Over the past decade, the Association of International Schools in Africa (AISA) has seen firsthand the incredible power of connection that a well-designed conference can bring to our community. It’s not just about the content; it's about the people, the stories, and the experiences we share. This sense of community, and the theme of belonging, has become central to what we do—and it’s more important than ever.
The recent AISA conference, held in Cape Town, South Africa, was a transformative experience, setting the stage for our continuous journey of improvement and innovation. And, from the very first day after the event, we start planning for the next one by evaluating what is working and what we can improve, and by actively eliciting formal and informal feedback from our attendees. Our goal is that our attendees notice and feel how the conference is evolving from year to year in response to their needs. Our work is a satisfying, iterative process where we are always learning, always adjusting. The heart of our work lies in building a sense of connection and belonging amongst our members' schools, which is a particularly crucial endeavor in a region as vast and diverse as Africa.
The Power of Belonging: A Central Theme
The theme of each AISA conference serves as a cornerstone of our gathering. It emerges from the previous year's experience, often reflecting the prevailing needs of our community. Since the COVID-19 pandemic, one thing has become abundantly clear: there is a deep hunger for belonging. The people who attend our conferences come not just for the professional learning, but for the opportunity to reconnect, engage, and build relationships. They want to feel seen, heard, and understood.
For the recent conference, we drew inspiration from South Africa, choosing the Zulu phrases Sawubona (I see you) and Simunye (We are one) as our theme. These words encapsulate our approach to diversity, equity, inclusion, and justice (DEIJ). We don’t just want to create a space where people feel they belong; we want to ensure that they feel seen in all their uniqueness. This year, the theme wasn't about insisting we are all the same, but rather about celebrating our differences and sharing the space to learn from each other.
By grounding the conference in these values, we signal to attendees that we are committed to understanding their stories—not just their professional learning needs, but their personal experiences and identities. This isn’t just about fitting into a mold; it’s about creating a space where everyone can bring their full selves. Our team is always inspired by the feedback we get from the conference evaluations, where participants frequently express that they feel a real sense of community, often saying they want more opportunities to stay in touch after the event. It’s a powerful reminder that belonging isn’t just a buzzword for us—it’s a tangible experience that is deeply valued by our members.
The Challenges of Africa's Geographic Diversity
One of the things that sets our region apart is its sheer geographic expanse. Our schools are spread across a vast continent, making travel to our events a significant challenge. Unlike regions like the United States of America, Europe, or Asia, where hopping on a short, inexpensive flight is the norm, travel across Africa can be time-consuming and costly. For many of our educators, attending our conference may be the only professional development opportunity away from their schools that they get all year, or even every few years. This reality makes us even more deeply committed to ensuring that our conference is an inspirational, substantive and practical experience that honors the dedication and investment member schools are making to attend.
Africa is home to many small schools, some with fewer than 100 students. These schools often face significant logistical challenges, and the Heads of these schools wear many hats. It’s not uncommon for a Head of School in Africa to be responsible for everything from electricity management to planning a curriculum. When they come to a conference, they need to leave those concerns behind and focus on what matters most: student learning and wellbeing. This is why, beyond professional learning, the connection we provide is so crucial. We offer educators a safe space to breathe, reflect, and learn from one another. Our events are a chance for educators to be part of something bigger than their own isolated schools. Attending our conference offers the power of gathering in community to remind everyone that we are not alone in this work.
Showcasing Student Leadership and Impact
One of the most exciting parts of our conference is the student panels. Unlike typical student performances, these panels feature students in conversation about their experiences, their leadership, and their actions in response to key issues in their schools. We have been doing this for several years now, and it is always a highlight. Students have the opportunity to share how they have put ideas like DEIJ and service learning into practice at their schools. The sophistication with which they talk showcases their talent and dedication and reflects deep understanding which we know is a credit to the quality of teaching and learning happening in their schools. These students are articulate, passionate, and deeply invested in both their learning and one another.
For instance, this year, a student panel shared how they responded to an incident of discrimination by creating and ratifying an anti-discrimination code, written and led by students themselves. The message to those of us in the audience was clear: the ideas we talk about in professional learning are not just abstract concepts—they are having a real-world impact on students. Our students are not only learning these values but are taking active leadership roles to shape their school communities for the better.
Hearing directly from students about the changes they are seeing and leading is an incredibly powerful moment for educators. This direct interaction is a reminder that our work in schools goes far beyond the classroom—it is about empowering the next generation of leaders to take ownership of their learning, their community, and the world around them..
A Region's Unique Needs: Supporting Host Nation Teachers
The reality is that many host nation teachers do not have access to the same opportunities and often have fewer resources than their international counterparts. They also report feeling less agency over their professional development opportunities, and limited access to the same training that international hires receive. This discrepancy not only affects their professional growth but also impacts their career progression, with fewer opportunities for leadership roles.
This is where AISA has been focusing more attention. We have recently launched a new program, “Bese Saka,” a name derived from an Adinkra symbol developed by the Asante people of West Africa representing abundance, affluence, and unity. AISA’s Bese Saka program is designed to increase support for host nation teachers, supporting them to access professional development, leadership training, and career growth opportunities. We provide targeted resources, including discounted teacher certification programs and mentorship, to empower host nation teachers to thrive and contribute to a stronger educational ecosystem in Africa.
Moving Forward: A Vision for the Future
As we look to the future, there’s one thing that remains clear: the work we are doing is vital. The feedback from our community—both educators and students—reminds us of the profound impact that our learning events have. At AISA, we continue to evolve, ensuring our conferences and professional learning opportunities reflect the unique needs of our diverse region. We strive to balance high-quality professional learning with deep community-building efforts. It is a delicate balance, but one that is so worth it. As we continue to grow and adapt, we are excited about what lies ahead, particularly the opportunity to elevate the voices of our host nation teachers and further enrich our community’s sense of belonging.
Our work in Africa is unlike any other region in the world. Here, expansive distances and diverse challenges become opportunities for connection and shared growth. It is a privilege to be part of this journey, building a vibrant community where every educator, regardless of background or school size, feels valued and empowered. Together, we are creating a space where everyone can come together, learn, and be part of something greater, proving that learning knows no bounds and that even across a continent as vast as ours, a shared passion for students can ignite extraordinary change. This commitment to fostering community, empowering educators, and promoting innovation across a continent brimming with diverse cultures and thriving communities is what makes AISA and its conferences so special.
Born to Kenyan and Ugandan parents, Elizabeth Imende did her early schooling in Kenya before emigrating with her family to the United States of America (USA). She holds a bachelor’s degree in English from Wake Forest University and a master's of education in Teaching and Learning from Harvard University, and has worked in the education sector for over 20 years. Her experience spans the globe, having worked for schools and organizations in Latin America, Asia, Europe, the USA, and East and Southern Africa. In her roles as consultant with Research for Better Teaching and later as the founder and director of Advancing Educators, Elizabeth supported hundreds of educators and administrators in improving their practice, leadership and strategic thinking. After having been a long-standing professional learning facilitator for AISA, Elizabeth accepted the role of AISA’s Executive Director in July 2024.
Graham Carlini Watts is the Deputy Executive Director of AISA. He is an educational writer, advisor, and consultant with experience in leading professional learning in over 25 countries. Before joining AISA, Graham was Global Director of Education and Training for an international children’s wellbeing charity. He recently completed his doctoral study at the University College London Institute of Education. His thesis explored host nation teachers’ experience of professional development in international schools in Africa.
