Elymica Blog

Category: Resources

  • The Africa EdTech Publisher Playbook: Monetise Your Curriculum Content

    African curriculum publishers built their businesses around print. Textbooks, past papers, revision guides, teacher handbooks. The model worked when schools had no alternative. That era is ending.

    Schools across Africa are actively looking for digital curriculum content aligned to local syllabi. The publishers who move first will own the distribution relationships and the revenue that comes with them. This playbook is for those publishers.

    The Opportunity

    The African K-12 education market serves more than 300 million learners. Print penetration in rural areas is declining as mobile access rises. A school principal in rural Kenya who cannot get textbooks to arrive reliably can get digital content onto a shared tablet in the classroom within a week.

    For publishers, this means the addressable market for curriculum content just grew by the same proportion as Africa's mobile phone penetration. The question is not whether digital distribution makes sense. It is how to execute it.

    Step 1: Structure Your Content for Digital

    Print content and digital content are not the same product. A 300-page textbook as a PDF is not digital learning. Digital curriculum content is modular, interactive where possible, and designed for the screen.

    The most effective structure for CBE-aligned digital content:

    – **Learning objectives first**. Every lesson opens with what the learner will be able to do by the end.
    – **Short video or audio explanation**. Five to eight minutes maximum. African students access content primarily on mobile devices with limited data budgets.
    – **Practice questions embedded in the content**. Not at the end of a chapter. After every concept.
    – **Summary card**. A printable or screenshottable summary of the key points.

    If you have print content, the fastest path to digital is not to scan it. It is to identify your 20 best-performing chapters and rebuild them to this structure.

    Step 2: Choose Your Distribution Model

    Publishers who are new to digital distribution face a choice:

    **Direct to school**. You sell directly to school administrators. Higher margin per sale, slower growth, high sales effort per account.

    **Platform marketplace**. You list your content on a multi-school platform that handles payments, access control, and student delivery. Lower margin, much faster reach.

    **Both**. Start with the platform to build volume and brand recognition. Move your highest-value content to direct licensing once you have evidence of demand.

    For most African curriculum publishers, the platform marketplace route is the right starting point. The platform handles the infrastructure problems that are expensive and slow to solve: offline access, local payment rails, multi-device support, and parent-level reporting.

    Step 3: Price for the African Context

    African school content pricing requires a different mental model than Western edtech. The reference price is not what a US online course costs. It is what the equivalent print content costs in the local market, minus the cost of printing and distribution.

    Practical pricing frameworks that work:

    **Per-student per-term subscription**. The school pays on behalf of enrolled students. Predictable revenue for you, easy budgeting for the school. Common in the KES 200 to KES 800 per student per term range in Kenya.

    **Per-course purchase**. A one-time payment for perpetual access to a specific course. Works well for revision content and supplementary materials.

    **Institutional licence**. A school pays a flat fee for unlimited use across all students. Works for large schools that want to budget annually.

    Offer all three. Different schools have different budget cycles and purchasing preferences.

    Step 4: Handle Rights and Royalties Correctly

    If your content uses third-party images, text excerpts, or music, your print licence almost certainly does not cover digital distribution. Audit your content rights before you publish digitally.

    For content you commission from teachers and subject matter experts, establish clear work-for-hire agreements that include digital rights explicitly. The default assumption that educational content created under a consulting arrangement is owned by the commissioning publisher is not universal in African jurisdictions.

    When selling through a platform, understand the revenue share model before signing. A 70/30 split in favour of the publisher is standard. Platforms that ask for more than 40 percent without providing significant marketing value in return are not good partners.

    Step 5: Market to the Decision Maker

    In African schools, curriculum purchasing decisions are made by the head teacher or school administrator, not the classroom teacher. Your marketing needs to reach and persuade that person.

    The messages that work:

    – **Evidence of learning outcomes**. Head teachers want to know if the content improves results. Publish case studies. Share test score improvements from pilot schools.
    – **CBE alignment certification**. If your content is audited and certified against the national curriculum, say so prominently. It removes the compliance risk that head teachers worry about.
    – **Teacher time savings**. Head teachers are also managing teacher workload. Content that comes with ready-made lesson plans saves their teachers two to four hours per week. That is a tangible benefit.

    Building a Sustainable Publisher Business

    The publishers who will be significant in African digital education by 2030 are building recurring revenue now. A school that subscribes to your content in September and sees measurable learning improvement by December will renew. A school that buys once and sees no improvement will not.

    The recurring revenue model requires you to maintain your content. Update lessons when the curriculum changes. Add new practice questions. Respond when teachers flag errors. Build a content quality process that runs continuously, not just at launch.

    Publishers who treat their digital content catalogue the same way they treated their print backlist, updating it every five years when a new edition comes out, will not retain subscribers. Publishers who run their catalogue like a live product will.

  • Kiswahili Education in Crisis!

    Challenges Plaguing the Teaching and Learning of Kiswahili Language

    Despite Kiswahili being the national language of Kenya and widely spoken across East Africa, its teaching and learning face significant challenges that hinder its potential. Below are some of the key issues:

    1. Uninspiring attitudes towards Kiswahili

    • Widespread perception of difficulty: Many stakeholders – parents, teachers, and students – view Kiswahili as a tough subject. This mindset negatively affects learners’ engagement and attitudes, leading to poor performance.
    • Stigma of “Hardness”: The belief that Kiswahili is difficult discourages students from pursuing it seriously. This attitude limits its appeal, especially as a potential career path, and risks the erosion of its cultural and academic value.
    • National Identity Crisis: As Kiswahili gains traction as a regional language in Africa, the disinterest within the country itself poses a threat to its long-term preservation.

    2. Shortage of qualified Kiswahili teachers

    • Inexperienced teachers: Many schools rely on educators who have not formally studied Kiswahili or lack specialized training. These teachers often lack the confidence or knowledge to teach the subject effectively.
    • Subpar instruction: Some teachers resort to teaching by rote, simply reading from textbooks without offering meaningful explanations or supporting students in understanding complex concepts. This results in learners internalizing incorrect or superficial knowledge.

    3. Mixing and bundling language elements

    • Mixing: Many teachers struggle with a limited understanding of language concepts, which leads to the mixing of unrelated ideas. This makes it hard for learners to clearly see the differences between them and to apply related language rules effectively. For example, teachers sometimes combine elements from different areas of language, such as syntax, morphology, and phonetics, without showing how they are distinct. This confusion makes it more challenging for students to understand each concept and how they fit together.
    • Bundling: A good example of bundling can be seen in the teaching of Ngeli. Instead of teaching each Ngeli separately (e.g., A, WA, U, I), teachers often combine them (e.g., A-WA, U-I, LI-YA). This makes it harder for students to understand the differences and rules that apply to each Ngeli, as each one is unique. The unnecessary bundling also increases the mental effort required to memorize many types of Ngeli, without offering any real benefit. As a result, learning becomes more complicated and less appealing to students.

    4. Disconnected and fragmented teaching

    • Silos in Teaching: In teaching, concepts are often presented in isolation, without linking them to other related elements or the overall context of the language. This fragmented approach creates gaps in students’ understanding, leaving them with disconnected pieces of information rather than a clear, unified picture of how the language works. As a result, learners struggle to make connections and apply their knowledge effectively. For example, Ngeli is often taught late and in isolation from other parts of speech, even though it is essential to the language and sentence structure, which makes understanding more difficult.
    • Missing foundational knowledge: Because of when and how they are taught, many students never fully grasp basic concepts like the Kiswahili alphabet and basic grammar elements and rules. Without this foundational knowledge, they struggle when more complex topics are introduced and have difficulty applying what they learn effectively.

    5. Language evolution and confusion

    • Generational disconnect: The Kiswahili spoken by older generations, such as Generation X and older millennials, is different from the modern version of the language. A simple example is the way Ngeli is identified and classified – older generations used forms like M-WA and M-Mi, while today we use A-WA and U-I. This generational gap causes confusion when older individuals try to help younger learners. Many older people are unaware of these changes and unintentionally create more confusion.

    6. Lack of standardization

    • Regional variations: Kiswahili is spoken across several countries, each with its own regional dialects and variations. This means learners often come across different pronunciations, vocabulary, and grammar rules, which can be confusing when compared to what they are taught in school. Additionally, the informal “sheng” language, commonly used in daily life, is a mix of Kiswahili and other languages, further distorting the language and adding to the confusion.
    • Inconsistent resources: Unlike other subjects that have extensive and well-developed resources, Kiswahili still lacks sufficient and comprehensive materials. A review of available resources reveals conflicting information about language concepts and their application, which only makes the learning process more complicated for students.

    7. Shallow course materials

    • Limited explanation: Many course books, especially those created for the Competency-Based Curriculum (CBC), lack detailed explanations of key concepts. Learners often find it hard to read ahead, revise, or explore topics they have not fully understood, as most textbooks offer only surface-level content. Without thorough resources, it is difficult to gain a deeper understanding of the language, and students struggle to study effectively or prepare well for exams.

    8. The rise of misleading online content

    • Online misinformation: The rise of content creation for profit has led to poorly researched and oversimplified “quick fix” lessons online, making it easy for learners to be misled by false explanations. Many so-called “teachers” lack a proper understanding of Kiswahili and are more focused on making money than providing accurate and quality education. It is disheartening to see learners thank these teachers profusely for content that is clearly incorrect, unknowingly reinforcing their misunderstandings.

    A Solution in the making: TCEN’s bite-sized Kiswahili lessons

    Recognizing these challenges, TCEN has developed bite-sized, comprehensive online Kiswahili lessons tailored for learners at all levels, from beginners to advanced students. Users can access the platform as individual learners, teachers, or institutions, with each option providing the appropriate features and functionalities for their specific needs.

    In designing the lessons, deliberate efforts have been made to ensure:

    • Step-by-step learning: The concepts are broken down into manageable segments and organized in a clear, step-by-step structure, starting with basic ideas and gradually progressing to more complex ones. This approach ensures that learners can master each concept at their own pace and fully understand the material before moving on to the next level.
    • Interactive and engaging experience: The lessons include audiovisuals, memory aids, and fun interactive activities, making the learning process more engaging and enjoyable for students.
    • Global accessibility: As Kiswahili is being learned by people worldwide, the integrated translator offers a valuable tool for users to quickly translate lessons into languages they understand. This helps learners grasp difficult concepts and better master the language’s structure. With this feature, learners from all over the world can study Kiswahili easily, whether they are learning on their own or with a teacher
    • Progress tracking: The built-in alerts, assessments, reports, and communication tools help track learning progress and provide valuable feedback, supporting continuous improvement throughout the learning process
    • Flexible learning: Lessons can be accessed from anywhere at any time, allowing learners to study independently or with an instructor. They can be taken individually or in groups, providing flexibility, convenience.
    • Value to user: The best thing about TCEN Kiswahili lessons is that all the research has already been done for you, saving you time and effort. You can simply choose the lessons that fit your needs and only pay for what you select, making it a convenient and cost-effective way to learn.

    Conclusion

    The challenges facing Kiswahili education are not insurmountable. With a concerted effort to improve teaching practices, develop better resources, and embrace new technologies, Kiswahili can thrive as a national, regional, and international language.

    Time to dive in and get learning! Visit www.cardinalelementary.com/elymica-options to secure your dashboard.

  • Templates for Administrative Processes

    Templates for Administrative Processes

    Editable Templates For School Administration

    Many legal guardians and schools shop around before they decide where they want to send their children to school. The purchase process begins long before prospective customers contact the institution to enquire about its offerings. Some of the spaces where potential customers find information on schools include; websites, brochures, flyers, and prospectuses.  

    A key responsibility of school administrations is to productively maintain its assets which include its workforce, customers, capital and intellectual investments, business processes, and safeguard them against risk.  Administrations thus require appropriate, comprehensive, accurate, and up-to-date records to facilitate decision-making and proper management of the institution. 

    Branding And Administration

    The approach to the acquisition, presentation, and maintenance of information is therefore extremely important because it influences customers’ perceptions of an institution, and how they engage with it. It impacts their level of confidence, trust, and the value that they attach to the institution and its offerings. 

    Institutions need to put some thought into branding themselves appropriately in information and communication management to help customers to easily recognize them, connect with them, and want to be associated with them.  An institution’s brand is its promise to the customer. Differentiation is key.

    Incompetence in information management and communication has resulted in many underperforming or failed administrations in institutions of learning. Many administrators have limited know-how and capacity to formulate and efficiently execute information management resources and tools. Despite their institutions having great facilities many, due to lack of exposure, remain ignorant about how proper information management can contribute to the positive development of their institutions.  

    In this blog, we explore the use of some select document templates and share editable document templates to help alleviate the challenge of developing official documents from scratch.  These can be downloaded and edited to suit the users’ unique needs. We have endeavored to keep the templates as simple as possible and yet detailed for completeness and ease of application.  

    What is a document template? 

    A document template is a pre-formatted model of a document designed to guide and facilitate the quick generation of a similar record. It is especially useful in instances of common and frequently used information. 

    Benefits of using document templates

    Appropriately standardized and clearly defined documentation helps to;

    • facilitate completeness and quality of output hence productivity
    • accelerate delivery of process goals 
    • simplify processes and lessen the effort applied towards creating new documents from scratch every single time
    • provide clarity, focus, and support attention to detail 
    • promote the efficient application of resources including time, money, labor, and materials as they can be applied to other productive processes
    • foster consistency, shared understanding, and fair application of standards thereby alleviating conflict situations
    • project a professional image to stakeholders and the general public.

    Editable templates

    In the administration process, institutions maintain and deal with different kinds of information including; stakeholder data, operational and functional reports, policies, processes, and correspondences among others.  These are presented in different layouts and formats.  

    Some routinely used documents whose ease of execution can be enhanced by adopting the use of document templates include: 

    • Checklists
    • Contracts
    • Forms
    • Business correspondences
    • Policies.

    The above documents are considered in greater detail below, as are preformatted samples.    

    Checklists

    Checklists are working aids that are used as a benchmark or guide to ensure that important actions are not forgotten during implementation and are completed in an organized and logical manner.  

    The basic format of a checklist consists of an itemized list of descriptions of tasks to be completed presented in one column, with appropriate spaces in corresponding columns used to check off the completeness of each task.  Other columns may be used to append notes on supplementary information or considerations. 

    Information covered in a checklist is specific to the mission being completed. Templates must therefore be customized accordingly.  

    Elements of a good checklist

    • It is structured in its design and presentation 
    • It has a logical flow
    • Deliverables/actions are clearly defined
    • It specifies the parties responsible for the execution of the tasks
    • It provides the criteria for success/expected outcomes
    • It has space for signing off tasks and providing appropriate updates
    • Clear language and appropriate detail are applied to minimize the risk of misinterpretation.

    Benefits of checklists

    • They lessen the likelihood of omission of important steps of a process which can lead to compromised results
    • They assist in alleviating distractions by keeping users focused on target deliverables
    • Defined action steps help to minimize errors hence savings in resources such as time and effort
    • They promote discipline and consistency, and aid in standardization of supported processes
    • They contribute to improved productivity motivated by clarity of obligations, and the satisfaction of ticking off completed tasks
    • They support training of users and delegation of responsibilities
    • They advance peace of mind for users who don’t have to memorize the different steps in processes or fear missing a step.
    • They act as evidence in instances of process related disputes.  

    Access checklist templates here.

    Contracts and agreements

    A contract is an agreement between two or more people, where one party makes an offer and another accepts the offer in exchange for something of value. It defines the parties in the contractual engagement, their rights and obligations, guiding terms and conditions, and the contract execution processes.

    Key elements of a legally binding contract

    • All the parties must be aware that they are entering into a binding agreement.  Each party to a contract should endeavor to understand the provisions of the contract before assenting to its contents.   
    • There must be an offer that outlines the obligations of the parties involved and clearly demonstrates the exchange of value.  
    • An acceptance of an offer must be presented explicitly, not ambiguously. Acceptance is usually confirmed by appending the signatures to the document.  It is recommended to have independent parties present to witness the acceptance.  
    • A consideration in that the agreed value must be clearly and mutually defined and recognized, leaving no room for misinterpretation.
    • Capacity of the parties involved to understand the provisions of the contract including the obligations of the parties, and related implications and consequences before consenting to the contract is important.  Examples of populations that may lack contractual capacity include; minors, persons that are intoxicated, the mentally unsound and people with limited understanding of the language applied in the contract among others.
    • Admissibility of the contract in case of litigation, with due appreciation that all agreements are subject to the laws of the jurisdiction in which they operate.  The contract should specify the jurisdiction, applicable laws, and the conflict resolution and termination processes.    

    The presentation, length, complexity, and provisions of contracts vary from one to another.

    Benefits of a contract

    • It provides clarity in respect of the obligations and commitments of the parties involved, as well as consequences in case of breach, and motivates the parties to take appropriate action.
    • It alleviates conflict and acts as proof of what was agreed on by the parties.  It can be referenced at any time. 
    • It enables protection of the parties involved, their assets and intellectual property.
    • It enhances trust, peace of mind, and commitment of the parties involved because they have the full understanding of what they are committing to including, of their obligations, of the courses of action available to them in case of disputes or breach, and provisions for termination. 

    Access contract templates here.

    Forms

    A form is a structured document that contains a frame and fixed content (the part of the document that does not change) and spaces (also known as fields or placeholders) in which information can be populated.  

    Forms are used in information collection, collation, maintenance, dissemination and evaluation processes.  When completed, forms can reflect either a statement, a request or an order which is a written or stated intention.

    Forms are usually tailored to suit a specific purpose. They can be presented and completed either digitally, printed or by hand.  

    Basic elements of a form

    • A title or heading which must be related to its use.  Some words like ‘application form’ or evaluation form can be applied in the title to convey the specific purpose of the form.
    • A short description highlighting the purpose of the form, and how it is to be completed.
    • Labels that confirm the specific information that is required in a particular field. It can be a word or multiple words.  They can be presented in statements of question formats. 
    • Empty fields, spaces, lines or boxes next to the labels which are to be filled with information.
    • Lines or other forms of separators, that show users where to begin and end their writing.
    • Open white spaces in the design that make the form easy on the eye and motivate the user to complete it. Overcrowded forms can be a put off and discouraging for users.   

    Benefits of forms

    • They facilitate collection and presentation of information in a logical and meaningful manner 
    • They promote efficiency by simplifying the gathering of information. There is less writing and information is entered in a summarized manner.
    • They enable uniformity and standardization of data and are convenient when comparing data.
    • Label prompts help the user to given targeted specific information, thus improving focus and relevance
    • Information presented in written form can be used for future reference. 

    Access templates of various forms here.

    Business correspondences

    Correspondence refers to the exchange of written communication between two or more parties.  It is the activity of writing and receiving mail.  It can be realized either digitally or handwritten. Examples of business correspondences include letters, emails, memos, text and fax messages, and notes. 

    When transacting business, it is recommended to adopt a formal approach in executing correspondences. Formal correspondence is also known as professional correspondence. The way you communicate bears directly on how your customers, both internal and external, perceive you.

    Common purposes of professional communication include; passing information, making requests, providing direction, and persuading other parties to act on something.

    Many organizations have formal policies and processes that guide official communication and the use of technology for communication.  Enlightened organizations are structured in their design and presentation of correspondences to customers, both internal and external. They maintain official email accounts through which their employees are required to transact official business while observing some set standards. In most cases, stakeholders are required to acknowledge and undertake in writing to abide by the provisions of the communication policies. This enables the organizations to monitor and regulate communications in keeping with set company standards and support realization of the company’s vision.

    Elements of a business correspondence

    • It observes the accepted standards of formal writing including in its design, presentation and language employed.
    • It is short, to the point and uses simple and clear language
    • It is complete and specific in its message to enable the reader to act appropriately. It answers comprehensively to the what, why, when, where, how, as applicable.
    • It meets the basic standards of good etiquette and respect including; use of appropriate tone, language, timeliness and correctness of information, 

    Benefits of business correspondences 

    • It helps in building and maintaining good business relationships.
    • It is a convenient and inexpensive communication method.
    • It is an official record and serves as a reference material for future use.
    • The use of formal and logical language helps to alleviate ambiguity and misinterpretation of messages.
    • It is an effective mode of publicizing and expanding the organization, its offerings and client base when done properly.

    Access templates of various business correspondences here.

    Policies

  • Of Discipline and School Policies

    Of Discipline and School Policies

    Discipline is training that develops self-control, orderliness, efficiency, and character. It is a fundamental element of respect – respect for oneself and for others. As part of their responsibility, school administrations should be committed to cultivating and consciously promoting discipline among their stakeholders, who include administrators, learners, staff, and parents.

    Constantly changing school and world environments, and in the quest to improve performance, school administrations, also mean the alignment of current objectives or strategies through the introduction of new rules or amendment of existing rules. Such changes, while meant to inspire and bring about a positive impact, can, if not handled and communicated well, become the source of great confusion and frustration for stakeholders. 

    Shared understanding and appreciation of group rules and standards amongst stakeholders still remain one of the biggest challenges for institutions of learning.  This is unfortunate because it is an essential element of discipline within the collective.  When dealing with others, it is important that people are conscious of and appreciate their obligations to each other and related implications. This fosters responsiveness and compliance.   

    Appreciating school rules

    Ignorance or lack of proactive effort to secure schools through operational policies makes school environments and communities prime settings for stakeholder exposure and exploitation.

    Today, many institutions and their stakeholders alike still do not appreciate the benefits of maintaining robust codes of conduct. They regard policies as a nuisance or policing tools, and continue to administer their schools recklessly under fluid regulations and verbal instruction, without regard for the threat that their approaches pose. It is only after a crisis befalls them that they wake up to the realization of the importance of maintaining policies. Unfortunately for many, they are more often than not already exposed, negatively impacted, and with little or no room for peaceful redress or absolution.   

    The exposure to the institutions further is compounded by increased stakeholder awareness and understanding of their rights and freedoms which has resulted in intensified demands and litigations against schools.

    On the other hand, it is important that schools remain conscious of their reasons for having the guiding rules and regulations.  They should ensure that the rules are not too stringent to the point that they are intimidating, overly restrictive, and consequently impede operations and achievement of desired progress and objectives.

    The rationale for school rules

    Institutions formulate and deploy rules for various reasons depending on their needs. Some of these are highlighted below.

    • To enable learners to appreciate the role rules in group settings and the importance of observing them.
    • To foster the values of responsibility and accountability for one’s actions and for others which is a practical life skill.
    • To maintain order in the classrooms, buildings, compound, and where applicable, away from school.
    • To promote good health and safety of learners and staff through safe environments.
    • To promote responsibility for and prevent damage to the school and personal property.
    • To ensure equal opportunity and fair handling of stakeholder groups.
    • To limit disruptions and distractions in school work and activities.
    • To ensure good manners and mutual respect are maintained.
    • To facilitate efficient management of presenting situations.
    • To facilitate stakeholder appreciation of different roles and obligations in order to minimize the potential for conflict situations. 
    • To provide clarity and shared understanding of exceptions.

    Communicating school policies

    For shared understanding, school administrations must establish and effectively communicate their expectations to all stakeholders. School communities are made up of different groups of people with diverse backgrounds, and who have different communication, and learning styles. 

    How policies are communicated to stakeholders can motivate success or failure. Institutions must therefore strive to adopt varied communication strategies in order to reach all stakeholders to secure their buy-in and inspire compliance. Every effort must be made to assist stakeholders to internalize the provisions of set codes of conduct. It is only by knowing them that they can consciously support them. 

    Deployment of written policies that clearly communicate stakeholder obligations is fundamental as this provides for clarity and continuity, enables consistency and fairness of application, and is a ready and valid source of reference in instances requiring interpretation. It is important to complement these with regular awareness campaigns using other communication approaches and media to remind stakeholders of the existence and provisions of the various policies, and of any subsequent changes.

    Of note is that it is extremely difficult to hold individuals responsible or accountable for failure to deliver on their obligations without first having secured their consent to abide by some clear guidelines. 

    It is therefore recommended that individuals to whom the policies apply and who are tasked with compliance confirm, in writing, that they have read, understood, and undertake to abide by the provisions of the policies.  In this way, they are duly bound and cannot cite ignorance for their personal failure to observe the policies. 

    Provisions for amendments

    When formulating codes of conduct it is important to remember that they are designed for stakeholder guidance and protection, and are usually not exhaustive.  With change being constant, crafters must provide for appropriate additions and amendments based on future needs.

    It is thus essential to expressly, in writing, state that the policies shall be supplemented by additional instructions as shall be issued by the school administration from time to time, using different formats and media. 

    It is also important to state that the institution reserves the right to at any time amend or repeal the guidelines either in whole or in part.

    Operationalization of codes of conduct

    In order to operationalize policies effectively, institutions must have appropriate supporting elements including, delivery structures, processes, and documentation. 

    In this blog, we have provided links to some policies for ease of reference and adoption. These can be easily copied and edited to suit the special needs of individual institutions.

    In one of our other blogs, we cover and provide samples of some useful documents such as forms and checklists that can be applied to support the implementation of school policies.

    Execution of policies

    There must be clarity in respect of responsibility and accountability for the execution of policies. Where applicable, consequences for violations should be well-defined.  Who or where to go for support in the interpretation of the policies should also be clearly stated. 

    Anyone that is charged with executing policies should remember that new policies or changes to existing policies are usually effective as of the date of their adoption or such other explicitly stipulated date in the future. They should not be applied in retrospect.

    Access school policies