North-South-South programme: Synthesis of the final reports of

the 2011-2013 networks

CONTENTS

GENERAL COMMENTS AND DEVELOPMENTS: NETWORK COOPERATION.................................................... 1

RESULTS ......................................................................................................................................................... 2

Outcomes, results, impact and beneficiaries ............................................................................................ 2

Finnish development policy programme ................................................................................................... 3

Complementarity ....................................................................................................................................... 4

ACTIVITIES ...................................................................................................................................................... 4

Reciprocal student and teacher exchange ................................................................................................ 4

Intensive courses ....................................................................................................................................... 5

Networking ................................................................................................................................................ 6

CHALLENGES AND LESSONS LEARNED........................................................................................................... 6

NORTH-SOUTH-SOUTH NETWORKS 2011-2013 ............................................................................................ 8

1

GENERAL COMMENTS AND DEVELOPMENTS: NETWORK COOPERATION

A total of 29 networks on various academic fields with partners from 26 different countries in Africa, Asia,

Latin America and the Balkans were funded during 2011-2013 by the North-South-South programme. The

table below presents reported activities from the contract period. As can been seen from the table, the

networks were mostly able to implement the planned activities or even exceed the quantitative targets set

in the beginning of the contract period. Furthermore, almost 90 percent of the funding granted was used.

Activities 2011-2013 Granted (nr) Reported activities Reported (nr) % Granted (€) Reported (€) Reported (€) %

Mobility 692 720 104,0 2 409 127,00 2 131 027,54 88,5

Student exchange 432 434 100,5 1 542 277,00 1 431 874,84 92,8

Teacher exchange 260 286 110,0 866 850,00 699 152,70 80,7

Intensive courses 28 28 100,0 418 256,00 418 280,80 100,0

Students - 738 - - - -

Teachers - 290 - - - -

Networking 43 42 97,7 171 862,00 146 836,11 85,4

Preparatory visits 3 2 66,7 6 760,00 5 000,00 74,0

Administrative visits 15 13 86,7 31 000,00 26 391,38 85,1

Network meetings 25 27 108,0 134 102,00 115 444,73 86,1

TOTAL 96,7 2 999 245,00 2 696 144,45 89,9

Most of the networks reported of good cooperation and smooth communication between the partner

institutions. In general it seems that the longer the network had been functioning, the easier the

collaboration had become. In addition, the networks identified mutual academic interest, institutional as

well as individual commitment and understanding the peculiarities of intercultural communication and

differences in the university systems as basis for successful communication and implementation of

activities.

Regular contacts via telephone, emails and online meeting facilities were a precondition for effective

collaboration but the great importance of face-to-face meetings in enhancing commitment and generating

understanding between the partners was also emphasized by many.

Although the Finnish coordinating institutions were responsible for financial monitoring and the overall

coordination of the cooperation, the networks valued equal partnerships, advocated equal division of

labour between the partners and active participation by all the HEIs. Sharing responsibilities and including

everyone in the planning and decision-making processes was seen as a way to enhance Southern

ownership. Many networks indeed reported of increasing activity and independence of the Southern

partners in coordinating activities in the South and disseminating knowledge among their own institutions

as well as other local stakeholders.

The activities within the network were in general found beneficial for all participating institutions.

Furthermore, many networks reported of multiple spin-off projects and future plans such as research

initiatives, external examination services and community projects as well as new openings for cooperation

with other interest groups.

2

RESULTS

Outcomes, results, impact and beneficiaries

The North-South-South networks have at its best provided a framework for long-term institutional

cooperation by building in many cases a multidisciplinary space for intercultural encounters and mutual

learning experiences in fields highly relevant on the national development agendas of the partner countries

such as environment, health, education and human rights.

The direct beneficiaries of the North-South-South cooperation have of course been the participating

institutions, their students and staff. The networks have provided the participants an opportunity to

acquire and produce new knowledge, exchange ideas, skills and expertise on a variety of topics, gain

country-specific experience, inter-cultural and international competences and establish new networks with

students, teachers and researchers. Interaction with the incoming students and teachers as well as the

introduction of new teaching methods and course content benefitted also those not directly involved in the

network activities.

In addition to curriculum development and introduction of new teaching methods, the cooperation

supported the internationalization of the partner institutions by providing experience in project

management, improving their capacity to implement and benefit from international research, cooperation

and mobility programmes and by introducing recognition procedures and monitoring mechanisms for

exchange studies. Institutional impact is evident also in the increased and standardized South-South

cooperation; interaction within the networks, especially the network meetings and intensive courses have

facilitated further linkages between the institutions – also between the Francophone, Anglophone

Portuguese-speaking academia.

103 422

92 970

Granted € Reported €

AVERAGE NETWORK FUNDING

15

10

1 1

6

Studentexchanges

Teacherexchanges

Intensivecourses

Networkingactivities

Number ofpartners

AVERAGE NETWORK ACTIVITIES IMPLEMENTED

434

286

28 2 13 27

Implemented activities

RESULTS FROM THE 2011-2013 CONTRACT PERIOD

Student exchange

Teacher exchange

Intensive courses

Preparatory visits

Administrative visits

Network meetings

3

In many cases North-South-South cooperation built a platform also for wider collaboration by including

local communities, companies and NGOs in the activities and thus, directly and concretely benefitting also

these stakeholders in addition to the HEI sector. E.g. a network focusing on sustainable tourism cooperated

closely with Tanzanian and Namibian tourism SMEs that provided real-life business cases for the students

to work with during the intensive course, another network producing a series of documentary films

benefitted not only the participants but also local broadcasters, film festivals and the often disadvantaged

social actors of the films and their communities, new perspectives on teacher education and ways of

organizing education and learning will in the long run benefit the education sector in the partner countries.

In general, by disseminating the results and new knowledge acquired during the cooperation, the networks

bridged the gap between the sometimes exclusive academia and the local communities.

Finnish development policy programme

Although the network cooperation had started already before the current development policy programme

was published in 2012, the networks had adapted the objectives of the programme and implemented them

in their activities.

The human rights based approach of the new development policy programme has quite naturally been

mainstreamed into the North-South-South networks. As a network focusing on music education and

cultural identity noted in the report: education, including music education, plays a key role in implementing

the human rights based approach by ensuring that everyone, even the poorest of people, know their rights

and are able to act on them.

The networks contributed to human development by enhancing the quality of education, building the

capacity of the partner HEIs and promoting inclusiveness in education and international cooperation with

e.g. the means of the accessibility grants introduced in the North-South-South programme in 2012. Other

priority area clearly visible in the implementation of the network activities was the democratic and

accountable society that promotes human rights: accountable administration, anti-corruption policies and

inclusiveness was expected from all the partners by e.g. applying gender equal, open and transparent

procedures in the calls for application and selection of participants.

Thematically, HEI cooperation within the North-South-South programme was directly in line with many of

the cross-cutting issues and priorities of the development policy programme. The networks addressed

issues such as maternal health and gender equality, HIV/AIDS and minority rights, energy efficiency,

renewable energy and climate sustainability, sustainable management of natural resources and tourism,

35 %

65 %

STUDENT EXCHANGE

Male Female

49 % 51 %

TEACHER EXCHANGE

Male Female

4

inclusive education and the role of journalism and skilled journalists in democratic processes and in

empowering those seldom heard in the public sphere.

The networks emphasized the importance of Southern ownership and actively encourage the partner HEIs

to take an active role in planning and implementing the network activities. Increased commitment and

investment in the network cooperation was reported especially by those networks with long-term,

established cooperation.

Complementarity

Many networks reported of linkages to other nationally or internationally funded development projects in

the partner countries. Complementary cooperation included HEI ICI (Higher Education Institutions

Institutional Cooperation Instrument) and ICI (Institutional Cooperation Instrument) projects, research

funding from the Academy of Finland, participation in EU funded programmes Erasmus Mundus and

Tempus and cooperation with international organizations such as SANORD, UNFPA and CIFOR as well as the

NGO sector.

ACTIVITIES

Reciprocal student and teacher exchange

“Participating in NSS programme changed my life in very fundamental but extremely positive ways”.

The main focus of the North-South-South programme is on reciprocal student and teacher exchange. The

student exchanges have consisted of regular course work at the host institution but many have also

participated in practical training, intensive courses arranged by the network as well as other research and

outreach activities within the networks and hosting departments. Moreover, the students are encouraged

to take advantage of the opportunities for advancing their theses by collecting material, taking courses in

methodology, and utilizing the library and ICT services as well as supervision offered by the hosting

institution. Incoming PhD students were also engaged in teaching assignments.

The North-South-South funding has been used even more innovatively, e.g. within one network where

student exchanges were organized as a programme divided into two parts: first one in Africa and the

second in Finland were the same students from both institutions came together and formed a mixed

production group that attended lectures and excursions and worked as a group to produce documentary

178 124

256 162

Students Teachers

STUDENT AND TEACHER MOBILITY

Incoming

Outgoing

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films. As a result the network reported of highly motivated and committed students, excellent grades and

more documentary films produced than previous years.

In general, the networks paid careful attention to the orientation and integration of both the incoming and

outgoing students. The incoming students often participated in the general orientation organized at the

hosting institution and were appointed student tutors to help them settle to the hosting institution, city

and Finnish society in general. In addition, some networks had created complementing support

mechanisms such as an intensive summer school prior to the start of the semester and Facebook groups to

facilitate exchange of information and experiences and networking between the students. One network

even sought to arrange the departure and arrival of the students so that the students could meet each

other before the exchange. Nevertheless, some students still had reported of difficulties mainly regarding

cultural differences and lack of support from the hosting HEI.

In most cases the studies to be conducted in the host university were discussed beforehand and approved

by both the sending and hosting institution. The partner HEIs were expected to provide a transcript of

records and descriptions of courses completed by the students. In some cases the curriculums of the

Southern partners have been quite rigid and the recognition of exchange studies difficult even though the

issue had been discussed within the networks. While some challenges still remain, most networks had been

able to find acceptable solutions for recognition in all participating institutions.

Teacher exchanges were planned so that the expertise of the visiting teacher would best compliment the

courses of the host institution. A part from lecturing, the teachers usually engaged in a variety of other

activities such as thesis supervision, research seminars, joint research initiatives, outreach and community

projects as well as intensive courses and network meetings. The networks had various ways to make the

most of the teacher exchanges, e.g. networks organized the incoming exchanges so that representatives of

all partner institutions were present during the same two weeks. This arrangement enabled extra activities

such as network meetings, training of trainers/teachers, field visits, thematic training for students and

other interest groups as well as interaction between the Southern partners.

In general the feedback from the students and teachers has been mostly good. Student and teacher

exchanges enable not only personal, academic and professional growth for those directly involved in the

network activities but contribute to the institutional capacity building by accelerating the establishment of

support services for international mobility and introduction of new, often more participatory and project-

based teaching methods to the Southern partners’ curricula. Moreover, the staff and students of the host

institution are provided a chance to engage in exchange of skills, experiences and knowledge with the

incoming students and teachers and to benefit from their expertise.

Intensive courses

The intensive courses were generally seen as a core activity of the network cooperation – even the most

important component in achieving the objectives of the network. Many networks emphasized the

importance of the courses as testing grounds for new ideas and practices developed within the networks

but also for cooperation with relevant stakeholders such as local companies, authorities and NGOs.

Furthermore, the courses provided a platform for students and staff to innovate and develop the network

cooperation.

6

The courses often offered concrete outputs such as teaching material and pedagogical methods that can be

incorporated in the regular teaching of the partner HEIs. Even the whole course could implemented again

by the partner institutions. Furthermore, students provided solutions and development strategies for real-

life cases provided by local companies and data gathered during the courses was utilized in planning of

future cooperation.

Intensive courses were also found an extremely important activity that strengthened Southern ownership

and South-South cooperation. Planning, reporting and implementation required effort and commitment

from all the partners especially from the hosting Southern institution and the courses gathered both

students and staff from all the partner HEIs together.

Networking

Although the networks communicated regularly via emails and telephone and even online meeting

facilities, face-to-face meetings were seen as guarantee for effective cooperation and smooth

communication and a platform to strengthen personal relations even within the more established

networks. New networks and networks with new partner institutions found the preparatory and

administrative visits and the network meetings even more important.

As there currently is no funding for South-South mobility, the networks also emphasized the importance of

networking activities along the intensive courses in strengthening the South-South cooperation.

The preparatory and administrative visits and network meetings usually addressed all issues within the

networks: administration, teaching and research as well as future activities even beyond the network. The

meetings also discussed the already implemented activities, virtual platforms, alumni activities,

requirements and monitoring of student and teacher exchanges, reporting and application procedures.

CHALLENGES AND LESSONS LEARNED

Although most of the networks reported of generally successful cooperation between the partners, some

networks especially with new partners experienced challenges in communication based on emails. Also

changes in the personnel of the partner HEIs and availability of ICT facilities sometimes took a toll on

cooperation. The networks underlined the importance of understanding intercultural communication and

the differences in the university systems. In most of the cases the challenges were overcome but a couple

of networks reported that eventually there had been no solution but to drop out a partner after multiple

unsuccessful attempts to maintain contact.

Sometimes the external conditions prevented the partner HEIs from fully participating in the network

activities: e.g. political unrest in Mali, intermittent closure of the partner university in Malawi, Finnish

students’ reports of violence in Nairobi, the security situation in South Sudan and student demonstrations

in Nepal as well as turmoil within the southern partner institutions, e.g. the national reorganization of

university system in Rwanda has affected the network cooperation and participation of partner institutions.

Limited funds and challenges in finding sustainable funding schemes for cooperation were challenges

present in many networks. Furthermore, as the North-South-South funding does not cover salaries of the

personnel and funding for higher education institutions in Finland is diminishing and changing, there is a

7

realistic risk that the coordinating institutions will not continue support the networks. Similar challenges

also met in the Southern partner institutions.

Moreover, the size of the networks posed challenges for meaningful and effective cooperation: the North-

South-South funding alone is not sufficient to satisfy the demands for more and deeper cooperation when

it comes to the number of exchanges and other activities.

To address this issue of sustainable funding the networks encourage all partners to seek alternative funding

sources, mapped potential partners outside the academic world and increased the academic output of the

networks in order to e.g. apply for research funding.

The South-South dimension should be facilitated more by enabling mobility between the southern partner

institutions. This would provide further opportunities for the students and staff to share knowledge,

problem solving skills and solutions in issues similar in the Southern partner countries.

The networks also encountered challenges in practical arrangements of the exchanges. Visas and residence

permits were laborious, difficult and expensive to obtain which delayed and shortened exchanged and

consumed resources. Some partner HEIs were unable to provide enough teaching in English. However, this

problem was recognized and addressed by the HEI and the students were offered alternative assignments

instead. In some networks the student grants especially for the incoming students were found insufficient.

Some of networks also faced difficulties in finding students and teachers to participate in exchanges due to

differences in academic calendars, the heavy workload of the teachers at home universities and the Finnish

students’ many other possibilities for internationalization.

8

NORTH-SOUTH-SOUTH NETWORKS 2011-2013

Network Coordinating Institution

Partners

1 FINPE Amazonia Andina (100347)

University of Turku

Peru: Universidad Nacional Agraria La Molina (UNALM) Peru: Universidad Nacional Mayor de San Marcos

2 Globalization, Knowledge and the Body (1000350)

Åbo Akademi University

Ethiopia: Addis Ababa Universtity Uganda: Makerere University South Africa: University of the Western Cape Finland: Uinversity of Lappland Kenya: University of Nairobi South Africa: Stellenbosch University

3 Sustainable Development and Human Rights II (1000353)

Åbo Akademi University

Finland: University of Turku South Africa: University of Pretoria Uganda: Makerere University Tanzania: University of Dar es Salam Tanzania: Zanzibar University

4 FANM3 (1000354) Sibelius Academy

Ghana: University of Ghana South Africa: University of Cape Town Mozambique: Universidade Eduardo Mondlane Ghana: University of Cape Coast Tanzania: Tumaina University

5 NSS LIS Network (1000359)

University of Oulu

Finland: Åbo Akademi University Finland: Turku University of Applied Sciences South Africa: University of Western Cape Namibia: University of Namibia Senegal: University of Dakar, Cheikh Anta Diop University

6 Quality Teacher Education as Cornerstone for Sustainable Development (1000360)

University of Oulu

Namibia: University of Namibia Zambia: University of Zambia South Africa: University of Cape Town Tanzania: Uiniversity of Dar es Salam Namibia: Khomasdal Campus, University of Namibia

7 Network to promote energy efficiency and renewable energy use in lighting (1000361)

Aalto University (School of Science Technology)

Nepal: Kathmandu University Vietnam: Hanoi University of Science and Technology

8 East Africa Technomathematics III (1000365)

Lappeenranta University of Technology

Tanzania: University of Dar es Salam Rwanda: Kigali Institute of Science and Technology Finland: Tampere University of Technology Rwanda: National University of Rwanda Ethiopia: Bahir Dar Uinversity Finland: University of Oulu Uganda: Makere University

9 N-S-S Public Health Higher Education Network, Phase II (NSS PHEN II) (1000374)

University of Eastern Finland (Kuopio Campus)

Kenya: University of Eastern Africa, Baraton Tanzania: Bugando University College of Health Sciences Egypt: University of Ain Shams South Africa: University of Limpopo Ghana: Kwame Nkrumah University of Science and Technology Finland: Savonia University of Applied Sciences Tanzania: Muhimbili University College of Applied Sciences Nigeria: University of Ibadan Egypt: Mirs University of Science and Technology

9

10 Living with Informal Settlements, Tackling Urban Poverty, LIFT UP (1000376)

University of Jyväskylä

Ethiopia: Addis Ababa University Mali: University of Bamako Kenya: University of Nairobi Malawi: University of Malawi, Chancelor College

11 ESUFI Forest (1000377) University of Helsinki

Sudan: University of Khartoum Sudan: University of Upper Nile Ethiopia: Wondo Genet College of Forestry and Natural Sciences

12 I-STEP, Interprofessional team education promoting public health (1000379)

University of Oulu

Finland: Oulu University of Applied Sciences Kenya: Masinde Muliro University of Science and Technology Mozambique: Lurio University Namibia: University of Namibia Kenya: Moi University

13 Inclusive Education in Diverse Societies – IEDS (1000382)

University of Jyväskylä

Finland: University of Oulu Bosnia Herzegovina: University of Sarajevo Croatia: University of Zagreb Montenegro: University of Montenegro Kosovo: University of Prishtina

14 Music, Education and Cultural Identity, MECI (1000383)

University of Jyväskylä

South Africa: University of Pretoria South Africa: North West University South Africa: University of South Africa Kenya: Kenyatta University Botswana: University of Botswana Zimbabawe: Africa University

15 Garage Computing (1000384)

University of Eastern Finland (Joensuu Campus)

Vietnam: Long Nam University South Africa: North West University Finland: University of Helsinki Tanzania: Tumaini University, Iringa University College Kenya: Maseno University Nepal: Purbanchal University Uganda: Makere University Business School

16 SoilSoc Africa 2010 (1000387)

University of Helsinki

Ethiopia: University of Hawassa Ethiopia: University of Addis Ababa Zimbabwe: University of Zimbabwe South Africa: Tshwane University of Technology

17 Turku-Hai Phong for Cat Ba 2 (1000324)

Turku UAS Vietnam: University of Hai Phong

18 Family Health and Well Being (1000351)

HAMK UAS Finland: LAMK University of Applied Science Finland: Seinäjoki University of Applied Science Vietnam: Hue College of Medicine and Pharmacy Nepal: Kathmandu University Vietnam: Hanoi Medical University Finland: Laurea University of Applied Sciences

19 Training producers for ecological broadcasting (1000355)

Arcada South Africa: University of Witwatersrand South Africa: The South African School of Motion Picture and Live Performance Finland: Svenska social- och kommunalhögskolan vid Helsingfors universitet Ghana: National Television and Film Institute Finland: University of Johannesburg

10

20 Well-Net (1000358) Savonia UAS Mozambique: Universidade Eduardo Mondlane Kenya: University of Eastern Africa South Africa: University of Limpopo Mozambique: Instituto Superior de Ciências da Saúde Finland: University of Eastern Finland Finland: North Karelia University of Applied Sciences Namibia: University of Namibia

21 Community and Environment3 (COHSE3) (1000362)

Turku UAS Finland: Diaconia University of Applied Sciences Swaziland: University of Swaziland Botswana: University of Botswana

22 JOCID Network III (Journalism for Civic Involvement, Democracy and Development) (1000364)

Turku UAS Finland: Metropolia UAS Namibia: Polytechnic of Namibia Tanzania: Tumaini University, Iringa University College Ghana: Ghana Institute of Journalism

23 FANHEES 2 (1000366) Lahti UAS South Africa: North West University Botswana: University of Botswana Finland: Metropolia UAS Namibia: Polytechnic of Namibia Finland: HAMK University of Applied Sciences

24 Community Based Social Development through network partnership in higher education (CODE-NET) (1000368)

Tampere University of Applied Sciences

Finland: University of Tampere Mozambique: Ministerio de Mulher e Accao Social South Africa: University of KwaZulu-Natal Tanzania: St Augustine University Mozambique: Catholic University of Mozambique

25 Tourism, Environment, Mobility, Business, Opportunity (TEMBO) (1000369)

Tampere University of Applied Sciences

Tanzania: University of Dar Es Salam Botswana: University of Botswana Tanzania: Sainte-Augustine University Tanzania Namibia: Polytechnic of Namibia

26 MaZaFi2 (1000373) Helsinki Metropolia University of Applied Sciences

Finland: North Karelia University of Applied Sciences Malawi: University of Malawi, Kamuzu College of Nursing Zambia: Lusaka School of Nursing

27 HOPE Holistic Partnership in Social Work and Health Care Education 2 (1000386)

Diaconia UAS Vietnam: Hue College of Medicine and Pharmacy Nepal: Tribhuvan University, Institute of Medicine Nepal: St. Xavier’s College Finland: Central Ostrobothnia University of Applied Sciences Finland: Jyväskylä University of Applied Sciences

28 Zambesi (1000389) North Karelia UAS

Zambia: The Copperbelt University Botswana: Botswana College of Agriculture Namibia: University of Namibia/Ogongo Campus

29 HEALTH AFRICA Network (1000391)

Seinäjoki UAS Kenya: Maseno University Finland: HAMK University of Applied Sciences Finland: Kajaani University of Applied Sciences Finland: Central Ostrobothnia University of Applied Sciences Finland: Mikkeli University of Applied Sciences Finland: Vaasa University of Applied Sciences Finland: Helsinki Metropolia University of Applied Sciences Finland: Kemi-Tornio University of Applied Sciences Uganda: International Health Sciences University