Theme Strand: Teaching and Learning InnovationAbstractIn an increasingly interconnected world, education extends beyond academic achievement to preparing learners to understand, appreciate, and contribute positively to the world around them. “Raising Global Citizens: The Teacher’s Role in Shaping Tomorrow’s World” explores the powerful role teachers play in developing responsible, compassionate, culturally aware, and internationally minded learners.The presentation will examine how teachers can intentionally cultivate values such as respect, empathy, inclusivity, collaboration, critical thinking, creativity, and social responsibility within everyday classroom experiences. It will highlight how teaching and learning can move beyond the classroom by connecting children to real-world issues, different cultures, diverse perspectives, and global challenges.Learning OutcomesUnderstand the concept of global citizenship and its relevance to 21st-century education.Recognise the teacher’s influence in developing learners who are responsible, empathetic, respectful, and internationally minded.Identify key skills and values that children need to become effective global citizens, including critical thinking, communication, collaboration, empathy, creativity, and social responsibility.Explore practical classroom strategies for embedding global citizenship into everyday teaching and learning.Connect local learning to global issues, helping learners understand how their actions and choices can impact their communities and the wider world.Delivery Approach: Interactive discussion, Case study, Research-informed presentationPresenter Bio Florence Osekre is an experienced educator and passionate advocate for child-centred, creative and purposeful learning. With over a decade of experience in education, she is committed to creating learning environments where children are empowered to think critically, communicate confidently, explore their creativity, and develop a strong sense of social responsibility. As a senior teacher at Ghana International School, Florence believes that teaching is about more than delivering a curriculum; it is about helping children understand their place in the world and equipping them with the knowledge, values and skills to make a positive difference.

Theme Strand: Health and WellnessAbstractThis seminar makes the compelling case that having a school nurse is not a discretionary provision, but an operational necessity in every institution, from Early Years through Upper Secondary. Drawing on direct clinical and classroom experience, this session offers an evidence-based look at how an on-site nurse safeguards student wellbeing, while allowing teachers and administrators to remain fully engaged with their duties. Discover how nurses provide immediate triage for injuries and allergic reactions, safely administer medication, and manage students with chronic conditions like asthma, diabetes, sickle cell, and epilepsy  whilst keeping them safe and supported in class.For schools still weighing the value of a school nurse, this session offers a clear, practical case for making that investment today. Learning OutcomesUnderstand why every school needs a nurse on-site, not as an option, but as a must-have.Understand how school nurses safely manage injuries, allergic reactions, and the administration of daily medication ensuring students stay in class and thrive.Gain practical tips to improve their school health practice.Participant TakeawaysBeyond the insights, participants will walk away with practical, tried-and-tested nuggets to elevate their school's sickbay or health clinic, transforming it from a routine health clinic into a standout feature of the school. As part of this initiative, we are also excited to offer schools direct support in establishing a fully functioning Health Clinic and to give participants a first look at our upcoming School Nurses Conference, launching next year, dedicated to strengthening school health practice across the sector.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioJacqueline is a registered nurse with extensive experience in Public Health, Health Promotion, and Education, spanning both the UK and Ghana. She has worked at GIS over the past 10 years. She holds a BSc in Nursing from the University of Surrey, and a Masters in Global Public Health from Imperial College London, alongside a background in Psychology.  She is committed to serving the entire school community, applying strong problem solving and critical thinking skills to her practice. Her mission has always been to provide effective, personalized care, assessing individual needs, and developing and evaluating ongoing care plans.  At this year's TIME Educators Conference, she combines her clinical expertise and passion for health education to deliver vital strategies on student wellbeing and school health practice.

Theme Strand: Technology and AI in EducationAbstractEducators increasingly rely on digital platforms, including portals, payroll systems, school WhatsApp groups, personal Gmail accounts, and Mobile Money wallets. However, this expanding digital presence exposes teachers to sophisticated scams, credential theft, and account takeovers. Adapted from the international Cybersecurity Awareness Month 2026 framework, this interactive seminar demystifies cybersecurity for non-technical educators. Participants will learn how cyber-criminals exploit simple habits, and how adopting five zero-cost behaviors neutralizes threats. Learning Outcomes1. Recognize that cybercriminals seek easy targets and that simple personal habits make attacks too expensive for hackers.2. Create 16+ character random passphrases, utilize free password managers, and eliminate password reuse across personal and professional portals.3. Implement MFA Across Critical Platforms: Activate Two-Step Verification on personal email, portals, financial tools, and WhatsApp accounts to block credential spraying.4. Spot Phishing & Social Engineering.5. Practice Safe Device & Data Hygiene.Delivery Approach: Interactive discussion, Demonstration, Research-informed presentationPresenter BioPerry Golightly is an accomplished IT educator with over 15 years of experience teaching the Cambridge Computing, ICT and IT curricula. As Head of the IT Department at Ghana International School, he leads with a vision of leveraging technology as both a tool and a catalyst for transformative learning. Passionate about innovation, Perry champions the integration of technology and artificial intelligence into teaching to enhance learning experiences, foster creativity, and prepare students for a rapidly evolving digital world.

Theme Strand: Professional (HR, Finance, Security, Facilities, etc)AbstractThe human resource management (HRM) function is not neutral to any sector of organised institutions; be it private or public sector.It provides advice and services that enable organisations to get things done through people. It ensures the provision of strategies, policies and practices to maintain and cater for everything concerning employment, development, well-being of workers, and the relationship  between management and the workforce.The focus of this presentation is to expose the leadership of educational institutions to the principles in some of the recurrent functional areas of HRM to equip them with working knowledge of HRM practice for effective and efficient management of their workforce.The presentation will highlight, among others:a) recruitment and selection practices;b) training and professional/management development; and,c) performance management and motivation.In addition to the principles underlying these HRM concepts, the presentation will provide best practice in HRM practice in both private and public sectors of Ghana. Learning OutcomesBy the end of the presentation, it is expected that participants would have a fairly good appreciation and understanding of the:fact that in addition to their functional/technical roles, they also have HRM roles to perform in the management of their workforce; and,principles underlying the identified HRM functional areas and apply them in the management of their workforce.Participant TakeawaysParticipants would have an appreciation and understanding of the fact that, as part of their supervisory duties as line mangers,  they are the human resource managers of their subordinates, irrespective of their core functions.  The human resource management practitioners in their institutions are their HRM consultants, whose responsibility is to guide them in the practice of HRM in their various Department/Units.Delivery Approach: Interactive discussionPresenter BioMr. Michael Owusu-Nimako has thirty (30) years experience as a public sector manager and management consultant, with expertise in human resource management practice, organisational development/design, and corporate governance practice. He was the (Executive) Secretary to the Public Services Commission from 2012 till 2019, when he retired from the Public Services. Prior to his appointment as Secretary to the Commission, he worked as:a) Senior Management Consultant, GIMPA Consultancy Services Unit, 2010-2012;b) Human Resource Manager (Head of Human Resources), GIMPA, 2006-2010;c) Principal Human Resource Officer, Cocoa Marketing Company Limited (Ghana COCOBOD), 2002-2006;d) Management Consultant, Agricultural and Industrial Management Services (AIMS) Limited, 1996-2002; and,e) Stock Controller and Accounting Officer, Bamson Company Limited (Local Representatives of Akzo-Nobel (Sikkens) B.V., The Netherlands), 1988-1989.He holds a Master of Philosophy in Economics from the University of Tromsø, Norway, and a Bachelor of Arts (Hons) in Economics and Sociology, and a Diploma in Education from the University of Cape Coast.He has attended numerous human resource management and other management training programmes in Ghana, Botswana, Korea, Singapore and the United Kingdom. His membership on Governing Boards/Councils in the Public Services of Ghana include:a) Chairman – Fair Wages and Salaries Commission Board, 2022-2025;b) Vice Chairman – Fair Wages and Salaries Commission Board, 2018-2021; c) Council Member – Ghana Education Service Council, 2014-2019;c) Council Member – West African Examinations Council National Committee, 2013-2019; and,d) Board Member – Legal Service Board, 2013-2019.

Theme Strand: Student Wellbeing and SafeguardingAbstractCreating environments where learners feel safe,  seen and supported is fundamental to meaningful learning. This workshop will explore how trauma-informed teaching and safeguarding practices work together to foster psychological safety , strengthen student engagement and promote academic success. Additionally, the workshop hopes to deepen educators understanding of how trauma and adversity can influence learning behaviour  and relationships while examining the educator’s role in creating inclusive , responsive and culturally respectful learning environments. Learning OutcomesLearn to identify common signs and impacts of trauma in students and distinguish between trauma-related behaviours and typical developmental challenges.Learn how to apply trauma-informed strategies that promote emotional regulation, psychological safety, and positive relationships within educational settings.Learn to apply emotionally intelligent communication techniques that foster trust, empathy, and resilience while supporting student wellbeing.Learn to create  a personal action plan to integrate emotional intelligence and trauma-informed practices into everyday teaching while promoting student success and as well as educator and student wellbeing .Delivery Approach: Interactive discussion, Demonstration, Case studyPresenter BioMrs. Abigail Blay is a UK and Ghana trained licensed school-based mental health professional with nearly a decade of experience leading the counselling unit at the Association International School. She is passionate about promoting student wellbeing and supporting students transitions to post  secondary  or higher education. Throughout her career she has worked collaboratively with students, families and educators to foster safe , inclusive and supportive learning environments. Mrs. Blay is committed to equipping educators with practical, evidence-based strategies that strengthen resilience, enhance emotional wellbeing, and empower every learner to thrive. She is  also serves as a member of the Events and Outreach committee of the Ghana Psychological Association  and is also a member of the International School Counselor Association.

Theme Strand: Professionalism and Teacher PracticeAbstractTeaching demands resilience and adaptability, yet many educators remain in survival mode—reactive, isolated, and exhausted. Transformation occurs when teachers move beyond coping into thriving, guided by reflective practice and purposeful professionalism. Reflection empowers educators to critically examine methods, outcomes, and choices, fostering growth and innovation. Professionalism anchors them in ethical commitment, lifelong learning, and intentional leadership, positioning teachers as agents of change. Together, these frameworks cultivate identity, resilience, and impact, shifting the narrative from survival to flourishing. In an era of attrition and burnout, embracing reflection and professionalism is not optional—it is urgent and essential.Learning OutcomesArticulate the relationship between reflective practice and sustained professional growth;Identify at least three evidence-based markers of purposeful professionalism and evaluate their own practice against these markers;Analyse how systemic education reforms over the past decade have shaped (and sometimes undermined) teacher professional identity;Apply a structured reflective framework (the “GROW-Reflect” model introduced in this session) to a real challenge in their current classroom or school context;Commit to one concrete action for their professional development plan as a post-session outcome.Participant TakeawaysCritically examine their own classroom practice, professional habits, and underlying assumptions using structured reflective tools and models. Identify personal and contextual factors that contribute to a survival mindset, and articulate strategies for moving beyond them. Apply reflective frameworks (such as Gibbs, Schön, or the GROW model) to real professional challenges and dilemmas they face. Articulate a personal professional philosophy that aligns their values, teaching identity, and long-term career intentions. Demonstrate purposeful professionalism through intentional planning, ethical decision-making, and proactive engagement with their school community. Develop sustainable habits of reflection and self-renewal that support long-term professional wellbeing and resilience. Position themselves as agents of change — contributing meaningfully to institutional culture, student outcomes, and the broader teaching profession.Delivery Approach: Interactive discussionPresenter BioVivian is an experienced educational leader with over 20 years of progressive responsibility spanning academic administration, curriculum leadership, faculty supervision, and international programme coordination. Holding an M.Ed. in Educational Administration and Leadership from Valley View University and a PGCE from the University of Cape Coast, she brings scholarly grounding and deep practical expertise to every role she undertakes.Her career trajectory — from Biology Teacher through Vice Principal and Principal at Ghana Christian International High School — reflects a consistent commitment to academic excellence, institutional resilience, and purposeful leadership. She has directed Cambridge A Level programmes, managed examination systems across CAIE and WASSCE frameworks, and championed faculty development and succession planning across multiple institutions.An internationally engaged professional, Vivian has presented at the Schools Now Conference in Cape Town and participated in global forums on curriculum enrichment and leadership excellence. She is passionate about empowering learners, developing leadership pipelines, and transforming schools into thriving communities of practice.

Theme Strand: Professional (HR, Finance, Security, Facilities, etc)AbstractOccupational safety & security are often viewed as compliance functions focused on policies, inspections, and emergency procedures. Yet, its greatest impact lies in its ability to empower people. This session explores how a decade of embedding Occupational Safety & Security principles within a school transformed organizational culture, strengthened stakeholder confidence, and contributed to educational excellence. Drawing on practical experiences - including leading initiatives that earned international recognition through the ISOS Duty of Care Award and national HESS Awards - the presentation demonstrates how prioritizing the wellbeing of teachers, students, support staff, and contractors creates a ripple effect that enhances learning outcomes, resilience, and institutional performance. Participants will gain practical insights into moving beyond compliance to building a proactive safety & security culture where protecting people becomes a strategic driver of sustainable educational transformation. Learning Outcomes Recognize occupational safety & security as a strategic driver of educational excellence, rather than merely a compliance requirement. Describe the importance of a people-centred safety & security culture and the role every member of the school community plays in creating and sustaining a safe & secure learning environment.Identify the key elements of an effective school Occupational Safety & Security programme, including risk management, emergency preparedness, contractor management, environmental stewardship, and food safety.Differentiate between a compliance-driven approach and a culture-driven approach to occupational safety 7 security, and appreciate the value of shared ownership and proactive risk management.Reflect on practical actions that can strengthen safety & security culture within other schools.Delivery Approach: Interactive discussion, Case studyPresenter BioRichard Kodjo Agbettoh is the Security & Safety Assurance Manager at Ghana International School (GIS), Ghana, and a Security & Safety Leader with over 2 decades of experience spanning international education, the extractive industry, enterprise risk management, and security technology. A Certified Strategy Professional, ISO Integrated Management Systems Lead Auditor, and Certified Member of ASIS International, he specializes in occupational safety, security governance, compliance, and organizational resilience.Richard led the development of GIS's integrated safety and risk management framework, contributing to the school's recognition as the Global Winner in the Compliance & Risk Management Category at the 2026 International SOS Foundation Duty of Care Awards, as well as HESS Awards for Best Institution in Security & Safety Management Practices and Best Institution in Health, Environment, Safety & Security Awareness. He is passionate about empowering people, building resilient organizations, and transforming education through proactive safety and security leadership.

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is transforming education worldwide, yet much of the current discourse is characterised by optimism, uncertainty, and limited empirical evidence, particularly from developing countries. While AI-powered tutors, learning assistants, and agentic systems are increasingly entering classrooms, policymakers and educators continue to grapple with critical questions regarding effectiveness, equity, transparency, and the role of human teachers. In many resource-constrained educational settings, the challenge is not merely adopting AI but determining how AI can be designed and implemented to strengthen learning while preserving the public purpose of education.This presentation shares findings from a doctoral research project conducted in Ghana that designed, developed, and evaluated a Human-Centred Pedagogical Agent Persona (PAP) to support project-based learning in visual arts education. Guided by the Design Science Research Process Model (DSRPM) and the ADDIE instructional design framework, the study developed an AI-inspired pedagogical agent capable of delivering instructional guidance while allowing varying levels of learner control over instructional pacing.Using a mixed-methods research design involving senior high school students, the study compared three instructional conditions: System-Paced, Learner-Paced, and Learner-and-System-Paced pedagogical agent environments. Findings revealed statistically significant improvements in creativity, design quality, craftsmanship, and task suitability among learners exposed to pedagogical agent-supported instruction, with learner-controlled environments producing the strongest outcomes. The study further demonstrated high learner acceptance and usability while highlighting the continuing importance of teachers as facilitators of meaningful learning experiences.Ultimately, this presentation argues that the future of AI in education should not be measured by the sophistication of algorithms alone, but by the extent to which AI enhances human learning, supports teachers, advances equity, and contributes to more inclusive educational futures for all learners.Keywords: Human-Centred AI, Pedagogical Agents, Educational Technology, Learning Equity, Project-Based Learning, Ghana.Learning OutcomesDiscuss the design principles underpinning human-centred pedagogical agents, the role of learner agency in AI-supported instruction, and practical approaches for implementing low-cost AI innovations in resource-constrained educational contexts.A live demonstration of the pedagogical agent prototype will illustrate how such systems can support personalized learning without replacing human educators.Delivery Approach: Research-informed presentation, Panel discussionPresenter BioDr. Akwasi Adomako Boakye is an Art Educator, Educational Technology Researcher, and AI-in-Education Innovator from Ghana. He holds a PhD in Art Education from Kwame Nkrumah University of Science and Technology (KNUST), where his research focused on designing and evaluating pedagogical agents to enhance project-based learning. He is an award-winning researcher, having received the Overall Best Oral Presentation Award at the E-Learning International Conference 2024. His work explores human-centred artificial intelligence, digital learning, interactive multimedia, and inclusive education, with a particular interest in developing equitable learning solutions for resource-constrained educational contexts across Africa.

Theme Strand: Professional (HR, Finance, Security, Facilities, etc)AbstractAs financial crimes become increasingly sophisticated, criminal enterprises are seeking new avenues to disguise illicit funds, including institutions that enjoy high levels of public trust. Schools and educational establishments are not immune. This presentation examines how money laundering and pseudo-legitimate financing can infiltrate the education sector through tuition payments, seemingly harmless donations, sponsorships, procurement arrangements, and fundraising initiatives. It highlights the critical role of teachers and school administrators as ethical gatekeepers who must exercise vigilance, due diligence, and sound professional judgment. Participants will explore common warning signs, practical preventive measures, and the importance of fostering a culture of accountability and transparency. The session aims to empower education professionals to safeguard their institutions, protect their reputations, educate and protect their vulnerable learners, and contribute meaningfully to the national and global fight against financial crime. Learning OutcomesAt the end of this presentation, participants will be able to:Explain the concepts of money laundering and pseudo-legitimate financing, and their impact on the education sector, schools, and society.Recognize and identify common methods and red flags through which schools, teachers, and educational institutions may be exploited through tuition payments, suspicious donations, sponsorships, procurement, fundraising, scholarships, and partnerships.Apply ethical and professional principles to promote transparency, accountability, sound financial governance, and compliance with relevant institutional policies and legal requirements.Integrate age-appropriate lessons on financial integrity, ethical leadership, responsible citizenship, and the dangers of illicit wealth into classroom teaching and school activities to empower learners. andDevelop and implement practical strategies to foster a school culture of integrity, prevent corruption, money laundering, and financial misconduct, and serve as advocates for combating financial crime within their institutions and communities.Participant TakeawaysAt the end of the presentation, participants will leave with:A practical understanding of how money laundering and pseudo-legitimate financing can affect schools and the education sector.The ability to recognize red flags and avoid being used, knowingly or unknowingly, as conduits for illicit financial activities.Practical tools and best practices for promoting transparency, accountability, ethical leadership, and sound financial governance in their schools.Strategies for integrating financial integrity, anti-corruption values, and responsible citizenship into teaching and learning.A renewed commitment to serving as professionals and role models who safeguard their institutions, empower learners to reject illicit wealth, and contribute to the national fight against financial crime.Delivery Approach: Interactive discussion, Research-informed presentationPresenter BioMr. Alfred Tay has been a teacher since 2010. He has also worked as an Auditor for a period of six years with a mid-tier audit firm in Ghana. He is a Chartered Accountant, and a Full Member of the Institute of Chartered Accountants - Ghana. He holds a Bachelor of Commerce, and a Master of Business Administration from the University of Cape Coast, Ghana.  He also holds a Post-Graduate Diploma in Education from the Valley View University. He currently teaches Accounting and Business Studies at the Upper Secondary Section of the Ghana International School.

Theme Strand: Entrepreneurship, Innovation, Intellectual Property & Real-World LearningAbstractSchools are under increasing pressure to prepare students for a rapidly changing world, yet many still prioritize content mastery over the ability to solve real-world problems. This session presents a practical framework for designing school experiences that intentionally develop problem solvers through entrepreneurship, innovation, and authentic learning. Drawing on the speaker's experience leading the redesign of entrepreneurship and vocational programmes, establishing school innovation hubs, and embedding project-based learning in a secondary school, participants will explore how curriculum, learning environments, industry partnerships, and student-led experiences can work together to build future-ready competencies. Rather than introducing another programme, the session offers a systems-based approach that schools of different contexts can adapt to create meaningful, real-world learning experiences that equip students to identify opportunities, create value, and thrive beyond graduation.Learning OutcomesBy the end of this session, participants will be able to: Explain the key design principles that enable schools to cultivate problem-solving, innovation, and entrepreneurial thinking across the student experience. Evaluate their current school practices to identify opportunities for embedding authentic, real-world learning. Apply a practical framework for integrating entrepreneurship, project-based learning, industry partnerships, and innovation into existing programmes, rather than treating them as standalone initiatives. Develop an actionable roadmap for implementing or strengthening a school-wide approach to preparing students with the skills, mindset, and experiences needed to thrive in an increasingly complex and dynamic world.Participant TakeawaysParticipants will leave with: A practical framework for designing school experiences that intentionally develop problem solvers through entrepreneurship, innovation, and real-world learning. A school innovation audit tool to help identify strengths, gaps, and opportunities within their current programmes. Practical strategies for embedding authentic, real-world learning into existing curricula without requiring a complete curriculum overhaul. Ideas for leveraging project-based learning, industry partnerships, and innovation spaces to strengthen student engagement and future readiness. A simple action plan they can adapt to begin implementing meaningful change within their own school or classroom.Delivery Approach: Interactive discussion, Hands-on activities, Case studyPresenter BioSteven Loya is an educational consultant, entrepreneurship educator, and innovation leader passionate about designing future-ready learning experiences. He serves as the Coordinator for Entrepreneurship and Students Experience at Wellspring College, where he leads initiatives that integrate entrepreneurship, skills-based learning, innovation, vocational education, and project-based learning to prepare students for success beyond the classroom. He has designed entrepreneurship and vocational programmes, established school innovation hubs, and developed student-centred experiences that cultivate creativity, problem-solving, leadership, and real-world competencies. His work focuses on helping schools move beyond traditional instruction to build learning ecosystems that foster innovation and meaningful student engagement. Steven also serves as the Lead of STEAM Innovation Foundation, collaborating with schools and educators across Africa to advance STEAM education and equip the next generation of innovators and changemakers.

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractThe seminar aims to investigate co-creation of knowledge between teachers and school leaders as a driver of strategic leadership and school improvement in international school settings. The seminar will discuss the benefits of sharing knowledge in an organised way to improve teaching, decision-making, and institutional effectiveness.The seminar will also draw on research from collaborative leadership, professional learning communities, and distributed leadership. Participants will explore practical approaches to moving from individual professional practice to sustained collaborative inquiry within schools. The session will have a short conceptual seminar and interactive workshop elements to enable participants to reflect on current practices and design collaboration frameworks appropriate to their contexts. Through case discussions, facilitated reflections and group design exercises, participants will engage in creating practical strategies for building stronger professional learning cultures. This session will contribute to fulfilling the mission of the GIS TIME Conference to transform, inspire, motivate, and educate educators by providing practical tools to embed the co-creation of knowledge as a core element of school leadership and continuous improvement.Learning OutcomesBy the end of the session, participants will be able to:Explain the concept of co-creation of knowledge and its relevance to strategic leadership in schools.Analyse how collaborative leadership practices contribute to improved teaching, learning, and school effectiveness.Identify key structures that support knowledge co-creation, including Professional Learning Communities (PLCs), peer collaboration, and distributed leadership models.Apply evidence-informed strategies to strengthen professional collaboration within their own school contexts.Design a practical, context-specific framework for enhancing knowledge sharing and continuous professional learning among teachers and school leaders.Participant Takeaways The role of co-creation of knowledge in improving strategic leadership and school improvement: A clear understanding. Actionable ways to create meaningful collaboration between teachers and school leaders. Experience with evidence-based models such as Professional Learning Communities (PLCs), peer coaching, and distributed leadership practices. A simple, flexible model to develop or expand knowledge-sharing systems in their schools. A programme to enhance professional collaboration and cultivate cultures of continuous learning within their organisations. Greater confidence in leading or participating in structured professional dialogue and collaborative inquiry processes. Delivery Approach: Interactive discussion, Case study, Research-informed presentationPresenter BioPrecious Akplome is a seasoned Ghanaian educationist and school leader with over 18 years of progressive experience in teaching, academic coordination and primary school leadership in both national and international schools. She is currently the Head of Primary at École Ronsard, a Cambridge Associate School in Accra, committed to holistic bilingual (French & English) education and global competence development.She has a Bachelor of Education (Basic Education) and M.Ed (administration in higher institutions) degrees, respectively, from the University of Cape Coast and has advanced her professional training in Montessori Early Childhood Education, showing her strong foundation in child-centred pedagogical approaches and early years development.She has had a diverse career, serving in many different capacities—from classroom teacher to academic leader to executive director of educational development initiatives. Her professional interests include instructional leadership, mentoring teachers, curriculum implementation and school improvement plans.Apart from her school-level work, she is the Executive Director of Precious Inspire Organisation, an organisation that is committed to educational advocacy, mentorship and capacity building for educators and young people.Compassion, reflection and growing together are the cornerstones of her leadership. She is known for her commitment to building inclusive, student-centred learning environments that combine academic excellence with character development. Her work continues to inspire and shape education leadership and improve learning outcomes in the changing educational context of Ghana.

Theme Strand: Health and WellnessAbstractStudent health and wellbeing are fundamental to effective learning, positive behaviour and long-term educational success. This interactive session explores how teachers can become powerful advocates for student wellbeing by integrating health-promoting practices into everyday teaching and school culture. Participants will examine the relationship between physical health, mental wellbeing, emotional resilience and academic achievement while learning practical approaches to identify early signs of distress, foster supportive classrooms, encourage healthy habits and strengthen partnerships with parents and the wider community. Through real-life scenarios, interactive discussions and practical demonstrations, educators will leave with actionable strategies that can be implemented immediately to create healthier, happier and more resilient learners.Learning OutcomesBy the end of this session, participants will be able to:Explain the connection between student health, wellbeing and academic performance.Recognize common physical, emotional, mental and social health challenges affecting learners.Apply practical classroom strategies that promote healthy behaviours and emotional wellbeing.Create an inclusive and supportive learning environment that encourages resilience and positive relationships.Identify appropriate referral pathways and collaborate effectively with parents and health professionals when students require additional support. Participant TakeawaysParticipants will receive:A Student Wellbeing Classroom Checklist.A Teacher’s Guide to Recognizing Early Warning Signs of Student Distress.Practical classroom wellbeing activities that require minimal resources.A Student Health Action Planning Template for implementation in their schools.A curated list of evidence-based wellbeing resources for continued professional development.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioChristianah Oyindamola Akinsola is a Health Promotion and Environmental Health Education professional, public health advocate and student leader at the University of Ilorin, Nigeria. She is passionate about advancing health education, student wellbeing and community development through innovative, evidence-based approaches. Christianah has coordinated and facilitated health awareness campaigns, educational outreaches, conferences and student-led initiatives focused on disease prevention, mental health, reproductive health, digital health and environmental sustainability. She is committed to equipping educators and young people with practical knowledge that promotes healthier learning environments and improved educational outcomes. Her work combines leadership, health communication, and advocacy to inspire positive behavioural change. Through engaging presentations and interactive learning experiences, she empowers participants with practical strategies for fostering student health, wellbeing and academic success in schools and communities. 

Theme Strand: Professionalism and Teacher PracticeAbstractEffective teaching extends beyond subject knowledge to encompass professionalism, ethical conduct, reflective practice, and continuous growth. This session explores how teachers can strengthen their professional identity while adopting learner-centred, inclusive, and evidence-based teaching practices that improve student outcomes. Participants will examine practical strategies for classroom management, assessment for learning, collaboration with colleagues and parents, and ongoing professional development. Through real-world examples and interactive discussions, the session will demonstrate how reflective practice and professional ethics contribute to resilient, adaptable, and impactful educators. Attendees will leave with practical insights and actionable strategies to enhance their classroom practice, uphold professional standards, and foster positive learning environments that support both academic achievement and holistic learner development.Learning OutcomesBy the end of the session, participants will be able to:Identify the key principles of professional and ethical teacher practice.Apply reflective and learner-centred teaching strategies to improve classroom effectiveness.Strengthen classroom management and assessment practices that support student learning.Develop a personal action plan for continuous professional growth and instructional excellence.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentation, Panel discussionPresenter BioHellen Senam Okoffo is a Ghanaian educator, youth mentor, and gender equality advocate with over 15 years of experience in teaching and youth development. She holds a Bachelor's and Master's degree in Educational Psychology from University of Cape Coast and has been admitted to pursue a Master's in Educational Leadership and Change at Durham University, United Kingdom. Hellen is passionate about learner-centred education, teacher professional development, and inclusive teaching practices. She has contributed to initiatives promoting girls' education, women's empowerment, and youth leadership, and has participated in local and international advocacy and leadership programmes. Drawing from her classroom experience and community engagement, Hellen equips educators with practical strategies to enhance professional practice, improve learner outcomes, and lead positive change in schools. She believes that empowered teachers are the driving force behind quality education and sustainable national development.

Theme Strand: Teaching and Learning InnovationAbstractHow can we move beyond teaching subjects in isolation to create learning experiences that are meaningful, connected and memorable? This interactive seminar explores how multimodal, interdisciplinary and theme-based learning can deepen understanding while inspiring curiosity, creativity and critical thinking. Through practical classroom examples, participants will discover how a single real-world theme can integrate literacy, science, mathematics, social studies, the arts and technology into cohesive learning experiences. The seminar will examine how combining multiple modes of learning supports diverse learning needs and encourages deeper engagement. Participants will explore practical strategies that can be adapted across age groups and curricula, demonstrating how creativity can become a powerful tool for learning in every subject, not just the arts. The session will equip educators with a practical framework for designing engaging, context-rich lessons that help children connect ideas, apply knowledge and become active participants in their own learning.Learning OutcomesDescribe the key principles of multimodal, interdisciplinary and theme-based learning.Recognise opportunities to connect multiple curriculum areas through meaningful, real-world themes.Identify practical strategies for promoting curiosity, creativity and active learning across subjects.Explore how multiple modes of learning can support student engagement and deepen understanding.Begin planning a connected learning experience using a simple interdisciplinary planning framework.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioNatalie Fordwor is an educator, learning designer and entrepreneur with over 10 years of teaching experience across primary, secondary and higher education. She holds a Master's degree in Education and Technology from the UCL Institute of Education, and is passionate about making learning engaging, meaningful and relevant to children's lives and the African context.As the Founder and CEO of Wonderspaced Ltd., Natalie designs innovative learning experiences that combine storytelling, media and hands on learning to spark curiosity, creativity and a love of learning. She is the creator, host and producer of The Wonderspaced Show and other educational video series, and has authored children's books and educational resources that support multimodal, interdisciplinary and theme based learning. Her work has reached audiences across Ghana through broadcasts on ChannelOne TV and DStv.Natalie believes that learning is most powerful when it is engaging, relevant and connected to children's everyday lives, inspiring children to explore, question, create and discover.

Theme Strand: Inclusion and DifferentiationAbstractEducational conversations about accessibility often focus on accommodations, interventions, and support services. While these approaches are important, they do not fully account for the cultural contexts that shape how disability, learning, communication, family engagement, and belonging are understood and experienced.This seminar introduces the concept of cultural access and invites educators to examine accessibility through a broader lens. Drawing from lived experience, professional practice, and evidence-informed inclusive approaches, participants will explore how culture influences participation, trust, and engagement within school communities.Particularly relevant in diverse and international educational settings, this session challenges participants to consider how schools can move beyond inclusion as attendance and toward inclusion as belonging.Learning OutcomesExplore how culture shapes experiences of disability, learning, communication, support, and belonging.Examine accessibility through both structural and cultural lenses.Reflect on how educational practices, assessments, and support systems may be experienced differently across cultural contexts.Identify opportunities to strengthen culturally responsive engagement with students and families.Consider how schools can move beyond inclusion as participation toward inclusion as belonging.Participant TakeawaysParticipants will leave with a practical framework for examining accessibility beyond accommodations and compliance. They will gain new perspectives on the relationship between culture, belonging, family engagement, and inclusion, along with reflective questions that can be applied within their own educational contexts.Delivery Approach: Interactive discussion, Case study, Research-informed presentationPresenter BioJohanna Niles is an African-Caribbean educator, professor, researcher, and Cultural Access Strategist dedicated to advancing culturally responsive developmental services, disability inclusion, and equitable access for Caribbean and African communities. She is the founder of Builducate Inc., a social enterprise that bridges research, education, and community engagement to address cultural barriers within disability services and educational systems. Drawing on both professional expertise and lived experience as a sibling caregiver, Johanna's work explores the intersections of culture, disability justice, accessibility, and belonging. As a professor, researcher, and facilitator, she has designed and delivered conference presentations, professional development, post-secondary instruction, and community training for educators, service providers, families, and community organizations. Through her research, teaching, and public speaking, Johanna challenges systems to move beyond accommodation toward culturally responsive practices that foster meaningful participation and belonging.

Theme Strand: Technology and AI in EducationAbstractYour students are already using AI. Some are using it well. Some are using it in ways that should concern you. And most schools  including good ones are still figuring out what to do about it. This seminar is a straight conversation about where AI actually shows up in a school day, what that means for how you teach and how you lead, and how to make smarter decisions without overhauling everything at once.Learning OutcomesBy the end of this seminar, participants will be able to:Identify the AI tools most commonly used by students and understand how they actually work.Spot the specific risks AI introduces in a school setting — academic integrity, data privacy, student wellbeing.Apply a simple decision-making framework for evaluating any AI tool before allowing or restricting it.Develop at least one concrete policy or classroom guideline they can implement immediately.Engage students in honest, productive conversations about AI use. Participant TakeawaysParticipants will be leave with commitment to action. These commitments are specific, realistic and owned. -Review and update the school's AI acceptable AI policy.- Raise AI governance as a commitemnt to one ageda item in the next Delivery Approach: Interactive discussion, Panel discussionPresenter BioOsei Kagyah is a Ghanaian technologist and technology policy analyst working at the intersection of technology and human society. He is the Assistant lead for Research and Advocacy, Internet Society Ghana,  Strategist for CETA Technologies and the lead for West Africa Youth Internet Governance Forum. With a background that blends technical expertise and civil society advocacy, he researches and writes on digital rights, internet policy, and internet governance. He previously served as Project Lead on Afro-Grids, an initiative examining the relationship between undersea cables, digital infrastructure, and digital colonialism in Africa. He has also worked with Access Now on the #KeepItOn team, where he was at the forefront of efforts to combat internet shutdowns and advance the rights of marginalized communities. Osei believes that technology is not an external concept separable from the human condition rather, it is a transformative extension of human beings and our collective will. His work focuses on the potential of technology to address critical development challenges and rewrite global rules on opportunity and access.

Theme Strand: Entrepreneurship, Innovation, Intellectual Property & Real-World LearningAbstractToday's students need more than academic instruction to thrive — they need holistic development across intellectual, social, emotional, ethical, and civic dimensions. This session makes the case for structured co-curricular learning as the key to achieving that, with Model United Nations (MUN) as a leading example. Drawing on experiential learning theory, adolescent development research, and UN Resolution A/RES/77/336, participants will explore how MUN builds research literacy, public speaking, diplomacy, leadership, and global citizenship — and leave with practical strategies for establishing or strengthening co-curricular programs, including school-based MUN clubs and conferences, in their own institutions.Learning OutcomesBy the end of the seminar, participants will understand why holistic education requires structured co-curricular learning, and how it builds academic achievement, confidence, leadership, interest aggregation, and civic responsibility. They will recognize Model United Nations as a high-impact model for research, diplomacy, and global citizenship and gain practical strategies for launching or strengthening school-based MUN clubs and conferences for supporting student holistic development.  Delivery Approach: Interactive discussion, Research-informed presentationPresenter BioMartinson Yeboah is an education researcher and leadership development practitioner specializing in youth engagement in diplomacy and public policy. He holds a Bachelor's degree in Physics and Computer Science and a Master's in Research and Public Policy from the University of Ghana. As a Model United Nations (MUN) instructor, he has trained and mentored hundreds of students in MUN and Commonwealth simulations, building their skills in research, negotiation, public speaking, and international relations. He has served as project manager for the Model Commonwealth Summit and the Young Diplomats Summit, among other collaborative conference roles, contributing to the planning and delivery of conferences engaging over 1000 participants from 15 countries. His work sits at the intersection of education, policy, and experiential learning — creating platforms that cultivate globally minded leaders and advance multilateral cooperation, civic participation, and sustainable development across Africa and the Commonwealth. 

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is transforming how we live, work, and learn, making it essential for educators to prepare learners for a rapidly changing world. This session explores how primary school teachers can harness the power of AI while nurturing the uniquely human skills that technology cannot replace. Participants will discover practical ways to integrate AI tools into teaching and learning, enhance creativity and critical thinking, personalize instruction, and improve classroom efficiency.The session will also address digital citizenship, ethical AI use, and strategies for helping young learners become responsible users of technology. Through real-world examples and hands-on demonstrations, teachers will gain confidence in using AI as a partner in education, while ensuring that human intelligence, curiosity, empathy, and creativity remain at the heart of learning.Learning OutcomesBy the end of this session, participants will be able to:Explain the role of AI in education and its implications for primary school teaching and learning.Identify practical AI tools that can support lesson planning, assessment, differentiation, and classroom engagement.Design learning experiences that combine AI-powered tools with critical thinking, creativity, collaboration, and problem-solving skills.Promote responsible and ethical use of AI among young learners through digital citizenship practices.Develop strategies for preparing learners with the human-centered competencies needed to thrive in an AI-powered future.Apply AI tools to reduce administrative workload and increase time for meaningful student interaction and support.Participant TakeawaysThe future belongs not to those who can compete with AI, but to those who can work alongside it - leveraging technology while strengthening the uniquely human qualities that drive learning, innovation, and leadership.Delivery Approach: Interactive discussion, DemonstrationPresenter BioBlessing Michael an award-nominated international educator, literacy specialist, and published children’s book author based in Abuja. As a Year 4 teacher at Abuja World Academy and the founder of the Tales & Treasures Literacy Initiative, she is dedicated to advancing foundational literacy through the Science of Reading and data-driven instruction. She holds an M.Ed. in Advanced Teaching and a Master of International Affairs and Diplomacy. A Google Certified Educator, she seamlessly integrates technology and culturally relevant literature to elevate student engagement. Recently shortlisted for the 2026 Cambridge Dedicated Teacher Award, her commitment to social impact extends globally as a 2026 Diana Award Judge and World Bank Group Youth Summit delegate. Whether directing Lumina Literacy Solutions Ltd. or hosting her educational YouTube channel, she continuously champions educational innovation and global collaboration.

Theme Strand: Student Wellbeing and SafeguardingAbstractI grew up attending one of what people called the ‘good’ schools of my time. It had excellent facilities, opportunities, and support systems. Yet, despite all it offered, I rarely felt like I mattered.Years later, after working across local and international schools as a teacher, counsellor, school leader, and even now as a licensed Educational Psychologist, I continue to encounter children asking the same silent question: Do I matter?In an age of well-being initiatives, safeguarding frameworks, and learner-centred approaches, the challenge is not whether schools are doing more; it is whether children are genuinely experiencing what we believe we are providing.Through compelling stories, practical strategies, and real-world insights, this session explores how everyday interactions shape belonging, resilience, wellbeing, and student outcomes. Participants will leave equipped to create school cultures where every child feels seen, valued, and known.Learning OutcomesBy the end of this session, participants will be able to:Recognise the subtle indicators that a learner may not feel seen, valued, or connected, even when they appear to be coping or thriving.Examine how school culture and everyday interactions between adults and learners influence a child's sense of belonging, wellbeing, and resilience.Implement practical, relationship-centred strategies that help learners experience a genuine sense of mattering within the school community.Reflect on existing wellbeing and safeguarding practices through the lens of the learner experience, ensuring that support is not only provided but meaningfully felt.Cultivate environments where learners feel known, valued, and empowered to thrive both academically and personally.Delivery Approach: Interactive discussion, Research-informed presentationPresenter BioSelase Afua Aidoo is an educational consultant and licensed Educational Psychologist with over ten years of experience across diverse educational settings. Her professional journey began as an English teacher in an international school, where she developed a deep interest in learner development and classroom wellbeing. She later progressed into roles as a School Counsellor, Head of Academics, and Deputy Head of School, with her final school-based position focused on pupil support and wellbeing.Across both local and international school contexts, Selase has worked closely with learners, educators, and families, supporting academic growth, emotional wellbeing, safeguarding, and whole-school development. Her work reflects a strong commitment to creating environments where learners are not only educated but genuinely seen and understood.She is the Founder and Chief Executive Officer of Haven Bridge Consult, where she partners with schools and educational institutions to strengthen learner support systems, improve wellbeing practices, and enhance educational outcomes. She is a licensed Educational Psychologist with the Ghana Psychology Council and a member of the Ghana Psychological Association.Selase’s work is grounded in a belief that education must go beyond achievement to human connection. Having once been a child who excelled outwardly but quietly longed to feel truly seen, she is deeply committed to ensuring that no learner feels invisible within the spaces designed to shape them. This conviction continues to shape her work, her voice, and her unwavering pursuit of schools where every child knows they matter.

Theme Strand: Inclusion and DifferentiationAbstractLearners do not enter the classroom with the same levels of prior knowledge, confidence, skills, or readiness to engage with academic tasks. For educators, supporting students who are academically underprepared or reluctant to engage can present a significant challenge, particularly when conventional approaches to motivation appear ineffective. This presentation explores practical and evidence-informed approaches to motivating low-ready learners by addressing the academic, emotional, and behavioural factors that influence their engagement. The session examines how teachers can create classroom environments in which struggling learners experience success, develop confidence, and become more willing to participate in learning. The presentation will also consider how teachers can shift from viewing low readiness as a fixed deficit to understanding it as a starting point from which learners can progress.Learning OutcomesLearning outcomes for the session include: Enabling participants to identify key factors that influence the motivation and engagement of low-ready learners.Evaluating classroom practices that support or hinder learner engagement; apply practical strategies, including scaffolding, differentiation, formative assessment, feedback, and learner choice, to increase participation. Designing appropriately challenging learning experiences that build learners’ confidence, persistence, and self-efficacy.Developing an actionable plan for motivating and supporting low-ready learners within their own classroom contexts.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentation, Panel discussionPresenter BioEugene Antwi Kwarteng is an experienced educator with over 20 years of teaching across primary, secondary, and tertiary levels. He currently teaches English and English Literature from Lower Secondary through to A Level and is also engaged in education consultancy, supporting schools, educators, and learners in improving teaching and learning outcomes. His teaching philosophy is rooted in the belief that every learner is an achiever, and he is particularly skilled in helping low-ready learners reach their full potential. A passionate advocate for inclusive education, he works closely with Special Educational Needs (SEN) centres and is deeply committed to creating supportive learning environments for all students.

Theme Strand: Teaching and Learning InnovationAbstractJoin us in discussing the reality of working with students who frequently appear to have an extremely limited attention span in the classroom. We all wonder how they can play videogames for hours (days?) and yet hardly focus enough to read a chapter. We will discuss what we are all observing in the classroom, consider the recent scientific, evidence based research and outline strategies to build attention spans. We will discuss the gamut, from students who have diagnosed Attention deficits to those who can hyper-focus.Learning OutcomesIdentify reasons for poor attention spans in our youth today. Explain how to improve attention spans in the classroom and beyond.Delivery Approach: Interactive discussionPresenter BioAngela van der Puije has been teaching for over 30 years, both in Ghana and Minnesota, USA. The majority of her teaching experience has been with students ages 11-15. Currently in her twelfth year at Ghana International School, Angela is currently the Vice Principal of Lower Secondary. She has previously served as the Special Education Needs Coordinator. As an educator, Angela believes that every child is able to learn, no child ever chooses to fail. It is our task and challenge as educators to encourage and assist each child in learning how to learn for life.

Theme Strand: Professional (HR, Finance, Security, Facilities, etc)AbstractThis session introduces teachers and administrators to the fundamental principles of workplace safety and the shared responsibility of creating and maintaining a safe school environment. It emphasises that safety does not happen by accident and requires both organisational controls and individual commitment. Participants will be guided to recognise workplace hazards, understand emergency procedures, follow established safety rules, and appropriately report hazards, near misses, accidents, injuries and illnesses. Through practical examples and interactive hazard-identification activities, the session will strengthen participants’ ability to identify unsafe conditions and behaviours, including electrical hazards, defective PPE, chemical labelling issues, poor housekeeping, and inadequate machine guarding. The session reinforces the importance of asking questions, avoiding shortcuts, taking safety training seriously, and remaining vigilant. Ultimately, participants will be encouraged to make safety a daily responsibility and contribute actively to a safer school community.Learning OutcomesRecognise common workplace hazards and unsafe practices. Apply basic workplace safety rules and procedures. Report hazards, near misses, accidents and injuries appropriately. Respond appropriately to emergencies. Promote a positive safety culture through personal responsibility and vigilance.Participant TakeawaysGreater awareness of workplace hazards and risks. Practical skills to identify and report unsafe conditions. Better understanding of emergency procedures and safe work practices. A stronger sense of personal responsibility for workplace safety. Practical actions to help create a safer school environment.Delivery Approach: Interactive discussionPresenter BioJude Mensa-Bonsu is a seasoned Facilities Management Professional with over 20 years of professional experience spanning facilities management, workplace operations, procurement, health and safety, and the management of physical assets within complex organisational environments. He brings a strong combination of professional qualifications, industry certifications, and practical leadership experience, with a particular focus on educational facilities management. Jude is a Facilities Management Professional (FMP) and a member of the International Facility Management Association (IFMA), USA, reflecting his commitment to global best practices in facilities management and the effective management and optimisation of physical assets. He is also a Chartered Member of the Institute of Workplace and Facilities Management (CIWFM) and a Member of the Chartered Institute of Procurement & Supply (MCIPS). These professional affiliations complement his expertise in workplace management, sustainable procurement, supply chain management, contract management, and operational excellence. With a NEBOSH International General Certificate (IGC) in Occupational Health and Safety, Jude brings a strong safety-management perspective to facilities operations, supporting the development of safe, compliant, and sustainable working and learning environments. Jude also serves as an International School Accreditation Peer Reviewer with the New England Association of Schools and Colleges (NEASC), further demonstrating his experience and commitment to quality assurance and excellence within international education. Throughout his career, Jude has remained focused on a fundamental principle: effective Facilities Management is not simply about maintaining buildings and infrastructure; it is about creating safe, efficient, sustainable, and enabling environments in which people and organisations can thrive.

Theme Strand: Entrepreneurship, Innovation, Intellectual Property & Real-World LearningAbstractAccording to organizations like African Development Bank, The African Union, and The World Economic Forum, about 11-12 million young Africans enter the job market every year and only about 3-4 million formal jobs are available for them. This indicates a serious creative gap, with a highly dangerous compounding impact year on year. Africa needs creators urgently and the work starts at K-12, which must be now perceived as a continental talent pipeline and not just a school. What kind of content and learning experience will produce a creator? Design thinking starts with empathy which forces us to ask a very important question, which is, what is the connection between a topic to be taught and a real need, pain or problem in the society. “Every topic in every subject has a connection with a need, pain or problem in the society”. Anchoring learning in these contexts makes it more meaningful, relevant, and engaging. Design Thinking as a mindset for teaching enables teachers to move beyond knowledge acquisition, towards developing problem-solvers, innovators, and creators. By using curriculum topics as anchors for authentic problem-solving, learners develop foundational knowledge alongside creativity, critical thinking, collaboration, and higher-order thinking—transforming learning outcomes into solutions, products, discoveries, and impact.Learning OutcomesUnderstand design thinking as a global framework for problem solving and value creation, and how it is applied in top organisations across the globe.Exposure to “Context Mastery”, as a modern competency for today's teacher to design learning that produces a creator.Design and create content and learning experiences that empowers learners to become creators because the learning outcome contains either a product, service, discovery or solution. This outcome will be achieved using “Product market Fit & The Theory of Backwards Design”.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioAdebayo Alomaja is Nigeria’s foremost education futurist, an AI-in-education strategist, and a senior learning designer focused on building AI-literate educators, K-12 authentic learning designers, and future-ready learning systems across Africa. He is a top and highly sought after voice in the Nigerian education landscape who has graced several conferences where innovation in education is discussed.He is the Founder of Eazy-Digi, where he integrates AI, design thinking, agile methodologies, and future thinking to help schools and educators redesign teaching and learning for a rapidly evolving digital economy.He previously served as Deputy CEO at Gradely, a leading EdTech company operating in Nigeria and the United Kingdom, where he worked at the intersection of learning design, data, and intelligent technologies.Adebayo is also the creator of BayoGPT, Africa’s first design-thinking AI tool for teachers, built to close the creativity gap in classrooms and empower educators to design authentic, real-world learning experiences.He is the author of The School Shift, a powerful resource guiding African school leaders to redesign and rebuild their institutions for the intelligent age. Through his work, Adebayo equips educators and institutions to move beyond AI awareness toward meaningful, ethical, and practical AI adoption.

Theme Strand: Professionalism and Teacher PracticeAbstractProfessional presence is the ability to inspire confidence, command respect and create psychological safety through authentic communication, intentional body language, clothing choices and emotional intelligence. It goes beyond personality type (introverts and extroverts), helping educators build powerful professional presence.The Polished Educator seminar combines evidence-based practices from executive coaching, communication psychology and educational leadership to create a holistic framework for professional presence in the classroom. Participants will leave with immediately applicable tools, a deeper understanding of their personal brand and concrete strategies for elevating their impact.Learning OutcomesUnderstand the science of professional presence and its measurable impact on classroom dynamics and student learning outcomes.Audit your personal professional brand: strengths, gaps and alignment with your professional values.Master communication techniques for clarity, confidence and authentic connection across diverse contexts.Develop intentional strategies for personal presentation such as body language, voice modulation and wardrobe choices that serve your role.Build resilience and manage imposter syndrome through evidence-based confidence-building practices.Create a personalised 90-day action plan for sustained professional presence development.Delivery Approach: Interactive discussion, Case studyPresenter BioNancy Agbavor is an Early Childhood Education Consultant, founder of CEC Educational Consult and a Cambridge School facilitator with over a decade experience in teaching. She specialises in early years education, teacher training, classroom innovation and the integration of technology in teaching and learning. She has supported schools and educators across Ghana in improving classroom practice and learning outcomes through her consult and educators’ workshops. She also leads CEC Inspire Spaces; a classroom and school design initiative focused on creating engaging, child-friendly and modern learning environments.Nancy is passionate about helping educators create magical and meaningful learning experiences for young children through creativity, structure and innovation.She is a dedicated speaker on early childhood education, teacher development and the future of learning in Africa.

Theme Strand: Technology and AI in EducationAbstractData is transforming how educational institutions understand performance, identify challenges, and make informed decisions. This session will explore the practical application of data analytics in education through real-world examples that demonstrate how data can be used to uncover meaningful insights and drive positive outcomes.Learning OutcomesExplain the value of data analytics in education and its role in supporting evidence-based decision-making.Recognize how visualisation tools can be used to explore educational data, uncover trends, and generate actionable insights through interactive dashboards and reports.Identify opportunities to leverage data within their own educational contexts to improve teaching, learning, student support, and institutional effectiveness.Delivery Approach: Interactive discussion, DemonstrationPresenter BioElom Goka is a Data Science Consultant with over 10 years of experience helping organisations use data to make better decisions and drive measurable impact. He spent seven years working in the United States, including with a Fortune 500 company, applying analytics to solve business problems and support strategic decision-making. In addition to consulting, Elom delivers corporate training programs that equip professionals with practical analytics skills and help leaders build the knowledge needed to effectively collaborate with analytics teams and foster data-driven cultures.

Theme Strand: Teaching and Learning InnovationAbstractEducational systems have long sought to make learning relevant to students' lives beyond the classroom. Yet many learners continue to experience academic subjects as disconnected from the economic and social realities around them. This session explores a knowledge translation approach that helps students recognize the practical value of academic learning by connecting academic subjects to local economic sectors. Participants will examine examples such as Mathematics applied to garment production through measurement and scaling, Economics applied to trading through pricing and profit analysis, and Physics applied to carpentry through force distribution and structural design. Drawing on emerging work from the National Strategic Literacy Initiative (NSLI), the session will explore how structured translation activities can strengthen educational relevance, student engagement, and practical application of knowledge.Learning OutcomesBy the end of this session, participants will be able to:Identify the gap between academic knowledge acquisition and practical real-world application within educational contexts.Examine how knowledge translation approaches can strengthen the relevance of academic subjects for learners.Analyze examples of connecting academic subjects to local economic sectors to improve student engagement and understanding.Explore practical strategies for incorporating contextual and real-world learning opportunities into classroom instruction.Apply key principles of knowledge translation to design learning experiences that help students recognize the practical value of academic knowledge.Participant TakeawaysParticipants will leave the session with:A deeper understanding of the gap between academic knowledge acquisition and practical real-world application.An introduction to knowledge translation as an approach for strengthening educational relevance and student engagement.Practical examples of connecting academic subjects to local economic sectors and real-world contexts.Insights into how contextual learning can help learners recognize the value and applicability of academic knowledge.Ideas and strategies that can be adapted within their own classrooms to strengthen the connection between learning and productive participation.Delivery Approach: Interactive discussion, Case study, Research-informed presentationPresenter BioEunice Adomah Gyimah is the Founder of the Center for Applied Systems Translation (CAST) and Strategic Lead of the National Strategic Literacy Initiative (NSLI), an education innovation framework focused on strengthening the connection between academic knowledge and economic participation. Her work explores how knowledge can be translated into practical capability, meaningful participation, and measurable outcomes through contextual learning and systems-based approaches.Eunice's current research and development efforts focus on educational relevance, knowledge translation, and the design of frameworks that help learners recognize and apply the value of academic learning within real-world contexts. Through NSLI, she is developing structured approaches that connect academic subjects to local economic sectors to strengthen learner engagement and productive participation.She is passionate about advancing innovative educational approaches that bridge the gap between learning, capability development, and sustainable economic opportunity.

Theme Strand: Entrepreneurship, Innovation, Intellectual Property & Real-World LearningAbstractThe Enterprising Teacher explores the business dimension of teaching and how educators can identify untapped opportunities within their profession. By understanding the value of their knowledge, skills, ideas, and creativity, teachers can develop innovative ventures while building greater financial independence.This session encourages educators to think beyond traditional teaching, protect and develop their intellectual property, embrace originality, and turn ideas into action. It highlights the importance of overcoming hesitation and taking purposeful action, reminding teachers that innovation begins not only with having an idea, but with the courage to implement it.Learning OutcomesBy the end of the lesson, participants will be able to:Identify the business side of their profession. Generate a business to pursue.Have small communities of support.Delivery Approach: Interactive discussion, Research-informed presentationPresenter BioJoshua Botchway is an honest educator with over ten years of experience in the education sector. He has taught all classes from KG to SHS. He is a graduate of the University of Cape Coast. He holds a certificate in Teachers Helping Teachers to Learn (Teacher Educator) from the British Council. He has authored many books, one of which is The Enterprising Teacher, which is currently on sale at selar.com

Theme Strand: Health and WellnessAbstractStudents spend the majority of their waking hours in school, yet too often counselling services prioritise college applications over emotional and mental health. This session equips educators and administrators with the rationale and basic skills to build therapeutic relationships and offer 'first aid counselling” to students navigating anxiety, depression, grief, bullying, low self-image or abuse.  Drawing from developmental psychology and school experiences for students, the session will examine how educators may recognize warning signs, respond with empathy without overstepping, and establish classroom environments that foster psychological safety. Participants will leave with practical and evidence-based strategies to apply in their school settings, which will help strengthen safeguarding without replacing the counsellor’s role. It will help transform school culture to one that is relational, which is essential in assisting young individuals. Finally, it will inspire a shared responsibility for the well-being of students.Learning OutcomesBy the end of the session, participants will be able to:1. Identify warning signs of emotional or mental distress commonly experienced by students, distinguishing between typical adolescent behaviour and potential mental health concerns.2. Apply evidence-based counselling principles and skills to build a therapeutic relationship with students in distress.3. Explain the ethical boundaries of a teacher's role in providing mental health support to students.Delivery Approach: Interactive discussion, Research-informed presentationPresenter BioEric Okwabeng serves as the National New Breed (Young Adults) Coordinating Pastor for ICGC, a Counseling Psychologist (Intern) at UPSA’s Counselling and Gender Unit, and a Lecturer in Pastoral Counselling at Daniel Institute. Formerly a Psychology and Sociology teacher at Galaxy International School. He bridges faith, clinical practice, and education to support young adults. His work as a psychologist integrates evidence-based psychotherapy. I guide university students through mental health challenges and equip young professionals for holistic well-being. I am passionate about reducing mental health stigma and building resilient communities of young individuals. I am committed to raising a generation that is spiritually grounded and psychologically healthy.

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractWhat would you do differently if you weren't limited by last year's constraints? In an era of rapid educational change, school leaders must move beyond managing the present to intentionally shaping the future. This session will reposition educational leaders beyond reactive administration toward proactive vision-casting.The seminar will examine practical frameworks for conducting a future-ready needs assessment, engaging stakeholders in shared ownership of the vision, and translating strategic intent into daily administrative practice. Drawing on case studies from successful school turnaround efforts, leaders will be equipped with tools to anticipate challenges, communicate direction with clarity, and create alignment between long-term goals and short-term decisions. Participants will leave with a draft vision roadmap for their own contexts.Learning OutcomesBy the end of this session, participants will be able to:Develop a one-page vision-to-action roadmap that aligns daily administrative decisions  with the school's strategic vision for improvement.Evaluate school systems, structures, and practices to identify areas for improvement and organizational growth.Analyze the relationship between strategic vision and measurable school improvement outcomes.Participant TakeawaysParticipants will leave with a practical framework for moving their schools from reactive management to strategic leadership, enabling them to lead transformational change and achieve long-term educational excellence.Delivery Approach: Interactive discussion, Case studyPresenter BioTakyi Michael is an accomplished Education Specialist and a Consultant with over ten years of experience in education. He has successfully led USAID/APIL-backed programs, empowering educators and school leaders. As a Teacher Trainer at OneSeed Non-Profit, he pioneered innovative curriculum frameworks and integrated cultural exchange initiatives.  Takyi’s expertise spans Monitoring & Evaluation, stakeholder engagement, and instructional design. His impactful work has earned him recognition. Passionate about transformative learning, Takyi continues to drive measurable improvements in education quality, mentor educators, and advocate against human trafficking through projects with organizations like City Hearts Africa.Michael holds a Master's degree in Educational Leadership and Management from the University of Ghana and has additional professional certifications in instructional design, digital learning, monitoring and evaluation, and strategic educational leadership

Theme Strand: Teaching and Learning InnovationAbstractPlay is not a break from learning, it is learning. This session explores the foundational role of play-based learning in early years practice and how educators can intentionally design environments, interactions, and routines that honour children’s natural drive to explore and make meaning. Drawing on frameworks such as How Does Learning Happen? and Reggio Emilia-inspired pedagogy, participants will examine what high-quality play looks like across diverse early childhood settings and how it connects to child development, curriculum expectations, and authentic assessment. Through practical examples, reflective discussion, and hands-on activities, this session invites educators to move beyond surface-level play and into purposeful, responsive practice that centres the child’s voice, curiosity, and belonging.Learning OutcomesBy the end of this session, participants will be able to:    1. Define and distinguish play-based learning from free play and structured activity, and articulate why the distinction matters in daily practice.    2. Identify the key conditions environment, educator role, and relationships  that support meaningful play-based learning experiences.    3. Connect play-based pedagogy to Ontario’s How Does Learning Happen? four foundations: Belonging, Well-Being, Engagement, and Expression.    4. Apply at least two practical strategies for observing, documenting, and extending children’s play in their own setting.    5. Reflect on personal pedagogical beliefs about play and identify one area for growth or change in their current practice.Delivery Approach: Interactive discussion, Demonstration, Case studyPresenter BioEnitan Seun-Okotubo is a dedicated early childhood educator and leader with extensive experience across early years and primary education settings. Currently, she works with BrightPath Learning Centre and DASH Educational Centre in Cambridge, Ontario, where she supports children’s learning and development through intentional, play-based, and child-centred pedagogy.As an Early Childhood Educator (ECE), her practice is grounded in Ontario’s How Does Learning Happen? framework, the Reggio Emilia approach, and the Child Care and Early Years Act (CCEYA) — principles that guide her in creating inclusive, responsive environments where every child feels a sense of belonging, well-being, engagement, and expression.Her career spans curriculum design, observation and documentation, assessment, and centre administration. She has held leadership roles, including a Head of School position at Catherine Anthony International School, which deepened her commitment to high-quality early childhood education and reflective leadership practice.She is passionate about professional growth, collaborative learning, and elevating the early years sector. She believes that play is the most powerful vehicle for learning, and is committed to advocating for practices that honour the whole child and amplify the voices of educators, families, and communities.

Theme Strand: Inclusion and DifferentiationAbstractThere is a growing global focus on the implementation of Inclusive Education (IE). In order to meet the worldwide objective of achieving 'Education for All', the Ministry of Education (MoE) and Ghana Education Service (GES), with the assistance of the United Nations Children's Fund (UNICEF), formulated the Inclusive Education (IE) Policy in 2015. The Standards and Guidelines for Practice of IE were established in 2015 to outline the government's strategic direction for implementing IE. Hence, the process of converting the IE Policy into its practical execution. After ten years of making this commitment, research evidence has uncovered obstacles that hinder the successful implementation of the IE in Ghana. The policy statements specifically stated that the goal of addressing the varied requirements of all learners would be accomplished by following the Universal Design for Learning (UDL) paradigm. Nevertheless, there is limited information available regarding the utilization of UDL in the execution of the IE program. This study uses document analysis to examine the IE Policy and its implementation, specifically focusing on the utilization of UDL to facilitate inclusive schooling practices. This review found a lack of progress in the application of IE and the utilization of UDL in both pre-service and in-service teacher education. The authors propose the adoption of an inclusive schooling practices framework (ISPF) that integrates the UDL framework. The ISPF aims to enhance pre-service and in-service teachers’ knowledge to promote the implementation of IE in Ghana.Learning OutcomesThe following are recommendations directed to the government of the Republic of Ghana and all stakeholders that oversee policies that relate to education in the country. Further training in UDL that needs to recognize the varying needs of support within a classroom and adjust learning and training accordingly. Training of pre-service and in-service teacher education in the form of capacity building for UDL should be extended to all schools nationwide. The implementation of training programmes about UDL needs to be embedded in the curriculum of Colleges of Education and should consider possible resistance from these teacher trainees on the grounds of the material realities of large classrooms and difficult working conditions which is currently hampering the implementation of IE. Further research on the impact of teacher education in UDL on the learning outcomes for all children, particularly those with varied learning needs and learners with disabilities is necessary.Delivery Approach: Research-informed presentationPresenter BioDr. Kofi Nseibo holds a Doctoral Degree in Disability Studies, Majoring in Inclusive Education from the University of Cape Town, South Africa and a Master of Science degree in Disability, Rehabilitation and Development from the Kwame Nkrumah University of Science and Technology Kumasi Ghana. Trained as a professional teacher, he taught for over 20 years in primary, secondary, and tertiary institutions across Ghana, South Africa, and Myanmar (in South-East Asia).  He is currently the Head of Department for the Department of Special Needs & Inclusive Education at the Faculty of Education, Pentecost University, Accra Ghana. He is also the National Coordinator of Ghana Network for Evidence-to-Action (GhaNEAD) – disability research working group in Ghana with the Mother Organization in Stellenbosch University in South Africa.

Theme Strand: Subject Teaching (Secondary / Primary)AbstractWhen faced with unfamiliar or non-routine mathematical problems, secondary school students frequently default to a common roadblock: "We haven’t learned this formula yet." The challenge in modern mathematics education is shifting students from passive formula-reproducers to active architects of thinking who can confidently navigate ambiguity. This interactive, practitioner-focused workshop is designed specifically for mathematics teachers seeking to transform their classrooms into dynamic problem-solving hubs.Learning OutcomesBy the end of the workshop, participants will:Explore concrete, research-backed instructional strategies that explicitly teach heuristic thinking, metacognitive monitoring, and resilient problem-solving mindsets. Be able to teach deconstructing complex frameworks by identifying and implementing specific heuristic strategies that help students systematically dismantle unfamiliar math problems.Learn how to coach students to develop their own conceptual understanding.Learn how to foster productive struggle by creating a classroom environment and task-scaffolding structure that minimizes mathematics anxiety, normalizes mistakes, and encourages persistence through high-cognitive-demand tasks.Participant TakeawaysAt the end of this workshop, educators (attendees) will walk away with a practical toolkit of pedagogical frameworks, actionable classroom routines, and formative assessment techniques. Specifically, participants will leave with the following takeaways:The Heuristic Blueprint: Frameworks to help students systematically approach unfamiliar problems without relying on immediate teacher intervention.Metacognitive Scaffolding: Techniques to teach students how to monitor their own thinking, catch errors early, and pivot when an initial strategy fails.Task Design: Strategies for adapting existing curriculum problems into low-floor, high-ceiling challenges that foster deep mathematical reasoning.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Panel discussionPresenter BioRolland Abdela DZATO is an accomplished mathematics educator with 8 years of experience specializing in Cambridge curriculum and advanced problem-solving pedagogy. Currently teaching at Ghana International School, he possesses a deep-rooted expertise in delivering rigorous programs including IGCSE Additional Mathematics, A-Level Mathematics, and A-Level Further Mathematics.Throughout his career, Rolland has specialized in demystifying abstract mathematical frameworks and transforming them into accessible, structured thinking tools. As an educator handling advanced syllabus, he is uniquely positioned to understand the exact cognitive hurdles students face when transitioning from rote memorization to solving complex, unfamiliar mathematical challenges. Known for fostering exceptional analytical resilience in students, Rolland designs instructional strategies that bridge the gap between foundational knowledge and non-routine problem-solving. In this workshop, he will share proven, classroom-tested frameworks to help educators equip secondary school students with the critical thinking, adaptability, and confidence needed to dissect and conquer any math problem they encounter

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is transforming education by enhancing teaching, learning, and professional practice. This presentation explores practical ways teachers can use AI effectively both in and outside the classroom. It highlights how AI can support lesson planning, resource creation, assessment design, feedback, administrative tasks, and differentiated instruction, while also enriching classroom engagement through interactive and personalized learning experiences. The session will showcase real-world examples, discuss ethical considerations, and provide practical strategies for integrating AI responsibly. Participants will leave with actionable ideas and tools to improve efficiency, foster student learning, and confidently incorporate AI into their everyday teaching practice.Learning OutcomesBy the end of this session, participants will be able to: Identify appropriate AI tools for educational use. Demonstrate how AI can support lesson planning, assessment, feedback, and administrative tasks. Apply AI strategies to enhance classroom instruction and differentiated learning. Evaluate the ethical implications of AI in education.Design practical approaches for integrating AI responsibly to improve teaching effectiveness, productivity, and student learning outcomes.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentation, Panel discussionPresenter BioAndrew Domfeh is an accomplished educator and educational technology advocate with over 15 years of teaching experience within the Cambridge Curriculum. He is passionate about leveraging innovative technologies to enhance teaching and learning, with a strong focus on creating engaging, student-centred learning experiences that equip learners with the skills needed for the digital age.For the past six years, Andrew has served as an IT/ICT teacher at Ghana International School, where he has established a reputation for excellence in integrating technology into the curriculum. Guided by reflective practice and research-informed pedagogy, he continually adopts innovative approaches that respond to the diverse needs of learners while promoting critical thinking, creativity, and digital literacy.Andrew holds a postgraduate qualification in Management Information Systems, providing him with a strong foundation in both technology and educational practice. His expertise enables him to bridge the gap between emerging technologies and effective classroom instruction, empowering educators to embrace meaningful digital transformation.A returning presenter, Andrew is honoured to be presenting at the TIME Educators Conference for the third time. He remains committed to sharing practical, evidence-based strategies that inspire educators to harness technology—including artificial intelligence—to improve teaching effectiveness and enrich student learning.

Theme Strand: Teaching and Learning InnovationAbstractIn an era of rapid-fire notifications, short-form media, and continuous multitasking, the capacity for sustained focus has become the scarcest commodity in the modern classroom. Driven by the constant pull of digital devices, today’s learners increasingly struggle to endure standard lessons or follow multi-step instructions, creating an unprecedented classroom attention crisis.This workshop introduces a practical, evidence-based antidote: choral music training. By demanding acute active listening, split-second timing, high working-memory load, breath regulation, and real-time interpersonal synchronization, ensemble singing systematically targets and strengthens the exact cognitive faculties that digital overstimulation erodes.Reimagined through a cognitive lens, collective vocal performance transcends its traditional extracurricular role to serve as a powerful form of "attention rehab”. Attendees will discover actionable strategies to leverage choir practice to rebuild students' capacities for deep focus, delayed gratification, and profound academic engagement.Learning OutcomesBy the end of this workshop, participants will be able to:Identify Cognitive Parallels: Articulate the direct relationship between digital distraction and the specific neural faculties such as working memory, executive function, and sustained attention that are trained during choral practice.Deconstruct Choral Techniques: Analyze standard ensemble activities (e.g., breath control exercises, multi-part part-work, and synchronization drills) through a cognitive lens to understand how they rebuild attention spans.Implement Practical Strategies: Apply actionable, music-based interventions within their own classrooms or rehearsals to intentionally foster deep focus and delayed gratification.Advocate for Music Education: Formulate data-driven arguments that reframe ensemble singing not just as an aesthetic or extracurricular activity but as an essential tool for holistic academic engagement and "attention rehab".Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioD. C. Nyamekeh is an eminent music educator, researcher, and conductor with an extensive background in both tertiary and international secondary education. He holds a Bachelor of Arts in Music Education and a Master of Philosophy (M.Phil.) in Music Education, credentials that underpin his rigorous, research-driven approach to pedagogy. His diverse instructional career includes lecturing at the university level, where he supervised undergraduate research and performance, as well as serving as a music educator at the prestigious Ghana International School (GIS). An expert in vocal ensemble direction, he has a proven track record of cultivating high-caliber choral programs that balance technical vocal production with deep artistic expression. Parallel to his choral expertise, he possesses a strong specialization in music technology and music production, actively researching and implementing digital audio tools to modernize arts curricula. By intersecting his advanced research background with practical musicianship, his current work frames collective vocal performance as a vital cognitive intervention for student focus and academic engagement in the digital age. 

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is reshaping education, offering exciting opportunities to enrich teaching and enhance learning in primary classrooms. This interactive workshop introduces educators to practical, easy-to-use AI tools that can support lesson planning, differentiate instruction, create engaging learning resources, streamline assessment, and reduce administrative workload.Through demonstrations, hands-on activities, and collaborative discussions, participants will explore how AI can complement and not replace the expertise and creativity of teachers. The workshop will also address ethical considerations, responsible AI use, and strategies for fostering critical thinking and digital citizenship among young learners.Learning OutcomesBy the end of the workshop, participants will be able to:Explain the role of Artificial Intelligence in transforming teaching and learning in primary education.Identify practical ways AI can support lesson planning, instructional delivery, assessment, differentiation, and classroom management.Explore and evaluate AI-powered tools for creating learning resources, generating ideas, providing feedback, and enhancing student engagement.Design simple classroom activities that integrate AI to support meaningful, learner-centred experiences.Apply ethical, responsible, and safe practices when using AI, including promoting digital citizenship, protecting learner privacy, and recognizing the limitations of AI.Develop an action plan for integrating AI into their own teaching practice to improve learning outcomes and teacher effectiveness.Participant TakeawaysBy the end of the workshop, participants will be able to:Identify practical ways AI can support teaching and learning.Explore AI tools for lesson planning, assessment, and resource creation.Apply responsible and ethical practices when using AI in education.Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioRita Okyere Sarpong is an ICT teacher at Ghana International School with over 20 years of teaching experience. She enjoys using technology to make learning engaging, practical, and enjoyable for students. She is passionate about helping children develop digital skills and become responsible digital citizens. Rita also enjoys supporting teachers in using digital tools to improve teaching and learning. She believes that every child can succeed when given the right support and encouragement. In her free time, she enjoys fashion, singing, cooking, and travelling.

Theme Strand: Teaching and Learning InnovationAbstractBe part of an engaging, interactive professional development workshop designed to help teachers understand the critical role executive functions play in student learning, behaviour, and achievement. Through hands-on activities, real-world classroom scenarios and collaborative discussions, participants will explore key executive function skills such as working memory, inhibitory control, cognitive flexibility, planning, and organisation. Teachers will leave with a deeper understanding of how executive function challenges present in the classroom and co-create strategies to support learners in becoming more independent, self-regulated, and successful. The workshop emphasizes practical application, reflection, and immediate classroom implementation.Learning OutcomesUnderstand the key executive functions and their role in learning.Experience executive function challenges through hands-on activities.Identify classroom behaviours linked to executive function difficulties.Develop practical strategies to support executive function development.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioDr Tarisai Chanetsa is the Head of education and learning Sub- Saharan Africa for Cambridge International. Her role is to quality assure all Cambridge professional development programs in the region. Tarisai holds a doctorate in education from the University of Johannesburg, South Africa, where she has also lectured in early childhood development. Her key research focus has been on equipping teachers with tools for professional development. Tarisai promotes the development of future ready skills in teachers through her publication in the textbook Science teacher learning for the 21st century and beyond. Tarisai has experience teaching across all levels of the Cambridge pathway having taught mathematics and sciences in Zimbabwe and South Africa. 

Theme Strand: Student Wellbeing and SafeguardingAbstractStudent activities are more than additions to the school calendar; when purposefully planned and effectively led, they become powerful opportunities for developing confident, responsible and well-rounded learners. However, creating meaningful student experiences requires more than organising events; it demands purposeful planning, effective leadership, student involvement and continuous reflection.This practical and interactive workshop will take participants through the journey of transforming an activity idea into a safe, inclusive and impactful student experience. Drawing on practical experiences in student leadership, service learning, educational trips, school events and enrichment programmes, the session will explore planning, delegation, student voice, safeguarding, risk management, communication, behaviour management and evaluation.Participants will engage with real-life scenarios and receive practical tools, templates and strategies that they can adapt to their own school contexts. By the end of the workshop, they will be better equipped to plan, lead and evaluate activities that move students beyond participation towards leadership, personal growth and meaningful transformation.Learning OutcomesBy the end of the workshop, participants will be able to:Explain the educational value of student activities in developing confidence, responsibility, teamwork, leadership and personal growth. Design purposeful student activities with clear objectives, expected outcomes, timelines and success indicators. Use practical planning tools and templates to organise activities effectively from conception to evaluation. Promote student voice, ownership and leadership by involving students meaningfully in planning, implementation and reflection. Apply safeguarding, risk-management and duty-of-care principles to create safe and inclusive student experiences.Participant TakeawaysParticipants will leave the workshop with:A clear understanding of how student activities contribute to learning, leadership, wellbeing and character development. A practical framework for moving an activity from initial idea through planning, implementation and evaluation. A ready-to-use student activity planning template. Strategies for promoting student voice, ownership, participation and leadership. Practical approaches to delegation, teamwork and stakeholder coordination. A safeguarding and risk-management checklist for creating safe and inclusive experiences. Tools for evaluating participation, learning outcomes and the overall impact of an activity. Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentation, Panel discussionPresenter BioIsaac Osei Appiah is an educator, school leader and student-development practitioner with extensive experience in student activities, community life, boarding, service learning and experiential education. He currently serves as Coordinator of Community Life at Ghana International School, where he oversees student activities and boarding, while also teaching Cambridge A-Level Geography. Isaac has led several multicultural programmes as lead facilitator and Summer Camp Director in Ghana and South Africa. He is also a Certified Design Thinking Trainer, School Improvement and Strategy Specialist, and an Entrepreneurial Leadership Coach. He is passionate about creating safe, inclusive and transformative experiences that develop students’ confidence, character, leadership and sense of social responsibility.

Theme Strand: Teaching and Learning InnovationAbstractA well-managed classroom is the foundation of effective teaching and meaningful learning. This highly interactive workshop is designed for primary school educators seeking practical, classroom-tested strategies to create positive learning environments where pupils feel safe, engaged, and motivated to succeed. Through demonstrations, discussions, role play and hands-on activities, participants will experience strategies they can confidently adapt to their own classrooms, helping to reduce disruptions, improve pupil engagement and maximise learning time.This workshop is for you if you want to:Reduce disruptions and reclaim learning timeKeep pupils genuinely engaged and motivatedBuild a calmer, more connected classroom cultureAdd fun, purposeful activities to your everyday practiceLearning OutcomesLearning OutcomesBy the end of the workshop, participants will be able to:-Implement proactive classroom management strategies to enhance learning.-Establish effective classroom routines and behaviour expectations.-Use positive reinforcement and communication techniques to manage behaviour.-Facilitate brain break activities that improve pupils' concentration and well-being.-Apply practical strategies and activities immediately in their own primary classrooms.Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioMrs. Jennifer Blankson is an experienced educator with over three decades of practice in the field of education. For the past 19 years, she has been dedicated to nurturing and guiding learners in Ghana International School (G.I.S). Throughout her career in (G.I.S), she has served in various leadership capacities, including Assistant Vice Principal of the Junior School, Curriculum Coordinator, and Year Coordinator, all of which have strengthened her expertise in teaching, learning, and school development.Currently, she enjoys the fulfilling role of a classroom teacher, where she continues to inspire and support pupils on a daily basis. She is a strong advocate of the belief that “happy minds create successful classrooms,” and is passionate about promoting effective classroom management strategies that foster positive behaviour, engagement, and meaningful learning experiences for all pupils.

Theme Strand: Assessment and FeedbackAbstractThis workshop explores the use of Skill Check as an effective formative assessment strategy for improving teaching and learning. Participants will learn how brief, targeted assessments can identify learning gaps, monitor student progress, and provide timely feedback that informs instructional decisions. Through practical examples and collaborative activities, teachers will discover how Skill Checks promote student engagement, support differentiated instruction, and enhance achievement by making assessment an integral part of the learning process.Learning OutcomesBy the end of the workshop, participants will be able to:Explain the purpose and principles of using Skill Checks as a formative assessment strategy to support student learning.Design effective Skill Check activities that align with learning objectives and success criteria.Analyze and interpret Skill Check data to identify learning gaps and make informed instructional decisions.Implement Skill Checks to provide timely, actionable feedback that improves student engagement, differentiation, and academic achievement.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioDavid Obuobi Osei  is a Chemistry educator and Cambridge IGCSE/A Level teacher with a strong commitment to advancing excellence in teaching and learning. He is passionate about formative assessment, instructional design, and the effective integration of technology to improve student outcomes. David actively develops assessment resources, facilitates professional learning, and supports colleagues in implementing evidence-based teaching practices. His interests include teacher professional development, curriculum innovation, and fostering reflective classroom practices that promote meaningful learning and continuous improvement.

Theme Strand: Professionalism and Teacher PracticeAbstractTeaching is one of the most rewarding professions, but it also presents ongoing challenges that require resilience, adaptability, and intentional professional habits. While resilience is often discussed in the context of wellbeing, this interactive workshop focuses on resilience as a professional competency that enables educators to sustain high-quality practice throughout their careers.Participants will explore practical, research-informed strategies for managing the demands of teaching while maintaining enthusiasm, effectiveness, and purpose. Through reflection, discussion, and collaborative activities, attendees will examine common challenges faced by educators and develop realistic approaches to building resilience through professional habits, supportive relationships, healthy boundaries, and reflective practice.By the end of the session, participants will leave with a personalised resilience action plan and practical strategies they can immediately implement to strengthen their professional practice and sustain their impact on students and colleagues.Learning OutcomesParticipants will:Understand resilience as a key aspect of effective professional practice.Identify factors that contribute to long-term sustainability in teaching.Explore practical strategies for managing professional challenges.Develop a personalised resilience action plan to implement in their own context.Participant TakeawaysParticipants will leave with a practical framework for building resilience, strategies to manage the everyday demands of teaching, and a personalised action plan to help them sustain their wellbeing, professional growth, and long-term effectiveness in the classroom.Delivery Approach: Interactive discussion, Hands-on activities, Case study, Research-informed presentationPresenter BioAlice Schreyer is an experienced educator and curriculum leader at Ghana International School with a passion for supporting both student learning and teacher development. With extensive experience in primary education and curriculum leadership, she has led professional learning initiatives, mentored colleagues, and championed effective teaching practices. Alice is particularly interested in building resilient educators, fostering collaborative learning communities, and promoting sustainable approaches to professional growth. She believes that investing in teachers is one of the most powerful ways to improve outcomes for students and is committed to helping educators thrive throughout their careers.

Theme Strand: Teaching and Learning InnovationAbstractThis session explores a whole-child approach to education by integrating Brain Gym, student wellbeing, and academic development to support learners' cognitive, emotional, and social growth. It examines how purposeful movement-based activities can enhance attention, concentration, coordination, memory, and readiness for learning while fostering emotional regulation and resilience. Participants will explore practical strategies for embedding Brain Gym exercises and wellbeing practices into everyday classroom routines to create engaging, inclusive, and supportive learning environments. The session also highlights the relationship between student wellbeing, executive functioning, and academic achievement, emphasizing that optimal learning occurs when learners feel safe, connected, and empowered. Through interactive demonstrations, evidence-informed discussions, and classroom-based examples, educators will gain practical tools to promote learner engagement, improve classroom participation, and strengthen academic outcomes.Learning OutcomesExplain the principles of whole-child learning and its relationship to student wellbeing and academic achievement.Describe how Brain Gym activities can support attention, memory, coordination, self-regulation, and readiness to learn.Identify practical strategies for integrating movement-based learning and wellbeing practices into daily classroom instruction.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioPearl Nuku Ama Aklamanu is an Early Childhood Educator with over eight years of experience in preschool education, curriculum development, and child-centred learning. She serves as the Head of Preschool and Exams Coordinator at Lotus International School, where she leads curriculum implementation, mentors teachers, coordinates assessments, and oversees programmes that promote the holistic development of young learners.She holds a Bachelor of Education in Early Childhood Education and has extensive experience implementing the Cambridge Curriculum while creating engaging learning environments that foster children's academic, social, emotional, and cognitive development. Pearl is passionate about educational excellence and is committed to empowering both learners and educators through innovative teaching practices, effective leadership, and evidence-informed approaches to early childhood education.

Theme Strand: Design Thinking / STEM / STEAMAbstractFor ten years, TIME has transformed how we teach. It is time to do the same for AI. Instead of just teaching kids how to use basic AI tools, Konov built a visual platform that lets them create their own tech.This interactive workshop reveals a game-changing approach to STEM. Stepping into your students' shoes, you will see how young learners aged 6–16 can build real software projects without touching complex code. Together, we will initialize custom AI agents, sketch out conversational logic using an intuitive node-based builder, train machine learning models, and launch functional chatbot apps live.Come discover how to turn your students from digital consumers into the next generation of software architects. You’ll leave with plug-and-play lesson plans to launch your own project-based AI labs instantly!Learning OutcomesDeploy a Comprehensive AI Creation Engine: Move far beyond basic tools to give students a unified platform where they can train custom datasets, script advanced conversational workflows, and deploy fully functional AI-powered apps.Master Visual Logic Architecture: Guide students through mapping multi-layered software structures using a node-based interface, proving that kids can architect complex app logic without writing a single line of syntax code and also be able to train models and build AI-powered apps. Train and Refine Custom Machine Learning Models: Teach young learners how to collection-map datasets, define intent nodes, and manually train underlying machine learning algorithms to process user interactions accurately.Debug Live Software in Real Time: Use a live chat testing sandbox to actively trace system logic gaps, stress-test user flows, and teach kids how to iteratively retrain their custom models based on live user feedback.Launch Project-Based STEM Labs: Replicate an end-to-end software engineering lifecycle in classrooms, using provided lesson plans to turn standard school computer labs into interactive software development hubs for students aged 6–16.Participant TakeawaysAn Advanced AI Creation Ecosystem: Access a unified workspace engineered to shift students from passive users into software architects who train custom machine learning models and build functional, AI-powered applications.Hands-On Model Training Pipelines: Master the workflow of data collection and algorithm training, teaching students how to manually map user datasets and structure core machine learning logic.App Architecture via Visual Nodes: Learn to guide young learners aged 6–16 through deep system logic and app connectivity using a visual, code-free structural builder.Live Application Simulation & Debugging: Experience the exact engineering lifecycle by utilizing the built-in app simulator panel to stress-test projects, trace runtime bugs, and dynamically retrain live models.Turnkey STEM Lab Deployment Kits: Walk away with fully mapped classroom curriculum guides and project blueprints designed to turn standard school computer labs into real software development hubs providing practical Artificial Intelligence and Machine learning for young learners Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case studyPresenter BioReginald Amudji is the Founder & CEO of Konov, an Africa-focused EdTech brand pioneering AI and Machine Learning literacy for young learners. While many tech hubs emphasize robotics, his mission is different: to build a scalable ecosystem that equips Africa’s youngest minds with the skills to design intelligent systems, think creatively with data, and innovate for the future.Over the past year, he has trained 200+ learners through workshops and school programs. His vision is bold yet simple: to make young African innovators AI-literate.Reginald thrives at the intersection of education, storytelling, and technology, creating culturally relevant learning experiences that inspire curiosity and confidence. Beyond building products, he is passionate about fostering team culture rooted in celebration, wellness, and shared purpose.For him, impact is not just about teaching AI — it’s about empowering a generation to lead Africa’s digital transformation.

Theme Strand: Subject Teaching (Secondary / Primary)AbstractThe workshop will explore the neuroscience behind language acquisition and translate it into practical classroom strategy. Participants will examine how neuroscience, neurolinguistics, and applied linguistics together explain why certain teaching methods work, and how neuroplasticity allows the brain to learn languages at any age.  The session unpacks the real developmental sequence for grammar acquisition (implicit before explicit), the role of Total Immersion and Total Physical Response (TPR) in natural acquisition, and debunks the myth that songs alone teach language.  Participants will also practise four evidence-based strategies — shadowing, self-talk, thinking directly in the target language, and scaffolding through Vygotsky's Zone of Proximal Development. Through guided discussion, video examples, and hands-on practice, teachers will leave with a brain-compatible framework they can apply immediately to lesson design, sequencing, and learner support across proficiency levels. Learning OutcomesBy the end of this workshop, participants will be able to: *Explain how neuroscience, neurolinguistics, and applied linguistics each contribute to understanding language learning, and connect this to Broca's and Wernicke's areas. *Describe neuroplasticity's role in language acquisition across the lifespan, including critical period effects, adult learner strengths, and the cognitive health benefits of bilingualism and plurilingualism. *Identify the correct developmental sequence for grammar acquisition (input → noticing → pattern recognition → explicit naming) and apply it to lesson planning. *Explain the principles of Total Immersion and Total Physical Response (TPR), and design an activity that uses physical action and meaningful input to teach language without translation. *Distinguish passive versus intentional use of music in the classroom, and design a song-based activity that builds active language engagement. *Practise and demonstrate the shadowing technique to improve prosody, fluency, and listening-speaking integration. *Apply self-talk and target-language inner monologue strategies to reduce translation dependency and build automaticity. *Design scaffolded learning supports (visual, verbal, structural, interactive) aligned with Vygotsky's ZPD for a specific lesson or learner profile. *Synthesise Total Immersion, TPR, and all four power strategies into a cohesive, brain-compatible teaching framework applicable to their own classroom context. *Feel empowered to begin to explore a new language for themselves as lifelong learnersDelivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioI am a language educator and linguist with a passion for making language learning immersive, interactive, and accessible. I currently teach French as a Foreign Language (FLE), drawing on a curiosity for diverse pedagogical methods and digital tools that enrich the learning experience. My career spans international education at the highest level: as an IB educator and Class Teacher within IPC and IB PYP programmes, and as an English Language Educator and former Head of the Languages Department at a business school. This breadth has given me deep insight into language acquisition across age groups and learning contexts. I am a strong advocate for inquiry- and project-based learning, believing it fosters holistic, interdisciplinary education and empowers students to become confident, lifelong learners with ownership over their own growth.

Theme Strand: Inclusion and DifferentiationAbstractSynopsisEvery classroom includes learners with diverse abilities, learning styles, interests, and levels of readiness. As class sizes grow, it becomes increasingly important for teachers to use practical differentiation strategies that ensure every student is meaningfully engaged and supported. This workshop explores effective approaches to planning and delivering differentiated instruction, including scaffolding the curriculum, adapting teaching strategies, and designing learning experiences that challenge high achieving students while providing the support needed for medium and lower ability learners. Participants will gain practical tools and techniques to create inclusive lessons that enable every child to learn, participate, and succeed.Learning OutcomesLearning Outcomes for ParticipantsBy the end of this workshop, participants will be able to:Apply differentiation strategies to meet diverse learning needs.Design inclusive lessons using scaffolding and adapted teaching methods.Support struggling learners while extending high-achieving students.Participant TakeawaysParticipant TakeawaysPractical differentiation strategies for mixed-ability classrooms.Scaffolding techniques to support all learners.Strategies to challenge high-achieving students and support struggling learners.Classroom-ready activities and resources for inclusive teaching.Greater confidence in planning and delivering inclusive lessons.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentation, Panel discussionPresenter BioGertrude Sackitey BadoeGertrude Sackitey Badoe is an experienced educator with over 18 years of teaching expertise and currently teaches Class 4 at Ghana International School. She is the Year Coordinator for Class 4. She is passionate about creating inclusive learning environments through adapting teaching strategies to meet the diverse needs, abilities, and learning styles of her students. Her teaching focuses on fostering critical thinking, independence, and active participation while ensuring every learner is appropriately challenged and supported to succeed. 

Theme Strand: Teaching and Learning InnovationAbstractThis workshop explores how Professional Learning Communities (PLCs) can drive meaningful, job-embedded professional development through collaborative practice. Drawing on examples from Mathematics and English Language classrooms, participants will examine instructional routines that gradually shift cognitive load from teachers to students, fostering greater independence, engagement, and deeper learning. Working in subject- or year-level PLCs, teachers will assume defined roles, collaboratively design a student-centred lesson using a shared planning framework, and engage in structured peer feedback and reflection. The session will equip participants with practical instructional routines, collaborative planning strategies, and tools for facilitating impactful PLC conversations within their own schools. Participants will leave with adaptable, classroom-ready approaches that promote active student learning and demonstrate that student-centred instruction is both achievable and highly effective, even in large classes. Learning OutcomesBy the end of this workshop, participants will be able to:Describe the role of PLCs in supporting collaborative, job-embedded professional learning.Implement instructional routines that shift cognitive load and promote student-centred learning.Collaboratively design and refine a student-centred lesson using a structured planning framework.Transfer practical strategies to establish or strengthen PLCs and lead instructional improvement conversations in their own schools.Participant TakeawaysParticipants will leave with:Ready-to-use instructional routines that promote student-centred learning.A collaborative lesson-planning framework for designing engaging, high-impact lessons.Practical PLC tools and protocols to facilitate collaborative planning and professional dialogue.Strategies to shift cognitive load and build independent, self-directed learners.An implementation plan for leading instructional improvement through PLCs in their own schools.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioLydia B. Quansah is an experienced educator and instructional leader with over 15 years of teaching experience in English Language and Literature. She is passionate about advancing teaching and learning through student-centred instructional practices, collaborative professional learning, and evidence-informed pedagogy. In her current role at Ghana International School, Lydia contributes to Professional Learning Communities (PLCs), supporting teacher collaboration, lesson design, reflective practice, and the sharing of effective classroom strategies. She is committed to empowering educators with practical approaches that increase student engagement, promote independent thinking, and improve learning outcomes. A recipient of the British Council Action Research Grant, Lydia continues to champion inquiry, innovation, and professional growth, helping teachers translate research and collaboration into meaningful classroom impact.

Theme Strand: Subject Teaching (Secondary / Primary)AbstractDespite years of grammar instruction, millions of secondary school students complete their language education unable to hold a basic conversation, or navigate a real-world interaction. This seminar confronts a persistent paradox in language education: why does extensive grammar knowledge so rarely translate into communicative competence?Drawing on foundational principles from Hymes (1972) and Savignon, alongside contemporary cognitive science — including Swain's Output Hypothesis and Long's Interaction Hypothesis — this session makes the evidence-based case for Communicative Language Teaching (CLT) as the bridge between classroom learning and real-world language use. The seminar moves beyond theory into immediate classroom application. Participants engage with four hands-on, research-backed activities — Information Gap tasks, authentic Role-Play scenarios, Jigsaw Reading investigations, and Task-Based Learning projects — each designed to integrate target grammar organically within meaningful communication. We address practical objections head-on: large class sizes, exam pressure, limited authentic materials, and student reticence — offering concrete strategies for each.Keywords: Communicative Language Teaching, secondary education, task-based learning, language acquisition, classroom practice, teacher professional development.Learning OutcomesDiagnose the limitations of grammar-rote approaches and articulate why they fail to develop real-world communicative competence in secondary learners.Define and explain the core principles of Communicative Language Teaching (CLT), including the role of interaction, authentic contexts, information gap activities, and fluency-first progression.Apply research evidence — including Swain's Output Hypothesis, Long's Interaction Hypothesis, and meta-analytic findings — to justify communicative approaches to administrators, parents, and resistant colleagues.Design and implement four specific CLT activity types (Information Gap, Role Play, Jigsaw Reading, and Task-Based Learning) that integrate target grammar within meaningful, student-centered communication tasks.Anticipate and address common objections to CLT — including large class sizes, exam-focused curricula, lack of authentic materials, and student shyness — with practical, evidence-based counter-strategies.Create a personal action plan for transitioning from textbook dependency toward a communicative classroom, using the six-step framework (Audit, Reframe, Rearrange, Reduce, Retool, Reflect) and a week-by-week implementation roadmap.Develop communicative assessment tools, including task-based rubrics and peer evaluation frameworks, that measure interaction quality and task completion alongside traditional accuracy metrics.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentation, Panel discussionPresenter Bio Richard Dela Dorkenoo is an educator, researcher, and project management professional with 18 years of experience in French language education. He specializes in French language instruction, Francophone studies, and French literature, and currently teaches French within the Cambridge International curriculum. Renowned for his learner-centred and communicative approach to language teaching, Richard is passionate about helping students move beyond memorization to become confident, independent users of the language.His work is driven by the belief that language is best learned through meaningful communication, authentic cultural engagement, and purposeful interaction that empowers learners to use newly learned languages with confidence both inside and beyond the classroom. He is committed to transforming language education by designing innovative curricula, teaching resources, and assessment materials that seamlessly integrate grammar, literature, culture, and real-world communication; and through this holistic approach, create a dynamic learning environment where students develop not only linguistic proficiency but also intercultural competence, critical thinking, and a genuine appreciation for diversity. 

Theme Strand: Assessment and FeedbackAbstractAs Cambridge English assessments continue to evolve, teachers are expected to prepare learners for more than just recalling information. These assessments emphasise critical thinking, communication, creativity, and the application of language skills in meaningful contexts. This workshop explores the key features of the modern Cambridge English assessment approach at the primary level, highlighting changes in reading, grammar, vocabulary, and writing tasks. Participants will engage in practical activities, analyse sample questions, and discover effective classroom strategies that develop the skills learners need to succeed confidently in Cambridge assessments and beyond.Learning OutcomesBy the end of this workshop, participants will be able to:Understand the philosophy behind Cambridge assessments.Recognise new English question types.Identify the skills Cambridge assesses.Design classroom activities that prepare pupils effectively.Use questioning techniques that promote deeper thinking.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioWith over 8 years of teaching experience in primary education as a Junior teacher, class teacher, and support teacher, Ms. Ankumah-Saikoom is passionate about inclusive education. She believes that every child can learn and succeed when given the right support and opportunities. Her teaching focuses on creating a positive, welcoming classroom where all learners feel valued, confident, and encouraged to reach their full potential. Committed to continuous learning and professional growth, she enjoys sharing practical teaching strategies that help improve learning outcomes for all students. Beyond the classroom, she serves as a co-facilitator in the Beading & Millinery Club, where she guides students in exploring their creativity by combining beads to create intricate patterns. Ms. Ankumah-Saikoom strives to equip learners with the knowledge and skills they need to excel both academically and personally.

Theme Strand: Professionalism and Teacher PracticeAbstractTalent is no longer enough. Two teachers can have the same skill, the same results, and the same dedication, yet only one gets noticed for it. The difference is visibility, and visibility is a skill, not a personality trait. This session reframes personal branding as a core professional competency for educators, not self-promotion or vanity. Drawing on the B.U.I.L.D. and D.E.P.T.H. frameworks from the Brand or Be Forgotten programme, participants will learn why educators are systematically trained to stay invisible, and how to reverse that as a fixable design problem. The facilitator shares his own before and after story: one LinkedIn post led to an invitation to speak at an international summit as the only Nigerian presenter. Participants leave with a clear, repeatable method for making their expertise visible to the people who can act on it.Learning OutcomesBy the end of this session, participants will be able to: Explain why visibility, not just competence, drives professional opportunity in education today.Apply the B.U.I.L.D. framework to define their own professional brand in plain, specific terms.Identify one concrete action to make their expertise visible within the next 30 days.Participant TakeawaysEvery participant leaves with a one-page Personal Brand Starter worksheet, adapted from the workbook structure used in the facilitator's flagship Brand or Be Forgotten Masterclass. It walks them through naming their expertise, identifying their first visible platform, and drafting one piece of content they can publish within a week.  Delivery Approach: Interactive discussion, Hands-on activities, Case studyPresenter BioSteven Loya is an educational consultant, entrepreneurship educator, and innovation leader committed to helping schools prepare learners for a rapidly changing world. His work focuses on designing future-ready learning experiences that integrate entrepreneurship, skills-based learning, innovation, and real-world problem solving into everyday school practice. Alongside his work designing future-ready learning experiences, he leads Brand or Be Forgotten, a personal branding programme that helps teachers and school leaders build the visibility their expertise deserves. Steven also serves as the Lead of STEAM Innovation Foundation, where he collaborates with educators, schools, and partners to advance STEAM education and cultivate the next generation of innovators across Africa. He is a regular speaker on future-focused education, entrepreneurship, and school transformation, with a passion for equipping educators to build learning environments that develop problem solvers, creative thinkers, and responsible global citizens. 

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractMany schools operate in constant “survival mode”, responding to immediate pressures without a clear pathway for sustainable growth. This session will support school leaders and administrators to move from reactive management to strategic school improvement. Drawing on practical school leadership experience, participants will explore how to define long-term goals, identify priority areas for improvement, and translate vision into step-by-step action plans linked to people, time, budgets, resources, and measurable outcomes. The session will highlight how schools can strengthen academic quality, staff capacity, parent engagement, student experience, operations, and financial sustainability through intentional planning. Participants will leave with a simple but powerful framework for aligning ambition with execution, helping their schools become more focused, resilient, and future-ready.Learning OutcomesBy the end of the session, participants will be able to: Identify key areas of school improvement beyond academics, including staffing, operations, parent engagement, student experience, facilities, and financial sustainability.Distinguish between reactive school management and strategic school leadership.Develop long-term school improvement goals that are clear, realistic, measurable, and aligned with the school’s vision.Break down strategic goals into practical action steps, timelines, responsibilities, and resource requirements.Use a simple school improvement planning framework to move their schools from survival mode toward sustainable growth.Participant TakeawaysParticipants will leave with a practical framework for creating school improvement plans that connect vision, goals, action steps, resource allocation, timelines, and accountability. They will gain tools to help their schools move from reactive decision-making to intentional, sustainable growth.Delivery Approach: Interactive discussion, Hands-on activities, Research-informed presentationPresenter BioDr. Naomi Adjepong is School Director at Alpha Beta Education Centres, a leading K–12 international school in Accra, Ghana, and an education strategist supporting schools to move from operational survival to sustainable growth. With over 18 years of experience in school leadership, operations, strategy, and innovation, she has led work across staffing, systems, parent engagement, student development, leadership programming, and institutional improvement. She pioneered the Adinkrahene Leadership Program, an enriched pathway that develops values-driven, entrepreneurial young leaders with 21st-century skills. Her consultancy work focuses on helping schools and school leaders strengthen strategy, improve operations, build leadership capacity, and align vision with action, resources, and measurable outcomes. Dr. Adjepong holds a medical degree from the University of Manchester and a Master’s in Education from the Harvard Graduate School of Education. She is a certified Life Coach and Fellow of the Africa Leadership Initiative-West Africa.

Theme Strand: Teaching and Learning InnovationAbstractThis workshop explores innovative approaches that can strengthen teacher effectiveness by promoting student-centred learning, leveraging technology, encouraging collaboration, and using data-driven instructional practices. It aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments.  Learning OutcomesIt aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments.  Participant TakeawaysIt aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments. Delivery Approach: Interactive discussion, Hands-on activities, Case study, Panel discussionPresenter BioPetulia Joseph is a passionate teacher with over 30 years of classroom experience. She is in her 9th year at Ghana International School (GIS), where she has heldvarious positions and currently serves as the Head of the English Literature Department. Her love for literature and reading has inspired students to develop alifelong habit of reading. She enjoys travelling to different countries to learn about new cultures and also designs jewellery with natural stones. Petulia believes inliving purposefully through learning and sharing experiences.

Theme Strand: Student Wellbeing and SafeguardingAbstractChild protection and safeguarding in international schools extend far beyond policies, procedures, and compliance requirements. Schools in Ghana operate within a unique context shaped by diverse cultures, international standards, local legislation, evolving online risks, family culture, faith-led values, strong discipline and respect, and growing student well-being needs. This session is delivered by an international Safeguarding Consultant, trainer and CIS-affiliated Consultant of ten years and over thirty years of safeguarding professional experience in social work. This interactive workshop will explore the most pressing safeguarding challenges facing international schools in Ghana, including staff recruitment and vetting, responding to disclosures, online safety, mental health and well-being concerns, culturally responsive safeguarding practices, and effective collaboration with families and external agencies. Through case studies, discussion, and practical tools, participants will examine how school leaders can move beyond compliance to foster a proactive safeguarding culture in which every adult understands their responsibility to protect children.https://www.linkedin.com/in/ann-marie-christian-frsa-7116b71b/ Learning OutcomesParticipants will:Identify the key safeguarding risks and challenges facing international schools in Ghana.Explore the intersection of international safeguarding standards, good practice and local cultural realities.Strengthen approaches to prevention, reporting, and case management.Develop strategies for embedding safeguarding across all aspects of school life.Evaluate practical steps for building a sustainable culture of child protection and well-beingLearn actionable strategies to strengthen safeguarding systems, build staff confidence, and foster safer, more inclusive school communities. Participant TakeawaysA clear understanding of the key child protection and safeguarding challenges facing international schools in Ghana, including cultural, legal, operational, and digital safeguarding risks.Practical strategies for moving beyond compliance to create a whole-school strategic and operational safeguarding culture where every adult understands their role in protecting children.Tools and frameworks for responding to complex safeguarding concerns, including disclosures, online safety incidents, mental health concerns, and cases involving internationally mobile families.Greater confidence in balancing international safeguarding standards with local realities, while maintaining a child-centred approach and partnership working with families and communities.Actionable steps to strengthen safeguarding systems, staff training, reporting pathways, and governance within their own schools.A safeguarding culture self-assessment tool and action-planning framework that can be adapted and implemented immediately in their school context.Delivery Approach: Interactive discussion, Hands-on activities, Case study, Research-informed presentationPresenter BioAnn Marie Christian is a safeguarding practitioner, trainer, and senior leader in child protection with nearly three decades of experience supporting children, families, schools, and organisations. A qualified child protection social worker since 1996, she has worked across frontline practice, leadership, and management roles in children's services and education.Ann Marie has led child protection teams, advised schools on safeguarding practice, and provided training and consultancy to a wide range of organisations, including local authorities, the NSPCC, international school associations, boarding schools, charities, and education leaders. As an affiliated consultant with the Council of International Schools (CIS), she has supported international schools worldwide and delivered safeguarding training to senior leaders across the Middle East, Africa, Europe, and Asia.Passionate about ensuring every child is heard, valued, and protected, Ann Marie specialises in helping schools move beyond compliance to build strong safeguarding cultures that place the welfare and voice of the child at the centre of practice.

Theme Strand: Entrepreneurship, Innovation, Intellectual Property & Real-World LearningAbstractProject-based learning (PBL) is often introduced through frameworks and exemplars developed in well-resourced, Global North contexts, leaving school leaders and teachers to do the difficult translation work alone: How does this look with our students, our materials, our labor market, our community? This session closes that gap. Participants will explore the core design principles of high-quality PBL (authentic problems, sustained inquiry, student voice and choice, public products) and apply them to a local context audit, identifying community assets, workforce needs, and real-world partners already present in their own settings. With the extended time, participants move beyond a single draft to a full design and critique cycle: sketching a unit, testing it against an implementation planning lens, and revising based on peer feedback before leaving. Rather than treating PBL as an imported model to adapt, participants will leave with a strengthened, feasibility-checked project idea rooted in their school's actual community, along with a simple planning tool they can use with their own staff. The session models the same principle it teaches: learning becomes durable and motivating when it connects directly to the world learners will enter.  Learning OutcomesBy the end of this session, participants will be able to:Define the non-negotiable design elements of high-quality project-based learning and distinguish PBL from "dessert projects" or activity-based add-ons.Identify at least three local assets (community organizations, employers, cultural knowledge holders, civic issues) that can anchor an authentic PBL unit in their own context.Draft and revise a PBL unit outline connected to a real community need or local industry, incorporating peer feedback and a feasibility check.Anticipate at least two implementation barriers (time, partner logistics, assessment, buy-in) and identify a first step to address each.Articulate how connecting classroom learning to local, real-world contexts supports both academic rigor and future-of-work readiness for their students.Leave with a practical, tested tool they can use to lead a similar planning conversation with their own teaching staff.  Participant TakeawaysA practical, tested tool they can use to lead a similar planning conversation with their own teaching staffDelivery Approach: Interactive discussion, Hands-on activities, Research-informed presentationPresenter BioWith over 20 years of experience in education, Dr. Laureen Adams remains committed to supporting leaders, teachers, and students toward liberatory education. She has worked in diverse settings (public, charter, private, district, and university), taught grades 6-12, and served as a lead teacher, leader and teacher coach, curriculum designer, instructional coach, teacher educator, and administrator. Dr. Adams is the Executive Director of Ghana Leadership and Learning Alliance, an author, and an international education consultant specializing in teacher education, equity, learner-centered communities, leadership, project based learning, and love-centered liberatory education. Dr. Adams holds a PhD in Education with an emphasis in Teaching, Learning, and Culture and an Africana Studies certificate from Claremont Graduate University, where she currently serves as Research Fellow.

Theme Strand: Technology and AI in EducationAbstractGlobally, we are seeing a shift and evolution in jobs, roles and institutions. It's called creative destruction, a season that follows the arrival of a general purpose technology like artificial intelligence (especially the generative and agentic dimension). For us in education, there is a question around how will this transform the jobs of teachers and what must teachers become to be relevant in the intelligent age ? A possibility that has been tested and proven is “Interactive Learning Designer”. In the previous dispensation, teachers would not approach this because coding was the fundamental building block, it was a technical domain so most of the tools we see today were not built by teachers. That skills gap has been closed by AI, because it can now handle coding. So if a teacher understands information processing theory, cognitive science, interactive design elements and their uses with power prompting, they can build tools that are very customized, speaks to the needs of their learners without having to always rely on external tools. I believe the next genetaion of innovators we will see in K-12 will be classroom teachers because the knowledge and technical gap has been closed, so teachers can now become interactive learning designers. Learning OutcomesTeachers will be understand the information processing theory and it's application to interactive instructional design in K-12Teachers will understand cognitive science theory and it's application to interactive instructional design in K-12Teachers will understand the basics of interactive learning design, the design elements and their usage in creating diverse interactive learning experiencesTeachers will analyze and evaluate current interactive learning tools used across the globe for possible improvementsTeachers will create interactive learning apps and resources that allows them to solve the engagement crisis in their classrooms.Participant TakeawaysHere are examples of interactive learning resources from previous training sessions1. https://bubble-word-play.lovable.app/2. https://factor-fortress-builder.lovable.app/Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioAdebayo Alomaja is Nigeria’s foremost education futurist, an AI-in-education strategist, and a senior learning designer focused on building AI-literate educators, K-12 authentic learning designers and future-ready learning systems across Africa. He is a top and highly sort after voice in the Nigerian education landscape  who has graced several conference platforms where innovation is discussed. He is the Founder of Eazy-Digi, where he integrates AI, design thinking, agile methodologies and future thinking to help schools and educators redesign teaching and learning for a rapidly evolving digital economy. He previously served as Deputy CEO at Gradely, a leading EdTech company operating in Nigeria and the United Kingdom, where he worked at the intersection of learning design, data, and intelligent technologies. Adebayo is also the creator of BayoGPT, Africa’s first design-thinking AI tool for teachers, built to close the creativity gap in classrooms and empower educators to design authentic, real-world learning experiences. He is the author of The School Shift, a powerful resource guiding African school leaders to redesign and rebuild their institutions for the intelligent age. Through his work, Adebayo equips educators and institutions to move beyond AI awareness toward meaningful, ethical, and practical AI adoption.

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is rapidly transforming education, creating new opportunities for teachers to enhance learning, personalise instruction, and reduce administrative workload. As Ghana's education sector increasingly embraces AI-driven innovation, educators need practical strategies for integrating these tools effectively and responsibly into everyday classroom practice.This interactive workshop, Work Smart, Teach Better: Practical AI Strategies for Every Classroom, will equip participants with hands-on approaches for using AI across the teaching and learning cycle. Through live demonstrations, collaborative activities, and real classroom examples, participants will explore how AI can support lesson planning, instructional resource development, assessment design, feedback generation, learner differentiation, and professional productivity. The session will also address ethical considerations, responsible AI use, and the limitations of AI in educational settings. Participants will leave with practical skills, ready-to-use prompts, and actionable strategies that can be immediately applied to improve teaching effectiveness and learner outcomes.Learning OutcomesBy the end of this session, participants will be able to:Apply AI-assisted strategies to reduce lesson planning time while maintaining alignment with the Ghanaian national curriculum and syllabus requirements.Design AI-supported assessment approaches suited to large class sizes, enabling faster and more consistent evaluation of student work.Generate individualised, actionable feedback for students at scale using AI tools, even within resource-constrained school environments.Differentiate instruction for mixed-ability classrooms using AI-generated scaffolds and materials appropriate to varied learner readiness levels.Identify practical workarounds for common barriers to AI adoption in Ghanaian schools, including limited connectivity and ICT infrastructure, and apply low-bandwidth or offline-friendly strategies where needed.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioFrank Ahimah is an award-winning educator, curriculum trainer, and science teacher at Achimota Senior High School, one of Ghana's most prestigious secondary institutions. With close to a decade of classroom experience, Frank brings a rare combination of instructional excellence, curriculum leadership, and national reach to every platform he steps onto. As a Training Coordinator for Achimota's Professional Learning Community, he has facilitated teacher development sessions aligned to Ghana's standards-based curriculum reform. As a former Joy Learning TV facilitator with Multimedia Group Ltd, Frank has delivered televised lessons to senior high school students nationwide. He holds a Postgraduate Diploma in Education from the University of Education, Winneba, is currently pursuing an MSc in Project Management, and was recognised as Achimota Senior High School's Best Science Teacher in 2025.

Theme Strand: Inclusion and DifferentiationAbstractThis workshop will explore practical strategies for effective classroom management within inclusive learning environments. Grounded in the principles of Universal Design for Learning (UDL), the session will equip educators with tools to create classrooms that support diverse learning needs while promoting student wellbeing and engagement. Participants will examine differentiated instruction, structured routines, positive behaviour management, and the development of supportive classroom cultures that foster respect, collaboration, and belonging. Through real-life case studies involving learners with ADHD, anxiety, and dyslexia, educators will reflect on common challenges and develop proactive intervention strategies. The workshop also highlights the importance of positive teacher-student relationships, peer support systems, and collaboration with families and support professionals.Learning OutcomesBy the end of this workshop, participants will be able to:Apply differentiated instruction strategies by adapting content, process, product, and learning environments to meet diverse learner needs. Implement structured classroom routines and proactive classroom management techniques that promote predictability, engagement, and positive student behaviour. Create supportive and inclusive classroom environments through accessible classroom design, visual supports, sensory considerations, and the promotion of belonging and respect. Build positive teacher-student relationships through active listening, regular check-ins, empathy, and growth mindset practices that support student well-being. Analyse classroom-based case studies and design appropriate interventions for students presenting with diverse learning, behavioural, and emotional needs. Develop an action plan for implementing inclusive classroom management practices that promote academic achievement, well-being, and participation for all learners.  Participant TakeawaysBy the end of the session, participants will gain practical, evidence-informed approaches to creating inclusive classrooms where all learners can thrive academically, socially, and emotionally. Delivery Approach: Interactive discussion, Demonstration, Case studyPresenter BioBarbara Brew is an educational leader, certified counsellor, and advocate for inclusive education with over 15 years of experience in academic leadership and student support. As Vice Principal (Academics) at Beacon College International and a registered counsellor with the Ghana Psychology Council, she is passionate about promoting student wellbeing, safeguarding, and inclusive learning environments.Barbara has extensive experience in the Cambridge International Curriculum, educational counselling, teacher development, and school improvement. She serves on the Inclusion and Wellbeing Team of the Africa Dyslexia Organization and regularly facilitates workshops and conferences across Africa on inclusion, wellbeing, leadership, and educational excellence.

Theme Strand: Student Wellbeing and SafeguardingAbstractSafeguarding is most effective when it is embedded within the culture, systems, and daily practices of an entire school community. This presentation explores a whole-school approach to safeguarding that extends beyond compliance and child protection procedures to encompass trust, wellbeing, inclusion, and collective responsibility. Participants will examine how leaders, teachers, support staff, students, parents, and community partners each play a vital role in creating environments where children and young people feel safe, valued, respected, and empowered to thrive.Drawing on current safeguarding principles and practical school-based experiences, the session highlights the interconnectedness of policy, culture, professional practice, student voice, staff wellbeing, and community engagement. Attendees will gain insights into building sustainable safeguarding systems that promote prevention, early intervention, accountability, and a shared commitment to the welfare of all learners.Through reflection, discussion, and practical examples, participants will be encouraged to evaluate their own safeguarding culture and identify actionable strategies for strengthening safeguarding practices across their educational settings. Ultimately, this session positions safeguarding not as the responsibility of a few individuals, but as a collective endeavour that fosters trust, wellness, resilience, and positive outcomes for every member of the school community.Learning OutcomesBy the end of this session, participants will be able to:Understand the principles and key components of a whole-school approach to safeguarding.Identify the roles and responsibilities of all stakeholders in creating and maintaining a safe school environment.Evaluate their current safeguarding culture and practices to identify areas for improvement.Apply practical strategies to strengthen safeguarding, wellbeing, and student protection across their school community.Develop actionable steps to foster a culture of trust, wellness, and collective responsibility within their educational setting.Participant TakeawaysParticipants will gain a practical framework for implementing whole-school safeguarding, along with actionable strategies to strengthen school culture, promote wellbeing, enhance stakeholder collaboration, and create safer, more inclusive learning environments for all students.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioAbigail Oteng Yeboah is an education professional with expertise in school administration, admissions, safeguarding, and stakeholder engagement. She currently serves as an Administrative Assistant and Designated Safeguarding Lead at International Community School (ICS), where she supports operational excellence while championing the safety, wellbeing, and protection of children within the school community.Passionate about creating safe, inclusive, and nurturing learning environments, Abigail advocates for a whole-school approach to safeguarding that fosters trust, wellness, and collective responsibility among students, staff, and families. Her work focuses on strengthening safeguarding culture, promoting child-centered practices, and building meaningful partnerships that enhance student wellbeing and success.Abigail has presented at educational conferences on safeguarding and school culture, sharing practical strategies and insights that empower educators to embed safeguarding into everyday practice and cultivate environments where every learner can thrive.

Theme Strand: Teaching and Learning InnovationAbstract<p>True inclusion extends beyond physical presence. It requires an intentional and flexible response to learner variability. This seminar equips educators with evidence-based differentiation strategies rooted in educational psychology. Participants will explore how to adjust content, product, process, and learning environment based on students' readiness, interest, and learning profiles. Drawing from Universal Design for Learning (UDL) and formative assessment practices, the session bridges the theory to classroom reality. Practical examples will be used to address common challenges, namely mixed-ability groupings, English language learners, and students with learning difficulties. Emphasis will be placed on low-preparation, high-impact techniques that sustain teachers' well-being while maximizing students' engagement. By the end of the session, educators will move from seeing differentiation as overwhelming to viewing it as an empowering framework for equity and excellence. Join this interactive seminar to transform inclusive ideas into daily instructional action.</p>Learning Outcomes<p>By the end of the seminar, participants will be able to: </p><p>Distinguish between differentiation and individualization by applying three specific differentiation strategies (content, process, and product) to their own teaching contexts.</p><p>Identify at least two classroom-based methods for assessing learner readiness and interest without increasing grading workload.</p><p>Design a short differentiation task that addresses a common barrier to inclusion, for example, reading difficulty, attention variability, and language level.</p><p>Apply a simple, flexible grouping plan that rotates students through whole-class, small-group, and independent work within a lesson.</p>Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioRoland Tei Aryitey is an accomplished economics educator and assessment specialist with over 20 years of experience delivering IGCSE, A-Level, and SSCE curricula. Currently an economics teacher at Ghana International School, he also coordinates departmental activities, mentors fellow educators, and integrates project-based learning to enhance student outcomes. Roland holds an M.Sc. in Development Economics and an M.Ed. in Educational Psychology and is pursuing further graduate studies in Special Needs Education and Educational Psychology. His leadership extends to house patronage, club supervision, and pastoral care, fostering holistic student development. Roland is committed to analytical thinking, real-world application, and inclusive education in dynamic learning environments.

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) and Robotics are transforming the way we learn, work, and serve our communities. This engaging workshop introduces participants to the exciting world of intelligent machines and their growing impact on education, industry, and everyday services. Primary and secondary teachers will explore how AI and robotics can enhance creativity, problem-solving, coding, and innovation through hands-on activities and real-world applications. School leaders and administrators will gain insights into preparing learners for future careers, integrating emerging technologies into teaching and learning, and fostering a culture of innovation. Participants will discover how AI-powered systems and robots are revolutionizing manufacturing, healthcare, transportation, customer service, and education. Join us to explore, create, and imagine a future where technology empowers people to solve challenges and shape a smarter, more sustainable world.Learning OutcomesExamine the role of AI and Robotics in education, industry, and everyday services, and recognize their impact on the future workforce. Identify practical ways to integrate AI and Robotics into teaching and learning to enhance creativity, critical thinking, problem-solving, and student engagement. Design and facilitate simple, hands-on AI and Robotics learning experiences that develop 21st-century skills such as collaboration, innovation, and digital literacy. Develop strategies for leading technology-rich learning environments that prepare students for emerging careers and foster a culture of innovation within schools. Participant TakeawaysA Future-Ready Mindset A clear understanding of how AI and Robotics are reshaping education, careers, and society, and what this means for today's learners. Practical Classroom Integration Strategies Ready-to-use ideas and tools for incorporating AI and Robotics into lessons to boost student engagement, creativity, and critical thinking. Hands-On Learning Experiences The confidence to design and facilitate interactive activities that make coding, problem-solving, and innovation accessible to all learners. Enhanced Digital Leadership Skills Actionable strategies for creating technology-rich learning environments that support innovation, collaboration, and responsible use of emerging technologies. An Innovation Toolkit for the Future A collection of resources, ideas, and best practices to help students develop the skills, adaptability, and confidence needed to thrive in an AI-driven world.Delivery Approach: Interactive discussion, Hands-on activities, Case study, Research-informed presentationPresenter BioWith years of dynamic experience in science education, STEM, robotics, and education in general, Alex is an enthusiastic, forward-thinking science specialist, robotics technophile, and, to a large extent, an educator dedicated to inspiring the next generation of thinkers and innovators. His journey spans across primary, lower, and upper secondary levels, where he has consistently brought science to life through hands-on learning, student-centered strategies, and the thoughtful integration of technology.As a passionate Primary Science, Robotics Facilitator, IB Chemistry SL examiner, team leader, summer camp organiser, and supervisor, he thrives on creating environments that spark curiosity and encourage adaptive, critical thinking skills. He believes in making science accessible, engaging, and deeply impactful by building connections and fostering bridges that prepare learners to thrive in an ever-evolving smart world.With a bachelor's degree in Science Education, a Master of Arts in Educational Leadership and Management, and a certificate in the AI and Robotics Trainers Training Program, at the heart of his educational philosophy lies a simple yet powerful truth: that every child has the potential to excel or become a genius in their own unique way—when the right tools, appropriate pedagogies, and support systems are in place.

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractThis engaging and practical session explores how the structure and systems of an ant hill can provide a powerful framework for sustainable school growth. Participants will discover how administration, non-teaching staff, and teaching staff can work together like a thriving ant colony to strengthen leadership, improve systems, develop people, manage resources effectively, and build a strong school culture. Through interactive discussions, team-based activities, and a hands-on ant hill modeling exercise, school owners and leaders will identify strategies to increase enrollment, enhance operational efficiency, improve staff performance, and create long-term organizational success. Participants will leave with actionable tools, a customized growth plan, and a renewed commitment to building schools that are resilient, collaborative, and positioned for lasting impact. The goal is to have Administration, Non teaching and Teaching staff work as one. Learning OutcomesBy the end of this session, participants will be able to:Explain the Ant Hill School Growth Model and its application to sustainable school development. Identify the roles of administration, non-teaching staff, and teaching staff in creating a high-performing and growth-oriented school. Assess their school’s strengths and growth opportunities using the Ant Hill framework. Develop strategies for building a strong school culture that aligns with the school’s vision, mission, and values. Collaborate effectively with colleagues to solve challenges and drive continuous improvement. Commit to at least one actionable leadership practice that will contribute to the growth and transformation of their school after the conference.Participants should be able to do at least three of these outcomes.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioNana Afia Boachie-Tsikata is a passionate educator, entrepreneur, speaker, pastor, and transformational leader whose life’s mission is centered on raising people and creating growth opportunities. Known for her ability to inspire, teach, and build impactful communities, she has become a voice for education, entrepreneurship, leadership development, and youth empowerment. A devoted wife, mother, and woman of faith who describes herself as “God’s favorite child,” she has built a reputation for combining purpose with practical action, creating platforms that empower individuals and institutions to thrive.Her journey has been one marked by purpose, creativity, and service. Trained professionally as a teacher, Nana Afia developed a passion for shaping minds and creating systems that improve educational outcomes. This passion led her to establish BACNOF SCHOOLS, with campuses in Obuasi and Accra, where she serves as Chief Executive Officer. As her influence expanded, she became a sought-after speaker and trainer, equipping organizations, churches, schools, and individuals with practical knowledge and life-transforming insights. Some of her most impactful initiatives include the Good Work Ethics Workshops, conducted both physically and online for organizations; the Practical Teaching Workshop designed for schools and educators; and the School Growth Conference for educational institutionsThrough School Transform, she has worked toward strengthening school management systems and supporting the growth of more than 50 partner schools. Her leadership has also extended into speaking engagements, workshops, and mentoring initiatives that have equipped teachers, entrepreneurs, and young leaders with practical tools for growth and excellence. Being named among the 100 LEGENDARY 2026 recently represents far more than personal recognition for Nana Afia. It symbolizes the value of purpose-driven work and the impact that can be created through consistency, faith, and service. To her, this honor reflects every life touched, every opportunity created, and every seed planted in people who dare to believe they can become more. Above all, she considers it a reminder that God uses ordinary people to accomplish extraordinary things.

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractThis presentation showcases a innovative model of professional development that leverages leadership, collaboration, and technology to transform teaching and learning. By sharing a successful case study, we aim to inspire and equip participants with practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation.Learning Outcomes1. Explore the critical role of leadership in driving professional development and educational transformation2. Showcase a collaborative model of professional development that leverages technology and peer-to-peer learning 3. Share practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation 4. Provide participants with opportunities for reflection, discussion, and networkingParticipant Takeaways1. Participants will gain a deeper understanding of the critical role of leadership in driving professional development and educational transformation. 2. Participants will learn practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation. 3.Participants will have opportunities to network and share best practices with colleagues from other institutions.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioIlliasu Abdulai is an experienced educationist with 25 years of teaching experience across basic to tertiary levels, holding a Master of Education (Administration in Higher Education) from the University of Cape Coast, along with other degrees and a Postgraduate Certificate in Environmental Management in Oil and Gas from Goodwill International/MDPI. He currently serves as a Curriculum Lead at A.M.E. Zion A/B/C JHS, Winneba, and is a Senior Mentor/Supervisor for the University of Education, Winneba Internship Program, having also held leadership roles such as former Headmaster and Regional Coordinator for COHBS. He is a facilitator for the Institute for Educational Research and Innovative Studies (IERIS), UEW.He is currently a co-editor for the Renewed Journal for Ghana ASCD. 

Theme Strand: Teaching and Learning InnovationAbstractFor the past 10 years, Coach Tanisha Marie has been committed to transforming lives through financial literacy education, entrepreneurship, and wealth-building programs for students, families, and educators. Through engaging workshops, textbooks, workbooks, and hands-on activities, she teaches youth and adults practical skills in budgeting, saving, investing, entrepreneurship, and financial empowerment. Her programs are designed to close the financial literacy gap in underserved communities while preparing students for real-world success. Working with schools, CBOs, Title I programs, and community initiatives, she has impacted over 55 schools annually through enrichment programming, parent workshops, and teacher professional development. Her mission is to create generational change by equipping students and families with the tools, mindset, and opportunities needed to build sustainable wealth, leadership, and long-term success. Learning OutcomesLearning Outcomes for ParticipantsParticipants will:Gain practical knowledge of financial literacy, budgeting, saving, credit, and investing.Learn entrepreneurship and wealth-building strategies that can be applied in real life.Develop leadership, communication, and critical-thinking skills.Explore career pathways in business, construction trades, culinary arts, sports, and creative industries.Strengthen academic and enrichment skills through hands-on learning experiences.Build confidence in goal setting, financial decision-making, and future planning.Learn the importance of generational wealth, financial responsibility, and economic empowerment.Increase creativity and teamwork through interactive projects, writing, arts, chess, dance, and entrepreneurship activities.Gain exposure to workforce development opportunities and career readiness skills.Leave with actionable tools and resources that support long-term personal, academic, and financial success. Participant TakeawaysParticipant TakeawaysParticipants will leave with:Practical financial literacy tools and wealth-building strategiesIncreased confidence in budgeting, saving, credit, and investingEntrepreneurship and business development knowledgeCareer exposure in trades, culinary arts, sports, and creative industriesHands-on learning experiences and real-world problem-solving skillsLeadership, teamwork, and communication developmentAcademic enrichment and critical-thinking supportCreative expression through writing, arts, dance, chess, and innovationResources and strategies for long-term academic, personal, and financial successMotivation and empowerment to pursue future goals, careers, and generational wealth opportunities @coachtanishamarie  Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioCoach Tanisha Marie is a financial literacy educator, entrepreneur, author, and community leader dedicated to empowering youth, families, and educators through financial education and workforce development. With over 10 years of experience, she has partnered with more than 55 schools and organizations annually to provide engaging programs focused on wealth building, entrepreneurship, investing, academic enrichment, leadership, and career readiness. As the founder of educational initiatives and creator of financial literacy resources including textbooks, workbooks, and youth programs, she is passionate about closing the financial literacy gap in underserved communities. Her work also includes parent workshops, teacher professional development, enrichment programming, and workforce exposure in areas such as construction, culinary arts, sports, and creative entrepreneurship. Coach Tanisha Marie’s mission is to inspire generational wealth, confidence, leadership, and long-term success through education and empowerment. 

Theme Strand: Health and WellnessAbstractWork-Life Balance is something that we all strive for but rarely apply in an ever-changing society with increasing demanding work environments. Avoiding burn-out, eliminating compassion fatigue, and having high levels of career wellness feels impossible during the academic year. This workshop replaces generic advice with real-life practices and considerations to improve one's work-life balance and outlook on career wellness. Participants will be asked to engage in personal reflections, small group work, intentional sharing, and relaxation techniques within a safe, calming space.  Learning Outcomes*Distinguish between work-life balance myths and practical, sustainable practices for the school environment *Audit their weekly schedule to identify time/energy gaps *Evaluate their Wheel of Life to identify areas that may need to be improved *Implement boundary scripts for work systems to reduce after-hours work *Learn 2 to 3 relaxation techniques to help build your professional wellness toolbox*Draft a personal self-care maintenance plan Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioMs. Sauda, MSSA/MSW is driven to assist with the eradication of human suffering to carry on the empowering tradition of her ancestors. As a seasoned and fun-loving professional, she has over 15 years of experience working with and counselling at-risk and vulnerable populations and over an additional 12 years of experience of social administrative/supervisory experience both within the education and non-profit sectors dealing with issues of empowerment, social justice, gender-based violence, etc. spanning between two continents. Her graduate degree is in Social Administration and Social Work. She has served others throughout the life cycle from early childhood development up until the elderly. She also has been an adjunct tertiary lecturer in various institutions globally. She has spent over a decade engaged in international service leadership work in Ghana and Southern Africa where she was involved in professional mentorship, organizational capacity building, lecturing, and program coordination and oversight. She is an advocate for wellness, positive youth resiliency, and community development. Likewise, she is deeply interested in innovative research addressing social phenomena. She promotes academic excellence and wellness through life purpose coaching, academic coaching, corporate wellness coaching, holistic health advocacy, brief psychosocial support, and African-centered social work practice. Working in diverse environments has allowed her to develop culturally sensitive skills using a lifelong learning approach.

Theme Strand: Design Thinking / STEM / STEAMAbstractThis seminar explores the transformative potential of art as an interdisciplinary educational tool that extends beyond conventional studio practice. Participants will examine how art fosters critical thinking, creativity, and cultural awareness when integrated into subjects such as history, science, and language arts. By showcasing practical strategies and case studies, the session highlights ways educators can leverage visual and creative arts to deepen student engagement and enhance understanding across curricula. Attendees will gain insights into designing collaborative projects that bridge artistic expression with academic content, promoting holistic learning experiences. Ultimately, this seminar advocates for a reimagined role of art in education, emphasizing its capacity to connect diverse disciplines and cultivate versatile skills essential for 21st-century learners.Learning OutcomesDesign Interdisciplinary Lesson Plans: Develop and implement actionable curriculum frameworks that integrate visual and performing arts directly into STEM, history, and language arts, to deepen core conceptual understanding.Cultivate 21st-Century Competencies: Leverage artistic methodologies—such as observational sketching, dramatic role-play, and spatial design—to strengthen students' critical thinking, creative problem-solving, and cross-cultural empathy.Enhance Visual and Media Literacy: Apply visual analysis and creative synthesis techniques in non-art subjects, enabling students to interpret, evaluate, and communicate complex academic ideas through multiple modalities.Build Authentic Collaborative Projects: Structure project-based learning initiatives that bridge artistic expression with academic rigor, ensuring balanced learning objectives across disciplines.Implement Cross-Curricular Assessment Tools: Construct adaptable rubrics and evaluation strategies that accurately measure both artistic process and subject-area mastery without compromising academic rigor.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioMercy Ohene-Ntow is a dedicated and accomplished international educator specializing in Cambridge Art & Design and Pearson BTEC Creative Media. She holds a Bachelor of Education degree in Creative Arts  as well as a Masters of Business Administration degree in Marketing, specializing in Branding and Advertising. Mercy is well-known for creating an innovative and collaborative learning environment that goes beyond traditional subject limits. Her teaching philosophy emphasizes the transformative power of student voice, viewing learners as active participants in shaping their own education rather than passive recipients. Committed to holistic education and student empowerment, Mercy co-founded the SDG Club at Ghana International School. This club inspires students to engage thoughtfully with global challenges by exploring the United Nations Sustainable Development Goals.

Theme Strand: Technology and AI in EducationAbstractAccording to the World Economic Forum, 39% of workers' core skills are expected to change by 2030, with analytical thinking, creativity, resilience, leadership, and technological literacy among the most in-demand competencies. At the same time, UNESCO continues to highlight the growing need for education systems to evolve in response to rapid technological and workforce transformation.The premise of this session is simple: the future of education is not about producing more coders—it is about developing adaptable, future-ready problem-solvers who can work alongside emerging technologies.As artificial intelligence reshapes industries and transforms the nature of work, schools have a critical responsibility to equip students with both the technical and human skills needed to thrive. While digital literacy remains important, employers increasingly seek individuals who can think critically, communicate effectively, collaborate across cultures, solve complex problems, and continuously learn throughout their careers.Drawing on global workforce trends, educational innovation, and practical examples from the UK and Africa, this session will explore how educators and school leaders can move beyond technology adoption and intentionally cultivate the skills, mindsets, and competencies that prepare learners for an uncertain and rapidly evolving future.In addition to exploring the strategic implications of AI in education, the session will provide a practical overview of emerging educational platforms and tools that are transforming teaching and learning. Participants will gain insight into how platforms such as Canva for Education, Google Gemini, Microsoft Copilot, Khanmigo, MagicSchool AI, NotebookLM, and adaptive learning technologies can be integrated responsibly to enhance creativity, personalisation, assessment, collaboration, and student engagement.Participants will leave with practical strategies for embedding future-ready skills into curriculum design, classroom practice, leadership approaches, and school culture, alongside a toolkit of technologies that can be implemented immediately within their own institutions. Key Takeaway:The schools that will have the greatest impact over the next decade will not be those that teach the most technology, but those that best prepare students to navigate change, solve real-world problems, leverage emerging technologies effectively, and remain relevant in a future that is constantly evolving. Learning OutcomesLearning OutcomesBy the end of this session, participants will be able to:• Understand the impact of AI and emerging technologies on the future workforce and identify the skills students will need to thrive in an increasingly digital and automated world.• Recognise the shift from knowledge-based learning to skills-based learning, including the growing importance of critical thinking, creativity, adaptability, collaboration, communication, and problem-solving.• Evaluate current and emerging educational technologies and identify opportunities to integrate AI-powered platforms responsibly and effectively within teaching and learning environments.• Apply practical strategies for embedding future-ready skills into curriculum design, classroom practice, and school culture.• Develop approaches for preparing students for careers that may not yet exist, ensuring learning remains relevant, engaging, and aligned with global workforce trends.• Explore how school leaders can foster innovation, imagination, student agency, and future-focused thinking while maintaining educational excellence.• Gain practical insight into emerging educational platforms such as Canva for Education, NotebookLM, Khanmigo, MagicSchool AI, Google Gemini, Microsoft Copilot, and other tools that can enhance teaching, learning, assessment, and collaboration.Participants will leave with:• A framework for developing future-ready learners.• Practical examples of AI and EdTech implementation in schools.• A curated list of educational platforms and resources.• Actionable strategies that can be applied immediately within classrooms and across school communities.• Greater confidence in leading educational change in an AI-powered world. Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case studyPresenter BioSandra Adu is a communications strategist, educator, and founder working at the intersection of education, creativity, technology, and workforce development. She is a Digital Learning Lead and Lecturer with experience designing and delivering learning programmes across higher education, government, charities, and industry.Sandra is the Founder of DesignHER (formerly Black Girls In Design), a leadership and future-skills platform equipping young women with the confidence, digital capabilities, and leadership skills needed to thrive in a rapidly changing world. Her work has included partnerships with Canva, BrainStation, the Mayor of London, educational institutions, and community organisations across the UK and Ghana.With expertise spanning design thinking, digital transformation, marketing, communications, and learning innovation, Sandra is passionate about helping educators and institutions prepare learners for the future of work. She regularly facilitates workshops and speaks on future-ready skills, AI in education, digital confidence, leadership development, and global collaboration.Sandra is currently pursuing doctoral research exploring how institutions adapt and communicate in an increasingly digital and AI-driven society. 

Theme Strand: Subject Teaching (Secondary / Primary)AbstractWhen faced with unfamiliar or non-routine mathematical problems, secondary school students frequently default to a common roadblock: "We haven’t learned this formula yet." The challenge in modern mathematics education is shifting students from passive formula-reproducers to active architects of thinking who can confidently navigate ambiguity. This interactive, practitioner-focused workshop is designed specifically for mathematics teachers seeking to transform their classrooms into dynamic problem-solving hubs.Learning OutcomesBy the end of the workshop, participants will:Explore concrete, research-backed instructional strategies that explicitly teach heuristic thinking, metacognitive monitoring, and resilient problem-solving mindsets. Be able to teach deconstructing complex frameworks by identifying and implementing specific heuristic strategies that help students systematically dismantle unfamiliar math problems.Learn how to coach students to develop their own conceptual understanding.Learn how to foster productive struggle by creating a classroom environment and task-scaffolding structure that minimizes mathematics anxiety, normalizes mistakes, and encourages persistence through high-cognitive-demand tasks.Participant TakeawaysAt the end of this workshop, educators (attendees) will walk away with a practical toolkit of pedagogical frameworks, actionable classroom routines, and formative assessment techniques. Specifically, participants will leave with the following takeaways:The Heuristic Blueprint: Frameworks to help students systematically approach unfamiliar problems without relying on immediate teacher intervention.Metacognitive Scaffolding: Techniques to teach students how to monitor their own thinking, catch errors early, and pivot when an initial strategy fails.Task Design: Strategies for adapting existing curriculum problems into low-floor, high-ceiling challenges that foster deep mathematical reasoning.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Panel discussionPresenter BioRolland Abdela DZATO is an accomplished mathematics educator with 8 years of experience specializing in Cambridge curriculum and advanced problem-solving pedagogy. Currently teaching at Ghana International School, he possesses a deep-rooted expertise in delivering rigorous programs including IGCSE Additional Mathematics, A-Level Mathematics, and A-Level Further Mathematics.Throughout his career, Rolland has specialized in demystifying abstract mathematical frameworks and transforming them into accessible, structured thinking tools. As an educator handling advanced syllabus, he is uniquely positioned to understand the exact cognitive hurdles students face when transitioning from rote memorization to solving complex, unfamiliar mathematical challenges. Known for fostering exceptional analytical resilience in students, Rolland designs instructional strategies that bridge the gap between foundational knowledge and non-routine problem-solving. In this workshop, he will share proven, classroom-tested frameworks to help educators equip secondary school students with the critical thinking, adaptability, and confidence needed to dissect and conquer any math problem they encounter

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is transforming education by enhancing teaching, learning, and professional practice. This presentation explores practical ways teachers can use AI effectively both in and outside the classroom. It highlights how AI can support lesson planning, resource creation, assessment design, feedback, administrative tasks, and differentiated instruction, while also enriching classroom engagement through interactive and personalized learning experiences. The session will showcase real-world examples, discuss ethical considerations, and provide practical strategies for integrating AI responsibly. Participants will leave with actionable ideas and tools to improve efficiency, foster student learning, and confidently incorporate AI into their everyday teaching practice.Learning OutcomesBy the end of this session, participants will be able to: Identify appropriate AI tools for educational use. Demonstrate how AI can support lesson planning, assessment, feedback, and administrative tasks. Apply AI strategies to enhance classroom instruction and differentiated learning. Evaluate the ethical implications of AI in education.Design practical approaches for integrating AI responsibly to improve teaching effectiveness, productivity, and student learning outcomes.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentation, Panel discussionPresenter BioAndrew Domfeh is an accomplished educator and educational technology advocate with over 15 years of teaching experience within the Cambridge Curriculum. He is passionate about leveraging innovative technologies to enhance teaching and learning, with a strong focus on creating engaging, student-centred learning experiences that equip learners with the skills needed for the digital age.For the past six years, Andrew has served as an IT/ICT teacher at Ghana International School, where he has established a reputation for excellence in integrating technology into the curriculum. Guided by reflective practice and research-informed pedagogy, he continually adopts innovative approaches that respond to the diverse needs of learners while promoting critical thinking, creativity, and digital literacy.Andrew holds a postgraduate qualification in Management Information Systems, providing him with a strong foundation in both technology and educational practice. His expertise enables him to bridge the gap between emerging technologies and effective classroom instruction, empowering educators to embrace meaningful digital transformation.A returning presenter, Andrew is honoured to be presenting at the TIME Educators Conference for the third time. He remains committed to sharing practical, evidence-based strategies that inspire educators to harness technology—including artificial intelligence—to improve teaching effectiveness and enrich student learning.

Theme Strand: Teaching and Learning InnovationAbstractIn an era of rapid-fire notifications, short-form media, and continuous multitasking, the capacity for sustained focus has become the scarcest commodity in the modern classroom. Driven by the constant pull of digital devices, today’s learners increasingly struggle to endure standard lessons or follow multi-step instructions, creating an unprecedented classroom attention crisis.This workshop introduces a practical, evidence-based antidote: choral music training. By demanding acute active listening, split-second timing, high working-memory load, breath regulation, and real-time interpersonal synchronization, ensemble singing systematically targets and strengthens the exact cognitive faculties that digital overstimulation erodes.Reimagined through a cognitive lens, collective vocal performance transcends its traditional extracurricular role to serve as a powerful form of "attention rehab”. Attendees will discover actionable strategies to leverage choir practice to rebuild students' capacities for deep focus, delayed gratification, and profound academic engagement.Learning OutcomesBy the end of this workshop, participants will be able to:Identify Cognitive Parallels: Articulate the direct relationship between digital distraction and the specific neural faculties such as working memory, executive function, and sustained attention that are trained during choral practice.Deconstruct Choral Techniques: Analyze standard ensemble activities (e.g., breath control exercises, multi-part part-work, and synchronization drills) through a cognitive lens to understand how they rebuild attention spans.Implement Practical Strategies: Apply actionable, music-based interventions within their own classrooms or rehearsals to intentionally foster deep focus and delayed gratification.Advocate for Music Education: Formulate data-driven arguments that reframe ensemble singing not just as an aesthetic or extracurricular activity but as an essential tool for holistic academic engagement and "attention rehab".Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioD. C. Nyamekeh is an eminent music educator, researcher, and conductor with an extensive background in both tertiary and international secondary education. He holds a Bachelor of Arts in Music Education and a Master of Philosophy (M.Phil.) in Music Education, credentials that underpin his rigorous, research-driven approach to pedagogy. His diverse instructional career includes lecturing at the university level, where he supervised undergraduate research and performance, as well as serving as a music educator at the prestigious Ghana International School (GIS). An expert in vocal ensemble direction, he has a proven track record of cultivating high-caliber choral programs that balance technical vocal production with deep artistic expression. Parallel to his choral expertise, he possesses a strong specialization in music technology and music production, actively researching and implementing digital audio tools to modernize arts curricula. By intersecting his advanced research background with practical musicianship, his current work frames collective vocal performance as a vital cognitive intervention for student focus and academic engagement in the digital age. 

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is reshaping education, offering exciting opportunities to enrich teaching and enhance learning in primary classrooms. This interactive workshop introduces educators to practical, easy-to-use AI tools that can support lesson planning, differentiate instruction, create engaging learning resources, streamline assessment, and reduce administrative workload.Through demonstrations, hands-on activities, and collaborative discussions, participants will explore how AI can complement and not replace the expertise and creativity of teachers. The workshop will also address ethical considerations, responsible AI use, and strategies for fostering critical thinking and digital citizenship among young learners.Learning OutcomesBy the end of the workshop, participants will be able to:Explain the role of Artificial Intelligence in transforming teaching and learning in primary education.Identify practical ways AI can support lesson planning, instructional delivery, assessment, differentiation, and classroom management.Explore and evaluate AI-powered tools for creating learning resources, generating ideas, providing feedback, and enhancing student engagement.Design simple classroom activities that integrate AI to support meaningful, learner-centred experiences.Apply ethical, responsible, and safe practices when using AI, including promoting digital citizenship, protecting learner privacy, and recognizing the limitations of AI.Develop an action plan for integrating AI into their own teaching practice to improve learning outcomes and teacher effectiveness.Participant TakeawaysBy the end of the workshop, participants will be able to:Identify practical ways AI can support teaching and learning.Explore AI tools for lesson planning, assessment, and resource creation.Apply responsible and ethical practices when using AI in education.Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioRita Okyere Sarpong is an ICT teacher at Ghana International School with over 20 years of teaching experience. She enjoys using technology to make learning engaging, practical, and enjoyable for students. She is passionate about helping children develop digital skills and become responsible digital citizens. Rita also enjoys supporting teachers in using digital tools to improve teaching and learning. She believes that every child can succeed when given the right support and encouragement. In her free time, she enjoys fashion, singing, cooking, and travelling.

Theme Strand: Teaching and Learning InnovationAbstractBe part of an engaging, interactive professional development workshop designed to help teachers understand the critical role executive functions play in student learning, behaviour, and achievement. Through hands-on activities, real-world classroom scenarios and collaborative discussions, participants will explore key executive function skills such as working memory, inhibitory control, cognitive flexibility, planning, and organisation. Teachers will leave with a deeper understanding of how executive function challenges present in the classroom and co-create strategies to support learners in becoming more independent, self-regulated, and successful. The workshop emphasizes practical application, reflection, and immediate classroom implementation.Learning OutcomesUnderstand the key executive functions and their role in learning.Experience executive function challenges through hands-on activities.Identify classroom behaviours linked to executive function difficulties.Develop practical strategies to support executive function development.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioDr Tarisai Chanetsa is the Head of education and learning Sub- Saharan Africa for Cambridge International. Her role is to quality assure all Cambridge professional development programs in the region. Tarisai holds a doctorate in education from the University of Johannesburg, South Africa, where she has also lectured in early childhood development. Her key research focus has been on equipping teachers with tools for professional development. Tarisai promotes the development of future ready skills in teachers through her publication in the textbook Science teacher learning for the 21st century and beyond. Tarisai has experience teaching across all levels of the Cambridge pathway having taught mathematics and sciences in Zimbabwe and South Africa. 

Theme Strand: Student Wellbeing and SafeguardingAbstractStudent activities are more than additions to the school calendar; when purposefully planned and effectively led, they become powerful opportunities for developing confident, responsible and well-rounded learners. However, creating meaningful student experiences requires more than organising events; it demands purposeful planning, effective leadership, student involvement and continuous reflection.This practical and interactive workshop will take participants through the journey of transforming an activity idea into a safe, inclusive and impactful student experience. Drawing on practical experiences in student leadership, service learning, educational trips, school events and enrichment programmes, the session will explore planning, delegation, student voice, safeguarding, risk management, communication, behaviour management and evaluation.Participants will engage with real-life scenarios and receive practical tools, templates and strategies that they can adapt to their own school contexts. By the end of the workshop, they will be better equipped to plan, lead and evaluate activities that move students beyond participation towards leadership, personal growth and meaningful transformation.Learning OutcomesBy the end of the workshop, participants will be able to:Explain the educational value of student activities in developing confidence, responsibility, teamwork, leadership and personal growth. Design purposeful student activities with clear objectives, expected outcomes, timelines and success indicators. Use practical planning tools and templates to organise activities effectively from conception to evaluation. Promote student voice, ownership and leadership by involving students meaningfully in planning, implementation and reflection. Apply safeguarding, risk-management and duty-of-care principles to create safe and inclusive student experiences.Participant TakeawaysParticipants will leave the workshop with:A clear understanding of how student activities contribute to learning, leadership, wellbeing and character development. A practical framework for moving an activity from initial idea through planning, implementation and evaluation. A ready-to-use student activity planning template. Strategies for promoting student voice, ownership, participation and leadership. Practical approaches to delegation, teamwork and stakeholder coordination. A safeguarding and risk-management checklist for creating safe and inclusive experiences. Tools for evaluating participation, learning outcomes and the overall impact of an activity. Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentation, Panel discussionPresenter BioIsaac Osei Appiah is an educator, school leader and student-development practitioner with extensive experience in student activities, community life, boarding, service learning and experiential education. He currently serves as Coordinator of Community Life at Ghana International School, where he oversees student activities and boarding, while also teaching Cambridge A-Level Geography. Isaac has led several multicultural programmes as lead facilitator and Summer Camp Director in Ghana and South Africa. He is also a Certified Design Thinking Trainer, School Improvement and Strategy Specialist, and an Entrepreneurial Leadership Coach. He is passionate about creating safe, inclusive and transformative experiences that develop students’ confidence, character, leadership and sense of social responsibility.

Theme Strand: Teaching and Learning InnovationAbstractA well-managed classroom is the foundation of effective teaching and meaningful learning. This highly interactive workshop is designed for primary school educators seeking practical, classroom-tested strategies to create positive learning environments where pupils feel safe, engaged, and motivated to succeed. Through demonstrations, discussions, role play and hands-on activities, participants will experience strategies they can confidently adapt to their own classrooms, helping to reduce disruptions, improve pupil engagement and maximise learning time.This workshop is for you if you want to:Reduce disruptions and reclaim learning timeKeep pupils genuinely engaged and motivatedBuild a calmer, more connected classroom cultureAdd fun, purposeful activities to your everyday practiceLearning OutcomesLearning OutcomesBy the end of the workshop, participants will be able to:-Implement proactive classroom management strategies to enhance learning.-Establish effective classroom routines and behaviour expectations.-Use positive reinforcement and communication techniques to manage behaviour.-Facilitate brain break activities that improve pupils' concentration and well-being.-Apply practical strategies and activities immediately in their own primary classrooms.Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioMrs. Jennifer Blankson is an experienced educator with over three decades of practice in the field of education. For the past 19 years, she has been dedicated to nurturing and guiding learners in Ghana International School (G.I.S). Throughout her career in (G.I.S), she has served in various leadership capacities, including Assistant Vice Principal of the Junior School, Curriculum Coordinator, and Year Coordinator, all of which have strengthened her expertise in teaching, learning, and school development.Currently, she enjoys the fulfilling role of a classroom teacher, where she continues to inspire and support pupils on a daily basis. She is a strong advocate of the belief that “happy minds create successful classrooms,” and is passionate about promoting effective classroom management strategies that foster positive behaviour, engagement, and meaningful learning experiences for all pupils.

Theme Strand: Assessment and FeedbackAbstractThis workshop explores the use of Skill Check as an effective formative assessment strategy for improving teaching and learning. Participants will learn how brief, targeted assessments can identify learning gaps, monitor student progress, and provide timely feedback that informs instructional decisions. Through practical examples and collaborative activities, teachers will discover how Skill Checks promote student engagement, support differentiated instruction, and enhance achievement by making assessment an integral part of the learning process.Learning OutcomesBy the end of the workshop, participants will be able to:Explain the purpose and principles of using Skill Checks as a formative assessment strategy to support student learning.Design effective Skill Check activities that align with learning objectives and success criteria.Analyze and interpret Skill Check data to identify learning gaps and make informed instructional decisions.Implement Skill Checks to provide timely, actionable feedback that improves student engagement, differentiation, and academic achievement.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioDavid Obuobi Osei  is a Chemistry educator and Cambridge IGCSE/A Level teacher with a strong commitment to advancing excellence in teaching and learning. He is passionate about formative assessment, instructional design, and the effective integration of technology to improve student outcomes. David actively develops assessment resources, facilitates professional learning, and supports colleagues in implementing evidence-based teaching practices. His interests include teacher professional development, curriculum innovation, and fostering reflective classroom practices that promote meaningful learning and continuous improvement.

Theme Strand: Professionalism and Teacher PracticeAbstractTeaching is one of the most rewarding professions, but it also presents ongoing challenges that require resilience, adaptability, and intentional professional habits. While resilience is often discussed in the context of wellbeing, this interactive workshop focuses on resilience as a professional competency that enables educators to sustain high-quality practice throughout their careers.Participants will explore practical, research-informed strategies for managing the demands of teaching while maintaining enthusiasm, effectiveness, and purpose. Through reflection, discussion, and collaborative activities, attendees will examine common challenges faced by educators and develop realistic approaches to building resilience through professional habits, supportive relationships, healthy boundaries, and reflective practice.By the end of the session, participants will leave with a personalised resilience action plan and practical strategies they can immediately implement to strengthen their professional practice and sustain their impact on students and colleagues.Learning OutcomesParticipants will:Understand resilience as a key aspect of effective professional practice.Identify factors that contribute to long-term sustainability in teaching.Explore practical strategies for managing professional challenges.Develop a personalised resilience action plan to implement in their own context.Participant TakeawaysParticipants will leave with a practical framework for building resilience, strategies to manage the everyday demands of teaching, and a personalised action plan to help them sustain their wellbeing, professional growth, and long-term effectiveness in the classroom.Delivery Approach: Interactive discussion, Hands-on activities, Case study, Research-informed presentationPresenter BioAlice Schreyer is an experienced educator and curriculum leader at Ghana International School with a passion for supporting both student learning and teacher development. With extensive experience in primary education and curriculum leadership, she has led professional learning initiatives, mentored colleagues, and championed effective teaching practices. Alice is particularly interested in building resilient educators, fostering collaborative learning communities, and promoting sustainable approaches to professional growth. She believes that investing in teachers is one of the most powerful ways to improve outcomes for students and is committed to helping educators thrive throughout their careers.

Theme Strand: Teaching and Learning InnovationAbstractThis session explores a whole-child approach to education by integrating Brain Gym, student wellbeing, and academic development to support learners' cognitive, emotional, and social growth. It examines how purposeful movement-based activities can enhance attention, concentration, coordination, memory, and readiness for learning while fostering emotional regulation and resilience. Participants will explore practical strategies for embedding Brain Gym exercises and wellbeing practices into everyday classroom routines to create engaging, inclusive, and supportive learning environments. The session also highlights the relationship between student wellbeing, executive functioning, and academic achievement, emphasizing that optimal learning occurs when learners feel safe, connected, and empowered. Through interactive demonstrations, evidence-informed discussions, and classroom-based examples, educators will gain practical tools to promote learner engagement, improve classroom participation, and strengthen academic outcomes.Learning OutcomesExplain the principles of whole-child learning and its relationship to student wellbeing and academic achievement.Describe how Brain Gym activities can support attention, memory, coordination, self-regulation, and readiness to learn.Identify practical strategies for integrating movement-based learning and wellbeing practices into daily classroom instruction.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioPearl Nuku Ama Aklamanu is an Early Childhood Educator with over eight years of experience in preschool education, curriculum development, and child-centred learning. She serves as the Head of Preschool and Exams Coordinator at Lotus International School, where she leads curriculum implementation, mentors teachers, coordinates assessments, and oversees programmes that promote the holistic development of young learners.She holds a Bachelor of Education in Early Childhood Education and has extensive experience implementing the Cambridge Curriculum while creating engaging learning environments that foster children's academic, social, emotional, and cognitive development. Pearl is passionate about educational excellence and is committed to empowering both learners and educators through innovative teaching practices, effective leadership, and evidence-informed approaches to early childhood education.

Theme Strand: Design Thinking / STEM / STEAMAbstractFor ten years, TIME has transformed how we teach. It is time to do the same for AI. Instead of just teaching kids how to use basic AI tools, Konov built a visual platform that lets them create their own tech.This interactive workshop reveals a game-changing approach to STEM. Stepping into your students' shoes, you will see how young learners aged 6–16 can build real software projects without touching complex code. Together, we will initialize custom AI agents, sketch out conversational logic using an intuitive node-based builder, train machine learning models, and launch functional chatbot apps live.Come discover how to turn your students from digital consumers into the next generation of software architects. You’ll leave with plug-and-play lesson plans to launch your own project-based AI labs instantly!Learning OutcomesDeploy a Comprehensive AI Creation Engine: Move far beyond basic tools to give students a unified platform where they can train custom datasets, script advanced conversational workflows, and deploy fully functional AI-powered apps.Master Visual Logic Architecture: Guide students through mapping multi-layered software structures using a node-based interface, proving that kids can architect complex app logic without writing a single line of syntax code and also be able to train models and build AI-powered apps. Train and Refine Custom Machine Learning Models: Teach young learners how to collection-map datasets, define intent nodes, and manually train underlying machine learning algorithms to process user interactions accurately.Debug Live Software in Real Time: Use a live chat testing sandbox to actively trace system logic gaps, stress-test user flows, and teach kids how to iteratively retrain their custom models based on live user feedback.Launch Project-Based STEM Labs: Replicate an end-to-end software engineering lifecycle in classrooms, using provided lesson plans to turn standard school computer labs into interactive software development hubs for students aged 6–16.Participant TakeawaysAn Advanced AI Creation Ecosystem: Access a unified workspace engineered to shift students from passive users into software architects who train custom machine learning models and build functional, AI-powered applications.Hands-On Model Training Pipelines: Master the workflow of data collection and algorithm training, teaching students how to manually map user datasets and structure core machine learning logic.App Architecture via Visual Nodes: Learn to guide young learners aged 6–16 through deep system logic and app connectivity using a visual, code-free structural builder.Live Application Simulation & Debugging: Experience the exact engineering lifecycle by utilizing the built-in app simulator panel to stress-test projects, trace runtime bugs, and dynamically retrain live models.Turnkey STEM Lab Deployment Kits: Walk away with fully mapped classroom curriculum guides and project blueprints designed to turn standard school computer labs into real software development hubs providing practical Artificial Intelligence and Machine learning for young learners Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case studyPresenter BioReginald Amudji is the Founder & CEO of Konov, an Africa-focused EdTech brand pioneering AI and Machine Learning literacy for young learners. While many tech hubs emphasize robotics, his mission is different: to build a scalable ecosystem that equips Africa’s youngest minds with the skills to design intelligent systems, think creatively with data, and innovate for the future.Over the past year, he has trained 200+ learners through workshops and school programs. His vision is bold yet simple: to make young African innovators AI-literate.Reginald thrives at the intersection of education, storytelling, and technology, creating culturally relevant learning experiences that inspire curiosity and confidence. Beyond building products, he is passionate about fostering team culture rooted in celebration, wellness, and shared purpose.For him, impact is not just about teaching AI — it’s about empowering a generation to lead Africa’s digital transformation.

Theme Strand: Subject Teaching (Secondary / Primary)AbstractThe workshop will explore the neuroscience behind language acquisition and translate it into practical classroom strategy. Participants will examine how neuroscience, neurolinguistics, and applied linguistics together explain why certain teaching methods work, and how neuroplasticity allows the brain to learn languages at any age.  The session unpacks the real developmental sequence for grammar acquisition (implicit before explicit), the role of Total Immersion and Total Physical Response (TPR) in natural acquisition, and debunks the myth that songs alone teach language.  Participants will also practise four evidence-based strategies — shadowing, self-talk, thinking directly in the target language, and scaffolding through Vygotsky's Zone of Proximal Development. Through guided discussion, video examples, and hands-on practice, teachers will leave with a brain-compatible framework they can apply immediately to lesson design, sequencing, and learner support across proficiency levels. Learning OutcomesBy the end of this workshop, participants will be able to: *Explain how neuroscience, neurolinguistics, and applied linguistics each contribute to understanding language learning, and connect this to Broca's and Wernicke's areas. *Describe neuroplasticity's role in language acquisition across the lifespan, including critical period effects, adult learner strengths, and the cognitive health benefits of bilingualism and plurilingualism. *Identify the correct developmental sequence for grammar acquisition (input → noticing → pattern recognition → explicit naming) and apply it to lesson planning. *Explain the principles of Total Immersion and Total Physical Response (TPR), and design an activity that uses physical action and meaningful input to teach language without translation. *Distinguish passive versus intentional use of music in the classroom, and design a song-based activity that builds active language engagement. *Practise and demonstrate the shadowing technique to improve prosody, fluency, and listening-speaking integration. *Apply self-talk and target-language inner monologue strategies to reduce translation dependency and build automaticity. *Design scaffolded learning supports (visual, verbal, structural, interactive) aligned with Vygotsky's ZPD for a specific lesson or learner profile. *Synthesise Total Immersion, TPR, and all four power strategies into a cohesive, brain-compatible teaching framework applicable to their own classroom context. *Feel empowered to begin to explore a new language for themselves as lifelong learnersDelivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioI am a language educator and linguist with a passion for making language learning immersive, interactive, and accessible. I currently teach French as a Foreign Language (FLE), drawing on a curiosity for diverse pedagogical methods and digital tools that enrich the learning experience. My career spans international education at the highest level: as an IB educator and Class Teacher within IPC and IB PYP programmes, and as an English Language Educator and former Head of the Languages Department at a business school. This breadth has given me deep insight into language acquisition across age groups and learning contexts. I am a strong advocate for inquiry- and project-based learning, believing it fosters holistic, interdisciplinary education and empowers students to become confident, lifelong learners with ownership over their own growth.

Theme Strand: Inclusion and DifferentiationAbstractSynopsisEvery classroom includes learners with diverse abilities, learning styles, interests, and levels of readiness. As class sizes grow, it becomes increasingly important for teachers to use practical differentiation strategies that ensure every student is meaningfully engaged and supported. This workshop explores effective approaches to planning and delivering differentiated instruction, including scaffolding the curriculum, adapting teaching strategies, and designing learning experiences that challenge high achieving students while providing the support needed for medium and lower ability learners. Participants will gain practical tools and techniques to create inclusive lessons that enable every child to learn, participate, and succeed.Learning OutcomesLearning Outcomes for ParticipantsBy the end of this workshop, participants will be able to:Apply differentiation strategies to meet diverse learning needs.Design inclusive lessons using scaffolding and adapted teaching methods.Support struggling learners while extending high-achieving students.Participant TakeawaysParticipant TakeawaysPractical differentiation strategies for mixed-ability classrooms.Scaffolding techniques to support all learners.Strategies to challenge high-achieving students and support struggling learners.Classroom-ready activities and resources for inclusive teaching.Greater confidence in planning and delivering inclusive lessons.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentation, Panel discussionPresenter BioGertrude Sackitey BadoeGertrude Sackitey Badoe is an experienced educator with over 18 years of teaching expertise and currently teaches Class 4 at Ghana International School. She is the Year Coordinator for Class 4. She is passionate about creating inclusive learning environments through adapting teaching strategies to meet the diverse needs, abilities, and learning styles of her students. Her teaching focuses on fostering critical thinking, independence, and active participation while ensuring every learner is appropriately challenged and supported to succeed. 

Theme Strand: Teaching and Learning InnovationAbstractThis workshop explores how Professional Learning Communities (PLCs) can drive meaningful, job-embedded professional development through collaborative practice. Drawing on examples from Mathematics and English Language classrooms, participants will examine instructional routines that gradually shift cognitive load from teachers to students, fostering greater independence, engagement, and deeper learning. Working in subject- or year-level PLCs, teachers will assume defined roles, collaboratively design a student-centred lesson using a shared planning framework, and engage in structured peer feedback and reflection. The session will equip participants with practical instructional routines, collaborative planning strategies, and tools for facilitating impactful PLC conversations within their own schools. Participants will leave with adaptable, classroom-ready approaches that promote active student learning and demonstrate that student-centred instruction is both achievable and highly effective, even in large classes. Learning OutcomesBy the end of this workshop, participants will be able to:Describe the role of PLCs in supporting collaborative, job-embedded professional learning.Implement instructional routines that shift cognitive load and promote student-centred learning.Collaboratively design and refine a student-centred lesson using a structured planning framework.Transfer practical strategies to establish or strengthen PLCs and lead instructional improvement conversations in their own schools.Participant TakeawaysParticipants will leave with:Ready-to-use instructional routines that promote student-centred learning.A collaborative lesson-planning framework for designing engaging, high-impact lessons.Practical PLC tools and protocols to facilitate collaborative planning and professional dialogue.Strategies to shift cognitive load and build independent, self-directed learners.An implementation plan for leading instructional improvement through PLCs in their own schools.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioLydia B. Quansah is an experienced educator and instructional leader with over 15 years of teaching experience in English Language and Literature. She is passionate about advancing teaching and learning through student-centred instructional practices, collaborative professional learning, and evidence-informed pedagogy. In her current role at Ghana International School, Lydia contributes to Professional Learning Communities (PLCs), supporting teacher collaboration, lesson design, reflective practice, and the sharing of effective classroom strategies. She is committed to empowering educators with practical approaches that increase student engagement, promote independent thinking, and improve learning outcomes. A recipient of the British Council Action Research Grant, Lydia continues to champion inquiry, innovation, and professional growth, helping teachers translate research and collaboration into meaningful classroom impact.

Theme Strand: Subject Teaching (Secondary / Primary)AbstractDespite years of grammar instruction, millions of secondary school students complete their language education unable to hold a basic conversation, or navigate a real-world interaction. This seminar confronts a persistent paradox in language education: why does extensive grammar knowledge so rarely translate into communicative competence?Drawing on foundational principles from Hymes (1972) and Savignon, alongside contemporary cognitive science — including Swain's Output Hypothesis and Long's Interaction Hypothesis — this session makes the evidence-based case for Communicative Language Teaching (CLT) as the bridge between classroom learning and real-world language use. The seminar moves beyond theory into immediate classroom application. Participants engage with four hands-on, research-backed activities — Information Gap tasks, authentic Role-Play scenarios, Jigsaw Reading investigations, and Task-Based Learning projects — each designed to integrate target grammar organically within meaningful communication. We address practical objections head-on: large class sizes, exam pressure, limited authentic materials, and student reticence — offering concrete strategies for each.Keywords: Communicative Language Teaching, secondary education, task-based learning, language acquisition, classroom practice, teacher professional development.Learning OutcomesDiagnose the limitations of grammar-rote approaches and articulate why they fail to develop real-world communicative competence in secondary learners.Define and explain the core principles of Communicative Language Teaching (CLT), including the role of interaction, authentic contexts, information gap activities, and fluency-first progression.Apply research evidence — including Swain's Output Hypothesis, Long's Interaction Hypothesis, and meta-analytic findings — to justify communicative approaches to administrators, parents, and resistant colleagues.Design and implement four specific CLT activity types (Information Gap, Role Play, Jigsaw Reading, and Task-Based Learning) that integrate target grammar within meaningful, student-centered communication tasks.Anticipate and address common objections to CLT — including large class sizes, exam-focused curricula, lack of authentic materials, and student shyness — with practical, evidence-based counter-strategies.Create a personal action plan for transitioning from textbook dependency toward a communicative classroom, using the six-step framework (Audit, Reframe, Rearrange, Reduce, Retool, Reflect) and a week-by-week implementation roadmap.Develop communicative assessment tools, including task-based rubrics and peer evaluation frameworks, that measure interaction quality and task completion alongside traditional accuracy metrics.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentation, Panel discussionPresenter Bio Richard Dela Dorkenoo is an educator, researcher, and project management professional with 18 years of experience in French language education. He specializes in French language instruction, Francophone studies, and French literature, and currently teaches French within the Cambridge International curriculum. Renowned for his learner-centred and communicative approach to language teaching, Richard is passionate about helping students move beyond memorization to become confident, independent users of the language.His work is driven by the belief that language is best learned through meaningful communication, authentic cultural engagement, and purposeful interaction that empowers learners to use newly learned languages with confidence both inside and beyond the classroom. He is committed to transforming language education by designing innovative curricula, teaching resources, and assessment materials that seamlessly integrate grammar, literature, culture, and real-world communication; and through this holistic approach, create a dynamic learning environment where students develop not only linguistic proficiency but also intercultural competence, critical thinking, and a genuine appreciation for diversity. 

Theme Strand: Assessment and FeedbackAbstractAs Cambridge English assessments continue to evolve, teachers are expected to prepare learners for more than just recalling information. These assessments emphasise critical thinking, communication, creativity, and the application of language skills in meaningful contexts. This workshop explores the key features of the modern Cambridge English assessment approach at the primary level, highlighting changes in reading, grammar, vocabulary, and writing tasks. Participants will engage in practical activities, analyse sample questions, and discover effective classroom strategies that develop the skills learners need to succeed confidently in Cambridge assessments and beyond.Learning OutcomesBy the end of this workshop, participants will be able to:Understand the philosophy behind Cambridge assessments.Recognise new English question types.Identify the skills Cambridge assesses.Design classroom activities that prepare pupils effectively.Use questioning techniques that promote deeper thinking.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioWith over 8 years of teaching experience in primary education as a Junior teacher, class teacher, and support teacher, Ms. Ankumah-Saikoom is passionate about inclusive education. She believes that every child can learn and succeed when given the right support and opportunities. Her teaching focuses on creating a positive, welcoming classroom where all learners feel valued, confident, and encouraged to reach their full potential. Committed to continuous learning and professional growth, she enjoys sharing practical teaching strategies that help improve learning outcomes for all students. Beyond the classroom, she serves as a co-facilitator in the Beading & Millinery Club, where she guides students in exploring their creativity by combining beads to create intricate patterns. Ms. Ankumah-Saikoom strives to equip learners with the knowledge and skills they need to excel both academically and personally.

Theme Strand: Professionalism and Teacher PracticeAbstractTalent is no longer enough. Two teachers can have the same skill, the same results, and the same dedication, yet only one gets noticed for it. The difference is visibility, and visibility is a skill, not a personality trait. This session reframes personal branding as a core professional competency for educators, not self-promotion or vanity. Drawing on the B.U.I.L.D. and D.E.P.T.H. frameworks from the Brand or Be Forgotten programme, participants will learn why educators are systematically trained to stay invisible, and how to reverse that as a fixable design problem. The facilitator shares his own before and after story: one LinkedIn post led to an invitation to speak at an international summit as the only Nigerian presenter. Participants leave with a clear, repeatable method for making their expertise visible to the people who can act on it.Learning OutcomesBy the end of this session, participants will be able to: Explain why visibility, not just competence, drives professional opportunity in education today.Apply the B.U.I.L.D. framework to define their own professional brand in plain, specific terms.Identify one concrete action to make their expertise visible within the next 30 days.Participant TakeawaysEvery participant leaves with a one-page Personal Brand Starter worksheet, adapted from the workbook structure used in the facilitator's flagship Brand or Be Forgotten Masterclass. It walks them through naming their expertise, identifying their first visible platform, and drafting one piece of content they can publish within a week.  Delivery Approach: Interactive discussion, Hands-on activities, Case studyPresenter BioSteven Loya is an educational consultant, entrepreneurship educator, and innovation leader committed to helping schools prepare learners for a rapidly changing world. His work focuses on designing future-ready learning experiences that integrate entrepreneurship, skills-based learning, innovation, and real-world problem solving into everyday school practice. Alongside his work designing future-ready learning experiences, he leads Brand or Be Forgotten, a personal branding programme that helps teachers and school leaders build the visibility their expertise deserves. Steven also serves as the Lead of STEAM Innovation Foundation, where he collaborates with educators, schools, and partners to advance STEAM education and cultivate the next generation of innovators across Africa. He is a regular speaker on future-focused education, entrepreneurship, and school transformation, with a passion for equipping educators to build learning environments that develop problem solvers, creative thinkers, and responsible global citizens. 

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractMany schools operate in constant “survival mode”, responding to immediate pressures without a clear pathway for sustainable growth. This session will support school leaders and administrators to move from reactive management to strategic school improvement. Drawing on practical school leadership experience, participants will explore how to define long-term goals, identify priority areas for improvement, and translate vision into step-by-step action plans linked to people, time, budgets, resources, and measurable outcomes. The session will highlight how schools can strengthen academic quality, staff capacity, parent engagement, student experience, operations, and financial sustainability through intentional planning. Participants will leave with a simple but powerful framework for aligning ambition with execution, helping their schools become more focused, resilient, and future-ready.Learning OutcomesBy the end of the session, participants will be able to: Identify key areas of school improvement beyond academics, including staffing, operations, parent engagement, student experience, facilities, and financial sustainability.Distinguish between reactive school management and strategic school leadership.Develop long-term school improvement goals that are clear, realistic, measurable, and aligned with the school’s vision.Break down strategic goals into practical action steps, timelines, responsibilities, and resource requirements.Use a simple school improvement planning framework to move their schools from survival mode toward sustainable growth.Participant TakeawaysParticipants will leave with a practical framework for creating school improvement plans that connect vision, goals, action steps, resource allocation, timelines, and accountability. They will gain tools to help their schools move from reactive decision-making to intentional, sustainable growth.Delivery Approach: Interactive discussion, Hands-on activities, Research-informed presentationPresenter BioDr. Naomi Adjepong is School Director at Alpha Beta Education Centres, a leading K–12 international school in Accra, Ghana, and an education strategist supporting schools to move from operational survival to sustainable growth. With over 18 years of experience in school leadership, operations, strategy, and innovation, she has led work across staffing, systems, parent engagement, student development, leadership programming, and institutional improvement. She pioneered the Adinkrahene Leadership Program, an enriched pathway that develops values-driven, entrepreneurial young leaders with 21st-century skills. Her consultancy work focuses on helping schools and school leaders strengthen strategy, improve operations, build leadership capacity, and align vision with action, resources, and measurable outcomes. Dr. Adjepong holds a medical degree from the University of Manchester and a Master’s in Education from the Harvard Graduate School of Education. She is a certified Life Coach and Fellow of the Africa Leadership Initiative-West Africa.

Theme Strand: Teaching and Learning InnovationAbstractThis workshop explores innovative approaches that can strengthen teacher effectiveness by promoting student-centred learning, leveraging technology, encouraging collaboration, and using data-driven instructional practices. It aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments.  Learning OutcomesIt aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments.  Participant TakeawaysIt aims to provide practical strategies that educators can implement to create engaging, inclusive, and high-performing learning environments. Delivery Approach: Interactive discussion, Hands-on activities, Case study, Panel discussionPresenter BioPetulia Joseph is a passionate teacher with over 30 years of classroom experience. She is in her 9th year at Ghana International School (GIS), where she has heldvarious positions and currently serves as the Head of the English Literature Department. Her love for literature and reading has inspired students to develop alifelong habit of reading. She enjoys travelling to different countries to learn about new cultures and also designs jewellery with natural stones. Petulia believes inliving purposefully through learning and sharing experiences.

Theme Strand: Student Wellbeing and SafeguardingAbstractChild protection and safeguarding in international schools extend far beyond policies, procedures, and compliance requirements. Schools in Ghana operate within a unique context shaped by diverse cultures, international standards, local legislation, evolving online risks, family culture, faith-led values, strong discipline and respect, and growing student well-being needs. This session is delivered by an international Safeguarding Consultant, trainer and CIS-affiliated Consultant of ten years and over thirty years of safeguarding professional experience in social work. This interactive workshop will explore the most pressing safeguarding challenges facing international schools in Ghana, including staff recruitment and vetting, responding to disclosures, online safety, mental health and well-being concerns, culturally responsive safeguarding practices, and effective collaboration with families and external agencies. Through case studies, discussion, and practical tools, participants will examine how school leaders can move beyond compliance to foster a proactive safeguarding culture in which every adult understands their responsibility to protect children.https://www.linkedin.com/in/ann-marie-christian-frsa-7116b71b/ Learning OutcomesParticipants will:Identify the key safeguarding risks and challenges facing international schools in Ghana.Explore the intersection of international safeguarding standards, good practice and local cultural realities.Strengthen approaches to prevention, reporting, and case management.Develop strategies for embedding safeguarding across all aspects of school life.Evaluate practical steps for building a sustainable culture of child protection and well-beingLearn actionable strategies to strengthen safeguarding systems, build staff confidence, and foster safer, more inclusive school communities. Participant TakeawaysA clear understanding of the key child protection and safeguarding challenges facing international schools in Ghana, including cultural, legal, operational, and digital safeguarding risks.Practical strategies for moving beyond compliance to create a whole-school strategic and operational safeguarding culture where every adult understands their role in protecting children.Tools and frameworks for responding to complex safeguarding concerns, including disclosures, online safety incidents, mental health concerns, and cases involving internationally mobile families.Greater confidence in balancing international safeguarding standards with local realities, while maintaining a child-centred approach and partnership working with families and communities.Actionable steps to strengthen safeguarding systems, staff training, reporting pathways, and governance within their own schools.A safeguarding culture self-assessment tool and action-planning framework that can be adapted and implemented immediately in their school context.Delivery Approach: Interactive discussion, Hands-on activities, Case study, Research-informed presentationPresenter BioAnn Marie Christian is a safeguarding practitioner, trainer, and senior leader in child protection with nearly three decades of experience supporting children, families, schools, and organisations. A qualified child protection social worker since 1996, she has worked across frontline practice, leadership, and management roles in children's services and education.Ann Marie has led child protection teams, advised schools on safeguarding practice, and provided training and consultancy to a wide range of organisations, including local authorities, the NSPCC, international school associations, boarding schools, charities, and education leaders. As an affiliated consultant with the Council of International Schools (CIS), she has supported international schools worldwide and delivered safeguarding training to senior leaders across the Middle East, Africa, Europe, and Asia.Passionate about ensuring every child is heard, valued, and protected, Ann Marie specialises in helping schools move beyond compliance to build strong safeguarding cultures that place the welfare and voice of the child at the centre of practice.

Theme Strand: Entrepreneurship, Innovation, Intellectual Property & Real-World LearningAbstractProject-based learning (PBL) is often introduced through frameworks and exemplars developed in well-resourced, Global North contexts, leaving school leaders and teachers to do the difficult translation work alone: How does this look with our students, our materials, our labor market, our community? This session closes that gap. Participants will explore the core design principles of high-quality PBL (authentic problems, sustained inquiry, student voice and choice, public products) and apply them to a local context audit, identifying community assets, workforce needs, and real-world partners already present in their own settings. With the extended time, participants move beyond a single draft to a full design and critique cycle: sketching a unit, testing it against an implementation planning lens, and revising based on peer feedback before leaving. Rather than treating PBL as an imported model to adapt, participants will leave with a strengthened, feasibility-checked project idea rooted in their school's actual community, along with a simple planning tool they can use with their own staff. The session models the same principle it teaches: learning becomes durable and motivating when it connects directly to the world learners will enter.  Learning OutcomesBy the end of this session, participants will be able to:Define the non-negotiable design elements of high-quality project-based learning and distinguish PBL from "dessert projects" or activity-based add-ons.Identify at least three local assets (community organizations, employers, cultural knowledge holders, civic issues) that can anchor an authentic PBL unit in their own context.Draft and revise a PBL unit outline connected to a real community need or local industry, incorporating peer feedback and a feasibility check.Anticipate at least two implementation barriers (time, partner logistics, assessment, buy-in) and identify a first step to address each.Articulate how connecting classroom learning to local, real-world contexts supports both academic rigor and future-of-work readiness for their students.Leave with a practical, tested tool they can use to lead a similar planning conversation with their own teaching staff.  Participant TakeawaysA practical, tested tool they can use to lead a similar planning conversation with their own teaching staffDelivery Approach: Interactive discussion, Hands-on activities, Research-informed presentationPresenter BioWith over 20 years of experience in education, Dr. Laureen Adams remains committed to supporting leaders, teachers, and students toward liberatory education. She has worked in diverse settings (public, charter, private, district, and university), taught grades 6-12, and served as a lead teacher, leader and teacher coach, curriculum designer, instructional coach, teacher educator, and administrator. Dr. Adams is the Executive Director of Ghana Leadership and Learning Alliance, an author, and an international education consultant specializing in teacher education, equity, learner-centered communities, leadership, project based learning, and love-centered liberatory education. Dr. Adams holds a PhD in Education with an emphasis in Teaching, Learning, and Culture and an Africana Studies certificate from Claremont Graduate University, where she currently serves as Research Fellow.

Theme Strand: Technology and AI in EducationAbstractGlobally, we are seeing a shift and evolution in jobs, roles and institutions. It's called creative destruction, a season that follows the arrival of a general purpose technology like artificial intelligence (especially the generative and agentic dimension). For us in education, there is a question around how will this transform the jobs of teachers and what must teachers become to be relevant in the intelligent age ? A possibility that has been tested and proven is “Interactive Learning Designer”. In the previous dispensation, teachers would not approach this because coding was the fundamental building block, it was a technical domain so most of the tools we see today were not built by teachers. That skills gap has been closed by AI, because it can now handle coding. So if a teacher understands information processing theory, cognitive science, interactive design elements and their uses with power prompting, they can build tools that are very customized, speaks to the needs of their learners without having to always rely on external tools. I believe the next genetaion of innovators we will see in K-12 will be classroom teachers because the knowledge and technical gap has been closed, so teachers can now become interactive learning designers. Learning OutcomesTeachers will be understand the information processing theory and it's application to interactive instructional design in K-12Teachers will understand cognitive science theory and it's application to interactive instructional design in K-12Teachers will understand the basics of interactive learning design, the design elements and their usage in creating diverse interactive learning experiencesTeachers will analyze and evaluate current interactive learning tools used across the globe for possible improvementsTeachers will create interactive learning apps and resources that allows them to solve the engagement crisis in their classrooms.Participant TakeawaysHere are examples of interactive learning resources from previous training sessions1. https://bubble-word-play.lovable.app/2. https://factor-fortress-builder.lovable.app/Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioAdebayo Alomaja is Nigeria’s foremost education futurist, an AI-in-education strategist, and a senior learning designer focused on building AI-literate educators, K-12 authentic learning designers and future-ready learning systems across Africa. He is a top and highly sort after voice in the Nigerian education landscape  who has graced several conference platforms where innovation is discussed. He is the Founder of Eazy-Digi, where he integrates AI, design thinking, agile methodologies and future thinking to help schools and educators redesign teaching and learning for a rapidly evolving digital economy. He previously served as Deputy CEO at Gradely, a leading EdTech company operating in Nigeria and the United Kingdom, where he worked at the intersection of learning design, data, and intelligent technologies. Adebayo is also the creator of BayoGPT, Africa’s first design-thinking AI tool for teachers, built to close the creativity gap in classrooms and empower educators to design authentic, real-world learning experiences. He is the author of The School Shift, a powerful resource guiding African school leaders to redesign and rebuild their institutions for the intelligent age. Through his work, Adebayo equips educators and institutions to move beyond AI awareness toward meaningful, ethical, and practical AI adoption.

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) is rapidly transforming education, creating new opportunities for teachers to enhance learning, personalise instruction, and reduce administrative workload. As Ghana's education sector increasingly embraces AI-driven innovation, educators need practical strategies for integrating these tools effectively and responsibly into everyday classroom practice.This interactive workshop, Work Smart, Teach Better: Practical AI Strategies for Every Classroom, will equip participants with hands-on approaches for using AI across the teaching and learning cycle. Through live demonstrations, collaborative activities, and real classroom examples, participants will explore how AI can support lesson planning, instructional resource development, assessment design, feedback generation, learner differentiation, and professional productivity. The session will also address ethical considerations, responsible AI use, and the limitations of AI in educational settings. Participants will leave with practical skills, ready-to-use prompts, and actionable strategies that can be immediately applied to improve teaching effectiveness and learner outcomes.Learning OutcomesBy the end of this session, participants will be able to:Apply AI-assisted strategies to reduce lesson planning time while maintaining alignment with the Ghanaian national curriculum and syllabus requirements.Design AI-supported assessment approaches suited to large class sizes, enabling faster and more consistent evaluation of student work.Generate individualised, actionable feedback for students at scale using AI tools, even within resource-constrained school environments.Differentiate instruction for mixed-ability classrooms using AI-generated scaffolds and materials appropriate to varied learner readiness levels.Identify practical workarounds for common barriers to AI adoption in Ghanaian schools, including limited connectivity and ICT infrastructure, and apply low-bandwidth or offline-friendly strategies where needed.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Research-informed presentationPresenter BioFrank Ahimah is an award-winning educator, curriculum trainer, and science teacher at Achimota Senior High School, one of Ghana's most prestigious secondary institutions. With close to a decade of classroom experience, Frank brings a rare combination of instructional excellence, curriculum leadership, and national reach to every platform he steps onto. As a Training Coordinator for Achimota's Professional Learning Community, he has facilitated teacher development sessions aligned to Ghana's standards-based curriculum reform. As a former Joy Learning TV facilitator with Multimedia Group Ltd, Frank has delivered televised lessons to senior high school students nationwide. He holds a Postgraduate Diploma in Education from the University of Education, Winneba, is currently pursuing an MSc in Project Management, and was recognised as Achimota Senior High School's Best Science Teacher in 2025.

Theme Strand: Inclusion and DifferentiationAbstractThis workshop will explore practical strategies for effective classroom management within inclusive learning environments. Grounded in the principles of Universal Design for Learning (UDL), the session will equip educators with tools to create classrooms that support diverse learning needs while promoting student wellbeing and engagement. Participants will examine differentiated instruction, structured routines, positive behaviour management, and the development of supportive classroom cultures that foster respect, collaboration, and belonging. Through real-life case studies involving learners with ADHD, anxiety, and dyslexia, educators will reflect on common challenges and develop proactive intervention strategies. The workshop also highlights the importance of positive teacher-student relationships, peer support systems, and collaboration with families and support professionals.Learning OutcomesBy the end of this workshop, participants will be able to:Apply differentiated instruction strategies by adapting content, process, product, and learning environments to meet diverse learner needs. Implement structured classroom routines and proactive classroom management techniques that promote predictability, engagement, and positive student behaviour. Create supportive and inclusive classroom environments through accessible classroom design, visual supports, sensory considerations, and the promotion of belonging and respect. Build positive teacher-student relationships through active listening, regular check-ins, empathy, and growth mindset practices that support student well-being. Analyse classroom-based case studies and design appropriate interventions for students presenting with diverse learning, behavioural, and emotional needs. Develop an action plan for implementing inclusive classroom management practices that promote academic achievement, well-being, and participation for all learners.  Participant TakeawaysBy the end of the session, participants will gain practical, evidence-informed approaches to creating inclusive classrooms where all learners can thrive academically, socially, and emotionally. Delivery Approach: Interactive discussion, Demonstration, Case studyPresenter BioBarbara Brew is an educational leader, certified counsellor, and advocate for inclusive education with over 15 years of experience in academic leadership and student support. As Vice Principal (Academics) at Beacon College International and a registered counsellor with the Ghana Psychology Council, she is passionate about promoting student wellbeing, safeguarding, and inclusive learning environments.Barbara has extensive experience in the Cambridge International Curriculum, educational counselling, teacher development, and school improvement. She serves on the Inclusion and Wellbeing Team of the Africa Dyslexia Organization and regularly facilitates workshops and conferences across Africa on inclusion, wellbeing, leadership, and educational excellence.

Theme Strand: Student Wellbeing and SafeguardingAbstractSafeguarding is most effective when it is embedded within the culture, systems, and daily practices of an entire school community. This presentation explores a whole-school approach to safeguarding that extends beyond compliance and child protection procedures to encompass trust, wellbeing, inclusion, and collective responsibility. Participants will examine how leaders, teachers, support staff, students, parents, and community partners each play a vital role in creating environments where children and young people feel safe, valued, respected, and empowered to thrive.Drawing on current safeguarding principles and practical school-based experiences, the session highlights the interconnectedness of policy, culture, professional practice, student voice, staff wellbeing, and community engagement. Attendees will gain insights into building sustainable safeguarding systems that promote prevention, early intervention, accountability, and a shared commitment to the welfare of all learners.Through reflection, discussion, and practical examples, participants will be encouraged to evaluate their own safeguarding culture and identify actionable strategies for strengthening safeguarding practices across their educational settings. Ultimately, this session positions safeguarding not as the responsibility of a few individuals, but as a collective endeavour that fosters trust, wellness, resilience, and positive outcomes for every member of the school community.Learning OutcomesBy the end of this session, participants will be able to:Understand the principles and key components of a whole-school approach to safeguarding.Identify the roles and responsibilities of all stakeholders in creating and maintaining a safe school environment.Evaluate their current safeguarding culture and practices to identify areas for improvement.Apply practical strategies to strengthen safeguarding, wellbeing, and student protection across their school community.Develop actionable steps to foster a culture of trust, wellness, and collective responsibility within their educational setting.Participant TakeawaysParticipants will gain a practical framework for implementing whole-school safeguarding, along with actionable strategies to strengthen school culture, promote wellbeing, enhance stakeholder collaboration, and create safer, more inclusive learning environments for all students.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioAbigail Oteng Yeboah is an education professional with expertise in school administration, admissions, safeguarding, and stakeholder engagement. She currently serves as an Administrative Assistant and Designated Safeguarding Lead at International Community School (ICS), where she supports operational excellence while championing the safety, wellbeing, and protection of children within the school community.Passionate about creating safe, inclusive, and nurturing learning environments, Abigail advocates for a whole-school approach to safeguarding that fosters trust, wellness, and collective responsibility among students, staff, and families. Her work focuses on strengthening safeguarding culture, promoting child-centered practices, and building meaningful partnerships that enhance student wellbeing and success.Abigail has presented at educational conferences on safeguarding and school culture, sharing practical strategies and insights that empower educators to embed safeguarding into everyday practice and cultivate environments where every learner can thrive.

Theme Strand: Teaching and Learning InnovationAbstract<p>True inclusion extends beyond physical presence. It requires an intentional and flexible response to learner variability. This seminar equips educators with evidence-based differentiation strategies rooted in educational psychology. Participants will explore how to adjust content, product, process, and learning environment based on students' readiness, interest, and learning profiles. Drawing from Universal Design for Learning (UDL) and formative assessment practices, the session bridges the theory to classroom reality. Practical examples will be used to address common challenges, namely mixed-ability groupings, English language learners, and students with learning difficulties. Emphasis will be placed on low-preparation, high-impact techniques that sustain teachers' well-being while maximizing students' engagement. By the end of the session, educators will move from seeing differentiation as overwhelming to viewing it as an empowering framework for equity and excellence. Join this interactive seminar to transform inclusive ideas into daily instructional action.</p>Learning Outcomes<p>By the end of the seminar, participants will be able to: </p><p>Distinguish between differentiation and individualization by applying three specific differentiation strategies (content, process, and product) to their own teaching contexts.</p><p>Identify at least two classroom-based methods for assessing learner readiness and interest without increasing grading workload.</p><p>Design a short differentiation task that addresses a common barrier to inclusion, for example, reading difficulty, attention variability, and language level.</p><p>Apply a simple, flexible grouping plan that rotates students through whole-class, small-group, and independent work within a lesson.</p>Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioRoland Tei Aryitey is an accomplished economics educator and assessment specialist with over 20 years of experience delivering IGCSE, A-Level, and SSCE curricula. Currently an economics teacher at Ghana International School, he also coordinates departmental activities, mentors fellow educators, and integrates project-based learning to enhance student outcomes. Roland holds an M.Sc. in Development Economics and an M.Ed. in Educational Psychology and is pursuing further graduate studies in Special Needs Education and Educational Psychology. His leadership extends to house patronage, club supervision, and pastoral care, fostering holistic student development. Roland is committed to analytical thinking, real-world application, and inclusive education in dynamic learning environments.

Theme Strand: Technology and AI in EducationAbstractArtificial Intelligence (AI) and Robotics are transforming the way we learn, work, and serve our communities. This engaging workshop introduces participants to the exciting world of intelligent machines and their growing impact on education, industry, and everyday services. Primary and secondary teachers will explore how AI and robotics can enhance creativity, problem-solving, coding, and innovation through hands-on activities and real-world applications. School leaders and administrators will gain insights into preparing learners for future careers, integrating emerging technologies into teaching and learning, and fostering a culture of innovation. Participants will discover how AI-powered systems and robots are revolutionizing manufacturing, healthcare, transportation, customer service, and education. Join us to explore, create, and imagine a future where technology empowers people to solve challenges and shape a smarter, more sustainable world.Learning OutcomesExamine the role of AI and Robotics in education, industry, and everyday services, and recognize their impact on the future workforce. Identify practical ways to integrate AI and Robotics into teaching and learning to enhance creativity, critical thinking, problem-solving, and student engagement. Design and facilitate simple, hands-on AI and Robotics learning experiences that develop 21st-century skills such as collaboration, innovation, and digital literacy. Develop strategies for leading technology-rich learning environments that prepare students for emerging careers and foster a culture of innovation within schools. Participant TakeawaysA Future-Ready Mindset A clear understanding of how AI and Robotics are reshaping education, careers, and society, and what this means for today's learners. Practical Classroom Integration Strategies Ready-to-use ideas and tools for incorporating AI and Robotics into lessons to boost student engagement, creativity, and critical thinking. Hands-On Learning Experiences The confidence to design and facilitate interactive activities that make coding, problem-solving, and innovation accessible to all learners. Enhanced Digital Leadership Skills Actionable strategies for creating technology-rich learning environments that support innovation, collaboration, and responsible use of emerging technologies. An Innovation Toolkit for the Future A collection of resources, ideas, and best practices to help students develop the skills, adaptability, and confidence needed to thrive in an AI-driven world.Delivery Approach: Interactive discussion, Hands-on activities, Case study, Research-informed presentationPresenter BioWith years of dynamic experience in science education, STEM, robotics, and education in general, Alex is an enthusiastic, forward-thinking science specialist, robotics technophile, and, to a large extent, an educator dedicated to inspiring the next generation of thinkers and innovators. His journey spans across primary, lower, and upper secondary levels, where he has consistently brought science to life through hands-on learning, student-centered strategies, and the thoughtful integration of technology.As a passionate Primary Science, Robotics Facilitator, IB Chemistry SL examiner, team leader, summer camp organiser, and supervisor, he thrives on creating environments that spark curiosity and encourage adaptive, critical thinking skills. He believes in making science accessible, engaging, and deeply impactful by building connections and fostering bridges that prepare learners to thrive in an ever-evolving smart world.With a bachelor's degree in Science Education, a Master of Arts in Educational Leadership and Management, and a certificate in the AI and Robotics Trainers Training Program, at the heart of his educational philosophy lies a simple yet powerful truth: that every child has the potential to excel or become a genius in their own unique way—when the right tools, appropriate pedagogies, and support systems are in place.

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractThis engaging and practical session explores how the structure and systems of an ant hill can provide a powerful framework for sustainable school growth. Participants will discover how administration, non-teaching staff, and teaching staff can work together like a thriving ant colony to strengthen leadership, improve systems, develop people, manage resources effectively, and build a strong school culture. Through interactive discussions, team-based activities, and a hands-on ant hill modeling exercise, school owners and leaders will identify strategies to increase enrollment, enhance operational efficiency, improve staff performance, and create long-term organizational success. Participants will leave with actionable tools, a customized growth plan, and a renewed commitment to building schools that are resilient, collaborative, and positioned for lasting impact. The goal is to have Administration, Non teaching and Teaching staff work as one. Learning OutcomesBy the end of this session, participants will be able to:Explain the Ant Hill School Growth Model and its application to sustainable school development. Identify the roles of administration, non-teaching staff, and teaching staff in creating a high-performing and growth-oriented school. Assess their school’s strengths and growth opportunities using the Ant Hill framework. Develop strategies for building a strong school culture that aligns with the school’s vision, mission, and values. Collaborate effectively with colleagues to solve challenges and drive continuous improvement. Commit to at least one actionable leadership practice that will contribute to the growth and transformation of their school after the conference.Participants should be able to do at least three of these outcomes.Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioNana Afia Boachie-Tsikata is a passionate educator, entrepreneur, speaker, pastor, and transformational leader whose life’s mission is centered on raising people and creating growth opportunities. Known for her ability to inspire, teach, and build impactful communities, she has become a voice for education, entrepreneurship, leadership development, and youth empowerment. A devoted wife, mother, and woman of faith who describes herself as “God’s favorite child,” she has built a reputation for combining purpose with practical action, creating platforms that empower individuals and institutions to thrive.Her journey has been one marked by purpose, creativity, and service. Trained professionally as a teacher, Nana Afia developed a passion for shaping minds and creating systems that improve educational outcomes. This passion led her to establish BACNOF SCHOOLS, with campuses in Obuasi and Accra, where she serves as Chief Executive Officer. As her influence expanded, she became a sought-after speaker and trainer, equipping organizations, churches, schools, and individuals with practical knowledge and life-transforming insights. Some of her most impactful initiatives include the Good Work Ethics Workshops, conducted both physically and online for organizations; the Practical Teaching Workshop designed for schools and educators; and the School Growth Conference for educational institutionsThrough School Transform, she has worked toward strengthening school management systems and supporting the growth of more than 50 partner schools. Her leadership has also extended into speaking engagements, workshops, and mentoring initiatives that have equipped teachers, entrepreneurs, and young leaders with practical tools for growth and excellence. Being named among the 100 LEGENDARY 2026 recently represents far more than personal recognition for Nana Afia. It symbolizes the value of purpose-driven work and the impact that can be created through consistency, faith, and service. To her, this honor reflects every life touched, every opportunity created, and every seed planted in people who dare to believe they can become more. Above all, she considers it a reminder that God uses ordinary people to accomplish extraordinary things.

Theme Strand: Strategic Educational Leadership, Administration and School ImprovementAbstractThis presentation showcases a innovative model of professional development that leverages leadership, collaboration, and technology to transform teaching and learning. By sharing a successful case study, we aim to inspire and equip participants with practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation.Learning Outcomes1. Explore the critical role of leadership in driving professional development and educational transformation2. Showcase a collaborative model of professional development that leverages technology and peer-to-peer learning 3. Share practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation 4. Provide participants with opportunities for reflection, discussion, and networkingParticipant Takeaways1. Participants will gain a deeper understanding of the critical role of leadership in driving professional development and educational transformation. 2. Participants will learn practical strategies for designing and implementing effective professional development programs that drive sustainable educational transformation. 3.Participants will have opportunities to network and share best practices with colleagues from other institutions.Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case study, Research-informed presentationPresenter BioIlliasu Abdulai is an experienced educationist with 25 years of teaching experience across basic to tertiary levels, holding a Master of Education (Administration in Higher Education) from the University of Cape Coast, along with other degrees and a Postgraduate Certificate in Environmental Management in Oil and Gas from Goodwill International/MDPI. He currently serves as a Curriculum Lead at A.M.E. Zion A/B/C JHS, Winneba, and is a Senior Mentor/Supervisor for the University of Education, Winneba Internship Program, having also held leadership roles such as former Headmaster and Regional Coordinator for COHBS. He is a facilitator for the Institute for Educational Research and Innovative Studies (IERIS), UEW.He is currently a co-editor for the Renewed Journal for Ghana ASCD. 

Theme Strand: Teaching and Learning InnovationAbstractFor the past 10 years, Coach Tanisha Marie has been committed to transforming lives through financial literacy education, entrepreneurship, and wealth-building programs for students, families, and educators. Through engaging workshops, textbooks, workbooks, and hands-on activities, she teaches youth and adults practical skills in budgeting, saving, investing, entrepreneurship, and financial empowerment. Her programs are designed to close the financial literacy gap in underserved communities while preparing students for real-world success. Working with schools, CBOs, Title I programs, and community initiatives, she has impacted over 55 schools annually through enrichment programming, parent workshops, and teacher professional development. Her mission is to create generational change by equipping students and families with the tools, mindset, and opportunities needed to build sustainable wealth, leadership, and long-term success. Learning OutcomesLearning Outcomes for ParticipantsParticipants will:Gain practical knowledge of financial literacy, budgeting, saving, credit, and investing.Learn entrepreneurship and wealth-building strategies that can be applied in real life.Develop leadership, communication, and critical-thinking skills.Explore career pathways in business, construction trades, culinary arts, sports, and creative industries.Strengthen academic and enrichment skills through hands-on learning experiences.Build confidence in goal setting, financial decision-making, and future planning.Learn the importance of generational wealth, financial responsibility, and economic empowerment.Increase creativity and teamwork through interactive projects, writing, arts, chess, dance, and entrepreneurship activities.Gain exposure to workforce development opportunities and career readiness skills.Leave with actionable tools and resources that support long-term personal, academic, and financial success. Participant TakeawaysParticipant TakeawaysParticipants will leave with:Practical financial literacy tools and wealth-building strategiesIncreased confidence in budgeting, saving, credit, and investingEntrepreneurship and business development knowledgeCareer exposure in trades, culinary arts, sports, and creative industriesHands-on learning experiences and real-world problem-solving skillsLeadership, teamwork, and communication developmentAcademic enrichment and critical-thinking supportCreative expression through writing, arts, dance, chess, and innovationResources and strategies for long-term academic, personal, and financial successMotivation and empowerment to pursue future goals, careers, and generational wealth opportunities @coachtanishamarie  Delivery Approach: Interactive discussion, Demonstration, Hands-on activitiesPresenter BioCoach Tanisha Marie is a financial literacy educator, entrepreneur, author, and community leader dedicated to empowering youth, families, and educators through financial education and workforce development. With over 10 years of experience, she has partnered with more than 55 schools and organizations annually to provide engaging programs focused on wealth building, entrepreneurship, investing, academic enrichment, leadership, and career readiness. As the founder of educational initiatives and creator of financial literacy resources including textbooks, workbooks, and youth programs, she is passionate about closing the financial literacy gap in underserved communities. Her work also includes parent workshops, teacher professional development, enrichment programming, and workforce exposure in areas such as construction, culinary arts, sports, and creative entrepreneurship. Coach Tanisha Marie’s mission is to inspire generational wealth, confidence, leadership, and long-term success through education and empowerment. 

Theme Strand: Health and WellnessAbstractWork-Life Balance is something that we all strive for but rarely apply in an ever-changing society with increasing demanding work environments. Avoiding burn-out, eliminating compassion fatigue, and having high levels of career wellness feels impossible during the academic year. This workshop replaces generic advice with real-life practices and considerations to improve one's work-life balance and outlook on career wellness. Participants will be asked to engage in personal reflections, small group work, intentional sharing, and relaxation techniques within a safe, calming space.  Learning Outcomes*Distinguish between work-life balance myths and practical, sustainable practices for the school environment *Audit their weekly schedule to identify time/energy gaps *Evaluate their Wheel of Life to identify areas that may need to be improved *Implement boundary scripts for work systems to reduce after-hours work *Learn 2 to 3 relaxation techniques to help build your professional wellness toolbox*Draft a personal self-care maintenance plan Delivery Approach: Interactive discussion, Hands-on activitiesPresenter BioMs. Sauda, MSSA/MSW is driven to assist with the eradication of human suffering to carry on the empowering tradition of her ancestors. As a seasoned and fun-loving professional, she has over 15 years of experience working with and counselling at-risk and vulnerable populations and over an additional 12 years of experience of social administrative/supervisory experience both within the education and non-profit sectors dealing with issues of empowerment, social justice, gender-based violence, etc. spanning between two continents. Her graduate degree is in Social Administration and Social Work. She has served others throughout the life cycle from early childhood development up until the elderly. She also has been an adjunct tertiary lecturer in various institutions globally. She has spent over a decade engaged in international service leadership work in Ghana and Southern Africa where she was involved in professional mentorship, organizational capacity building, lecturing, and program coordination and oversight. She is an advocate for wellness, positive youth resiliency, and community development. Likewise, she is deeply interested in innovative research addressing social phenomena. She promotes academic excellence and wellness through life purpose coaching, academic coaching, corporate wellness coaching, holistic health advocacy, brief psychosocial support, and African-centered social work practice. Working in diverse environments has allowed her to develop culturally sensitive skills using a lifelong learning approach.

Theme Strand: Technology and AI in EducationAbstractAccording to the World Economic Forum, 39% of workers' core skills are expected to change by 2030, with analytical thinking, creativity, resilience, leadership, and technological literacy among the most in-demand competencies. At the same time, UNESCO continues to highlight the growing need for education systems to evolve in response to rapid technological and workforce transformation.The premise of this session is simple: the future of education is not about producing more coders—it is about developing adaptable, future-ready problem-solvers who can work alongside emerging technologies.As artificial intelligence reshapes industries and transforms the nature of work, schools have a critical responsibility to equip students with both the technical and human skills needed to thrive. While digital literacy remains important, employers increasingly seek individuals who can think critically, communicate effectively, collaborate across cultures, solve complex problems, and continuously learn throughout their careers.Drawing on global workforce trends, educational innovation, and practical examples from the UK and Africa, this session will explore how educators and school leaders can move beyond technology adoption and intentionally cultivate the skills, mindsets, and competencies that prepare learners for an uncertain and rapidly evolving future.In addition to exploring the strategic implications of AI in education, the session will provide a practical overview of emerging educational platforms and tools that are transforming teaching and learning. Participants will gain insight into how platforms such as Canva for Education, Google Gemini, Microsoft Copilot, Khanmigo, MagicSchool AI, NotebookLM, and adaptive learning technologies can be integrated responsibly to enhance creativity, personalisation, assessment, collaboration, and student engagement.Participants will leave with practical strategies for embedding future-ready skills into curriculum design, classroom practice, leadership approaches, and school culture, alongside a toolkit of technologies that can be implemented immediately within their own institutions. Key Takeaway:The schools that will have the greatest impact over the next decade will not be those that teach the most technology, but those that best prepare students to navigate change, solve real-world problems, leverage emerging technologies effectively, and remain relevant in a future that is constantly evolving. Learning OutcomesLearning OutcomesBy the end of this session, participants will be able to:• Understand the impact of AI and emerging technologies on the future workforce and identify the skills students will need to thrive in an increasingly digital and automated world.• Recognise the shift from knowledge-based learning to skills-based learning, including the growing importance of critical thinking, creativity, adaptability, collaboration, communication, and problem-solving.• Evaluate current and emerging educational technologies and identify opportunities to integrate AI-powered platforms responsibly and effectively within teaching and learning environments.• Apply practical strategies for embedding future-ready skills into curriculum design, classroom practice, and school culture.• Develop approaches for preparing students for careers that may not yet exist, ensuring learning remains relevant, engaging, and aligned with global workforce trends.• Explore how school leaders can foster innovation, imagination, student agency, and future-focused thinking while maintaining educational excellence.• Gain practical insight into emerging educational platforms such as Canva for Education, NotebookLM, Khanmigo, MagicSchool AI, Google Gemini, Microsoft Copilot, and other tools that can enhance teaching, learning, assessment, and collaboration.Participants will leave with:• A framework for developing future-ready learners.• Practical examples of AI and EdTech implementation in schools.• A curated list of educational platforms and resources.• Actionable strategies that can be applied immediately within classrooms and across school communities.• Greater confidence in leading educational change in an AI-powered world. Delivery Approach: Interactive discussion, Demonstration, Hands-on activities, Case studyPresenter BioSandra Adu is a communications strategist, educator, and founder working at the intersection of education, creativity, technology, and workforce development. She is a Digital Learning Lead and Lecturer with experience designing and delivering learning programmes across higher education, government, charities, and industry.Sandra is the Founder of DesignHER (formerly Black Girls In Design), a leadership and future-skills platform equipping young women with the confidence, digital capabilities, and leadership skills needed to thrive in a rapidly changing world. Her work has included partnerships with Canva, BrainStation, the Mayor of London, educational institutions, and community organisations across the UK and Ghana.With expertise spanning design thinking, digital transformation, marketing, communications, and learning innovation, Sandra is passionate about helping educators and institutions prepare learners for the future of work. She regularly facilitates workshops and speaks on future-ready skills, AI in education, digital confidence, leadership development, and global collaboration.Sandra is currently pursuing doctoral research exploring how institutions adapt and communicate in an increasingly digital and AI-driven society.