for such a mission.
An effective educational leader plays a central role in setting the vision, modeling ethical leadership, and providing resources for teachers to thrive in an AI-enhanced learning environment Key responsibilities include:
Vision Setting: Clearly articulating the purpose and potential of integrating AI ethically into educational practices
Capacity Building: Investing in ongoing professional development and facilitating access to AI tools and ethical frameworks
Modeling Ethical Inquiry: Demonstrating a commitment to transparency, critical reflection, and inclusive decision-making.
Facilitating Collaboration: Creating structures that encourage teacher-led inquiry, experimentation, and peer learning
Professional learning communities (PLCs) offer valuable spaces for teachers and school leaders to collaborate, discussing instructional practices, innovating new ideas, developing content knowledge, and engaging in data-driven decision-making PLCs allow educators to step away from the classroom and reflect alongside colleagues When done right, they show significant benefits for both teachers and students. And when enhanced by AI, PLC work can be even more productive AI can assist teachers on content
generation, such as creating multiple-choice assessments, writing examples, or crafting text-dependent questions What once took hours to create can now be accomplished in seconds Most times, students' personal information is used for data collection
A PLC focused on AI requires careful design and facilitation. Essential components include:
Shared Purpose: All participants must share a commitment to exploring AI's impact on pedagogy and student outcomes while upholding ethical standards such as fairness, accountability, transparency, and student data protection.
Structured Inquiry Cycles: Using action research models, teachers collaboratively: Identify AI tools or approaches
Frame research questions
Collect and analyze data
Reflect on findings and refine practice
Access to Expertise: Partnering with academic institutions, AI developers, and ethicists ensures that teachers receive current, research-based insights and can critically assess AI technologies
Regular Reflection and Documentation: Systematic reflection on both pedagogical outcomes and ethical considerations (e.g., bias detection, data use) fosters deeper learning and continuous improvement
Creating an ethical research culture involves both structural and cultural leadership:
By:LaNoliaOmowanile
"Everything rises and falls on leadership, " says leadership guru, Dr John Maxwell This is just as true in schools as it is in business The presence or absence of an effective principal can make all the difference in school climate and overall student achievement Research conducted by the Wallace Foundation concluded that principals have the second most significant impact on school success, beating out revenue, resources, and curriculum and ranking second only to teachers. The findings of this research elevate the need for school principals to remain unswervingly focused on creating collaborative school environments that hold the quality of instruction supreme While every principal must select strategies that fit their specific school environments, a set of universal strategies encourage a high level of collaboration and collective efficacy for student learning.
WHAT DO EFFECTIVE PRINCIPALS DO TO CREATE COLLABORATIVE LEARNING ENVIRONMENTS FOR STAFF THAT RESULT IN HIGHER STUDENT OUTCOMES?
Shape the Vision: Grounded in the belief that all students CAN learn, and therefore all students WILL learn, effective principals rally the staff around a clear vision of academic success for ALL students and reinforce this vision in word and deed to ensure staff members have a deep understanding of what the vision looks like, feels like, and sounds like in action Beginning the year visiting excellent schools allows teachers and administrators to co-observe excellent schools' high standards and cultures Unpacking what the written vision looks like, feels like, and sounds like in practice also supports staff internalization of the school's vision Establishing a shared vision early on ensures all staff members are working synergistically toward the same end. Cultivate Discourse: Students who are consistently engaged in class learn more. Similarly, staff who consistently engage in decision-making, problemsolving, and leading instructional initiatives grow more This type of collaborative culture requires structures that empower staff and administrators to work together as a community of professionals to improve teaching and learning One way effective principals facilitate collaboration is by allowing teachers and administrators to serve on leadership project teams. These teams can address a range of issues, including data, culture, technology, parent partnerships, and others. Opportunities for shared leadership mean staff beyond the school administrators have the information and the power to make decisions and enact changes Voices are heard, and expertise is shared.
Multiply Irreplaceables: Irreplaceable teachers are by any measure the very best teachers on staff; invaluable assets to the school They are the teachers who are so successful that they are nearly impossible to replace According to the 2012 TNTP research report on teacher retention, the problem is that schools tend to treat their best teachers as though they are expendable. They retain their best and least-effective teachers at virtually the same rate. The report's authors charge principals to focus retention strategies on keeping the irreplaceable teachers while raising expectations and accountability for teachers who consistently perform poorly The benefit? The research shows that schools are 75% more likely to replace a low-performing teacher with a more effective new hire, thus increasing the overall quality of instruction Replacing ineffective teachers with effective teachers requires principals to have the courage to make difficult decisions and have candid conversations with lowperforming teachers. It also requires principals to be diligent in naming and celebrating excellence when they see it.
Clear the path: Principals far too often underestimate the importance of ensuring operational excellence in support of teacher satisfaction and great instruction When instructional staff hold too much responsibility in non-instructional domains, they become increasingly disassociated from student learning and building great instructional practices Effective principals understand when meeting time is spent building excel files, planning the logistics of field trips, and filling out mundane state compliance reports, it is time not spent discussing student performance or giving space for collaborative problem solving and mutual development.
They understand that when the instructional staff can focus exclusively on what is happening in the classroom, the time and attention toward improving instructional practices exponentially increase student outcomes With this understanding, effective principals clear the path for instructional staff to focus on instruction by hiring and developing school operations teams to take full responsibility for delivering smooth school operations They observe operations staff doing the work and provide feedback and support when performance misses the mark, just as they would for instructional leaders They conduct audits of teacher and instructional leader time to ensure they are focused on instruction They celebrate and reward excellent operations just as they do excellent instruction Lastly, they provide structured opportunities for instructional teams to weigh in on the
WalkingtheLine:HowtobeaStrongEducationalLeaderWhileCreatingaCollaborativeandSupportiveLearningEnvironment
quality of operations at the school and make adjustments accordingly.
Effective principals recognize that no one person in the building holds all the knowledge or experience necessary for achieving positive outcomes for ALL students. They realize the most important role they play is facilitating collaboration among staff while holding them highly accountable for excellent performance, ultimately realizing the school's vision
REFERENCES
Jason A Grissom, Anna J Egalite, and Constance A Lindsay, How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research, Wallace Foundation (February 2021)
The New Teacher Project (TNTP), The Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools (Brooklyn, NY: TNTP, July 2012)
Mrs LaNolia Omowanile is an educator who has a passion for empowering students in underserved communities Currently she serves as the region’s Vice President of Schools with the responsibility of managing 10 principals and ensuring curriculum and instruction effectively prepares students for success in college and beyond She had joined forces with the planning team for Brooklyn Prospect Charter School, where she served as the founding principal of their flagship school for six years before becoming the Chief Academic Officer for the network as it expanded She had also joined the IDEA San Antonio Charter Schools where she served as a Director of Leader Development and served the IDEA Austin family as a Senior Director of Leader Development
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My professional and administrative role is to coordinate all education activities in the district and promote quality education in line with the Ministry of education and sports policy frameworks, goals and objectives Aware leadership marks the center of true and impactful education outcomes, therefore leading schools in today’s global world school system driven demands, requires successful school leaders that inspire staff to excel at workplaces for the benefit of all learners School leadership is now an education policy priority issue in the world. School leadership unlocks teacher potentials, transforming it into a school organizational success.
Leadership that inspires professional growth often transforms schools by aligning best practices and policies with desired education goals to attract competent staff, build a positive culture and drive innovation for a competitive edge This powerful alignment fuels growth, attracts staff competence, develops and retains top talent Such a school leadership paradigm fosters a high performing workforce and secures a sustainable competitive edge By strategically promoting and integrating leadership in day-to-day school operations with school objectives, school leaders are required to create a
dynamic work environment where teachers’ potentials flourish and performance goals are achieved efficiently
In education circles, every school has its roadmap to navigate and translate performance goals and vision into actionable plans In this competitive edge, headteachers and teachers need to understand their set school performance goals and then translate these goals into tangible practices by designing programs and initiatives that thrust successful implementation This collaborative effort by school leaders is to ensure the school is guided in the right direction and actively supported by staff aligned to those set goals The collaborative spirit across school and classes allows headteachers to integrate performance strategies with set performance goals
Schools that excel in attracting and retaining top performers gain a significant competitive edge Identifying teachers with the right professional knowledge and skills to teach requires an engaging employee experience that fosters royalty and reduces turnover Similarly, understanding what motivates teachers, from career development opportunities to a positive work environment is significant. Successful school leadership implements strategies that address these needs, ensuring a skilled and motivated workforce that drives innovation and growth
Most importantly, school leadership has increasingly become an innovative and forward-looking approach to achieve substantive and sustainable quality learner performance outcomes. An often-missing ingredient and the unintended consequence of education progress in closing performance gaps in literature has been linked to zero or minimal opportunities for school leadership growth for the academic staff.
Today, leadership that inspires professional growth of staff has been placed at the top of a service economy driven by information, knowledge, innovation and creativity which demands that teachers are empowered and equipped with the relevant 21st century instructional leadership skills Such school leadership thrives on flatter management structures, decentralized decision making, information sharing and the use of task teams, cross-functional networking, and flexible work arrangements
Similarly, the aging of current school leaders and the widespread shortage of effective school leaders justifies a case for promoting leadership that inspires growth amongst staff in effort to prepare tomorrow's and future competent school leaders Currently, more than ever, school leaders and classroom teachers are required to effectively teach and perform routine, nonroutine, and creative tasks if they are to succeed While skills such as self-direction, creativity, and critical thinking may not be new to the existing school systems, they are newly relevant in an age where the ability to excel at routine and non-routine work is not only rewarded but expected as a basic performance requirement
Equally important is a deeper understanding of the interdisciplinary nature of teaching and learning that demonstrates the spirit of collective efficacy of staff to offer support so as to achieve radically different solutions that yield better system-level performance and professional growth Depending on their school context, school leaders need to know issues about shared leadership practices, best practices on capacity development, and change management so that they can confidently promote quality and quantitative transformations Consequently, the desire for school leadership growth among staff at school level explains why support for school leaders has become a key policy priority
Teacher professional growth through delegation is a critical aspect in pursuit of school leadership Delegation impacts positively on quality learning and teacher development Teachers are empowered and supported to lead certain administrative tasks and report instructional related challenges to relevant authorities for action and progress Such leadership opportunities not only motivate teachers to excel but also give them space to learn new school leadership experiences For example, a staff can take initiatives and make decisions within predetermined boundaries of responsibility and feedback responsibly
Delegation of authority to staff enables schools implement shared leadership practices that focus on promoting meaningful learning and development. Similarly, progressive delegation of authority in a work environment is most preferred as opposed to traditional delegation where leaders’ leadership traits and interests are promoted In progressive delegation practice, teachers’ capacity is developed to sustain effective leadership and record positive results.
Thus, Headteachers are required to use progressive delegation if leadership growth among staff is to be widely effective in schools When progressive delegation is practiced, expertise is shared, mutual actions and relationships are collectively guided, and stakeholders collaboratively implement instructional tasks to ensure organizational performance outputs are enhanced in more sustainable and successful ways This article has set out to pave an educational leadership spoor into the 21st century, while bearing in mind the myriad challenges that have been raised by scientific and technological revolution in education
Leadershipforprofessionalgrowthinitsnatureisneverstatic,buthighlydynamicacrosstimeandspace,whichcallsforan equally relevant and worthy teacher leadership ethos which corresponds with the demands of the moment - the 21st century
Beforeyouarealeader, successisallabout growingyourself.
Whenyoubecomea leader,successisall aboutgrowingothers. –JackWelch
New York City Public Schools created an AI-powered teaching assistant that answers questions and provides real-time feedback. Over a two-week period, nearly 100 students in three classes asked the AI assistant more than 2,000 questions, far more than the three teachers could have answered. The chatbot responds to questions by offering hints in order to push students and keep them thinking rather than giving an answer right away.
The South Australia Department for Education built EdChat to offer 24/7 access to a safe source of instantaneous information EdChat ensures that students can get quick answers before discussing more complex and nuanced questions with teachers So far, educators say EdChat is also helping with metacognition students’ understanding of how they learn, ask the right questions to get the information they need, and evaluate the outputs of AI models
Senior students at the Salvation Army High School and Zwedru Multilateral High School have raised concerns about what they described as significant disruptions during the administration of the West African Senior School Certificate Examination (WASSCE) English test on Wednesday, May 28.
According to students, delays and alleged unprofessional conduct by an assigned examiner negatively impacted their ability to complete the multiple-choice component of the test, which followed the English essay section
C Andrew Blawo, a student from the Salvation Army High School, told reporters that while the essay portion was administered on time from 8:30 to 10:30 a m , the second part--the objective questions-was delayed until nearly 11:00 a m
"We were expecting to continue with the second part immediately after the essay, but the examiner only came at 10:57 a m , which was already halfway through the scheduled time," Blawo said "Before we could even finish reading the questions, the papers were being collected " Blawo added that students appealed for more time to complete the test, but the examiner did not grant their request.
Daniel P. Gawolo, a student of Zwedru Multilateral High School, also alleged that the same examiner engaged in what he described as "intimidating behavior" during the test. "She arrived late, then came around making noise and issuing threats instead of properly supervising the process," Gawolo said. "Because she was late at another campus, we also started late at our school."
In the city of Makurdi The Inspector General of Police, IGP, Kayode Egbetokun has launched the Safe School Initiative in Benue state with a charge on schools, parents and communities to work closely with the Police to ensure the safety of children in schools He assured that the force would deploy modern technology and intelligence-led policing to ensure proactive law enforcement presence around schools
Performing the ceremony in Makurdi during a Stakeholders' Forum, with the theme "Strengthening Security Resilience and Integration of Host Communities," Mr. Egbetokun also inaugurated the command's School Protection Squad saying the program was born out his commitment towards ensuring the safety and security of students and educational institutions in the country.
Represented by the Assistant Inspector General of Police, AIG, Zone 4, Mr. Zacharia Achinyan, the IGP pointed out the importance of educational authorities and community leaders working with the Police and other security agencies to ensure the safety of schools emphasizing that "our schools are not only sanctuaries of knowledge, but also a nurturing ground for the future leaders of our country; this means that the security of our schools determines the security of our future.
"Therefore, they must be protected against all possible threats. In light of the foregoing, I have directed all Commissioners of Police within the Zone to engage their various stakeholders in meetings to ensure that the safety of our schools is guaranteed. I urge our Schools, parents, and communities, to work in consonance with law enforcement agencies, as we champion the cause of safety and wellbeing for all our children We must invest our efforts, resources, and our hearts into fostering a culture of safety in our schools "
Earlier, the Benue State Commissioner of Police, Ifeanyi Emenari said the event was timely as Benue had faced security challenges like cultism, robbery, kidnapping, child trafficking and the most recent attacks being handled by the command He said, "Benue state has many schools, and we must not allow criminal minded individuals to take advantage of any situation to harm our children Our children are our future and must be protected "
In his remark, Governor Hyacinth Alia said the state was doing everything possible to provide a safe and secured learning environment for Benue State children.
In the city of Makurdi The Inspector General of Police, IGP, Kayode Egbetokun has launched the Safe School Initiative in Benue state with a charge on schools, parents and communities to work closely with the Police to ensure the safety of children in schools He assured that the force would deploy modern technology and intelligence-led policing to ensure proactive law enforcement presence around schools
Performing the ceremony in Makurdi during a Stakeholders' Forum, with the theme "Strengthening Security Resilience and Integration of Host Communities," Mr. Egbetokun also inaugurated the command's School Protection Squad saying the program was born out his commitment towards ensuring the safety and security of students and educational institutions in the country.
Represented by the Assistant Inspector General of Police, AIG, Zone 4, Mr. Zacharia Achinyan, the IGP pointed out the importance of educational authorities and community leaders working with the Police and other security agencies to ensure the safety of schools emphasizing that "our schools are not only sanctuaries of knowledge, but also a nurturing ground for the future leaders of our country; this means that the security of our schools determines the security of our future.
"Therefore, they must be protected against all possible threats. In light of the foregoing, I have directed all Commissioners of Police within the Zone to engage their various stakeholders in meetings to ensure that the safety of our schools is guaranteed. I urge our Schools, parents, and communities, to work in consonance with law enforcement agencies, as we champion the cause of safety and wellbeing for all our children We must invest our efforts, resources, and our hearts into fostering a culture of safety in our schools "
Earlier, the Benue State Commissioner of Police, Ifeanyi Emenari said the event was timely as Benue had faced security challenges like cultism, robbery, kidnapping, child trafficking and the most recent attacks being handled by the command He said, "Benue state has many schools, and we must not allow criminal minded individuals to take advantage of any situation to harm our children Our children are our future and must be protected "
In his remark, Governor Hyacinth Alia said the state was doing everything possible to provide a safe and secured learning environment for Benue State children.
In 2015, the Kenyan government launched a big attempt to promote gender equality through the education. This was guided by principles of equal participation and inclusion of women and men, and girls and boys in national development. The Education and Training Sector Gender Policy aligned with national, regional and global commitments. This included the constitution, and Sustainable Development Goals on quality education and on gender equality.
Years later, however, it became clear that the government wasn't achieving some policy's objectives Gaps remained in reducing gender inequalities in access, participation and achievement at all levels of education The government decided to review the causes of these challenges and what could be done differently
This led to a two-year joint study in partnership with the African Population and Health Research Center The study began in 2022 Its overall objective was to provide evidence for action on mainstreaming gender issues in basic education in Kenya Gender mainstreaming generally refers to being sensitive to gender when developing policies and curricula, governing schools, teaching and using learning materials.
The study specifically aimed to:
1.examine how the teacher-training curriculum prepares teachers to implement gender mainstreaming strategies within the basic education sector
2.examine how gender mainstreaming is practiced in classrooms during teaching and learning
3.assess the relationship between teaching practices and students' attendance, choice of subjects and academic performance
4.evaluate the availability of institutional policies, practices and guidelines to mainstream gender issues and the extent to which they influence gender mainstreaming in education.
The data showed gaps in teacher training, as well as institutional and teaching practices at the basic education level. Policy wasn't being carried through in practice.
The study found that Kenya needs to review its teacher education curriculum to make it more gender responsive Teachers also need more training to follow practices that are gender responsive These practices include extending positive reinforcement to girls and boys, maintaining eye contact and allowing learners to speak without interruption
Deliberate steps should be taken to ensure that schools and teacher training colleges are gender inclusive in their practices, guidelines and programs.
More specifically, the study found:
Teacher trainees had a relatively good understanding of gender-equitable teaching and learning practices. But there was a need to place greater importance on this in lesson planning and in supporting girls in science, technology, engineering and mathematics (STEM).
Gender mainstreaming is not built into the teacher training curriculum. It isn't taught as a standalone unit Teacher trainees learnt about it mainly from general courses, such as child development and psychology, or private training And teacher trainees were unaware that they were being tested on this
There were no significant gender differences in how teachers in preprimary and primary school taught boys and girls At the secondary level, however, teachers engaged boys more than girls during literacy and STEM lessons
At both primary and secondary levels, gender-equitable practices positively influenced learning outcomes in English and STEM subjects These practices improved academic performances in English at the primary level. They led to improvements in biology, English, mathematics and physics at the secondary level.
The odds of school attendance increased if teachers treated boys and girls in equitable ways. The odds of boys selecting chemistry and physics at the secondary level increased if the teacher of the subject was approachable and if the subject was considered applicable to future careers.
More than 40% of primary and secondary schools didn't have guidelines on sexual harassment and gender-based violence for teachers and students. And most of the schools that said they had these guidelines couldn't provide them to the research team. These guidelines help mainstream gender issues in schools and communities.
Experts in emerging technologies have called for upskilling and reskilling in the use of artificial intelligence (AI) within academia in Africa. The call comes as the AI revolution is underway, with tremendous potential to transform digital economies, including those in the Global South.
Speaking at the Deep Tech Summit in the university town of Benguerir, Morocco, Khalid Badou, Chief of Staff and Director of Institutional Affairs at UM6P (Mohammed VI Polytechnic University), said that as AI becomes inevitable, it is important to adopt and adapt it to meet the needs of the education sector while establishing the necessary policies and regulations to ensure its ethical use
According to Badou, UM6P has become the first university on the continent to adopt Openai's ChatGPT and is already seeing the impact of using this transformative tool, once feared by many for its potential to disrupt academia and the education sector.
However, Badou believes that while UM6P is pioneering in this field, the African education sector as a whole has a significant opportunity to seize. “Across the world, everyone is starting from the same point; everyone is discovering what AI can do, how to manage it, and trying to understand how it will impact our daily lives in industry, in universities, and beyond. Today, we’re all leapfrogging at the same time. This presents an opportunity not just for us, but for everyone,” he added.
The summit, themed “Redefining Progress: How AI is Transforming Innovation in Deep Tech,” aimed to explore and encourage collaborative AI experiences through brainstorming sessions and the testing of new ideas Badou said that with the many benefits of deep tech, spanning health, fintech, and agriculture, AI can become a key driver of socio-economic development in Africa
“Africa should not wait for others to draft a code of conduct on AI covering various aspects before embracing it; it must create its own,” he emphasized. Many experts and analysts in the tech sector also pointed out that with the continent’s digitally savvy youth population, AI has the potential to be just as transformative for Africa as infrastructure investments, especially in areas like food security and healthcare. Last year, the United Nations Development Program (UNDP) estimated that AI is expected to contribute $15.7 trillion to the global economy by 2030. However, only 10% of that contribution is expected to be felt in the Global South.
Jalal Charaf, Chief Digital and AI Officer at UM6P, believes this figure could be much higher if structural infrastructure gaps were addressed Governments and responsible organizations need to provide greater access to infrastructure If more people have internet access, they already have a large part of the tech infrastructure needed to test and use AI,” he said
According to the latest 2024 data from GSMA on the state of mobile internet connectivity, only 30% of Africans used mobile internet in 2023, while a mobile broadband network covered 59% of the continent’s population This makes Africa the continent with the largest usage gap and the largest coverage gap globally 15% which, according to experts, must be addressed to unlock AI’s potential and adopt its solutions.
“We also need another kind of infrastructure: intellectual infrastructure. If African leaders do not understand AI, it will show. They are responsible, and they must educate and upskill themselves to drive results,” said Charaf. At the institutional level, the African Union (AU) says it is working to build on the momentum generated so far in the emerging sector and sets standards for data sovereignty. The continental AI strategy calls for unified national approaches among AU member states to navigate the complexities of AI-driven change.
Lavina Ramkissoon, AU Ambassador for AI, Ethics, and Digital Transformation, says that despite the growing momentum, more commitment and bolder political will are needed at the in-country levels to ensure effective implementation of AI policies. “Africa must unite and define what AI means for the continent, just as we have seen in China, the US, and EU regions,” she said.
As outlined in its AI Plan of July 2024, the AU aims to “create a regional fund for the responsible development of AI by mobilizing regional and international development funds, along with private and philanthropic investments ” In April, around 52 nations signed a declaration announcing the creation of a $60 billion AI fund at the Global Summit on Artificial Intelligence for Africa, held in Kigali, Rwanda
However, details about its governance, spending, and deployment are yet to be disclosed
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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.
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Building the capacity of central office leaders to set a vision for equity and excellence and increase the effectiveness in leading change
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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.
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Flourish, a book by Martin E P Seligman, came out in 2011, and Seligman wrote it partially to correct his understanding of happiness in an earlier book, Authentic Happiness (2002). Over time, Seligman’s – and positive psychology’s – understanding of what happiness and wellbeing are evolved. Gradually, the distinction between happiness and wellbeing became more clear.
Happiness relates to a brief, quickly passing moment, and is quite of a buzzword It is a term easily understood by people, but when you look under the surface, it can have many meanings Indeed, happiness is often used as a proxy for well-being or quality of life (in his book, Seligman also uses flourishing) Well-being is a more complex and generic phenomenon, describing everything that is important to living a good life
In 2002 Seligman thought happiness manifested itself in three aspects: positive emotions, engagement, and meaning. In 2011, he argued that well-being or flourishing – a more stable and more permanent notion – should be the focus of positive psychology He also added two ‘missing’ dimensions of flourishing: positive relationships, and accomplishment. The PERMA model was born.
