Conditions for success
Underlying principles
Historical developments, especially colonialism, are thematised as formative for current global structures and power relations, critically reflected and taken into account in planning. Chapter 1.1 | 2.2
A combined effort is made to seek ways to achieve a sustainable and just world. Societal participation in a global, as well as local, transformation is an important objective. Chapter 1.2 | 3.3
Learning is understood as a process in which diverse perspectives, opportunities and responses are collectively sought. Chapter 1.2 | 2.3
Structural anchoring
Within educational organizations/schools, there exist firmly established teams consisting of several persons from different groups/functions who are collectively responsible for planning, implementation and reflection. Chapter 2.1 | 3.2. | 4.2
The partnership or the project is structurally anchored in these organizations. Its executive managers provide it with support and possess joint responsibility with regard thereto. Chapter 2.1 I 3.2 I 4.2
The organizations provide resources and free space (e.g. financial resources, venues, personnel, working hours, teaching time or contacts). Chapter 3.2 I 3.5
Issues associated with global educational cooperation are actively incorporated into activities, instruction and the further development of the organizations or schools involved. Chapter 3.2 I 3.7
Within the local environment, the partnership or the project receives support from official bodies (e.g. Mayor or Chief), societal actors (e.g. local associations, local business), family members (e.g. parents of students) and friends. Chapter 2.1 I 3.2
Relationship between partner organizations and schools
A partner organization/school is selected on the basis of common characteristics, shared questioning and mutual interests. Chapter 2.1
The focus is on learning from one another. A hierarchical relationship between the givers and the takers (associated, in particular, with donations) is reflected upon critically and avoided. Chapter 2.1 I 2.2
Diversity is valued. The way of life as well as the perspectives and actions of the partners are respected and accepted. Chapter 2.2
Those involved and the environment are made aware of stereotypes. Simplistic views, generalizations, prejudices and Eurocentrism are reflected upon critically and actively avoided. Chapter 2.2
Various roles and privileges of the partners, both desired and undesired, and the power relationships that exist among them are jointly reflectedup on. Conflicts are dealt with using a respectful approach. Chapter 2.2
The participants engage with confidence in an exchange regarding the underlying values and objectives of the collaborative work. Chapter 2.2
Working together
Questions and issues are developed in collaborative fashion. All participants can have an impact on the project during its progression. Chapter 2.3 I 3.3
Challenges, risks and unanticipated results of action are identified and dealt with on a collaborative basis. Chapter 2.3 I 4.1
Transparent plans and agreements are created and reduced to writing. All participants are informed regarding the status of the plans on an ongoing basis. Chapter 2.3
Collective responsibility is assumed with regard to activities and roles are distributed in accordance with opportunity, skills and capabilities. Chapter 2.3 I 3.1
The partners establish channels of communication which they use to submit requests and receive responses. Chapter 2.3
The activities are interesting for all partners as well as for the treatment of issues and questions. Meetings offer diverse opportunities for learning and cooperation. Chapter 2.3 I 3.1
Opportunities are provided for independent, autonomous learning and engagement on the part of all participants, in particular through the creation of participative learning spaces. Chapter 2.3 I 3.3
Young people, in particular, assume responsibility for the collaborative work and can participate extensively. Chapter 3.2 I 3.3
The project or partnership is presented to the public. This is done in a discrimination-sensitive manner and with the cooperation of all partners. Chapter 3.4
All participants adhere to official regulations regarding the protection of personal information and deal cautiously with personal rights. Chapter 3.8
The partnership or the project is evaluated, consolidated and developed further with time and patience (in particular between personal meetings). Chapter 4.1 I 4.2
Resources and organization
The costs of the activities are calculated on a realistic basis and can be financed. All partner organizations are involved in the financing process. Chapter 3.5
All partners have access to technology which will permit them to implement the agreed (digital) communication as well as the exchange. Chapter 2.3 I 3.1
Where travel is required, entry requirements are actively considered and observed by both sides. Required documents are obtained or prepared on a collaborative basis. Chapter 3.6
The participants receive advice and support from persons who already possess experience with global learning in international partnerships and projects.Chapter 3.9
In all areas (e.g. mobility, diversity, event management,...), criteria for sustainability are considered and observed. Chapter 3.7
The collaborative work is documented, so that it may be passed on to additional interested parties. New generations of activists, who continue the collaborative work on a long-term basis, receive active support. Chapter 4.2
