Educational Leadership Africa Magazine | Issue 2

EDUCATIONAL

LEADERSHIP

ISSUE 2 SEPTEMBER 2020

EL AFRICA MAGAZINE

PRINCIPALLY SPEAKING : RECORD KEEPING PRACTICES & PERCEPTIONS OF INSPECTORS VISITS PG. 14

QUALITY ASSURANCE FOR SCHOOL IMPROVEMENT

EDDA BOHN PG. 7

DEVELOPING PRINCIPALS AS STRONG INSTRUCTIONAL LEADERS PG. 25

A CONVERSATION ABOUT DATA PG. 21

ARE YOU PRACTICING GRATITUDE? PG. 60

EL AFRICA MAGAZINE

EL 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.

IN THIS ISSUE 07

11

QUALITY ASSURANCE FOR SCHOOL IMPROVEMENT EDDA BOHN

IMPLEMENTING QUALITY ASSURANCE: INSPECTORS VISITS

14

PRINCIPALLY SPEAKING: RECORD KEEPING PRACTICES & PERCEPTIONS OF INSPECTORS VISITS

21

A CONVERSATION ABOUT DATA

25

DEVELOPING PRINCIPALS AS STRONG INSTRUCTIONAL LEADERS

29

THE DIGITAL DIVIDE IN SUB-SAHARAN AFRICA

30

COVID CARE

33

THE PANDEMIC CREATES AN EDUCATION CRISIS IN AFRICA: WHAT SCHOOL LEADERS HAD TO SAY!

53

IDENTIFYING STUDENTS LEARNING STYLES

55

BALANCING PERSONAL AND PROFESSIONAL LIFE

57

SPOTLIGHT: MRS. ALTA VAN HEERDEN

59

PRINCIPALS OF THE YEAR

60

ARE YOU PRACTICING GRATITUDE?

63

CHILDREN’S SLEEP IN THE TIME OF COVID-19: IMPLICATIONS FOR SCHOOL REOPENING

Articles published in EL Africa are edited for style, content and space prior to publication.

Views expressed are those of the authors and do not necessarily represent EL Africa positions.

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

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EL AFRICA | SEPTEMBER 2020

EL AFRICA MAGAZINE This quarterly digital magazine aims to serve as a link to close the gap between research and practice for effective schools for principals of secondary education in Sub-Saharan Africa (SSA). The goal is to use this medium to address the needs of schools through the Principals, share best practices in school leadership, enhance their leadership skills, and empower and celebrate what they do. This unique magazine will give a voice to these school leaders and serve as an African solution for African problems.

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

Therefore, The EL Africa presents a paradigm shift, viewing the change in the education systems from the lens of the school principals that implement teducation policies, these administrators are responsible for implementing/executing significant policies/changes 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.

EL AFRICA | SEPTEMBER 2020

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EDITORIAL & DESIGN WRITERS

EDUCATIONAL

LEADERSHIP EL AFRICA MAGAZINE

T e mi t o p e Mu s t a p h a - N i g e r i a N n a md i Ok o s i e me - N i g e r i a Ch r i s On wu k a - N i g e r i a A l b e r t A n s h - Gh a n a

EXECUTIVE PUBLISHERS Dr. Ada Omile

Ma i n a Wa r u r u - K e n y a S a n v e e E l mu t P i n t o - T o g o

CONTRIBUTORS Lanolia Omowanile David de Korte Atsou Atcha Yaovi Kuassi Essan Bruce Okiria Martin Alahaj Yakub A.B Abubarkar Miraim Balde Dr. Francis Onukwuli

Dr. Frances Ufondu

EL Africa Magazine’s exclusive look at the impact of COVID-19 across SubSaharan African education systems.

Gain some perspective on how to use data to improve schools (pages 20 through 24). Learn more about Quality Assurance implications for school effectiveness (page 7). See how to mitigate the digital divide (page 29).

CREATIVE DESIGNER C h i n e n y e O m il e

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

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

Email ideas and articles to elafricamagazine@gmail.com.

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EL AFRICA | SEPTEMBER 2020

THE PUBLISHERS DR. ADA OMILE

She earned her doctorate degree in Educational Leadership K-12, from Argosy University, Washington DC, Post Master's Certificate in Educational Leadership & Administration from George Washington University, Master of Arts in Special Education, Master of Science in Computer & Information Systems both from Clark Atlanta University.

She has over 26 years of experience in Education and Leadership.

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

Recently, she concluded that we need to create a forum to reach more school principals throughout the SSA, hence this EL Africa magazine.

DR. FRANCES UFONDU

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

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

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

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.

teaching and learning for students.

EL AFRICA | SEPTEMBER 2020

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LETTER FROM THE EXECUTIVE DIRECTOR HERE WE GO! The 2019/2020 school year was like no other, and every school leader in Sub Saharan Africa (SSA) is still uncertain what will happen before the year is over and moving forward. Most of you are effectively leading from a distance because of COVID-19. In your different countries, your district/regions/municipalities have or are still scrambling to produce unique reopening plans or guidelines to respond to your unique needs. Some of you are already back in school, some with full sessions, others with just the graduating seniors taking external examinations. Speaking of external examinations, it has been greatly affected, some of your examination bodies have set dates for it, others have shifts in calendar for later in the year.

We know that some issues for school principals are universal, some areas of focus include: Ensuring that your staff are mentally and emotionally well to effectively work with students.

Ensuring that you have plans in place to address the learning and health needs of your students.

Planning how to inculcate technology as a new tool for learning.

Communicating effectively to stakeholders of the newest developments as they happen for your school community.

record keeping, discussed data to show the link between the records schools keep as valuable data that can be used for school improvements, and how you as a school leader can develop as strong instructional leaders.

Of course, we cannot leave out COVID-19 and the disruptions it has brought to education in Africa, looking at it from the school leaders’ perspective. I believe that this pandemic is a

great accelerator

that resulted in advancement in instructional related technology all over SSA, and suddenly school leaders began to use technology in leading and teaching in their schools. Hopefully, you will continue to integrate the technologies in teaching and learning.

I want to express my utmost gratitude to those of you that share your story with EL Africa magazine. I also want to encourage more of you to share openly and proudly what you do for effective

In this second issue of EL Africa magazine, we talked about quality assurance from all perspectives, strategies for maintaining proper

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EL AFRICA | SEPTEMBER 2020

schools for the benefit of others.

Ada Omile EXECUTIVE DIRECTOR

CONTRIBUTE TO EL AFRICA MAGAZINE! If you’re an expert in education, please share your knowledge and experience with your fellow school leaders in EL 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 Aligning Curriculum and Instruction Assessment and Grading Policies EL 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/EL Africa magazine staff members and are judged on their relevance, interest to principals, timeliness, originality, readability, and credibility. EL 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 elcgtraining@yahoo.com and include: The manuscript prepared in MS Word.

A cover letter that indicates your intention to submit the manuscript to EL 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 email 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, EL Africa will select file or stock art to enhance the article.

EL AFRICA | SEPTEMBER 2020

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QUALITY ASSURANCE FOR SCHOOL IMPROVEMENT! The EL Africa magazine talks to Ms. Edda Bohn who serves as the Executive Director for Quality Assurance from The Deptartment of Education in Namibia

N

Ms. Edda Wibke Bohn

amibia is geographically the world’s

National Institute for Educational Development

35th largest country, but one of the

(NIED), Directorate: Programs and Quality

least densely populated, with a

Assurance (PQA) and the directorate of National

population of 2.5 million people, of

Examinations and Assessment (DNEA).

whom 52% are living in urban areas.

Basic Education is structured into the junior primary phase as from pre-primary, Grade 1 to 3,

Integral part of the country-wide implementation are the 14 educational regions with their Regional Directors heading these regions.

senior primary as Grade 4, 5 6 and 7, followed by junior secondary in Grade 8 and 9 where as senior secondary Grades 10 and 11 concluding with the Namibia Senior Secondary Certificate – Ordinary level; depending on academic achievement by learners in their ordinary level certificate they could take up a twelfth year to complete the Advanced Subsidiary level.

Each Regional Directorate has a Deputy Director of PQA, heading several sub- divisions, of which the one of quality assurance is the regional Inspectorate. In the decentralized model, these are divided into Circuits of which is headed by an Inspector of Education (IoE) who is the quality assurer of about 28 to 35 schools in the circuit.

In my capacity as the Deputy Executive Director (DED) for the department of Formal Education in the Ministry of Education, Arts, and Culture (MoEAC) allow me to provide a brief explanation on the context of the educational management and leadership setup in Namibia.

The job description of these IoE requires the execution of inspections at schools, setting of regional standards, aligning national standards, and in-service training of School Principals, Heads of Departments and Teachers.

The Ministry is organized in three departments,

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Finance and Administration, Lifelong Learning,

Besides the IoE there are also Education

Arts and Culture and Formal Education. The

Officers who are subject experts that provide

later comprises of three directorates which,

and as coordinate continuous professional

form the policy pillars for the basic education

development for teachers. Their work support

sector, in particular, the Directorate called

effective curriculum implementation.

EL AFRICA | SEPTEMBER 2020

As part of the quality assurance processes, this policy document, the National Standards and Performance Indicators for schools in Namibia (NSPI) are valuable tools and basis used by school principals to review the work of their own school.

Embarking on a school selfevaluation, through which they together with the school management team and the teachers and learners are seeking for modalities to improve its operations, ask themselves in what aspect of its work should the efforts of the staff be directed. Meaning that the same framework of the NSPI is utilized by external evaluators when they

MEASURES IN PLACE FOR QUALITY ASSURANCE IN SCHOOLS

examine some aspects of the work of a school, with a view to suggesting ways to improve its work.

Namibia has provided considerable resources (23% of its national budget is allocated to education) for ensuring that

The resulting scores identified

all our children have the possibility of benefiting from a full

strength and weaknesses from the

basic education because we know that the future of our

starting point of the school

country depends on it. While access to basic education for

development plan (SDP) and the plan

the primary phase stands at 96% and for secondary at 54%

of action for academic improvement

(EMIS 2018) our challenge remains the need to improve the

(PAAI). The process of externally

quality of the education provision in our schools.

evaluating a random sample of 36 schools per annum stalled due to the

As one quality assurance measure, the ministry has developed and implemented the National Standards and Performance Indicators for schools in Namibia (NSPI) in 2006.

limited resources and the regionally managed process was encouraged, instead.

Inspectors of Education are the The NSPI describe the operations of a school in a very systematic way with 7 Key Areas, 29 Performance Indicators (PIs), and 111 Themes Aspects of the desirable conditions of a school and its work. The operational framework of these NSPI provide a way of quantifying the quality of each of these aspects. For each aspect, a PI has been written which seeks to describe different levels of achievement in that aspect of a school's work. Overall, the detail given for the PIs is designed to reduce the element of subjectivity on the one hand and at the same time provide developmental guidance on the other hand; this means that the evaluation process is aimed to be free of being condemnatory.

supervisors of the Principals responsible for a particular circuit in a region and visit schools often known as Regional External School Evaluation visits (RESE) with a team of Senior Education Officers specializing in particular subjects to support, assist and guide teachers and managers at schools. Regular Circuit Management meetings are conducted, which includes all school principals in the circuit.

EL AFRICA | SEPTEMBER 2020

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Inspectors of Education are similarly conducting individual visits to support school management at least once per trimester.

In addition to that, MoEAC released a circular to guide schools and regions to prepare for the planned resumption of face to face schooling. On the 3rd of June schools resumed

As a tool to operationalize the National

for Grade 11 and 12 learners in all regions for

Standards, the Ministry developed the Social

Phase 1 while on 7th July Phase 2 started with

Accountability and School Governance (SASG)

Pre-Primary to Grade 3 learners. Phase 3 face

program which looks at strengthening parental

to face resumption for Grade 7 and 9 started

and learner involvement in school

on 20th July while the rest of the grades will

governance. The SASG is our flagship program

resume teaching and learning on 3rd August.

under which the Integrated School Health and Safety program is housed (ISHSP). This initiative also resulted in the development of a policy framework called the National Safe Schools Framework.

HOW NAMIBIA IS DEALING WITH COVID-19 AND HOW IT IS IMPACTING LEARNING Since the 11th March 2020, when the World Health Organization (WHO) declared COVID-19 a global pandemic, governments around the world, Namibia included, have taken necessary steps to suppress and control the spread of the novel coronavirus. Schools were closed with immediate effect from the 15th of March 2020. The closure of schools has had serious repercussions on the teaching and learning process, thereby compelling the ministry to move to other alternative methods of learning. The MoEAC issued circulars and guidelines to make provision for learning to continue with alternative modes such as elearning, blended approaches, and learning packages. MoEAC with stakeholders started with production of printed school materials that were distributed to all regions to assist learners who could not access e-learning platforms during lockdown period while at home.

MoEAC has also made available Guidelines for schools in Namibia on the prevention and management of COVID-19 booklets supported by UN Development partners. The Ministry disbursed thermo-guns and masks for all learners prior to the commencement of schooling.

Besides these operational initiatives, the Ministry made available funds in the amount of $600 million (six hundred million) for the renovation and expansion of school and hostel infrastructure. Compliance standards for operation of schools during the COVID-19 Pandemic were issued on 18th to outline the basic requirements that must be met by the school to be granted permission to resume with face-to-face teaching and learning.

Rationalization of the National Curriculum for Basic Education for Pre-Primary, Grades 1-9 in the context of COVID-19 State of Emergency was issued to provide guidance to schools so that learners complete the academic year for promotion to the next grade with the core competencies of knowledge, skills, and values.

The revised promotion requirements for Grades 1 to 9 for the 2020 academic year was issued on 18th June to amend the promotion requirements in line with the rationalized curriculum and the loss of face-to-face teaching time.

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EL AFRICA | SEPTEMBER 2020

The Ministry is providing parents with an alternative learning delivery mode during the State of Emergency for COVID-19 whereby attendance of classes on school premises will be considered voluntary and measures are put in place to make it possible for parents to

While these times are characterized by uncertainty, the Ministry remains committed to its mandate to provide for quality education for all as aligned to its 5th National Development Plan and the Harambee Prosperity Plan not to leave no-one behind.

assist their children with school work at home.

Ms. Bohn is a devoted educator, here she was addressing community members on DOWN-SYNDROME Awareness Day

WOULD YOU LIKE TO CONTRIBUTE AN ARTICLE OR WANT TO BE CONSIDERED FOR A FUTURE COLUMN? Contact EL Africa Magazine at Elafricamagazine@gmail.com

EL AFRICA | SEPTEMBER 2020

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IMPLEMENTING QUALITY ASSURANCE: INSPECTORS VISIT Quality assurance involves the systematic

they prepare to receive the quality assurance

review of educational provision to maintain and

inspectors, the impacts of quality assurance

improve its quality, equity and efficiency. It

and how school records are kept.

encompasses school self-evaluation, external evaluation (including inspection), the

According to Act 16 of 1985, Federal

evaluation of teachers and school leaders, and

Government of Nigeria (FGN), quality standards

student assessments. Thus, to reposition

in education have been the responsibility of the

education to play a beneficial role in societies,

Minister of Education, which he executes

the importance or the roles of quality

through the Federal Education Quality

assurance should be adhered to.

Assurance Services (FEQAS). FEQAS was established in 1973 in recognition of the need

In this article, we will take a closer look at school quality assurance implementation practices and how education agencies use the results for school improvement, how efficient are school visits and are the outcomes of quality assurance inspectors visits to schools really beneficial?

for the Federal Ministry of Education to continue providing leadership and formulate national policy for the purposes of planning and quality assurance nationwide. The Federal Education Quality Assurance Service existed as a semi-autonomous body until 1988 when, due to the Civil Service Reorganization Act No. 43, the Federal Education Quality Assurance Service lost its autonomy. FEQAS mission includes setting agreed National Education

We will also review the areas of inspection, types of inspection, the rating of schools and how they are managed. El Africa Magazine also interviewed a quality assurance inspector from the Municipal Council Abuja and three school principals from different parts of Nigeria to compare the different perspectives of practitioners. The principals were asked about record keeping at their different schools, how

Standards that ensure optimal attainment in all institutions below tertiary level, through Quality Assurance processes that guarantee effective and efficient curriculum delivery and good educational management for improved learner outcomes, in a globally competitive environment. It also provides national guidelines for inspection, accreditation of schools and support states to develop their own inspectorate services.

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EL AFRICA | SEPTEMBER 2020

FUNCTIONS OF FEQAS

In an EL Africa Magazine interview with school inspector, Mrs. Dorcas from the Municipal Area

The Department translated the policy goals into the following mandates: Undertake regular evaluation of all schools in the country below the tertiary level to ensure effective and comprehensive implementation of curriculum and pedagogy standards through Whole School Evaluation

Council Abuja, she explained that Quality Assurance Inspectors visit schools from time to time to ensure that schools are implementing government policies and programs, and to evaluate standards, quality of education and conditions of school facilities. They plan their school visits twice every term because schools operate termly.

Follow-Through Evaluation Special Evaluation Accreditation

The identified eight components of quality standards as highlighted by the National Educational Quality Assurance Policy: Learners Welfare and Participation, Learners Achievement and Standards, Care guidance and Support, Leadership and Management, School Community Relationship, Learning Environment, Teaching and Learning, Curriculum and other activities.

INSPECTORS VISITS The Quality assurance inspectors are deployed to schools periodically and have a checklist of school quality indicators

AREAS OF INSPECTION ARE DIVIDED INTO THE FOLLOWING CATEGORIES: The Instructional: instructional material inspection are sets of activities carried out to check availability of learning tools with the purpose of making teaching and learning better for the students. Learning tools include textbooks, exercise books, writing materials, writing boards, audio and visual aids, and other office materials.

The Personnel: personnel inspection deals with the teachers and their functions as instructional staff. It is the responsibility of the inspectors to assess the effectiveness of teachers and standards of teaching.

The School Records: inspectors examines statutory and non-statutory records and safety of student’s personal information.

They also securitize records and check utilization and proper use of school funds.

The Physical Facilities: physical facilities includes classrooms, libraries, laboratories, playgrounds, furniture, drinking water and restrooms. They also check proper lighting and ventilation, and general cleanliness and safety of the school environment.

Mrs. Dorcas Analokwu Quality Assurance Inspector

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TYPES OF INSPECTION Corrective: The inspecting officer under this type, visits the schools with a view of discovering faults and mistakes with the methods of teaching, maintenance of records etc. and asking the schools to correct the findings.

Preventive: The inspecting supervisors with their wealth of experiences guide the school administrative teams on how to manage school properly to avoid mistakes.

This is more like coaching for improvement.

Constructive and Creative: This implies, liberating the teachers from set procedures and making them reliant and enthusiastic in

Later, the head teacher/ principal is instructed

doing their work. The supervisors may help

to make sure that the teachers comply and

by introducing new strategies and coaching

correct their mistakes before the next visit.

head teachers and teachers. The

They also classify schools based on quality

dissemination of new data and results of

teaching and percentage of student passing

trying new ideas and methodologies are

grades after the end of each term and

probably the most important function of the

percentage of passes after Junior Secondary

quality assurance inspectors.

School (JSS 3) Senior Secondary School (SSS 3) and final West African Examination Council

On any given quality inspection visit, the

assessment (WAEC). These are the student’s

inspectors arrive early in the morning to

academic data.

observe the arrival of students and attendance, the morning assembly, the relationship and

Quality education is the right of every citizen

communication between the head teacher and

that may be granted or withheld by whosoever

teachers. They also check the practical

is in charge. Quality education can be

teaching in the classroom to ensure that

achieved when all the needed factors such as

National Standard Policy on Education is duly

the teachers, curriculum, instructional

followed and implemented. The school rating

materials, appropriate learning environment

includes an

C:

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A:

Distinction,

B:

Upper Credit and

Credit / Merit / Pass. Most schools in

and the students are in place. Sometimes, limitations in terms of growth and global

Nigeria fall under category B due to the falling

competitiveness are being propelled by the

standard of education in addition to the fact

operations and output of the educational

that teachers are no longer encouraged to do

system and this has been traced to the quality

more via incentives. After the supervision, the

of teaching and learning in schools. It has

inspectors gather all the teachers to the school

equally been observed that teaching and

hall to report their findings. Individual feedback

learning have declined due to ineffective and

is given to teachers according to the findings

inefficient monitoring, evaluation, inspection

in their classes.

and supervision in schools.

EL AFRICA | SEPTEMBER 2020

PRINCIPALLY SPEAKING:

RECORD KEEPING PRACTICES IN SCHOOLS AND PERCEPTIONS OF INSPECTORS VISITS! Schools generate and keep a wealth of

RECORDS MANAGEMENT

records; amongst the records they create and keep are statutory and non-statutory records. These records are data that school leaders could use to improve their schools.

For example, your attendance register could show if you have attendance, tardy (lateness) or truancy issues. It could also reveal whether this issue is gender related, or what grade level you should focus on. The data will guide you as you develop an improvement plan to solve the problem.

Another example is the records of your students’ test scores for three consecutive years, it could reveal a subject area that your students struggle with (Math or Science).

Each country in Sub Saharan Africa (SSA) through their federal education agencies has Records Management and Student Records Regulations. These regulations are constantly amended or updated to reflect changing times.

The education authorities set standards for school quality and the type of records that

You could then develop a school wide improvement plan to address the deficiencies. Your school records on teachers’ attendance could also reveal a gap that needs to be addressed. This section will review record management, the importance of data as a powerful tool for school improvements, and how teachers use

schools should keep, and how long they retain those records. Schools that properly manage their records can store and retrieve valuable information when needed quickly and accurately, but this could be jeopardized by the manual data storage process. Schools need to properly manage their records for effectiveness.

data to improve instruction. We will take a look at three different principals and how they keep school records, prepare their team to meet the quality assurance inspectors and the impact to their schools and student learning. We encourage you as leaders to start looking at the data you have more critically and how they influence your student

The school systems in SSA except for some wealthy private schools still use notebooks and storage cabinets or boxes to maintain school records. We are in a different era now and schools should move towards automation, and gradually phasing out paper and pencil record keeping, filing and physical storage.

outcomes and improvements.

EL AFRICA | SEPTEMBER 2020

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There are several data process automation software to simplify school records management. Some are free, and others you could purchase.

There are also safety issues in current practices of record keeping, migrating to electronic records ensure that information and data can be safely stored, readily available, easily accessible, and can be shared in a timely manner to people with interest, while still protecting individual privacy as required by law. Electronic records management will also help ensure compliance.

The EL Africa magazine interviewed some

Mr. Donatus Ovuoba is the principal of Abakaliki High School, (PRESCO) Ebonyi State. Nigeria

school principals on their record keeping practices, quality assurance inspectors’ visits

We have varieties of records including

to their schools and their perceptions and

continuous assessment record, diary, syllabus

impacts of the visit. These leaders are doing

that includes course content of every subject,

their very best with very minimal resources.

staff minute book and the book for the school

Below are their responses and personal

welfare. We also have a scheme of work and

opinions.

lesson plans which are primarily teachers’ assets to write down how they intend to cover the syllabus as well as strategies they will use to engage students. We also have a school register book. During Quality Assurance Inspection, the inspectors usually give us notice before coming and we ensure that we tidy up the school compound. We also inform our students not to be absent from school for any reason to ensure perfect attendance.

Teachers will be informed about the inspectors’ visits in order for them to prepare well to receive the inspectors but most importantly, we ensure they follow their scheme of work and teach the content standard. We also make sure that all statutory school records are available for them to go through on request. Almost every academic session, inspectors from Ebonyi State Ministry of Education visit my school and most times they return with good impressions and commendations about the school.

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EL AFRICA | SEPTEMBER 2020

The impact of the inspectors’ recurrent visitation includes making our teachers to always be on alert and attentive as expected in keeping up with teaching and student learning and their professional duties. The school inspectors always want to ensure we teach all that we have outlined in our scheme of work within a particular term, a given week and month.

Record keeping of students data is not easy, a major strategy we deploy is that we keep curricular records of each student to make sure that information about student transfer from one school to another is sent to their new

Mr. Imoh Uwah is the principal of GREEN LAND SCHOOLS in Calabar, Nigeria

school. We ensure this is done within the first 15 days of the students’ withdrawal from our

Mr. Uwah believes that the education system is

school. As a government school, we stay alert

one that deals with adequate record keeping,

always to provide students information to the

in years to come people refers to such records

local government authority because we know

for certain purposes. In our school, we keep

that we will only be given about 14 days to

hard copies and we have embraced the digital

submit the names. For the attendance

form of school record keeping, we still make

registers, we do classification; the method of

sure we prioritize our school record keeping

arranging records and students’ files according

because when the inspectors visit they take

to classes or subjects. We also engage in file

time to go through the hard copies. We have

storage, it is a stage where we label the files

an attendance school register, scheme of

and we arrange them accordingly and they are

work, health records, lesson plans that are

kept in different cartons, we do periodic file

more digital in our school, inspection file,

maintenance also, whereby we designate some

punishment book, reward book and curricular

administrative staff of the school to ensure the

records to keep academic achievements of

files are in good condition.

the students. We have student record cards as well, teacher records, cash books, ledgers and other school financial records; these ones the inspectors hardly pay attention to them but they give thorough attention to our statutory records. In the punishment record book, we write the nature of offence of a student and then the kind of punishment.

EL AFRICA | SEPTEMBER 2020

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We hardly fill this book except in cases of

It is usually a painstaking exercise when they

corporal punishments because the inspectors

come and it takes a whole day. They may come

usually request for such and they want to know

for on the spot assessment on resumption, but

what the students have done. The school also

if they come for routine inspection, it is always

keeps reward system books for those who are

a thorough exercise. They take their time to

committed and dedicated to their work. We

look at the school records such as the scheme

recognize most punctual staff during the year.

of work, syllabus book, lesson plans and other

The reward book empowers us to give out

records. They thoroughly inspect our scheme of

recognition to outstanding students and staff.

work, page after page to spot out errors. When teachers are guilty, they go jittery, so in our

Most times we receive notices before the

school we task our teachers to keep up to date

Quality Assurance Inspection, but if it is on the

record. We are always happy when they come

spot assessment, they hardly give any notice. In

because at the end of the exercise they gather

that case we basically hold a meeting ahead

all of us for effective feedback. We see them

of their visit. As the school administrator, I

as partners because in areas we don’t do well,

counsel the teachers on the need to teach their

they tell us and they advise us on how to go

scheme of work up to date. The need for them

about improving them.

to stay well prepared because the inspectors ask them questions and prefer to watch them

Later in the next term, the inspectors return to

deliver their subjects in the classroom as well.

the school to re-confirm that the corrections

We make available every required book and

they pointed out during their inspection

they look at our enrollment strength, class

exercise were adhered to. It is a rigorous

attendance register and mostly the scheme of

exercise, we sometimes stay beyond school

work.

closing hours, because the inspectors will supervise teaching, make observations and

In regards to school records especially the

watch for student responses. We always

attendance register, it is very important to us

appreciate it when they come around because

because it reflects consistency of students’

they help us improve.

attendance. We mark attendance registers in the morning and then after long breaks, this is

The inspection has helped our school improve

to give students more opportunity to be present

student achievement and sustain quality

in school because some of them may not catch

programs. The school inspectors have helped

up with the morning attendance. The

us improve the standard of education we

attendance records are later transferred to

provide our students. Due to the frequent

electronic format. In terms of staff log-in, we

inspection by the ministry, we have upgraded

have a clerical time book, when our teachers

our standards based on their

arrive in the morning they fill the clerical time

recommendations. They recommended seminars

book that is kept with the school security, and

to improve teacher quality and effectiveness.

in the event they want to go out, they use their

The inspection reports sometimes criticise our

tally, this way the staff models for the students.

school and that has motivated us to improve our programs, thereby increasing our student

Whenever the inspectors come around, it is usually an exciting time because we know we will learn something new from them.

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EL AFRICA | SEPTEMBER 2020

enrolment because we keep getting better.

We also keep an inspection report file, which contains the reports of visits to our school by inspectors. We keep staff duty books, this book is important because we write brief reports of what is happening in the school on a daily basis. Lastly we have minutes of meeting books, it is a hardcover book that we use for recording minutes of our meetings for reference purposes.

Mrs. Habiba Sheu is the principal of Kwankwaso Malami Girls Primary School/Madobi L.G.A of Kano State.

Our school has an academic record that contains approved copies of the syllabus we use in teaching our pupils, our teachers also fill their scheme of work book every week and it is kept in the Headmistress’s office. I make sure to

In our school we have different types of school records, specifically the statutory books like the Admission register to keep records of admissions, withdrawal of students, and note admission number, the names of pupils in full, their sex, address, previous schools attended if there is any, records of progress and transfer certificate.

All entries are usually hand-written and this is kept for 15 years. We have an attendance register that is kept for each class and it contains the details of students, it is kept until pupils leave our school. The register usually contain admission number and names in full and the sex of the pupil. We also have a logbook, in it we record important events happening in the school, our own log book contains the history of our school as well, so we keep them very safe. We also have a book where we record names and addresses of all-important people who visit our school as well as reasons they visit. Then we have a

mark the scheme of work books for the teachers. Lesson notes or lesson plans are prepared by teachers so they could follow it without omitting any step while teaching.

Continuous assessment report sheet is also part of the books we keep, two copies are mostly used, one for our pupils and one for the school.

We make sure this contains assessment of cognitive and psychomotor domains. Other books we keep are cash books, where we record any amount that comes into the school account and we specify for what purpose. We also keep health books in our school to keep a record of health cases of our pupils. We have a ledger book where we note all transactions of the school and keep records of student fees.

Finally, we keep a stock book to write the school infrastructure like available chairs/tables per session and if the government gives us new learning equipment.

We cannot forget the staff time book and staff movement book.

punishment book, which we hardly use or write anything inside.

In preparing ahead of a State Ministry of Education inspection, it is usually a very tough

In the past we have recorded some offenders' names, the nature of punishment and the nature of their offence, including the name of the person who administered the

task. Whenever the school inspectors are visiting, as the Headmistress, I ensure that everywhere in the school premises is kept very neat.

punishment.

EL AFRICA | SEPTEMBER 2020

18

We also inform pupils to make sure they look neater than usual from the fingernails to their shoes than in other instances. The impact and lesson we learned from the Inspector is that they point out to us whatever they suspect we are not doing well, they engage some of our teachers in discussion on methodology and ways we can deliver better instruction. Overall, in our school, the last inspector told us to add additional rooms to our vocational centre so that more pupils could master the art of cooking and weaving that we are teaching them. They also advised us on how best we could control the children in class. They commended some of my teachers on their

It is always important to hear first hand reports

lesson plans and they watched them deliver

from the principals in the frontline of school

their lessons in class. They also motivated me

quality assurance visitation. We hope you have

to relate better with my teachers. They help us

identified a single strategy used by these

to reach our goals better and with simple

administrators that could help your preparation

strategies.

for quality assurance inspection and record keeping of important student data. Use of

We use different strategies to keep our school

electronic records management systems is very

records including attendance register in

effective in maintaining students’ records.

alphabetical order, we ensure that attendance

Don’t forget to review the free open source

is taken at the beginning of each day and

school management software that we shared in

before the close of school every day. We do

this issue.

this because some students do not report to school on time, they miss out from the morning attendance register, so we give opportunity to take attendance later in the day when they eventually appear in class. Our teachers always

Alaba, S. O. (2010) Improving the standard and quality of primary education in Nigeria: A case Study of Oyo and Osun States.

International Journal for Cross-Disciplinary subjects in Education 8(1), 60- 68

indicate on the attendance register whether the absence of a pupil is authorized or not like

Federal Republic of Nigeria (2013). National policy on education NERDC: Lagos.

if a pupil is sick and presents sick paper to the school, it will be indicated on such pupils’ column. Another aspect is that we keep attendance and admission registers available

Mogbeyiteren, O. L. B; *Azeez, T. A. & Abina, A. P. (2019), Impacts of Quality Assurance InManaging Education In Nigerian Schools. International Journal of Innovative Educ. Res 7(4): 131138, 2019

for inspection during school hours.

UNESCO (2000): The state of education in Nigeria, Abuja.

UNESCO (2003): Learning to live together: Have we failed: Geneva

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EL AFRICA | SEPTEMBER 2020

ARE SQUID TEETH THE SECRET TO BUILDING ‘SELF-HEALING’ ROBOTS? THE ARMY THINKS SO...

Scientists working with the U.S. Army are employing a natural self-healing process using squid teeth in ways that could allow future engineers to manufacture self-fixing parts in soldier clothing, prosthetic legs, personal protective equipment, and even robot parts. The polymer they’ve been able to reproduce is based on natural protein in the ring teeth of a squid that repairs itself when damaged.

Researchers have teamed with Army initiatives to look at how a protein in squid "ring teeth" might be used to create self-healing materials for clothing, gear and robot parts. Melik Demirel, professor of Engineering Science and Mechanics at Penn State, is pictured here with a squid from early testing.

https://go.afa.org/e/285922/ing-robots-the-army-thinks-so-/bghrm9/1066413508h=1ANR8WHDsDPCGepDLJrYZE_Zv4dWOZfOwIE_Y8_bnNc

EL AFRICA | SEPTEMBER 2020

20

A CONVERSATION ABOUT DATA

By Dr. Frances Ufondu, Assistant Superintendent of Business Services, PSD

Let us discuss different ways you and your team of educators can use student data to effectively inform instruction. There is no doubt that educators’ effective use of school data helps improve learning, but all the data in the world will have little impact on student learning if teachers are not comfortable, knowledgeable, and skilled in using variety of data to improve teaching and learning. First, we need to define and understand what data and data literacy is.

WHAT DO WE MEAN BY DATA LITERACY IN EDUCATION? Data is defined as facts or figures, or information. Data is measured, collected and reported, and analyzed, whereupon it can be visualized using graphs, images or other analysis tools. Data as a general concept refers to the fact that some existing information or knowledge is represented or coded in some form suitable for better usage or processing. Data in education must certainly include more than the achievement levels,

Data must certainly include more than the achievement levels, scaled scores, and growth scores derived from state assessments, which

scaled scores, and growth scores derived from state assessments, which are the touchstone of school and teacher accountability.

are the touchstone of school and teacher accountability. What is the role of data from teachers’ ongoing classroom assessment, observations, and interactions? What other data are relevant to answer particular questions: demographic or socio-economic data, historical data or trends over time? Do schools have the data that they need and do they have enough of it? What role does data play in making decisions in education?

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EL AFRICA | SEPTEMBER 2020

Data Literacy then, is the ability to work with and understand data for the purpose of continuously improving teaching and learning in the classroom and school. Teachers who are data literate should be able to collect multiple student data sources, interpret and analyze data accurately and be able to collaborate with teams using continuous cycles of inquiry.

There are many types of data that support

Observations (Daily-Weekly): The beauty of

student learning—and they are so much more

having a constructivist, student-directed

than test scores. But individual data points do

classroom? The kids are comfortable with

not give the full picture needed to support the

you walking around and sitting with them in

incredibly important education goals of

their groups—your “guide on the side” role.

parents, students, educators, and policymakers

In other words, they don’t freeze up when

to form a full picture of student learning. When

you step away from the podium or your

used effectively, data empowers everyone.

regular spot by the whiteboard. This

When equipped with the right skills and tools,

freedom allows you to be a fly on the wall,

everyone who plays a role in education can

gathering data on individual students: How

have a strong impact on students and their

well are they making sense of the content?

communities. Parents can be their child’s

Interacting with others? Are they struggling

champion along the path to success. Teachers

with a learning activity? Such data from

can be sure that their students are really

observations then leads us to adjust pacing

learning what they are teaching. Principals and

for the whole class or scaffold for those

district administrators can use data to manage

students who are still struggling.

schools, allocate resources, and communicate with their communities. Policymakers can create the conditions for success in states and throughout the country.

Benchmark Common Assessment including Projects, Essays, and Exams (1-4 Times per Month): Formative common assessments, such as literary analysis essays or end-of-

TYPES OF DATA AND MAKING DECISIONS WITH DIFFERENT KINDS OF STUDENT ASSESSMENT DATA The number one job of a teacher is to be faithful to authentic student learning. To gauge student learning, we need different data sources before the school year starts, during the school year and at the end of the school year. We will examine the different types of data, their purposes and the frequency of use to have a direct impact on learning.

Formative Classroom Assessments (DailyWeekly): They occur while the lessons and learning are happening in the classroom.

They are used to diagnose students' learning needs, plan next steps in instruction, and provide students with descriptive feedback on how to improve their performance. Lowstakes assessments are really the most important and useful student data. Exit slips, brief quizzes, and thumbs up/thumbs down are a few of my favorite ways to gather information on where students are and where we need to go next.

unit science exams, allow us to measure the growth of individual and whole-group learning. If a large number of students don’t do well on a high-stakes assessment, we need to reflect back on the teaching and make necessary adjustments in the future.

Summative Assessments: (Quarterly or One time per year) This happens after learning is supposed to have occurred to determine whether learning has taken place and to differentiate and inform program change.

Data is used to decide student grouping and differentiation. This includes Quarterly District tests and annual State assessments.

State and Standardized test data reveals how your students performed: advanced, proficient, basic, and below basic. This could help inform how you choose student groups, create seating charts, and differentiate for individuals. Summative assessment also guides the development of annual school and district improvement plans.

EL AFRICA | SEPTEMBER 2020

22

Demographic Data about People, Practices

Central office administrators use data to make

and Perceptions (Cumulative Files):

decisions about teachers, as well as students,

Demographic data is used to identify

classes, programs, and schools. An Internet

characteristics of students, teachers and

search on "data-based decision making" will

the community to help verify causes of

bring up dozens of PowerPoint presentations,

student-learning problems and take

PDFs, images, and plans. Many books also

effective action. It is difficult to find the

address this theme.

time to read students’ files, but if you haven’t before, it’s well worth it. Much

In a Data Quality Campaign (DQC) discussion

information is found in these files. From

about, “What-is-student-data?” they

trekking to the counseling office after

emphasized that when equipped with the right

school, sitting down with a cup of coffee,

skills and tools, everyone who plays a role in

and reading through the files of students

education can have a strong impact on

you have questions about (beyond the data

students and their communities. Parents can be

in hand), may lead to discovery of critical

their child’s champion along the path to

information. From a child’s cumulative files,

success. Teachers can be sure that their

you can sometimes see a dramatic grade

students are really learning what they are

change at a specific point during their

teaching. Principals and district administrators

school journey. Perhaps prior to eighth

can use data to manage schools, allocate

grade, the child had been an A student and

resources, and communicate with their

then started earning Ds and Fs. You can

communities. Policymakers can create the

express concern about this, sharing the

conditions for success in states and throughout

data with them. The students may then

the country. Education data is a powerful tool,

share a reason with you: Their parents

but only if they are securely in the hands of the

divorced, or they moved to a new

people who need the data, when they need the

city/community. You then have an

data. To deliver on the power of data to

opportunity to be empathetic, acknowledge

support student success, state and local

their hardship, and set some goals together

policies must foster strong leadership, a

for them to improve academically. You may

supportive culture for improvement throughout

also use this data to refer students for

the school and community, family and

further counseling services or advocate for

community engagement throughout the

additional support for them.

learning process, and systems that provide useful tools for district staff and parents. These

TYPES OF DATA AND MAKING DECISIONS WITH DIFFERENT KINDS OF STUDENT ASSESSMENT DATA

four aspects of effective education data use have had a dramatic impact on students in schools across the nation.

The phrase "data-based decision making" is used often and has many meanings. Teachers

There are many types of data that support

use data to answer questions about students.

student learning—and they’re so much more

Groups of teachers and building administrators

than test scores. But individual data points

use data to answer questions about students,

don’t give the full picture needed to support

classes, programs, and their school.

the incredibly important education goals of parents, students, educators, and policymakers to form a full picture of student learning.

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EL AFRICA | SEPTEMBER 2020

When used effectively, data empowers

The problems in schools are too complicated

everyone. Data has the potential to transform

and complex to be solved by a few leaders or

education into a personalized experience that

by use of only one data source-state

meets the needs of individuals and ensures that

assessments-once a year. It requires teachers

no student is lost along the way. But for this

using data daily in the classroom and

transformation to happen, the focus needs to

collaborating with their grade level teams to

shift from collecting data to prioritizing the

reteach using the continuous cycle of

effective use of data at all levels, from kitchen

improvement. Educators are perhaps the most

tables to school boards to state and federal

critical decision makers in the classroom, but

houses. DQC made the following suggestions:

data have the ability to enhance their

TO MAKE DATA FOR ALL STUDENTS

understanding of each student’s strengths and

Measure what Matters: Be clear about what students must achieve and have the data to ensure that all students are on track to succeed.

weaknesses, identify trends, and ultimately prepare students for college, career, and life success. Being data literate is crucial now and will become only more important in the future.

TO MAKE DATA USE POSSIBLE Provide teachers and leaders the flexibility, training, and support they need to answer questions and take action.

TO BE TRANSPARENT & EARN TRUST

Alber, Rebecca. (2017) 3 Ways Student Data Can Inform Your Teaching. Edutopia. Retrieved from: https://www.edutopia.org/blog/using-student-datainform-teaching-rebecca-alber

Ensure that every community understands DQC, Data Quality Campaign

how its schools and students are doing, why data is valuable, and how it is protected and used.

TO GUARANTEE ACCESS & PROTECT PRIVACY Provide teachers and parents timely

https://dataqualitycampaign.org/resource/what-is-studentdata/

Love. N. (2013) Data Literacy for Teachers (laminated reference guide). Port Chester, NY: Dude Publishing

(2011) Teachers’ Ability to Use Data to Inform Instruction: Challenges and Supports. U.S. Department of Education.

information on their students and make sure it is kept safe.

A recent report by the U.S. Department of Education says, “In order for student data and data systems to have a positive influence on student learning, teachers not only need to locate, analyze, and interpret data, but also to

WOULD YOU LIKE TO CONTRIBUTE AN ARTICLE OR WANT TO BE CONSIDERED FOR A FUTURE COLUMN?

plan and provide differentiated instruction through techniques such as individualized learning plans, flexible grouping strategies,

Contact EL Africa Magazine at Elafricamagazine@gmail.com

and alternative instructional approaches geared to different student profiles” (2011).

EL AFRICA | SEPTEMBER 2020

24

DEVELOPING PRINCIPALS AS STRONG INSTRUCTIONAL LEADERS Using Data to Drive Actions

By Mrs. Lanolia Omowanile

Time is the most precious and limited

Meetings as a strategy effective principal

resource a school principal has; it cannot

managers use to develop principals into

be wasted. Unfortunately, the job of a

strong instructional leaders that can use data

principal is not solely to manage the quality

to drive their actions on a weekly basis.

of teaching and learning in the building.

Budget meetings, parent communications,

The use of data is the single most important

and operations updates all vie for attention

lever to ensure a principal is taking the right

on the principal calendar leaving only

actions at the right time. The most critical

enough time for the principal to observe a

meeting between a principal and his/her

fraction of the instruction that occurs each

manager is the meeting where data and

day.

corresponding actions based on the data are discussed- The Weekly Data Meeting.

The Weekly Data Meeting The strongest instructional leaders are intentional about how they use their time and what they prioritize each day.

These leaders consistently use data to

These meetings serve as the observation, coaching and planning space for principal managers to help build the principal capacity to reach the school’s many different goals.

determine how their time is used to drive their school’s progress toward ambitious student achievement goals. They consistently collect a variety of data points and analyze them to find the successes, gaps and patterns that tell a story about their school’s highest-priority needs and thus where they spent the most time. In order to develop principals into strong instructional leaders, principal managers must coach principals to answer the question, “How do I align my time to the highest leverage actions that will improve the quality of our school for children?” In this article, we will explore Weekly Data

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EL AFRICA | SEPTEMBER 2020

This approximately 90 minute meeting has three parts: 1. The Outcomes- Causes-Solutions (OCS) discussion 2. The in-class observations 3. The debriefing

Before the Meeting This article assumes an agreement between the principal and principal manager regarding what student data to track and at what frequency.

This article assumes an agreement between

At the end of the OCS process, the principal

the principal and principal manager regarding

must be able to successfully complete the

what student data to track and at what

following sentence:

frequency. For more information on the types

must be trained on how to conduct deep

“The most important area to focus on is (most pressing problem), because if the teacher/leader did (action step(s)), we will very likely see (intended student

analysis of school-wide data using the

action/outcomes)."

of data to track, see the article “A Conversation about Data” on page 21. Prior to the first Weekly Data Meeting, the principal

Outcomes-Causes-Solutions (OCS) problem solving framework.

Once the principal is trained on the

Outcomes The leader identifies the most important successes and gaps in student or campus outcomes. Key questions to ask oneself during this phase are: What are our campus goals?

What data most illuminates our progress towards those goals? Where does the data show we are winning? What are the gaps?

How wide are the gaps from the goals?

Outcomes-Causes-Solutions (OCS) problem solving framework, the principal manager must establish the expectation that this process is completed to analyze pre-identified schoolwide data as pre-work for the Weekly Data Meeting. Effective principal managers evaluate the quality of the school leaders' OCS process by completing their own preliminary analysis prior to the meeting, thus arriving at the meeting with an understanding of the patterns in the data and having a

Causes The leader creates a theory for the root cause for the data by identifying underlying factors such as gaps in knowledge, skill and mindsets at the student, teacher and leader levels. Key

working hypothesis for what to focus on during the meeting. In coming to the meeting prepared, they are able to step in and support a leader whenever the leader’s analysis misses the mark.

questions to ask oneself during this phase are: What actions lead to the successes? What are the different teacher actions (or inactions)

PART I: THE OCS DISCUSSION

that are likely contributing to the gaps? What are the different leader actions (or inactions) that are likely contributing to the gaps? What knowledge, skill, or mindset gaps exist that may be leading to these actions (or inactions)?

Solutions The leader commits to specific time-bound solutions to address the root causes. Key questions to ask oneself during this phase are: Which actions (or inactions) are the most

All students CAN learn. This truth must be deep in the heart of every leader before any effective datarich conversations can ensue.

Without a common belief in this truth, any conversations about data will be shallow and riddled with excuses for why the data is what it is.

important to focus on improving first (biggest bang for your buck)? What 1 or 2 action steps will be taken now (and always) to close this gap between the current outcomes and the goal?

During the first part of the meeting, the OCS discussion, the principal does most of the talking about the school’s current outcomes, the hypothesis for root causes and solutions

EL AFRICA | SEPTEMBER 2020

26

that will be employed across the school to

PART II: CLASSROOM OBSERVATIONS

address any data gaps.

A school visit from a principal manager The principal manager listens with a keen ear for toxic mindsets about student and/or

typically throws off the principal calendar and reduces the leader’s time observing classes.

teacher abilities. If toxic mindsets exist, the first step in coaching them away is to immediately name their existence during the meeting. With this common understanding established early on, the weekly dialogues about data can have a transformative impact on the effectiveness of the principal and ultimately the success of the school.

This model of coaching and management ensures the principal and the manager conduct classroom observations together and develop a normed understanding of the most pressing gaps on campus.

The following are questions principal managers may ask principals during the OCS discussion.

What data would you like to prioritize

For example, if a principal determines 4th

discussing first?

grade writing to be one of the greatest data

What story does this data tell? What

points of concern for the week based on the

surprised you? Why?

latest round of assessment data, the principal

What did you expect? Why?

and principal manager will observe 4th grade

What key actions/inactions led to these

writing. The principal manager can assess the

outcomes?

principal’s hypothesis of root cause as the two

How have your actions changed since you

observe the quality of instruction and level of

identified this data?

student thinking in the writing class.

I noticed______________ as I analyzed the data. Tell me more about this.

The following is a process principal managers

Which data has improved? How so? Which

may use with principals during the classroom

data is showing lack of progress? How do

observations.

you know? What is causing it?

What are some prioritized actions you will

Step 1:

take in response to this data? What do you

to name the problem of practice and share

expect the impact of those actions will be

data points and any further context on the

on the outcomes? Where do these actions

quality of classroom instruction.

live in your calendar? How can I support

Step 2:

you or hold you accountable in these

observe class and independently collect low-

actions

inference data.

Step 3:

Principal and principal manager

At the conclusion of the observation,

A key part of prioritization is naming what you

both leaders step into the hallway and share

are cutting, doing more efficiently/at a

findings- positive and negative. They discuss

reduced scope, or not taking on (yet) in order

trends in the data and determine whether the

to focus on these priority actions. By the end

principal's original hypothesis of the most

of the OCS discussion, the principal should

pressing gap(s).

have deeply internalized the data and refined

Step 4:

the solutions so they address the root cause of

hypothesis, head back to the office. If the

the gaps and can be accomplished within the

principal manager has a different theory of

week.

27

Before entering class, ask the principal

EL AFRICA | SEPTEMBER 2020

If observations confirm the principal's

the most pressing gap, the two discuss the data collected during the original observation and go into the class again to further observe and collect data.

The classroom observations conclude with a

In conclusion, strong instructional leaders know precisely when their actions are generating the expected outcomes and when they do not, they change them.

common understanding between the principal and manager of the major student gap(s), teacher skill, knowledge, or mindset gap that might be leading to the student gap(s), and finally, the leader skill, knowledge or mindset gap(s) that might be causing the teacher skill gap(s). The solutions listed in the principal OCS is further refined by any new insight uncovered during the classroom observations.

They determine these actions on a weekly basis using the

possible

most up-to-date data

on the camps outcomes. Effective

principal managers take responsibility to support new or unskilled principals in their ability to use data to help determine how they use their time. When executed regularly and effectively, Weekly Data Meetings save

PART III: ACCOUNTABILITY AND FOLLOW UP

principals time, energy and ultimately improve student academic achievement. This is the power of data!

There is now a normed understanding of the campus successes, gaps and trends. Tightly aligned solutions have been drafted to address the gaps in the data.

Now it is time to align the solutions with the principal’s calendar for the week.

The leader is prompted to open their calendar and revise it to ensure sufficient time is allocated to execute on the drafted solutions.

These times are now held sacred. The principal’s assistant and other leadership team members should be informed of these times so they can block and tackle for the principal.

The meeting concludes with a clear

Mrs. Lanolia Omowanile serves as the Vice President of School of IDEA, San Antonio Charter Schools, with the responsibility of managing 10 principals and ensuring that the curriculum and instruction are effectively aligned to prepare students for success in college and beyond.

understanding of what was learned through the process and how the principal will be held accountable to executing the stated solutions.

Previously, she was a Director of Leadership Development, a former principal, and Senior Director of Leader Development.

EL AFRICA | SEPTEMBER 2020

28

THE DIGITAL DIVIDE IN SUB-SAHARAN AFRICAN SCHOOLS: PROPOSAL TO MITIGATE THE GLARING INEQUITY

By Dr. Ada Omile

The Covid-19 pandemic forced schools in Sub-Saharan Africa (SSA) to close since March and kept students out of the classroom. It has worsened a pre-existing problem, inequity of access to technology tools for learning.

As children in the developed countries switched to online learning, most students in especially rural areas of SSA sit idle, frustrated and anxious, much to the dismay of parents and educators who are worried about their future. Nearly 90% of students in SSA do not have access to household computers and 82% lack internet access according to UNICEF. Many countries in Africa have very different levels of remote online learning. This is based on steady access to electricity, there is a dramatic difference in internet access or Network services, and necessary tools (smart phones, laptop computers) for learning. The disparity is very apparent the inherent inequality with regards to access of the internet and other educational tools, threatens to deepen the global crisis when it comes to education.

As the digital divide widens, pushing the less fortunate to the brink of social collapse, many are worried about its long-term impact on SSA education and poverty alleviation programs.

To alleviate these equity concerns, EL Africa Magazine is proposing to the Ministries of Education in SSA countries several options for addressing the disparities in access to technology for education.

Addressing the disparities as part of the SDG 4: ensuring access to quality education for all from the Global Partners for Education in collaboration with the ministries of education.

Make computers available to the schools, libraries, and community centers, and give students access, provide them with ID numbers and pins for access.

Lend laptop computers to students to take home for homework and research.

Provide steady electricity to schools or Generators for backups.

Provide network access to schools for the internet, and continue to increase the percentage of schools with internet access.

Purchase educational software and digital content.

Provide funds for training, support, and instruction.

Develop funding formulas that equalize technology spending across your municipalities, zones, or districts.

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According to Hoffman and Novak (1998) "the Internet may provide equal opportunity and democratic communication, but only for those with access" The consequences of the technological divide may be severe. If a significant segment of our society is denied equal access to information technology, then that segment will suffer educationally, economically, and culturally. Ultimately, this inequity will have a negative impact on the competitive strength of businesses and industries.

COVID care!

Social Distancing at Schools is Going to Be Even Harder Than We Think IIt’s been about five months since schools shut down in most parts of Africa, and you all started leading from home. Some countries in Sub Saharan Africa are now gradually reopening the schools for in person learning. it could be tempting for staff and students to return to business as usual. But that doesn’t mean they should.

The guidelines from the World Health Organization and the United States Centers for Disease Control and Prevention (CDC) is to stay six feet apart from other people. But with schools being what they are, - where students gather to learn and socialize all day—is it even possible to socially distance? The image below is a recent development in a high school in Georgia, United States of students walking without masks in tightly packed hallways. New cluster of coronavirus cases of six students and three staff members have emerged from the school.

Experts have warned that it is not going to be easy, but it will require strict adherence to the guidelines.

KEEP YOUR SCHOOL STAFF AND STUDENTS … AT A DISTANCE Staying six feet away from your students and staff might be physically possible— heck, it might even be easy once everyone gets used to knowing that it is the only way to stay safe. But don’t overlook the psychological and social hurdles it might In this photo posted on Twitter, students crowd a hallway Tuesday at North Paulding High School in Dallas, Ga. (Twitter/AP)

present. We as African people have the natural tendency to hug each other, therefore, having to be in compliance

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mode in a very strict and formal way is so unnatural for us psychologically, but recognizing that it is challenging will give us more resolve.

We have a natural tendency to think that our family and friends, and even our students do not have the virus because, well, they’re our family and staff, or students we see everyday. But even if you trust that your family members, your staff, and your students have followed the WHO and CDC’s guidance over the last few months, that does not mean that you can immediately throw the rules out the window. It is good to be cautious and essentially assume everyone you’re with, or you meet is infectious.

PREPARE FOR CHANGE As a school leader, you have an obligation to maintain a safe, healthy environment for staff and students. To make physical distancing possible, you will probably need to reconfigure some things before you return. You may need to “think outside of the box” to meet the WHO and CDC requirements. It might be worth putting up temporary plexiglass walls between desks in the main office, effective handwashing stations with soap and clean water, wearing masks, reduction of class sizes to 30% or 50% capacity. There are lots of other things the school community can do to slow the spread of the virus. For instance, disinfect surfaces like desks, and replace high-touch items.

ACCORDING TO THE USA CENTER FOR DISEASE CONTROL (CDC), IT IS CRITICAL THAT ALL SCHOOLS ADMINISTRATORS: Engage and encourage everyone in the school and the community to practice preventive behaviors. These are the most important actions that will support schools’ safe reopenings and will help them stay open.

Implement multiple SARS-CoV-2 mitigation strategies (e.g., social distancing, cloth face coverings, hand hygiene, and use of cohorting).

Communicate, educate, and reinforce appropriate hygiene and social distancing practices in ways that are developmentally appropriate for students, teachers, and staff.

Integrate SARS-CoV-2 mitigation strategies into co-curricular and extracurricular activities (e.g., limiting or cancelling participation in activities where social distancing is not feasible).

Maintain healthy environments (e.g., cleaning and disinfecting frequently touched surfaces).

Make decisions that take into account the level of community transmission.

Repurpose unused or underutilized school (or community) spaces to increase classroom space and facilitate social distancing, including outside spaces, where feasible; Develop a proactive plan for when a student or staff member tests positive for COVID-19.

Develop a plan with the state and local health department to conduct case tracing in the event of a positive case.

Educate parents and caregivers on the importance of monitoring for and responding to the symptoms of COVID-19 at home.

Develop ongoing channels of communication with state and local health departments to stay updated on COVID-19 transmission and response in your local area.

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COHORTING Cohorting (sometimes called podding) is a new term for a strategy that schools may use to limit contact between students and staff as part of their efforts to limit transmission of SARS-CoV-2 (the virus that causes COVID-19). These strategies work by keeping groups of students – and sometimes staff – together over the course of a predetermined period of time. Ideally, the students and staff within a cohort will only have physical proximity with others in the same cohort. This practice may help prevent the spread of COVID-19 by limiting cross-over of students and teachers to the extent possible, thus: decreasing opportunities for exposure or transmission of SARS-CoV-2 reducing contact with shared surfaces facilitating more efficient contact tracing in the event of a positive case allowing for targeted testing, quarantine, and/or isolation of a single cohort instead of schoolwide measures in the event of a positive case or cluster of cases

Cohorting strategies are common practice in many elementary schools across the United States. Many elementary school students have the same teacher and classmates during the entire school year.

Implementation of this strategy varies, depending on setting and resources. For example: Schools may keep cohorts together in one classroom, and have teachers rotate between rooms.

Schools may alternate cohorts by days or weeks, with cohorts assigned to specific days or weeks.

Schools may adopt a hybrid approach, with some cohorts assigned to in-person learning and others assigned to online learning.

Evidence of the impact of cohorting on spread of COVID-19 is limited. Some evidence from other viral disease outbreaks and school reopenings in international settings suggests that cohorting may be an important tool for mitigating COVID-19 spread. However, it is essential to note that those studies were conducted in very different contexts, in communities with lower transmission levels.

Key Messages and Actions for COVID-19 Prevention and Control in Schools from UNICEF/WHO https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-covid-19prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4

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THE PANDEMIC CREATES EDUCATION CRISIS IN AFRICA! When school administrators started the 2019 - 2020 school year, none of them anticipated that they’d be closing school half-way through and pivoting to “Distance Learning” or “Online classes”

When the Going Gets Tough--What School Leaders and Educators Had to Say!

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IN SOUTH AFRICA, "LEADING CAN BE DIFFICULT WHEN NOTHING IS NORMAL"

By David de Korte Principal at Camps Bay High School in Camps Bay, Cape Town, Western Cape, South Africa & the National President of the South African Principals Association (SAPA)

The year 2020 will go down in history as the year the world came to a standstill in the wake of the deadly Covid-19 pandemic that impacted all facets of lives.

Across the world, schools were closed, some for short periods of time, while others for longer time. Yet, others are planning to remain closed for the rest of the year.

In South Africa, normally the school year follows a predictable cycle of terms, exams, sporting, and cultural events that can be predicted years in advance as they are always the same. Not so in 2020, where we saw a new normal. It has been quite sad seeing pupils on campus wearing touring tops that show that they went on a tour to Switzerland, or a cultural tour to the Eastern Cape, knowing that these tours have had to be cancelled.

Mr. David de Korte

Against this backdrop, leading schools can be difficult when everything seems to have changed.

However, I would say this is the time for principals to step up and provide the leadership, guidance, care, and direction that schools, and school communities need to steer a safe passage through this “Covid Storm.” Leading is mostly quite difficult, as you are always taking a group to a place that not everyone wants to go. This time, the South African Principals Association (SAPA) was calling on principals to move out of the comfort of being managers and step into the space of being their school leaders.

These new leadership challenges for school principals are posed by the full school community, starting with the teachers. Schools that were able to offer some form of online teaching to pupils while the country was in lockdown were fortunate to have this capacity. However, this form of teaching had up until this moment been nice to have as an add on to normal classroom, face to face teaching. As an example, the Google classroom platform was used to post the occasional worksheet or solutions when needed. Now teachers were being expected to use this platform every day for every class. Quickly it became clear that simply posting work in text form was not enough, and teachers were expected to add voice notes, videos, quizzes, WhatsApp groups, Zoom meetings and the likes. For teachers who were unaccustomed to this, there was a lot of learning needed to embrace this new normal. Here the principal as “Instructional Leader,” had to step into this space and lead by example.

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In my school, I had to learn how to Lead and teach through these platforms to be able to engage with my staff and understand their frustrations and concerns.

Also, the issue of staff morale and motivation was a big factor where everyone was working remotely from home and so the usual support and interaction was missing. To address this, I arranged ZOOM meetings with my staff, sometimes all together, and other times in smaller groups. I also had a staff WhatsApp group that I used to connect each morning with a little message to start the day. Then the challenge of the parents, who form a vital part of the school community.

In my case I have got into the habit of sending out a Friday whole school newsletter. During the lockdown, I also made videos of my newsletter so at least the parents could see my face and feel that the school was still around.

CONNECTING WITH SCHOOL COMMUNITY Managing the pupils is the third challenge that a school principal has faced in leading through this pandemic. We were able to support pupils and check on their mental health during the time they were stuck at home with their families.

REOPENING WITH STRICT CONDITIONS In South Africa the schools reopened under strict conditions for specific grades, but this has meant that pupils have been back on school campuses and have had to manage the very specific health and safety protocols that are required to keep them safe at school. As the school leader, the principal too has had to guide the reintegration of pupils back to school and manage all the questions that they have about the remainder of the year and their teaching and learning.

One of the biggest challenges for the principal has been to comply with all the health and safety requirements that the country and then the province and then the department of education has placed on schools regarding COVID-19.

Each school has a whole range of new normal administration functions to fulfil, and here again the leadership of the principal is crucial. It is easy for the staff and administrative support staff to get discouraged by the mountain of paperwork required, often daily by the officials.

The principal needs to constantly motivate the staff and focus on the good reasons for all the record keeping and compliance requirements. Often a knowledge of the frustrations or seemingly pointless record keeping that is required is enough to boost the morale of the staff. This pandemic has brought a whole new raft of jobs to a school. These new jobs all need to be managed and directed or delegated by the principal. Any leader who is placed in this situation will bring their skills into play and face each challenge courageously and head on. This has been a time for principals to shine as they face brand new challenges, maybe for the first time in their careers. Our experience has been that our principals have been up to this challenge and have led through this time of crisis.

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COVID-19 CRISIS IN TOGO EL Africa Magazine interviewed different education sectors in Togo about the impact of the closures due to COVID-19 pandemic and how they are dealing with bringing students back to school and reopening of school facilities.

ATSOU ATCHA

Yaovi IlĂŠtou is the Union

Coordination des Syndicats de l’Education du Togo (CSET), leader. In an interview with EL Africa, he stated that a month after the Government closed schools, the minister of primary and secondary schools, accompanied by some of his colleagues invited education partners, including the Union Confederations, and the parents' association to discuss the government's efforts to reopen schools. The discussions focused on how to continue education during the pandemic, and how to limit the spread of the virus as well as how to organise the national exams for students.

According to Atsou, the minister outlined the government's concerns to bring Togolese education in line with the Francophone countries of West African Economic and Monetary Union (WAEMU) and above all, to ensure a valid academic year for Togolese students.

DISTANCE LEARNING During the closure of schools, the country attempted Distance learning for students to prepare them for end-of-year assessments. These courses are for students in fourth-and sixth-year primary schools as well as sixth-and seventh-year secondary schools. Radio, television, and WhatsApp tools were used.

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CSET however, identified several difficulties posed by this approach which includes limitations of home instruction, availability of devices and internet, safety and health concerns, the feeling of isolation, the inability to be actively involved with teachers or peers, and the difficulties of adapting some students with disabilities (the deaf and blind).

ORGANIZING PROMOTION EXAMS FOR INTERMEDIARY STUDENTS Since about 75% of the academic programs have been covered before the shut down, the decision to pass to the upper class will be defined as follows: For elementary and junior secondary school students: the passing to the upper class will be decided on the basis of the compositions of the first two terms and the continuous evaluation grades. For students in the fifth year senior secondary school, 1st year and 2nd year of vocational training: the passing to the upper class will be decided on the basis of the results of the composition of the first semester and the continuous evaluation notes of the second semester. In review, the following were recommended: To instruct evaluation services (teachers that report grades) to consider the level of program delivered (75%) To instruct school Principals so that no learners are excluded for lack of work To ensure effective programs for the 2020-2021 school year for a systematic catch-up of the 25% of contents not taught

The government did involve the Unions in discussing the dates and the organisation of the various examinations, said Atsou.

REOPENING OF SCHOOLS Stakeholders at the meeting for reopening were, Mr. Affoh Atcha-Dédji, minister of Primary and Secondary Education, Gilbert Bawara of Public Service and Labour, Taïrou Bagbiegue of Technical Education and Sani Yaya of Economics and Finance as well as representatives of Parents’ Associations, the Coalition for Education for All, Union Centers, and Federations of National Education Unions, including the Coordination of Education Unions from Togo.

In preparation for the opening of schools, the Minister Taïrou BAGBIEGUE asked inspectors, principals, the entire teaching staff and administrative and support staff to make arrangements to prepare for the resumption.

The board of CSET organized school visits after the reopening to ensure that the measures taken had been respected. CSET committee visits show inconsistencies on how schools are providing the measures to fight COVID-19.

The disparity is due to conditions and realities that differ from one environment to another, or from rural to urban schools. This irregularity has caused some cases of contamination or COVID-19 cases in some schools, arrangements were made to contain and deal with these cases.

CSET and union leaders drew attention to the need for a financial component for safe functioning of schools and inspections. They also reminded the government of the situation of private school

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teachers that represent a significant proportion in the success of the reopening of schools to the Togolese students.

On June15th, students allowed to resume school in the following order: sixth year primary school, (CEPD), fourth year (BEPC), sixth year (BAC I) and seventh year (BAC II) secondary school, the 3rd year of vocational training for the professional certificate (CAP) and technician certificate (BT) exams.

CEPD: From 04 to 06 August 2020 BAC 1: From 18 to 21 August 2020 BEPC: From 1 to 05 September 2020 BAC II: From 14 to 18 September 2020

The students are expected to spend between 4 to 6 weeks of studying and then go on to write their respective year group examinations. The Togolese government assured adequate measures have been put in place to contain the spread of the viral disease within schools by providing them with handwashing stations and reusable masks for students. The Government will multiply written exam centers and will also increase the number of proctors for the examinations.

TECHNICAL EDUCATION SECTOR AND THE PANDEMIC The Ministry of Technical Education has opted, among other activities, for the production and provision of exam papers collections, by options and level. These educational resources allow students to practice for, and take the exams under the supervision of inspectors, teachers, and parents. The physical versions of these documents will be in the libraries, there will also be electronic copies posted on the Digital Work Environment (ENT) platforms of schools and training centers. Students as well as teachers will benefit from it now and in the future.

Note: Sports exams for the remainder of the year have been canceled.

CHALLENGES FACED BY PRIVATE EDUCATION SECTORS IN TOGO

Members of association of the secular private schools in Togo A.P.E.P.L.T (Alliance of Professionals of Secular Private Schools in Togo)

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Mr. Bruce Kuassi Essan

is a private school proprietor

and the president of the association of secular private schools in Togo A.P.E.P.L.T (Alliance of Professionals of Secular Private Schools in Togo). He told the EL Africa magazine that the secular private schools were faced with challenges during the pandemic. First was how to continue to provide learning instructions to students virtually and the second was how to continue to pay teachers their salaries. The private proprietors of A.P.E.P.L.T were urged to use the WhatsApp platform to continue distance learning to send instructional materials and revision exercises to students, which parents came to collect for their children given the curfew. The challenge with that platform is that not all students have the mobile android phones because the use of telephones was normally prohibited in Togolese schools. Mr. Bruce did provide distance learning to students that attend his schools using WhatsApp. Bruce paid his teachers 70% of their salaries in June and 50% in July.

The A.P.E.P.L.T is also dealing with the issue of salary payment of private sector teachers. The association urged members to be conscientious and pay teachers part of their salaries. Some founders were able to do it but unfortunately 80% of the founders did not have the means to do it, given that in Togo, tuition fees are paid by term and by section.

On April 14, the group sent a letter to the Head of State, President of the Togolese, and the management committee to combat COVID-19, asking for financial assistant, they also met several times with members of the Parliament, Ministers in charge of Education, and Economic and Finance to reiterate the same complaints. Unfortunately, the government was not able to financially support the secular private education sector. The government officials proposed that the founders should take loans from banks to pay their teachers.

The government finally announced the reopening of exam classes for June 15, 2020.

The government distributed masks to the learners, and hydro-alcoholic solutions to all public, private, denominational, and secular schools for free.

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Proprietors had to prepare for reopening by making sure that their schools have hand washing stations, and social distance of at least one meter between the desks in every classroom. Instead of two students per desk as usual, now it is one per desk. Therefore, classrooms are at 50% capacity and some schools had to employ new teachers. Furthermore, the academic year 2019-2020 which was scheduled to end on July 12, 2020 is now extended to September, and the final Examinations are scheduled for the beginning of August. For the intermediate classes, the average of the previous two terms will be used to pass or fail students. The next school year is scheduled to begin on October 26th, 2020.

Without any financial assistance from the government, many private school proprietors are struggling to remain afloat. The Executive Board of A.P.E.P.L.T and members have had several round table negotiations with the Teachers. We are moving progressively towards the end of the academic year.

TOGOLESE PRIVATE SECTOR TEACHERS AND THEIR STRUGGLES DURING COVID-19 Between dealing with the pandemic, which has turned the initial academic calendar upside down, and the struggle to guarantee them their rights, Togolese teachers in the private sector were trying to survive this unprecedented school year. This article, full of testimonies from private sector teachers, are their experiences during this period.

Taoufik Tchacondo, a teacher at a private school in Sokodé in central Togo, said: “The Covid-19 disease surprised us all because, at first we told ourselves that it was a white man's disease until cases were detected in Togo”. We were already focused on preparing for the end-of- year exams” Taoufik Tchacondo said. The closure has been a daunting period for the entire education system in Togo, particularly for teachers working in the private schools. “The 86-days suspension of classes in Togo have been a hell for me,” Justin Dogbla, a teacher in three private schools in Lomé, told the EL Africa magazine.

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UNPAID WAGES DURING SCHOOL CLOSURES The health crisis had just disrupted any initial activities of the Togolese school system. Shortfalls are being created in the accounts of private schools. “We have not been able to recover all the school fees from parents because of the closure of the schools. I still have at least 20 million FCFA as unpaid school fees from the parents. This should have been used to pay the administration and the teachers, but alas”, complained a founder of a private school in Lomé.

Unpaid salaries, arrears, suspension of contracts, teachers in private schools are faced with the most difficult situations. For weeks on end, they were forced to live without their usual source of income.

Another teacher, Justin Dogbla's reported that “during this period, all the private proprietors abandoned us to our own fate without any support or salary, and even our month of May salaries were not paid. Personally, I have not received any calls from the people I work for to express their compassion and encouragement in these difficult times. My social value has diminished.”

Eric AGBOHESSOU teaching in a private primary school in Baguida, located a dozen kilometres SouthEast of Lomé, compared the situation of teachers from the private sector to “an ordeal, a difficult time. We wondered why we chose this profession."

The Private school officials were facing this simultaneous health and economic crisis, and were unable to honour their commitment. According to the words of Taoufik Tchacondo, “For us teachers who work in private schools, the school closures also marks the end of salaries, as my school proprietor says, and I quote: “Whoever has not worked is not entitled to a salary.” Out of breath, the teachers raised their voices.

TEACHERS SPEAK OUT The teachers in private sector schools were faced with increasingly pathetic situations. They have families, mouths to feed, bills to pay, financial commitments to meet. “Sometimes” Justin Dogla narrated, “I had to do some jobs like Moto-Taxi (Zémidjan), mason’s labouring or selling foodstuffs. To be able to pay my bills at home and find food to eat”. Overwhelmed, some of the private teachers who had formed unions decided to make their voices heard. They had planned a protest march in front of the Ministry of Primary and Secondary Education, this idea was quickly aborted for fear of contacting COVID- 19 due to crowd gatherings.

THE GOVERNMENT INTERVENTION The Government promised to look into the issue by organizing successive round tables with the various union representatives from the education sector for a favourable outcome. According to the Head of the Government Komi Selom Klassou, discussions are reportedly underway with financial institutions in Togo for some sort of subsidies to private school proprietors. Subsequently, government grants were awarded to volunteer teachers. The state aid was given to private teachers “in good standing” only.

Faced with the crisis, the government launched in April “Novissi”, “a cash transfer program aimed at supporting any eligible Togolese citizen who has lost income due to the adoption of the Coronavirus response measures”. Although teachers were not initially eligible, this program has enabled 700 teachers out of 3,000 registered, to receive financial assistance.

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These conditions do not necessarily help many of these private teachers, who are far from having fulfilled these various conditions. “Personally, I have not received any state subsidies or assistance of any kind for teachers in this Covid-19 period,” said Justin DOGBLA. A phrase echoed by almost every private school teacher we approached. When asked about the selection criteria for the later, a source reached at the Ministry of Primary and Secondary Education clarified the situation. He informed us that a supplement planned by the government has made it possible to reach at least 700 teachers from private schools who met the established conditions of care with 30,000 FCFA per person.

The conditions of eligibility include from valid teaching license to the possession of a voter's identification card.

In this heightened situation, where proprietors and teachers of private schools find themselves, it is difficult to pursue any kind of distance education program. Though it was necessary for school children to continue their studies, most private schools could not participate in distance learning because of these ongoing situations.

CHALLENGES OF DISTANCE LEARNING Distance Learning is a complex experience in itself and without precedent in Togo. A private school official in Lomé deplored the results of the experiment in these terms, “We tried distance learning between our teachers and students, but it didn't work because they were simply not prepared for it.

The quality of the digital tools and even the internet connection is always questionable.”

Teachers need training on distance learning teaching methods to effectively deliver remote lessons to students. Short online training on distance learning pedagogy was provided to public school teachers for two weeks in distance learning content design to teach distance learning programs. The training particularly targets mathematics, physics, and sciences’ teachers.

RESUMPTION OF CLASSES IN COMPLIANCE WITH BARRIER MEASURES After 86 days, the schools could partially reopen on June 15th for examination classes only. The situation is distressing for the private teaching profession. And yet, they will resume.

Though many have also left their positions or changed jobs because they have not received salaries for so long.

TEACHERS AND STUDENTS ADAPT TO NEW NORMAL Classes have resumed, everything is obviously not as it used to be. Hand-washing basins were installed at the entrance of each school and each classroom, the number of pupils per class is limited to a maximum of 30 to avoid large groups of pupils. Each pupil has a table-bench and is at least one metre away from each classmate to avoid possible human-to-human contamination. A “Z” arrangement of pupils in rows is strongly recommended to schools.

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Even before the resumption of classes, the public authorities imposed strict measures on schools throughout Togo, which must be respected under threats of sanctions. These include regular hand washing, the use of hand sanitizers, and the systematic and compulsory wearing of face masks always.

It is even forbidden to organize written assessments followed by the collection of copies to avoid contact between teachers and pupils.

Komlanvi Délali Afatsawo, Federal Administrative Secretary of the Federation of Unions of Secular Teachers' Unions of Togo (FESYNEPL), summed up the day-to-day as follows: “The situation has changed. First, we must always wash our hands before going to class and do the same for each student. The way of teaching is no longer the same. We no longer have the same number of pupils because classes have been doubled to better distribute the pupils to respect social distancing. Which is making us work even harder. We no longer walk in the classroom’s corridors or rub shoulders with the students. The sad remark is that the students do not respect the barrier measures. They respect them as soon as they set foot in the school, but outside it is not the case.” However, there was a concern in the minds at the time of the resumption. The fear of being contaminated. Éric Agbohessou said on this subject that, “there was a fright that was lively in us for fear of being contaminated, but by respecting the barrier measures; we told ourselves that everything would be fine. But it was a bit difficult as we are not used to living this way. There is no ease, unlike before. Before the pandemic.”

Both teachers and students are now forced to deal with facial covers during week-long classes.

Unusual and uncomfortable situation, but some teachers were able to adapt to the situation from what Justin Dogbla said, “We teachers still manage to adapt to the situation and we do our best to make students adapt and become aware of the situation, so that they can benefit a lot from these revisions and thus, pass the exam on a massive scale”.

STUDENTS REGRESSION DURING THE PERIOD OF LONG CLOSURES The long suspension of classes has obviously had its effects on the student's education. Many of them show significant gaps at the resumption. Systematically, teachers are at best able to get students with little or no willpower back in the saddle. As Justin Dogbla said: “We have seen a total slackening and forgetfulness in many subjects. That makes it difficult, but with advice and some motivation, some have started waking up."

In any case, this health crisis has had the merit of reinventing education from a digital perspective.

This is leading researchers to rethink teaching to take better advantage of technological assets in favor of school education.

WOULD YOU LIKE TO CONTRIBUTE AN ARTICLE OR WANT TO BE CONSIDERED FOR A FUTURE COLUMN? Contact EL Africa Magazine at Elafricamagazine@gmail.com

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GHANA VIRTUAL LEARNING!

UNTAPPED OPPORTUNITIES OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN GHANA’S EDUCATION SECTOR RESULTING FROM COVID-19

By Albert Oppong-Ansah

Although the fire of COVID-19 virus is still ravaging globally, one key takeaway for the educational sector in the West Africa nation of Ghana is that the potential and power of technology to support teaching and learning is great and will be harnessed even when the dust settles.

Alhaj Yakub A.B Abubakar,

the National President of the

Conference of Heads of Assisted Secondary Schools (CHASS), and the Headmaster of TI Ahmadiyya Senior High School in Kumasi, Ashante Region says virtual learning is now part of the ‘new normal’ explaining that it is effective and could reduce the cost of education especially committing huge investment in infrastructure like the building of more classroom. “This pandemic has opened our eyes to the reality that we cannot always depend on physical contact as far as teaching and learning is concerned.

We need to diversify and make use of the Internet as much as possible. It is time to embrace virtual learning because it will also give us the opportunity to reach out to more people” he emphasized.

Alhaj Abubakar speaking in an interview recalls that when Ghana after recording its first two cases in the month of March all educational activities went to a halt.

The Pandemic he notes caused some negative effects for the sector but along the line, the government working with stakeholders introduced an electronic mode of continuous teaching and learning at all levels, which includes the use of television, radio, and the Internet.

At a point in time, he said Ghana’s Deputy Minister of Education, Dr. Yaw Adu Twum, taught the SHS students some topics in Mathematics on television. “Initially it was difficult, but things became normalized with time”. Other categories of students who lived in the rural areas did not have access to these lessons due to either poor or no Internet connectivity. Some also did not have television to monitor lessons. “In all, many students found the system very useful but some students did not have television and so could not follow the lessons,” he explained. He also said that the government held a meeting with CHASS and other stakeholders in the education sector at the Jubilee House, the seat of government which made way for final year students and another category of students were recalled to school to complete their terminal examinations.

As part of the measures towards re-opening of the schools each student, teaching and non-teaching staff, exam invigilators, and school administrator, were given three reusable face masks numbering some 800,000. “We made sure to conform to additional other safety measures by reducing the number of students at facilities including the dormitory, dining hall, and classroom.

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School authorities had a dedicated place to serve as an isolation center and constant temperature of students was checked before going to the classroom.

Alhaji Abubakar expresses satisfaction with the decision saying it was spot on because teaching and learning resumed and that the gold track students have completed the first-semester course fully. The final year SHS students have completed studies and the visual arts students have commenced their West Africa Senior Secondary School Examination (WASSSE) practical examination on 20th July 2020.

He said students will begin the written part of the examination from 3rd August and preparations have been made to ensure that anti-COVID-19 protocols, which includes hand washing, wearing of face mask, ensuring social distancing and use of hand sanitizers at the examination centers are fully followed to ensure the safety of the students. “We have been able to achieve 90 percent of teaching and learning that was expected. Some schools recorded some COVID-19 cases, but the number is insignificant and those students have received treatment and have been discharged and are learning,” he noted.

The CHASS President said the stakeholders have enjoyed a very cordial relationship with the government and that to a large extent use very inclusive means in taking decisions. “We were consulted from the onset and we gave our suggestion which was taken on board. At that meeting, we agreed to continuously work hand-in-hand to ensure stick adherence to the protocols. “For us at CHASS we think that the situation is manageable, and teaching and learning can go on if only the situation remains the same in September when the current cohort of students complete,” he noted. He however recommends that the government must distribute the necessary Personal Protection Equipment early enough before the students return.

THE PRIVATE EDUCATION SECTOR Meanwhile the Ghana National Association of Private schools (GNAPS) had a meeting to urge the Ministry of Education (MoE) and Ghana Education Service (GES) to reopen all basic and senior high schools by September 2020. The President of the association,

DR. DAMASUS TUUROSONG

is saying

that their business has collapsed, and private sector employees have not received salaries since COVID. He said that the hope of receiving the stimulus package promised by the Corona Virus Alleviation Programme (CAP) business support is wearing thin.

GNAPS OFFICIALS

45

EL AFRICA | SEPTEMBER 2020

KENYAN SCHOOLS TO REMAIN CLOSED UNTIL 2021 AS ACADEMIC YEAR IS LOST OVER COVID-19

By Maina Waruru

Kenyan schools have lost the 2020 academic

This has however not been very successful

year thanks to the Covid-19 pandemic, after the

according to many parents owing to a variety of

government postponed the reopening of schools

challenges. These include poor coverage of

to January 2021, due to continued steady surge

internet networks especially in remote rural

in cases.

areas, lack of electricity connectivity, as well as gadgets that would enable learning such as

The Kenya government announced the move at

smart phones and computers.

the beginning of July after a series of consultations with actors in the sector. The

This assertion has been backed by a study by

decision according to education minister

local telecom Safaricom Limited that showed

Professor George Magoha was largely informed

limited uptake of online KICD content. This is so

by a sustained rise in Covid-19 incidents. It was

when compared to uptake of similar content by

also meant to protect millions of learners

privately owned platforms targeted at pupils in

enrolled in basic, tertiary and higher education

private schools.

institutions from contracting the disease while at school, "we consider the 2020 school calendar

The schools have been unable to meet salaries

year will be considered lost due to Covid-19”.

for their non-teaching staff, which are normally paid from fees paid by parents. But since the

The pronouncement will affect about three

second term did not commence in the month of

millions students enrolled in more than 7000

May as is the case usually, many school

public high schools across Kenya, nearly 700,000

principals have complained of being unable to

of whom are candidates who were due to sit

pay clerks, bursars, catering staff and guards,

their national, Kenyan Certificate of Secondary

but the teachers and principals however

Examinations (KCSE) in November this year. The

continue to receive their salaries as usual from

exams will now be sat towards the end of 2021

the government.

after completion of the lost academic year.

The reason is that the government has

The Education ministry has asked parents to take advantage of radio and television broadcasts, and online learning provided by the Kenya

been reluctant to allocate school budgets.

Institute of Curriculum Development (KICD) to keep children engaged in learning activities at home. It would also help the learners do revision of their previously studied content.

EL AFRICA | SEPTEMBER 2020

46

GUINEA EDUCATION AND COVID-19 RESPONSE

By Miriam Balde

In the last quarter of 2019 school year in the

other classes will open later in August,

Republic of Guinea, the education system

depending on the evolution of the

had been shaken up by several protests

pandemic.

from teachers' unions and political instability. This had led to the closure of

UNICEF supported the Ministry of Education

schools throughout the country, therefore

to provide schools with hand washing kits,

children remained at home long before the

face masks, thermometers and

COVID-19 pandemic, followed by electoral

hydroalcoholic gel, to ensure a safe

turbulence in March 2020.

learning environment for all children.

ENSURING ACCESS TO EDUCATION DURING COVID-19 Since April of this year, the federal ministry of Education initiated production and dissemination of printed learning materials and tele-education throughout Guinea particularly in Conakry, using radio, television, cellphone, and internet-based

Principals and teachers were trained on safe reopening of schools. The reopening has challenges that include the heavy rainy season, frequent power outages and the glaring lack of means of transportation to and from schools. The schools continue to adhere to the COVID prevention guidelines by wearing masks, regular hand washing and social distancing measures.

learning options. There were many vulnerable groups including girls, children in rural areas, children with disabilities. But there were too many problems to make this initiative a reality. Among these problems were: lack of electricity, lack of devices or TV, lack of professionalism in the preparation, monitoring, and animation of this type of teaching. These challenges made it difficult for this initiative to become successful.

Members of Guinea’s International Visitors Leadership Program (IVLP) alumni association got involved in the fight against COVID-19. The alumni association recently provided high school students and administrators across Conakry with sanitation kits in Matam to help prevent the spread of COVID-19 as students return to school. On July 3, they offered a large batch of sanitation kits to public and private schools in the five communes of the

Closed for 3 months because of the spread of COVID19 in Guinea, schools reopened on June 29th, 2020, starting with exam classes i.e. the 6th, 10th, or patent levels, and the baccalaureate level. It is expected that the

47

EL AFRICA | SEPTEMBER 2020

capital, Conakry to support the nationwide COVID-19 prevention campaign. The donation includes more than 300 buckets with taps, buckets for collecting dirty water, stools, 50 boxes of soap, and bleach.

HISTORICAL EDUCATION IN GUINEA The Republic of Guinea, a small country (245,855 sq. Km) in West Africa, gained its independence on October 2nd, 1958 after 60 years of French colonization. The capital is Conakry. Historically, education in Guinea has three periods, before the independence, from the independence in 1958 to 1984, and from 1984 to date.

One of the reasons for poor education quality is that French, the administrative language of the country, was banned, banned throughout the territory, and even in certain administrative sectors. This led the education sector to suffer greatly from the multitude of national vernacular and dialects of the country in which education should henceforth continue. The impossibility of translating the courses into the languages of the country, the

Before independence, as a French colony, the country had very rich elites, the first schools were run by Catholics. We understand that it did not suit the colonists that there were a lot

ignorance of the terminology in many subjects for example in Mathematics, Physics, and Chemistry, etc. contributed to the inadequacies.

of intellectuals/elites in the colonies. When we became independent in 1958, the young country continued with the general education, vocational training and universities as the colonial masters had left it. Education in the country is free and officially compulsory for all children between the ages of 7 and 13.

In addition, the teachers were not adequately trained to master and teach in all these ethnic languages. The greatest challenge is the transition from primary school where the medium of instruction was in ethnic languages, to secondary school where the medium of instruction is in French, reduced

After a few years, educational policies and reforms had mixed effects on the educational system of the country, some of the reform programs include to increase enrollment, particularly for girls, and to improve education services, the structural adjustment in education, a strategy aimed to increase the resources allocated to education, increase access to schools, improve the quality of the education system, promote equity, strengthen the Ministry's capacity for

students’ comprehension in secondary education leading to low quality in education even up to the university levels. French was later introduced as the medium of instruction at all levels. Other reasons for the pitiful state of education in Guinea are the closure of the borders with no contact with neighboring countries and no competitiveness in education at the international levels and the diplomatic break with most of the world for several years.

management and stimulate decentralized planning and management.

EL AFRICA | SEPTEMBER 2020

48

THE PANDEMIC IN UGANDA Martin Okiria,

a secondary school principal and the leader of the Association of Secondary School

Head teachers of Uganda (ASSHU), explained to EL Africa magazine that providing leadership today is not easy because they are not dealing with a normal situation due to COVID-19. Everything is disrupted, yet expectations are high, expectations from teachers, students, parents, and other employees of the school. The people working in the school systems in Uganda have concerns about salary payments for those not on the Government payroll, how to help those in need, how to determine and handle essential staff. Everyone has an opinion, yet nothing is happening. He feels that in all, poverty and desperation are the worst cases to handle in the country now.

He lamented that as school leaders they feel like being counted in the dynamics of change and growth, but there is a dilemma, it begs to ask, what is it that you must do to impact society? He continues to say that everything is being criticized. People do not have the same viewpoints. In the circus, he understands he has a responsibility to the ASSHU organization, and he communicates with them any updates from the government regarding education decisions. He says that every step taken should be significant but with mutuality so that people are not antagonized. As a leader, steps taken should also propagate hope, even when employee contracts are suspended.

Additionally, he said that the Ministry of Education and Sports mandate is like a gamble. A number of things have been introduced to have students continue to access learning e.g. TV, Radio, self-study materials, Online learning using zoom, and homeschooling. However, these responses for continuing education for students are not adequate, because rural communities are disadvantaged. The selfstudy materials generated by the government were only for 25% of the total Ugandan students’ population. Nothing is reaching the heart of the Nation in present circumstances.

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EL AFRICA | SEPTEMBER 2020

Jackson Walyabagha

is a private proprietor who has been in education and leadership for many

years. He owns two schools, the Jinga Parent schools in Kagoma, Eastern Uganda that caters to low income parents. The school is made up of a primary K-7, with 542 students and a secondary level that goes up to advanced level with 320 students. He is also part of the leadership for the Private school proprietor’s association.He agreed that leading during the pandemic is a challenge like the other educators. He thinks that the leader should exhibit special characteristics. This is because there is always a lot of information flowing from different avenues and if not handled well, could mislead your school community and bring about mistrust. He insisted that the greatest ingredient of leadership is effective communication. There is a need to come up with a schedule for regular and continuous contact with staff, students, and parents. During normal school time, the teachers and students are physically in the building with you. However, during this pandemic, the leader remains alone and sometimes with the administrative team but will still provide hope and moral support to the school community. It becomes difficult to maintain trust, compassion, and stability. As a leader, you need to effectively reach out to each of your staff and yet the communication style that works for each one is different.

He said that leading in this pandemic and lockdown can be simplified by sharing roles with fellow leaders at different levels in the school. Asking teachers to call the parents and later report to you is a good example of working with your team. Use of conference calls and zoom meetings could help when parents have phones and necessary devices that are compliant.

He outlined some of the different ways he connected with the school community including: making phone calls to stakeholders, giving some food relief to vulnerable parents, posting health knowledge messages to different platforms using different media, developing and supplying learning materials, encouraging parents and community members to follow Ministry of Health and World Health Organization’s guidelines on prevention of COVID-19. Other instructional supports included; following up with learners to find out how they are and encouraging them to revise the school content that they have, providing reading and revision materials to nearby learners, engaging teachers on at least weekly basis (making timely phone calls), asking teachers to keep updating their notes and sharing them using different forum like WhatsApp and Facebook and finally consulting fellow leaders on what they are doing about the situation and discuss workable solutions some of which I have put into practice.

Some significant fiscal and socio-emotional issues faced during this COVID-19 pandemic includes non payment of teacher salary for them to take care of house rent and utilities, problems with maintaining school infrastructure, managing school budgets, low school fees collection, safety of school property, child protection especially young girls due to lack of guidance and counselling and upkeep for teachers especially food.

EL AFRICA | SEPTEMBER 2020

50

THE PANDEMIC DRIVEN EDUCATION CRISIS CONTINUED NIGERIA On August 4, schools in Nigeria resumed after nearly five months of shutdown over the COVID-19 virus. It was not a full-scale resumption though. Only students of Primary Six, Junior Secondary (JSS3) and Senior Secondary (SS3) were recalled from the forced

Recently, in the wake of the new infections, the country’s Minister of Education hinted at a rethinking of the government’s emergency response plan, which had been designed to resolve the challenge posed as one official put it, “by teachers without enough teaching hours to exhaust the curriculum and already weakened by repeated strikes in recent years.”

holiday to sit for their external examinations.

The reopening of schools came a few weeks after the Nigerian government had insisted schools would remain closed following the continued rise in the number of COVID-19 cases nationwide. The government’s position had elicited a storm of protests from parents who felt missing the examinations would set the children back by one year. Although schools have partially re-opened there are concerns that the lives of students may be in danger given that the country like many others around the world are not out of the COVID-19 woods yet.

Beyond Nigeria and indeed in the entire SubSaharan stretch of the African continent, the COVID-19 pandemic remains a knotty issue for both political and educational authorities.

MOZAMBIQUE The Ministry of Education worried by the unrelenting onslaught of the coronavirus pandemic, which has kept school children at home for many months, has adopted the strategy of holding classes via radio broadcast.

Gina Guibunda, the spokesperson of the Education Ministry, says the idea behind broadcast of the classes over the radio are intended to “occupy pupils at various levels (primary, secondary, technical and adult education) who are currently obliged to stay at home.”

She disclosed that the Mozambican government plans to complete within 90 days the building work necessary “to make it possible to reopen the country's 667 secondary schools and 15 of the 27 teacher training colleges without a major risk of spreading the

51

SENEGAL

Covid-19 respiratory disease among the

In Casamance in the south of the country, a

government will disburse about 3.5 billion

significant number of teachers were among

meticais (about 50 million US dollars) to cover

those who tested positive in a renewed wave

the costs of building and rehabilitating water

of infections, the government is having a

and sanitation facilities in the schools to

rethink on the reopening of schools in the

ensure that all the schools are equipped with

country.

decent water and sanitation infrastructure.

EL AFRICA | SEPTEMBER 2020

student population”. According to the plan, the

Filipe Nguenha, the National Director of School

trade unions, which described the decision as

Infrastructures in the Education Ministry, said

unsafe and premature. They called on the

that 154 of the secondary schools have

government to rethink its decision and after failing

problems with their water supply, with their

to get the cooperation of the government, headed

sanitation system or with both. The other 513,

to court.

he said, have minor problems. He however said most of them will undergo some form of

The country’s two largest education unions, EI

intervention. He said that those schools that

member organizations, ZIMTA and PTUZ, which

have no water supply at all will be connected

were joined by many smaller unions, instituted the

to the public water network, and for schools

action against the government with the court ruling

that are long way from the public network,

in their favor. In challenging the decision to reopen

either the network will be extended to reach

schools in July, the union said reopening schools

them, or boreholes for water supply will be

would be dangerous. The unions held that many

drilled. Nguenha admitted that the Education

parents, students, and teachers were anxious and

Ministry has not yet fixed any alternative date

fearful over re-opening. Faced with the reality of its

for the resumption of classes.

unpreparedness particularly with the task of testing 136,000 teachers in the 29 days between its

ZIMBABWE This country is following Mozambique’s route of broadcasting classes over radio. The Government says it has opted for this strategy to ensure that children from poor families without access to the Internet are not left behind.

After months of shutting down schools, the government announced in June that schools would be reopening on July 28 for the June/July Primary and Secondary Examinations.

Education Minister Cain Mathema told the Zimbabwean Sunday Mail in an interview that preparations for the reopening of schools would proceed as scheduled. He said the government was going to do everything required by WHO to ensure the safety of teachers and students.

announcement of a resumption date and the opening proper, the government on July 15 announced it would be suspending the reopening of schools. Across the rest of Africa, the challenge of resolving the knotty question of just when the right time is to recall students back to school remains a challenge and it does not seem it will be sorted any time soon.

LIBERIA Mr. Henry Wolokolie, the Principal/Headmaster of the Liberia Renaissance Education Complex, a school privately funded but have a public status under the Ministry of Education of Liberia said that since the closure of school due to COVID 19, they have been engaging their students through home schooling. We prepare weekly lessons with specific instruction and parents come to the school for these materials and took them home to help their children. He said that the Pandemic is not new for them. During the EBOLA

Mathema said most of the schools to be used as examination centers had already put in place measures to ensure the process runs smoothly, “our main aim is not to expose our learners and invigilators to Covid-19,” he said.

The government’s decision to reopen schools, however, did not go down well with education

outbreak, they also experimented with this method of keeping our students engaged. At the national level, the Ministry of Education has been carrying Teaching

by Radio. The schools have reopened, and the students are taking the external examination. Before reopening, the ministry of education sent inspectors to schools to make sure that they have put all COVID-19 measures in place and ready for students.

EL AFRICA | SEPTEMBER 2020

52

IDENTIFYING STUDENTS’ LEARNING STYLES

BY PROF. FRANCIS OSITA ONUKWULI Every classroom teacher must be cognizant of the fact that his or her students have their own ways of learning new material. A teacher may have to try several approaches to explain difficult concepts in order to reach all students. It is very important that teachers understand how their students learn in order to maximize the individual student’s learning and level of achievement. Here are some clues for teachers to attend to the three types of learners:

Auditory Learners:

Visual Learners:

Prefers lecture classes

Must write down all directions and

Can tell you answers to problems step-by-

assignments

step, but not on paper

Prefers having lectures backed-up with a text

Often moves mouth or talks out loud when

and hand-outs

reading and working problems

Maneuvers in class so he can see what the

Becomes bored and fidgety when

instructor/tutor writes on the marker board

assignments are to be done silently in class Teacher’s Role:

Teacher’s Role: Encourage students to visualize the problem

Talk out loud

Let them use as much paper as they want

Say every step instead of just writing on the

On tests, encourage students to write all

marker board

formulas on their paper as soon as the

Encourage students to talk through concepts

handed exam

in their heads Once the students have talked the problem through, have them carefully write each step as they are saying it

Tactile Kinesthetic Learners Easily distracted Lacks concentration Prefers class project Tends to be very much unorganized.

Teacher’s Role: Keep distraction to a minimum Encourage them to clear their work space of other materials Have them work one problem at a time Let them have a break after a predetermined goal has been met

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EL AFRICA | SEPTEMBER 2020

In order to ascertain the learning styles of your students, you can administer a Learning Styles Assessment. The following page shows a good example of a Modality Preference Inventory developed and used at Middlesex Community College.

Total the score of each section. A score of 21 points or more in a modality indicates strength in that area.

The highest of the three scores indicates the most efficient method of information intake.

The second highest score indicates the modality, which boosts the primary strength. For example a score of 23 in the visual modality indicates a strong visual learner. Such a learner benefits from the text, from filmstrip, charts, graphs, etc. If the second highest score were auditory, then the individual would benefit from audiotapes, lectures, etc. If you are strong kinesthetically, then taking notes and rewriting class notes are helpful.

EL AFRICA | SEPTEMBER 2020

54

BALANCING PERSONAL & PROFESSIONAL LIFE

By Dr. Angela Agboli-Esedebe Campus President at Stratford University Campus Alexandria, Virginia

Today, maintaining work-life balance is no simple task. If you are working, juggling the demands of career and personal life will probably be an ongoing challenge. But I have learned both to set limits and look after myself, to achieve the work-life balance that is best for me.

As a campus president and Academic Administration Professional, I am responsible for keeping the Board of Trustees informed about the University in a timely and appropriate manner. I work with the Board to develop proposals for meeting the needs of the campus, and provide leadership to foster cooperation between campus and community in fulfilling the University's teaching, research, and public service responsibilities. I exercise effective leadership for the academic programs; deal with appointments of qualified persons to the faculty and staff and promotion, retention or dismissal; handle budget; interact with appropriate external bodies, including state and national accrediting groups, and most of all, deal with the needs of our diverse students’ body.

I see myself as a dynamic leader, with more than 15 years of higher education experience and a recipient of the Donald R. Stoddard Faculty Award of Excellence.

I live with my husband Paul, and two teenage kids.

Although it is difficult to balance work and family as a Campus President, I have tried to make it possible. Working mothers bring a diverse and powerful set of experiences that can contribute to a successful team in the workplace.

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EL AFRICA | SEPTEMBER 2020

I once checked on my son after a long day at

According to Mayo Clinic, when your work life

work and found him asleep, clutching my

and personal life are out of balance, your stress

picture. I felt like resigning from my job, but I

level is likely to soar. They listed the

knew that the job I do as an Academic

consequences of poor work-life balance:

Administrator was too important and I truly

Fatigue. When

enjoy what I do. I needed to find a way to have

work productively and think clearly might

the best of both worlds. Research has found

suffer.

that women need to discover life-work

Poor health. Stress

integration rather than work-balance. This is the

adverse effects on the immune system and

mindset I try to live by. I have learned to plan

can worsen the symptoms you experience

and to stay organized using calendars and lists.

from any medical condition. Stress also puts

Fortunately, my supportive husband and I share

you at risk of substance abuse.

parenting and household responsibilities. When I

Lost time with friends and loved ones. If

cannot attend an activity at the kids’ school, he

you are working too much, you might miss

does. I love being a wife, mother, and a working

important family events or milestones. This

professional. Most of all, I enjoy being Angela. I

can leave you feeling left out and might

have come to know and love who I am, and by

harm relationships with your loved ones. It is

God’s grace, embrace who I have become. I tell

also difficult to nurture friendships if you are

my husband he is the head of the house, but I

always working.

am the beautiful neck that turns it.

Increased expectations. If

you are tired, your ability to

is associated with

you regularly

work extra hours, you might be given more I have come to understand that family always

responsibility, which could lead to additional

comes first and having a strong support system

concerns and challenges.

has helped me to come to this realization. I value time spent with my siblings and my

Other things I do to care for myself to balance

girlfriends, I love planning meaningful family

my work-life include eat a healthy diet, get

activities and we love family vacations. I do not

enough sleep, make time for fun and relaxation,

suffer from superwoman syndrome because I

volunteer at church, and bolster my support

have learned to ask for help when needed. I do

system. I also take my children out on Saturday

not want to work so hard that I do not live long

mornings to play tennis for an hour, sometimes I

enough to enjoy the fruit of my labor.

have game nights with my family, and we play board games. To me these are the greatest

The only way I can excel at all these roles, is to

bonding times, because creating this balance is

spend time with my God each day. He renews

a continuous process. Finally, I examine my

my strength and in Him, I find my rest.

priorities from time to time and make changes,

Philippians 4:13 states “I can do all things

if necessary because my children are growing,

through Christ who strengthens me” and it is the

and my family’s interests change.

verse that inspires me to keep going. After spending time on my knees each morning, I get up ready to face whatever challenges lie ahead. Because self-care is critical for working

WOULD YOU LIKE TO CONTRIBUTE AN ARTICLE OR WANT TO BE CONSIDERED FOR A FUTURE COLUMN?

moms to succeed, I make out time to exercise at Contact EL Africa Magazine at

least four to five days a week. I am grateful for

Elafricamagazine@gmail.com

my faith, family, and husband because they have been essential in attaining and maintaining my work-life balance.

EL AFRICA | SEPTEMBER 2020

56

PRINCIPAL SPOTLIGHT:

ALTA VAN HEERDEN Principal of Sunlands Primary School in Cape Town, South Africa Mrs. Alta Van Heerden, an educator since 1976, said her primary objective was to enhance teaching and learning and at the same time improve the infrastructure of the schools and enrollment. Ms. Van Heerden is the current president of the International Confederation of Principals (ICP). ICP has about 50,000 members at schools in 20 countries around the world and it is dedicated to the development, support, and promotion of school leadership globally.

As the ICP president, I represent the association at various international events, act as their spokesperson or I designate someone to speak on our behalf; I preside over official events, chair and participate in meetings, work in partnership with the executive committee to ensure that Council

Sheree Vertigan described Alta as a highly principled leader who never loses focus of ICP

resolutions are enacted, look for opportunities for purposeful interaction with international organizations, I’m responsible for the ICP magazine and communication,

purpose - how we can best support school leaders irrespective of their context and their leadership capability and experience.” She added that “her extensive leadership experience brings a new depth

etc.

to all ICP policies and positions.”

PROVEN RECORD OF EDUCATIONAL LEADERSHIP

Ms. Amanda Engelbrecht,

opined that Van Heerden is “exceptionally

According to the current South Africa

Mr.

Principals Association (SAPA) President,

David De Korte, “since 1997, Alta has been involved with SAPA, her strong leadership skills and excellent interpersonal skills were visible. She held various offices at National including the General Secretary.

Another colleague,

knowledgeable about school leadership and management.” She is “visionary, has the moral courage to lead with integrity and is passionate about making a difference.” Engelbrecht added that Van Heerden has “never lost her positive, proactive, and caring energy and is gifted in forging and developing authentic relationships with her learners, staff, and parents”.

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EL AFRICA | SEPTEMBER 2020

COVID-19 PANDEMIC IMPACTS

ACTIONS DURING THE PANDEMIC

Atla told EL Africa magazine that the

During the pandemic, the ICP executive

Covid-19 pandemic that resulted in

(president-elect, regional representatives from

‘Lockdown’ of the country, caught everyone

Africa, Europe, Americas and Asia Oceania,

by surprise and impacted communities and

general representative, and the executive

schools on an unprecedented scale. The

secretary) and I sought ways to serve our

greatest impact on the school community

membership from 'a distance'. To this end we

has been the new way of doing things.

have:

Teachers had to acquire new skills to

Kept up the contact in the regions via

present curricula remotely, children had to

regional representatives

get used to online learning and parents

Sent out regular written communication via

had to ensure that the work is done daily,

e-mail

whilst also managing their households.

Organized regional online discussion groups to share best practices during

She said the quick change to distance or

these times

online learning highlighted the great

Gathered regional research and other

disparities in society and school

material as examples of what is being

communities. Many families did not have

done in Education in various parts of the

the necessary technology or connectivity to

world to assist associations in policy

support the online learning, while others

formulation and to develop their own

did not have the finances to sustain online

protocols and practice

learning.

Focused the most recent ICP magazine on adaptive leadership and shared experiences of members

Although the pandemic has presented our school community with many challenges, it has also presented us with opportunities for growth. School leaders and teachers learnt how to meet with colleagues, students, and teams online to support, mentor and encourage them. Teachers formed strong learning communities, acquired advanced technological skills, and developed new pedagogical skills to keep students engaged. Many students became more independent learners and a strong community spirit emerged among staff and families, to name but a few.

At ICP Gala Dinner in Shanghai, China with Peter Kent (ICP President-elect), his wife and my husband

EL AFRICA | SEPTEMBER 2020

58

PRINCIPALS OF THE YEAR Komlavi Sossou Principal of Public Primary School of Yao-Kope, Sokodé, TOGO

Award: The Togo CSET RECOGNITION OF VALUE as the Best Principal for the Primary School” in 2019 The CSET (Coordination of Togo teachers’ Unions) has undertaken a recognition of value awarded to principals (members of CSET) who devoted their know-how to have outstanding results in their schools.

Mr. Sossou has a spirit of sociability, collaboration in the workplace, and mutual respect. He is diligent in service and is quick-witted. He also has a love for a job well done. As a responsible for the Primary School Teachers’ Union, he fully participated in the talks, which led to the signing of the Protocol Agreement with the government in 2018. Through his leadership, he became familiar with the students and the other teachers. He involved the students’ parents in the management of discipline and good work in his school. He put in place work groups under the control of teachers. He organized assessment for the students as a competition among the groups. An award is granted to the best students after these assessments. All these programs contributed to the best results for the academic year 2018-2019.

Jackson Walyabagha School Proprietor of Private Education Institutions including Jinja Parents' Schools - Kagoma, UGANDA Kagoma is just 18Km from the source of the Nile. The Jinja Parent School is a semi urban school that caters for low income families.The Jinja Parents school is composed of the primary (K-7) with 542 students and the secondary (ordinary -Advanced levels) with 320 students. Mr. Walyabagha is also a professor at St. Augustine Teachers college for the past 18 years and started his own teachers' institute in 2010 - Jinja Teachers college.

He is a member of ASSHU, Teach a Man to Fish, and Opportunity Education Finance, a Uganda international association for school proprietors. His school has a strong PTA, in this pandemic with school closures, his school provided students with printed materials to supplement learning. His school was able to provide distance learning to some extent. The distance learning had challenges stemming from lack of smartphones and other electronic devices by students and their families and inability for parents to continue to spend money on data for those with smart devices. He worked with his teachers to develop content for online learning. As a private proprietor, he faced financial difficulties like every other private proprietor in Uganda, they did not receive any government subsidy, not even PPE for their schools and students. He was awarded the 1st Headteacher of the year for 2 consecutive years, 2018 and 2019 by the international organization – Teach a Man to Fish.

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EL AFRICA | SEPTEMBER 2020

ARE YOU PRACTICING GRATITUDE?

BY ANNIE N. DURU, PH.D. How’s life? It depends on who you asked during the Corona Virus pandemic or should I say, it depends on who is asking. You may get a short or long response. You may get a non-verbal response with thumbs up or down. It may even be a nod with the head. Whatever the response may be, one thing seems obvious and that is the change we are all experiencing.

There was a lot of disappointment when we learned of possible spread of the COVID 19 virus

What do you say to those who lost their love

on cruise ships, and finally, the cancellation of our

ones and were unable to spend some time with

trip. After months of planning and looking forward

them during the last moments of their life? What

to having a good time with friends and relaxing,

do you say to those who lost their jobs and were

our plans were put on hold. For as many

unable to pay their bills? What do you say to

disappointments we encounter in life, there are

those who have to choose between risking their

just as many reactions to choose.

lives by going back to work and staying home with no source of income? What do you say to

For me, a choice of gratitude is inevitable.

all who have to make one choice or the other to

Gratitude helps me realize a broad range of

get by? One way or the other this pandemic

significant things that we sometimes take for

affects us either socially, economically or both

granted. I am grateful that I did not embark on

and at times, creating physiological and

the ship and got stock in Miami upon return. At

emotional distress.

the time, safety measures were established requiring people who went on cruise ships to

While we may not have all the answers to

quarantine for 14 days before reintegrating in

dealing with the impact of what life has thrown

order to minimize the spread of the virus. I am

at us, practicing gratitude which is the act of

grateful that I was home, and safe with my family

being thankful and appreciative, provides

instead of going on a cruise trip and risking

perspectives that will help us persevere and

contracting the virus as there were less stringent

become more resilient.

measures at the time on cruise ships. I am grateful that I was home to support my family in

Right before the restriction on cruise ships, I was

many ways including helping my children adjust to

getting ready to go on a cruise trip to the

online learning when schools suddenly closed due

Bahamas with my friends for my birthday. Our

to the pandemic. Overall, I am grateful that my

bags were packed and we were all set to fly

family and I do not have to worry about basic

down to Miami, Florida to board the cruise ship.

needs such as food, shelter, and clothing.

EL AFRICA | SEPTEMBER 2020

60

As I remember how my kids completed the school

Gratitude helps us to maintain a healthy emotional

year via online learning, it makes me even more

well-being. According to Amy Morin’s article, 7

grateful. Some children in other parts of the world

Scientifically Proven Benefits of Gratitude, gratitude

were unable to continue their studies because of

reduces various toxic emotions including envy,

lack of resources amid the unprecedented

regrets, resentment, and frustration. Gratitude

pandemic. These children had no access to

induces positive emotions and improves an

computers and the internet. Clearly, this lack of

individual’s well-being.

resources shows how economic disparity affects children’s education in general. When we look at

Gratitude helps us to accept changes. It helps us to

what is happening around us, it makes sense to

cope with changes and bounce back. People who

seize this opportunity to remind each other,

express gratitude are more resilient.

particularly children, to focus on what we have rather than what we lack. Gratitude helps us see

The benefits of gratitude are enormous and I could

the little wins in life.

go on and on to list them and my appreciations particularly during this unprecedented pandemic.

There are many benefits to practicing gratitude.

Whatever the case maybe, I recommend practicing

An article from the Harvard Health Publishing

gratitude by expressing your gratitude to others,

suggests that gratitude helps people feel more

writing thank you notes, keeping a journal, focusing

positive emotions, experience good feelings,

on the positives, counting your blessings, and

make our memories happier, improve our health,

praying/meditating.

deal with adversity, and build strong relationships.

Gratitude makes us happier, nicer, stronger, and more appreciative. Clearly, it does not solve all problems but it helps in many ways. Gratitude helps us to manage stress. It allows you to think of positive experiences and detach from negative events in your life.

Gratitude nurtures relationships. It strengthens our relationship with others. Demonstrating care, performing good deeds, saying thank you, and expressing gratitude improves relationship.

According to Shoba Sreenivasan, Ph.D., and Linda 31 Benefits of Gratitude: The Ultimate Science-Backed Guide. (2020, February 28).

E. Weinberger, Ph.D., performing good deeds and expressing thankful appreciation will make you a happier person, and will help improve the lives of others. So, be sure to let people know that you are grateful when next they do something nice for you. Expressing appreciation will make you happier and at the same time strengthen your relationship.

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EL AFRICA | SEPTEMBER 2020

Retrieved July 25, 2020, from https://www.happierhuman.com/benefits-of-gratitude/

Morin, A. (2015, April 03). 7 Scientifically Proven Benefits of Gratitude. Retrieved July 25, 2020, from https://www.psychologytoday.com/us/blog/what-mentally-strong-peopledont-do/201504/7-scientifically-proven-benefits-gratitude

Publishing, H. (n.d.). Giving thanks can make you happier. Retrieved July 25, 2020, from https://www.health.harvard.edu/healthbeat/giving-thanks-can-make-you-happier

Sreenivasan, S. (2017, March 30). Gratitude and the Nurturing of Relationships. Retrieved July 25, 2020, from https://www.psychologytoday.com/us/blog/emotionalnourishment/201703/gratitude-and-the-nurturing-relationships

THE PRINCIPALS EMOTIONAL HEALTH GET STARTED TOWARDS A HAPPIER, HEALTHIER YOU!

DISPUTE NEGATIVE THINKING When you overreact, blow things out of proportion, or become overly self-critical, stop and analyze the facts.

Usually, they won’t support your negative thoughts.

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

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

TRY MINDFULNESS ACTIVITIES LIKE YOGA AND MEDITATION TO LEARN HOW TO ATTEND TO THOUGHTS WITH AWARENESS AND WITHOUT JUDGMENT Having a negative thought doesn’t mean you must react to it emotionally.

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

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

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

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

$20 MILLION

A university of Oxford study published last year linked benevolence -toward friends, strangers, or yourself- to increased happiness, and new findings in the Journal of Health Psychology found a correlation

That is the donation University of California (UCLA)

between self-compassion (judging your

received last fall to establish the Bedari Kindness

failures less harshly, for example) and

Institute, the world’s first interdisciplinary research

beneficial behaviours like exercise and

center dedicated to exploring the psychological,

meditation. As we await the institute’s

sociological, biological, political, and economic

discoveries, we ‘ll take to heart this advice

benefits of being good to one another and

from the Dalai Lama: Be kind whenever

ourselves. Science says it’s money well spent.

possible. It is always possible.

EL AFRICA | SEPTEMBER 2020

62

CHILDREN’S SLEEP IN THE TIME OF COVID-19: IMPLICATIONS FOR SCHOOL REOPENING

By Dr. Juliet Iwelunmor

Like most parents of school-aged children, the

The pandemic’s influences on children’s sleep

ongoing coronavirus (COVID-19) pandemic has

habits including their bedtimes, sleep hours, and

impacted not just my sleep but those of my

overall sleep quality has implications for ongoing

children. At the peak of the pandemic in April,

efforts to re-open school given the influence of

nearly 1.6 billion children were out of school.

sleep on children’s cognitive performance in the

Since then, the pandemic shows no signs of

short-term as well as their emotional and physical

letting up. According to the World Health

health in the long term. I learnt through PRIDE,

Organization and as of the time of this essay,

that getting enough sleep is not only critical with

globally, there are nearly 24 million confirmed

enhancing child development, but also crucial for

cases and 821,000 confirmed deaths due to the

improving their overall quality of life, memory,

pandemic. Whereas school worked to help

learning, attention and behavior while reducing

synchronize every parent and their children’s

deficits that may impact classroom performance.

sleep/wake cycle, the pandemic brought profound changes to our sleep routines. Even in

But what happens when routines and typical

normal times, all school aged children need 10-11

activities such as school are in flux? Can it impact

hours of sleep. The good news: my children

a parent's ability to maintain a healthy sleep

started sleeping more during the pandemic. The

schedule for school-aged children? Also, why

bad: back to school season may result in a

should parents like myself work to ensure that our

possibly problematic reset.

children get restful sleep during and after the pandemic? Dr. Lauren Hale of Stony Brook

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Numerous sleep specialists have discussed the

University, and a mentor for PRIDE scholars,

possible impact of the pandemic on sleep in

suggested in her longitudinal study on sleep

general, and specifically among children. One of

among preschoolers, that children with adequate

my mentors in a program I participated in to

sleep do better in school and have lower rates of

promote diversity in sleep-related research

health problems. Inadequate or poor sleep on the

(PRIDE), Dr. Girardin Jean-Louis — from the Center

other hand, has been linked not only with

for Healthful Behavior Change at New York

attention deficits, but also behavioral problems

University’s Grossman School of Medicine,

with potential consequences that extend beyond

recommended that people should have a regular

the classroom. Sleep duration also matters and

sleep schedule, because it controls all the

can have an impact on a child’s learning and

biological clock, or all the hormones of the body,

well-being. Children who experience short sleep

body temperature, eating and digestion, and

duration are more likely to become obese than

sleep-wake cycles. Sleep is indeed a vital

those who do not. Also, compared with well-

component of health and it’s timing, duration, and

rested children, children who get insufficient

quality can have a critical impact on a child's

sleep have impaired behavior, mood and

academic performance.

performance.

EL AFRICA | SEPTEMBER 2020

So what can parents do, particularly with efforts

Introducing a bedtime routine for children such as

currently underway to reopen schools even as the

brushing teeth, washing up, putting on pajamas,

pandemic shows no sign of abating? Asking these

reading a book or talking to children about their

questions, let alone acting on the answers, has

day as they prepare for bedtime may help to

become a crucial necessity for all parents of

maintain healthy sleep patterns. In particular, Dr.

school-aged children. Children’s sleep specialists,

Hale suggests that language-based bedtime

Drs. Sumit Bhargava and Catherine Okorie of

routines such as reading a book or singing a song

Stanford University suggested the following

with parent, are associated with both increased

practical tips that may be helpful with

sleep and improved cognitive skills.

maintaining a healthy sleep during the pandemic and as schools prepare to reopen.

While I cannot control the outcomes of the COVID-19 pandemic, for my children’s health, I

Maintain a sleep schedule: Letting kids sleep

am prepared to control how we respond to it. If

and wake whenever they want is not a healthy

these scholars are right, it will be important to

long-term solution even during a pandemic. Drs.

look closely at how sleep might be changing for

Bhargava and Okorie suggest that parents should

children and what factors are associated with

determine the optimal number of hours children

better or worse sleep during and after the

are sleeping, maybe with a sleep diary, and use

pandemic. As schools reopen, practicing these

that as a guide to enhance their sleep/wake

key sleep tips is not only necessary, but may help

cycle.

to ensure that children flourish even in the midst of the pandemic. I am convinced that the power

Gradually make changes to sleep schedule:

of sleep will have long-term consequences long

With schools currently making plans to reopen, the

after the pandemic ceases. Parents can and

need to gradually make changes to your

should do their part to ensure that their children

children’s sleep and wake times is paramount.

reap its benefit.

Drs. Bhargava and Okorie, suggest shifting sleep and wake times by 30 minutes every day, 24weeks prior to school resumption. Taking in bright light quickly and getting out of bed will help the body wake up and maybe helpful with ensuring that children maintain healthy sleep.

Dr. Juliet Iwelunmor is an Associate Professor in Global Health at Saint Louis University and a

Practice good sleep hygiene: Sleep hygiene is

2015 recipient of the

a variety of different practices and conditions

program to enhance

that promote continuous and effective sleep.

diversity in sleep-

These include, maintaining regular bedtimes and wake times, creating a cool, dark, and quiet bedroom, restricting digital media in the hour before bedtime, while allowing adequate opportunity for sleep.

related research (PRIDE) Scholar at NYU Langone Medical Center. She can be reached at iwelunmorj@slu.edu or follow on twitter @iwelunmorj.

EL AFRICA | SEPTEMBER 2020

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EL AFRICA | SEPTEMBER 2020