1. Southern perspectives revisited Alison Leonard GA University of Surrey, Guildford. April 2011

2. To understand how the school linking process affects schools in developing countries

3. How do Ghanaian and Ugandan teachers utilise these links in their teaching and learning? How do partnerships explore the United Nations Millennium Development Goals (MDGs)? Is the Ghanaian or Ugandan students knowledge enhanced through the partnership?

4. Do local Southern communities benefit from their schools relationships with Northern partners? Are these links sustainable? If time: outline of Open Spaces for Dialogue and Enquiry (OSDE) methodology

5. Teaching Own personal experience Pedagogy Sharing practice, as appropriate

6. As one of the staff members, there has (sic) been a very great relationship between the teachers who have always come from the link school with the teachers around here, and theyve gone ahead to participate in the classroom teaching. So in other words, theyve helped us to reduce on our load, and exposing the students to new approaches of teaching methods from London, so theyve been comparing our methods of teaching here with those methods of teaching from, by the teachers from Lady Hawkins School JO 25-30

7. Teaching Affordable, collaborative resources Own personal experience Pedagogy Sharing practice, as appropriate Resources

8. If there are links they are also promoting facilities, infrastructure such as education, when a school is set up it helps in improving the economy and development. PFG 46-48

9. Learning ESD: Ghanaian experiential learning and pupil collaboration Transferable ideas Pupil interaction

10. Learning e.g. Ghanaian pupil Transferable ideas Pupil interaction Pupil-led outcomes and enjoyment We know what is happening in here and they know what is happening. Last year when they came there were smiles all over their faces because when they came they got to understand that we blacks, we are weird, but getting to interact they saw that we are just like them. It is just the matter of the colour. Pupil Focus Group (PFG) 47-51

11. Learning Ugandan primary pupil focus group Transferable ideas Pupil interaction Pupil-led outcomes and enjoyment When you request for a link it means that link will make to improve you. A link it will encourage, it will help someone to develop; it will expand someones expertise. PFG 39-41

12. Reflection: The overall impact of global partnerships in terms of global learning may not become evident until the current school population are much older and are parents themselves. Angela Cook (2010) p 21.

13. MDG specific Gender equality

14. Ghanaian pupils Ugandan experiences We are being taught that, with being with girls, we are being taught that …We are women and therefore there are certain things that we fall back at, that we cannot do. But being in a single sex school has boosted most of us, our confidence…our capabilities. PFG 199-203 Those who are linking, with different people, they say that our children, for example, here are very much excited, with getting students from these different countries coming to them Ministry of Education YN 29-30

15. Visitor Exchanges Ugandan experiences I was very happy to learn that …one thing that excited me the most, is that they were emphasising so much about rights, the issues of Childrens Rights, Human Rights and that kind of thing. And to me that particular area alone is very important for teachers to compare notes and also learners to compare notes, with what is happening elsewhere.YN 38-43

16. MDG specific Challenge of MDGs Gender equality Sustainability/ESD Other influences Other priorities Whose definitions: Intercultural awareness.

17. Knowledge Understanding Challenging stereotypes: gender equality As at now I can stand tall with a boy and say Ill compete with him. In …we are very proud to say that we went into this debate competition with a very compliant, most intelligent school in Ghana, … Boys, we went for a debate. And standing out tall, we won. So I would say that the empowering women, weve been able, its boosted the capabilities. We are able to stand out. PFG: 203-7

18. Yes Self Esteem Material gain- resources Continuing Professional Development (CPD) Intercultural awareness promoted Lessons for Northern participants ICT expertise and resource provision enhanced Self esteem "Through being part of the student steering committee, I have learnt courage" http://www.planschoolslink.org/te stimonials

19. Yes With caution Material gain- resources Continuing Professional Development (CPD) Intercultural awareness promoted Lessons for Northern participants ICT expertise and resource provision enhanced Self esteem Culture of dependency created? Practicality of transfer Western hegemony can be challenged Educational agenda questioned Southern school endowment gap widens Transfer of personnel

20. Cooks Three dimensional impact model (2010) p19 Outputs, outcomes and impact

21. Yes, if... Risk of collapse All parties contribute to decision making Southern personnel exposure to CPD Official sanction- S and N Ministerial support Financially self-supporting Agreed time-table How are all parties engaged in decision making? Opportunities accessible to Southern personnel National agenda supportive of the S/NELP NGO and school based support Visitor Exchanges

22. Leonards Simplified school linking-partnership continuum (2008) p71 Indicator Linking-process characteristics are shown in italics. Time scale/sustainability Short term or long termLong term School Personnel Limited Integrated cross teaching staff, School Management and wider School community A few key missionary linkers Pupils or students involvement Limited awareness of LinkUniversally aware Nature of activities ProjectIntegrated across School curriculum Data sharingSchool Visitor Exchanges Subject specificJoint resource creation Resource donation Reciprocity Reciprocity and equality of decision making may be aspired to. Reciprocity and equality of decision making aspired to. Junior and senior partners. School Link School Partnership

23. Yes: Ugandan response… Uncomfortable inequalities… About the issue of mosquito nets. It is important that each child sleeps under a mosquito net but these nets dont last long (sic) especially with children. Once not carefully handled, they develop holes easily and once that is done they are useless. They need to be replaced which some times is costly for when we have all other needs pending. Sometimes we get well wishers who donate them to us. Last month we got a team …who donated to us mosquito nets for all children. Director of Ugandan primary school and childrens centre: March 2011

24. Overview How could links contribute? Challenging fixed ideas about the self, the other and the world Stages in process: based on Spivaks ideas of unlearning 1. learning to unlearn; 2. learning to listen; 3. learning to learn and 4.learning to reach out (or engage with the other). All contribute New materials created to complement OSDE Methodology adapted to suit Southern participants Difficult challenging aspects of S/NELP explored:

25. as quoted by Andreotti, V. (2005), p113

26. Andreotti, V. (2005) The Other Worlds Educational Project and the Challenges and Possibilities of Open Spaces. 2005 ephemera 5(2): 102-115 Andreotti, V. (2006) Soft versus critical global citizenship education. Policy and Practice, Issue 3 (Autumn): 83- 98. Andreotti, V. (2007) An Ethical Engagement with the Other: Spivaks ideas on Education. Critical Literacy: Theories and Practices Vol 1:1, 69-79 Bourn, D. and Leonard, A. (2009) Living in the wider world- the global dimension in Mitchell, D. (ed.) Living Geography. Cambridge: Optima Publishing Burr, M, Andreotti, V and de Souza, L. M. (January 2007) : Humanities Education Centre (London): Southern Voices – methodology design Cook, A. (2010) - Global education: evaluation of the transfer of global education from partnership to pervasionGlobal education: evaluation of the transfer of global education from partnership to pervasion Edge, K., Freyman, K. and Lawrie,J., (2009). The Influence of North South School Partnerships. Examining the evidence from schools in the UK, Africa and Asia. Final Report. London: Institute of Education, University of London. Leonard, A. (2008) Global School Relationships: School Linking and Modern Challenges in Bourn, D.(ed)Development education : debates and dialogue. London, Institute of Education. Leonard, A (2010) - The South/North Educational Linking Process (S/NELP): Learning from Linking 2 The South/North Educational Linking Process (S/NELP): Learning from Linking 2 Martin, F (2007) School Linking as a Controversial Issue in Claire & Holden (eds) The challenge of teaching controversial issues Trentham Books. Pickering. S (2008):What do children really learn? A discussion to investigate the effect that School partnerships have on childrens understanding, sense of values and perceptions of a distant place. GeogEd Volume 2, Issue 1 Article 3 www.geography.org.uk/geogedwww.geography.org.uk/geoged http://www.dfid.gov.uk/Get-Involved/Making-a-difference/Dev-aware-Review http://http:// www.osdemethodology.org.ukwww.osdemethodology.org.uk http://www.planschoolslink.org