Speakers and panels
Below, you will find information about the panels and speakers of the African Education Festival in Accra, Ghana.
Dr Patrick Awuah
President of Ashesi University
Patrick Awuah is the founder and president of Ashesi University, a private, not-for-profit institution that has quickly gained a reputation as one of Ghana’s finest institutions of higher learning. Patrick left Ghana in 1985 when Swarthmore accepted him on a near-full scholarship. In 2001, after living in America for almost two decades, Patrick Awuah returned to Ghana.
Before founding Ashesi University, Patrick worked as a Program Manager for Microsoft where, among other things, he spearheaded the development of dial-up internet working technologies and gained a reputation for bringing difficult projects to completion.
He holds bachelor degrees in Engineering and Economics from Swarthmore College; an MBA from UC Berkeley’s Haas School of Business; and honorary doctorates from Swarthmore College and Babson College.
In recognition of his service to Ghana,Patrick was awarded Membership of the Order of the Volta by His Excellency, President J.A. Kufuor in July 2007. The Order of the Volta is one of Ghana’s highest awards, given to individuals who exemplify the ideal of service to the country.
He has won many prestigious international awards including the MacArthur Fellowship and the McNulty Prize. In 2015, Patrick was named one the 50 greatest leaders in the world by Fortune Magazine. He has also twice been recognized by a PricewaterhouseCoopers survey of Ghanaian CEOs as one of the ten most respected CEOs in Ghana. In December 2015, Patrick was recognized by Africa Leadership Initiative — West Africa (ALIWA) as a “Genius Fellow” an honour reserved for only 20 people around the world.
He is a Fellow of the Africa Leadership Initiative of the Aspen Global Leadership Network; a member of the Council on Foreign Relations; and a member of the Tau Beta Pi honor society for excellence in engineering.
Dr Conrad Hughes
Campus and Secondary Principal at the International School of Geneva
Dr Conrad Hughes is Campus and Secondary Principal at the International School of Geneva, La Grande Boissiere, the oldest international school in the world. He has been school principal, Director of Education, International Baccalaureate Diploma Programme Coordinator and teacher in schools in Switzerland, France, India and the Netherlands. He teaches philosophy. His PhD is in English literature.
He is currently undertaking doctoral research at Durham University on the relationship between prejudice and education with specific focus on how education can reduce prejudice. His research interests also include 21st Century Education, Critical Thinking, International Education and Assessment He is the author of numerous articles in peer-reviewed journals and as Director of Education at the International School of Geneva he led the publication of Guiding Principles for Learning in the 21st Century with UNESCO.
His latest book, Understanding Prejudice and Education: The Challenge for Future Generations, was published in 2016 by Routledge.
Read more about the panels and speakers below and see here for information on the conference schedule.
Panel 1: Being an international school - Promoting intercultural awareness and international mindedness in your institution
The International Schools Consultancy (ISC) estimates that there will be over 1500 international schools in Africa by 2025. The ISC defines international schools as a school which “delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country. If the school is in a country where English is an official language, it “offers an English-medium curriculum other than the country’s national curriculum and the school is international in its orientation.”. What is our understanding of Intercultural mindedness/ understanding, International mindedness/ understanding, Intercommunity mindedness/understanding? What makes a school international? How does a school create an environment that fosters and promotes respect and understanding for other perspectives, cultures and languages or even the ability to see oneself as a responsible member of the community and a global entity?
Moderator: Fidelis Nthenge, Head of IB World Schools
- Ken Darval, Tema International School, Ghana
- Dr. Mary Ashun, Head, Ghana International School
- Taid Rahim, Arc-en Ciel, Togo
Panel 2: How to meaningfully integrate technology in your school
The Ed-tech industry has grown substantially to accommodate the increasing need of schools to integrate technology in their institutions. We live in world that is intertwined with technology. However, successful technology integration is a challenge that schools grapple with. Working with digital natives and the growth of technological pursuits requires that schools and learners are efficient and successful at weaving technology in key facets of school life. What are the various ways schools can adapt technology in a sustainable manner? How does a school develop a successful digital strategy by assessing, creating and implementing a strong model which involves teacher training and participation and student/parent support? In what ways can this impact positively on teaching and learning outcomes and a school’s digital footprint/culture?
Moderator: Ed Lawless, Pamoja
- Mrs Joyce Agaye, Regional Manager, West Africa and Kenya, Scholastic
- Dylan Jones, Senior International Strategy Consultant, Follett School Solutions International
Panel 3: The Learner Profile - Developing globally competent students
The IB Learner profile provides a set of attributes that helps guide the work of schools to develop students who can successfully navigate the 21st Century. The attributes encompass the development of 21st century skills such as creativity, critical thinking, collaboration, communication and other career and life skills. Countries like Australia, Rwanda and Singapore have developed similar frameworks to help develop students with competencies that incorporate both academic and life skills. The desired outcome of the LP is to develop the whole person and create life- long learners. What are the attributes of the Leaner Profile? What are the skills needed for the 21st Century? How does a school train its students to exhibit these attributes to be globally competitive?
Moderator: Helen Chatburn-Ojehomon, Ibadan International School
- Dr. Fatma Odaymat, Al Rayan International School
- Sheena Nabholz, Principal, Lincoln Community School
Panel 4: Creating excellent schools - Running a school that promotes transformational education
What does an excellent school look like? How does one create institutional excellence that promotes transformational education? Does it depend on the school leader or does it require a cultural shift in the school environment? Is it created by a curriculum? Experienced educators and supportive parents? What are the ingredients of an excellent school and does that really exist?
Moderator: Jon Halligan, Head of Development and Recognition, Africa, Europe and Middle East
- Mr. Titi Ofei, SOS - Hermann Gmeiner International College
- Mrs Koiki, Founder, Head, Greensprings School, Nigeria
Panel 5: Developing and sustaining professional learning communities
Professional learning communities (PLCs) are a way of organizing educational staff so that they can engage in purposeful, collegial learning with the aim of improving staff effectiveness so that all students learn successfully to high standards (Hord, 2008) What are the key components of creating a highly effective professional learning community? What are the benefits if any of promoting increased collaboration among teachers? How do school leaders create an environment that nurtures and develops a highly effective and professional learning community?
Moderator: Martin Muchena, Curriculum Manager, Diploma Programme
Panelists: To be confirmed
Panel 6: Bridging the Gap - Preparing students for jobs of the future
Africa’s youthful population is projected to be largest in the world. Harnessing the potential of young people is key to the continent’s development. In an increasingly complex world, employers are looking to hire people with a variety of skills and knowledge to successfully navigate the changing landscape of the work place.
This interactive session will provide an opportunity for participants to delve in a rich discussion on the future workplace and the skills and attitudes needed to thrive and succeed. What are employers looking for? And how do school leaders, policy makers and institutional leaders prepare students for life and work after school?
Facilitator: Jon Halligan, Head of Development, IB Africa, Europe and the Middle East
Panel 7: Understanding Leadership
Leadership is in part a social construct, positioned in time and place and influenced by personality.
The workshop explores leadership capabilities and intelligences, the core themes and the leadership processes that are considered the most supportive of effective leadership in a range of IB schools and IB contexts. There will be an emphasis on the complex, contextual and holistic nature of leadership, and you will build deeper understandings of how to adapt your leadership style in different contexts. This interactive workshop will also expose participants to current research on leadership and participants will leave with a greater understanding of their unique leadership style and information on resources to build on their leadership abilities.
Catherine Ige, Head, Ibadan International School, Nigeria
Bukky Okunnuga Otono, Global Professional Development Associate Manager, IB
Best practices in Leading and Learning in the African Context
This workshop will explore the journey of our school in unpacking the IB curriculum in the African context through best practices in teaching and learning. This workshop will share the insights into our experiments with international mindedness, lifelong learning and creatIng an inclusive yet innovative learning space. We will share our case studies on:
- Promoting International mindedness in the non-western contexts- defining International mindedness in the local context.
- Building Capacity in our community- through developing a teacher training workshop and intern programme.
- Creating innovative learning spaces-spaces that integrate physical and digital platforms to promote student agency.
- Creating a culture of leadership-teachers as the change makers, developing potential through a culture of coaching and mentoring.
Shwetangna Chakrabarty, Dar es Salaam International Academy, Tanzania
Natasha Haque, Dar es Salaam International Academy, Tanzania