January 2010

Feature

United

The brain drain debate

World

Exchange of ideas
Teacher and student exchanges explored

Spotlight
on remote National Committees

In this issue
On the cover
Participants at the 2009 Talk Together programme. Read the article on page 20.

News

Welcome

to United World
The next edition of United World May 2010 will be sporting the new UWC brand. Following extensive consultations and workshops, the UWC brand was presented to the UWC Council and Board in October for approval and taking into account their suggestions, it will be launched on 05 February 2010. We will report fully on the Brand, the UWC Toolkit and its implementation in the next edition and on the website.

European National Committees meet in Brussels

The European Regional Meeting took place in Brussels in November and was the largest ever, with 86 delegates in total and representation from 32 European National Committees and nine Colleges.
The NC of Belgium did a fantastic job of hosting the meeting, particularly given the unexpectedly large turn out. The programme for the meeting was put together by a working group of the National Committee team at UWCIO and NC members. Many sessions were facilitated by NC members, with main sessions held on potential and diversity; promotion, preparation and selection of students; outreach and fundraising and parents. Rita Fuchs, from the NC of Austria was on the organising group. She says Being involved in the organisation of the meeting gave me the chance to contribute something, to balance the massive input of the meeting with some form of output. As someone who has been very active in the Austrian NC for the past 10 years, I left the meeting with a surprising motivation to take things ahead. I think UWC as a whole is taking some big steps into the right direction, and I loved seeing so much momentum within the European NCs as well as the global movement. Natalie Gopall from the International Office National Committee Development team adds The energy and commitment during the meeting was invigorating and we have lots of ideas to take forward. There are huge benefits for NCs in sharing experiences and ideas face to face and it makes a big difference to our work in the IO being able to meet NC members in person. It was also extremely valuable to have so many Colleges represented.

3 News 7 From the Chair 8 Fundraising 10 Feature

National Committee members Dafna Herzberg and Laura Carone discuss the brain drain debate.

Other projects were working on include translating the website into a multi-lingual site and replacing the extranet so that it becomes an effective communication tool for all UWC members. As we prepare for the new extranet, from January 31 we will be asking users to verify their details to facilitate a smooth transfer to the new system. Follow the member login link at www.uwc.org to do this.

Head of Finance at UWCIO

Geoffrey Browne, Head of Finance and Administration at UWC International since 2006, retired in December 2009. We send him our appreciation and wish him all the best in his retirement. Geoffrey is replaced by Willa Geertsema. Willa has worked in finance and consulting in the corporate and NGO sector for many years, most recently as Head of Finance and Resources at the European Council on Refugees and Exiles. Im excited to join UWC and learn about its inspiring diversity, and am looking forward to help strengthen a network of finance people across the organisation.

Get in touch
If you have an idea for an article, email brief details to editor@unitedworld.uwc.org
Comments and feedback on the magazine are also very welcome. Email us or write to: The United World Colleges (International), Second Floor, 17-21 Emerald Street, London, WC1N 3QN, UK.

Obituaries
It is with great sadness that we report the deaths of : Fawaz Lukman - first year student from Ghana at UWCUSA Dr Rodrigo Carazo Odio, founding Chair of UWC Costa Rica Don Rodrigo played a critical role in the founding of UWC Costa Rica; in fact it probably would not have happened without him. But what touched everyone who had the privilege to work with him was his deep and very real sense of humility not a virtue always associated with former Presidents and his commitment to the cause of peace. Keith Clark, Executive Director, UWC International. Michael Schweitzer - Bursar at UWC of the Atlantic, 1965-1997 Michael made an immense contribution to Atlantic College and to the development of UWC. In fact, as Kurt Hahns private secretary for six years, his involvement pre-dated the founding of Atlantic College, and his more than three decades of service to the College were marked by selfless commitment and deep conviction. Keith Clark.

14 Education 17 Profiles

20 Outreach 22 Spotlight
National Committees operating without a permanent local membership.

United World is distributed to all members of the UWC International movement. Articles or comments attributed to individuals do not necessarily reflect the views or policy of The United World Colleges (International). While every effort is made to ensure the accuracy of information at the time of going to press, no responsibility can be accepted for incorrect information included in good faith or subject to subsequent change.

The United World Colleges (International) is a company registered in England and Wales and Limited by Guarantee No 908758. Registered Charity No 313690.

NC members discussing outreach at the European Regional meeting

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College contributes to Peace Summit

Students and staff at UWC Costa Rica contributed to the fourth Summit of the Global Alliance for Ministries and Departments of Peace last September in the capital San Jose.
The Global Alliance (GA) is a worldwide community of civil society campaigns, organisations, committed citizens and government officials working for the establishment of ministries and departments of peace that reflect and support the emergence of a global culture of peace and non-violence. Costa Rica was the first country in the world to formally abolish military forces so it is fitting that it has become the third country to open a cabinet level Ministry of Peace, with the legislation to establish a Ministry passing through the National Assembly just before the summit. College Head Mauricio Viales, Development Director Carlos Sandoval and Professor Steve Hawkins took part in sessions including defining the mission of the GA. Additionally

second year Peace and Conflict Studies students participated in a learning day, at which they met and worked with students from university institutions including INCAE Business School and Earth University. A closing event was held on the International Day of Peace at the National Theatre in San Jose and seven students represented the College by sharing a message of peace with the audience. UWC student Aurora Robles (Finland) says The experience made me try my limits. I would have never thought that I would do a speech in the National Theatre in the

ceremony of opening the third Ministry for Peace in the world. When I was writing my speech, I realised that talking about peace was not thateasy. Many times we end up over using the word and the concept of peace to such an extent that it in the end it loses its meaning. We often say that our aim is to build a peaceful world. But with such an abstract word and concept, are we actually talking about the same thing? In my speech I decided to replace the word peace with the word to care - caring about others and especially those in need. Right to left: participants practicing the Dragon Dance, Chishio (second from right) with other organisers.

Dialogue for young neighbours

One of the new short programmes of 2009 was the Sino-Japan Youth Conference which was organised by a group of 27 UWC students and recent graduates from China and Japan and took place at Li Po Chun UWC of Hong Kong in August.
The aim of the conference was to bring youth from all over the region together to promote dialogue, mutual understanding and celebration of difference. The organisers promoted the conference through schools across the region and 24 participants from China and 24 from Japan took part. The programme was diverse in content, with academic sessions, guest speakers, games, theatre workshops and excursions; the theme of breaking down barriers between the countries and facilitating a better understanding of each other ran throughout the conference. Examples of this included a session on education where the participants discussed how the marked differences in Chinese and Japanese textbooks regarding key historical events contributed to misunderstandings and a theatre workshop where the group used image theatre to explore stereotypes and overcoming prejudice. A focal point of the conference was the Peace Commemoration Ceremony, where the group shared personal stories from their families about the Second World War. Chief organiser Chishio Furukawa (LPC 06-08) explains: It was an emotionally overwhelming experience for all. What was remarkable was that even after sharing very painful stories, the participants expressed their strong desire and determination to build a positive relationship between the countries in order to achieve a more peaceful international community and ensure that these atrocities never happen again. For many participants, the opportunity to meet the local people in Sian village, a remote village in Guangdong Province was the highlight of the programme. One participant commented I have enjoyed this trip so much - from singing and dancing with the villagers to chatting to them about their lives, I learned that I should appreciate everything no matter what. Xiaoxue Weng (PC 04-06), one of the organisers, thinks that one of the main challenges at the conference was the language barrier. The main language used was English but this was a huge challenge for a lot of the participants. Bilingual organisers were always on hand to allow all participants to express themselves and participants also made good use of body language to communicate, as well as learning key phrases for each language. We received feedback from participants saying that although theyd found the language issues a significant obstacle, they had learnt useful skills in finding other ways to communicate and being patient. For many of the graduates, being involved in organising the conference was a significant opportunity for them to use their UWC experience in practical way and extend the opportunity they had to others. Organiser Annora Ng (LPC 05-07) explains Working with UWC students and revisiting the UWC mode of work and spirit refreshed my mind and gave me the energy to keep the UWC spirit alive in my personal life. Fellow organiser Chihiro Yoshida (MI 07-09) adds I often feel that we graduates of UWC have much potential to radiate the strength of our two years out into the world, yet still lack the realism and willpower to do so. However, the conference truly served as a materialisation of our hopes and thoughts of creating a UWC atmosphere. One participant said to me Here at this conference, I can truly express myself and throw myself into everything. We can discuss our true emotions and opinions. I could never do that at school in Japan, and it feels amazing. These words express precisely the enlightenment UWC empowered me with, and I truly hope that this conference continues. Chishio concludes This conference has successfully created a space where youth from both countries can honestly share their ideas. We hope that the participants will take back these messages of peace to their home communities and that they will continue to be committed to peace-building not only for the Sino-Japanese relationship but also for the world as a whole. The organisers are planning a second conference for 2010. www.sinojapanyouthconference.org

UWC Costa Rica student Aurora Robles at the Global Alliance summit.

New green initiative at UWC in Mostar

A student led initiative at UWC in Mostar to reduce the colleges impact on the environment is still in its infancy but is ambitious in its aims of drawing attention to sustainability in a country where environmental issues are not high on the agenda. Second year student Andy Hemphill (USA) explains, Although green projects are becoming quite commonplace around the world, this is something very radical for the country of Bosnia and Herzegovina, which is still recovering economically from the wounds of war. Therefore, up until this point, attention to and legislation concerning the environment has been almost nonexistent. The College hopes that by starting locally, it can influence both the local community of Mostar and the wider country. At the College, students are starting with basic projects including changing to energy saving lightbulbs, composting and reducing waste. Bigger plans include a goal to create a wind-power generator to provide power to the school. In the spirit of the UWC movement, we hope that an exchange of ideas will develop between the UWCs, so that together, we can significantly reduce the harmful impact on our home, says Andy.

UWC in Mostar students Ingrid Fielder and Andy Hemphill

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UWC Strategic Plan 2010-2015

The adoption of a strategic plan is a hugely important moment for UWC, but its significance goes beyond a sense of direction for the next five years.
was conscious of the degree to which this had been a collaborative exercise, reinforcing the idea of collective ownership. Of course, the greatest significance of a strategic plan must be in its content. The aim is to give life to the UWC mission. That ambitious statement UWC makes education a force to unite people, nations and cultures for peace and a sustainable future is its foundation stone. The plan must give life to the mission or both will be meaningless. day work, and this will continue as Colleges and National Committees incorporate the objectives into their work. An immediate priority is to develop a system of monitoring a dashboard to use the current jargon. This must not become a major system in its own right, but it will be important to know how we are doing. The objectives will shape the agenda of the International Board while the annual UWC Council meeting will be an opportunity to review progress and to insert a degree of accountability. An effective monitoring regime will also mean that the strategic plan, especially the action plan, becomes a living document which can be adapted without losing the overall framework. The strategic plan presents us with a direction and a challenge in fact, 114 challenges! It will need a great collective commitment, but it will send the signal that UWC is looking ahead with conviction to the start of our next 50 years.

From the Chair

Over the past few years I have tried to use this space to bring members of UWC up to date with what has been going on at the UWC Council and Board meetings but I am still surprised by how often I hear But I didnt know this or that was happening; how exciting!
Perhaps not enough people read this magazine so, since you are reading this, please pass on your copy to another graduate who hasnt and bring them up to date! One of the main issues at the meeting of the UWC Council in October was our new strategic plan. We consulted widely as the plan was being produced and I believe the end result incorporates pretty well everything bar the kitchen sink. This is no bad thing as this first plan sets the bench mark for all our ongoing and future work. The plan has now been endorsed by the Council and will be put into effect by the International Board. Key parts of the implementation plan will be carried out by committees of the Board, working in cooperation with Colleges, National Committees and the International Office. Our Board committees consist of Board and Council members and others who have specialist advice to give: they have a hefty work load facing them and I wish them luck. A second major issue was branding; deciding who we are and how we should project ourselves to the wider world, including defining our key messages that can be used whenever we talk about UWC but especially when talking to those who know little or nothing about us. This was obviously an emotive subject; in the past we have relied on our Colleges and National Committees to identify themselves but to the rest of the world there is no consistency and this results in confusing messages. At a time when we are trying to raise our profile and considerable sums of money for scholarships and other major projects this inconsistency becomes a weakness. Inevitably finding a common brand means that there has to be some give and take between our component parts but I am relieved that, at the end of a sometimes heated debate, the proposal and outlines of a policy were agreed. There is still work to be done but I am confident that by the time you read this, we will have agreement on the few remaining issues. Since the UWC Council involves all the College Heads and Chairs it gives the opportunity for both groups to spend some time together in retreats. The Heads have been doing this for some time, with very positive results, but this is the first time that the Chairs have done so. Both groups were able to exchange information informally and this proved immensely helpful in creating a better understanding of the Tim Toyne Sewell meeting students at the UWC Maastricht opening ceremony.

The new UWC strategic plan was adopted by the UWC Council and International Board at meetings at Pearson College in October, following 18 months work. The plan is of great significance because the planning period (2010-2015) covers UWCs 50th anniversary, and yet it is the first time The plan aims to do this through 29 that such a plan has been in place for the objectives grouped into six overall themes. organisation as a whole. The 2005 vision The objectives are further broken down into objectives were a major step forward: 114 action points which represent the means the new plan takes by which the strategic organisational strategy to a the greatest plan can be achieved. They different level. significance of a are detailed points, and

problems and benefits faced by all our colleges. These meetings help to unite the organisation and enable us to work better together to take the movement forward. An important issue in the last part of 2009 has been to work with our colleagues in Bosnia and Herzegovina to identify options for the future of the UWC-IB Initiative there, and specifically for the UWC in Mostar, now that its initial phase is complete and remembering that this was not necessarily intended to be a permanent venture. I find it remarkable just how much has been achieved in the Colleges first three years and I want to do all I can to find a way forward. Dr Jennifer Dueck has been working hard on the Middle East and North Africa project, which, as was reported in the last edition, involves building UWCs profile and capacity in the region, including through strengthening the National Committee system and looking, in the longer term, for a possible location for a new college. She and I have recently visited Abu Dhabi, where we have identified considerable interest in UWC. As a result, the development of a new National Committee is under way and several other activities are being planned. In addition we hope to have a number of new scholarships from the UAE in 2010 and perhaps even greater involvement in the movement in the future. I have now completed my first three years as Chair of the International Board and Council. Like many others before me I find myself committed more and more to this extraordinary movement and just hope that, having been asked to complete a second (and final) period in the chair, I can work with you all to make UWC even better known in the wider world and create new opportunities for more and more students to take advantage of what UWC can offer.

That raises the question strategic plan must be provide the steps as many of why now? The most in its content. The aim is as eight or nine in some cases necessary for each obvious answer is that to give life to the UWC objective. the organisation is ready mission. Keith Clark for it. It is absolutely clear The strategic plan that a strategic plan has undoubtedly presents to be for the organisation as a whole and UWC with a major challenge but thats its successful implementation will require the point. Some of the objectives will be a collective commitment from throughout particularly difficult: the biggest challenges UWC. In adopting the plan, we are sending are likely to be around developing a form the signal that this is feasible a confidence of recognition or certification (a UWC underpinned by the prevailing belief that we Diploma), investigating and reforming UWCs will be stronger if we work together. scholarship allocation model, improving our The strategic plan is also significant because it has been a test of UWCs new governance model. In particular, the UWC Council was able to play precisely the sort of role envisaged for it. After detailed workshop discussions on a number of strategic themes at the inaugural UWC Council in February, and at the Global National Committee Meeting at the same time, a clear sense of priorities emerged; in fact, the outcomes from those discussions made the initial drafting of a plan relatively straightforward. The planning process has been genuinely consultative, with input from around the movement. Some UWC constituencies consulted in great detail within their communities and the vast majority of the feedback was both positive and helped to strengthen the final drafts. The UWC Council global profile and, of course, building greater financial security. However, the step-by step approach makes even these most challenging objectives attainable. On the other hand, if those steps lead to the conclusion that a certain objective is not feasible or desirable, then we will know that for sure. Despite the very considerable challenges, I do not think we should be daunted by the volume or detail of the plan. Many action points draw into a strategy work which we already do, or formalise some of the directions in which we are already heading. We should be able to prioritise more effectively perhaps to say no more often and to recognise that much of what we do forms a part of the bigger whole. Within the International Office, the strategic plan is already playing a role in our day-to-

Strategic objectives
To ensure that UWCs model of education maintains relevance and becomes more widely known as an example of education for a peaceful and sustainable future. To extend UWCs impact. To strengthen and develop the UWC National Committee system. To create a secure and sustainable financial and funding model. To increase awareness, recognition and understanding of UWC. To continue to strengthen organisational effectiveness and unity. The full strategic plan and action plan are available on the UWC website www.uwc.org/strategicplan/ The UWC Council and International Board were enormously grateful to Driek Desmet (AC 82-84) and his colleagues from McKinsey & Co who were invaluable throughout the strategic planning process.

Tim Toyne Sewell, Chair

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Fundraising

Welcome to UWCIOs Director of Development

Steve Donato joined UWC as Director of Development, UWC International on 30 November 2009. Steve joins UWC from Kings Academy, Jordan where he was Director of Development based in New York.
Prior to his time at the Kings Academy, Steve was Executive Director for Institutional Advancement at Columbia University Teachers College, Vice President and COO at Helen Keller Worldwide and Director of Major and Planned Gifts and then Executive Vice President at the American Lung Association. The new Development function at the International Office is intended to help UWC reach new sources of funding that will be best approached at an international level. The function will also act as a hub for coordinating fundraising operations around the UWC organisation, and help to build professional and volunteer networks of UWC fundraisers as well as a stronger culture of fundraising throughout UWC. I am greatly looking forward to working with my many new colleagues at UWC. We have a deeply compelling mission and I am excited to have an opportunity to be able to contribute to this work. Certainly, the fundraising challenges ahead are not insignificant, however meeting those challenges is precisely why I am so excited to begin my work. Im confident that together we will make real progress.

Milestones in UWC-USA fundraising

Milestone in alumni Support

London to Paris
Jane Caldwell, Fund Development Assistant at the UWC International Office cycled from London to Paris in October to raise funds for UWC scholarships. Jane and a friend have raised almost 1,000 in sponsorship to date. They cycled the 520km route in three days, having planned the route with assistance only from Google Maps. Jane says I wanted to show my support for the many excellent fundraising volunteers around the organisation by getting out there and doing it myself, as well as to demonstrate that everyone has it in them to be a fundraiser. The only requirement is a bit of determination and not to be shy about asking people to support a great cause. Jane hopes to complete a similar cycling challenge next year with a bigger team, not necessarily in the same global location. Any volunteer fundraisers up for the challenge are encouraged to get in touch at fundraising@uwc.org

Bertrand Kan (USA 82-84), a member of the first graduating class of UWC-USA, will be the first graduate of the school to fully-endow a scholarship. He made his commitment as part of the celebration of the 25-year reunion of his graduating class.
Bertrands gift marks a turning point in how UWCUSA will be sustained for the future. His gift is exceptional in that he is leading the way for our graduates to help provide new and future generations with a UWC education, says Lisa Darling, President of UWC- USA. Originally from the Netherlands, Bertrand now works in London and is a newly-elected member of the Board of Trustees of UWC-USA. He was a scholarship recipient as a student and would like to provide the same opportunity to new UWC students of extraordinary merit.

Montezuma castle, UWC-USA

Philanthropy through planned giving

UWC-USA has received a generous legacy gift from an Arizonan couple who found out about UWC when they moved to New Mexico on their retirement and became involved in the local community.
John and Roz Pintek came to know UWC-USA through their volunteer work as Montezuma Castle guides for a community organisation that raises funds for and awareness about historic preservation. When the Pinteks were considering their estate planning and philanthropy, they were attracted to the global mission of UWC and they also liked the idea of supporting global work in their own backyard. We worked hard, made sacrifices and have lived carefully to earn and preserve what we have and we want to leave it to a place that will put our assets to work for a greater good, Roz comments. Education was key to our success and we loved the idea of being able to help extend the opportunity of a great education to promising young people, John adds. Long after were gone, well be supporting kids from around the world as they learn to appreciate and communicate with each other. Elizabeth Morse, Director of Development at UWC-USA says The support of those who, like the Pinteks, remember UWC with bequests and life income gifts helps ensure the continued excellence of the UWC experience for generations of students to come.

Dialogue across the Seas

Miguel Arrobas from the National Committee of Portugal has continued to raise funds for UWC by taking part in a number of swimming challenges. Following his success in the English Channel in 2008, which raised 1,000 for the NC, Miguel raised further funds in 2009 by swimming the Straits of Gibraltar in July and a swim in Tunisia in October. The Tunisian swim was part of the Dialogue Across the Seas project an intercultural exchange through sport between the countries of the Magreb. Miguels participation in the 2009 event has led to an invitation to be the European representative for the 2nd edition of the Dialogue Across the Seas Project for 2010. This swim, of around 90km, will take place in August 2010 and Miguel and Mariana Arrobas (AC 91-93, Secretary of the NC) plan to use the event and its synergies with UWCs mission to continue to fundraise for UWC at the international level. Check www.uwc.org for updates nearer the time.

UWC has had an important impact on my life; it taught me how to live and work in a very international community, gave me a set of enduring friendships around the world and opened up opportunities that would otherwise not have been available to me, says Bertrand.
I think that it is vital that those who understand the benefits of the UWC experience better than anyone else our alumni do what they can to make that experience possible for promising new students from around the world.

Miguel after completing the channel swim.

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The brain drain debate

By National Committee members Laura Carone (WK 02-03) from Argentina and Dafna Herzberg (USA 00-02) from Israel.
improve our own societies as well. However, what brought us Across UWC, the ways in which the movement has all to the discussion table during the GNCM and later on our made the world a better place in its 50 years of mailing forum, was the growing feeling that it is becoming existence are often questioned and debated. This harder for us to pick those fruits, as they tend more and more question can be looked at from many different to ripen outside our gardens. perspectives. Some of the main focus points should be how we measure and quantify the betterness This isnt the first time that NCs have expressed their of the world; whether we should look at the world preoccupation about sending young (potential) leaders to a as a whole or at each local community or country UWC who then do not return to their home countries, thus individually and, referring directly to our mission, draining those countries of one of their most important how a UWC education has an impact on peace and assets: human capital. While reading these lines, some may sustainability. It is also important to ask disregard this claim, since brain drain is not a This isnt the first phenomenon unique to the UWC movement. whether our impact should focus on the time that NCs have Indeed, the flight of human capital from individual the UWC student or on the impact UWC students can have on the expressed their developing countries to developed ones has lives of others. been a global concern for many decades, and preoccupation

seems to feed this trend: Colleges take pride in the number of students admitted to top universities in the US or the UK, and many students, staff and graduates are concerned that there is too much emphasis placed on personal academic achievement compared to the other components of a UWC education. The entry requirements for prestigious universities in the more privileged parts of the world are rising, the IB programme is increasingly demanding, and the Colleges, wishing to support their students with the best opportunities, push them to excel in their academic life. As a result, on arriving at UWC, students quickly adopt a fixation with grades and college applications; they forget that they applied to a UWC for a different purpose, and that a UWC education is not a merit-based personal prize, but a chance and a responsibility to strengthen their potential as leaders in their communities. Many times, when were asked about what our students do after UWC, we hear ourselves explaining that the pursuit of a career abroad is because of a lack of competitive universities, high unemployment or poor working conditions back at home. When students receive significant scholarships to attend university abroad, then they really hit the jackpot, as they will have a top education and will prosper professionally and financially, in a way they wouldnt be able to in their home countries. What we fail to answer, however, is how the developing countries are supposed to ever achieve economic growth and improved academic competitiveness when their human capital continues to be drained. It is often argued that alumni will stay abroad for further education and training, and then return when they are older and have more to offer their home country. Although this does happen, the truth is that many never go back. Another argument is that alumni abroad contribute to their home economies through sending money to their families or supporting projects in their communities, but the impact of this support, although highly valued, does not replace the loss of knowledge and skills suffered by the source countries. We believe that we must be more critical about our role

in this matter. We see the appeal for students assurance that the donation will also bring benefits to that country. in being accepted to a top university in the US or the UK but, should we not put more, Another issue which has a great influence or at least equal effort on nurturing our on the NCs themselves is that as alumni students commitment to their roots? Should are returning at a decreasing rate, the same we not encourage them to reconnect with graduates remain involved in the committee the place and people they left at the age of for longer. This leads to exhaustion in the 16, and use their UWC experience to make scope of activities and reduces levels of a positive difference to their motivation of members to communities? We should the minimum needed to

represents one of the major development Last February, during the Global National about sending constrains in many regions of the developing Committee Meeting (GNCM) in Swaziland, a young leaders to world. Even though the causes for this extend workshop on the subject of brain drain drew UWC who then do well beyond UWC, usually having more to the attention of a large number of National not return to their do with the realities of the source regions Committee representatives from every region. and the opportunities offered by recipient As the discussion could only go on for a limited home countries. countries, as a global movement committed time at the meeting, a significant number of NC to peace and a sustainable future we cannot avoid asking representatives mostly from Africa, Latin America and the Middle East felt the need to continue the discussion outside ourselves whether we are contributing to this problem, or if we could at least be doing something to offset it. the workshop. Many of us work passionately within the NCs because we are committed to the UWC ideals; we believe in what we stand for and we strive to make this wonderful project flourish. We put our efforts in to trying to find the best suitable candidates from our countries, seeing this not just as a service to those individuals, but as a long-term investment and a way to The issue of brain drain may be looked at as yet another normal consequence of globalisation. Those who are advantaged in terms of skills and education will seek the best professional opportunities available to them. This is normally where resources are abundant and for many UWC students, this description does not fit their home countries. Sadly, UWC

It is also often argued that in constantly remind operate, or less. some cases it is difficult, or our selves that UWC The question then remains: even impossible, for students what can we do about this, is meant to be a to go back home, as they if we agree that we should force for change come from areas affected do something? It is no secret and encourage by armed conflict, extreme that the writers of this article poverty, gender inequality, students to be that feel that action must be corruption, discrimination, taken on this matter, by all change. etc. But the question that of us who comprise this big came up during our meetings was: hasnt this movement. However, it is equally important been an excuse for too long now? As NCs, to emphasise that we are not condemning our communities trust us with their most those who choose to go to Harvard or wish important assets young people who can to work in finance rather than volunteer in be potential leaders in their communities an orphanage. One of the ideals of UWC is to in exchange for a promise, and we have a embrace diversity and respect differences; responsibility to keep that promise. So when we strongly support such practice, and the fact that a country is victim of conflict or think each should do as they believe is inequality is reason enough for the students right for them. We do not wish to measure not to return, we fail that community; and each individuals personal contribution to the harm is even greater, since we contribute making a better world, nor do we state that to the loss of leadership where it is needed we ourselves embody the idealistic life of the most. We believe that, after 50 years of the UWC graduate. Having said that, we educating students from around the world, feel that, as an organisation that aims, as we should have had a stronger, more positive stated in the new strategic plan, to produce impact on those developing countries. We UWC graduates each year who, through should constantly remind ourselves that their own action and personal example, can UWC is meant to be a force for change and become leaders in their communities and encourage those students to be that change demonstrate their commitment to making a working towards breaking the cycle of positive difference in the world, brain drain poverty and inequality that drove them to is something that we should be concerned leave in the first place. Instead, by using the about, and our responsibility for it something same excuses for so many decades, we seem we should strive to minimise. to be fostering the opposite attitude. Firstly, we feel that as NCs, we should look for On a more institutional level, the issue of brain commitment in our applicants and continue drain also affects the movement directly. There to nurture that commitment during their is a growing trend for National Committees preparation to attend a UWC, their time at the to seek local funding for scholarships, but College and after they graduate. We should in our experience we find it hard to recruit reinforce the idea that being awarded a UWC local donors and we believe local donors in scholarship implies a responsibility, and developing countries are reluctant to invest remind students how important they are to in a scholarship for one student without an our communities. There are already examples

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of NCs doing this. The Israeli NC holds a twoAfter all, how many times do you get to day preparation seminar every year, where perform The Island next to a South African, future students attend different lectures and learn about military coups in the history workshops but more importantly, take part class you share with a Honduran or about in an open discussion with NC members inflation in the economics class you share about the importance of activism and what with a Zimbabwean, or discuss free elections the NC expects from them during their time with an Iranian or climate change with a in UWC and after. Another good example Maldivian? Outside the classroom, project is that of the Angolan NC, which this year weeks could be oriented to identifying issues accompanied their selected from home and designing, by students through a six month cooperating with your friends The classroom process of preparation before from different cultures and can provide they set off to the Colleges, with different experiences, food for thought consisting of debates on brain initiatives that address such to generate drain and social commitment. issues. collaborative This resulted in an oral history The Colleges might also project where they interviewed solutions. reconsider the preference grandparents and elders about given to universities in the their memories of war and colonial times. richer parts of the world, and balance the The process culminated with the students scale by informing students about applying making a public commitment to each other to local universities with the same passion, that they would return to their country after or supporting a gap year back home before their studies. university, emphasising the importance of Secondly, we feel that the Colleges themselves could help by promoting the idea of going back and making an impact at home, and not only from a distance by making financial contributions. A good way to do this is to allow students to think of ways they could apply what they learn at UWC to the realities they face at home, tailoring learning to suit the particular needs of their communities and fostering intercultural networking to better tackle those needs. The classroom is one of the settings for this, as any subject in the IB syllabus has room for stirring the discussion of local issues and can provide food for thought to generate collaborative solutions. reconnecting with family, friends and their local communities. Lastly, we hope the organisation will reflect upon these questions while reexamining itself with the approaching 50th anniversary. Do we still represent the same ideals we have become known for? Is it still our aspiration to promote the bettering of the world as a whole, or has it become enough to improve the lives of the individual students who have the privilege to attend our schools? Are we still a unique and idealistic educational organisation or have we become another prep-school for the future rich and successful?

The Social Commitment Task Force

The Social Commitment Task Force was set up following the workshop on brain drain held during the Global National Committee Meeting in February 2009.
The groups main objectives were to reflect on the problem of brain drain, explore the reasons for it and suggest possible solutions. The Social Commitment Task Force is now exploring the issue of brain drain from a broader perspective with the mission of helping UWC restore the social commitment component. We aim to do this by: Stirring the debate Reflecting on the mission and aims of the movement and revisiting our success so far Nurturing students and graduates sense of social commitment by: Providing local opportunities and increasing awareness as NCs Working with the International Boards National Committee Development Committee (NCDC) to support initiatives from the Colleges and other NCs. At the Latin America and Caribbean Regional Meeting in March 2010, the Task Force will be presenting its work to the NCs present and discussing future plans, including the development of a UWC-wide alumni survey. If you are interested in contributing to the debate please email: socialcommitment@uwc.org

Perspectives on the debate

Halimatou Hima Moussa Dioula (USA 04-06) from Niger is a senior at Wellesley College, USA and is involved in the Harambe Initiative.
My school counselor back in Niger was not too thrilled about my departure. The bright ones leave and never come back, he said. The biggest tragedy, I thought, was that we were poor. Yet upon joining the UWC, I realised that although poverty was indeed a problem, even more disconcerting was the fact that the majority of those who could do something about it were not doing much. With my various UWC experiences came the understanding that it was my responsibility to be part of the change that I wanted to see. So when I came across Harambe Endeavor through my sophomore year at Wellesley College, I was thrilled at the opportunity of working with fellow African students on trying to think differently about the challenges our continent faces. I am now a founding member of an alliance seeking to capture, inform and engage Africas global intellectual capital in a sustained, strategic and concerted development of Sub-Saharan African. In its inaugural year, our alliance formed ten country teams that worked in collaboration with students in African universities. In April we hosted our second annual symposium, which serves as a marketplace of ideas and a platform to solidify our actions. Interestingly, many Harambe members are UWC alumni. There is a need to set up a system that would support or facilitate the engagement of UWC alumni in their home countries. It would be nave to deny the problem of brain drain, but with some inventiveness, boldness, and cooperation, one can truly transform it into brain gain.

Maria Vargas (MI 98-00) from Costa Rica is currently completely her Masters thesis in Paris, France. She previously worked as an Advocacy and Protection Officer for the Danish Refugee Council in Hargeisa, Somaliland.
I believe in the general social commitment of the UWC movement and at Mahindra UWC I strongly felt that people were committed to give back to society which ever one it was. I say whichever one because I also strongly believe that to give back to help out or to be socially committed you do not necessarily have to be bound by national frontiers and issues of national identity. The UWC experience gave me the courage to not be afraid to seek challenges and to work every day for what I believe in that ended up being on the other side of the globe from where I grew up yet I do not feel more or less merit in which country people seek to engage in as long as they engage. The biggest challenge I see in terms of UWC and braindrain people never returning to their own countries is not the fact that people do not return but the fact that not enough graduates engage in anything socially after

UWC. Even if you never returned home to give back to your own society you could give to others and yet this seems to happen very little. Sometimes it seems that the social commitment we gained at UWC vanished the moment we left. I dont believe that it would be fair to say that students from developing countries have to return to their own countries to help out because that somehow discriminates what about the students that come from the developed world should they just return home then? What happens to people that come from war zones, or people that simply do not want to go back for personal reasons? I would strongly contend that it is not about location whether you are living where you were born, in a neighbouring country or across the globe it is about commitment and engaging in the society that surrounds you. Although UWC gives you a lot of understanding on social issues and how the world works very little is done to make you continue on these lines when you leave. In my experience, there is an over emphasis on university education and not enough counselling on how people could continue social engagement after they graduate, wherever they may end up.

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Left to right: Showing the Laski students round campus at RCNUWC, Lisa Mbuli

Marlborough College, Richard Lamont at Waterfords Community Service Ward 8.

Exchange of ideas
What I went through was a very personal journey, says Lisa. Exchanges, whether teacher or student focussed, are likely to become more important across the organisation I was away from those I love, away from what makes me comfortable. I had to live a life without braais, Fanta Grape, the as UWC strives to ensure that its educational model sun maintains relevance and becomes more widely known. Working with partners from outside UWC is a way of However, Lisa says that she learnt a great deal, both about herself introducing new perspectives and approaches, and and about teaching. I learnt that I am a strong, independent UWC teachers and students testify that spending woman who can embrace her Africanness and talk about it time in other settings expands their proudly who can teach Shakespeare, horizons, allowing them to return to Keats and Milton as well as anyone but can We talked a lot inside their Colleges with renewed vigour and and outside class about also, more importantly, communicate the greater insight. significance of texts from this continent. Below we profile two very different exchanges, one between Waterford Kamhlaba UWC in Swaziland and Marlborough College in the UK, and the other between Red Cross Nordic UWC in Norway and the Laski School for the Blind in Poland.

Marlborough, explains Lisa, and limited diversity on the teaching staff. We talked a lot inside and outside class about diversity some of the students had never been taught by a black teacher and I think that many of the teachers were also excited to have someone so different among them. Lisa says she learnt a great deal from her mentor at Marlborough, Lavinia Ford, and felt that during her exchange she developed as a teacher. I was exposed to some new ideas which I have tried to implement since I got back. I really enjoyed meeting the Marlborough sixth formers out of class, when we read plays together and had a meal, and this is something Ive done with my IBs since I returned to Waterford. We also had a junior poetry evening at Marlborough which we will hopefully do here at some point. Meanwhile, on the other side of the world While Lisa was experiencing life as a teacher in England, Marlborough Head of English (and now Head of Upper School) Richard Lamont was nearly 6,000 miles away in Swaziland living the UWC experience at Waterford. Richard had approached Waterford about the possibility of an exchange because he was keen to have first-hand experience of the IB Diploma programme before it was introduced at Marlborough College. Richard found teaching the IGCSE and IB programmes at Waterford hugely stimulating.

Teacher Exchange

Waterford Kamhlaba UWC English teacher Lisa Mbulis term at Marlborough College in the UK was truly a mutually beneficial experience. Marlborough College, which was preparing to introduce the IB, was able to benefit from Lisas (and UWCs) experience of teaching the IB Diploma, while Marlboroughs 166-year history as a leading independent school gave Lisa an insight into a completely different type of educational establishment and reaffirmed her commitment to teaching.

diversity some of the students had never been taught by a black teacher and I think that many of the teachers were also excited to have someone so different among them. Lisa Mbuli

She taught the Cambridge Pre-U syllabus to two Lower Sixth classes (the equivalent of IB1), and chose Tsitsi Dangarembgas Nervous Conditions, Athol Fugards The Island and Shakespeares Othello as her texts.

All three texts allowed me discuss issues of race, class, religion, tolerance and intolerance, peace, intercultural understanding, and ideas of community all the things I think an education should be about, says Lisa. I think the students were interested in my lessons they said nice things when I left, anyway! and they particularly loved Nervous Conditions. She was able to talk to both teachers and students about the diversity to be found at Waterford and about the potential of education to be a force to unite people. There was only one black student and a small number of Asian students at

found much to admire in the Community At first I had to train my ear to the countless accents in the classroom and train my tongue Service programme. I was in charge of a to the plethora of unpronounceable names, he CommServe called Ward 8, a childrens ward says. On the teaching front, in a government hospital Waterford offers I was really tested as I had that was a forgotten room one IB set which included students and teachers of orphans, the abandoned 16 Ethiopians with varying and children with cerebral remarkable and lifelevels of English, alongside palsy, he says. Our job was changing experiences. a Norwegian, a Finn and to take them to the park I returned home with a Turk and was asked to or swimming pool to try teach So Long a Letter, a fresh expectations of my to sprinkle a little weekly novel originally written in magic. school and my pupils. Senegalese French! Richard returned to Richard Lamont Richard was impressed by Marlborough and its how hard both students and teachers work exciting period of academic change inspired at Waterford. Students are neither force- nor by his time at Waterford and determined to spoon-fed, and with the IB programme there is provide a more global and diverse perspective a genuine hunger for learning, he says. What for our pupils. I sincerely hope that we can set the classroom experience showed me was that up a formal partnership and establish student IB English is challenging and exciting to teach, exchanges with Waterford, he says. Two of our and that the overall IB programme is very graduates, Tom Whelan and Kate Eccles, are robust. spending this term at Waterford as assistants; I also found Sue Bradshaw at the time and we are hoping to offer Marlburians the Waterfords Head of English and now in the experience of Community Service projects same role at UWCSEA hugely inspirational. at Waterford. Marlborough has also bought In fact, I think being able to spend time with wheelchairs for the children of Ward 8 with her was mutually beneficial: I picked her brains money raised last year at a student-run about the IB system, and she was keen to learn Illumination concert. Waterford offers about the challenges of leading a much larger students and teachers remarkable and lifeEnglish department, as I do in England and she changing experiences, says Richard. I returned was about to do in Singapore. to Marlborough with fresh expectations of my During his time at Waterford, Richard also school and my pupils. cont. over

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Student profile:

Felicitas Filsinger
Felicitas Filsinger (Filli) is a grade 7 student at UWCSEA. She is German but has grown up in Singapore. She previously attended primary school at the German European School Singapore (GESS) and moved to UWCSEA along with her twin sister Ricarda at the start of grade 5.

students are involved in a local service activity, and students get involved with the global concerns programme from early years through fundraising, activities and environmental initiatives. Now in grade 7, Filli is involved in the College service HIPS (Helping In Primary School), A main aim of the service is to bring the junior school students together, forming tight friendships and to have fun explains Filli. She is also involved in the Global Concerns programme Tabitha, an NGO empowering Cambodian families to improve their lives through a variety of projects. Filli is also hoping to join a house building trip through Global Concerns next year. One of the main things that I have learned from the great selection of services at UWCSEA is how incredibly, incredibly lucky I am to have a safe home, a caring family, enough money to survive, food and drinking water. I constantly remind myself of this, and I think that more people should do so. managed to set up my stall with many XS Project products and provided lots of information about the organisation. One of Fillis other great passions is sport. At UWC, I play on the basketball and netball teams. I love that sport is such a big part of UWCSEA because it is such a big part of me. I would have never expected such a big Filli is also keen on watersports, doing wakedemand for the products. Mainly, I wanted boarding and waterskiing out of school, so to raise awareness about our planet, global she was excited to have the opportunity to warming, our excess amount of trash, try sailing on the grade 6 class expedition to and most importantly, the unfortunate Pulau Tioman, in Malaysia. I thought it was people who dont have enough money for amazing to be far out education, food and One of the main things in the ocean, with only other life necessities. I was pleasantly surprised that I have learned from your partner for help with who you have to properly by how so many people service at UWCSEA is communicate and use were so interested in how incredibly lucky I team work to sail. It was what I had to say and the am to have a safe home, really great to be put onproducts I was selling the-spot with no previous a caring family, enough says Filli. Sales at the sailing experience. exhibition raised $S1000 (US$ 724) in two days. At The thing that I most and drinking water. the time, it seemed like definitely enjoy most an unbelievable amount to me, and I was so about being at UWCSEA is the amazing excited that I had managed to raise so much opportunities one is given. Whether it be the money. However, this was just the start of the services, the broad range of activities, the project, and Filli has gone on to raise a further lessons, the adventurous trips or the different $S6000 (US$4350). Throughout grade 5 and people, all with different nationalities and 6, I helped Hanis at fairs, raising more money personalities, I really enjoy everything. The and awareness for the cause, she explains. opportunities at UWCSEA are endless, and At UWCSEA, service activities are split to three categories college, local (within Singapore) and global, of which their Global Concerns programme is an important part. All everyone is given the chance to take or make opportunities for themselves, and I think that is so important.

RCNUWC and Laski students on the recent trip to the Laski School in Poland.

Exchange of ideas continued

Student Exchange
A very different type of educational experience is offered by a student exchange operating at Red Cross Nordic UWC. people think of themselves as remarkably able, as indeed they are. The students in Norway made us all feel very welcome. I tried for the first time ever to rockclimb, which I found very cool. I also kayaked in the fijord and, luckily, I didnt fall into the water like one of my friends did three times! There have also been positive spin-offs to the exchange programme; RCNUWC student Tangut Degfay (Ethiopia), who visited Laski last October, spent the whole of her Christmas holiday at the school as a volunteer. But perhaps the most important outcome of the exchanges is the lasting friendships that are forged. Talking with people at the College and getting to know students my age was my favourite thing as I was able to make new friends, says Michael. The Polish students are keen to practise their English with the RCNUWC Each October, 12 Talking with people students, and Kip has observed RCNUWC students at the College and that attempts to communicate travel to the Laski are invariably a good iceSchool for the Blind in getting to know and produce plenty of Poland as part of their students my age was breakerlaughter and enjoyment. shared Project Based Learning my favourite thing Interaction with our students programme, and each as I was able to make gives them a different window April, 12 Laski students come to Norway. The new friends. Michael on the world, and coming here to Norway presents them initiative is subsidised by Filochowski with a whole range of possible Youth In Action, the EC experiences, he says. They want to do rockYouth Exchange Programme. climbing. They want to go kayaking on the The project is called Awareness of Blindness, fjord. They want to use the water slide. They and the name encapsulates the essence of want to go fishing. Everything that we do they the experience for our students, explains Kip want to do. Summer, who, together with fellow maths teacher Paulina Szymczak, travels to Poland every year with the group. They soon get past the objective concept of blindness, and find themselves relating to the person who happens to be blind. Riding a tandem bicycle together for a few hours over forest paths, watching a film together and discussing it afterwards, talking about aspirations for the future, going shopping together these are the experiences that help our students become aware that blind young RCNUWC student Lucia Michelazzo Ceroni (Argentina) says that she soon realised how similar both groups of young people were. In Argentina there is not that much integration, and therefore it is easy to have a mistaken idea of what it means to be blind at a social level. Sharing the Laski students normal lifestyle in Poland allowed me to see that they are just like us. Laski student Michael Filochowski says that he really enjoyed his trip to Norway in 2008. Laski students on campus at RCNUWC.

In her first year at UWCSEA, Filli got involved with XS project, an organsation which supports rubbish pickers and their families in Jakarta, Indonesia by paying up to six times the typical rate for rubbish collected and offering employment and training to recycle the rubbish into attractive products. Filli went on to develop what started as a school exhibition project into a successful fundraising endeavour. I got involved with the XS Project in grade 5 at UWCSEA, recalls Filli. This was during our exhibition which explored Global Warming, entitled 1 Degree of Change, referring to Climate Change and what a huge effect it has on the earth. We worked on it for about two months, and after conducting research to find a sub topic that we felt strongly for or were interested in, we were put into small groups. My group focused on Eco Products. I decided to do Eco Packaging because our extensive use of non-biodegradable plastic bags particularly worried me. At around that time Filli noticed people carrying colourful, recycled bags and pencil cases and some investigation led her to the XS Project. After reading a lot about the organisation, I emailed Hanis Hussey, the person in charge of XS in Singapore, to enquire about the possibility of selling or raising money for the charity at the exhibition. After many emails, calls and meetings, I

money to survive, food

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Graduate Profile: Yahor Surski

Since graduating from UWC in 2003 Yahor Surski (AD 01-03) from Belarus has demonstrated his ongoing commitment to the organisation through a number of volunteering opportunities. Yahor has been involved with the National Committee of Belarus since 2003, spent a year as a volunteer at UWC Adriatic and in August 2009, was an activity leader on the recent Short Course in Lithuania.

Snapshot:

Other graduates from the noughties passionate about volunteering.

Irma Husic (BiH 06-08) from Bosnia and Herzegovina is a second year student of the Department of Communications at Dzemal Bjedic University in Mostar, her hometown.
I still share my UWC experience with my friend and classmates. I still feel the need to help people and to improve my community. Presently, I am volunteering in a local TV station, and with children in secondary schools. UWC was certainly the most amazing and inspiring experience in my life. At the beginning I felt insecure about becoming a part of the UWC-IB initiative in Bosnia and Herzegovina. However, I took a risk and decided to apply. Not only do I not regret this decision, I can also claim that it was the best decision I have ever made. I spent two amazing years with people from around the world, sharing my experiences, problems and hopes with them. I learnt how to be a leader, how to help people, and the most important, I learnt how to appreciate people, judging them on their personal values regardless of their national, political, religious, racial or sexual orientation.

Deniz Vatansever (USA 04-06) from Turkey is majoring in neuroscience at Trinity College, Connecticut, USA.
He recently organised a health care project in his home town of Bursa, Turkey, partnering with the University of Uludag Medical School. UWC-USA was the first step in my educational journey which gave me the opportunity to observe and embrace different cultures in a variety of settings that ranged from caring for the elderly at the Las Vegas Medical Centre and leading wilderness trips to taking part in Peace Jams. With the mission of promoting international peace, we were educated to become future leaders and activists who were brave enough to take initiatives for the betterment of humanity. Following this ideology, I proposed the DocDoors projects with the goal of creating a healthy environment for the children of tomorrow who will become the future promoters of global peace. We held educational sessions, performed health screenings for more than 500 primary school children, and created a fully equipped health clinic and nurses office. Go to www.uwc.org/deniz/ to read more.

Yahor recently returned to Belarus and is studying for an MA in interpretation and conservation of cultural-historical heritage at the European Humanities University in Vilnius, Lithuania. Whilst at the University Yahor has launched a new social service initiative (based on UWCs model of service) for the student community, bringing part of the UWC experience to a wider group of people. In 2007/08 Yahor spent a year as a volunteer at Adriatic College, motivated by a desire to contribute to the life of the College. He assisted on various activities including ceramics, art, sailing and cross-country skiing and was a supervisor of a social service working with people with disabilities. Being a graduate of the College helped me to create a plan of what I wanted to contribute to the community in this new role. I think one of my main achievements was a small exhibition project which was displayed at the 25th Anniversary events in Rome and Milan. My idea was to make an appeal to graduates and members of the wider UWC community to send a postcard from wherever they were living to commemorate the Anniversary, and we received an overwhelming response,

to the UWC educational philosophy and he says. Yahor believes graduates could be expressed a wish to offer this special more involved in the development of their scholarship. I am very proud that we were Colleges: Many graduates have wonderfully creative ideas for improving each college and able to offer this opportunity. As well as the benefit to the student, want to contribute. Volunteering Many graduates it meant that we were able can be one way to contribute have wonderfully to extend our promotion of but I think it would be great to collect all these ideas to form a creative ideas for UWC to areas with limited social infrastructure which sort of ideas bank. improving each are contaminated by Yahor is currently the secretary college and want radioactivity. of the National Committee of Belarus and has been a member since graduating. In our Committee graduates are enthusiastic to get involved and are given a lot of responsibility to nominate new students to UWC. Last year, three graduates were involved and it worked really well, he explains. In 2007 he played a key role in a partnership between the NC, Adriatic College and an Italian NGO to secure a scholarship for a Belarusian student from the area of the country contaminated by radioactivity as a result of the Chernobyl disaster. Just before I started volunteering at Adriatic College, I found out about the work of this organisation, which twins the cities of Granarolo dellEmilia in the Bologna region and Vetka in Belarus and arranges for Italian families to host children from the contaminated area in holidays, he explains. I was fascinated by their work, and as these programmes are only for younger children, I thought it might be possible to extend this by offering a special scholarship for a student to attend UWC. The NC made contact with the group in Italy, and Yahor arranged for them to visit the College. At Adriatic they were introduced

to contribute.

Yahor has continued to take a very active role in National Committee work; in November 2009 he was a member of the organising group at the European Regional Meeting and is involved in a NC pilot for the Need Based Scholarship research project. [more on this project will follow in United World, May 2010] The NC of Belarus works closely with its neighbouring NCs in Poland and Lithuania and Yahor feels this is an important dimension of the NCs work. I find our regional cooperation between Lithuanian, Polish and Belarusian NCs is very beneficial. Our countries have a common history and our cooperation is important for us in many ways. The most recent cross- Committee collaboration was the Short Course Living in Peace with the Past and our Neighbours, which took place in August 2009 in Lithuania. Yahor was one of two activity leaders, along with second year Adriatic Ieva Dudaite, from Lithuania. I think it was a great team. The cultural and visiting programme of the Short Course was so intense and diverse so there was a little space for implementing more didactical tasks, but the spirit of the UWC was definitely recreated. I think these initiatives are a great way to extend the UWC mission.

Nathania (Tanya) Aritao (CR 06-08) from the Philippines is studying studio art at Wheaton College, Massachusetts, USA and has set up the NGO Buhay Makulay Childrens Project Inc.
Although I was already involved in community service while growing up in the Philippines, my experience at UWC inspired me to take my outreach to the next level by establishing my own non-profit organisation. Through the Buhay Makulay Childrens Project Inc, I am able to serve children and youth at risk in the Philippines, through creative programs executed in partnership with local NGOs. Our latest project, the 12 Gifts of Christmas, is a fundraising initiative to bring hope and joy, in the form of Christmas packages, to families affected by the recent devastating typhoons that affected millions of Filipinos. www.buhaymakulay.org or email tanya@buhaymakulay.org

Tay Yu Shan (RCN 05-07) from Singapore is studying law at Kings College, London, UK where she is involved with a university society which gives free legal advice to students and the local community.
In 2008 she spent six months in Thailand working on a community development volunteer project, part of Red Cross Nordic UWCs volunteer programme. Before going to UWC, the idea of volunteering abroad never occurred to me. I had assumed that I would go through the usual route in Singapore from secondary school through to university, all at home. However, after arriving at UWC and being exposed to the vibrancy of different cultures and nationalities, the idea started to become more and more attractive. One of the most compelling reasons for me to take up volunteering was the need to give back to society after having received a scholarship. Looking back, it was an extremely challenging period. I was exposed to a whole different world, a society vastly different from the one I had come from or was used to, and this served as a grave reminder not to take what I had for granted, and to continually strive towards a better future.

The August 2009 Short Course in Lithuania.

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Talking together

Sweden, Denmark, Spain, Israel and the Philippines, took part. Seven Moroccan and six Saharawi students due to take part were unable to participate because they were prevented from travelling to the UK by the Moroccan authorities. Official representatives of the Moroccan government also withdrew from the programme, and, although two UK based Moroccans were secured as speakers at the last minute, the lack of Moroccan participation had a major impact on the programmes objectives and its ability to bring together the various perspectives. Senia, like all the participants, was disappointed that the Moroccan and Western Saharan students were unable to participate The absence of our fellow participants from Morocco and the occupied territory made the programme lack a special flavour that it would have had if they had been able to come, she says. Fiona Foulkes from Watford, UK, another student who took part in Talk Together, felt that the absence of the Moroccan and Western Saharan delegates highlighted from the start that this is a very real conflict. We dealt with their absence by actively trying to learn more about the Moroccan perspective and by keeping it in mind when we were learning about the Saharawi view, she says. Andrew Brown agrees that the absence of a properly represented Moroccan perspective made things difficult. We achieved the first two parts of the project: to bring young people together and to give them the intellectual tools to address conflict issues in a constructive way, he says. However, with two-thirds of the participants being European, it was inappropriate to try to achieve the third goal to consider new possible solutions to the conflict. Negotiations are now under way with the Moroccan government (and all other interest groups) about having a second phase of the programme, to include the full range of different perspectives. In the second phase we would plan to build on where the participants got to in the first stage, but with the full involvement of Moroccan participants and presentations from the Moroccan government or NGOs. We would then be able to say to participants, Given your greater understanding, given all the different perspectives, given the language of constructive engagement you have been learning, how could the future be different? That will make for a truly interesting film, and should be something politicians will listen to. Left to right: The completed playground at the Cheshire School (Sierra Leone), students in Peru with their new books, parents starting work in Madagascar.

Action on education a student led approach

Students from Sierra Leone, Madagascar and Peru studying at Red Cross Nordic UWC, inspired by the example of a former student, are helping provide educational opportunities in their home countries.
Red Cross Nordic UWCs student SAFUGE (Saving the Future Generations) initiative, is an extension of the work of Joseph Kaifala (RCN 02-04) from Sierra Leone. The project is entirely student run, offering members the opportunity to propose projects in their home countries to be designed, managed and executed by the students themselves when they return home for the holidays. Joseph set up SAFUGE to raise funds so that he could return to Sierra Leone in his summer holidays to help children living in a camp for amputees in the capital Freetown. Later, members of the group chose to assist the Cheshire School in Freetown, which helps former child soldiers and children maimed by war to rebuild their lives, he explains. Current student Alim Kaloko organised the most recent project, building a new playground and a football pitch with help from the community and recent graduate Prince Moses (RCN 07-09), who had organised the project the previous year. SAFUGE has now extended its work to other countries. Members of the group put forward proposals for projects that they want to carry out, and the group votes to choose which ones it wants to support. In 2008 Danamona Andrianarimanana (RCN 06-08) from Madagascar had her proposal to refurbish a local school accepted and organised painting, tiling and redecorating. This year, she bought maps, abacuses and books, and worked with parents and local people to help construct a toilet block for pupils and teachers. I now intend to set up a SAFUGE chapter at Harvard to have a canteen and a sports facility built in the school, says Danamona. fundraising both on and off campus in order to raise money for their projects. This ranges from running cafes and used clothing sales to jobs such as house and barn cleaning, snow-shovelling, farm work, painting and wood-cutting in the local community.

Young people from the Saharawi refugee camps in Algeria and from seven other countries took part in UWCs conflict resolution programme in the UK in August to explore conflict resolution in the context of the Western Sahara conflict.
Its good to talk This belief underpins the work of Talk Together, a UWC partner programme that seeks to bring together young people from regions experiencing conflict to discuss their differences, learn conflict resolution skills, and explore ways in which the future can be improved. To stimulate wider public debate, a fly-on-the-wall film tracks the whole process. The first programme, Talk Together 2009, focused on Western Sahara and was organised by Andrew Brown (PC 81-83), in partnership with Red Cross Nordic UWC.

Fiona, who is now at Oxford University, was pleased Senia Abderahman (RCN 04-06) jumped at the dream to meet a that even phase one of the programme led to opportunity to be involved. I was born and grew up as young Moroccan increased public awareness of the Western Sahara a Saharawi refugee in the camps near Tindouf in Algeria. issue. Participants drew up plans for projects including and to hear their While I was at RCNUWC, I had the honour to be part of gaining more media coverage, organising visits to establishing the Nordic-Saharawi Exchange Programme perspective of the the refugee camps and creating an online forum for there [United World, September 2009], she says. I conflict. Senia both Moroccan and Saharawi youths to share their decided to apply for Talk Together as an opportunity Abderahman experiences. to meet and learn from other young people, both Moroccans and non-Moroccans, and to tell them my story. Talking to Ive also tried to do my bit by having three articles about the Talk other people was certainly the most enlightening part of the whole Together programme published, says Fiona. I gave a speech at my experience. It challenged me to think outside my comfort zone; and, school, and Ive also talked about the issue a lot with people here at although other peoples reactions and views did make me frustrated at Oxford. times, it was also constructive for my personal growth especially as a However, there remains much to do, and Senia for one says it would young Saharawi. be an honour to participate in the second phase of the programme. 22 participants, including Saharawi students from the refugee camps and their peers from neutral countries including the UK, Norway, It remains my dream to meet a young Moroccan and to hear their perspective of the conflict, she says.

It remains my

Maria Luisa Zeta Valladolid (Peru) successfully In SAFUGE we work as a team, so it doesnt put forward a proposal to help create a matter where a project is taking place library in a school in her or who is leading it we country. One of the greatest In SAFUGE we are all actively involved challenges when I was at in the fundraising and in work as a team, so school in Peru was the lack the development of the it doesnt matter of books, says Maria Luisa. projects, says Simoneta where a project is In my secondary school we Suarez (Spain), who works did not have a proper library, taking place or who closely with other interested and that really held back is leading. students to support the work our academic performance. of the group. When I look at Simoneta Suarez When I got to know that the time and energy SAFUGE School 14997 had no library members have put into raising money to at all, I felt that those children were missing help people in a part of the world that they something invaluable for their education. This dont even know, I was ready to do anything is the reason why I wanted to start a library to make my project a successful one, says there. Alim. An increasing number of first years are The group is proud that SAFUGE is involved in SAFUGE, including friends of the extending its work to other countries and group, who help with fundraising, reflecting is committed to continue to support three the fact that many students want to give projects each year. The Sierra Leone and something back as soon as they begin their Peru projects will continue in 2010 and UWC education. First year Irina Giri (Nepal) first year students will put forward new is an active member. What we do here sometimes feels like an indirect way of helping, proposals for a third project. Tea Dejanovi (Bosnia and Herzegovina) plans to present a but coming from a developing country, I have proposal. I believe that young generations an idea of what schools that lack even the are the force that can change the world most basic resources are like and I want to with small actions. I want to help children help in whatever way possible to improve the conditions of schools that are not as privileged who really need it through concrete actions and that is the thing that I appreciate the as we are, she says. most in SAFUGE. SAFUGE members and friends undertake

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The Maldives
The NC continued to operate in this way for several years, as The National Committee of the Maldives was set up by more graduates chose to return to Maldives to volunteer or work Pearson graduate Karin Afeef (PC 98-00). Karin was selected before university. However, in 2008 the Committee realised that through the Norwegian NC (she is half Norwegian and was the lack of continuity was causing problems, highlighted when living in Norway then). I got the idea of starting a National Committee after attending Pearson and realising that the only some students arrived late at the colleges due to problems with visas and travel documents. They decided to take a year Maldivians represented in UWC were the direct admittance off from selection to re-organise and set up a robust system for fee paying students at UWCSEA. I felt privileged to have operating as a Committee without any permanent members. The received a scholarship to UWC, and so after I graduated, I spent a gap year trying to set up a Committee says Karin. We Committee has now divided up responsibilities for 2010 selection and set up a reporting system. This ensures that no one takes on were officially set up in November 2000, and with financial responsibility more than they can handle, that everyone can be assistance from Red Cross Nordic UWC and Pearson College, held accountable for their work and that more members can get we were able to prepare our first selection of Maldivian involved in making selection a success, Theema students to UWC, having formed a small I felt privileged explains. We are also compiling a practical selection committee consisting of prominent to have received guide to selection based on past experience and members of the Maldivian society. using Facebook and email groups to improve a scholarship to The main challenge we faced was that nobody had heard about UWC or knew UWC, and so after I communication between NC members. As the Selection Coordinator for this year, I would say what the organisation was about. It was also graduated, I spent a that it has been working quite well so far. hard doing everything alone, and I relied heavily on support from my family network in the Maldives, as well as from the UWC International Office.

Liza Gashi (second from left) and Dardan Luta (RCN 99-01) (second from right).

Kanarine Kallaba (AD 07-09) (third from right). Participating in the recent meeting in Brussels. The Kosovo NC now has 15 graduates working together and with Peter Howes help we selected three students for 2009 entry. Since the majority of graduates are currently all over the world, the only time that we get to meet is during summer. Other than that, we keep in touch with e-mail, Skype and a Facebook group. The National Committee has now been recognised by the relevant Ministry in Kosovo, which is a crucial requirement for the NC to operate. Although we are an independent organsation based on graduate involvement, it is important that we have good cooperation with the Ministry of Culture, Youth and Sports. In addition, we are looking forward to better cooperation with the government of Kosovo and other nongovernmental education organsations, Liza says. On plans for the future, Liza explains that the NC is working on developing the selection process for 2010 entry. Our selection process this year was based on written application, pre-interview and final interview. However for next year we are looking though new plans based on a written application, pre-interview, summer camp and final interview. We are also focused on finishing our strategic plan - looking though different ways for fundraising, promoting UWC values and ideals in Kosovo and working on summer camps and different conferences.

Spotlight on Remote Committees

UWC National Committees operate in diverse ways, but one of the common elements is that they almost always have volunteers permanently living in the country in question. However a few NCs operate successfully without having any members based permanently in the country and it can be a good way for a Committee to start out. The new National Committee of Kosovo is the latest example and the NCs of the Maldives and Madagascar also work in this way. Here, we talk to NC members from Kosovo and the Maldives about how they started and the challenges of operating remotely.

gap year trying to set up a Committee. Karin Afeef

Kosovo

Until 2009, Kosovan students were selected through a selection contact at Adriatic College. Liza Gashi (CR 07-09), one of the most recent students to be selected decided there It is really challenging should be a National Committee in Kosovo and has worked with Adriatic College, the for the group to work International Office and other graduates to set while we are not in the one up.

Even though the majority of graduates are currently studying abroad, they always find time to update each other with what is going on. Three Committee members joined the same place but it is Liza started working on the idea of setting up a European Regional meeting in November and a really good feeling Committee while she was studying at UWCCR, one member went to visit UWC Maastricht. to have a National supported by Tian Bersey (Head of National It is hard to make all of this happen and I Committee Development at UWCIO), Peter Committee in my home know the entire group learned a lot. It is Howe, (Head of Adriatic College) and UWCCR really challenging for the group to work country. Liza Gashi psychologist and Lizas residence coordinator while we are not in the same place but it is a Leila Mata. To create the Committee and get graduates together really good feeling to have a National Committee in my home took two years. The main areas of work were finding the graduates country. It will help the new UWC candidates from Kosovo to from Kosovo and keeping up to date with their moves, holding an learn more about UWC even if they dont get selected and for intensive meeting during the holidays when graduates were back students who gets selected, their life in the college is much in Kosovo, working on final status and policies, and now, promoting easier when you have a NC. We are looking for more graduates the NC in Kosovo says Liza. All the time I was in contact with Tian from Kosovo to join us, so anyone interested in getting involved and Peter, and Leila at Costa Rica helped a lot as well. please email kosova.nc@gmail.com.

Theema Mohammed (RCN 01-03) was one of the first two students to be selected by the newly formed Committee and has been involved ever since. Karin studied in Norway after her gap year, and Theema in Canada. They organised selection activities over email and planned the selection for when they could both be back in the Maldives. Theema explains that one of the key challenges they faced was around communication: The area where we faced the most difficulty was in disseminating information and application packages to the 200 island communities that make up the Maldives. With an unreliable post and fax system, this required a lot of time and planning. We found that we did not receive sufficient applications from students from other islands while the UWC scholarship was becoming quite well known and sought after in the capital. Following up and keeping in touch with selected students while they prepare to begin their studies in UWC was also a challenge she adds. We often had to leave the country soon after selecting students so the new students had to clarify any issues they had with their visas, tickets, or selecting courses with us over email. Not all students could access the internet and this caused some delay and difficulty in communication. In 2006 graduates Khadheeja Hamid (MI 04-06) and Zaheena Rasheed (MI 04-06) spent their gap year working in the Maldives. It was the first time that the National Committee had members living in the Maldives for the whole year and resulted in a threefold increase in applications and consistent support provided to students after selection. Theema recalls We managed to send application packages to most of the high schools spread over the 200 islands and provide information through newspapers, TV and radio channels.

Reflecting on the key challenges faced by young NCs and especially those operating transnationally, Karin says she thinks a key challenge is upholding standards of accountability and transparency: Running a NC from a distance often turns into a one-person enterprisewithout proper procedures for decision making. However, sometimes this is necessary in the beginning to kick start the Committee.We are now working on makingour ownCommittee more accountable, transparent and inclusive.

Theema Mohammed with Mech Sokha, (Chair of the NC of Cambodia) at the Global National Committee meeting.

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United World Colleges is a unique organisation. It is the only global educational NGO that brings students together from all over the world, selected from within their own countries, on merit and regardless of their ability to pay. These students come together at one of thirteen United World Colleges (UWC) that aim to foster international understanding and peace. UWC International Office www.uwc.org T: +44 20 7269 7800 UWC of the Atlantic www.atlanticcollege.org T: +44 1446 799 000 UWC of South East Asia www.uwcsea.edu.sg Dover T: +65 6775 5344 East T: +65 6553 1808 Lester B Pearson UWC of the Pacific www.pearsoncollege.ca T: +1 250 391 2411 Waterford Kamhlaba UWC of Southern Africa www.waterford.sz T: +268 422 0866 Students at UWC in Mostar taking part in the 350 Day of Action to solve the climate crisis. UWC-USA www.uwc-usa.org T: +1 505 454 4200 UWC of the Adriatic www.uwcad.it T: +39 040 373 9221 Simn Bolvar UWC of Agriculture www.sbuwc.uwc.org T: +58 212 793 4612 Li Po Chun UWC of Hong Kong www.lpcuwc.edu.hk T: +852 2640 0441 Red Cross Nordic UWC www.rcnuwc.no T: +47 57 73 7000 Mahindra UWC of India www.muwci.net T: +91 20 2294 3258 UWC Costa Rica www.uwccr.com T: +506 2282 5609 UWC in Mostar www.uwc-ibo.org T: +387 36 320 601 UWC Maastricht www.uwcmaastricht.com T: +31 43 3674666

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Young Leaders Blog A new project aimed at offering a platform for young people aged 16 -30 to publish articles on current affairs. To get involved either as a contributor, editor or if you work for a publication that may be interested in the content, email sebastian.debrouwere@uwcim.net or visit www.youngleadersblog.org/ (site under development). Global Zero Join citizens and leaders around the world who have endorsed the goal of Global Zero to eliminate nuclear weapons globally. Sign the declaration at www.globalzero.org Volunteer opportunities Simn Bolvar UWC invites applications for its volunteer programme. Apply by May 15 to start in August 2010. www.sbuwc.uwc.org/web/VolunteerProgramme Red Cross Nordic UWC has a website dedicated to volunteer opportunities around the world. Open to all. http://volunteers.rcnuwc.no/

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