By Laureen Adams-Tutu, PhD

Many schools aspire to achieve educational equity, which seeks to eliminate systemic barriers and ensure all students have equal access and opportunities to realize their full academic and social potential. The current education system, however, was not originally designed to ensure success for all students; rather, it was intended to categorize and maintain the existing societal order. Leaders committed to promoting equity must confront deeply ingrained systems and structures perpetuating inequities.

Consider the following analogy: “‘A fish is swimming along one day when another fish comes up and says, ‘Hey, how’s the water?’ The first fish stares back blankly at the second fish and then says, ‘What’s water?'”^[1] In “The Waters of Systems Change,” the authors used this analogy to highlight how entrenched people can become in systems. They can become so conversant with the existing condition that they are unaware of being in it. Similarly, our educational systems were designed to function as they do, producing the outcomes we observe. Effective leadership involves closely examining the underlying systems, the “waters,” and determining which ones need transformation to achieve equitable results. Leading systems change is a significant indicator of effective leadership. Still, it requires leaders to identify and challenge the pervasive elements within the system, the dominant mindsets and beliefs that uphold the status quo.

Acknowledging and understanding the “waters” of our educational systems may be challenging for leaders deeply embedded in the existing structures. Nonetheless, leaders should persist in their commitment to innovation and transformation, as implementing effective systems change is possible.

Let’s examine the conditions of systems change to see the waters better. These six conditions, together, uphold systems: policies, practices, resource flows, relationships and connections, power dynamics, and mental models.

FIGURE 1. SHIFTING THE CONDITIONS THAT HOLD THE PROBLEM IN PLACE^[2]

^[1] Kramer, Mark R., John Kania, and Peter Senge. “The Water of Systems Change.” Report, FSG, May 2018. ^[2] Ibid

When leaders seek to change an outcome, like improving literacy rates in a secondary program, they must examine each condition and identify key levers to shift them.  Notice that there are also three levels. Structural Change has two levels, both explicit and semi-explicit. These two levels each have interdependencies among the conditions.  Often, the explicit level is where leaders begin. Leaders can shift policies, practices, and resource flows, and it will likely yield results. Those results seldom last long without addressing the other two levels. At the semi-explicit level, it is essential to note that people uphold systems. To transform a system, leaders must support transforming the relationships between people. Transformative Change operates at the implicit level. Shifting or radically changing what people believe and how they think is critical to affecting lasting systems change. Remember, these conditions work in tandem to uphold systems.

How do we shift the conditions that are holding the problem in place? Let’s take a deeper look. Leaders should consider each level of change and explore how it supports the current reality, what hinders progress, and what should shift to achieve the desired outcome. Using the example from above, let’s consider the following reflective prompts:

Structural Change:
(Explicit)
Policies: What policies are in place to support literacy? Which policies hinder literacy?
Practices: What are teachers, leaders, parents, and students doing in school to support or hinder literacy outcomes?
Resources: How are resources being allocated to support literacy?

(Semi-explicit)
Relationships and Connections: How are teachers working with parents and vice versa to support students’ literacy outcomes?
Power Dynamics: Who gets to weigh in on decisions around literacy
Initiatives, programs, and practices? Are all stakeholders involved?

Transformative Change:
(Implicit)
Mental models: To what extent do leaders and teachers believe that all
students can excel in literacy?
To what extent do students believe they can excel in literacy?

The example provided aims to demonstrate the significance of each condition. As your team and stakeholders analyze each condition, they can identify the nature of the transformation needed and the key individuals who should engage in the change initiatives. While the structural change conditions play a vital role, the deep work of interrogating mental models leads to transformative change.

In conclusion, navigating the complexities of systemic change demands a holistic approach that acknowledges the interconnectedness of various conditions. A common pitfall is the belief that modifying a single condition will be a panacea, but true transformation requires a comprehensive examination of the entire system. Leaders and stakeholders must continuously reflect to achieve lasting, meaningful, and, most importantly, transformative change, recognizing that educational equity is not a solitary goal but an ongoing commitment to dismantling barriers and fostering inclusivity at every level of the education system.

FACILITATING THE NEW NELI COURSE

Insights from NELI Faculty Training

The National Educational Leadership Institute (NELI) facilitators’ training took place at KNUST CAMPUS in Kumasi on November 18th and 19th. The meticulously planned and executed event, commenced at 8:30 am each day on the second floor of the Business School. The session opened with each facilitator introducing themselves, setting a collaborative tone. Dr. Paul Addo of the NELI Secretariat delivered a welcoming address, and key consultants Dr. Laury Adams and Dr. Jill Berg took charge as the moderators of the program’s facilitators.

Key discussions revolved around the 3 R’s: Relationships, Relevance, and Rigor. Attendees delved into understanding what they should grasp before meeting participants. A noteworthy activity involved facilitators completing the KNOW and NEED TO KNOW columns, utilising their knowledge of NELI and the strategic leadership course, followed by group discussions and knowledge sharing.

The NELI overview provided a comprehensive understanding of its purpose ensuring the Ghanaian education system nurtures thriving learners. The strategic leadership course, the first of four proposed courses, aimed to achieve this. The pilot, launched in November 2023, was a culmination of efforts starting from the Ministry’s proposal in June 2021 to Cabinet’s recommendation in December 2021.

A break was scheduled at 10:30 am, offering participants a brief respite. The subsequent discussions focused on NELI goals, purpose, and a group exploration of the “WHY” behind the initiative. The NELI approach, emphasising transformational leadership, flipped learning, and job-embedded performance assessment, was thoroughly examined. A 20-minute text-based discussion protocol added an interactive element.

Lunch provided a networking opportunity from 12:30 to 1:30 pm, fostering a collaborative atmosphere. The second session, expertly moderated by Dr. Jill Harrison Berg, concentrated on the strategic leadership course. The discussion centred on the course competency framework, task, rubrics, and the PIT crew & pathway.

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A 30-minute break, facilitators engaged in scenarios, elucidating their roles and methods for participants to understand these roles. A revisit to the Need to Know, session purpose, and individual intentions ensured alignment among facilitators.

On the second day of the NELI facilitators training, which unfolded on November 19th, proceedings commenced with a cordial welcome. This involved establishing facilitator-coach pairs, and laying the groundwork for the day’s agenda. Central to the morning session were the foundational principles encapsulated in the 3Rs:

• Relevance, delineating the purpose and objectives;
• Rigour, meticulously outlining the day’s agenda; and
• Relationships, accentuating connections and agreements.

The training session then pivoted to furnish a comprehensive overview of NELI, curated specifically for coaches. A pivotal segment revolved around acquainting facilitators with the participants. This encompassed addressing their “Need to Knows,” scrutinising participant lists, evaluating existing knowledge about participants, and discerning information gaps crucial for tailoring the training experience effectively.

A crucial juncture in the agenda involved accessing live participant data categorised by region. Emphasis was laid on the dynamic nature of these lists, underscored by continuous updates until November 21. Participants were guided to discern their assigned participants by referencing cohort numbers.

Following a brief hiatus, the agenda segued into a profound exploration of performance tasks. The focus was specifically on dissecting Unit 1 performance tasks. Expectations for participants, facilitators, and coaches were meticulously clarified, setting a nuanced tone for a structured and impactful learning experience.

The lunch interval not only served as a gastronomic respite but also provided an informal networking opportunity. This facilitated collaborative interactions among participants. The afternoon session revolved around reconnection, with a particular spotlight on Adinkra Cohort Names. This served as a conduit for fostering a sense of community and identity among the participants.

The inaugural face-to-face (F2F) session held pivotal significance. It involved the dissemination of the session agenda design, a meticulous review of the Three Rs, and active participation in team-building activities. Co-facilitators were provided with detailed planning guidelines, complemented by an optional feedback protocol designed to refine the F2F agenda for optimal efficacy.

As the curtains descended on the day’s proceedings, a structured closing and reflection period ensued at 3:00 pm. This provided participants with a designated space for assimilating and reflecting upon the day’s multifaceted learnings and interactions. This comprehensive report encapsulates the intricate and multifaceted nature of the second day of NELI facilitators training, embodying diverse elements critical for effective facilitation and robust participant engagement.

The Ghana National Teacher Prize, a beacon of recognition for dedicated educators shaping the nation’s youth, took center stage at the Ghana Senior High Technical School in Takoradi, Western Region. Educators from around the nation gathered to honour the unsung heroes of our society and the torch bearers of knowledge. The National Teacher Prize coincided with commemorating this year’s World Teachers Day. This year’s National Teacher Prize theme was “The Teachers We Need For The Education We Want: The Global Imperative To Reverse The Teacher Shortage.”

“I pay homage to teachers who made me who I am today,” stated the distinguished President of Ghana, Nana Addo Dankwa Akufo-Addo who was joined by the Minister for Education and other esteemed officials at the annual occasion.

Addressing the 6th edition of the Ghana National Teacher Prize in Takoradi, President Nana Akufo-Addo highlighted the impact of the new Comprehensive National Teacher Policy. This policy has facilitated the distribution of laptops and computers, and enhanced skill sets among educators, significantly enhancing their effectiveness.

 Among the awardees of the event, Faith Aku Dzakpasu, a teacher from the Greta ‘D’ Shepherd Two Basic School in the Ga Central District, Greater Accra Region, was honoured as the Most Outstanding Teacher in recognition of her exceptional contributions as an educator. Madame Dzakpasu was also awarded a three-bedroom house valued at GH¢450,000, an educational trip to Singapore, life insurance valued at Gh¢1,000,000 and a scholarship to further her education.

Additionally, college tutor Benjamin Semenyo Lifeson from Presbyterian College of Education in the Eastern Region was awarded the prestigious Best College of Education Tutor prize. As part of his award, he was presented with a brand-new 4×4 pick-up vehicle in recognition of his outstanding achievement.

The Ghana National Teacher Prize was introduced to uplift the morale of teachers, which had been at an all-time low for decades. Since 1994, the Government of Ghana has commemorated teachers annually by recognizing their invaluable contributions to quality education at the Ghana Teacher Prize. Every 5th of October, which marks World’s Teachers Day, is marked by a national durbar meticulously orchestrated to honour and celebrate educators nationwide.

In 2018, the prestigious Best Teacher Award underwent a rebranding and was renamed the Ghana Teacher Prize (GTP). This strategic rebranding initiative was imperative to harmonise the program with the esteemed standards the Global Teacher Prize upheld. The primary objective of this rebranding was to empower the laureates of the Ghana Teacher Prize to competently participate and excel on the esteemed global stage of education. The Ghana Teacher Prize was entrusted to Ghana’s esteemed National Teaching Council in 2018.

Sources: https://ntc.gov.gh/

By Ernestina Addo, ASCD Ghana

By Ernestina Addo, ASCD Ghana

In a landmark event, the National Education Leadership Institute (NELI) was officially launched in Takoradi, Ghana, on October 6th, 2023, heralding a new era in the country’s educational landscape. The National Education Leadership Institute is in its initial implementation phase and aims to strengthen school and educational leadership. After the cabinet approves, NELI will be the main pathway to developing educational leaders in the Ghanaian educational sector.

The occasion commenced with opening remarks from Mrs. Mamle Andrews, Chief Director at the Ministry of Education, who warmly welcomed esteemed guests, including the Honourable Yaw Osei Adutwum, Minister for Education, and set the tone for an inspiring launch.

Dr. Paul Kwadwo Addo, NELI Coordinator, provided a compelling overview of the institute’s origins. He detailed how an insightful proposal submitted by the Minister of Education to train aspiring and concurrent school leaders evolved into the fully-fledged NELI program. Under the technical advisory of Ghana ASCD, the initiative’s journey began with a strategic summit, uniting stakeholders from across the nation. Thanks to the generous sponsorship from Transforming Teaching, Education & Learning (T-TEL), an inclusive curriculum emerged, encompassing the nation’s educational aspirations.

In his discussion on the Transformation Agenda, Dr. Charles Yeboah referenced John Maxwell’s wisdom: “Everything rises and falls on leadership.” He underscored the profound impact of influential school leaders, highlighting the equivalence of their influence to that of teachers. The NELI team’s vision was clear: to transform education through a pioneering educational leadership program. By utilising a unique approach that integrates online resources, hard copies, and a flipped learning model, the program aspires to cultivate shared leadership competencies across diverse school categories and regions.

The future of the NELI program was passionately discussed by Dr.  Boakye-Yiadom, emphasizing the need for sustained efforts. Regardless of political affiliation, gender, or religion,  he stressed the importance of garnering support from all sectors. Dr. Boakye-Yiadom highlighted plans for financial

sustainability and the importance of legislative support through collaboration with parliament, declaring unequivocally, “NELI MUST SUCCEED, NELI FOREVER!!!”

In his poignant goodwill message, the registrar at the National Teaching Council, Dr. Christian Addai Poku emphasized the pivotal role leadership plays in every endeavor. His words resonated not merely as a message of support for NELI but as a profound insight into the essence of transformation. According to Dr. Poku, “Effective leadership encapsulates a multifaceted approach, where vision- becomes the compass, strategy the roadmap, motivation the driving force, teams the collaborators, the future- the goal, and people- the heartbeat of change.”

During his program’s inauguration, Dr. Yaw Osei Adutwum, Ghana’s Minister for Education, set a profound vision for the nation’s educational future. He acknowledged key figures, including Nana Ansah III and esteemed education officials, highlighting the need for strategic investment in human capital development. He shared staggering statistics from the National Standardised Test. According to the minister, in 2015, only 2% of primary two students demonstrated proficient reading skills. As of 2022, the National Standardised Test indicated that 62% of students struggle with reading (MOE).

Dr. Adutwum emphasised, “We have to begin to raise a new generation of education leaders who will be interested in learning outcomes and who will lead the charge to ensure that Ghana’s fortune will change.” Urging an end to traditional apprenticeships, he stated, “We can’t depend on this apprenticeship any longer. It has to be a purposeful education for the next generation of leaders. We have to fast track the Wesley Girl’s experience so we can get more effective school leadership, and this is where the National Education Leadership Institute (NELI) comes in.”

Hon. Dr. Yaw Osei Adutwum, Minister for Education

 In an earlier statement about the program, the minister proclaimed, “To achieve a more robust educational system consistent with the 4th industrial revolution, we must integrate relevant academic content with experiences that nurture the skills and mindsets needed to participate meaningfully for socioeconomic transformation.”

 During the NELI launch, the Minister reflected on success stories like Abena Nyakrom, Mamfi Methodist, and Ahantaman Girls schools to stress the need for accelerated learning experiences. Driven by the impending opening of new junior and senior high schools, he emphasised the vital role of innovative leaders. With changes in school infrastructure on the horizon, Dr. Adutwum urged the emergence of a new generation of leaders to steer Ghana’s education toward excellence. This vision finds its foundation in the transformative mission of the National Education Leadership Institute (NELI).

As the event drew to a close, Aaron Akwaboah, strategy and innovative adviser at the Ministry for Education, expressed a heartfelt gratitude to all stakeholders and participants. His closing remarks echoed the collective determination to ensure NELI’s success. The ceremony concluded with optimism and shared commitment to the initiative’s goals.

Sources:

https://pdf.usaid.gov/pdf_docs/PA00SWTF.pdf

https://moe.gov.gh/index.php/2023/10/09/dr-adutwum-launches-neli-to-sharpen-the-skills-of-educational-leaders-in-the-country/

ASCD Ghana Coverage

By Ernestina Addo, ASCD Ghana

To commemorate Africa’s dynamism and innovation, the 55th annual Round Square International Conference 2023 was held from Sunday, the 8th, to Saturday, 14th October. Brookhouse Schools in Nairobi, Kenya hosted the conference, the conference explored the theme “The New Africa,” delving into the continent’s evolution and defining role in the 21st Century.

This immersive experience unfolded across Brookhouse’s two campuses, offering a diverse program of engaging learning sessions, enlightening keynotes and panel discussions led by a remarkable lineup of African innovators. Attendees had the opportunity to participate in these sessions, sparked meaningful conversations, fostering cross-cultural understanding and inspiring attendees.

The heart of the conference lay in its unique accommodation setup. 1200 student delegates from 160 Round Square schools worldwide were welcomed into Brookhouse families’ homes, providing them with a firsthand experience of East African hospitality. Meanwhile, adult delegates enjoyed comfortable stays in hotel accommodations in the bustling city of Nairobi, immersing themselves in the culture of the place.

Structured days of the conference ensured a well-rounded experience. Opening day brought all attendees together, setting the tone for the conference, followed by three content filled days that offered smaller group activity and interaction. Students were able to engage with unique learning experiences during the content days deemed Adventure, Service, and Democracy days. Activities rotated between the Karen and Runda campuses of Brookhouse schools, providing participants with diverse perspectives and experiences.

Former First Lady of Kenya Margaret Kenyetta in her inauguration speech of the Round Square conference, stated “We shall be seeing a bold and visionary generation rise up. You are a generation willing to take chances to chart your own paths. You are ready to question, to experiment with new ideas, to innovate, and ultimately, to build a better world” (Citizen Digital).

The Adventure Day was an exhilarating moment of the conference, where attendees camped beneath the East African skies in Nairobi National Park. This unique experience included wildlife game drives and discussions centred on environmental conservation and deepening participants’ connection with nature and African wildlife.

The Round Square International Conference 2023 was an educational event and a celebration of Africa’s progress in the education sphere and its innovations. Attendees left with a profound appreciation for the continent’s rich heritage and significant global community contributions.

Sources:

https://www.citizen.digital/news/margaret-kenyatta-inaugurates-55th-round-square-international-conference-n329012

https://www.rsic2023.org/conference

https://www.the-star.co.ke/news/2023-10-09-karibuni-kenya-ex-first-lady-opens-global-conference-to-showcase-students-talents/