1. The Buddy project – a Pilot
Professor yaw sekyi-baidoo – university of education winneba, ghana
Anette Bruun – KP Copenhagen, denmark
Kari Bratland – oslo metropolitan university, Norway
Eva rose rechnagel – KP Copenhagen, denmark

2. Collaboration between Oslomet, UEW and KP
Social education - University College Copenhagen,
Early childhood education - OsloMet.
Nordic Students have had internship in Ghana , through University of Education winneba, for several years In Kindergartens/Preschools /primary schools

3. Changing positions and new challenges for students with internship in Ghana
First challenge: Being a student – becomming an expert
We send out students, who are ment to be in a position as students, the one being taught, the one who has to learn, reflect and develop in a new practice, a new setting a new country
we sometimes see the student chanGing her or his position into the role as an expert
Al of a sudden they see themselves, as the one who must teach their new colleagues, and change the practice they are a part of. (Case: To report a colleague)
Second challenge: cultural selfoverrating
To overrate oneself and ones ability to change the setting, instead of having reflections over the new way of interaction with children and young people in preschool/primary school
(Case – Child solidarity)

5. I want to make a difference I want to change the world From student to teacher

6. Practice placement In Ghana

7. What could be the reasons for these challenges?
Sometimes the nordic students overrate themselves and underrate their local colleagues in the Global south
The prejudices that they had before they came may then be confirmed in stead of questioned and reflected upon
One reason might be that not all of the local colleagues have an academic grade, like a bachelor in early childhood education

8. What to we want?
We want to build up relations between the students, and try to reduce the influence of economy and power
We want to build on friendship and common professional ground that can work against postcolonial attitudes

9. Pilot project
We want the nordic students to meet and work with the UEW students during their internship
That they have some of their practice placement together
That they work with observations, Peer-FEEDBACK, and do activities together With the children
That we have a midterm workshop with all the KP, UEW and oslo met students and their international coordinators (skype). Here they can meet and reflect together.

10. The aims of the buddy project
To support and qualify the students reflections about their internship
To help the students get a complex understanding of the practice abroad and the professional knowledge and approach used there
To strengthen the academic and professional reflections through peer-feedback
To involve UEW students who have beEn exchange students in Denmark at KP
To strengthen the collaboration between UEW, Oslo-Met and KP 

11. With this we hope to achieve
That the students discover that they have a lot in common, knowledge, understanding, competences, educational background, future dreams
That they can learn from one another

12. BudDIES

13. PEER LEARNING/PEER FEEDBACK the open conversation (dEN MAGTFRIE SAMTALE)
PEER LEARNING and PEER FEEDBACK is about learning from the interaction between equal positions, between fellow students (K.J Topping , Trends in peer learling, 2005)
Peer learning and peer feedback, happens when the students know the method and know how to reflect and develop throuhg interactions with their fellow students, in a peer to peer relation
(Wedel, NILS, Peer assessement, 2018)

14. Peer feedback Peer feedback can have a strong motivation
Working with peer learning, the students can help one another understand the challenges and develop at better understanding by collaboration and a better understanding of their own learning proces
(wedel 2018)

15. the plans of the Buddy team UEW, KP and OSLOMET students and their coordinators
A. Identify challenges and options
B. Buddy match – look up the curriculum for the period of internship, discuss options and challenges for collaboration
C. make A PLAN FOR THE TIME TOGETHER, INVOLVING OBSERVATION, COLLABORATIONS AND ACTIVITIES
D: Buddies observE ONE ANOTHER – TOGEtHER WITH THE CHILDREN

16. The plans (cont.) E Buddies DO ACtivitIES TOGETHER -peer feedback
F: Buddies disCUSs AND REFLECT their ACTIVITY, IDENTIFY CHALLenGES AND OPTIONS THAT THEY WANT TO BRING BACK TO THE Buddy team
G: After having finished their internship, the students meet with the international coordinators at their home university, evaluation
H: Final evaluation of the BuDDY project in june

18. Buddy project

19. Midterm evaluation on the 13th of April
Good idea
Opportunity to exchange knowledge
Good collaboration with the children by using child centered approach (G)
Nice to get to know more people
I think these opportunities helps the foreingers to cope with the Ghanian enviroment and way of doing things (G)
Planing a teaching project togethet (D)
Buddy project as a part of the whole internship (D)
It ia nice to have someone to communicate with
My buddy and I share interest, which is great

20. Midterm evaluation (cont.)
Better communication/Information/preparation
Better communication to the schools
Same educational programme: Teachers –Social educators
Start the project earlier
Buddies are not mentors – we can learn from each other

21. Good practice?

22. Improvements for the Buddy project
Place the project within a time frame when the local students have their placements and some foreign students are there (august-september)
Match buddies with the same gender and education or ask what they prefer
Prepare students better for the project before leaving for ghana
Try to involve the schools more and if possible have an information meeting with envolved teachers and the buddy team before starting

23. Thank you