LEADERSHIP AS CORRELATE FOR PEACE BUILDING BY DR. TAH PATRIC

Objectives

After the presentation, participants should be able to: understand the place of
leadership in peace building to facilitate peace negotiations at different levels,
democratic transition process, development, establishment of a secure environment,
creation of an integrative climate and international cooperation among others.

Research Questions

• 1. What is the concept of peace building leadership?
• 2. What is the role of leadership in peace building?
• 3. What are the conditions necessary for peace building leadership?
• 4. What are the characteristics of a peace building leader?

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BERA/CCEAM – SUSTAINABLE LEADERSHIP FOR PEACE AND ACHIEVING SUSTAINABLE DEVELOPMENT GOALS BY Dr. Frederick Ebot Ashu

Introduction

• I truly honoured the Commonwealth Council for Educational Administration and Management (CCEAM’s) recommendation as speaker at the British Education Research Association (BERA/CCEAM) joint event.
• Among the developing countries in the Commonwealth educational leadership hasn’t been able to capture the political, social, economic, environmental and cultural imagination for strategic shifts in attaining Agenda 2030 sustainable development goals (Africa Union, 2015; Commonwealth Secretariat, 2023; United Nations, 2023).
• Mush has been written about leadership and leadership development (Ebot-Ashu, 2014; Ebot-Ashu, Ngantchop, Lavngwa, 2022; Ebot-Ashu, Etongwe. & Fuaty, 2021)
• Peace and peace building (Tazoacha, 2020; Robiolle, 2013; Commonwealth Secretariat, 2015; 2023; United Nation, 2014a; 2014b; 2023; Dze-Ngwa, 2014)
• Most recently about peace and sustainable development,
• Very limited literature little about leadership for peace and achieving sustainable development goals.

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CONFLICT RESOLUTION IN SECONDARY SCHOOLS BY Ndeh Judith Magha & Frederick Ebot-Ashu

INTRODUCTION/BACKGROUND OF THE STUDY

• The principal’s management activities comprise of planning, organizing, staffing, leading, coordinating and controlling an organization (a group of one or more people or entities) for the purpose of accomplishing a goal (Ebot-Ashu, 2020; Robbins and Hall, 1996).
• Since organizations can be viewed as systems, management can also be defined as human action, including design, to facilitate the production of useful outcomes from a system. This view opens the opportunity to ‘manage’ oneself, a pre-requisite to attempting to manage others. Being able to manage others is an important skill in conflict resolution.
• The issue of conflict in secondary schools in Cameroon poses challenges to educational standards and expectations, as conflicts often arise among various stakeholders within the school system. These conflicts can stem from a wide range of issues, such as unfavorable schedules, threats towards principals, bullying by vice principals, distribution of work and resources, assessment practices, power dynamics, political views, absenteeism, and disagreements over fees or mismanagement of funds.
• These conflicts have detrimental effects on the institution, leading to dysfunction, disharmony, poor teacher participation and output, and ultimately, negative impacts on students’ academic performance and the overall development of the nation (Mitchell, 1981; Hornsby, 1995).

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