NGO – Bridge Builder
about the Pitfalls in the
South - North School Partnership
Minnie Maisie Salanga,
San Miguel National...
Background about us
- Minnie Maisie Salanga, Head Teacher at San Miguel National High
School, a public school with more th...
1. Fragile anchoring of the partnership in the school
- Often only one teacher in the school manages the partnership
 Wor...
2. High organizational effort
Brandenburg:
Almost all schools have European school partnerships (Comenius)
• encounter com...
2. High organizational effort
Philippines:
Rigorous or strict adherence to rules of the system:
• Department of Education ...
3. Lack of support by the school administration
Philippines:
• Permit to travel issued with status “Leave without pay” for...
4. Low funding for southern schools
Philippines:
• Limited financial options, dependent on German funds
• Preparation and ...
5. NGO as a bridge builder over the pitfalls
• German NGO can be used by the schools as a partner to release
work from tea...
5. NGO as a bridge builder over the pitfalls
But:
• German NGO has a powerful role and is subject to the possibility of
po...
Conclusion and Recommendations
- Good ENSA exists! Without ENSA-funds no south-north school
partnership
- ENSA offers very...
Conclusion and Recommendations
- Good experience with tandem projects, e.g.
• joint preparation and evaluation of two scho...
Thank you!
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Minnie Maisie Salanga & Uwe Berger: NGO – Bridge Builder about the Pitfalls in the South - North School Partnership

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Panel Presentation by Minnie Maisie Salanga, San Miguel National High School, Puerto Princesa City, Philippines Uwe Berger, Carpus e.V., Cottbus
Fachtagung - Theorie und Praxis: Globales Lernen in Begegnungsreisen im Kontext von Süd-Nord-Schulpartnerschaften.
2.-3. Mai 2016, Kassel

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Minnie Maisie Salanga & Uwe Berger: NGO – Bridge Builder about the Pitfalls in the South - North School Partnership

  1. 1. NGO – Bridge Builder about the Pitfalls in the South - North School Partnership Minnie Maisie Salanga, San Miguel National High School, Puerto Princesa City, Philippines Uwe Berger, Carpus e.V., Cottbus
  2. 2. Background about us - Minnie Maisie Salanga, Head Teacher at San Miguel National High School, a public school with more than 2,000 students and 90 teachers - Uwe Berger, chairman of Carpus NGO, a German NGO with contacts to Philippine NGOs since 1992 - South-North School Partnership initiated by Carpus NGO in 2007 - San Miguel National High School and three (3) German High Schools in Brandenburg - Four (4) encounter in Germany, three (3) in the Philippines - 28 students from each country, seven (7) Filipino teachers and five (5) German teachers involved
  3. 3. 1. Fragile anchoring of the partnership in the school - Often only one teacher in the school manages the partnership  Work overload can result in absence of this teacher  Then partnership falls asleep - Philippine teachers benefit from the encounter through a promotion - Downside effect of Promotion: Teacher might be transferred to another school - Difficulty in finding teacher-participants - Only few teachers are willing to travel long distance with students
  4. 4. 2. High organizational effort Brandenburg: Almost all schools have European school partnerships (Comenius) • encounter comprises only 5 travel days • more or less a tourist visit program • usually no preparation and evaluation seminar • 100% funded by EU In contrast: South-North school partnerships comprises 14 days program + travel • intensive preparation and evaluation seminars • sophisticated themes, e.g. racism, colonialism, justice, etc. • Approx. 50% funded by ENSA, difficult to find other funds  Many teachers are discouraged
  5. 5. 2. High organizational effort Philippines: Rigorous or strict adherence to rules of the system: • Department of Education permits and clearances (1-2 months); • Department of Social Welfare and Development (DSWD) clearance for minors (1 month); • Department of Foreign Affairs (DFA) for Passport Application (3 weeks – 1 month); • Personal appearance at the German Embassy in Manila for Schengen Visa application (2-3 days) • Parents of minors (below 18 years old) are required to join at the embassy (difficult to waive)  High travel cost during preparation
  6. 6. 3. Lack of support by the school administration Philippines: • Permit to travel issued with status “Leave without pay” for 1 month • Teacher participation limited to permanent teachers only (national employees) and not for city-funded teachers • Difficulty in finding a substitute teacher Principal Empowerment: Everything depends on the will of the principal Brandenburg: • Principal Empowerment too • Difficulty to obtain absence from class for teachers • Encounters are approved only if school vacation are contained therein • Sometimes participation of teachers in seminars are not even permitted
  7. 7. 4. Low funding for southern schools Philippines: • Limited financial options, dependent on German funds • Preparation and evaluation seminars are done in school by alumni (no fees for professional facilitators)  Unequal situation concerning - preparation and evaluation - funding in general
  8. 8. 5. NGO as a bridge builder over the pitfalls • German NGO can be used by the schools as a partner to release work from teachers, e.g. :  Preparing funding applications and invoices  Accessing additional funding (aside from ENSA)  Proposing themes and topics for the encounter  Organizing workshops and field trips  Finding speakers and resource persons  Dealing with the embassy and support visa-application  Translating documents for the principals • NGO looks on the partnership from an "outside perspective" and can make suggestions on how to develop the partnership mutual  e.g. redistribution of funds to the schools • NGO can advise school management for the anchoring of the partnership within the school
  9. 9. 5. NGO as a bridge builder over the pitfalls But: • German NGO has a powerful role and is subject to the possibility of power abuse  Self reflection on the position of power!  How many white and non-white people are running the NGO?  Are both perspectives (south and north) equally reflected within the NGO? • Disadvantage: No local NGO in the Philippines to support the school
  10. 10. Conclusion and Recommendations - Good ENSA exists! Without ENSA-funds no south-north school partnership - ENSA offers very good advice structure for German schools  But schools in the global south benefit less from it (seminars, networking, etc.) - Recognition of high aims of ENSA towards mutual partnerships - Possibility of using a partial amount of ENSA Funding for preparation and evaluation in the global south is an important step  But new rules are needed for a better implementation, e.g. • German schools/NGOs should be obliged to hand over funds for preparation to their partners in the global south • Partner schools in the global south should permitted to pay facilitators fees during preparation seminars
  11. 11. Conclusion and Recommendations - Good experience with tandem projects, e.g. • joint preparation and evaluation of two school partnerships (two Brandenburg schools together with their partners from Tanzania and Philippines) • common workshops during encounter in Germany  Realization that South-South-Exchange is very fruitful  Therefore networking and exchange of experiences among schools in the global south should be supported/organized NGOs can be of help to organize local conferences or trainings - ENSA is a good funding program. Let it develop together further!
  12. 12. Thank you!

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