For many years, partnership programmes have been presented positively as a way to engage children and young people in issues of Global Citizenship and to develop curriculum projects in schools. They have also been criticised, however, for promoting paternalistic attitudes, reinforcing stereotypes (both of less developed countries and of the imperial forces which formed them) and because, too often, they become vehicles for fundraising.
“Clear expectations have to be set from the start and need to be based around curriculum collaboration.”
School improvements
Discussion of the benefits of such programmes has mainly been conducted by those inherently interested in their success and much of the ‘evidence’ presented for this success has been anecdotal. They have been credited with all manner of school improvements including reductions in exclusion rates and detentions, improved attendance, increased placing requests and raised attainment in national exams but the lack of rigour in the research leaves them open to intense scrutiny.
That said, we as teachers often see changes in pupils that are not easily measured on empirical scales and it is often hard to argue against the feeling that developing partnerships with schools in the Global South increases empathy and awareness of other cultures and leads to more knowledgeable and ethically-aware pupils.
Expectations
There are almost as many different models for partnership as there are partnerships themselves but the most successful ones have some core features in common. Clear expectations have to be set from the start and need to be based around curriculum collaboration. The focus should always be on improving the learning and teaching in both partner schools. Too often there is an, unsurprising, expectation from the school in the Global South that the Scottish school should be fundraising and handing over money. This may also be ingrained in the minds of the Scottish pupils who have been brought up on a constant television diet of ‘third world’ dependency, famine and disaster.
One of the unfortunate side effects of this expectation on fund-raising is that the most deserving schools may not be the best ones to have as a partner. While there are successes, partnerships with schools in intense areas of rural poverty can flounder because of unequal expectations, as well as problems with communication. However much it offends our sensibilities it can be a better option to approach a richer, urban school with established internet access – rest assured there will still be benefits for the pupils in Scotland in terms of their interactions with completely different cultures and the breaking down of stereotypes can often be enhanced.
“The focus should always be on improving the learning and teaching in both partner schools.”
Partnership team
Another important point to consider is the composition of your partnership team. In many schools the programme is the sole preserve of one or two particularly motivated individuals. A clique may form around them which is hard to break in to. This creates problems when it comes to involving the whole school staff in curricular projects and there are issues of sustainability when the motivators move on or are promoted. Likewise, pupil teams for exchange visits need serious thought. For both partners, selecting pupils on dedication to the cause will bring greater sustainability than selecting them on ability to pay.
Benefits
There is considerable experience across the country to show that partnership school programmes can bring big benefits to the schools involved both in Scotland and in the Global South. Those embarking on such programmes need to be aware of all the issues involved and maintain an ethical approach to the collaboration, ensuring a high level of initial planning so that expectations on both sides are clear from the outset and based around successful improvements in learning and teaching for all the pupils concerned.
