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School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10

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Title: School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10
Language: English
Authors: Bourn, Douglas, Cara, Olga, University of London, Development Education Research Centre (DERC), Link Community Development (United Kingdom)
Source: Development Education Research Centre. 2013.
Availability: Development Education Research Centre. Available from: Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioepublications@ioe.ac.uk; Web site: http://www.ioe.ac.uk/research/150.html
Peer Reviewed: N
Page Count: 80
Publication Date: 2013
Sponsoring Agency: European Union (EU) (Belgium)
Department for International Development
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Partnerships in Education, Models, Educational Cooperation, Educational Practices, International Education, Questionnaires, Interviews, Participant Satisfaction, Program Effectiveness, Program Evaluation, Funding Formulas, Program Administration, Access to Information, Internet, Teacher Surveys, Profiles, Institutional Characteristics, Focus Groups, Community Development, Organizational Objectives, Evidence, Case Studies, Teacher Attitudes, Observation, Teacher Participation, School Involvement
Geographic Terms: Africa, Ghana, Ireland, Malawi, South Africa, Uganda, United Kingdom, United Kingdom (England), United Kingdom (Scotland), United Kingdom (Wales)
ISBN: 978-0-9574546-2-0
Abstract: Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.
Abstractor: ERIC
Number of References: 39
Entry Date: 2016
Access URL: https://research.ioe.ac.uk/portal/en/publications/school-linking--where-next-partnership-models-between-schools-in-europe-and-africa(48557d5b-21da-490c-b3d1-da62ca7dcf15).html
Accession Number: ED564446
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED564446
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Bourn%2C+Douglas%22">Bourn, Douglas</searchLink><br /><searchLink fieldCode="AR" term="%22Cara%2C+Olga%22">Cara, Olga</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+London%2C+Development+Education+Research+Centre+%28DERC%29%22">University of London, Development Education Research Centre (DERC)</searchLink><br /><searchLink fieldCode="AR" term="%22Link+Community+Development+%28United+Kingdom%29%22">Link Community Development (United Kingdom)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Development+Education+Research+Centre%22"><i>Development Education Research Centre</i></searchLink>. 2013.
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  Data: Development Education Research Centre. Available from: Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioepublications@ioe.ac.uk; Web site: http://www.ioe.ac.uk/research/150.html
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  Data: N
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  Label: Page Count
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  Data: 80
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: European Union (EU) (Belgium)<br />Department for International Development
– Name: TypeDocument
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  Data: Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Satisfaction%22">Participant Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Funding+Formulas%22">Funding Formulas</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Administration%22">Program Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Development%22">Community Development</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Objectives%22">Organizational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Involvement%22">School Involvement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink><br /><searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink><br /><searchLink fieldCode="DE" term="%22Malawi%22">Malawi</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Uganda%22">Uganda</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 978-0-9574546-2-0
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.
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  Label: Abstractor
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  Data: ERIC
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  Data: 39
– Name: DateEntry
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  Data: 2016
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 80
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: International Education
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Participant Satisfaction
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Funding Formulas
        Type: general
      – SubjectFull: Program Administration
        Type: general
      – SubjectFull: Access to Information
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Community Development
        Type: general
      – SubjectFull: Organizational Objectives
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Teacher Participation
        Type: general
      – SubjectFull: School Involvement
        Type: general
      – SubjectFull: Africa
        Type: general
      – SubjectFull: Ghana
        Type: general
      – SubjectFull: Ireland
        Type: general
      – SubjectFull: Malawi
        Type: general
      – SubjectFull: South Africa
        Type: general
      – SubjectFull: Uganda
        Type: general
      – SubjectFull: United Kingdom
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
      – SubjectFull: United Kingdom (Scotland)
        Type: general
      – SubjectFull: United Kingdom (Wales)
        Type: general
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      – TitleFull: School Linking--Where Next? Partnership Models between Schools in Europe and Africa. Research Paper No. 10
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