Liite 1. Report on North-South-South networks

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1 Liite 1 Report on North-South-South networks Network Cooperation As a positive initial remark, it can be said that some of the networks were completely new, and despite some initial challenges, they present an impressive start-up period of building partnership commitment and have succeeded in attaining further funding for the period (Tourism and MDGs, BASERCAN, Culturally Responsive Teacher Education, UFISA). The network cooperation has had an impact on the Finnish operational environment. For some Finnish departments, NSS has opened completely new channels for mobility to developing countries (Aalto University School of Science/UFISA). The southern partners have through teacher exchange input contributed to introduction of completely new courses in the existing curricula of the Finnish institutions (i.e. Laurea UAS/UFISA, Centria/Umodzi). The interaction with southern students in the online courses in water management offered through WatSan offer Finnish students a more realistic and relevant learning experience. Both in Finland and in the global south, the NSS networks have cooperated closely with many non-academic partners, such as schools, various associations, NGOs, municipalities, enterprises, research institutes etc. Examples of extended partnerships in Finland involve for instance the Finnish Food Safety Auhtority EVIRA (HESONA Vetnet), and the school for students with immigration background in Kokkola (Umodzi). In the south, NGO cooperation is visible i.e. in the Umodzi network with Tanzanian Youth Alliance, WEETU (Wings of Education and Environment Trust Unity), Ecofinders and Children First Pre-School in Kenya, among others. Networks have at times also received complementing financial support from non-academic partners, i.e. the Finnish Veterinary Association has provided financial support to Hesona Vetnet. Cooperation within some of the networks dates back to the 1980s, and is very strong and solid (Journalism Network / Tanzania). Interestingly enough, the project reports that during this 10-year period there has been a shift in incoming student mobility towards girls: female students now dominate the incoming exchanges. The reason for this trend is believed to be partly the significant influence of female role models within the Finnish higher education sector. Some networks have experienced contradicting changes in the operational environment in Finland and in the south, i.e. cooperation within arts and culture is increasingly valued in the south, while the educational offer in Finland has decreased by government decision. In general, the southern partners value especially the student mobility opportunities offered through NSS, since no other funding sources are available for such activities.

2 2. Implemented activities Toiminnot Myönnetty (lkm) Toteutunut (lkm) Toteutunut (lkm) % Myönnetty ( ) Toteutunut ( ) Toteutunut ( ) % Liikkuvuus , , ,35 80,8 Opiskelijavaihto , , ,75 83,4 Opettajavaihto , , ,60 76,3 Intensiivikurssit , , ,79 86,1 Opiskelija Opettaja Verkostoituminen , , ,38 93,4 Valmisteleva vierailu , , ,25 74,9 Hallinnollinen vierailu , , ,30 88,5 Verkostotapaaminen , , ,83 99,1 YHTEENSÄ , ,52 82,9 3. Outcomes, results and beneficiaries Academic cooperation within the networks and intensive courses has led to curriculum development and introduction of new research and teaching methodology, directly supporting human capacity building in the south (i.e.trade Logistics, Umodzi, UFISA). The Salo Vietnam project produced a manual for implementing innovative learning methodology (project-based and student-centered learning) for two universities in Vietnam. The NSS Trade Logistics Network has worked on disseminating the World Bank Logistics Performance Index findings, as well as Supply Chain methodologies, to support the creation of the ASEAN Economic Area. In some networks, new course materials have been co-created, integrated into regular curricula in the southern institutions and used by teachers as part of normal teaching (Tourism and MDGs, Journalism). Also edited text books have been produced. Visible spin-offs of the NSS cooperation are several initiatives within joint research cooperation, joint PhD projects, joint articles, joint conference presentations and joint data collection (RESLAND, Tourism and MDGs, HESONA Vetnet, Journalism, Trade Logistics, UFISA, RSPECT). Exchange of thesis evaluators and examiners is being practiced (UWAS), as well as PhD student recruitment to Finland (Journalism). Also joint Editorship and publications are clear results of the cooperation (Trade Logistics). Increased south-south and regional cooperation is a result of contacts created during NSS cooperation, i.e. collaboration between Stellenbosch and Nairobi within rural wells and water management (UWAS). The SALO Vietnam network contributed to stronger university-enterprise contacts and networks with non-academic partners for projectbased learning in Vietnam, where the curricula previously had been largely based on theory, with less visible links to society. The national NSS funding has provided useful seed money for joint preparation of proposals for large-scale, EU-funded projects within Erasmus Mundus (SALO Vietnam), Erasmus+ (BASERCAN) and Horizon2020 (WatSan). As a curious concrete result, one network has introduced solar lightning systems at the campus area of the southern partner (Technology for sustainable development / Metropolia). One network is worth a particular mention, due to the impressive outreach and visibility of the NSS activities in Finland, directly increasing cultural awareness and providing a

3 public space for issues of global responsibility. The Umodzi network has through its jointly prepared international modules, including arts performances by southern and Finnish students, reached community associations and a wider audience of several hundreds of people. New technologies have been taught to students in the southern HEIs, i.e. producing videos (Umodzi). These technologies have proven useful and beneficial for supporting individual entrepreneurship to enhance employability after graduation. The WatSan network offered a variety of internet courses on sustainable water management to a total of 70 Kenyan students. These courses were also highly appreciated by the Finnish students, as they experienced a more contextualized and realistic learning environment when joining an international virtual classroom with Kenyan students. As a direct result of the RESPECT network, a new exchange agreement between the Universities of Helsinki and Fianarantsoa in Madagascar within biology and environmental sciences has been signed. In the majority of cases, the recognition of studies implemented abroad was successful upon return to the home institution, with a few exceptions, namely in the Journalism Network (UDSM, UNAM) in Tanzania and Namibia, as well as at Bahir Dar University in Ethiopia within the Aalto BDU network. List of intensive courses implemented: subjects, network and country Intensive course subjects Arts for social change and development Applied drama methods in participatory research Biology Reserve planning in the tropics Energy technology Forestry Bio-Economy and sustainability Value Chains and Business Models ICT Community-driven co-creation Community service design Innovation and project-based learning Land Administration Media in the Time of Crisis Social sciences: Between East and West: Eastern Neighbourhood Veterinary Medicine Farm to table production chain Herd health management Network and country Umodzi, Tanzania Umodzi, Kenya RESPECT2, Madagascar Technology for sust dev., Kenya RESLAND, Ghana RESLAND, Ghana UFISA, South Africa UFISA, Botswana SALO Vietnam Aalto BDU, Ethiopia Journalism, Tanzania BASERCAN, Georgia Hesona Vetnet, Tanzania Hesona Vetnet, Kenya

4 4. Impact/relevance and complementarity 4.1 Southern and mutual needs Network acitivities have been in line with regional, national and institutional strategies in the South, i.e. Trade Logistics with the efforts of the ASEAn Economic Region (Trade Logistics network in Thailand and Malaysia), social responsibility in Botswana (UFISA working on community user design), sustainable development and renewable energies in Uganda and Kenya (Technology for sustainable development). The SALO Vietnam project directly enhanced the capacity for increased working life focus within the educational sector, listed as one of the aims of the new National Vietnamese Strategy for Education. The UFISA project has supported the Joint EU-Africa Strategy through information society partnerships. NSS cooperation has also addressed wider, societal needs, such as the Umodzi network adapting arts for social change, using applied theatre and arts methods to engage in tribalism and ethnic conflict management. 4.2 Global and Finnish Development Policy goals The Human Rights Based Approach is implemented through educating vulnerable groups to be aware of their rights through community work within arts for social change (Umodzi), right to clean water is enhanced through the WatSan network, active citizenship is promoted in the Journalism network and UFISA has introduced methods for community service design. The BASERCAN network within Social sciences, targeting Georgia and Belarus, is directly supporting democratic and accountable societies promoting human rights. Academic teaching staff as human rights experts have participated in the exchange activities, directly influencing curricula. Democracy and freedom of speech has been emphasized in the Journalism network, where equality as an ethical value is integrated in the learning outcomes of curricula, but is truly opened up only through direct contacts with different contexts and cultures. The NSS projects meet poverty reduction goals through providing study abroad opportunities and scholarships to all students, regardless of their socio-economic background. Some networks even prioritize students from vulnerable groups in their selection for participation in various NSS activities (BASERCAN). Gender equality has been directly supported through positive discrimination of female students in mobility activities, and also positively influenced through the Finnish female role models within academia. The Millenium Development Goals were directly addressed in the WatSan network working on sustainable water management and sanitation, contributing to ensuring access to clean water. Reduction of inequality is enhanced through providing access to online courses, virtual mobility also offers wider opportunities for people with weaker conditions for physical

5 mobility (WatSan). Networks often address this cross-cutting issue in their concrete work with local communities, such as the Umodzi within arts for social change. Within the WatSan network intensified water purification methods increase the water quality and strengthens the climate sustainability. The RESLAND Forestry network has worked on issues of Bio-economy and sustainability. Well-trained future professionals in the field of environmental engineering, water and sanitation contribute to inclusive green economy. 4.3 Complementarity The NSS networks have worked in line with several country strategies, i.e. in Tanzania for promoting civil and political rights (Journalism), in Zambia for public and civil society participation (Journalism). The results of the Trade Logistics Network are directly in line with World Bank initiatives in the ASEAN region, as well as the Aid for Trade global agenda. The partner universities in Malaysia and Thailand work in close cooperation with the Ministries of Trade, Transport and Development. Within ICT and user design, the UFISA network has complemented TEKES-funded initiatives in Finland (CONNECT), as well as local projects in the south (DESIS, Design for Social Innovation towards Sustainability). The RESPECT network activities directly complemented other MFA-funded projects within Nature Conservation, such as Tany maitso and Manondroala. The Global Dry Toilet Association of Finland has a direct linkage with the WatSan project. 5. Co-funding The table below highlights the estimated amount of in-kind contributions of the network partners as co-funding, since the NSS instrument does not cover salary costs. In total, the NSS networks have used 3222 working days or an equivalent of around 9 years of working time to implement the activities during the period of two academic years. Name of network and working hours used Aalto BDU 1000 hours BASERCAN, University of Helsinki 3100 hours Culturally Responsive Teacher 960 hours education, Univ. of Helsinki HESONA Vetnet, University of 1480 hours Helsinki Journalism, University of Helsinki 1700 hours RESPECT2, University of Helsinki 800 hours RESLAND, University of Eastern FI 800 hours Salo Vietnam, TUAS 4600 hours Technology for sust dev, Metropolia 1500 hours Trade Logistics, University of Turku 900 hours Tourism and MDGs, University of No information available Oulu

6 UFISA, Aalto University 2000 hours Umodzi, Centria UAS 2100 hours UWAS, University of Tampere 1200 hours WatSan, Tampere University of 1220 hours Technology TOTAL HOURS ,25 h/day 3222 days, 9 years 6. Challenges Complications and delays in obtaining visa and residence permits present an obstacle to efficient implementation of mobility activities. Networks experience inflexible residence permit allowance formalities (Ghana/RESLAND, Georgia/BASERCAN), the restriction of three months also poses problems (some incoming students experienced challenges with finalizing studies). Georgian and Belarusian students need to fly either to Ankara or Moscow for their visas, and there have also been challenges with obtaining visas for outgoing students to Ghana. Students from Madagascar obtain their visas by submitting their application at the representation in South-Africa, which is cumbersome. Due to changes in personnel and coordinators, delays in implementing mobility plans are visible, resulting in unused funds (Tourism and MDGs, RESPECT). This could be prevented through longer contract periods between CIMO and the coordinating institution. Within medical sciences, the lack of modern equipment in the southern partner institutions decreases the relevance of outgoing mobility, since part of what students learn in practice during their exchange periods in Finland cannot be put in practice at home. However, the future funding scheme will provide support also for equipment purchase, consequently providing a solution to this problem. The heavy workload at the home institutions of both Finnish and southern academic staff prevents teacher mobility for longer periods. One or two networks experienced challenges in finding Finnish students interested in exchanges to developing countries, particularly within male-dominated fields such as i.e. trade logistics or science/engineering. Students sometimes also preferred participating in short-term Intensive courses instead of committing themselves to exchanges of several months (RESPECT). Outgoing Finnish students witnessed inflexible curricula and structures for incoming exchange students (i.e. Thailand). Due to lack of information on courses offered, timetables etc., it was not possible to book flights for the mobile students much in advance, and this resulted in low cost-efficiency, especially for some of the new networks. Weak communication on course offer resulted in difficulties in planning the exchange period for Finnish outgoing students (Aalto-BDU, Umodzi). The political unrest in the region of Uganda and the terrorist attack in Kenya (Nairobi) resulted in some hesitations among Finnish students planning their exchange periods to Eastern Africa (Technology / Metropolia).

7 Finally, student exchanges are still a new concept in many African universities. When suddenly introducing exchange activities in Higher Education Institutions (HEIs) without experience of international mobility, there is lack of support structures and reactive planning, indirectly affecting the quality of the student exchanges. In these cases, the NSS actors are pioneering the international exchange activities, and consequently enhancing potential for further internationalization of the southern institutions (i.e Aalto BDU / Bahir Dar, Ethiopia). RECOMMENDATION to allow the coordinating university to pay the cost of residence permits and visas directly to the Finnish Embassies abroad the MFA Desk Officer could, together with CIMO, look into possibilities for influencing this matter. 7. Good practice Shifting coordinating responsibility to junior staff to enhance capacity building. Cross-cultural, joint supervision teams for dissertations at Bachelor, Master and PhD levels (Culturally Responsive Teacher education). Summary and general remarks by CIMO, networks Even though the NSS activities are limited to mobility, intensive courses and networking, it is evident that the impact of the cooperation goes far beyond these. The main spin-offs of the networking within NSS partnerships, as reported by a majority of the coordinators, are several initiatives within joint research cooperation, joint PhD projects, joint articles and publications, joint conference presentations, joint editorship, joint thesis supervision and joint data collection. Another tangible and permanent result of the NSS activities is new student-centered teaching methodology and materials, adapted, integrated into normal curricula in the southern HEIs, and actively being used by teaching staff. The NSS networks have contributed to supporting thematic goals and needs expressed in the Joint EU-Africa strategy, regional strategies (i.e. the ASEAn region), several national strategies (i.e Botswana, Kenya, Tanzania, Vietnam, Zambia), and also institutional strategies. The complementarity with existing other initiatives is significant, i.e. with projects funded by the World Bank, TEKES or the Finnish MFA. Priority areas within the Finnish Development Policy programme, including the human rights based approach and the cross-cutting issues are clearly visible in many of the implemented NSS activities and thematic networks (sees section 4.2). The final reports demonstrated an increased linkage between capacity building and educational export activities. Some of the NSS actors have identified areas of potential for educational export in the target countries, and there is visible interest in exporting Finnish knowledge and experiences by teaching staff and students participating in the projects (SALO Vietnam, Umodzi, WatSan). Other networks are already active within educational export in the same region, i.e. University of Eastern Finland has implemented educational export activities in West Africa and has NSS cooperation with Ghana (RESLAND). There is a considerable amount of self-financing spent on the implementation of exchange and intensive course activities. When asked to estimate their working hours

8 used during the period, the networks reported on average 1600 hours, resulting in a total figure of almost 9 years of non-refundable working time allocated to NSS, which is an impressive sign of commitment from all partner institutions involved. The southern students and teachers are in general very satisfied and rate their stay in Finland as excellent, both in terms of academic outcome as in personal experience. Students indicate that the mobility period was useful and will help them in their future career.