Internationalisation of the Curriculum and Support for International Students
Title of Case Study: / Northumbria – CEDAR Development Education Project
Institution and initiating department/faculty:
NorthumbriaUniversity, School of Arts and Social Sciences/Sociology and Criminology Division
Departments/faculties in which initiative implemented/to be implemented:
School of Arts and Social Sciences
Key Contact: / Othersinvolved:
Name: / Dr Matt Smith / Name:
Address: / Tel:
Sociology and Criminology
NorthumbriaUniversity
Newcastle
NE1 8ST / Email:
Name:
Tel:
Email
Name
Tel:
Tel: / + 44 (0)191 2274970 / Email
Email: /
Abstract
The Northumbria-Cedar Development Education Project enables students to visit and work alongsideNon Governmental Organisations in South India. Emphasis is placed on the learning opportunities this presents for participants, with a partnership between the lead NGO and a local university underpinning a programme of training, workshops and de-briefings in India. Submitted: June 2006
Background – contextual issues giving rise to the initiative
This initiative was set up as part of a wider attempt to ensure that the full range of our students had the opportunity to engage with overseas education visits and/or volunteering, as part of our efforts to internationalise their learning and the curriculum. Whilst VSO runs a very successful scheme for students which we also promote, it is not always suitable for all our students, who may not be the right age or have commitments which limit the time they can spend overseas. In addition, some students may not see overseas volunteering as relevant to them.
Added to this, in recent years there has been a growth in commercial organisations offering overseas development and volunteering opportunities. The packages sold by these organisations are often prohibitively expensive. We were also receiving reports of ethically dubious ‘development’.
Description of activity or initiative
The Northumbria – CEDAR Development Education Project provides an opportunity for a small group of students to visit and work with NGOs in South India for between 4 and 6 weeks. The project has been running since 2005.
The project works for different students in different ways, but is fundamentally designed to complement and enhance their formal learning. It is hoped that all students develop their understanding of key issues in international development and link their experience to their subject areas, such as through their dissertations. In addition, the aim is for students to develop wider skills and knowledge, such as those associated with team-working.
Undergraduate students from across the School of Arts and Social Sciences are able to apply to participate, and we are introducing competitive awards for help with costs. Once assessments have been completed and the group identified, a programme of workshops and team-building events takes place in preparation for departure. Students are also encourage to start to read around some of the issues that NGOs in South India are dealing with.
Visits to CEDAR, an NGO, based in Madurai, India, start with workshops and informal interactions between the visitors and students, NGO workers and academics, followed by short periods of work alongside local NGOs. This part is particularly strengthened by CEDAR’s own close relationship with the AmericanCollege, a university also based in Madurai, which facilitates these interactions. The training and education element is crucial and includes discussions and workshops on issues such as:
  • Indian social and political history
  • Gender and identity
  • Village life
  • Civil society and development
  • Cultural difference
The opportunities for debate and dialogue run through the programme with a concluding de-brief in India for students to reflect on their learning, followed by a further de-brief on their return to the UK. During the academic year after their visit, the students are expected to engage in supporting the recruitment and training of the next group of students, as well as using what they have learnt in educating their peers and others about international development issues.
Evaluative comments
Students and CEDAR staff participated in the evaluation of the pilot project in 2005 and overall provided a very positive assessment, particularly of the education and training. As one student put it:
The first week we had at AmericanCollege was great, it helped us prepare for working with the NGOs and working in the villages. The lectures we had on the village, caste, women and the Tamil lessons were amazing … we spoke to some of the female students about being a woman in India, arranged marriages, the dowry system, the women’s movement and its future. We asked lots of questions and they asked us lots of questions about the same issues within a Western context, it was definitely one of my favourite sessions.
One interesting change was prompted by CEDAR’s identification of the importance of the education element. Whilst we had started from a volunteering standpoint, their insights and input have led us to place a stronger emphasis on a ‘development education’ approach.
The project also has wider potential benefits for the institution and we are exploring other ways to collaborate with CEDAR and the AmericanCollege, including in research development.
The resource implications are relatively low; we are committed to paying CEDAR fully for the work it puts into the scheme, and CEDAR has identified ways to keep accommodation costs very low for participants. In addition, costs need to be found for any accompanying staff and for student bursaries. However, the benefits both in terms of student learning and achievement as well as what this can offer for staff and the wider institution makes it an attractive and cost-effective project. These low costs also help in terms of project sustainability, although in an ideal world, we would like to identify ways to provide further support for students to ensure no-one is excluded on the grounds of costs.
Advice to others
Crucial to this project has been putting in the time to work with colleagues in India to develop mutual understanding and a model that can work for both parties. Whilst volunteering-centred approaches may be attractive for students, placing education at the heart of the scheme, linked to the idea of ‘working alongside’ rather than ‘working for’ is perhaps easier to manage within a university context and has clear benefits to students. It also opens up wider possibilities for shaping the project and activities within India.

Northumbria – CEDAR Development Education and Volunteering Partnership

Higher EducationAcademy – November 2006 – Page 1 of 3