{"id":748,"date":"2026-04-29T06:50:00","date_gmt":"2026-04-29T06:50:00","guid":{"rendered":"https:\/\/powerteachersafrica.org\/pta\/?p=748"},"modified":"2026-05-02T05:33:34","modified_gmt":"2026-05-02T05:33:34","slug":"message-from-our-board-chairperson","status":"publish","type":"post","link":"https:\/\/powerteachersafrica.org\/pta\/message-from-our-board-chairperson\/","title":{"rendered":"Message from Our Board Chairperson"},"content":{"rendered":"
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Dear Stakeholders and Partners,<\/span><\/p>\n

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On behalf of the Board of Directors, it is my honour to present Power Teachers Africa’s first annual report. This year has been one of foundation-building, resilience, and achievement, a year that has filled us all with hope for what is possible when teachers are placed at the centre of education reform.<\/span><\/p>\n

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Power Teachers Africa was established because we believed in something fundamental: that no education system can be better than the quality of its teachers (Government of Uganda, 1992). The learning crisis across Sub-Saharan Africa is well documented, but the solutions have too often overlooked the most critical factor – teacher motivation. In Uganda, where over half of teachers are absent on any given day, the cost to children is immeasurable. We founded this organisation to change that reality.<\/span><\/p>\n

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What the executive team has accomplished in 2025, with limited resources and during a period of global funding contraction, is nothing short of extraordinary. I am in awe of their commitment. The Board approved an ambitious work plan in April 2025, and we watched as the team delivered, not despite the challenges, but with remarkable ingenuity in the face of them.<\/span><\/p>\n

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The Power Teachers for Learning model has been piloted, evaluated, and approved by the Ministry of Education and Sports. This is a significant milestone. It means that our work is not peripheral; it is contributing directly to national priorities, including the implementation of the Teacher Incentive Framework and the integration of digital CPD into the National Teacher Policy. The model has proven that motivated teachers improve learning outcomes, and it has done so in a way that is cost-effective, scalable, and aligned with government systems.<\/span><\/p>\n

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I want to express the Board’s profound gratitude to the executive team, who volunteered their time, covered expenses, and invested their own resources to keep the organisation moving forward. Their dedication exemplifies the values we hold as an organisation. I also want to thank my fellow Board members, who have voluntarily provided guidance, oversight, and unwavering support throughout this inaugural year.<\/span><\/p>\n

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We are also deeply grateful to our partners\u2014Junior Achievement Uganda, Uwezo Uganda, Robokids, and the many government and civil society organisations that have supported our work. In particular, we are deeply grateful to those who agreed to work with us and participated in and supported our pilot – the learners, teachers, headteacher, community members, school management committee member, Mbale District Local Government personnel, and Ministry of Education and Sports. Partnership is not just a strategy for us; it is a value. We know that systemic change requires collaboration, and we are honoured to work alongside so many committed allies.<\/span><\/p>\n

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As we look to 2026 and beyond, our strategic priorities are clear. First, we must secure sustainable funding. The model works; we have proven that. Now we need the resources to take it to scale. Second, we must develop the technology infrastructure that will make the model efficient and replicable. The mobile APP that will automate attendance verification and enable offline CPD completion is essential, not only for Power Teachers Africa but for the Ministry of Education and Sports, which could adapt it for broader teacher management purposes.<\/span><\/p>\n

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We also aspire to develop our own digital CPD courses and e-learning resources, ensuring that teachers have access to high-quality, contextually relevant professional development that reflects the realities of Ugandan classrooms.<\/span><\/p>\n

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From a governance perspective, the Board is committed to ensuring that Power Teachers Africa operates with the highest standards of accountability, transparency, and strategic oversight. We are completing our registration with the Uganda NGO Board, strengthening, as needed, our already developed policies and systems, and positioning the organisation for long-term sustainability and impact.<\/span><\/p>\n

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This first year has given us reason to be optimistic. The model works. The team is exceptional. The partnerships are strong. And the need is undeniable. With your continued support, we will ensure that thousands of teachers across Uganda, and eventually across Africa, are empowered to transform children’s lives.<\/span><\/p>\n

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Thank you for standing with us. Teachers matter. Teacher motivation matters. And when teachers thrive, learners succeed.<\/span><\/p>\n

 <\/p>\n

Sincerely,<\/span><\/p>\n

 <\/p>\n

 Florence Malinga<\/span><\/p>\n

Board Chairperson<\/span><\/i><\/p>\n

\u201cNo education system can be better than the quality of its teachers, nor can a country be better than the quality of its education.\u201d<\/span><\/i> (<\/span>GoU White Paper on Education, 1992<\/span><\/a>)<\/span><\/p>\n

 <\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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