World’s Most Influential Women in Education to Follow, 2023

1. World's Most Influential Women in Education to Follow, 2023 www.worldsleaders.com Vol. 01 | Issue 08 | January 2023 Leading the Way for Girls’ Education PG. 32 Women Educators and Gender Imbalance in the Teaching Profession PG. 46 Patti France Patti France Patti France A Renowned Name with Extensive Experience in the Post- Secondary Education Sector President | St. Clair College

4. World’s Most Inuential Women in Education to Follow, 2023 The Art of Motivating, Inuencing, and Directing People Effective leadership is essential for school improvement, and it is second only to classroom instruction in terms of its impact on student achievement. The roles, responsibilities, and impacts of school leaders vary globally, according to a new evidence review report from Global School Leaders, painting a complex and dynamic picture of school leaders. Educational administrators have a significant impact on the culture, outlook, and reputation of their institutions. They serve as the foundation for the growth and operation of learning communities. Schools that have effective leadership transform into learning environments where students are not only educated but also challenged, nurtured, and inspired. Board member of the Windsor Family Credit Union and sits on their Audit Committee. Patti also currently serves as a member of the Ontario Colleges Committee of Presidents. As per President France, her love of education and of St. Clair's students and colleagues has driven her and brought her joy every single day of her career. St. Clair's mission and mandate have remained practical and fundamental throughout its 55-year history: to train students for the jobs of today while also looking ahead to prepare them for the jobs of tomorrow—and to retrain current employees with the evolving new skills required in their workplaces. On the other hand, ineffective or nonexistent school leadership can defeat the aims of a system of education. Learning is hampered in schools that lack a solid framework and direction, and students suffer. In this edition “World's Most Influential Women in Education to Follow, 2023”, World's Leaders features woman leaders from education sector which are thriving in leadership and leading with best practices and strategies to make education more effective and career oriented. Also, while you flip through the pages, don't forget to read the articles created by our in-house editorial staff and industry experts. The cover features Patti France President at St. Clair. Patti France participates on numerous committees and sub-committees. She is the Board Chair of the Ontario College Application Services (OCAS), the Board Vice- Chair for Windsor Regional Hospital and is also the Chair of their Quality-of-Care Sub-Committee. Patti is a Have a lovely read!

5. CREDIT PAGE Editor-in-Chief Steve Sanchez Managing Editor Jagdish Chincholikar Executive Editor Nicole Williams Assistant Editor Gayatri Bhujbal Art & Design Director Jack Anderson Business Development Manager Hazel Hayes Business Development Executive Natalie, Amit Associate Designer Kevin Rust Digital Marketing Manager Victor Clarke Sales Manager Casey Simpson, Irfan Shekh Marketing Manager Tom Swann Technical Specialist Barry Jones Circulation Manager Danny Parker JANUARY 2023 3296 Westerville Rd #250, Columbus, OH 43224, USA Copyright 2023 WORLD’S LEADERS Media Tech LLC, All rights reserved. The content and images used in this magazine should not be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission from WORLD’S LEADERS Reprint rights remain solely with WORLD’S LEADERS. Follow us on :

6. Patti France A Renowned Name with Extensive Experience in the Post-Secondary Education Sector Cover Story 10

7. 24 Dima Rachid Jamali 28 Maria Regueiro Leading the Way for Girls’ Education 32 36 Pardis Mahdavi 40 Phoebe Wasfy Women Educators and Gender Imbalance in the Teaching Profession 46 48 Pola Goldberg Oppenheimer 54 Roslyn Clark Artis 58 Tanja Schjellerup

10. t sI o M s ’ d l r o W nfl u e n ti al WOMEN IN EDUCATION to Follow,2022 A Renowned Name with Extensive Experience in the Post-Secondary Education Sector President | St. Clair College 10 | JANUARY 2023

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12. “What we want, more than anything, is their professional expertise and experience, because it is that "real world" information that will allow graduates to enter workplaces and meet employers' expectations.” 12 | JANUARY 2023

13. As we begin the third decade of the twenty-first century, education is more important than ever for comprehending the modern world. Whether it is teaching students or instructors, analyzing the role of education in leading and driving change via policy, practice, and ongoing innovation for a more inclusive education is essential in the creation of new and improved educational systems across the world. Patti France has worked in the field of post-secondary education for more than 35 years. She has had direct responsibility for several important College departments over the past ten years, including the Registrar's Office, Human Resources, Student Services, Information Technology, Health and Safety and Facilities Management. She has also handled formal College interactions with both unions as well as the majority of College interactions with the Ministry of Advanced Education and Skills Development. Patti France, the College's President, serves as head of many committees, including the Senior Operations Group, which is made up of members of the senior management team. tertiary education had actually occurred inside the college system as opposed to having gone to a university. Additionally, over the course of more than twenty years, she had spent her entire professional life at the same organization: from being a student at St. Clair to a Computer Lab Technician and lecturer, to managerial positions in the school's I.T. Department, to Vice- Presidential appointments overseeing nearly every division of the College, and finally to St. Clair's Presidency. The fact that students and potential students could see how their own President used her College credentials to advance inside the school was a fantastic marketing and recruitment picture. President France had earned degrees in adult education while still pursuing her work (a B.A. from Brock University in Ontario and an M.A. from St. Francis Xavier University in Nova Scotia). That was another important message to students, demonstrating that "I practiced what I preached" when she spoke about the importance of life-long learning. Patti France participates on numerous committees and sub- committees. She is the Board Chair of the Ontario College Application Services (OCAS), the Board Vice-Chair for Windsor Regional Hospital and is also the Chair of their Quality of Care Sub-Committee. Patti is a Board member of the Windsor Family Credit Union and also sits on their Audit Committee. Patti also currently serves as a member of the Ontario Colleges Committee of Presidents. Journey to Becoming an Educational Chief President France was raised in Essex County's northern region, close to Windsor, Ontario. When she graduated from high school in the 1990s, she decided to enroll in the diploma program in Computer Programming because she was interested in the still-relatively-new but fascinating field. Stepping into the Education Sector President France wasn't overly ambitious when she first began at the College and certainly would have never thought she would one day be President. In fact, Patti was a bit of an anomaly when she was chosen to lead St. Clair in 2015. President France was one of a select group of Canadian college presidents whose first worldsleaders.com | 13

14. Through its Schools of Business, Information Technology, Media, Art and Design, Community Studies, Engineering Technologies, Health Sciences, Nursing, Skilled Trades, and Apprenticeships, the institution provides over 120 programs in a variety of disciplines in Windsor and Chatham. Most of those are intensively practical, two- to three-year programs that are quite technical. The College is also currently providing a number of four-year applied degree programs, including a brand-new hybrid that combines business and computer studies, in an effort to develop I.T. experts who are thoroughly acquainted with the procedures and requirements of commercial and manufacturing enterprises. St. Clair's mission and mandate have remained practical and fundamental throughout its 55-year history: to train students for the jobs of today while also looking ahead to prepare them for the jobs of tomorrow—and to retrain current employees with the evolving new skills required in their workplaces. The provincial government's first goal in developing the network of twenty community colleges in 1967 was to meet local demands for employment training. Today, however, St. Clair and all Ontario colleges find themselves welcoming the world in the form of a huge influx of international students. Approximately half of its total enrolment now consists of international students from over 60 nations around the globe. Preparing Students for the Outer World But when President France took on new troubleshooting tasks, she established herself as a "go-to" problem solver. She was a person who worked with or oversaw every single operation at the College, including Academics, I.T., Labour Relations and Human Resources, Governance, Community Relations, Facilities Management and Student Services. As a result, she became a generalist rather than a specialist over the course of her administrative career. While the delivery of knowledge and theory is, of course, part of the St. Clair curriculum, the most distinctive element of an Ontario college education is its "real world," hands- on, technology-laden practicality. There are three items that implement that element of this education: First, faculty members engage individuals who are professional practitioners in the academic fields. Many – most – of St. Clair's professors don't have extensive backgrounds as lecturers, but the College has professional development programs to "teach them to teach." President France states, "What we want, more than anything, is their professional expertise and experience, because it is that "real world" information that will allow graduates to enter workplaces and meet employers' expectations.” As per President France, her love of education and of St. Clair's students and colleagues has driven her and brought her joy every single day of her career. St. Clair College St. Clair now maintains campuses in three different locations in Ontario: Windsor, Chatham, and Toronto. It also has a "sister school" affiliation with a private college in Toronto. Currently, it serves about 14,000 students throughout its several campuses. Second, students spend just as much time outside of class in labs, clinics, and workshops, applying what they have 14 | JANUARY 2023

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16. learned in lectures through practical activities. Additionally, President France is pleased to note that the College's labs, clinics and workshops are outfitted with cutting-edge technology, most of it kindly provided by business and industry so that St. Clair's graduates may join the workforce with a solid understanding of modern technology. placement, an internship, job shadowing, or a requirement to participate in an off-campus community initiative. That not only provides additional knowledge and skills acquisition, but it also helps to develop the "soft skills" expected by all employers, such as punctuality, teamwork, individual initiative, courtesy to customers, regard for health and safety, etc. Third, each program at the institution includes a work-integrated learning component, some of which lasts for many months. These components might take the form of a work According to President France, are we doing a good job of all of that? Are we meeting students' expectations? The only way to know is to ask. Every year, 16 | JANUARY 2023

17. either on St. Clair's own or via a provincial process, the College surveys the satisfaction levels of students, recent graduates, and the employers of recent graduates. The findings generated by those surveys are extensively analyzed and responding to any shortcomings or critiques constitutes a key component of President Frances's administration's work plan for the following year. Of course, if monitoring indicates that the problematic issue has persisted, a fresh analysis and set of measures may be required. In light of all of this, openness and communication are essential for corporate performance and employee engagement. President France is a manager who supports her policies and processes but is also aware of the risk of institutional paralysis. In fact, her first major task at the College involved precisely that sort of thing, when she volunteered to put her fresh-out-of-school computer programming education into practice by converting the record-keeping of several departments from paper to electronic processing and storage. She states, "I constantly heard the "But we've always done it this way/You can't do it that way" criticism, but my bosses and mentors at the time encouraged me to give it a shot." It worked, and that led to my first major administrative job: to computerize all of the College's information gathering and storage processes. "So, as an employer and an administrator—and as an educator—I love those who challenge the status quo, looking for opportunities to improve education and services.” As part of that, too, President France loves employees and students – and all people, really – who volunteer for tasks that are outside of their comfort zones. That's something that she did throughout her career: volunteer for troubleshooting jobs in areas that she wasn't really that familiar with. President France figured that she could always educate herself or assemble a team with the necessary expertise to get the job done, and that the main task Leading with Transparency and Open Communication The best way to understand President France's management style and philosophy is to look at how she created St. Clair's risk management process, which involves identifying an issue, analyzing it, coming up with a solution, watching how it affects the situation, and keeping the solution in place if long-term control is necessary. worldsleaders.com | 17

18. If you're interested or passionate about something, forget the stereotypes and just go for it. 18 | JANUARY 2023

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20. is just to provide the leadership to get the problem-solving underway and keep it on track. substance abuse, self-harm and suicide. She says, "If they're anything like St. Clair, I'm sure that almost all educational institutions now have additional and enhanced services in place to both identify and provide counselling to those in need of mental health services." If I could say anything to young people, it would be simply to reach out to almost anyone at your school for help when you need it because it is available to you. The Great Risk comes to academic and occupational aspirations." "If you're interested or passionate about something, forget the stereotypes and just go for it.” Working to Bring Improvements President France is also adamant in her campaigning for more young people to consider education and careers in the skilled trades. These are tremendously challenging, rewarding, and lucrative careers, with ample opportunities for employment and personal entrepreneurship. She opines, "Our economy and our quality of life are very dependent upon those who work in these fields, and we must encourage young people to explore such careers.” Computer programming was not, at least in the 1990s, a common academic or professional field for women, so President France was something of a "women in STEM” pioneer as a student. As a female educator and administrator, President France has strongly advocated for women in trades and technology. But she has looked at the other side of the coin, too, and advocated that more men should pursue education and careers in the health sciences and social services. She says, "Basically, I'd love to see all gender considerations scrapped when it The biggest risk that President France has taken and that the College has taken during the past three decades occurred in the 2021–22 academic year. She shares, "We were one of the first and few postsecondary institutions in Ontario, perhaps in Canada, that fully reopened for in-person instruction According to President France, the stress and pressures that confront teenagers and young adults in this era have led to an alarming mental health crisis involving depression, anxiety, 20 | JANUARY 2023

21. the expenditure side of the ledger, St. Clair has recorded annual budgetary surpluses in excess of $25 million during the past half-decade. That solid financial situation has permitted St. Clair to vastly expand services and facilities throughout Patti France's presidency, including the creation of new academic, athletic, and residential facilities. A significant portion of the surpluses have also been set aside into long-term reserves as "rainy day" funds to cope with any downturn in either enrolment or the general economy. was handed down on a Friday. The following week was scheduled to be St. Clair's March Break, a vacation for students. In the subsequent nine days, the institute's faculty and staff converted every single course to an online delivery format; cameras and home-based equipment were distributed to faculty members; and online software was made available to students for logged-in lectures. By the Monday after March Break, St. Clair was up and running in a virtual manner. President France shares, "Six weeks later, the academic year concluded on schedule, and in June, we staged an online convocation for one of the largest graduating classes in our history." She further adds, "On that Friday in March, when the health authorities told us to close our campuses, I might have heard, “Well, that's it for the year.” Teaching in person is the way we've always done it. “We can't do anything else.” during the last half of the two-year- long COVID pandemic." She further adds, "That year, most colleges and universities maintained their online- only curriculum delivery. St. Clair had operated primarily online in 2020–21, and it was okay but not ideal. "A college education, especially, needs the face-to-face interaction between teacher and student in clinics, labs, and workshops in order to be truly thorough and effective.” So, based upon the very stringent recommendations of public health authorities, the institute returned to in- person instruction in 2021–22. IT developed, applied, and policed protective measures involving vaccination and testing, social distancing, masking, and personal protective equipment. President France states, "We brought staff and students back to campuses safely and had a somewhat different but wonderfully successful year.” View for the Next Five Years In the next five years, President France sees St. Clair under a new president. After what will be 35-plus years of employment with the College, almost ten as its President, she has announced her intention to retire effective in August of 2024. President France is confident, however, that she will be leaving the College in excellent academic and corporate shape. President France believes the best way to develop young education leaders is not just to review them but rather to question and challenge them. Is that policy or procedure still sufficient, realistic, or even necessary? Is there a better, cheaper, simpler way to do it? If any class of administrator should seek out new ideas, it should be those in education, don't you think? President France's advice to young education leaders is to constantly be aware of and beware of institutional paralysis. The Responsibility of Providing Education As it has throughout its half-century of existence, President France knows that St. Clair will continue its role as an educational institution that is highly responsive to economic, employment- marketplace and technological trends. She asserts, “We’ll enhance programs as evolving occupational demands warrant and create new programs as completely new businesses and industries emerge.” “And we'll increasingly involve both our faculty and our students in research and development projects, either on their own volition or in partnership with private-sector companies.” Fortunately, in terms of enrolment growth, the last five to seven years have consistently been the best in St. Clair's history. This is mostly attributable to a significant increase in the number of foreign students as a result of Ontario's and Canada's initiatives to recruit immigrants in order to increase the workforce for economic growth. St. Clair had several hundred foreign students enrolled seven years ago. Today, it has around 7,000 students, including those at their sister school in Toronto, which is 10 times as many. Surprisingly, St. Clair had an increase in enrollment even during the epidemic, as many foreign students were able to continue their studies while in their home countries. Advice for Young Education Leaders When the COVID pandemic first arose in serious fashion in Ontario in 2020, the College was ordered by public health authorities to shut down campuses in mid-March. The order That enrolment growth has meant significant new tuition revenue. Coupled with spending constraints on worldsleaders.com | 21

24. Dima Rachid Dima Rachid Dima Rachid Jamali Jamali Jamali Educating Future Leaders as Change Makers of a Better Tomorrow Lifelong learning can assist us in achieving personal fulfillment and pleasure, whether we are following personal interests and hobbies or professional goals. It acknowledges that humans have a natural desire to explore, learn, and grow and exhorts us to do so by paying attention to the principles and objectives that motivate us. Dima Rachid Jamali is the Dean and a Professor at the University of Sharjah. She is a strong proponent of lifelong learning and the value of embracing constant interactions with peers who share similar views and exchanging best practices through attendance at important local, regional, and international conferences and events, in addition to executive workshops to stay up to date on the most important new trends and innovations reshaping business and academia. 24 | JANUARY 2023

25. Dima Jamali Dean & Professor University of Sharjah worldsleaders.com | 25

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27. The Backstory of Her Success the public sector, academia, and the entire UN system. Responsible Leadership Initiative (GRLI), an organization that promotes ethical leadership in both the public and private sectors. Dima Jamali previously held the Kamal Shair Chair in Responsible Leadership and was a professor and associate dean at the Olayan School of Business, American University of Beirut (AUB). She graduated with a PhD in Social Policy and Administration from Canterbury, UK's University of Kent. Her studies and instruction have mostly focused on social entrepreneurship and corporate social responsibility (CSR) over the years (SE). She is the author or editor of seven books, including Handbook of Responsible Management (Edward Elgar 2019), CSR in Developing and Emerging Economies: Institutions and Sustainable Development (Cambridge University Press), Social Entrepreneurship in the Middle East (Palgrave, 2015), CSR in the Middle East (Palgrave, 2012), and Corporate Governance in Arab Countries: Specifics and Outlooks (NTER Press 2019), and over 100 significant international publications, which are widely circulated and cited internationally and concentrate on various facets of sustainability, sustainable development, and CSR in developing nations generally and the Middle East specifically. She gained invaluable experience founding, growing and working with the UN Global Compact Network of Lebanon to organize high-level forums, roundtable discussions, national programs, and activities focused on empowerment, inclusion, development, and well-being with the goal of leaving no one behind. She also engaged a broad range of individuals from the private sector, Bestowed for excellence The University of Sharjah Dima Jamali was recognized by Stanford University as one of the top 2% most influential global scholars in the field of sustainability as a result of her extensive research, and she also received the 2015 Aspen Institute Faculty Pioneer Award, which the Financial Times referred to as "the Oscars of the Business School World" for faculty who are at the forefront of their discipline's teaching and research. She also received the 2015 Arab Organization for Social Responsibility Personality of the Year for CSR award and the Shield of Excellence for the Arab Region, as well as the 2010 Shoman Prize for Best Young Arab Researcher, which honors outstanding scientific contributions that help address pressing issues at the local, regional, and global levels. At Global Compact Network Lebanon, Dima founded this important network and continues to serve as steward and president. The UN Global Compact is the largest sustainability program in the world and calls on businesses to connect plans and operations with fundamental values of anti- corruption, labor, environmental, and human rights. She is also a member of the Global Council for the UN Principles of Responsible Management Education (PRME), which strives to instill sustainability at the core of higher education institutions, which has invited her =to join in 2020. She is also a contributor to the Globally The University of Sharjah was established with the intention of adding to the qualities of distinguished universities all over the world share. University of Sharjah provides extensive and multi- disciplinary education and research programs. The University of Sharjah is a full-service academic organization with a unique teaching methodology, great research reputation and a worldwide perspective. In the UAE and the GCC, it is a leader in academia, science, and the arts and was ranked number 1 in the UAE along with UAEU University by Times Higher Education Rankings in 2022. The UAE Ministry of Higher Education has accredited all programs. Engineering, Communication, Science, and Business are just a few of the disciplines that have received international accreditation. At the University of Sharjah, faculty members are dedicated to delivering a top-notch educational experience that equips future leaders with a comprehensive set of knowledge and abilities. They are committed to creating a cooperative, long-lasting atmosphere that supports cutting- edge research and scholarship as well as the development of skills for the twenty-first century. worldsleaders.com | 27

28. Dr. Maria Cristina Regueiro F of Science in Electrical Engineering from the City University of New York in 1973, a Middle Management Certicate from the University of Miami in 1978, and a Doctor of Education in Educational Leadership from the University Central of Ashdod in 2013. She served as the vice chairman of the Florida Employers Advisory Council in Hialeah in 1997, and as a member of the Miami Northwestern High School advisory board from 1995 to 1996. She has been involved with Women for Human Rights, Inc. in Miami- Dade since 1994, and the Alliance for Career Education in Dade County, Florida, since 1989. A renowned Cuban-American University President / CEO / Founder lorida National Universality's President and CEO, Dr. Maria Cristina Regueiro, is based in Hialeah, Florida. She earned a Bachelor 28 | JANUARY 2023

29. Maria Regueiro President & CEO Florida National University worldsleaders.com | 29

30. 305-821-3333 | FNU.EDU Below are highlights of the interview conducted between World's Leaders and Dr. Maria Cristina Regueiro: political prisoner for 12 years advocating for freedom and human rights, and fighting against communism. When Pepe came to this country, he wanted to teach and share his knowledge with others. I went to CCNY and became an Electrical Engineer. During the evenings, I used to teach. We shared a love and passion for education and desire to share with other our acquired knowledge. What has made you successful? Ÿ Determination Ÿ Commitment Ÿ Resilience Describe who you are as a person, inside and outside of the workplace. I have a passion for Education and helping to educate students and the community. What do you value? Integrity, commitment, transparency, humility, friendship and family. Which are the major services of the company and how do the company to get ahead in the competition? What value-added services does the company provide? FNU provides higher education. FNU offers Associate, Bachelor, and Master's Degrees. Value-added services include Value-added services include, commitment and service to the community, and raising awareness on important issues: Missing Children, Human Trafficking, and Domestic Violence. Inside the workplace: Tell us about the inception of the company. How did it all start? My beloved and I, along with a business partner, founded Florida National University. FNU is the first, and only university in the City of Hialeah. This year we are celebrating 40 years of helping to educate the community. A leader, a boss, and a mentor. Outside the workplace: A sister, a sister-in-law, an aunt, and a great-aunt to my nephew's children. Describe your background and what did you do before you started/joined the company? We are originally from My husband, the late Dr. Jose "Pepe" Regueiro, was a dentist in Cuba and a Havana Cuba. Please visit https://www.fnu.edu/fnu- history/ for more details about FNU's history. 30 | JANUARY 2023

31. What are the most important aspects of a company's culture? FNU's mission, history, vision of original founders, legacy, human resources, and the flexibility to adapt and change when necessary. What principles do you believe in and how do you build this culture? The principles we believe in are depicted in the institutional mission and philosophy. As an institution of higher learning, we work as a collaboratively team to provide our students with excellence in education. What is the significance of innovative ideas in the company? The ability to bring new programs to our students to our academic offering to better prepare our students for the ever-changing demands of the workforce with necessary skills including critical analytical, thinking, and problem solving, better understanding of their role and obtain a better place in the workforce. Give us your opinion on; do organizations rely heavily on individual heroics or team processes? Team processes allow organizations to grow and create a successful work environment conducive to success. Using the wise old African proverb that states "If you want to go fast, go alone, if you want to far, go together." Working both individuality and in a collaborative team environment are imperative to the success of any organization and intuitions. What is the happiest part of your daily routine? Meeting and interacting with our students and team members, which which are my FNU family! What advice would you give someone going into a leadership position for the first time? Listen to your team, the coworkers, and interact with them with an open mind. What are your responsibilities as the CEO/Founder/President/Director of the company? Implement and adhere to the mission of the organization and the policies implemented by the Board of Governors. worldsleaders.com | 31

32. T youth will be tomorrow's leaders, thus it is the responsibility of educators to help them become future-ready. eachers are at the center of society's fundamental building block, education. Today's Around 31 million females in the world who should be in primary school are not. And if current trends hold true, it's predicted that all girls in Sub-Saharan Africa won't finish elementary school until 2086. Through this edition, we're recognizing five women who are using their voices, influence, and leadership to advance girls' education around the world. This is but a small sample of the millions of women driving change; it is by no means an exhaustive list. 32 | JANUARY 2023

33. Michelle Obama, Former First Lady of the United States Malala Yousafzai, Activist Graça Machel, activist and philanthropist Young Malala resisted Pakistani fundamentalists and their brutal attacks by having the guts to attend school, and she went on to become a global symbol of the value of educating females. 2014 saw Malala, then 17 years old, receive the Nobel Peace Prize in recognition of her brave and powerful speeches in support of girls' education. In 2015, Mrs. Obama introduced "Let Girls Learn," a new U.S. effort to support community-focused girls' education all across the world. Mrs. Obama has regularly spoken for the need of educating girls around the world. Ms. Machel has spent her entire life championing girls' education and children's rights through her philanthropy and advocacy work at the Graça Machel Trust. She has also raised awareness about the scourge of female genital mutilation, early child marriage, and other practices that prevent girls from realizing their full potential. 7,000 Peace Corps volunteers will be utilized by the project to aid hundreds of brand-new neighborhood initiatives that encourage girls' attendance and retention in school. I want to be remembered as the "girl who struggled for school," not as the "girl who was shot by the Taliban," she stated. "I want to dedicate my life to this cause," the speaker said. She and the prime minister of Norway, Erna Solberg, co-wrote in an Op-Ed piece last year that "too many girls are stunted, malnourished, denied school, and coerced into early marriages.” The First Lady stated at the White House event that girls are our future entrepreneurs, teachers, and doctors. They are our visionaries and dreamers, and they have the power to alter the course of history. She is the founder of the Malala Fund, which works to improve systems and policies at the global, national, and local levels to ensure that girls have access to high-quality education. Policymakers need to address this gender discrepancy because it poses a risk to the stability of future generations. Michelle Bachelet, Former President of Chile Emma Watson, Actress In 2014, President Bachelet implemented a comprehensive education reform program that increased the government's spending in public education during her second non-consecutive term. Ms. Watson serves as a Goodwill Ambassador for UN Women, a United Nations agency devoted to empowering women and promoting gender equality. In that capacity, she started the HeForShe movement, which encourages men and boys to help break down the social and cultural constraints that keep women and girls from fully participating in society. She supported the Fund for Gender Equality, which offers funds to encourage creative initiatives by governmental organizations and civil society organizations to promote equal gender access to high-quality education, in her previous position as Executive Director of UN Women. We put a lot of emphasis on girls' education because it puts them on a path to better economic prospects and social participation, she added. "We don't often talk about guys being imprisoned by gender norms but I can see that they are and that when they are free, things will change for women as a natural result," she remarked at a UN Women event in September 2014. worldsleaders.com | 33

36. Pardis Mahdavi Provost & Executive Vice President University of Montana 36 | JANUARY 2023

37. Pardis Mahdavi Pardis Mahdavi Pardis Mahdavi An Author, Educator, And Leader Pardis Mahdavi, PhD, is Provost and Executive Vice President at the University of Montana. She formerly worked at Arizona State University as a professor and the dean of the social sciences. Mahdavi's approach to higher education is influenced by both her own experience as an Iranian-American woman growing up in the United States and her anthropological background, which taught her to be reflective about intricate power relations. Her areas of interest in study relate to shifting political and social systems and include gendered labor, human trafficking, migration, sexuality, human rights, transnational feminism, and public health. She served as the Josef Korbel School of International Studies' acting dean at the University of Denver before joining ASU. She worked at Pomona College from 2006 until 2017, where she most recently held the positions of professor and chair of anthropology, director of the Pacific Basin Institute, and dean of women, before moving to Denver. worldsleaders.com | 37

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39. She has written and published five books under her own name, one edited book, as well as countless journal and news pieces. She has held fellowships at the Woodrow Wilson International Center for Scholars, the American Council on Learned Societies, Google Ideas, and the Social Sciences Research Council. She has provided consulting services to a variety of institutions, including the United Nations, Google Inc., and the American government. Academic Officer of the Korbel School of International Affairs. From there, I went on to be a Dean at Arizona State University before becoming the Provost of UM. crucial and also lacking on a national scale. We are innovating not only in thinking about what we learn but also how we learn and how we can meet the needs of all kinds of learners while ensuring access. Tell us about the inception of the company. How did it all start? UM is the oldest university in Montana and the flagship, public land grant university. Give us your opinion on; do organizations rely heavily on individual heroics or team processes? I think the ideal would be a combination of both. What has made you successful? What do you value? I think the strongest skills that have helped me as a leader are my ability to be reflexive and be aware of my positionality. I value integrity, equity, justice, and a relentless pursuit of knowledge, excellence, and access. What are your responsibilities as the Provost and Executive Vice President of the company? What is the happiest part of your daily routine? As provost, I oversee all of academic affairs, student affairs, and campus life. I get to work with all of the deans and vice provosts on campus. I love working with students, faculty, and staff at the University of Montana as we move into changing our institution to be more in line with the needs of higher education across the country. Below are highlights of the interview conducted between World's Leaders and Pardis Mahdavi: Describe who you are as a person, inside and outside of the workplace. I describe myself as an author, educator, and leader. As the Provost of the University of Montana, I say that I am a knowledge architect, helping to design new ways of knowing and thinking. But I also think of myself as a change agent—someone who brings passionate curiosity to social transformation. I am a proud Iranian- American, and I have written seven books to date. Which are the major services of the company and how do the company to get ahead in the competition? What value-added services does the company provide? We are a flagship for the future. Our mission is inclusive prosperity. Our mission is Montana. What advice would you give someone going into a leadership position for the first time? Move from an adrenaline-infused fear mindset to a curiosity mindset. Be curious about both the challenges and opportunities your organization faces. What are the most important aspects of a company's culture? What principles do you believe in and how do you build this culture? I think it is important that companies hone in on their mission and make sure that all members of the organization are moving toward this goal. I also believe that collaboration is a form of conflict, and if this can be embraced, companies will have a higher chance of success. Describe your background and what did you do before you started/joined the company? I rose the ranks in academia. I earned my PhD in Medical Anthropology at Columbia University before becoming a tenured Professor at Pomona College, where I later became full professor, department chair, Director of the Pacific Basin Institute, and Dean of Women.Then I transitioned to the University of Denver, where I was Dean and Chief What is the significance of innovative ideas in the company? Innovation in higher education is worldsleaders.com | 39

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41. Phoebe A.Wasfy An Education Leader with History of Working in the Education Management Industry worldsleaders.com | 41

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43. P College, New York, USA 2004). She acquired additional qualifications in "Reading", "History", "Religious Studies" and "Teaching Kindergarten- Grade 12" as well as completed her Principal Qualification Courses (PQC) in 2011. Phoebe received her Master of Education (MEd) (University of Western, Ontario 2014) and completed a Higher Education Teaching Certificate from Harvard University, USA in 2019. Her love for academia and her active involvement in the field has earned her the Arab Women of Excellence Awards in Academia from Life Transformation Academy (Calgary, Alberta, Canada). PCC created the first Pre-JK (Pre- Kindergarten) program in 2002, allowing children as young as three to participate in the entire school experience. Since 2005, PCC has welcomed foreign students from Korea, China, Brazil, and the Middle East. PCC opened its high school doors in 2007 with only three pupils enrolled in grade 9. The Good Samaritan program was established in 2008 for kids with learning disabilities and special needs. In 2020, it became innovative during the pandemic and began its hybrid/virtual high school recruiting, recruiting students from all over the world to join its school from the comfort of their own country. Phoebe states, "Our qualified, caring teachers and staff work hand in hand with families to support the healthy growth of all our students. We care for our students' spirituality and academics, and mentor them to serve their families, their communities, and their respective countries. Cherishing family relationships, friends and respect towards adults and each other, are part of our school values.” Phoebe A. Wasfy is the Principal of Philopateer Christian College (PCC), a well-known member of the Association of Christian Schools International and one of Canada's fastest growing private Christian schools (ACSI). PCC was created in 1999 and is North America's first private school founded by the Coptic Egyptian community and is available to all students. Phoebe was born in Alexandria, Egypt, and emigrated to North America when she was nine years old. She is a member of both the Ontario College of Teachers and the Ontario Principals Council (OPC). Mrs. Wasfy has been nominated for the Order of Ontario for 2019 and 2020, which is one of the highest honors bestowed by the Province of Ontario and its Governor General for community service. Phoebe was also accepted into The Marquis Who's Who in America for her professional integrity and great performance in her field. She is also the 2021 Vision Builder Women of Inspiration Award winner. Phoebe has been on the board of ACSI- Eastern Canada since 2017. She is an adjunct faculty member of the Canadian Coptic Center's Youth Ministry Certification Program (YMCP), which is run in collaboration with YouthTrain New Zealand. Phoebe has been selected to attend the World Youth Forum 2018 in Sharm El- Sheikh, Egypt. Phoebe likes engaging with other educators, students, and parents, and she is dedicated to developing leadership and professional growth in her team. Phoebe is in charge of various activities and is in charge of school youth missionary travels all over the world, all while collaborating with other governments, global charity groups, and global assistance organizations. She just launched the first fundraising campaign for the Egyptian presidential initiative, Decent Life, organized by a group of 16 and 17-year-old pupils. The team at Philopateer Christian College develops its students to be well-rounded leaders of tomorrow. The team does this by assisting students in believing in and developing their God- given skills in the appropriate atmosphere, under the supervision of highly competent teachers. Philopateer Christian College has held the top place as Diamond Winner in the city of Mississauga Readers' Choice Awards for Best Private School in 2019, 2020, and 2021. Philopateer Christian College A Glorious Background Philopateer Christian College (PCC) was launched in September 1999 with 40 students ranging from JK to Grade 8. Today, we have approximately 360 students from Pre-K to grade 12. Phoebe graduated with a Bachelor of Arts (BA) in History and Religious Studies (University of Toronto 2002). She completed her Professional Program in Education (D'Youville worldsleaders.com | 43

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47. A school cannot function without its teachers. Effective educational programs depend on teachers who are qualified and have the necessary expertise. A teacher must actively promote gender equality in addition to teaching the standard subjects. A teacher must impart and instill social, cultural, and economic values in a pupil in addition to cultivating their talent, interests, and creativity. It is common knowledge that there are an increasing number of women working as teachers. The gender disparity in the teaching profession will only worsen in the years to come, according to statistics on the age distribution of male and female instructors. In lower secondary schools, women make up 65% of instructors over the age of 50 and 70% of teachers under the age of 30. 22 of the 35 countries with data on this pattern may be found. Concerns regarding future gender imbalances at the lower levels of education, where women currently predominate the profession, are raised by the higher percentage of female young teachers. positions of authority, which are indications of this. Only 43% of tertiary education occupations are held by women. Less frequently than males teach science, math, and technology courses in secondary schools. Additionally, just 45% of principals are female in the OECD countries on average, despite 68% of lower secondary teachers being female. This is especially noteworthy because principals are frequently chosen from from the ranks of teachers, which implies that female teachers have a lower chance of advancement to the position of principal than their male colleagues. As a result, the disproportionate proportion of women in the teaching profession is already biased in favor of certain occupations: those at the base of the educational pyramid and the bottom of the power hierarchy. conventions, and cultural messages, all contribute to gender disparities in teaching. Women's increased labor force participation in many nations coincided with the demand for more qualified instructors to staff growing educational institutions. The lowest percentages of female instructors are seen in nations like Japan, where female labor participation is often low. Additionally, stereotypes that portray teaching as a job that occasionally resembles parenting also likely have an impact, particularly on younger generations of women who seem to value parenthood more than their own baby boomer mothers did. Women appear to be more attracted to labor laws that let teachers to work part-time and to flexibly balance job, family life, and child care. Gender stereotypes, as well as the authority and prestige associated with particular positions within the profession, play a significant role in the gender disparities in teaching. Lesser proportions of female teachers are present at higher educational levels, in (considered) more prestigious fields of study, and in Why do so many women want to be teachers, then? Women's deliberate and intentional choices, as well as labor market circumstances, social worldsleaders.com | 47

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