Lucie Snape: I think we might take off. Welcome, everybody, to the Recipricol Partnerships for Social Change. This is one of the many virtual sessions that we have as part of our UWC Forum and learning to shape the future. I really do hope that you've been able to enjoy a lot of the learning tools for today and tomorrow, including our fantastic addresses today.

There are many more virtual sessions and lots of virtual goods to explore, as well as networking online and in person. So please make sure you have a look at the app and the other sessions that are available, this session is being recorded and all session recordings will be made available on the agenda in the forum app. Speaking of the app friendly reminder to please refresh whether you're on your mobile device or on your computer as it can sometimes be a little lag in the updates and we don't want you to miss any of the announcements, actions or messages that we send you to this point.

If you are having any difficulty, please email us at forum@UWCSEA.edu.sg or you can pop a question in the QandA feature in the main menu on this session. This session is being hosted on Zoom and you are welcome to keep your cameras on but we please ask that you put your microphone on mute throughout the presentation and if we have time for questions of things that we really want you to unmute, otherwise you'll be invited to join our presenters in the virtual networking session immediately following the presentation and details will be provided with the presentation.

So without further ado, we have Rick Hannah the Chair of Service and Sustainable Development on UWCSEA East and Nisha Farrah Service and Sustainable Development Specialist UWCSEA East. And I will turn it over to Rick and Nisha now to begin the presentation. Thank you.

Rick Hannah: Thank you, Lucy, for that kind introduction. And as Lucy mentioned, my name is Rick and I'm the chair of Service and Sustainable Development at East Campus.

I've been here for the last nine years, and what I really love about working here is the opportunity to get to know our local Singaporean community better.

Nisha Farrah: Hi I'm Nisha Farrah, I'm the local service specialist and I've been working at UWCSEA for the past ten years. I'm very passionate about building strong agency and relationships with the wider community.

So as you can see from this photo, Nisha and I have a lot in common, much more than just service.

Rick Hannah: We are also very passionate about sausage sizzle.

Nisha Farrah: We are expert sausage sizzlers. Jokes aside, we're here to be our aims. We want to share the evolution of our local service programme and the partnership with voluntary welfare organisations. We want to explore the process and tools that build reciprocity. We want to consider the application of these tools in your own context.

So what does service learning mean to you? Please share with us your responses. in the chat below if we can. I will also share what service learning means to us or any opportunities to engage with that. Giving you

Rick Hannah: identifying needs and understanding how to meet them. A chance for our NGO to engage with young people and help them to have an impact on our environment.

Nisha Farrah: That's nice to see. Sort of a mention of the agency in that authentic two way exchange a chance for communities to become deeper and more collaborative. A lot of these resonate with us as well. Building relationships, that's definitely key learning as a community.

Rick Hannah: Yes. Thanks. So now we'll turn our attention to the definition that we use. Thank you for your contributions.

Nisha Farrah: So in each campus, we've adopted Cathy Berger Kaye's definition of what service learning is. Service is a collaborative and reciprocal engagement with the community. In response to an authentic need. In the next few slides, we're going to share what our context is. We're going to look at voluntary welfare organisations in this presentation. We're going to refer to them as VWOs because In Singapore

We have an acronym for everything. We'll also going to share what reciprocity means to us. We'd like to emphasise today's presentation is going to focus on the high school local service programme and partnerships. So what are VWOs? They are nonprofit organisation that provides welfare services that benefit the community. They are usually set up as societies, but also registered as charities.

As part of our programme, students collaborate with our VWO partners to address the following issues. We address issues with persons with PWD, persons with disability. We address issues with the ageing population, we address issues with persons, with mental health issues and the stigmatisation around this. We also address issues reasons why nonprofit child care centres exist and with all migrant workers.

So why do VWO exist? Lucy was one of the most expensive cities in the world. We as a community are still tackling issues surrounding income inequality and structural unemployment. The heat and poverty in Singapore is a topic that has been avoided. However, in the past couple of years, the younger generation are more aware and they are taking steps to educate and to take actions.

Unfortunately, relative poverty continues to affect the social groups in the slides that we have seen above. So what does reciprocity means to us? Both our VWO partners and students, are key collaborators. We want to deepen the understanding of our students, and we want us to know that. Working with our partners helps them improve the quality of our quality of life.

Also beneficiaries. According to the research from Week one School of Public School, the basic standard of living in Singapore is more than just housing, food and clothing. It's about providing equal opportunities for education, employment, work, life balance, health care. And this provides a sense of belonging. It also gives them the freedom of choice to participate in religious and social activities.

Now that we have given you an idea of why we work with VWOs We want to share more about the evolution of our programme.

Rick Hannah: Thanks for that introduction. So over the past ten years, our local service programme has changed significantly from being mostly teacher directed to more student centred. We use Roger Hart's ladder of participation to guide us. Roger Hart's Ladder of Children's Participation describes eight descending levels of decision making and agency control and power that can be given to children.

And used by adults. When reflecting on our programme, we saw ourselves on rung 4 where students are assigned but informed. Where we wanted to be, was on Rung 8 where students initiate and share decisions with adults

To make this transition, we adopted Cathy Berger Kaye's five stages of service learning, which increased increased student agency, giving them the responsibility for building relationships and reciprocity with VWO partners through investigation and preparation for action, reflection and demonstration. The five stages help students understand that service spending is not linear and that you have to continuously reflect, adapt and change your approach to meet the partners needs.

Kate Levy, a teacher facilitator, spoke about this dynamic process when she said it is being quite remarkable to hear students independently critiquing and adjusting what they do in the sessions as they observe the reactions of our bodies and constantly assess whether they are engaged and learning. This is a steep, deep and powerful learning curve for our students.

Before we introduce the stages, you will notice that curriculum is at the centre. Many of the VWOs we work with our included as case studies in the curriculum and grade ten. Students studying critical perspectives have the opportunity to collaborate with collaborate with them as part of their creative talents. Project, curriculum and ties help students make more informed decisions about which services they want to be a part of.

In this presentation, we will introduce each of the five stages and the students that have contributed to friendship learning experiences for our students and more impactful programmes with our VWO partners. However, before we do that, we'd like some engagement from you and we have the Hart's ladder here again. And we'd like to know from you what rung of the letter do you see yourself or your students on currently?

And if you're not an educator, maybe you want to think of this. Think and think of this in the context of being a parent or in the institutions you're part of. Please put the rung in the chat now. Thanks.

Thanks to Sima Thanks. And my students, it's only four. Thank you, Simon. Thank you. I know we've talked about your programme a lot before. So 4 to 8, depending on the location, context can often. Yeah. So that means that you're on different on different levels as well. Different rungs. Rung 2? hopefully today's presentation might give you some ideas for how to sort of move more towards increasing student agency and aiming to promote for young Alice.

Now that's just like us, right? Yeah. We're trying to. We're trying to get there. We're not there yet, but we're we're trying to get there. And Ian, so many familiar names now. Right. Okay. Thank you. We're going to we're going to move on and I'm going to start talking a little bit about the investigation stage. So reciprocal partnerships require investigation into the VW organisations we work with and why they are needed in Singapore, we use Cathy Berger Kase's tool MISA to guide students through different methods for gathering information about the VWO and the causes they are addressing.

MISA stands for Media Interview Survey and Observation for our local service partnerships. Most of the information is gathered through reading, watching and listening to media connected to the issue and the organisations they have partnered with. They then use this research to inform the interview questions that they ask their VW partner in this interview with the partners forms the basis of a needs analysis that helps students better prepare activities that are meaningful to the beneficiaries.

It also helps them better understand the communities they are serving and why these activities are needed. Students use their research findings together with the assistance thinking to deepen their understanding of how system structure generates patterns, trends and outcomes. This helps them understand why the VWO is needed and why their contribution matters.

We're now going to hear from a Grade 12 students. Reesa, graduated yesterday.

Reesa: in order to understand the income disparity in Singapore and why subsidised childcare is needed. We watched a video and read articles relating to how the issue manifests itself. We also interviewed Ms. Vinaya, a senior teacher.

We learn more about the centre and the curriculum and how we can positively contribute to the student's learning. Another tool that we could use to further examine the need for nonprofit childcare centres is the ICEBERG model. This investigates the visible and invisible aspects of an issue in four distinct categories. The first category is events. This refers to things that are visible around the events that we can notice and report on.

For example, we know that there are around 370 nonprofit childcare centres in Singapore. This is a visible aspect of the iceberg model, something that we can distinctly identify when we come to the invisible aspects. The first one is patterns of behaviour. This refers to repeated actions, habits and decisions over time. What are some trends and changes that have occurred?

So we can we can report on first? Firstly, we could look at the government as one of the stakeholders in this issue. For instance, the Finance Minister has recently announced plans to further subsidise childcare education in Singapore. This shows us the trend of the government recognising the needs of lower income families and especially the need for more subsidised childcare, and stepping in to provide more support by building more childcare centres and providing additional subsidies to families.

Another trend is access to enrichment classes, while high income earners can often enroll their children for multiple enrichment classes. Parents in low income households do not have the disposable income to do so. Additionally, childcare centres associated with the theme with VWOs are also unable to afford enrichment classes. Lastly, the number of enrollments in childcare centres have also risen from 86,000 in 2013 to 137,000 in 2020.

While this refers to childcare centres across Singapore, it also showcases a greater demand for these centres and a response from lower income households as well. A second element of the iceberg model is systems and structures. These super structures that are that influence how these patterns and trends exist and how they result in manifestations of things. In Singapore, we notice two main systems and structures.

The first being reliance on single income, which is usually quite low. This often leads to an inability to hire support either for their children or for elderly parents, and can result in there not be enough support for children and their being, thus being in need for subsidised childcare centres. VWOs also provide counselling and support for not just children but also families in general.

So while children who attend childcare centers associated with VWOs get that opportunity for education, their families also get the additional support. The second is hidden poverty, which continues to affect Singapore. It takes away the freedom to have a basic standard of living and the opportunity for education and employment in the future. Singapore does not have a minimum wage nor a poverty line, and so the ability to realise the existence of poverty in itself becomes very difficult and this can further perpetuate the poverty cycle.

If adequate support is not given to these families, especially at a young age and provided to these childcare centres, the last is mental models. This your first assumption values worldviews that uphold the systems and structure. The first thing we notice here in Singapore is the value of success. Many, many families are often too proud to ask for help, and they don't believe that asking for help is an acceptable thing to do.

This can result in money being allocated for various purposes and that is not the most beneficial for those families and also can affect children in those families from not getting education of babies. Additionally, there is the Asian culture of filial piety with your first respect for one's elders, parents and any adult in the family. Most adults in Singapore also supporting the elderly parents who very often might suffer from medical conditions.

And this is thanks to the available money which they can allocate towards their children and for the perpetuates the poverty cycle. So using this iceberg model, we are able to understand many different aspects of why childcare centres and how the culture in Singaporean society in Singapore influences the existence of these childcare centres.

Rick Hannah: So Reesa as you can see, sort of introducing this tool, has given her a much deeper understanding of the issue, actually a much deeper standing of the issue than I had.

And I was fortunate enough to have Nisha listen to what she recorded. And sort of qualify what she was saying. But yeah, the systems thinking iceberg tool is a tool that we have only recently introduced. Reesa I think this is important to note. Reesa was part of a group called East Reform similar to Do Better Dover. That question whether or not we do enough to educate students about social justice issues in Singapore?

And we feel like using systems thinking tools is one way we could look at addressing this. And it is important that students understand why their contribution matters, but it is equally important that they don't develop the saviour mindset, but instead one of reciprocity. And with that, we move on to another sort of engagement with you.

So one of our aims for this workshop is to helping you think about how you would apply these tools in your own context. So thinking about Cathy Berger's five stages, the thinking iceberg and MISA share your thoughts about these tools in the chat and feel free to use these sentence studies to help you again. We'll give you about four or 5 minutes or 5 minutes so that once you get thanks, frankly, I think it's shared.

Just shared. The tool itself is right. So great. Thanks, Frank. Wills will certainly take a look at that later. Yeah, you're right. So absolutely.

Keep the posts coming. And if you do have any ideas, any tools or any examples like Franky just shared, we would we would love for you to put them in in the where we're we're constantly trying to learn and improve ourselves. So any examples like that? Please keep them coming.

Yeah. SIMON Yeah. We've experienced some of those similar challenges.

Yep, I totally agree. And I think that's where the interview with them, with the child care centres come in and it's set, you know, it's at me. So making sure that the students, you know, when we did do direct service, we would have them go and actually observe sort of the the environment around the centres and things like that. And and I'll just be speaking to and interviewing the centres themselves is really important for that.

Yeah, we need we need knowledge in order to make the engagements meaningful. Yeah. And we, we've been trying to apply these, these tools are very transferable just to say, you know, we use these the iceberg ourselves in our department any time we sort of see an event that that needs unpacking, we we go through the iceberg, through the process and then systems mapping when it comes to looking at the structures in order to try and find the right leverage point said, yeah, okay, we do need to move on.

So Nisha now is going to come to give you some tools for preparation. Over to you Nisha.

Nisha Farrah: So thank you, Rick, and thank you everyone for your comments is keep them coming and we'll continue to read and try as much as possible going to the students. The next stage in this process is preparation. In this stage, we want our students to be ready to engage with our beneficiaries.

We want them to have a concrete way. So one of the tools that we using this stage for reciprocity is goal setting. The goal settomg document has three components in their goals. Actions and success indicators this Our students set goals based on the needs of our community partners. This helps them inform the actions that they would take. There are four different kinds of action.

And we will explain them in the slides. Let's students then plan and develop the skills that they need to carry out the necessary project also. So continue to drop what success indicate this might lead to it. So what this setting document does for our students from students and gives them direction and guidance to prioritise and plan colossal action for our partners increasingly of transparency.

It gives them an opportunity for both students and ultimately this to do any doubts or concerns that they might. Once you seek approval from our partners to receive training before they achieve partner engagement. And there are two kinds of partner engagement, in-house training from our school experts. And the other one, training from a VW practice for in-house experts.

We identify educators on our campus with specialised skills to support our services programme. For instance in the past couple of years when our students have run fitness sessions with elderly students were trained by our school instructor. in-house experts continue to provide guidance and support throughout the whole academic year. It's going to be a year now that our students are trained with a particular skill set.

They need to understand how to work with the beneficiaries. This is where we will get VWO partners to train our students. They are trained with the necessary skills and knowledge to provide supportive care to the beneficiaries, for example, when we're working with a VWO called Running Hour which supports visually impaired clients Our trainers will then explain to our students what the protocols are and steps to get them members.

In this picture, you can see that our students ability to practise the steps that we have learned, as we just mentioned you in the previous slides, the programme is now running towards rung 8 on your Hart's ladder where students initiate and share these issues with adults, research, having adult experience. We also empower students to lead and train their fellow peers and observe and recognise that students are more empowered to the ideas of their classmates.

Rick will now share with us the next stage.

Rick Hannah: Thank you. These say, as meant earlier when we started the local service programme, it primarily focused on students taking action that they were assigned by adults. These actions were often limited to direct service. However, with a deeper understanding of the issues and closer relationships with the VWOs, students started to see opportunities to make indirect action and advocate for social justice.

So let me share with you the four kinds of actions as defined by Cathy Berger Kaye. So we have research where you gather and report on information that helps the community. We have direct service, service that involves face to face interaction with people, animals or the environment is an indirect service action that is not seen by the people that might benefit from what you do.

However, the action makes a real need and advocates what you do and makes is aware of an issue and encourages them to do action to make change. So to get a taste for what this looks like, we are going to play a quick game. So we are going to show you some images of our students in action. And we want you to tell us in the chat if they our research directs indirect or advocacy, and the way we're going to play this game is we're going to use a thing, we'll chat in full.

So you might have come across it before, but basically I'm going to ask you to put in your your answers to the chat. Sorry, I'm going to ask you to think of start yet put your answers into the chat and then I'm going to count count down from three, 3 to 1 and ask you to send them so that so that we can see them all at the same time.

I hope that makes sense. This is my first time using charitable. Lets see how guys. All right. So the first image we have is a campaign to raise awareness about persons with intellectual disabilities. So is this research direct service, indirect service or advocacy? Say, put your answer into the chat, but do not send it just yet because I'm going to count down to.

Right. Okay. You're against this idea. All right, three, two, one, go. So let's just say, yeah, I can see my examples of advocacy and research. I think both could be, could be, could be. Right. You do need research in order to produce these issues. And actually, what we find is research is is linked to all the other three areas of action.

But the the the the answer for this that we were looking for was advocacy. All right. That works. And I'm surprised. But here we go again. All right. So the next image is a donation drive for save that update center. Is it research, direct service, indirect service or advocacy day? Here we go. Three, two, one, go. Okay. So we've got indirect, indirect service.

In this case, it is considered indirect service because a lot of the collections are happening without meeting with the partners. Direct can say things like fundraising campaigns, things like donation drives. We we categorise under indirect service. Well, then. All right, let's move on to the next slide. Slide. Okay. So sorry. That's stalling. That's an aspect they can. All right.

The next one is interviewing migrant work. This is it's research, direct service, indirect service or advocacy. So. All right. Three, two, one. Chatterfall! Awesome. We got research all the way through a few direct sort of actions mentioned there. And I can see again, it's you can see that they're working directly with the organisation, like they talking directly to two people when they interview them.

But we would categorise that as under research. Okay. And the last one is building trust with children from STEM. Learning is a research service, indirect service or advocacy? Three, two, one. Chatterfall! All right, direct service. Beautiful. 100%. And that's exactly what it is. Okay. Thank you for playing, Jennifer. I hope it was as fun for you as it was for us.

All right. So it was also action during the pandemic and this is when students had to collaborate even more closely with our service partners to problem solving ways to continue to deliver activities online and in in-person, purposeful way. And here are some of the ways they did it. So we've got virtual storytelling challenges. Center Surprise, surprise, this raised again.

I just realised that given pretty much every side and we've also got virtual badminton training with Special Olympics. It's got virtual fitness with the elderly, we've got virtual juggling tutorials with the boys in the voice, in, and we've got virtual games with that. So this transition from in-person direct action to virtual direct action was a challenge but still made a meaningful impact.

This highlight, this is highlighted in some feedback from one of our service clients. So in this time of safe distancing, residents have really appreciated and looked forward to online sessions run by the UWCSEA students. When we are able to have sessions in-person again, we would like to have physical and virtual sessions so that we can make it, so we can include more residents and continue to put to use everything we have learned about technology over to you need to do a bit of reflection.

Nisha Farrah: Thank you. I think reflection is such a unique process because it can occur at any time during the service learning process. This gives our students time to reflect. It gives them time to describe what has to happen, gives them time to express their feeling, generate ideas, raise questions if there's any. But most importantly, to revise the plan that needs to be what one of the tools that builds reciprocity in this stage is SWOT and SWOT refers to strengths, weaknesses, opportunities and threats are two types of smarts that the students will complete the formal one and the informal you complete the formal swot with our partners every six months or six is about two seasons.

This helps to measure the impact of both household and learning and the impact that need have on our beneficiaries. This process help what also is an important to delegate how the first eight weeks have been, and it also allows time for constructive feedback. The students can find time to contain this process, give stakeholders to explore new initiatives. Most of our student groups complete an informal SWOT after each session.

This debrief process helps to prioritise the goals and find strategies to minimise their weaknesses. So let's watch this group of students who have just finished a session. Peacefulness reflecting very active initiative and intentions, whether it be true or more troubling, is that this is under the instructions about 4 minutes, understand, and that is very helpful in general, whether these or helping them to see those or launch vigilance is that they are helping the chance to reassure that that was good and that we put them in control and that they're also very happy that the children will always supervised and that the students also, general, were very respectful before we get to our weaknesses and improvements.

So it was wherever drawing the with strengths which are the major managers currency and that's when we're getting the children to do simple drawings like for example we reciting the examples. So maybe for individuals like maturity in the writers room so they can see that, oh, that's what we should do. They can listen to figuring. And also for starters, she said that it doesn't just have to be to be cautious.

And so then she said that they would take over the sheets and they didn't have those pages just asking, where's the absence to all of them? So she said that she said some of the ones that we have so that you can do something over three days of readings. So you see here you can see that our students are demonstrating how rejection can help them.

You can see many times that they keep referring to. We have asked all she is referring to is a key to each of the chalk, isn't there? And it's good to hear that as students and considering the situation of how to improve the programme, using experts knowledge to set the the skills that we have this process demonstrate to our partners to help students really have genuine interest to support the children.

And it also shows that this is a commitment of care and they are also building on self awareness and resilience for a very effective initiative and attention. How we adapted to the COVID 19 period. We recognise how important the feedbacks were from students. We designed these which was feedback from where our students would then attach the needs for the prerecorded session or leads to the live sessions.

And this process is we click on the weekly sessions that they would run after completing the SWOT. With our partners, we encourage our students to self-isolate improvements with the following guiding for students through these local surveys. What do you learn about yourselves? What have you learned about the community your group has been pioneering with? How do you make their decisions and how did you overcome these challenges?

Rick Hannah: These questions help cities identify the measures need to be successful. The self-discovery aspect with your own principles and values were reinforced and reevaluated this next process often by stages. Okay, so we got the last stage of the five stages and service planning, which is demonstration. The demonstration is when students share this inspiring process with an audience. This has a purpose.

It helps students reflect on their journey, and it's also a way to advocate for the VWO causes. So one way, one way students demonstrate their learning is through leading workshops for one another. At the start of the year, all students from Grade 9 to 11 sign up to hear from the student leaders of local services about the VW shows they partner with and the issues they address.

The purpose of these panels is to help students make informed decisions about which services to sign up for. They also facilitate group discussions and get around questions like To what extent do you have a responsibility to support the? It's another kind of demonstration portfolio in which students keep an ongoing record of the VW partnership. In the portfolio, they demonstrate the use of some of the teams like the SWOT analysis or visit and record their reflections.

Other students visit portfolios to gain a better understanding of what the service group does and whether it is the right fit for them. VW is also given access to the portfolios and can comment and give feedback on the contents. In addition to portfolios, groups are encouraged to write stories, videos or podcasts about their experiences from publications like the UWCSEA Perspectives.

These publications celebrate the partnership and simultaneously draw attention to the issues VWOs address. We hope this attention then leads to our wider community actively seeking out of opportunities to volunteer or make in-kind or financial contributions to the work that we over in need to for a bit of part mentoring. So for many of us continues the service learning process was a new approach to working with students.

Nisha Farrah: For this process to be successful, we needed to be transparent about the level of engagement is required from us. So this and this is not a common practice for most of us as we tend to follow the model in approaching looking to VW, it's to support our students learning journey. We read workshops for our partners on the Five Stages to discuss how they can get value to our students services programme.

This transparency helps VWOs to reevaluate the capacity to engage with our students in this time, some VW will then realise that do not have the time or the manpower to celebrity with us. As much as we want to continue building this relationship is also very important to respect the decisions of these organisations and what their priorities are. So it is okay to walk away from a partnership on the other hand, this gives a chance for most of our partners to involve students in the work that they do and to leave a lasting impression that they can see how their contribution can help guide those students to become independent.

To meet this. So it's like when your partnership is collaborative and transparent, the beneficiaries and organisation will value our students interaction on this slide. Leading from Down's Syndrome Association was appreciative of our continuous collaboration and how our students and staff did when facing challenges and considered all the feedback and suggestions when they were a team. The next slide is from Lucas Anglican Care Centre.

He shared that our programme in reaching experience for their support staff and members and then looking forward to a peaceful partnership in years to come. So reciprocity is very important in the partnership to me. I've always viewed it like a bonding 18 Look at the one for the lead. So some of you say this more of JT don't just a apply explore some one of the traditional techniques.

It explores the cultural values and the single way of life. But it means creating thoughts to tell a story like this magic painting. We would like to share our resources and learn from a VW led. Create a collaborative, reciprocal relationship, one that values suitable culture and values. While we learn and share tools like the dots in this painting, we want to point out in my story, together with the rest of the school and our wider community.

Rick Hannah: Thanks for that. Beautiful skills of connection to Batik there. I've loved when you first introduced that to me I yeah it just it's sums it up so well. So onto our last engagement of the day and the less you choose to talk to us later on, thinking about the teams we use today, we would like you to do a SWOT analysis of our programme as presented.

Do you can type any or all sections of the swap into the chat? And so on the left hand side, there you see the all the different teams that we've introduced to you. And then the SWOT again is strengths, weaknesses, opportunities and threats and yeah, if you could type in a swap trust, that would be really helpful. Thank you.

Lucie Snape: We'll give you 5 minutes to do that now. It's just. Hi and apologies. Can I double check that? What is that we need to do? So let's say we pick one of these at any any of me. So we get a sense of what their weaknesses, the opportunities and threats or one of these. It's more a sort of reflection on what we presented today.

Rick Hannah: So. Okay, yeah. So on us, it's, it's, it's our way of, I guess gather things. So it's of these tools. Do you think we're strengths or that we're useful to where there's some weaknesses sort of in the delivery? Okay. It's unities that other things you would have liked to have seen in this presentation. Thank you. And yeah, that could have been a threat as well that we're definitely not aware of.

So I could yet be honest, we're really open to constructive feedback. It's what we like to do and we've we've sort of got that message across today that actually it's through constructive feedback that we can grow and improve the programme. And that's that's how that's how that's how our programme works and that's how we work as a school.

Nisha Farrah: So thank you. So again, this is also a good opportunity for you to say to us that we may have views that you feel that has built your programme and incomes of reciprocity. So this is a good chance for us to learn from you. So please do say if you hear me. Thank you. So key strength I see is the highest.

The high level of service. Fine engagement. Thank you. Thank you.

Rick Hannah: This graphic big sign of education that they do around citizens thinking if you get an opportunity to do their level one or level two courses, I highly recommend them. Yeah, I think that that focus on language that frankly, frankly you've identified there that with that doing things with the organisations and not for them I think is a is an important point and I definitely agree.

Nisha Farrah: Yes. That that that some of these tools fit better with certain types of service and always that take into consideration the context that you're working in and what the best tease for that one star. Well, thank you for that. I do think that evolving the schools in the school system will be helpful. You could be more collaborative.

Thank you for sharing that with this analysis. Course, you are a key contributor to all of this. And having been a staff member here, we've learned a lot from from the work that David does. It's definitely informed our programme as well. So thank you. Do many questions for us. Please feel free to ask any questions, statements. Okay.

Rick Hannah: So we've got are five and 5 minutes are up for this this task. We've got one last thing to sort of share with you. And then there will be a networking session after this, directly after this, where we can have a more informal chat. Then I think it was, Alexia, you mentioned maybe we can talk more about impact measurement and how you're doing that or how others are doing that and and sort of keep that conversation going.

So just finally, the last, last thing we'd like to share is if you've enjoyed our presentation and want to learn more, please visit the Ease, Service and Sustainable Development Virtual Office, where you can also find a link to the UW CC Stories podcast series in fact, I think they might put that into Lucy already, put that into the chat.

And this podcast series features students, teachers and service partner perspectives from across both campuses. So you get to hear Frankie Meehan also on this chat today in action. And if you wish to continue this discussion, please join us in the in the networking period right after this. And I guarantee you, Lizzie, thank you for that. I thought I was going to say that.

Lucie Snape: Thank you for. Yes, please check all these and all the virtual booths as well. Yes, yes, absolutely. Look, thank you so much recognition for such an incredible presentation. I really enjoyed learning all about the latter and how we're sort of hoping to get to round number eight there. And then obviously the iceberg model and hearing from Raisa and her case study was really inspiration and obviously learning about me.

So the full kinds of action and then going through the whole SWOT analysis and how you have deviated in the, in the pandemic to take a lot of those activities and those partner engagement activities into a virtual realm. So thank you so much for sharing. And as you just mentioned, please do check out the virtual books or both East Andover.

There are many other virtual booths that you can explore if you would like to join that recognition. After this session, they'll be available for some virtual networking for about half an hour, so you can just scroll to the bottom of your app there. You'll see scroll to the bottom of the session and you will see a link to join the virtual networking room.

So please head on over there. Otherwise You can obviously contact us through the app with any additional questions and we can follow up for you. There are lots of sessions still this afternoon to go. So there's, I think, education in the climate and outdoor education starting at 245. And then of course, this afternoon we have another session. We've got UWC Chair Musimbi Kanyoro

Can your we've got UWCSEA Chair and College President Carma Elliott all coming together for a discussion at 445 on the role of UWC in building a more peaceful and sustainable future. So if you can make any of those sessions this afternoon, please do so. Have a look at the app and the agenda. It's a wonderful programme continuing on until tomorrow afternoon and we are very, very grateful to have you here.

If you happen to be on the campus, there will be networking in-person all day at the Heritage Cafe. Thank you again for taking the time to join us. It's been wonderful to have you enjoy the rest of your afternoon.