April 2011

Feature
Exploring impact
Education
The UWC Atlantic
College Mission
Initiative
Spotlight on
National committees
reaching out
In this issue News
On the cover Celebrating with Action New UWC Heads
Students at UWC Atlantic College are studying for the
new Diploma. Read the article on page 16.
The UWC movements 50th anniversary
is fast approaching and the aim is
Extranet FUNDACEA (governing body of Simn Bolvar UWC of Agriculture)
is delighted to announce
The new global UWC extranet launched in February and
to use the occasion to showcase the appointment of Dr Luis
at the time of going to print, 1,243 UWC members had
UWCs challenging and Holder as the new Head
joined. The extranet will strengthen the UWC movement by
transformational education by of Simn Bolvar UWC of
providing an online hub for members to make connections,
demonstrating the impact of Agriculture. Luis joined
share information, debate UWC issues and keep in touch
that experience on our students, the college in February,
with their peers. The extranet is the result of many UWC
alumni and other members. We from a previous position as
members highlighting the need for a single online area to
welcome your involvement and Executive Director of the
create stronger UWC communities and allow members to
participation to help maximise Bolivarian Agency of Space
communicate and work together regardless of where they are
the opportunity and to increase our Activities. Previous roles
in the world.
awareness and profile. include programmes and
The extranet is for all UWC members and will serve many functions
3 News UWC Atlantic College opened on Wednesday 19 September
depending on your connection to UWC for example, students may
projects of the World Bank,
1962 and to celebrate we encourage all our members to do IDB, Japanese International
share best practice and evaluations of project weeks whereas national
something UWC mission related. Agency (JICA), World Intellectual Property Organisation (WIPO)
6 From the Chair committee volunteers can help each other with getting the most out of
and UNDP. Special thanks to Francisco Amos, General Sub-Director
UWC proposes a weeklong celebration between Sunday 16 their selections. Regardless of how you want to engage with your existing
of Operations who has managed the college during the three year
7 Fundraising and Saturday 22 September with Wednesday 19 September UWC networks or make new ones, you now have a dedicated online
as the focal point. To ensure that this is a movement wide period the college has not had a Head.
facility for it.
10 Feature celebration, we will leverage digital technologies to create a hub UWC Atlantic College has
Jennifer Dueck discusses outreach and impact for connecting and sharing the actions and celebrations that are appointed John Walmsley
for UWC taking place around the world. as the new Principal and
he will take up the role in
13 Profiles For further details, please log on to the extranet
January 2012. John will
http://extranet.uwc.org
join UWC from his current
position as Head of Sidcot
School, an independent

Get in touch day and boarding school in

Somerset, UK. On accepting
If you have an idea for an article, email brief the role John said UWC
details to editor@unitedworld.uwc.org Atlantic College and the
Comments and feedback on the magazine are also very UWC movement is an
welcome. Email us or write to: educational idea that I have been interested in all my professional
life and it will be an immense privilege to lead the college in the
UWC International next stage of its development. Until January 2012, Paul Motte will
16 Education Second Floor, continue his excellent work in the role of Acting Principal.
17-21 Emerald Street, Discussion forums, a membership directory, event listings, a notice
London, WC1N 3QN, UK. board, resources and news stories, are the key features which will give
the UWC movement more cohesive and collaborative networks.

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.
20 Outreach The United World Colleges (International)
is a company registered in England and
Wales and Limited by Guarantee No 908758.
21 Spotlight Registered Charity No 313690.
As a user generated site, the extranets success ultimately depends on
the level of usage of the site by UWC members. The UWC International
Office will manage the site and maintain some content but the bulk of
content will come from members so we encourage you to start sharing
your UWC stories, building your UWC networks and finding out how
the extranet can improve your UWC experience.
Join today at http://extranet.uwc.org/register/. Visit the FAQ section
for help on adding content and more information on how it works.
We will be looking at ways the site can be improved and value your
feedback Go to the forum section to make suggestions or
email communications@uwc.org
Obituaries
It is with great sadness that we report the death of:
Anne Meredith Stevenson Ginestier, founding staff
member of Red Cross Nordic UWC and founder of their
university office, former staff member at UWC Adriatic.
Annes warmth and vibrant personality touched all of us
who knew her. She will be greatly missed but her spirit and
the influence she has had on so many of us will remain in
our thoughts and approach to life - a wonderful, inspiring
woman.John Lawrenson, Rektor, Red Cross Nordic UWC.

News Fundraising Feature Profiles Education Outreach Spotlight Page 3

Admissions policies
and procedures
planning for the future
The need-based scholarship pilot for entry 2010
(United World, May 2010) concluded that the
complete UWC admissions system required
attention and that funding of scholarships and
the acceptance of parental contributions was
only one aspect of the system.
A new Admissions Policy and Procedure (APP) task force
was established with a much wider remit, including a
review of the offers policies of the schools and colleges
and the subsequent impact on UWCs student body; the
timeline of the offers process and the financial aspects.
A review of the offers process is central to this body of
work, as highlighted in the conclusions of the NBS pilot.
At the current time, UWC is not in the financial position
to offer scholarships based on need, as this would mean
having to underwrite 100% scholarships for all students
and the budget is simply not available.
Irrespective of the funding issues, the task force
identified a need to go right to the very start of the
admission process, before the selection of the students
and any financial assessments could take place. There is
a recognition that our student body is predetermined
by the offers made by UWC schools and colleges, for
example a national committee with no fundraising
capacity that only receives unfunded places (average US
$25000 per year) have little option but to target certain
areas of their society with the intention of asking parents
to pay. Regardless of personal or organisational opinion of
this practice, there is now a greater understanding of the
impact of this on our diversity. As a result, a key piece
of work conducted by the APP task force is to look at the
diversity of current IB years and Simn Bolvar students,
which will involve an in-depth look at all aspects of their
background within the context of their home country.
The outcomes of this study will be presented to the UWC
International Board in June and will form a benchmark
from which more effective plans will be developed to
achieve our diversity aspirations.
In the past UWC has referred to diversity as having
students from different races, cultures and nationalities
but as our society becomes more globalised and
polarised we must ask ourselves if this interpretation
is still relevant? In the January 2009 edition of United
World Laurence Nodder discussed diversity and the need
for UWC to be constantly reviewing and evaluating
ourselves. The results of this study will enable us to
do this more effectively and to ensure that our offers
policies and admissions procedures can support our
Sessions at the youth camp.
future diversity goals.
Bolivian youth camp success
The third Youth Integration Camp, UWC Mayma took place in Bolivia
in January and focused on the issues of social integration, conflict
transformation, youth empowerment and environmentalism. UWC
Mayma is organised by W.H.Y. Bolivia, an NGO set up by Mahindra
alumna Geraldine Parades Vasquez (MI 98-00) in alliance with UWC
Netherlands and Anima Leadership. (United World, September 2009).
The programme is based on the established YLS programme run by the National
Committee of the Netherlands and brought together 70 young people from urban
and rural areas from across Bolivia. The coordinators of the programme were all
UWC alumni with previous experience of UWC youth leadership programmes.
New developments for 2011 included two new themes gender equality and care
of nature which were developed by a team of eight educators from Bolivia who
had participated in a one year train the trainer programme run by W.H.Y Bolivia.
A series of training manuals are also being developed this year aimed at three
different target groups practical classroom tools for teachers; a train the trainer
programme for UWC outreach leaders and a collection of readings and exercises
related to the programme for participants. The manuals will be available in English
and Spanish.
For the 2012 Mayma camp, W.H.Y Bolivia is encouraging all national committees in
the region to get involved both by nominating volunteers for the train the trainer
programme and by promoting the programme to young people in their countries.
info@whybolivia.org
New selection in Myanmar
Two students from
Myanmar have been
selected to attend Li Po
Chun UWC in the first
national selection process
to take place in the country.
Li Po Chun UWC had established
Stephen Codrington with Shona a link with the Thabyay Education
Kirkwood and Ma Zin Mar, organisers Network during Project Week
of the selection process.
2010 when a group of Li Po
Chun students helped to build a childrens playground in Thailand near the
Thai-Burmese border. Founded in 1996, Thabyay Education Network is a
Thailand-registered foundation providing higher and adult education services to
support human development, peace and reconciliation in Southeast Asia, with a
particular focus on Myanmar.
The selection process for 2011 entry took place drawing upon the expertise
and support of Li Po Chun UWC, the UWC International Office and the
Thabyay Education Network. Plans are now underway to establish the selection
committee as a new official National Committee.
Li Po Chun UWC teacher Selwyn Price, who was involved in the selection says, I
believe the selection process was done in full accordance with UWC ideals and
protocols at all points and we were extremely impressed with the organisation
that had been put in prior to us arriving in Yangon. We were also impressed with
how well many of the candidates had prepared for the selection process.
Together for Development
The first UWC short
course in Africa will
take place in Swaziland
in December/January
2011/2012 under the
strapline Together for
Development and will
focus on the key challenges related to development in Africa. With a
strong focus on Southern Africa, around half of the 50 participants will
be selected from Southern Africa and a fifth will be from Swaziland.
Organised by a group of teachers and alumni from Waterford Kamhlaba UWC, the
diverse programme will include theme days exploring development issues affecting
Swaziland, involvement in local community projects and job shadowing. Like many
UWC short courses, participants will also explore projects that they can implement
in their own communities after the course.
Organiser Sandhya Fuchs (WK 06-07) says What makes this short course so
incredibly special is that it will explore a globally relevant issue like development
in the very place that stands at the centre of development discourse, namely
Africa. Not only are we trying to introduce participants to careful reflection on
development issues as well as grass root level development projects, we are in fact
discussing these issues and conducting these projects precisely where they matter
with the young people for whom they matter.
www.uwc-shortcourse-swaziland.org
A session on selection training.
Africa Region Meeting -
Addis Ababa, Ethiopia
The UWC Africa Region Meeting was held from
11 13 February in Addis Ababa, Ethiopia and
was attended by representatives from 20 African
national committees and six UWC schools and
colleges.
National committee region meetings are held in each
region every two years and provide a valuable opportunity
to increase peer support, share experiences, learn from and
reinvigorate each other.
The programme for the meeting was put together by an
organising group which was chaired by Benedict Okoh (AC
82-84) from Nigeria who is a member of the National
Committee Development Committee. Other members of
the organising group were Dawit Dejene from Ethiopia,
Allan Cain from Angola and Daniel Sopdie (WK 08-09)
from Cameroon who led the discussions on creating a
pan-African alumni network. Laurence Nodder, Principal of
Waterford Kamhlaba UWC, ran one of the main sessions
on diversity.
Other key topics covered at the meeting included
promoting, selection and preparation three of the six
key functions of national committees.
Having received five times more applications this year
compared to the previous year, Fabian Shaanika (AC 94-
96) from the Namibian national committee ran a session
on application numbers. The presentation made clear to
other national committees that by taking small steps you
can achieve a lot.
The meeting also set into motion a project which will
develop a mentoring scheme in the Africa region. The
scheme will enable UWC alumni and other individuals to
mentor UWC students and recent alumni and give them
more of an understanding of the steps to take post -UWC.
The next region meeting is for the Asia-Pacific region and is
scheduled to be held later in this year.

Page 4 News Fundraising Feature Profiles Education Outreach Spotlight News Fundraising Feature Profiles Education Outreach Spotlight Page 5

From the Chair
Our latest International Board meeting was in London in
March. It was accompanied by a donor and supporter event
at the Royal Courts of Justice, attended by UK-based alumni
and others who support our schools and colleges. The event
reinforced the idea that in everything we do we are stronger
when we work together.
It is also important as we embark on the Campaign for UWC that we bring
all our existing supporters together. Similar events will follow in New York
in June and Hong Kong in October. The Board agenda was focused on the
strategic plan. As the plan evolves, it is interesting to see how much linkage
and overlap there is between the objectives.
On education, Lisa Darling, new Chair of the Heads Committee,
reported on progress towards a new evaluation or accreditation model
for our schools and colleges and also the work to define more clearly the
distinctive features of UWCs education. The Board also had a discussion
about who UWC should be educating: what we mean by diversity and how
we can accomplish it. We will have a fuller discussion on this at the UWC
Council meeting in October in Hong Kong.
Under the impact section of the plan, we had a very useful discussion
about new school and college proposals. We know that UWCs further
development must not be at the expense of the existing organisation,
but at the same time we are committed to increasing UWCs impact. We
have started to see this as a question of capacity: understanding where a
properly funded proposal will have the potential significantly to increase
our capacity. The Board agreed to give Initial Notification status to
proposals for new colleges in China and Germany. This is the first stage of
the planning process and gives no indication of approval and certainly no
guarantee that a college will reach fruition. However, it means that the
Board can start looking more closely at what is being proposed.
Also under impact, we had an interesting presentation and discussion on
outreach and how we can reach new audiences. The feature in this United
World edition explores this area of work in more detail.
Our focus in national committee development was on aspects of the
relationship between schools, colleges and national committees and how to
act when concerns are raised. A set of protocols, developed by the Heads
and National Committee Development Committees, was approved and will
give more structure to these all-important relationships.
On funding and finance, we had a brainstorming session on some of
the key financial principles that underpin the work of the task force on
admissions policy and procedures. If we are to make progress financially
as a movement, I believe that we have to find a way through that is
acceptable to all our schools and colleges.
We were pleased to hear about the first successes of the international
fundraising function. However, the hard work of creating development
opportunities has only just begun. The initial achievements give us good
Page 6 News
Tim Toyne Sewell
cause for optimism, but momentum will only build if we have more names,
leads and introductions to potential international donors. I appeal to all
alumni and members to help us: please do think hard about potential
donors on your radar who will be interested in giving to more than one
school or college or who might respond better to an international-level
approach. The development team will do the hard work, but we need you
all to be thinking about where you can help.
An important communications goal is to make the best of UWCs 50th
anniversary in 2012. The Board approved an anniversary concept of
Celebrating with Action. This is broad enough to encompass activities
at all levels: individual, schools, colleges, national committees and alumni
groups. The common theme of action seems by far the most appropriate
way to make an impact in our anniversary year with a particular focus on
the 19 September 2012.
An important objective relating to organisational effectiveness is to
review our overall structure and how we work together. We agreed to
review all UWC policies for relevance and to develop these as the basis of
an agreement which all constituencies, old and new, sign up to.
Although this was a hugely positive meeting in almost all respects, the
Board is concerned about UWC Internationals own finances. The key
difficulty is the lag between the work needed to meet our strategic
aspirations and the return from our fundraising investment. I am also
conscious about the very considerable pressure on our human resources
in the International Office. The Board takes its responsibilities in this area
seriously and a number of solutions were discussed. The short answer
is that we need to identify more funding specifically to support UWC
Internationals work if we are to continue with the sort of progress outlined
here and to meet the ever increasing expectations.
This Board meeting demonstrated just how much work is under way, and
how much remains to be done. We have more effective committees in
place to do it and an International Office which, somehow, manages to
keep on top of the workload the Board imposes on it. With more resources
we can do even more!
Tim Toyne Sewell, Chair
Fundraising Feature Profiles Education Outreach Spotlight
Fundraising
Introducing the Campaign for UWC
The Fund Development Function at UWC International was
recently set up to compliment the fundraising currently
being done by the individual schools, colleges and national
committees by raising major gifts from prominent individuals,
corporate and foundations. Until now, the focus has been
on laying the foundations for UWC to be able to fundraise
effectively as a single entity. Now that the initial preparation
is complete and the transition to active fundraising is
underway we would like to preview how the work will be
structured and request your participation in The Campaign
for UWC.
UWC International is currently entering what is known as the 'quiet' or
'leadership' phase of a fundraising campaign. This means that the research
and preparation has been completed, a
'case for support' has been developed and
a number of initial prospects have been
identified. It is now time to start securing
the first leadership gifts. During the quiet
phase the aim is typically to reach over
50% of the target goal, after which there
will be the confidence to go public and
launch a period of intensive solicitations
which continues until the campaign
target is reached.
The Campaign for UWC will focus on
raising money for four distinct areas:
1. Scholarships
Scholarships have always been at the
heart of UWCs funding model. They are
our number one tool for creating the
deliberate diversity which is celebrated
at UWC schools and colleges. It is thanks
to this model that we are able to create national, socio-economic, ethnic,
racial, religious and cultural diversity. The Campaign for UWC will allow us
to expand on our existing scholarship offerings and maximise our ability
to recruit a student body which truly reflects the prevailing tensions
within and across societies.
2. Facilities
Our historic focus on fundraising for scholarships has in many cases
been to the detriment of its facilities. It will come as no surprise to many
students and alumni that their school or college facilities are now in need
of a facelift. Communal living is a significant part of the UWC experience,
especially for the thousands of students who make the UWC campus their
home during their time at UWC. The Campaign for UWC will highlight
this need for sustainable living and learning facilities and attempt to bring
about some much needed renewal and improvement of our physical
infrastructure.
News Fundraising Feature Profiles Education Outreach
3. Capacity building
Each year over 2,000 passionate and committed volunteers across 130
countries mobilise to select the students who will ultimately bring the
UWC mission to the wider world. Our volunteer networks and staff teams
are our most valuable assets as none of this would be possible without
their hard work and dedication. The Campaign for UWC aims to attract
more investment in the skills of our people and the internal structures they
make up. Developing and strengthening our key players will ensure that
UWC continues to offer a truly transformational educational experience.
4. Educational Innovation
In order to become a key educational influence we must engage in more
systematic research, invest in forging partnerships with like-minded
organisations and develop world-class projects, for example, laboratories
for pedagogical innovation and cutting
edge centres for conflict resolution. The
Campaign for UWC will aim to provide
us with the financial capacity to lead
the way with ambitious and enterprising
educational projects.
Many of you already make financial
contributions to your schools, colleges,
national committees or other UWC
projects. We hope that knowing about
the Campaign for UWC at this point
will make you think about your current
commitment and perhaps where you
can do more. If you are not currently a
donor we hope that you will be inspired
to consider supporting UWC financially.
UWC relies on the belief of its members
that UWC is an incredible organisation
which makes a sound investment in the
lives of young people from around the world. That belief must be backed up
by the actions of our alumni.
And while direct financial support is vital, there are other ways you can
help: what we really need to make the campaign a success are names and
introductions of potential supporters of all kinds individuals, corporate
and foundations. On the whole, UWC alumni are incredibly well connected
in business and social circles. We would like to appeal to all of you to think
creatively about your own networks and where there may be opportunities
for UWC and to help 'open doors' to prospective supporters and partners.
If we can celebrate our 50th anniversary next year on the understanding
that UWC is on the way to financial stability then our other ambitions and
aspirations come into reach.
For more information on how you can help or if you know of any
opportunities for UWC please contact the Fund Development team on
development@uwcio.uwc.org
Spotlight Page 7
 Fundraising
UWC Atlantic College Model United Nations debates.
A new partnership
UWC Atlantic College has launched a new outreach programme working
with the Associated Schools Programme (ASP). Supported by the Garfield
Weston Foundation and Agatha Christie Ltd, the college is working with
schools in disadvantaged areas in three parts of the UK: Birmingham,
Liverpool and the South Wales Valleys. The funding from these two
partnerships has provided three bursaries for British students from each of
these schools and has enabled exchanges for specific events to take place
between UWC Atlantic College and the schools.
Ken Corn, Director of Outreach at UWC Atlantic College comments As
well as providing scholarships, the funding enables us to put on valuable
Associated Schools Programme weekends and other events, without
expecting the schools or their students to have to pay." Teleri Roberts,
Development Director adds "the funding has enabled us to attract other
donors and next year we hope that we will be able to add a school in
Northern Ireland to the programme. We are very appreciative of our
donors continued and generous support.
Back in February this year the Associated Schools visited the college for
a weekend with between six and eight students from each school. They
took part in the Model United Nations conference with great success. One
student commented this has been a life-changing weekend for me, as it
opened my eyes to all kinds of new possibilities.
Ruth Arnold, Head of Sociology at the participating school in Birmingham,
Broadway School concludes Not only have the students that attended
the conference improved in confidence, they have also disseminated their
new debating expertise! The whole class has become more involved in class
discussions and they are now developing their own debate groups. Their
language and discourse has become much less school centred and now
encompasses the sociological and political issues from the doorstep to the
rest of the globe.
Teleri concludes, The success of the programme has been incredibly
encouraging and something that we will build on in years to come.
Page 8 News Fundraising
Week of Giving
UWC-USAs class of 86 Week of Giving in
March raised almost US$19,000 in just seven
days and increased the number of alumni
giving from ten to 62, representing 60%
of the total class. Elizabeth Morse, Director
of Development says Special thanks go
to alumnae Melanie Weston) and Colleen
von Eckartsberg (both USA 84-86), who
led the Week. They worked very hard in
reaching out to the entire class and keeping
the momentum going during the week. As
well as being a very successful fundraising
initiative, it also brought the class together
through shared memories, stories and
pictures which are now being catalogued
and serve as a precursor to the celebration
of the classs 25th Reunion, taking place this
summer.
PepsiCo Foods
supportsSimn
Bolvar UWC
FUNDACEA (the governing foundation of Simn
Bolvar UWC of Agriculture) has established
a new partnership with PepsiCo Foods which
is supporting scholarships for 11 Venezuelan
students to attend the college. As well as
financial support, the partnership provided
opportunitiesfor the students to do their one
month community internship in rural villages
located close to PepsiCo Foods factories in three
Andean states of Venezuela. In addition, their four
month farm internships will be undertaken with
potato farmers supplying PepsiCo Foods. Potato
farmers, students and teachers also participated
in a meeting at the college at the end of 2010
which provided the opportunity to exchange
experiences relating to the internships and training
in sustainable agricultural practices. Izamar Alvarez
(AC 77-79), Executive Director of FUNDACEA
says PepsiCoFoods Venezuelahas expressedan
interestto continueprovidingscholarshipsand
exploringnewavenues of cooperation
withSimnBolvarUWC ofAgricultureso we are
optimistic that this partnership will continue in
the future.
Feature Profiles Education Outreach Spotlight
The student fundraising service team.
UWC Adriatic students take part in
the college Annual Fund campaign
This academic year, UWC Adriatic
Development Office developed a new
fundraising initiative by recruiting a group of
current students to help with the new Annual
Fund campaign. The UWC Adriatic Annual Fund
focuses on UWC Adriatic students and their
immediate needs, allowing donors to have a
direct tangible impact on the current college
community.
Valentina Bach, Director of Development at
UWC Adriatic explains Our 100% scholarship
policy is still at the heart of our vision: no
student is asked to pay for their tuition, room
or board but with the continuous decrease in
public spending in Italy, the college is counting
more and more on private giving as a source
of income. And who understands the value
of such support better than our alumni, who
know intimately what a UWC education is
and what it does for ones life and sense of
identity and values?
Up until the academic year 2009-10, alumni
donations contributed only a tiny percentage
of UWC Adriatics annual income (0.46% in can inform alumni about current projects and
2009-10). Faced with this reality, the college
News Fundraising Feature Profiles
decided to focus their efforts on re-connecting
with their alumni, with the crucial help of current
students. A proven and effective way of doing
this is for current students to call alumni and
speak with them, mostly about their experiences,
but also about how they can help the college
financially. We started doing this from the
beginning of this academic year, using a method
inspired by the professional approach used by
some Oxford Colleges during their Phonathon
campaigns which our former intern Andrew
Cairns, who came to us from Oxford, introduced
to us, says Valentina.
A group of 15 students volunteered for the newly
introduced Fundraising College Service and were
trained at the beginning of the academic year.
Each student dedicates two hours every two
weeks to this service, which usually takes place
in the evenings. Valentina explains Students
engage in conversations with alumni, getting
to know what college life was like years ago
or getting valuable advice on universities and
career opportunities. At the same time, students
than in the whole of 2009. Thank you to all the
activities taking place at the college and ask
Education Outreach Spotlight
them to contribute towards the Annual Fund
Campaign.
For students, as well as making an important
contribution to the colleges fundraising, the
practice was a valuable learning experience.
Second year student Paolo Malerba, from
Italy, is one of the students taking part in
the service. He says The experience of the
Fundraising College Service is teaching me a
lot. It is interesting to speak with alumni of
previous generations and share with them
thoughts about the college and at the same
time get to know what the college was like in
their time. There are many differences but we
still have a lot in common, especially in terms
of spirit and ideas. Furthermore this experience
made me understand how important alumni
contributions can be for the colleges income
and how even a little help can mean a lot. I
believe that understanding how important
alumni are for the college when they leave
Duino will make us contribute significantly in
the future.
Some of the students acknowledge that at
first they felt uncomfortable making an ask, as
second year Andrea Longo, from Italy explains
At first I thought I would feel uncomfortable
about asking for money but then I realised
that it was easier than expected because the
people I was calling went through the same
experiences and emotions as me at UWC. First
year student Piyari Paienjton, from Pakistan
adds Though it can seem a daunting task at
first, its simply a matter of time before there
are sparks of interest at both ends and, in
talking about the college current experiences
and old memories, a real connection and sense
of camaraderie is established. Not all responses
are positive, and there are many answering
machines and invalid numbers in store, but
just that one wonderful conversation, the one
brilliant connection, can make your day; maybe
even your week!
Summing up the campaign Valentina concludes
Alumni response to the launch of the Annual
Fund Campaign in September has been heart-
warming. In the period September-December
2010 more funds were received from alumni
alumni who contributed!
Page 9
 Building on the experiences of the schools and
colleges, short courses and similar programmes,
define the scope of outreach activities that
extend impact and can be brought within a
UWC framework, connecting this definition
with plans for a system of recognition or
training, UWC school and college outreach
programmes of all types, CAS activities and
UWC short programmes. According to Chrissie
Tiedeman, who has conducted the visits to five
UWC schools and colleges in Europe and the
Americas: I keep seeing how excited
individual participants. To others still who
argue that participants should pay as long as
need-based bursaries are available for those
who cant. Each option has implications, but
first and foremost, do any of these options
stand in the way of a programme meeting the

Exploring impact
certification and supporting the development
of existing and new outreach programmes.
Granted, thats hardly the rousing stuff with
which to rally the UWC movement. Stirring
UWC students and teachers are about sharing UWC mission?
their networks, ideas and experience of There can be little doubt that in the present
outreach across the UWC movement. Everyone climate of austerity and cuts, both within UWC
appears intrigued to know what the other and without, UWC Heads and Boards will be

beyond our schools poetry it is not. Yet prosaically there it is in

black and white. And those neatly-typed
words do carry meaning. Namely that UWCs
UWCs are doing and eager to find ways to
discover more, faster.
But before getting ahead of ourselves and
queasy about taking on financial obligations
without confidence that those obligations
will bring a financial return on investment.

and colleges
International Board and Council are committed notwithstanding the Beyond the tuition fees that
to growing UWCs outreach profile. The objectives set out in UWCs
What standards participants may potentially
conversation at UWC International has moved strategic plan, its worth do we expect of a pay, what sort of financial
past the question of whether we should, to the asking a few questions mission-driven UWC return can we imagine from
By Dr Jennifer Dueck (LPC 93-95), Corpus Christi College, University of Oxford. Jennifer is more fraught question of how we should. about whether UWC should outreach programme? outreach programmes? Some
indeed make outreach a proponents of outreach say
consulting with UWC International on plans for outreach and the MENA Initiative. Armed, then, with a meager budget line and an A programme that
action point in the Strategic Plan, weve taken strategic priority. that more programmes will
At a workshop on UWC outreach in March 2010 (United World, a sustainable future. Thats heady stuff, with an impact that is two particular steps in the past twelve months. First, do UWCers really
everyone across the have an indirect revenue-
May 2010), one ice-breaker asked people to cite their favorite much harder to measure. Scratch the surface of UWC and youll In March 2010, for the first time in UWCs want to make the UWC movement would be generating impact by inspiring
Kurt Hahn quote. Of course the usual suspects came up: There soon find people scratching their heads about how UWC ever history, representatives from the frontlines of club that much bigger? In proud to say yes, alumni donors. Others argue
is more in you than you think; and You are needed. My has, or will in future, concretely demonstrate that it is making that outreach programmes can
UWCs outreach work across the movement talking to many national that is UWC?
personal favorite is Hahns notion of spectatoritis, something he a difference. And there is no easy answer. As one UWC head gathered at UWC Adriatic. The purpose was committee members be a platform for developing
described as an epidemic of declining initiative in the youth of recently put it: the challenge is to find ways to measure what to share outreach programmes and practices about outreach, I frequently encounter alumni partnerships that bring UWC exposure on new
his day. we value; the danger is that we start to value only what is easy and, more important, to begin to imagine what who feel uncomfortable about involving past stages, which will in turn give the movement a
Solidarity against spectatoritis finds wide expression among to measure. UWCs dream vision for outreach might look participants of UWC short programmes in more compelling case for donor support. Those
UWC students and teachers, among national committee The impact of UWC alumni as individuals is, of course, only one like. their committees. Anecdotes from US and convictions, for the moment, remain hopeful
volunteers, on UWC Facebook groups, and now on the new way that UWC claims to make itself felt in the world. There is UK universities suggest that, during their yet largely untested hypotheses.
One major challenge to emerge from the
UWC extranet. You neednt look far to find someone saying that growing discussion at UWC International, and in UWCs colleges, workshop was the dearth of facts at our undergraduate studies, UWC alumni seek Alongside all the talk about revenue, a third
UWC has an impact in the world and that we schools and national committees about fingertips about what UWC outreach currently each other out in what sometimes appear like question looms: what standards do we
should all aspire to make that impact greater. The impact of UWC increasing UWCs impact through outreach consists of, or how its practitioners are trained exclusive cliques. And of course, UWC alumni expect of a mission-driven UWC outreach
Whether teachers, students, alumni, Board happily marry each other at what feels like programme? A programme that everyone
alumni as individuals programmes. And these debates are part and to carry it out. We soon realised that we
across the movement would be proud to say
members, or enthusiasts, UWC members do not parcel of an ongoing conversation that the needed an exercise that would tell us how an astounding rate. As one of the worlds best
consider themselves spectators on the worlds
is, of course, only one UWC movement has engaged more broadly kept educational secrets, UWC is a cozy and yes, that is UWC? And, in a similar vein, what
the UWC movement, with all its diversity of
stage; they expect to make a difference. Thats way that UWC claims about UWCs educational model and practices. moving parts, is actually doing outreach now. comfortable club. If now we make a substantial is it that makes a UWC outreach programme
what national committees tell prospective to make itself felt in Outreach is one of those tricky words, In response, a group of largely volunteer fact- push to increase the number of UWC members distinctive amid a very crowded market of
applicants and their parents. Its what UWCs through, for example, UWC short programmes, youth leadership options? With the plethora
the world. something very much defined in the eye of finders including a UWC parent, a UWC
fundraisers tell potential donors. And its what the beholder. To some it means enabling more Council member, the director of the Pearson might the club start to feel less comfortable? of models for outreach programmes within
UWC Internationals 2010 Strategic Plan tells us all: a key young people to have a UWC experience, such as a UWC short Seminar on Youth Leadership and a founder of More significant is the perennial question the movement, a snappy soundbite on UWCs
strategic objective is to increase UWCs impact. programme. To others, outreach represents interaction that the Dutch Youth Leadership Summit began of money. Can outreach generate revenue unique selling point is elusive at best. The
But what does increasing our impact in fact mean? When we current UWC students have with a community off-campus, a movement-wide fact-finding study late in for UWC? Should it? Opinions within the landscape of outreach programmes that UWC
boldly claim to be making a difference, how many of us are fully through, say, CAS activities. To still others the word signifies an 2010, expected to last about 10 months. movement are varied. They range from those currently offers is quite frankly bewildering at
confident that we can answer the next logical question: You say institutional relationship that UWC constituents establish with who refuse ideologically to entertain the first, second and even third glance.
Thus far, fact-finders have visited UWC Atlantic
UWC has an impact: how do you know? other organisations or companies. College, UWC Pearson College, UWC Costa Rica, idea of revenue in any conversation about Taking just one example, we might cite an area
Schools or youth organisations with a less ambitious mission But lets suspend disbelief for a moment about slippery UWC-USA, UWC Li Po Chun and UWC Adriatic, UWC programmes. To others who see raising where UWC claims particular strength: the
than UWCs might be content to count the number of alumni semantics and imagine that outreach means bringing a mission- as well as gathering information from national revenue for scholarships as a primary purpose UWC short programme, variously called Short
who turn up at class reunions, or who join the organisations driven UWC experience to young people beyond existing committees including Bolivia, the Netherlands, of outreach. To still others who suggest that Courses, Leadership Summits or Seminars on
Facebook page, or who donate to their alma mater. But UWC UWC communities. UWCs ambition on outreach in the 2010 France and Israel. The facts in question cover outreach should generate revenue but only Youth Leadership. In the last few years, schools,
claims to make education a force to unite people for peace and Strategic Plan is summed up thus: a broad range of subjects, including facilitator from companies or foundations, not from colleges and national committees have run

Page 10 News Fundraising Feature Profiles Education Outreach Spotlight News Fundraising Feature Profiles Education Outreach Spotlight Page 11
 such programmes in places as far-flung as China and
Bolivia, amid scenery ranging from the Red Sea desert
to the Canadian West Coast forest to sailboats on the
Mediterranean. Some of these programmes are funded
by fee-paying participants; others have significant donor
support and offer scholarships. Their topics include
a plethora of themes such as personal leadership,
communication skills, intercultural learning, anti-racism
theory, sustainable development, environmental issues
and conflict engagement. Their very diversity begs the
question of what makes them all distinctly UWC? With
such an array of programme models and topics, do we
run the risk of trying to be all things to all people?
Whatever soundbite we eventually find about UWCs
unique selling point for outreach, if UWC wishes
to grow its outreach profile, we will need to find
institutional mechanisms to ensure
If UWC wishes to quality and provide resources to those
grow its outreach implementing the programmes. Any
profile, we will need viable mechanisms would need to
to find institutional be cost-effective and financially self-
sustaining. That much is clear. But an
mechanisms to institutional structure to grow outreach
ensure quality and programmes would also need to be
provide resources to nimble enough to foster the creativity
those implementing and entrepreneurship, while having
sufficient teeth to ensure quality and
the programmes.
accountability.
The idea of quality standards is one that frequently
sets UWCers on edge. Let alone the idea of any kind
of bureaucratic structure enforcing those standards.
And given the anxious reaction that UWC members so
often have to any suggestion of quality accountability,
its worth asking again, do we really want to embark
on a plan to increase our market share of impact on
the worlds youth? The answer to that question might
reasonably be yes or it might reasonably be no. But one
thing the answer cannot be is: Lets increase our impact
through more outreach programmes without having a
conversation about quality and accountability.
Anyone reading this article would be right to notice that
right now we still have a good many more questions
than we have answers. To come back to Kurt Hahn: You
are needed. Please tell us what you think. Findings from
the current work will be presented in October 2011.
Increasing UWCs impact and giving more young people
a UWC experience is a terrific ambition. And one that is
fully endorsed by the UWC Council and Board. The real
challenge before us is to figure out a sustainable plan to
achieve it.
Share your views on outreach on the extranet forum. Visit
http://extranet.uwc.org/forum/
See all the short courses/programmes taking place across
UWC this year at www.uwc.org/short/
Page 12 News
UWC outreach a college perspective,
John Braman, Director, Outreach
Programme, UWC-USA
UWC short courses as evolving phenomena will express
themselves in ways we cannot predict. UWC-USA just
launched a two-week Global Leadership Forum that will
feature media studies and intercultural leadership development
(www.uwc-usa.org/glf)
But the expansion of our mission takes other forms. A few
years ago, UWC-USA convened 200 members of the local
community to envision an arts centre for teens in the heart
of an underserved, historic district of the nearby City of Las
Vegas. Implementing a programme to match the original idea
is still unfolding. But the planning process revealed a new
vision: our school as a catalyst for community development,
beyond community service outreach. This possibility of a
public purpose embraced a new idea: working in partnership
with other agencies to develop a community where youth are
passionately engaged in their learning and active participants
in shaping their communitys future.
Last summer, the school further experimented with this
concept. We teamed up with artists, shop owners and
professionals and created a band of volunteers. We offered
workshops that met for several weeks in borrowed office
spaces and an art gallery. Topics were creative writing, studio
arts, hands-on leadership development and robotics. The
staff had basic qualifications: caring about youth and the
shared assumption that youth yearn for applying learning and
listening adults. Activities developed core employment skills,
including learning how to work as a team, the capacity for
adaptive change and basic literacy.
How does this short course represent our commitment to
the public purpose of our private school? Youth need to have
experiences where knowledge is grounded in its application.
They need the satisfaction of making positive changes in
the world around them. Disconnected cognitive learning is
a modern infirmity that Hahn would have bemoaned. We
can help. While our efforts in downtown Las Vegas remain
experimental, we are moved by a vision of whats possible.
Fundraising Feature Profiles Education Outreach Spotlight
Student profile:
Quang Do Lien
Quang Do Lien from Vietnam joined UWC
Maastricht last September as one of the
first national committee selected students
at the school.
Quang grew up in a small village in DakLak province, in the centre of the
country. He first discovered UWC reading a newspaper that his mother, a
teacher brought home from her school. Once I accidentally read about
UWC, I was immediately attracted by this unique model. I imagined one
day I would go to a UWC and I decided to search for more information
about UWC and apply, he recalls. Quang says that although his parents
were very happy to hear that he had been accepted, they were worried
about him leaving home to continue his education abroad and he had to
persuade them that he would be able to handle it.
UWC Maastricht officially became a UWC in September 2009 but
didnt have boarding facilities until the first national committee selected
students joined, as the other students all live in Maastricht. For Quang,
the boarding house aspect of life at UWC Maastricht is his favourite
element. I live with 50 other students from different countries, we
have good care from our house parents and we do everything together.
Living all together helps me be happier and not homesick, he explains.
The boarding house is located 3km from the school so the students use
bicycles to travel there and back. Quang enjoys this aspect of life at UWC
Maastricht, saying there is nothing
I have many chances better than cycling in the fresh air in
the morning.
to learn new things,
Alongside the boarding students there
do something new
are 39 day students in the IB1 year.
and challenging that Quang acknowledges that early on
I did not do before this brought challenges but believes
these were overcome quickly: At
the beginning, some of the day students joined our induction week and
introduced us to the city, but there was some reticence, I think, because
boarding students focused on getting to know each other. Some day
students used to ask me why we got scholarships but they did not, so I
explained the national committee system and how we got here and once
that was cleared up and we joined in many activities together, started
helping each other in study, discussed in class together and talked more, I
found that they were very friendly and welcoming.
Because we live in the boarding house and spend more time together
I feel that my relationship with boarding students is a bit stronger but
sometimes when we have activities in the boarding house we also invite
the day students to join in together and now I feel we are all the same.
Another aspect of the UWC education that Quang particularly values is
News Fundraising Feature Profiles Education Outreach
the learning environment which is quite different to what he was used
to in Vietnam. Teachers here are so enthusiastic that although they
are very busy, they can still take time to explain to us what we do not
understand. They understand and help us to improve our knowledge as
well as practice skills. They are always willing to listen to us he enthuses.
Like many UWC students, Quang finds time management the most
challenging aspect of his UWC education saying, An IB student is a busy
student since there is so much work to do and I believe a UWC student is
even busier, so sometimes you can feel tired. The time management skill
is very important. I know we will be even busier in the future but from
what I have learned so far, I believe I can handle it.
UWC Maastricht has provided Quang with opportunities to try out new
activities including art club, football and piano lessons. Like at all UWC
schools and colleges, service is an crucial element of the education and
Quangs main service activities is volunteering with an organisation
called Stiching Gehandicaptenzorg Limburg (SGL) which provides
activities for adults with disabilities. Every weekend we work with a
group of volunteers from SGL to help the clients with different activities
such as swimming, visiting a museum, shopping etc. In Vietnam I used
to volunteer with children helping children but I had never worked with
disabled people before so it was challenging to me at the beginning but
the project has helped me to improve my skills and my abilities. I am
more careful and patient and I can learn a lot from them. When they are
happy, I also feel happy. I think this is the most important thing I gain
from the activity.
Quang also volunteers in the primary section of the school, helping
younger students with activities in the tennis club. Lots of secondary
students also volunteer in the primary school, assisting with existing
activities or creating new ones and Quang values this opportunity to
engage with the younger students.
Quang has chosen to study Sciences and Maths at higher level as a step
toward his ambition to study medicine at Harvard. I want to improve
the health care system in the developing countries like my own country,"
he says. He is also taking full advantage of the opportunities to learn
from his peers. UWC Maastricht is a unique chance for me to learn
many things about the world just from people around me so I always
take opportunity to learn as much as possible. To me, UWC Maastricht
brings great opportunities to be successful. I have many chances to learn
new things, do something new and challenging that I did not do before.
Spotlight Page 13
 Snapshot: Other alumni passionate about the environment.
angles each topic was looked at, everyone
ended up much more open and considerate of

Alumni all possible perspectives there might be on

all issues. He also believes this is the way
in which his UWC experience has shaped
Tobi Kellner (MI 98-00)

profile:
from Germany is an Claudia Ricca (PC 83-85)
his outlook the most. I understand and
Information Officer from Argentina in based
notice more sides in every conflict and look
at the Centre for in Buenos Aires and works
critically at news reports containing only one

Bjrnar
Alternative Technology for Friends of the Earth
perspective, he reflects. In the end, looking
(CAT) in Wales and on a project in Paraguay,
back, what Im left with is not a diploma
is also studying for building the capacity of
but a new way of looking at everything and

Sandberg memories which will follow me a lifetime.

Bjrnar valued the community service aspect
an MSc in renewable
energy at the CAT
graduate school.
small farmers to resist the
advance of soy plantations
into their communities.
of the education enormously, especially as it
After graduating from The project focuses on socio-legal training, community radio
was not a part of his education before. At UWC
Mahindra, I went on to development and the promotion of sustainable agriculture.It also
Mostar he worked for two years on a project
study Artificial Intelligence involves lobbying municipal and national authorities to enforce
called Roma Neretva, assisting Roma children
and Computational environmental law and protect local communities against the
in Mostar with maths and reading and also
Linguistics in Edinburgh, Scotland, and Saarland, Germany. I effects of chemical spraying of GM (genetically modified) crops.
organising play activities. It was a remarkable
spent almost ten years after graduating from UWC studying I visit Paraguay every six weeks or so and travel to the different
and I learnt a lot from both teaching them and
computer related stuff, only to then realise that I actually communities we work with, accompanied by Sobrevivencia,
just spending time with them, he recalls.
Bjrnar Sandberg (BiH 08-10) from leave traces and is done at the expense of wasnt all that interested in that field. It was through a UWC our local partners.I love my job and the possibility of bringing
biodiversity and a stable climate, I figured that Bjrnar considers his biggest achievement email list that I found out about a job vacancy at the Centre for
Norway has dedicated the his time sustainable change to people long forgotten by the state and
I should join the environmental movement so far to be arranging a youth forum for civil Alternative Technology, applied and got it. Never think youre
since graduating from UWC in Mostar the international community. Its not so different to what Ive
to influence decisions towards a sustainable society on the energy situation in the Barents stuck in a certain field! Working in an alternative technology
last May campaigning with Natur og done in the past: a major part of this project relates to the
region which he worked on also for Youth and education centre allows me to combine learning about
Ungdom Nature and Youth, the Young direction. As its the largest environmental NGO administration of justice and most of my previous jobs have
for youth in Norway, Nature and Youth was the Nature. It was a very rewarding experience interesting technologies solar panels, wind turbines and the
Friends of the Earth movement in been in the field of human rights. I probably decided I wanted
natural movement for me to join. having the opportunity to co-organise such a like with working with people for example through teaching
Norway. With 7000 members ranging to do this kind of work while I was at Pearson College and I feel
forum. It was for youth NGOs from Russia, courses. Im passionate about sustainability because it is the
from age 14 to 25, it is I grew up in the Lofoten particularly lucky that I can continue working on these issues
a big voice in Norways What Im left with is Islands and in that matter lived Norway, Finland and Belarus and it was very precondition for everything else you cannot have lasting peace now that Im back in South America, nearly 30 years on.
not a diploma but a great parts of my life close to interesting to learn about working for youth or justice if you abuse the very basis of your existence.
environmental debates. www.foei.org/
NGOs in other countries. The forum had about
He was elected to the new way of looking nature and with a family eager www.cat.org.uk
150 participants and focused on civil society
steering group last July and at everything and to get out and experience it.
and the energy situation of the Barents region
is responsible for developing The fight against potential
memories which (the conflict between fossil fuels, nuclear power Liam Goodacre (AC Charlie Young (AC 08-
the organisations politics on oil drilling outside Lofoten is
environmental matters and
will follow me a the organisations top priority,
and renewable energy). 02-04) teaches 10) from the UK is
philosophy at UWC
working on the environmental lifetime. as this year the Norwegian The outcome of the Lofoton campaign is still dedicating his gap year
unknown and although the campaign has a Mahindra College, to environmental causes
causes that members agree government will decide
lot of support, Bjrnar is acutely aware of the where he helped to and will begin a course in
the organisation should focus on. Bjrnar spent whether or not to start an opening process for
power of the oil lobby in his country. establish a new student Environmental Studies at
the first six months working on campaigns on oil activity in this area. The seas around Lofoten
service working with a Yale in September.
biodiversity and public transport. Since January, contain the worlds largest cold water coral The fight involves a great bunch of activism
local organic farming
his focus has been on the oil campaign which is reef as well as huge populations of close-to- combined with some lobbyism. We Just some of the projects
collective called
a cause very close to his heart. endangered sea birds and the worlds largest demonstrate, arrange events and in general try hes worked on include:
to show the great resistance there is against
Gomukh.
Upon graduating from UWC, Bjrnar felt it was remaining population of cod. An oil spill here interning for climate campaign
would be a catastrophe. oil activity outside Lofoten. For the entire Students walk over the hill three times a week to group 350.org in Mexico City; leading the UNfairplay team
right for him to put further studies on hold to
month of March, we demonstrated outside the volunteer at the farm after classes. The project is in its as a delegate of Kiribati at the COP16, Cancun (he was also a
concentrate on the environmental cause. I am Having felt unchallenged by his schooling
house of the Norwegian PM every morning. We early days, but is already very rewarding. After a long day delegate at COP15 while at UWC Atlantic College); volunteering
eternally grateful of getting to spend two years in Norway, for Bjrnar, the appeal of UWC
also lobby quite a lot - attend meetings with in the classroom, nothing is more satisfying than to work on an agroforestry and erosion control project in Costa Rica, and
at UWC in Mostar, and feel now the necessity was the international dimension and he
politicians to show that we know enough to on the land. We have already learned a great deal about interning at the New Economics Foundation in London and New
to commit to something greater than myself. I found the perspectives gained from studying
say no to oil, try to convince the businesses of our local environment and our efforts have been valuable Economics Institute in New York on The Great Transition model
have chosen to do things important to me right in an international environment the most
Lofoten that the development should be based to the farm. We hope to develop the project in many for a sustainable economy. A lot of my gap year projects have
now, he explains. intriguing aspect of his education there. The
on renewable resources, not fossil fuels. ways, including building a seed bank for local heirloom been facilitated by UWC friends and contacts. For me UWC is
My motivation and interest for environmental interpretation of what we studied in English,
crops and trying to link up the food distribution system like an arboretum pumping out sanity, creativity, beauty into
history, economics and especially ToK varied What the decision will be in the end, we do not
work comes from the understanding of nature with our cafeteria."
vastly from person to person and also from know. What we know is that we are making it the ordered chaos. Without its nurturing Im sure the world, and I
as the basis of our development. Having later
nationality to nationality. With the mash of very hard to open for oil drilling. gomukhproject.wordpress.com/ www.gomukh.org (and many of those I love), would be very different."
learnt that much of what we do as humans
www.UNfairplay.info,www.350.org

Page 14 News Fundraising Feature Profiles Education Outreach Spotlight News Fundraising Feature Profiles Education Outreach Spotlight Page 15
 development of mission related goals. For exploring its practical application has allowed
The UWC International Heads Committee
example international understanding was just UWC Atlantic Colleges understanding of the
started work on exploring the UWC model
assumed to occur as a result of the multicultural UWC mission to evolve and strengthen, a view
of education in late 2009. The work arose
and multinational composition of the student shared by Tristan and Ken. One element that I
from the need to quantify what constitutes
body. It was not formally developed in well feel quite strongly about and I believe is more
a UWC education to ensure a consistent and
thought out structures with appropriate than simply a matter of semantics, is the way in
coherent model is being delivered across
expertise and leadership. which some of the terminology
The Atlantic all UWC schools and colleges. The UWC
The Atlantic College Diploma we use conveys our purpose
strategic plan outlines the organisations
has addressed these limitations College Diploma Ken says. Previously at UWC
intention to create a movement-wide UWC
and now offers a new level takes a considerable Atlantic College we spoke of Diploma as a way to recognise the whole
of accountability for those international understanding,
step beyond the now we speak about inter-
of a UWC education. Although the IB is the
charged with protecting and
instilling the mission. Visibility
already impressive cultural engagement. Clearly
dominant academic component of a UWC
education this may not always be the case
and clarity of the teaching curriculum of the IB weve moved beyond the
if the agriculture model currently unique
process however are not the Ken Corn limited notion of nation-states
to Simn Bolvar UWC expands, and also if
only positives to arise from the defining culture, hence inter-
we select more students on potential who
diploma, it also helps to give depth to students cultural. To my mind, we also need to move
may not necessarily be able to cope with
personal statements and provides opportunities ourselves away from the merely passive concept
The UWC Atlantic for students to specialise in chosen areas and
develop leadership skills.
of understanding towards an insistence on all
the active learning and doing that the word
the academic demands of the IB Diploma.
In order to build a foundation from which
to develop the UWC Diploma the first

College Mission Initiative Ken Corn, Director of Outreach at UWC Atlantic

The need to recognise and celebrate all
that a UWC education encompasses
through a UWC Diploma is an idea
that has been explored around the
movement for a number of years.
(United World September, 2008).
More recently, work has moved on
to a broader discussion on defining
the UWC education model, seen as
prerequisite to a diploma. The UWC
Heads and International Board have
produced the Guiding Principles of
a UWC education from which the
practice of education at UWC schools
and colleges is derived. Meanwhile, the
development of the Atlantic College
Diploma represents one of the first
formal implementations of the idea
across the movement.
The Atlantic College Diploma includes the
International Baccalaureate as its primary
academic curriculum but the college has
created the Atlantic College Mission Initiative
(ACMI) to acknowledge the additional
aspects of the UWC experience. ACMI is the
embodiment of the UWC mission, bringing
its constituent values to life, and is made up
of seven strands face-to-face community
service, action based service and outdoor
pursuits, environmental and sustainable future
awareness, global and intercultural awareness,in conferences and programmes that explore
some of UWCs core values and straddle
approaches to learning, artistic creativity and
the realms of academic and non-academic
physical health and well being all of which
education. Importantly these conferences and
are additional elements of a UWC education
programmes are not just treated as extra-
not covered by the IB. Students are required
curricular pursuits space is made within
to participate in all seven of the strands and
timetables to enable students to properly
specialise in two of them.
engage with the events and
The driving principles were
based on the need to actually The Atlantic College treat them as an essential part
of their UWC education.
have a curriculum that Diploma provides
developed the mission in a The diploma has proven to
a curriculum that
structured way explains Tristan be hugely popular with the
Stobie, Director of Studies at
develops the students currently studying it,
UWC mission in a
UWC Atlantic College. The allowing them greater scope to
only curriculum at UWC structured way explore new subject areas and
Atlantic College prior to the Tristan Stobie take greater responsibility for
Atlantic College Diploma was their educational experience.
the IB Diploma programme and the college Mubarak Sanni, from Nigeria, was forthcoming
requirements to do a certain number of service with his praise for the diploma and its ability
hours and activities. None of this looked at to implement UWCs distinctive ethos,
education in a holistic way or specifically related the Atlantic College Diploma is a unique
that education to the mission. No attempt representation of what a UWC Atlantic College
was made to ensure a broad and balanced student is, it is based on much more than an
educational experience that dealt with all individuals academic performance.
aspects of the common UWC mission. Tristan places huge value in the fact that
Agreements on the experience that all UWC the Atlantic College Diploma has allowed
Atlantic College students should receive during pursuing the UWC mission to become a
their two years at the college have helped much more robust and quantitative process.
to shape the diplomas structure. On top of Existing practice assumed that many student-
classroom based learning students participate run activities automatically resulted in the
College, believes the benefits of the diploma
for students are great and varied, The diploma
embodies and gives practical pathways for UWC and colleges worldwide, to formally accredit
Atlantic College students to follow as they
pursue the UWC mission of achieving peace and prompted the question of whether anything
a sustainable future. With the diploma we are
exploring and engaging with contemporary
real-world issues that our students need
to address. This often includes working in
partnership with other like-minded NGOs and
charitable organisations who share a similar
belief in the power of education to positively
shape our world for the future. This approach
leads to practical actions which are in line with the future says Ken Corn but I would like
UWC Atlantic Colleges mission commitment
to Life-Long Service.
Turning the UWC mission into the Atlantic
College Diploma has allowed the college to
further develop how it interprets the mission
Activities such as the life boat service are now part of the ACMI strand 'action based service and outdoor pursuits.'
engagement implies.
Using the IB, a qualification broad and flexible
enough to be taught by over 3000 schools
document produced by the heads was
the Guiding Principles which was formally
approved in October 2010 and outlines
the principles from which the practice of
UWCs distinctive educational values has long education at UWC is derived.
All work on developing the UWC model of
other than a UWC-specific qualification can
education has been consciously sympathetic
do the movement justice. The Atlantic College
to the culture and tradition of each school
Diploma will go a long way in attempting to
and college and the work done by the Heads
inform how a global UWC Diploma could take
Committee has progressed into a number of
shape and its implementation will explore
different initiatives across the movement.
some of the difficulties involved in establishing
UWC Mahindra College students have been
a diploma designed specifically to accredit a
volunteering for in-depth reflection on their
UWC education. This may be a long time in
activities whilst UWC Pearson College has
been exploring ways to assess students
to see UWC develop a holistic and cohesive
performance in their non-academic
educational model that might find currency
activities. No timeframe has been put on
in its own right. I believe that we should be
producing a UWC Diploma but work to build
ambitious with this project, and be as visionary
the foundations from which to develop the
as UWC claims to be.
diploma is progressing well.

Page 16 News Fundraising Feature Profiles Education Outreach Spotlight News Fundraising Feature Profiles Education Outreach Spotlight Page 17

UWC Red Cross Nordic: Educating the body & the mind
The campus has been adapted to accommodate students with
physical disabilities.
Page 18
The Haugland
rehabilitation
centre (left)
shares the
campus.
In the February 2008 edition of United World we explored the Creating access to all social and learning environments is The first intake will begin in August 2011 with the selection of
work done by the Spanish national committee in partnership essential in making the college accommodating for students three students, one each from Nicaragua, Ethiopia and Vietnam.
with the ONCE Foundation to select one disabled student with physical disabilities. Work has been focused on installing They will be selected by the national committee of their country
a year. Most of the work done at this point was focused on automatic doors to all public buildings on using the same selection criteria used in standard UWC
selecting students who were visually impaired. UWC Red campus and building ramps to make these A UWC selections.
Cross Nordic has been working closely with the Haugland doors accessible. Paths have been widened, education is In the preparation for the intake we have looked into
rehabilitation centre that shares its campus in efforts to angles of walkways have been adjusted and about giving how we can make use of the expertise at the Haugland
increase its outreach to one student house is being internally adapted. Rehabilitation Centre, Arne says. A crucial part of this
UWC Red Cross the individual
students with other physical Bathrooms have now also been equipped with is to understand that our education is about giving the
disabilities. Nordic believes in accessible facilities. In a few cases, we have
the courage and individual the courage and ability to expand their own
John Lawrenson, the colleges a culture where reduced the number of students in a room ability to expand limits to achieve this there are many areas where
Rektor, outlined the guiding disabled people have from five to four. We are determined to do their own limits direct support should not be given. We do not want to
principle behind this initiative, everything we can to ensure that physical Arne Osland educate dependency, but to enable for an active life.
equal opportunities disabilities dont prohibit our students
UWC Red Cross Nordic The landmine victim project represents a huge step
subscribes to the fundamental
to take part in all education says Arne Osland, Director of forward in the colleges commitment to actively recruiting
Nordic belief in a society aspects of society Development at the college. In future selection processes, if students with disabilities and will play a big part in the future
based on the principle of social John Lawrenson a candidate has specific requirements due to a disability we of that commitment. It is our ambition that the recruitment
solidarity a society that gives will run an assessment so that we can make considerations of landmine victims shall carry on for many years and that we
all its citizens the right to freedom, social security and societal about what kind of individual adaptations will need to be done, will recruit from a broad range of applicants, explains Arne.
participation.In practice this means a culture where disabled well then commit to making those adaptations to ensure that This project can help to put focus on what great problems
people have equal opportunities to take part in all aspects of student can attend Arne continues. these explosives represent in many parts of the world and will
society and where disabled people are equal in all respects and UWC Red Cross Nordic is now poised to begin its new compliment the important work that the Red Cross and other
fully integrated into their communities. initiative of selecting students who are victims of landmines. organisations do in order to limit this damage.
News Fundraising Feature Profiles Education Outreach Spotlight News Fundraising Feature Profiles Education Outreach Spotlight Page 19
 Spotlight on national
committees reaching out
We explore two very different ways national committees are working to broaden their promotion,
selection and preparation selection from SOS Childrens Villages and the experience of the Angolan
Committee in selecting students a year in advance and establishing the oral histories project.

UWC and SOS Childrens Villages

A team gets feedback from Maya, on of the trainers on their LogFrame Table after presenting it to the group.
The course utilised the Logical Framework Approach to teach project planning.
A number of UWC schools and colleges have long term commitments to provide scholarships to students from SOS Childrens Villages,
an international NGO focused on family-based, long-term care of children who are not able to live with their biological families. UWC
Costa Rica has a strong commitment to select Latin American students from SOS Childrens Villages due to its history as an SOS college.
Here, two Central American national committee representatives talk about their experiences in selecting from SOS Childrens Villages.

Syrian Short Course lvaro Zuniga Cordero (LPC 00-02),

The newly formed National Committee of Syria
recently ran a short course aimed for students
who are interested in social responsibility. In
partnership with the Shabab Program of the Syria
Trust for Development, a leading Syrian development
organisation, the course taught skills such as project
planning and management with social responsibility
as its core value.
The course adopted a new model that made it distinctive from
other UWC short courses it was held over a succession of
four weekends, traditionally UWC short courses are held over
a successive period of days. Maya Alkateb, one of the courses
trainers, found many advantages to utilising weekend slots,
Course participants taking part in an exercise on levels of responsibility.
holding the short course over a number of weekends allowed
us to expand the number of students who could participate as
it didnt disturb their school studies they could attend their
normal classes during the week and still be available for our
course Maya says. We actually found that the weekday breaks
between the sessions helped what was being taught to sink in
better, the structure was conducive to a very successful learning
process.
The short course was the result of positive enthusiasm and
shared interests in the area as Maya explains, two national
committee members were interested in giving the training, the
Shabab Program were willing and ready to host the course and
to help find participants and UWC were looking for ways to
increase access to a UWC educational experience in Syria.
The short course aimed to empower students to take positive
social action by raising awareness of students responsibility
towards society and helping them to understand and value the
concepts of social responsibility and sustainability. Building
the individual capacities of the students was key to the course
and was achieved through sessions teaching self-evaluation,
strategic thinking, the value of working with others and public
speaking skills, amongst other things. Skills like these are not
only transferable to other aspects of students lives but are also
skills that students will retain and be able to use in many aspects
of their lives.
UWC short courses enable UWC to deliver a transformational
educational experience to a greater number of students. This
is especially important in countries like Syria where UWC has
traditionally not enjoyed a substantial presence but where
efforts are being made to increase impact and allow more
students to share UWC values and become ambassadors for a
more peaceful and sustainable future.
National Committee of Costa Rica
The National Committee of Costa Rica has longstanding links
to SOS Childrens Villages, we were selecting students from the
Villages to attend UWC schools and colleges before UWC Costa
Rica opened. Additionally we sometimes organised community
service for candidates in the Villages as part of our selection
process. We are currently selecting SOS students for UWC
Costa Rica.
When assessing SOS students we have always tried to apply
our established selection criteria and put applicants through the
same stages as the rest of the applicants. However, sometimes,
the SOS candidates join the process at later stages and so we
have had to amend the process.
The main challenge for us is in encouraging SOS students to
apply. Although there are only three SOS Villages in the country
and we are often selecting for UWC Costa Rica, we are not
always able to select a scholar and our attempts to promote the
scholarships in the Villages have not always been successful in
increasing applications.
To overcome this we are trying a new strategy this year. We are
establishing more direct contact with the families in the villages
and making the selection process as inclusive as we can. The
idea is to talk directly to with the SOS mother and hopefully her
children, promote the scholarships. We also leave them printed
information. If time does not allow personal visits to the more
remote villages, then we arrange to speak to the SOS mothers by
telephone and send printed information to the villages.
We hope the continuity of direct contact with the families in the
SOS Villages will spread the word and lead to more applicants
in the future. The contribution of the students to their colleges
certainly makes it worth it.
Carlos Paniagua (PC 03-05),
National Committee of Guatemala
Last year we had the opportunity to select a student
from SOS Villages for UWC Costa Rica. This meant some
extra effort from the national committee but it was really
rewarding process.
We started by meeting with the Guatemalas SOS Villages
Head and explaining to him that there was a strong
commitment from the UWC movement to select SOS
students and that the national committee and UWC
Costa Rica would be supporting both the students and the
organisation. We were really grateful for all the enthusiasm
show by the central organisation and also by all the different
villages in Guatemala.
We worked very closely with them and they started the
process by identifying the students that would be able to
apply for the scholarship, based on a profile we gave them.
All the SOS applicants participated in the selection process
as any other student and were evaluated using the same
criteria. This was a great opportunity to show that SOS
students are as capable as any other candidate to develop
the necessary skills to be excellent UWC students. We were
finally able to nominate two students to UWC Costa Rica
and were delighted that one started last September.
One of the challenges we face while selecting students
from SOS Villages is the fact that the academic background
may not be as strong as some other candidates. Because of
that, we have to be take a lot of care to select very mature
students who, from our point of view, have the potential to
face the challenges that a UWC education represents.

Page 20 News Fundraising Feature Profiles Education Outreach Spotlight News Fundraising Feature Profiles Education Outreach Spotlight Page 21

Angolan oral
histories project
Allan Cain, member of the National
Committee of Angola and Social
Committement Task Force.
When our National Committee (NC) finished interviewing the last
of the 16 short-listed candidates in January 2009, we sensed that
something was amiss. We were pleased and somewhat surprised
that almost all candidates spoke English relatively well, unusual
for this Portuguese speaking country. The academic performance
of most candidates was also much higher than those of previous
years. What was perturbing was the almost uniform response that
each candidate gave when asked how they would describe Angola
to their fellow students from other countries if they were
selected. The candidates all described a country rich in natural
resources with a brilliant future where people loved to dance; a
description, almost verbatim from a state television publicity spot
that was run several times every evening. It dawned on us that
we were, for the first time, interviewing candidates from Angolas
post-war generation.
Angola, it is true, is a country of abundant natural resources. But it
was probably due to the competition for these natural resources
that resulted in the country suffering four decades of conflict and
civil war. From the outbreak in 1961 to the
For the first time signing of the ceasefire in 2002 that ended a
we found it difficult vicious civil war, Angola had hardly seen peace.
to identify the kind The conflict left the country with a shattered
of strong social infrastructure, massive displacements and large-
commitment that scale population migration to the cities, 60% of
the countrys schools were destroyed, families
our past students had divided and four million people (almost a third
brought with them to of the population) became refugees or displaced
interviews persons within their own country.
The Angolan NC was set up in 1999 at the
height of the civil war. We became accustomed to interviewing
candidates from families who had fled war-torn regions of
the country and had lost family members in the conflict.
Many students had missed years of primary education due to
Page 22 News Fundraising
displacement or the destruction of their schools and homes. Some
had witnessed the tragic deaths of family members and personal
friends. Those students who had survived and even excelled
academically in this difficult environment were remarkable
young people. The NC, mindful of the ongoing debates within
UWC between those advocating recruitment based on merit
versus potential had always sought to recruit candidates who
demonstrated a clear commitment to return to help rebuild their
country. The most committed candidates often came from some
of the most disadvantaged and war affected communities.
Finishing the selection process for 2009 entry also coincided with
the Global National Committee Meeting at Waterford Kamhlaba
UWC which I attended as the representative for the NC. The
issues were explored in the debate on brain drain which became
a key point of discussion at that meeting. The Social Commitment
Taskforce was created by national committee members to follow
up the issues around students not returning to contribute back to
their home communities. (United World, January 2010).
The Angolan NC was acutely aware of these risks and was faced
with a dilemma when confronted with its first group of post-war
youths. For the first time we found it difficult to identify the kind
of strong social commitment that our past students had brought
with them to interviews and that had always made our task of
choosing UWC candidates much easier. These new students had
no personal memories of the years of conflict and surprisingly
had little knowledge of the struggles of their own parents and
elders. While some lived in poor neighbourhoods they were unable
to articulate the problems and the day to day challenges in the
environment around them.
In retrospect we should not have been surprised to discover the
dramatic change of mindset in this new post-war generation of
students. The Angolan Government had adopted a clear public
policy at the end of the war in 2002 to put the countrys traumatic
Feature Profiles Education Outreach Spotlight
past behind them. They were presented with they learned and we opened it up to existing
governing a country that had been divided by UWC students and alumni. Examples of the oral
conflict for four decades.
Rather than dealing
with the difficult task
New perceptions on the truths
New links were made about their elders lives were
with their communities discovered for the first time.
history interviews
of facing up to a painful
process of confronting
through understanding The elders were honoured as
the struggles that their informants to be listened to and
past injustices through a
grateful for the new
elders had experienced. respect given to them. New
lengthy process of truth
and reconciliation like family relationships were built
South Africa and Sierra Leone, Angola chose to across several generations. New links were made
fast-track peace by declaring an amnesty for with their communities through understanding
all and a tacit agreement to forget the past. the struggles that their elders had experienced.
The NC together with older students and The entire Angolan UWC community benefited Domingas Kazua, 85 yrs old,
alumni discussed the selection dilemma facing as students and alumni exchanged what they interviewed by Ana (WK 09-11)
us. Three strategies emerged with a common had learned from each others regional and Question: What was it like before
aim of introducing candidates early on to a ethnic traditions. independence?
UWC experience: The success of the oral history project We the people suffered a lot back then.
1. Recruit candidates earlier (almost a year became evident as soon as the results were The Colonialists used us as forced labourers
before starting at a UWC college/school) shared between all of the participants. New to build their railways and roads.
and give them a more thorough orientation candidates had the opportunity to participate
by immersing them in the UWC ethic before in a UWC experience almost a year in advance
they depart for the schools and colleges, of joining a UWC school/college. Because the
2. Engage them in community projects as a part project was inclusive of new candidates, UWC
of the preparation with the aim of raising students and alumni it has strengthened a
their social awareness of the environments network of friendships through the exchanged
that they live in. experiences. The new UWC students joined
their colleges/schools with a wealth of
3. Task them to seek out their elders and
research material for extended essays and
interview them and construct oral histories
history projects. A rich database of knowledge
about their own families and then share Joo Mendes, 74 yrs old,
of cultural research is being built in the form
these experiences with others in the group of interviewed by Marcio (RCN 07-09)
of texts, recordings and images, shared and
selected candidates. Question: What advice can you
exchanged through online using social media.
The roots of oral histories run deep in almost give us young people?
The sharing of experiences has built a sense
all African cultures. The Oral History Project For the new generation, I would like
of solidarity within the Angolan UWC
was launched with the aim of encouraging you to preserve the language, habits and
community. Social commitment to their
new candidates to discover their own family nature of each region, or else we will
country and communities has been enhanced
and community roots. The task assigned to all fade into oblivion.
and we hope that some of the negative
each of them was to interview their oldest
aspects of acculturation may be mitigated.
family member or close neighbour that they
know. The aim of the set of questions given A second phase of the Oral History Project
was launched in 2010 with the next group of
was to stimulate their elder to transmit their
most important life experiences and create UWC candidates. More and more alumni and
opportunities for them to pass on their current students have participated and the
knowledge to the interviewer. The questions knowledge-base of histories is growing. We
intend to make the project an ongoing UWC
were intended to be open-ended and provoke a
activity in Angola and grow the collection of
stream of thought. Questions included, What do
they remember about the colonial period before experiences and documentation that can be
shared by all contributing members. Mariana (LPC 04-06)
independence, how did the war affect them and
Interviewed her Mother aged 54
what did they do? Go to http://extranet.uwc.org/forum/
messages.aspx?TopicID=92 to download the Question: What happened in the war?
The project produced a set of intriguing
interviews and fascinating stories were collected, presentation Allan made at the Africa Regional Mariana, her mother and brother
some of them digitally recorded in voice or Meeting in February (page five), including survived the two year siege of Huambo.
video formats. All the project participants were student profiles and excerpts from the oral Her mother foraging for food for her
enthusiastic about the project and with what history interviews. children narrowly escaped a bomb blast.
News Fundraising Feature Profiles Education Outreach Spotlight Page 23
 UWC schools, colleges and programmes deliver
a challenging and transformative educational
experience to a diverse cross section of
students, inspiring them to create a more
peaceful and sustainable future.

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

UWC-USA
www.uwc-usa.org
T: +1 505 454 4200

Mosaic at UWC Costa Rica. UWC Adriatic

www.uwcad.it
T: +39 040 373 9221

ACTION IDEAS Simn Bolvar UWC of Agriculture

www.sbuwc.uwc.org
T: +58 212 793 4612

OPPORTUNITIES Li Po Chun UWC of Hong Kong

www.lpcuwc.edu.hk
T: +852 2640 0441

Red Cross Nordic UWC

Volunteer for Yanapanaku
Yanapanaku is an Intercultural Volunteering and Reciprocal Learning programme
www.rcnuwc.no
T: +47 57 73 7000

organised by W.H.Y Bolivia in partnership with European Voluntary Service. Applications Mahindra UWC of India
are open until end of September for the programme starting October 15, 2011. www.muwci.net
www.whybolivia.org T: +91 20 2294 3258

Celebrate World Environment Day June 5 2011

This years theme is Forests: Nature at your Service. UWC will be marking the day with
UWC Costa Rica
www.uwccostarica.org
T: +506 2282 5609
some big celebrations and we want your input into how we can make the day big and
UWC in Mostar
memorable with a huge positive impact on the environment. Email communications@
www.uwcmostar.ba
uwc.org with your ideas and suggestions. T: +387 36 320 601
www.unep.org/wed/index.asp

Tune in to UWC Costa Ricas student run radio Rabbit Radio, broadcasting events
and happenings inside and outside the college campus globally. Join the facebook group
UWC Maastricht
www.uwc-maastricht.com
T: +31 43 3674666
or visit the blog at http://rabbitradiostation.blogspot.com/

Involved in a project or campaign that the UWC movement should know

about or could help you with? Email details to editor@unitedworld.uwc.org