2nd Nat. Catholic Educ. Forum in K’dua: HHCJ Sr. Benedicta Uzokwe Speaks on “Stakeholder Engagement and Collaboration” in the Context of Catholic Education in Ghana

2^ND NATIONAL CATHOLIC EDUCATION FORUM

Theme: “Catholic Education for Integral Development: Shaping a Resilient and an Inclusive Ghana”

(10^TH – 15^TH MARCH 2025)

Sub-Topic

 Stakeholder Engagement and Collaboration 

Presented By

REV. SR. BENEDICTA UZOKWE, HHCJ

HEADMISTRESS, SACRED HEART SENIOR HIGH SCHOOL, NSOATRE, SUNYANI DIOCESE

DATE: 13^TH MARCH, 2025

VENUE: ST. BAKHITA PARISH HALL, KOFORIDUA

STAKEHOLDER ENGAGEMENT AND COLLABORATION IN THE CONTEXT OF THE THEME “CATHOLIC EDUCATION FOR INTEGRAL DEVELOPMENT: SHAPING A RESILIENT AND AN INCLUSIVE GHANA

Mr. Chairman, Your Excellency, Most Rev. Julien Kabore, the Apostolic Nuncio to Ghana, Most Rev. Matthew Kwasi Gyamfi, Bishop of Sunyani Diocese and  the President of the Catholic Bishop’s Conference of Ghana, Most Rev. Joseph Afrifa-Agyekum, the Episcopal chairman for education, Archbishops and bishops present, Directors of education and other institutions, General & Regional Managers of Catholic Education Unit, Colleague Heads of Institutions, Priests and Religious,  Friends from the Media, My dear brothers and sisters in Christ, distinguished participants, ladies and gentlemen, Good morning.

It is with great honour and a deep sense of responsibility that I stand before you today in all  humility to address the critical issue of Stakeholder Engagement and Collaboration in the Context of the Theme: “Catholic Education for Integral Development: Shaping A Resilient and an Inclusive Ghana. I would like to thank the organising committee for giving me this opportunity to share my thoughts with you on the theme. This forum provides a valuable opportunity for us to reflect on our collective efforts, acknowledge our achievements, and critically examine the way forward in improving catholic education in Ghana with respect to stakeholder engagenment.

Introduction

Stakeholder engagement in education refers to the process of involving individuals and groups who have interest in the development of education and in the educational outcomes of learners.

Stakeholder engagement and collaboration are critical components of effective educational systems worldwide. In Ghana, the Catholic education sector plays a significant role in providing quality education, particularly in rural and underserved areas. The Catholic Church operates numerous schools at the pre-tertiary and tertiary levels contributing to the nation’s educational landscape.

The church’s declaration on Christian Education (Gravissimum Educationis)² observes that true education is directed towards the formation of the human person, in view of his final end and the good of that society to which he belongs and in the duties of which he will, as an adult, have a share (#1)”. This objective of Education from the Catholic Church’s perspective is consistent with the current pre-tertiary Education ACT 2020, *(Act. 1049) which seeks to provide an educational system that will produce individuals  with the requisite knowledge, skills and values to become functional and productive citizens for national development.. This means that both the church and the state are working towards a common goal and this calls for collaboration and partnership.

Stakeholder engagement and collaboration are essential for achieving integral development and building a resilient and inclusive Ghana. Given the complex challenges the country faces in our educational system such as poor learning outcome, increase in social vices, lack of respect for authority, examination malpractice and students’ unwillingness to learn, it is crucial that we bring on board diverse actors from different sectors to re-examine our education system and chart new course towards this very important agenda of ensuring integral development of our learners.

This paper explores the importance of stakeholder engagement and collaboration in Catholic education in Ghana, identifies key stakeholders and their roles, discusses the benefits and challenges associated with these collaborative efforts and suggests some strategies to mitigate these challenges.

Importance of Stakeholder Engagement

Freeman (1984) in his stakeholder approach to Strategic Management, emphasized the importance of identifying and engaging with various stakeholders who can influence or be influenced by a project or organizations decisions to ensure long term success. In the context of Catholic education in Ghana, this engagement is vital for several reasons:

1. It enhances Quality of education: Engaging stakeholders such as teachers, parents, and community leaders ensures that diverse perspectives are considered in the decision-making processes. This collaborative approach can lead to improved educational practices, curriculum development, and resource allocation.
2. It Builds Community Support:. By involving other stakeholders in school activities and decision-making, schools can foster a sense of ownership and commitment to educational initiatives. This support is crucial for the sustainability of Catholic educational institutions.
3. It Promotes Inclusivity: Stakeholder engagement allows for the consideration of the needs of all students, including those from marginalized backgrounds. By actively involving different stakeholders, Catholic schools can create inclusive environments that cater for diverse learning needs.
4. Strengthens Partnerships: Collaboration with various stakeholders, including government bodies, Civil Society Organizations, and other educational institutions, can enhance the resources and support available to Catholic schools. These partnerships can lead to innovative programs and initiatives that benefit students and the broader community.

Major Stakeholders in Catholic Education

Key stakeholders in education and for that matter, Catholic education in Ghana include the following – the Catholic Bishops’ Conference, General, Regional and local Managers, School administrators, Teachers, supporting staff, Learners, Parents, Government, Alumni, community leaders and Civil Society Organization (CSO). Oftentimes, the level of involvement of these stakeholders are prioritized based on their power of influence, legitimacy, urgency and issue at stake (Mitchell et al. (1997).

These stakeholders work together to create a credible, open process that allows them to learn together, diagnose the situation, explore alternatives, develop strategies and put them into action. The collaborative efforts of these internal and external stakeholders are essential in ensuring that the Catholic education system fosters integral development of the whole person and ensures a more inclusive and resilient Ghana.

Roles of Major Stakeholders

1. The Catholic Bishops’ Conference

The Ghana Catholic Bishops’ Conference is the highest authority in the catholic education delivery in line with its mandate to regulate and supervise the life of the church in conformity with and under the supreme authority of the Pope and the supreme Magisterial of the Church.

• They are to provide spiritual direction, pastoral care, and moral teachings that guide both students/learners and educators. Collaboration with priests and religious and the diocese fosters a faith-filled learning environment.
• The leadership pursues educational policies and goals that are consistent with national objectives and with the aim of contributing to the promotion and development of educational institutions at all levels of the educational system.
• The church is expected to establish education units in the various dioceses and resource them to operate effectively.
• They should be ready to stand by management and staff who may be victimized for enforcing catholic principles and ethics in our schools.
• They have a responsibility to uphold the principles of Catholic social teaching in schools by advocating for education that prioritize both academic excellence and ethical values such as justice, solidarity and the dignity and sacredness of the human person.
• The church leadership and local managers should be more visible in the catholic schools especially at the basic level and make time to interact with teachers and parents on a more regular basis. Evidence shows that catholic public basic schools that are closely supervised by local managers perform creditably well and compete favourably with learners from private schools.
• The church leadership is expected to partner with the Government to ensure that government policies align with national educational goals that are not detrimental to the holistic development of our learners and the future of our nation.
• Church leaders through the education unit and diocesan education committees should support capacity building training workshops of management and staff in their schools,
• They can also support the schools with infrastructure where necessary.

2. The General, Regional and Local Managers in Education Delivery

Managers of Educational unit play a vital role in Ghana’s education system. They serve as the link between the Ghana Education Service (GES), faith-based educational institutions, and other stakeholders. Their key responsibilities include:

• Supervising and Monitoring Schools: Ensuring effective teaching and learning in schools under their jurisdiction. Thus, conduct regular visits to schools to assess teaching standards and students’ performance.
• Liaising with Stakeholders: Coordinating with the church, school heads, parents and local authorities to promote quality education.
• Implementing church/government Policies by ensuring that national education policies and church principles are effectively carried out at their various schools. Thus, ensure that schools adhere to catholic education principles, curriculum guidelines and educational standards.
• Addressing School Challenges by responding to issues such as infrastructure conditions, and student welfare.
• Mediate conflicts between the school and other major stakeholders.
• Provide guidance and support to school administrators to enhance operational efficiency.
• Facilitate professional development programs for staff and management of our schools.
• Collect and analyse education-related data to inform decision-making and policy adjustments.

3. School Administrators: These play a pivotal role in shaping the educational environment, through developing a school curriculum that not only manages the academic programmes but fosters the holistic development of the learner – cognitive, emotional, social and physical growth.

• They create a supportive learning environment through policies that encourage respect, diversity and compassion and ensure that the learners feel valued and supported; create a non-discriminating environment where learners are not afraid to explore their potentials.
• Provide academic leadership by overseeing, developing and implementing the academic programmes ensuring that all learners are adequately supported in their academic journey. Using data-driven approaches and regularly assessing student performance, the school leader identifies areas that require intervention and allocates resources accordingly
• Foster Character development and ethical leadership by promoting school core values, encouraging ethical behaviour, responsibility and community involvement. They provide learners with opportunities for volunteerism, teach them to be accountable and responsible citizens. To do this, the school leader must be role models themselves.
• Support professional development and Capacity building: School leaders provide leadership training to learners and develop staff capacity to equip them with the latest teaching strategies and techniques to meet the diverse needs of learners. Well trained teachers are essential for the integral development of learners.
• Support Social and Emotional Learning (SEL): School administrators integrate social and emotional learning into the educational framework; focusing on helping students understand and manage their emotions, establish healthy and positive relationships and make responsible decisions. This can be done through establishing a vibrant and well-structured Guidance and Counselling unit who will organize programmes that empower learners to cope with social challenges such as stress, peer negative influence and develop interpersonal skills that will benefit them throughout life.
• Ensuring the total well-being of learners and staff: through supporting physical education and mental health programmes, making G/C services accessible to both learners and teachers, provide stress management techniques and healthy lifestyle education. These ensure that students have what it takes to maintain a balanced life, reducing barriers to learning and promoting overall development. Instituting credit unions and welfare schemes in schools would also support the overall well-being of staff and help reduce their financial burdens which could reduce performance. Encouraging co-curricular engagement such as sports, music, drama, debate and other school club activities, allow learners to explore their interests and passions outside of the traditional classroom setting. These activities contribute to the learner’s personal growth.
• Enhancing collaboration among stakeholders: School leaders foster open communication with learners, teachers, parents, community leaders and institutions to provide mentorship, career opportunities and resources for both teachers and learners to succeed in their endeavours. Engaging families and the wider community in the educational process is crucial for reinforcing the integral development of learners. Engaging learners in decision-making processes fosters a sense of belonging and responsibility.
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• Support initiatives that provide global and cultural awareness: Through curriculum design and partnership, school leaders can promote global awareness and cultural sensitivity among learners, which will enhance their ability to live in harmony with others in a multi-plural society.
• Providing forum where students can learn the teachings of the church especially the catholic social teachings: This can also be done by infusing it into the Religious and Moral education curriculum for catholic schools and assigning of Chaplains to all Catholic schools.

4. Teachers: Teachers are at the forefront of education delivery and are directly responsible for imparting knowledge and skills in various fields of study. Their insights and experiences are invaluable in shaping curricula and teaching methodologies. Engaging teachers in decision-making processes can lead to more effective teaching practices. Teachers play a crucial role in the integral development of learners, not just in academic growth but also social, emotional, moral, ethical, cognitive and psychomotor development. Teachers in Catholic schools are expected to play a role in nurturing the spiritual growth of their learners and prepare them for the reception of the sacraments. Some key roles of teachers as stakeholders in the education delivery include:

• Academic and Intellectual development: As academic and intellectual developers, teachers organize lessons and assessments, promote critical thinking and problem solving skills, engage in differential learning where teachers recognize that students learn in different ways and adapt their teaching methods to accommodate these differences. They design learning experiences that stimulate thinking, curiosity and the ability to analyse and synthesize information and encourage life-long learning. Fortunately, this is what the new education curriculum seeks to address. However, to get the desired impact, a lot more logistics are needed.
• Emotional and Social Development: Teachers help students develop emotionally and socially creating an environment where students feel safe and valued by fostering self-confidence, developing interpersonal skills and providing support for emotional well-being.
• Moral and Ethical Growth: Teachers are to serve as role models, demonstrating values such as integrity, justice, compassion and respect for diversity. Through discussions, activities and personal examples, teachers guide learners to develop a strong sense of wrong and right and nurture qualities which are essential for developing good and responsible citizens.
• Physical and Psychomotor Development: Teachers can influence physical development of learners through organizing activities like sports, physical exercise which help in development of motor skills and physical coordination. They can also improve physical development by encouraging healthy habits such as eating habits, cleanliness and rest.
• Personal growth and Self-discipline: Teacher play a vital role in helping learners understand their strengths and weaknesses through self-reflection, thus fostering personal development. They are to teach students how to handle failure, setbacks and challenges, helping them develop resilience and persistence, which are essential for success in both their academic and personal lives.
• Teachers participate in decision-making on school policies and teaching strategies and collaborate with parents for student progress tracking
• Teachers also engage with Civil society Organisations (CSO) for professional development, training and resources.
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5. Learners: Are the primary beneficiaries of education, and as such, they play a critical role in ensuring their own integral development while educators and other stakeholders provide support and guidance. As stakeholders in education, learners’ voices should be heard in discussions about their learning experiences. Schools are to encourage student representative councils and feedback mechanism, provide platforms for students to voice concerns and contribute to school policies; involve students in peer mentoring and leadership activities. They must be empowered to actively engage in their own development, understanding the importance of values such as integrity, social responsibility, peace-building, collaboration, creativity and other soft skills needed to be productive in this 21^st

Learners can contribute to their own integral development through:

• Active engagement in Learning & life-long learning: Learners should take charge of their own education by actively seeking knowledge beyond the classroom, asking questions to deepen their understanding. They are to set academic and personal goals and develop a sense of purpose and direction in their education journey and be committed to continuous learning, being curious, open-minded and adaptable to change in their environment
• Self-awareness and continuous self-introspection to assess their own strengths and weaknesses to help improve their academic performance and manage their emotions, setting realistic goals for growth.
• Personal Accountability and Responsibility: Learners are to be accountable for their behaviours, including their successes and mistakes. This fosters maturity and independence. They should learn to use setbacks as opportunities for growth rather than give up. They are to plan their time effectively, balancing academic work with other activities
• Developing social skills and Collaboration: Learners contribute to their development by thinking critically, questioning assumptions and evaluating information, use their academic knowledge to solve problems and think of innovative and creative ways of addressing their challenges. Learners should build strong supportive relationships with peers, teachers, leaders and family members, practice conflict resolution skills among peers and learn to volunteer themselves for social responsibility, thus learning the importance of contributing to their society.
• Self-motivation and growth mindset: Learners should be encouraged to keep themselves motivated by setting personal goals and celebrating achievements. They accept constructive criticism to improve and grow and believe in themselves.
• Prioritizing their health needs: Learners should be conscious of keeping healthy. They can engage in physical exercises, stay away from bad habits such as drinking, smoking, occultism etc. to ensure their total well-being.

6. Parents/Guardians: Parents are crucial stakeholders in their children’s educational development. Catholic schools should promote strong partnerships between the school and parents. Our Holy Father, Pope Francis in his message to a group of Catholic Publishers in education sector in Italy, in November, last year said “The key to education is good school-family collaboration” and called for education pact capable of uniting families, schools and society to address the new challenges of our time. Parental involvement in school activities such as speech days and anniversaries, involvement in governance through PTAs and feedback mechanisms on student discipline and well-being can enhance the educational experience and outcomes for learners. Some specific ways parents can contribute to the integral development of their wards:

• Providing academic support
• Providing emotional, spiritual and psychological support
• Building social skills and values
• Moral and Ethical development
• Instilling growth mind-set in their wards
• Providing financial and career guidance
• Supporting physical, emotional and Mental health
• Fostering independence and autonomy
• Be a role model and live by example

7. Alumni: Former students can play a significant role in supporting their alma mater through mentorship and guidance programmes, financial contributions, and advocacy. Alumni can help maintain a sense of community within Catholic education institutions by reconnecting former students, fostering a network of individuals who support one another in both personal and professional capacities thus creating a strong sense of belonging and solidarity. This reinforces the Catholic value of community which plays a significant role in integral development. Engaging alumni can also strengthen the school’s network and resources.
8. Local Community leaders: Local leaders and organizations can provide support and resources for Catholic schools. Their involvement can enhance community ties and promote collaborative initiatives that benefit both the school and the community. Their involvement can help improve enrolment and visibility
9. Civil Society Organizations: Various CSOs partner with Catholic schools to provide resources, training, and support for educational programs. These partnerships can enhance the quality of education and address specific challenges faced by schools. Civil society organizations play a vital role in ensuring the integral development of learners by addressing their educational, emotional, social and physical needs. Through their advocacy programs and services, CSOs create environments where the learner can thrive academically, emotionally and socially. By promoting social justice, supporting marginalized communities, fostering leadership and encouraging active civic participation, CSOs empower learners to become compassionate and responsible individuals. Civil Society Organizations provide support in areas that extend beyond formal education, fostering holistic development of learners:

Benefits of Stakeholder Engagement and Collaboration

The collaborative efforts of stakeholders in Catholic education yield numerous benefits, notable among these are:

1. Improved Learning Outcomes: Shared efforts lead to better student support and academic performance.
2. Inclusive decision-making: Engaging stakeholders contribute to better decision-making, leading to enhanced teaching and learning experiences. This collaboration can result in higher student achievement and satisfaction.
3. Resource Mobilization: Collaborative partnerships can lead to increased funding and resources for Catholic schools. Stakeholders can pool their resources to support educational initiatives, infrastructure development, and capacity building.
4. Innovative Practices: Engaging diverse stakeholders’ fosters creativity and innovation in educational practices. Collaborative brainstorming can lead to the development of new programs and initiatives that address specific challenges faced by schools.
5. Strengthened School-Community Relations: Active engagement with the community builds trust and accountability and strengthens relationships between schools and local residents. This support can lead to increased enrolment and community involvement in school activities. Collaboration with local leadership, traditional authorities and grassroots organizations help ensure that development initiatives resonate with the people and meet their real needs.
6. Enhanced policy legitimacy: By integrating the views of various stakeholders such as government bodies, educators, learners, parents and community members, policies are crafted to be more comprehensive, relevant and acceptable by the population they affect (Nantale, 2024)
7. Sustainable Educational Development: Collaborative efforts ensure that educational initiatives are sustainable over the long term. Stakeholder engagement approaches according to Hoang et al 2024, can inform professional development programs aimed at promoting education for sustainability in schools. By involving various stakeholders, Catholic schools can create a support network that continues to thrive even in the face of challenges.
8. Promotes Social Inclusion: Engaging various stakeholders can ensure marginalized groups such as women, youth, and learners with disability are not left behind. These stakeholders can help identify barriers to inclusion and work towards policies that promote equity and access and even provide support for such less privileged within the school.
9. Fosters Integral development/Supports Holistic Student Development

• Beyond academics, stakeholder engagement helps address students’ emotional, social and physical well-being
• Civil Society organizations and community partners can provide counselling, mentorship and extracurricular activities that enrich students’ experiences.

Challenges to Stakeholder Engagement

Despite the numerous benefits, stakeholder engagement in Catholic education in Ghana faces several challenges:

1. Limited Resources: Many Catholic schools operate on tight budgets, which can hinder their ability to engage stakeholders effectively. Financial constraints may limit the scope of collaborative initiatives.
2. Communication Barriers: Effective communication is essential for successful stakeholder engagement. However, barriers such as partisan politics, language differences, varying levels of literacy, and cultural misunderstandings can hinder meaningful dialogue among stakeholders. Ensuring that all parties understand the objectives and processes of engagement is crucial for fostering collaboration.
3. Diverse Interests and Priorities: Stakeholders often have different interests, priorities, and expectations. Balancing these diverse perspectives can be challenging, and conflicts may arise if stakeholders feel their needs are not being adequately addressed. Effective facilitation and negotiation skills are necessary to navigate these complexities.
4. Resistance to Change: Some stakeholders may be resistant to new ideas or changes in educational practices. This resistance can stem from a lack of understanding, fear of the unknown, or attachment to traditional methods. Engaging stakeholders in discussions about the benefits of proposed changes can help mitigate resistance.
5. Limited Time and Commitment: Engaging stakeholders requires time and commitment, which can be a challenge for busy educators, parents, and community members

Strategies for Effective Stakeholder Engagement

To overcome these challenges and enhance stakeholder engagement in Catholic education, several strategies can be employed:

• Establish Clear Communication Channels: Creating clear and accessible communication channels is vital for keeping stakeholders informed and engaged. Regular newsletters, community meetings, and social media updates can help disseminate information and encourage feedback.
• Set Clear Goals and Expectations: Clearly defining the objectives of stakeholder engagement initiatives can help align interests and expectations. Establishing measurable goals can also provide a framework for evaluating the effectiveness of engagement efforts.
• Foster a Culture of Inclusivity: Ensuring that all stakeholders feel valued and included in the engagement process is essential. This can be achieved by actively seeking input from diverse groups, including marginalized voices, and creating a welcoming environment for dialogue.
• Provide Training and Support: Offering training sessions for stakeholders on effective communication, collaboration, and conflict resolution can empower them to engage more effectively. It is essential to develop effective mechanism to resolve conflicts and ensure that collaboration remains productive, even in the face of disagreement. This support can enhance their capacity to contribute meaningfully to discussions and initiatives.
• Utilize Technology: Leveraging technology can facilitate communication and collaboration among stakeholders. Online platforms, virtual meetings, and collaborative tools can help bridge geographical gaps and make engagement more accessible.
• Celebrate Successes: Recognizing and celebrating the achievements of collaborative efforts can motivate stakeholders to remain engaged. Highlighting success stories and positive outcomes can reinforce the value of collaboration and encourage continued participation.
• Build Trust: Creating transparent systems that allow stakeholders to trust the process and each other is key to long term collaboration.

Conclusion

In conclusion, Mr Chairman, distinguished participants, the importance of Stakeholder engagement and collaboration in education delivery in Ghana and in the world at large cannot be over emphasized. Stakeholder engagement is not just beneficial but necessary for a well-functioning education system. Schools that prioritize collaboration with stakeholders create a supportive, resourceful and dynamic learning environment that ultimately promote learning outcomes and the integral development of the learner.

While challenges exist, implementing effective strategies in fostering a culture of collaboration can lead to meaningful engagement. A collaborative approach to education not only benefits students but leads to more inclusive, resilient and effective outcomes and strengthens the entire community, ensuring that Catholic education continues to provide leadership in education delivery in Ghana.

Looking at the current state of our educational institutions particularly the pre-tertiary level, bedevilled with the challenges of exam malpractice, upsurge of social vices among the youth, can we as Stakeholders in Catholic education make a difference and champion the course of developing a resilient nation whose citizens are productive without compulsion and can stand the test of time in an era of economic and social unrest; for only the resilient can succeed in this 21^st century and beyond. To succeed all hands must be on deck.

THANK YOU FOR YOUR ATTENTION.

WORKSHOP (QUESTIONS FOR DISCUSSION)

1. How resilient have we been as stakeholders in providing catholic education over the years? Are we still staying true to our compelling mission as catholic institutions or have we allowed the setbacks to overcome us? And what are those setbacks
2. What are the realities of our time for which we need to equip our learners with knowledge, skills and attitudes that would enable them surmount the challenges ahead andbe resilient in the face of global setbacks
3. What are the obstacles to stakeholder engagement in Catholic education, and how could they be addressed?
4. In what ways can Catholic schools use modern technology and social media to engage stakeholders more effectively?
5. What innovative approaches can be used to strengthen partnerships between schools, parishes, and local communities? 
6. How can schools balance academic excellence and faith formation while involving different stakeholders?
7. How can students be empowered to take active role in their own education and moral formation?
8. What strategies can teachers and administrators use to strengthen collaboration with families and the wider community, for schools to remain financially sustainable
9. What challenges do schools face in fostering effective stakeholder collaboration and how could these challenges be mitigated?
10. How can parents contribute more actively to the holistic development of students in Catholic schools?
11. What role do church leaders play in ensuring that faith-based education remains impactful and relevant?
12. How can Catholic schools collaborate with government  while maintaining their religious identity?

References

1. Catholic Social Teachings
2. His Holiness Pope Paul VI (1965): Declaration on Christian Education (Gravissimum Educationis)
3. Pre-Tertiary Education ACT 2020 (1049)
4. Mitchell R.K, Agle, B.R., &Wood, D.J (1997): “Toward a theory of Stakeholder Identification and Salience: Defining the principle of Who and What Really Counts” Academy of Management Review, 22(4) 853-886.
5. Freeman, R.E. (1984): Strategic Management: A Stakeholder Approach…….
6. Nantale, H (2024): Stakeholder Engagement in Education Policy Development; Researchgate.net/publication- Kampala International University Research Center.
7. Hoang, A. et al (2024): Using a stakeholder engagement approach to inform professional development program to promote educational sustainability in school.