The Institute for Educational Planning & Administration (IEPA), in partnership with the Centre for Gender Research, Advocacy & Documentation (CEGRAD), has begun the ‘Women Leading Change in Africa’ programme. The programme is to equip women educators with digital skills. Furthermore, leadership capacity is needed to drive transformation in education as well as educational leadership.
The initiative was implemented in collaboration with the International Centre for Higher Education Innovation under UNESCO (UNESCO-ICHEI) and the UNESCO Institute for Information Technologies in Education (UNESCO IITE). It is considered a landmark program targeted at systematically bridging digital and artificial intelligence (AI) competency gaps among female educators. Furthermore, as institutional leaders across Ghana.
At the launch of the initiative at the Institute of Education of the University of Cape Coast (IEPA-UCC), the Director-General of the IEPA, Prof. Michael Boakye-Yiadom, noted whilst addressing the formidable structural barriers faced by women in academia, that this initiative may help equip female educators besides institutional leaders. The initiative focuses on providing digital and AI competencies that are necessary for overcoming these barriers and advancing the careers of female educators and institutional leaders.
Prof. Boakye-Yiadom stated that the ambition of African women in academia is not in question. However, the structural barriers they experience remain formidable. If females are to steer this digital transformation rather than be sidelined by it, IEPA must provide targeted, high-level capacity creation. This is the reason why IEPA is rolling out this comprehensive online capacity-building platform.
Prof. Boakye-Yiadom also stated that the initiative is deeply rooted in Africa’s tradition of women leadership. It’s where women have historically played key roles in shaping communities as well as driving change.
He opined that this initiative is profoundly rooted in the African heritage of Afrocentric leadership. The African woman has consistently been the trusted advisor. Additionally, she is both a visionary leader and a resilient implementer. Coming to mind is the story of Yaa Asantewaa. He went on to add that true transformation may only occur when one matches this inherent leadership capacity with cutting-edge technological opportunity.
AI continues to reshape higher education & administrative processes. Only 1 in 5 education administrators feel adequately equipped to lead the required technological transition.
The ‘Women Leading Change in Africa’ programme seeks to address this gap by providing females in education with free, comprehensive, and micro-credentialed training through the IIOE platform. The initiative is complemented by intensive in-person capacity-development sessions.
The director of CEGRAD, Prof. Eunice Fay Amissah, cited that even though technology presents significant opportunities to expand access to education, improve teaching & research, and strengthen administration, it also drives innovation. Also, benefits must be intentionally made inclusive and accessible to women as well as to girls.
Prof. Eunice Fay Amissah said that if women are not involved in creating, using, and managing digital tools, the current inequalities could just become more advanced and continue to exist. Africa doesn’t need that. That’s why this initiative is both timely and necessary. At CEGRAD, CEGRAD believes that gender equality is essential for development, not just an optional addition. CEGRAD believes that gender equality is essential for development and not merely an optional addition.
Prof. Amissah asserted that the initiative’s target is 1,000 female higher education professionals by the end of ’27. This initiative is as part of efforts to strengthen digital literacy besides leadership capacity within the sector.
Through digital micro-certifications, online leadership training, and targeted policy advocacy, this project seeks to equip higher education professionals. That’s with the knowledge, skills, and networks as well as confidence needed to lead in a rapidly changing educational environment. Reaching 1,000 professionals by the end of ’27 is quite a significant achievement. However, beyond the numbers, one must focus on transformation. A single trained woman may influence students in her classroom. She may create meaningful change within her institution besides the community.
She also called on the private sector to create safe and accessible opportunities for women as well as girls. This is while urging governments to champion policies that promote, besides support, women’s advancement.
