Panel Presentation by Minnie Maisie Salanga,San Miguel National High School, Puerto Princesa City, PhilippinesUwe Berger,Carpus e.V., Cottbus
Fachtagung - Theorie und Praxis: Globales Lernen in Begegnungsreisen im Kontext von Süd-Nord-Schulpartnerschaften.
2.-3. Mai 2016, Kassel
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
Minnie Maisie Salanga & Uwe Berger: NGO – Bridge Builder about the Pitfalls in theSouth - North School Partnership
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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!