Partners

AllGhanaCôte d'IvoireLiberiaNigeriaUgandaRwanda

Chaffra Jean Claude Edouard

Côte d’Ivoire

Chaffra received a bachelor’s degree in Economics from the University Allassane Ouattara from Bouake in Côte d’Ivoire. He is a highly motivated and achievement-oriented person who enjoys being a team player capable of handling positions of responsibility and leadership. In this regard, he helped a bilingual school Ecole Française ADKEL in Accra to improve the supervision of the children and better organize the administration. Chaffra is also passionate about Christ and offering interpretation and translation services in Côte d’Ivoire and other African countries.

Flavia Nakajjugo

Uganda

Flavia attended Kyambogo University where she trained as a teacher of Biology and Chemistry. Flavia began teaching in Watoto schools, which are Christian schools whose main population is rescued children. Flavia was promoted to principal where she made major turnarounds in her school’s pedagogy, student discipline and teacher motivation. In 2019, she was one of four Ugandan teachers awarded the Fulbright Distinguished Award in Teaching Program Scholarship. Also, with a heart for teacher training, she has reached over 400 teachers in Uganda, Burundi and Rwanda. She is currently the head of the Post Primary and Tertiary education in Watoto Education.

Anyiam Patrick

Nigeria

Patrick attended Abia State University, Uturu, acquiring a bachelor’s degree in Fine and Applied Arts with a unique interest in Applied Creativity. For two years, he designed and developed 16 pedagogical strategies which uplifted the capacities of underqualified local teachers in Nigeria. Being a dyslexic himself, in 2018, he established Dyslexia Orientation Project (DOP) to address the continuous lack of learning support systems for dyslexic children in under-resourced schools in Nigeria. Through his dyslexia awareness campaigns, Patrick has reached over 350 teachers, 120 school leaders, and 1200 children in Nigeria. Currently, he serves as the Chief Executive Officer of DOP.

Bernard Sachie

Ghana

Bernard attended Maranatha University College in 2006. He obtained a BA Hon. Theology from the University of Cape Coast, Ghana. He is involved in the training of Pastors and Church Leaders. He is the Team Leader for African Enterprise(AE) Ghana. His full-time ministry is evangelism and discipleship. He also runs seminars for Students and School Teachers as part of his ministry work. He is currently pursuing a master’s degree in Christian Ministry with Management at Christian Service University College, Kumasi Ghana.

Francis Brown Taylor

Ghana

Francis was trained as a professional teacher at the University of Cape Coast and Colorado State University-Global. For 15 years, he taught at the Prisbel Int. School. Then, Francis rose to the rank of Senior Superintendent II at St. Paul Methodist Preparatory School. He was promoted to School Principal after eight years and eventually founded BAS Educational Institute where he has trained over 1000 teachers since 2012. In 2014, he was recognized and approved by Ghana Education Service and the Ministry of Education for teacher training. Also, he earned a degree from Inter-Africa Theological College to support Christian education as a lecturer at JWSM Bible College. Currently, he works as an educationist with Crimson Dawn Schools in Akosombo, Ghana.

Ollie White

Ollie N. White

Liberia

Ollie attended Gordon Conwell Theological Seminary in Massachusetts, USA, earning a master’s degree in Educational Ministries and eventually earning an Educational Specialist degree in Education Leadership from Gordon College in Massachusetts while in Liberia. In Liberia, Ollie started a Christian school called Beautiful Beginnings which focuses on improving children’s reading using evidence-based reading approaches. Ollie has been recognized by the Ministry of Education and the Office of President of Liberia. Beautiful Beginnings School now serves 400 students Nursery through grade six. Ollie is the first awardee of the TTT scholarship.

Adwoa Nyantakyiwaa

Ghana

Adwoa is a trained teacher with over two decades of teaching experience at Junior High Schools, Senior High Schools, and the Colleges of Education. She holds a Master of Philosophy in Measurement and Evaluation and Administration in Higher Education from the University of Cape Coast, Ghana. Currently, she works as an Education Specialist with Edify Ghana focusing on school leadership development for school proprietors and school leaders. She engages in teacher capacity building and provides support to school proprietors and school leaders to help them become more effective for improved student learning outcomes. Adwoa’s areas of interest are school leadership and student assessment.

Felix Emamorose

Nigeria

Felix earned a bachelor of science and a master’s in education in Technical and Vocational Education from Delta State University in 2008 and the University of Benin in Benin City in 2015. Since his graduation, he has worked as a technical teacher, lecturer in a technical teacher’s college, TVET consultant, and as a skills development specialist in Nigeria, with experience spanning the public, private, and development sectors. He is currently working on his doctoral thesis at the Nnamdi Azikiwe University, Akwa, in Anambra State, Nigeria.

Wisdom Katnap Sunday

Nigeria

Wisdom is an educator and a humanitarian. He holds a bachelor’s degree in Early Childhood Education from University of Jos, Nigeria. Wisdom believes quality education, gender equality, and reduced inequalities are the foremost requirement to achieving a sustainable and developed world. As a Teach For Nigeria Fellow and a Global School Advocate, Wisdom works to improve numeracy and literacy skills of children from low-income communities. He has volunteered for the World Largest Lesson SDGs Activation and with Women At Risk International Foundation (WARIF). Currently, he serves as the project manager for Train To Teach, a Be The Change Project.

Ibrahim Ssemambo

Rwanda

Ibrahim is a public administrator and educator with over 14 years in social work, education, school leadership and management. He has led professional development training in 15 schools in Uganda and 50 in Rwanda. He volunteered in three international organizations, Right to Play, CRANE (Children at Risk Action Network/VIVA) and the Eagles Wing Mission. He has served with Edify-Rwanda, Opportunity International and Rwanda Shalom Mission. He is a founding member of Christian Schools Rwanda, an association under Path to Schools Improvement (PSI/ACSI). Today, he extends education support programs to less privileged schools through his own organization called ISemax Pro World Link.

Dorcas Aidoo

Ghana

With backgrounds in Social Work (University of Ghana, Legon) and International Development Management (Ghana Institute of Management and Public Administration: GIMPA) and 19 years of professional experience in education and health-related interventions, Dorcas currently serves with Edify as an Education Specialist and Program Lead for the Education Department. She provides oversight to the design, planning, execution, assessments, and sustainability of Edify Ghana’s Education Transformation Programs. She trains, coaches, and provides support supervision to school leaders and teachers. Dorcas’ passion is to see the vulnerable empowered to own their transformation process through quality education and exposure to the word of God.

Miracule Gavor

Ghana

Miracule earned a Master of Arts in Technology and Learning Design from Roehampton University in 2019. He is currently a doctoral researcher at UCL Institute of Education, UK. He led Ghana’s Math Pilot to operationalize a revised, evidence-based primary mathematics syllabus, instructional materials, and school-based in-service support model. He pre-piloted the model in 20 schools across two districts during the first school year before using the lessons learned to inform an expanded, full pilot implementation in 120 new schools, accompanied by a rigorous external impact evaluation of the model. He supports the preparation of teachers with increased knowledge of mathematics, improved attitudes and beliefs about teaching and learning, and increased access to and use of suitable instructional materials.