Effects of linking in Ugandan schools

How two secondary schools, a primary school and their local communities in Uganda are affected by

their relationships with UK schools

Alison Leonard Doctoral Student, DERC at IOE, University of London. November 23, 2012

Outcomes of teacher collaboration; capacity building is evidenced and cost effectiveness of outcomes is considered.

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Outline: Brief theoretical context- common historical context of

former colonisation by British. School links often raise complex, tensional issues

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Theoretical underpinning 4 strands:

To a casual observer not all four are immediately evident, yet it is the tensions between them that create this research’s theoretical strength. Leonard (2012) Adapted from: 4 -strand braid (making) (Doit101.com)

1. Postcolonialism

2. Intercultural Education

3. Development Education

4. Critical pedagogical discourse

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Research findings Effects Finally

1. Professional learning- pedagogy, display materials.

2. Students’ perceptions- from a focus group

• Capacity building- progress towards MDGs

Other effects- morale, inclusion, integrity and mutuality

Summary conclusions- why

complexity and controversy persist

Recommendations- to avoid a

dependency culture

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

1. Professional learning- Pedagogy: behaviour management Primary school

Improved attainment in mathematics

Sharing ideas and modelling them to fellow teachers

Interaction in classrooms

“They have been teaching using their techniques, which we didn’t have at our school and as a result our teachers have also coped. For example, in Primary 5, there are some techniques which we didn’t know; but when the visitors came we have just come to learn them and it has helped our children to learn more knowledge about class work” (GN, 39-44)

1. Professional learning- Display materials Primary school

Permanent, affordable

resources Celebrating success

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

1. Professional learning- Sozo High School, 2012 NGO claim:

“Before graduating to secondary school, the children must pass their primary leaving exams. The Stephen Jota children do extremely well and many gain grades 1-2, compared to the national average of grades 3-4”.

http://www.nsumbi.org/primary-education.html Accessed 17 October 2012

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

2. Students’ perceptions- from a focus group Nakigo Secondary School, Iganga

“This link has helped us to

provide fishing ponds, which acts as, which help us for running purpose. For example, like those Senior 4s, they have, they have used the fish which is there, for practicals and for food purpose”. (PFG, M, 49-52)

“As they brought for us a fishpond it is, we will be learning from there. We were not supposed to, we will not be going for fieldwork outside, but we shall be having our studies at our school”. (PFG, B, 38-41)

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

3. Capacity building

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

“Sometimes there is an input of finances from the other side, usually when we have started especially, they do come with some finances. And that input is like something that helps, which actually catapults this other school in the South, to do something. So I feel that support from the Northern school goes a long way … so the other school can initiate something” (DB, 143-147)

3. Capacity building

“The projects… come from us, but I am beginning to think that maybe we have, we have to sit down and now with this experience I think I can suggest something which would work better” .(JK, 146-148)

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

3. Capacity building- progress towards MDGs Students’ skills MDG 1 and MDG 3

Eradicate extreme poverty and hunger

Promote Gender Equality & Empower Women

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

3. Capacity building- progress towards MDGs What is needed? MDG 8:Global partnership for

development

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Other effects- morale, inclusion, integrity and mutuality Morale

Local recognition International collaboration

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Other effects- morale, inclusion, integrity and mutuality Inclusion POINTS FOR DISCUSSION

1. From ‘object’ of study to collaborators

2. Students as equals • Teachers co-creating • Community engagement • Affordable e-learning

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Other effects- morale, inclusion, integrity and mutuality Towards Mutuality? POINTS FOR DISCUSSION

“We are the ones to guide them, because they don’t know; they don’t have any new material or any new method, because they are not teachers, yeah? But for us, if I bring it out, and I guide, they can use it”. (SJCC,V,122-129)

Common interests and curriculum creation

Friendship

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Risks of negative or complicated, complex effects?

Who takes part in Visits?

Cost effectiveness of projects

Is new expertise increasing local inequalities?

Cultural clashes – whose values?

Misunderstanding, breakdown in communication

Outdated or outmoded technology transfers?

Maintenance, repair, to support use of equipment. Electricity outages

Tensional challenge of Dependency

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Towards ‘Reassessment justice’ Tensional challenge Reassessment or restorative

justice? “These children, they have learnt that

since they write letters with them, they learn or they tell them their activities, they do, at their schools, And some of them they send some of the equipments of those activities they do in their schools. So, you find that they have developed new skills, either of games and those of learning, from those ones in the North. Like our children didn’t know how to play rugby, but they have sent them manuals which teaches them how to play rugby and they have sent them balls for rugby and other equipment”. (SJCC, JS, 35-41)

1. Away from ahistoricism 2. Towards a conceptualization of

knowledge as located in culture and social/historical contexts

• To analyses of power relations • From paternalism to openness in

ethical solidarity • From a deficit theorization of

difference towards an ethical relationship towards the other

Summary conclusions- why complexity and controversy persist POINTS FOR DISCUSSION

How are linking outcomes ‘cost-effective’?

Accountability to others How is assistance or aid

compatible with integrity? What and whose agenda drive

initiatives?

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

EDUCATION “Education provided by the colonial government had a different purpose. It was not designed to prepare young people for service of their own country”

“We need an educational system that gives an opportunity for the learners to know more about what is happening, not only in their immediate surroundings, but also

globally, in other parts of the world” (YN)

Alison Leonard Doctoral Student, DERC at IOE, University of London. November 23, 2012

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Recommendations- to avoid a dependency culture Aspire to reassessment or ‘restorative justice’- to

address inequalities Consider collaboration beyond schools- other partners

in linking relationships Devise a Linking or Partnership agreement Ensure regular reporting- using affordable means of

communication Seek advice from agencies, DEC network (Think

Global) and experienced linkers, e.g. UKOWLA Seize curriculum opportunities

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

Thanks to those in Uganda at: Kisiki College, Namatumba Nakigo Senior Secondary School, Iganga Stephen Jota Children’s Centre, Kampala

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London

References Andreotti, V. (2011) Actionable Postcolonial Theory in Education, New York: Palgrave Macmillan Bourn, D. and Bain, M. (2012) Impact of School Linking on the Global South –Case Study of Uganda, Development Education Research Centre Research Paper no.5

London: Link Community Development/Institute of Education Edge et al (2012) North South School Partnership Toolkit Charting the influence of partnership in the south, London, IOE Gaines, (2006) Are Twins Ever Equal? UKOWLA newsletter, No.60 Summer 2006, pp 11-13, Marlborough: UKOWLA (UK One World Linking Association) Gibbons, D. (2003) Appropriate technology in Tanzania, GCSE Geography Review, September 2003, Deddington: Philip Allan updates Griffiths, H. (2011) Learning from study visits: A UK perspective. http://education.exeter.ac.uk/projects.php?id=486 Accessed 11 July 2012. Leonard, A. (2010) The South/North Educational Linking Process (S/NELP): Learning from Linking 2. Paper presented at Institute of Education: Education and

Citizenship in a Globalising World conference, London: Institute of Education. http://www.ioe.ac.uk/about/48727.html Leonard, A. (2012a) ‘A Southern Perspective on The South/North Educational Linking process (S/NELP)’ paper presented at DERC conference. Early stage

analysis from Zanzibar, http://www.geography.org.uk/download/GA_Conf12LeonardRR.pdf Leonard, A. (2012b) The ‘Aston-Makunduchi Parternship’: South-North School Link- In-depth Case Study, Development Education Research Centre, Research

Paper No.3, London: Institute of Education Downloadable from: http://www.ioe.ac.uk/Aston-Makunduchi.pdf McNicoll, K. (2012) Do students benefit from North/South School Partnerships? Thesis submitted for Master of Arts Degree in Development and Emergency

Practice, Oxford Brookes University, Centre for Development and Emergency Practice (CENDEP) School of Built Environment Downloadable from: http://oisd.brookes.ac.uk/architecture/cendep/dissertations/KathrynMcNicoll2012.pdf

Martin, F. (2012) The geographies of difference, GEOGRAPHY, vol 97, part 3, pp 116-122 Quist-Adade, C., and van Wyk, A. (2007) The Role of NGOs in Canada and the USA in the Transformation of the Socio-Cultural Structures in Africa, Africa

Development, Vol. XXXII, No. 2, 2007, Council for the Development of Social Science Research in Africa, 66–96: Websites: Connecting Classrooms: http://connectingclassrooms-learning.britishcouncil.org Accessed 1 November 2012 Guardian Teacher Network: http://www.guardian.co.uk/teacher-network/series/teaching-and-learning-in-the-global-classroom; http://www.guardian.co.uk/teacher-

network/2012/nov/05/global-awareness-schools-education and http://www.guardian.co.uk/teacher-network/teacher-blog/2012/nov/08/global-skills-gap-schools Link Community Development: http://lcdinternational.org Accessed 17 November 2012 www.osdemethodology.org.uk/primaryeducation.html Accessed 17 November 2012 Smile International: http://www.smileinternational.org/teachers-school-twinning.aspx Accessed 17 November 2012 http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html Accessed 17 November 2012 Teach First on YouTube: http://www.youtube.com/watch?v=emhVGRfEwg8 or http://www.volunteeruganda.org/teach-first Accessed 17 November 2012 UK One World Linking Association (UKOWLA) http://www.ukowla.org.uk Accessed 17 November 2012

Effects of linking in Ugandan schools, Alison Leonard 23/11/12 paper at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London