2023 Academic Reflection Report

ACADEMIC REFLECTION 2023 Report

“

I believe in the complexity of the human story and that there’s no way you can tell that story in one way and say, This is it. Always there will be someone who can tell it differently depending on where they are standing; the same person telling the story will tell it differently. I think of that masquerade in Igbo festivals that dances in the public arena. The Igbo people say, If you want to see it well, you must not stand in one place. The masquerade is moving through this big arena. Dancing. If you’re rooted to a spot, you miss a lot of the grace. So you keep moving, and this is the way I think the world’s stories should be told —from many different perspectives.

C hinua Achebe

”

table of contents Introduction: The Year in Review Charting Transformation Musings From a Student Sustainability in 2023 Insights From Our Program Contributors Feedback From Faculty Specialized Programming Programming Team Reflections Program Facilitator Perspectives Praise and Applause for Our Program Facilitators The Most Transformative Program of 2023 Wildlife Tourism College Health and Safety Committee Remarks

4 5 7 8 11 14 16 22 25 26 28 29 30

introduction: the year in review At the risk of sounding cliché, 2023 was a year of numerous transformations at EDU Africa. Transformation, if we use the word in a general sense, is a process often characterized by growing pains; it is also a process that, hopefully, leads to a better version of ourselves.

In 2023, we bid farewell to some treasured colleagues and warmly welcomed a host of new ones. It was our busiest year ever, as we ran over 100 programs in Sub-Saharan Africa.

Many of these programs were the first of their kind for some of our programming team members.

4.

Amid this busyness, we challenged ourselves to find the time to take stock and critically reflect on our work and the politics of what we do. This took various forms such as engaging in cluster reflections, participating in intercultural competence workshops, and finding out how our programming teams can learn, grow, and be better. We reconsidered what it means to truly be co-investigators with our program partners and participants. What a humbling experience this has been!

This year’s Academic Reflection Report showcases various forms of transformation including our own experiences and those of our participants and partners. It also speaks to transformation within our environments and program modalities.

Given that transformation is ongoing, it is a never-ending process without a final destination. We look forward to 2024!

Dr H eidi Barends Academic Director

Charting Transformation EDU Africa’s transformation philosophy is underpinned by transformative learning theory and the belief that international education is a catalyst for deep perspective change(s).

Our five transformation goals - Intercultural Competence, Global Citizenship, Personal Growth, Intellectual Growth, and Professional Development - are all built into our programs and encouraged through carefully selected activities and curated reflection practices.

Our questionnaires consist of qualitative and quantitative questions, which are categorized into our five goal areas. Participants evaluate themselves at the beginning of the program and then again at the end. The ‘change’ (if any) is charted numerically and through thematic analysis from start to finish.

Below are the summaries of the transformation results we obtained in 2023. Figure 1. represents the quantitative transformation results (% change from TQ1 to TQ2) and Table 1. reflects the thematic analysis of quantitative responses alongside the quantitative figures.

SUMMARY OF TOTAL TRANSFORMATION 15.0% 14.1%

Growth

12.4%

12.2%

10.0%

11.9% 10.7%

10.0%

5.0%

0.0%

Intercultural Competence

Global Citizenship

Personal Growth

Intellectual Growth

Professional Development

Fig. 1. Quantitative summary of results 2023

TOTAL

5.

Quantitative Results

Qualitative Results Goal Area

Progressed, general (n)

Progressed, specific (n)

Stayed the same or regressed (n)

Numerical Score (%)

Intercultural Competence

117

116

6

12.4

Global Citizenship

58

123

23

12.2

Personal Growth

92

167

17

10.7

Intellectual Growth

121

30

7

10

Professional Development

72

92

20

14.1

Table 1. Qualitative and quantitative results 2023

We utilized this data to highlight specific trends and areas of interest, for example, transformation according to program type (virtual exchange, in-country, and hybrid programs), as well as areas for deeper and more meaningful programming.

If you are interested in reading our full transformation report and/or engaging with us further concerning these results, please get in touch with us.

We shall present our transformation results and related topics at the following conferences in the USA in 2024: The Forum on Education Abroad, Boston, Massachusetts 20 to 22 March 2024 Marketa Lepicovsky and Heidi Barends. “Absolutely Incredible? Using AI tools to evaluate student learning abroad.”

CCID (Community Colleges for International Development), Hilton Head South Carolina 23 to 26 February 2024 Esther Banda and Michael Massingham. “Transformative Learning Online and Abroad: Results from Programs in Sub-Saharan Africa.”

6.

musings from a student “We often have so many preconceived notions about Africa from the media and what we learn in school, but letting go of these preconceptions and experiencing the trip for what it is and what you are seeing will enrich your experience so much, because Africa has so much to offer.”

Anthony Consigli

Boston University: Global Health Service Learning and Intercultural Competence in Cape Town ‘I knew I wanted to go to Africa because I had never been before, and I was eager to experience a culture that was so different from my own, especially African culture. I chose this particular program mainly because the timing worked out for me, but I was also particularly interested in South Africa. In high school, we learned a lot about South African history and politics, and I was interested in going there and seeing the impacts of Apartheid in the country. I was intrigued to see how the disparities in South Africa manifested in a post-Apartheid state.

During my time in South Africa, I loved the range of experiences we had. We did so much, from interacting with people in townships to visiting Robben Island to viewing the city of Cape Town from the top of Table Mountain. I felt like I got to experience so much of what the country had to offer and saw so many sides of Cape Town, which gave me a much better sense of the culture and country of South Africa, especially the disparities within Cape Town and how close poverty can be to the beauty and wealth in the country.

7.

It was challenging to see some of the poverty we saw. It was very eye-opening to talk to members of the community in the townships, but hard to hear of their struggles and know that we would soon be going back to a comfortable lifestyle at home. I learned a lot and was able to gain a deeper understanding of the poverty they lived in by visiting there, but it was difficult to see. There were often a lot of emotions in witnessing something so different from what I was used to and understanding the difficulties that many people faced.

For those studying abroad in sub-Saharan Africa, you must have an open mind going in.

Understanding that the culture is much different from what you may be used to is an adjustment. It’s important to not go in with any expectations and not expect anything from the experience. We often have so many preconceived notions about Africa from the media and what we learn in school, but letting go of these preconceptions and experiencing the trip for what it is and what you are seeing will enrich your experience so much, because Africa has so much to offer.’

7.

10.

Sustainability in 2023 Stewardship and the Natural Environment At EDU Africa, we are committed to living out our value of stewardship through sustainable practices. Our love for the continent of Africa inspires us to protect and respect its natural environment for generations to come.

In 2023, we demonstrated our commitment to sustainable practices in two significant ways.

Firstly, we aligned our program design approach with the UN Sustainable Development Goals (UNSDG) to ensure that our efforts were focused on the most pressing global issues. Secondly, we partnered with the Centre for Ecosystem Restoration Kenya (CERK) to further our mission of promoting sustainability in Africa.

The educational programs created by our Program Designers must align with at least one UN Sustainable Development Goal. In 2023, our programs addressed 16 out of the 17 UNSDGs. The most commonly engaged UNSDGs by students in our programs were:

Forest for many years. CERK has become a model for ecosystem restoration in Kenya and the entire continent of Africa.

In 2023, our third year of partnership with CERK, EDU Africa’s students donated at least USD 3,730 to the center. The donation was directed towards the development of a Seed Bank resource at CERK. This initiative aims to support the drive to recreate thriving biodiversity across Kenyan ecosystems.

The Seed Bank initiative allows local environmental groups to access quality plant material for their restoration projects. It also enables CERK to engage with, educate, and learn from community seed collectors and conduct further research. The program participants’ donations have made an incredible impact on the protection of the African natural environment, and we are grateful for their contributions. It is our great pleasure to continue to support CERK.

Nicole Mostert

Team Leader Ethical Community Partnership Consultant Through these experiences, African sustainable solutions were highlighted and global solutions were sought.

8.

EDU Africa gives CERK a donation towards their work for each student who participates in a program, whether in-country or virtually.

The EDU Africa team and many of our visiting program participants have had the privilege of journeying alongside the amazing forest restoration project at Brackenhurst Indigenous

Community Engagements: Connecting with, caring for, and learning from people Our team takes great pride in our continent and the fantastic local community partners with whom we collaborate. It is essential to us that students feel welcomed in the places they visit, but more importantly, that their interactions have a sustainable benefit for those they engage with. Our guiding principle is “Community First,” and we adhere to the EDU Africa Ethical Community Engagement policy in all our community programs. We make every effort to ensure that our interactions positively impact our students, the local organizations, and most importantly, the communities they serve.

To improve students’ ethical community interactions, most of our pre-departure programming this year included an ethical service learning component. This component was part of the pre-departure sessions.

We discussed the importance of ethical engagement with communities and the best ways to serve the specific organizations the students would be working with.

We received feedback from our partners regarding our students’ ethical service learning, and it is heartening to learn that they took it seriously and showed honor and respect in their interactions. The local organizations we worked with were pleased with our students’ behavior and noted that the participants got along well with their team members and fit in seamlessly with the organization. We are proud to say that 100% of the feedback we received after community partner engagements showed that the program interactions met community needs. Additionally, 70% of the feedback stated that our students offered the community a new service that had not previously been available. In 2023, our students experienced community through engagement in areas such as engineering, health, education, conservation, art, and sports.

9.

The most common benefits mentioned by community partners were intercultural interactions, relationship building, project creation, and team encouragement.

Some examples of students meeting specific community needs were: •

•

•

Nima School, Ghana - The University of South Carolina collaborated with the students on a mural project to outline the importance of safety in the school community Youth in Transformation - The University of Florida Software Engineering Internship students created a customized database for the organization to track student progress CERK - Pepperdine University students worked on eliminating a serious threat to the forest restoration program at Brackenhurst Indigenous Forest by participating in invasive species management during their program

Our commitment to Ethical Community Engagement involves continuous reflection, learning, and growth. We believe that engaging with our partners is a crucial part of this process. This year we had the opportunity to visit the Maa Trust in Kenya, where our team participated in a beading workshop and assisted students in writing effective curriculum vitae. Additionally, we visited the SPCA in Zimbabwe and gained a better understanding of their work with rescued animals. In South Africa, some of our team members joined the Kidz Africa body movement classes with local preschools.

After each engagement, we took time to reflect on the experience and its impact on both a personal and professional level. At EDU Africa, we believe in living out these lessons in our own lives and continuously transforming as a team. We look forward to new opportunities for community engagement and continued transformation for everyone in 2024 and beyond.

Nicole Mostert

Team Leader Ethical Community Partnership Consultant 10.

insights From our Program Contributors

Adrian van Wyk

Filmmaker and Creative Producer Adrian is a filmmaker and creative producer hailing from Cape Town, South Africa. His work with EDU Africa is rooted in exploring the dynamic intersection of expressive arts within society. He takes pride in curating a bridge for visiting students to offer them a profound glimpse into the rich tapestry of young people’s expressions in South Africa, all with a special focus on the captivating cultural landscape of Cape Town.

Why are you passionate about engaging with international education alongside EDU Africa?

‘Engaging with international education alongside EDU Africa resonates deeply with my passion for fostering cross-cultural understanding and collaboration. I believe that education has the power to transcend borders, connecting individuals from diverse backgrounds and building a global perspective.

Working with EDU Africa allows me to contribute to this transformative process by creating immersive experiences for students,

bridging cultural gaps, and facilitating meaningful exchanges and dialogues. I am particularly drawn to the organization’s commitment to empowering young minds through educational programs that go beyond traditional boundaries. This aligns seamlessly with my belief in the potential of education to inspire positive change and create a more interconnected and empathetic world.

Collaborating with EDU Africa provides me with a platform to contribute to a broader narrative of international education that transcends geographic constraints and celebrates the richness of global diversity. I would not have received this opportunity otherwise.’

How (if at all) has engaging with EDU Africa programs impacted you?

‘Engaging as an EDU Africa Contributor has been a profoundly enriching experience for me both personally and professionally. On a personal level, interacting with diverse groups of students and educators has broadened my cultural awareness and deepened my appreciation for the global tapestry of perspectives. The exposure to different educational approaches and learning environments has also expanded my own knowledge base and challenged me to think innovatively about the intersection of education and culture.

Professionally, collaborating with EDU Africa has provided me with unique opportunities to contribute to the development of impactful educational initiatives and allowed me time and space to develop my approach to teaching and learning. This is something that I find great passion in and would want to develop constantly.

11.

The organization’s commitment to sustainable and community-driven projects has inspired me to approach my work with a greater emphasis on social responsibility.

Moreover, witnessing the positive transformations in the lives of students and communities through EDU Africa programs has fueled my passion for creating meaningful change through education and cultural exchange. In essence, engaging with EDU Africa has not only broadened my horizons but has also fueled my dedication to the transformative power of education in fostering global understanding and collaboration.’

What (if any) is the value of international education for the countries and the people that students from abroad interact with?

‘For the host countries, the presence of international students contributes to cultural diversity and fosters a more globalized and interconnected community. This diversity can lead to a richer exchange of ideas, perspectives, and experiences, promoting cross-cultural understanding and tolerance.

For the participants, the students from abroad, the value of international education lies in the exposure to different academic approaches, cultural contexts, and social environments.

It offers them the opportunity to gain a more comprehensive and nuanced understanding of global issues, broadening their perspectives and enhancing their adaptability. Interacting with peers from diverse backgrounds fosters interpersonal skills and cultural intelligence, which are increasingly crucial in our interconnected world. Furthermore, the cross-cultural experiences gained during international education can significantly enrich personal and professional growth, making participants more globally minded and open to collaboration on an international scale. Overall, international education acts as a catalyst for mutual understanding, economic growth, and the development of a more interconnected global society. The work that EDU Africa is engaged in allows for more bridges of cross-cultural collaboration to be built, assisting in broadening the global perspectives of young people who would usually not have the opportunity to travel abroad.’

to extend pro-bono screening services to women in rural communities. While at KCMC, he established a unit of excellence in labor and delivery, the main goals being to make childbirth safer and to eliminate the occurrence of obstetric fistula in women.

Dr Fred Mbisa

Kilimanjaro Christian Medical Centre

12.

Dr Fred Mbise is a Tanzanian doctor who specializes in Obstetrics and Gynecology at Kilimanjaro Christian Medical Centre (KCMC) in Moshi, Tanzania. Dr Mbise received his undergraduate training at KCMC before serving at Selian Hospital in Arusha for three years. During his time at Selian Hospital, he founded a cervical cancer screening program

‘I’m passionate about international education because medical conditions and practices vary across regions for many reasons. EDU Africa’s programs provide the opportunity for others to learn to work in resource-limited settings and see different conditions first-hand. They have given me the opportunity to meet new people, make new collaborations, and learn from different cultures and practices.

For the students, I believe that international education provides much-needed learning experiences. These experiential opportunities should be extended to all students, in my opinion, as they create a valuable learning platform outside of one’s comfort zone.’

Building on Success: Increasing impact, transformation and sustainability Collectively, Adrian van Wyk and Dr. Fred Mbise provided us with some important considerations and guidelines for those involved in short-term study abroad programs who desire to ensure more sustainable and impactful local partnerships.

• • • • • •

•

Construct a consistent schedule for teaching opportunities and a constant flow of students.

The ad hoc nature of customized study abroad programs makes it difficult to provide reliable platforms for engagement.

Design programs in collaboration with the relevant contributors, and allow the various contributors on each program to collaborate in intersecting sessions Provide more online/virtual opportunities for mentor-student engagements Healthcare programs should include more activities geared towards community awareness to help increase general knowledge about medical conditions and cultivate cultural change, especially regarding screening and healthcare seeking behavior Seek and create more opportunities for cross-cultural collaboration to encourage cultural exchange and intercultural learning Introduce longer workshops, spanning multiple days, as opposed to half-day or day-long engagements. Adopting this format will allow for a more in-depth exploration of topics, encourage sustained collaboration, and provide a platform for more meaningful project development.

Regularly seek feedback from Program Contributors and share it in a format that encourages the engagement of all stakeholders (programming teams, participants, contributors, organizations, institutions, suppliers, community members, etc.) and promotes the likelihood of everyone learning from it

13.

Feedback from Faculty “I think every day in South Africa was a transformative experience for the students. One moment that comes to mind happened when an African American student shared that at the Castle of Good Hope, he was told “welcome home” when he told the guide that he was from the United States. [H]e went to his hotel room and cried that night upon reflecting on that moment.”

Maurice Gattis

Faculty Leader, Virginia Commonwealth University Program Name: Camp Qmunity Cape Town: LGBTQIA+ Intersectional Experiences of Post-Colonial South Africa General Comments • It was my first time leading a program abroad • The program was well-planned and nimble enough to adapt to changes (e.g. weather restrictions) • Speakers were welcoming and insightful, with a wide range were included • Students were profoundly impacted as evidenced by deep reflections Advice for Others Leading a Study Abroad Program • Don’t overschedule • Be flexible to students’ needs • Some of the best moments are the ones that are unplanned and unscripted

14.

15.

Specialized Programming EDU Africa Schools Approach Navigating the Educational Horizon We embarked on a comprehensive transformation of EDU Africa’s school programs in 2022. This continued into 2023. Our academic endeavor involved meticulously redesigning transformative study abroad programs to tailor them to the intellectual capacities of high school students. This intricate process involved crafting an entirely new schools programming approach and involved many changes.

Theme-Based Approach: A Shift in School Programs To delve into the nuances of the schools theme-based approach, we considered the rationale behind each thematic choice and its alignment with high school subjects. The following program themes were created: The World Around Us; Hues of Africa; Wonders of Nature; Branches of Power; and Currents of Globalization. These themes encompass the subjects of History; Biology; Humanities; Geography; Art and Design; Language Arts; and Marine Science.

16.

9.

The presentation of the new approach at our Schools Programs Launch symbolized a critical milestone in materializing our envisioned programming. The launch marked a pivotal moment in our schools journey. It was attended by many of our current and potential clients and partners as well as EDU Africa staff from across the continent.

Successes and Challenges We piloted the use of Nearpod for our transformation assessments on selected school programs in 2023. However, we faced some challenges with the platform. One of these challenges was ensuring that all participants had a consistent and secure internet connection, as well as facilitating the downloading of Nearpod onto personal devices. This was especially difficult for individuals with limited storage space.

Additionally, facilitators encountered difficulties in downloading the Teacher version of Nearpod onto their devices. As a result, I had to be directly involved in the process during both virtual and in-person transformation assessments.

The complexities of piloting Nearpod for assessments while also overseeing my inaugural programs brought about unique pressures. However, this also presented opportunities for personal and professional growth.

2024 and Beyond Our school’s programming approach is evolving, and we are thrilled to shift our focus toward actively working on achieving the Sustainable Development Goals (SDGs) in our school programs. To achieve this, we have updated our proposal template to include Leadership and Collaboration activities within our programs. Additionally, we are developing a dedicated reflection session that will focus on the United Nations SDGs, which we will incorporate into our programming.

Designers. We are pleased to announce that we have expanded our team of Program Designers and have welcomed Chengetai Chisango, who is based in our Zimbabwe office, to help us develop our school programs. We are excited about the meaningful and busy year ahead in 2024.

Levina Wentzel

Program Designer School Groups Specialist

Looking back at the events of 2023, it’s clear that the journey of transformation has been significant not only for the participants in our school programs but also for our Program

MONTGOMERY BELL ACADEMY DURING THEIR ‘CAPE TOWN SERVICE LEARNING’ PROGRAM IN JUNE 2023

17.

Professional Engagement Programs effectively advising students on studying abroad to a non-traditional destination if they have never been abroad themselves, particularly to a destination outside of Europe.

Nevertheless, while their institutions expect faculty and staff to serve international student needs, they are also often assumed sufficiently capable to encourage study abroad participation” (2022, p. 32).

Michael Massingham

Founder and Commercial Director For nearly two decades, EDU Africa has been hosting international partners for preliminary visits before they bring students to Africa.

These visits have taken various forms and numerous titles, including “site inspections”, “familiarizations”, “scouting trips”, “grant-funded visits”, and “professional development experiences”.

Traditionally, the overarching focus of these visits was to showcase the locations, activities, accommodations, and partners that are involved in programming, and address health and safety concerns and logistical aspects.

However, in recent years, EDU Africa has shifted its approach by introducing a Professional Engagement Program (PEP) framework that aligns with our mission of transformative learning.

18.

While a great deal of scholarly attention and research has been devoted to designing mechanisms for student preparation and intercultural learning abroad, few programs in place prepare faculty for the realities and contexts of studying abroad in various countries. As Buntain explains in their article, ‘Anything Students Can Learn, Staff and Faculty Can Learn Too: Intercultural Learning in Staff and Faculty Study Abroad’: “Faculty or staff face an extremely difficult task in

We aim to equip faculty with the skills and knowledge to become responsible leaders of transformative programs within the specific African contexts they are exploring by moving beyond merely showing faculty members the sites they will visit. In light of this, we crafted the following definition to articulate the essence of the PEP framework: A Professional Engagement Program (PEP) is a short-term program designed for professionals in the education sector to familiarize themselves with programmatic opportunities and contextual considerations in specific African locations. These programs typically last around seven days and include workshops on subjects such as health and safety, intercultural skills, and program ideation as they relate to various African contexts.

Each cohort’s program is tailored to their specific needs. The goal is to prepare participating faculty to lead their groups in the visited locations, having gained first-hand experiences that align with their students’ future activities.

In 2023, we executed this framework in two primary forms: •

Educational institutions sent two or three faculty or administrators to assess program locations before launching new programs there. These visits were customized based on the collaborative program designs we had developed with these institutions.

•

We established a strategic partnership with a prominent US-based non-profit association of K-12 schools to conduct a combined Scouting and Professional Development program in South Africa.

In our field, we emphasize the need for an integration of scouting (incorporating aspects of experiential learning) and professional engagement rather than treating them as distinct concepts.

Reflecting on this year’s approach, the customized faculty visits have consistently proven successful in acquainting faculty and administrators with specific program opportunities and contextual factors. These visits were instrumental in refining their programs, from selecting appropriate accommodations and establishing relationships with community partners to aligning activities with program goals and understanding risks and safety requirements. We piloted two main workshops as part of these programs: a cultural self-awareness workshop, and a workshop on understanding and mitigating risks in the specific African country or countries being visited. We are excited to build on this approach, strengthening our workshop format, and potentially expanding the topics covered in the coming years.

and choice, all while staying true to the program’s core. We plan to apply these insights to new partnerships in the future. One of the most significant challenges we faced was maximizing learning opportunities in a short program with a packed itinerary. We are thrilled to explore professional development opportunities for community college constituents because we conduct several community college programs each year and are committed to supporting our partners in the best possible way.

Regarding program participants, we’ve had to reevaluate the elements of studying abroad we find the most important and make sure those foundations remain core to what we do. These areas include effective communication, aligning program themes with expectations, and creating unique, enriching experiences that resonate with educators and students while ensuring a safe and sustainable practice. Our commitment to learning and providing robust professional engagement opportunities in Africa remains steadfast. We will continue to refine and adapt our approach to meet evolving partner and participant needs.

Reference Buntain, Leigh. (2022). Anything Students Can Learn, Staff and Faculty Can Learn Too: Intercultural Learning in Staff and Faculty Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad (35.1). Pp. 31 - 51.

We gained valuable insights into strategic partnerships through our participation in the K-12 schools program. These included how to accommodate diverse perspectives, manage expectations, and maintain flexibility 19.

online global learning As international travel restrictions eased following the long COVID-19 hiatus, we were not sure about the impact it would have on Online Global Learning. It was expected that virtual programs would see a decline in 2023, but this did not happen to a significant extent.

Our online programs continued to occur in a similar rhythm to 2022, with virtual internships and short programs being offered during the Spring and Fall seasons. As students prepared for their Summer abroad, there was a shift towards hybrid programming involving online pre-departure sessions. It’s encouraging to see the online space becoming a more established part of global learning, as it provides an alternative pathway for internationalization in the classroom, particularly for students who are unable to travel. We are excited about the emergence of studies such as Gudrun Gyunt’s recent report (2023) titled, “Working Together: Education Abroad and Virtual Exchange in 2023 and Beyond,” which highlights the correlations between virtual and in-country programming modalities and demonstrates how they can inform each other.

My greatest joy of Online Global Learning has been witnessing students connect with peers in other countries with different cultures, languages, economic backgrounds, belief systems, worldviews, and all the complexities that form one’s identity. It’s enriching to see the way students interpret and respond to the content and the thoughtful reflections they share about their global peers. It is wonderful to note that in this age of Artificial Intelligence (AI), humanity and relationships are still highly valued.

20.

However, online programming comes with its challenges. Power cuts, the high cost of Wi-Fi connectivity, and sometimes even a thunderstorm can affect the degree of internet access required to fully participate. Time zones and the constraints of classroom hours also pose the logistical challenge of finding a time suitable for all parties. With the shifting focus back to in-country programs, many institutions have limited (or no) budgets for the online hosting of international contributors and peers. Our biggest challenge for 2023, however, was managing team capacity for online facilitation and technical support as we too were preparing for a record number of students traveling to our continent.

Despite the challenges, we have much to celebrate. 17 students from Susquehanna University met their internationalization requirement for graduation through their three-week “Go” program. Pepperdine University broke the mold with a hybrid program for 85 students. The program combined the facilitation of intercultural competence training by our Kenyan team both online and in-person in Switzerland before their in-country travel to Kenya. In their virtual internship, business students at Chattanooga State Community College navigated the challenges of understanding the needs and strengths of Kidz Africa, an organization that serves children in under-resourced areas. The students successfully presented a business plan to the Director, sharing ideas that transformed her way of thinking about fundraising.

Our highlight was hosting our first group of Italian students online. They represented four Senior Program Designer high schools in Milan. The cross-cultural Online Global Learning Specialist cinematography program was a collaboration with youth from the YMCA Digital Café program in Cape Town, South Africa. Despite the language barriers, students enjoyed interactive Masterclasses with film industry experts in Zimbabwe and South Africa and worked together to create stories of inclusion for the More Than Words Awards (held in Milan on 23 November 2023). We were excited to hear that one of the project teams won the award for “Best Short Film Story” for their screenplay “The True Flavor of Christmas”.

Congratulations to Luchan and Luke (youth at the Digital Café) and Federica, Andrea, Gianmaria, Laura, and Vittoria (students of the Liceo Vittorio Veneto).

Upcoming Knowledge Contributions: Looking forward, we aim to redevelop, WISE (Workshop on Intercultural Skills establish, and grow our online product Enhancement) Conference hosted by Global offering, ensuring our programs are more Wake Forest, at Wake Forest University robust, interactive, relevant, and sustainable.

8 to 10 February 2024 The dismantling of Global North and South Desireé Haakonsen, Gerise Herndon (Nebraska power dynamics is critical to achieving Wesleyan University), and Jodi Williams constructive engagements on the African (Institute for Justice & Reconciliation) continent, and we believe that students can Promoting Justice Equity Diversity and be at the center of these solutions. We are Inclusion in the Classroom through ad hoc excited about the possibility of the online Virtual Exchange. space and the ability to invite diverse voices to engage in these vital conversations. It is our goal to be a part of the collective reimagining of a “Global Community”.

Desiree H aakonsen

21.

Programming Team Reflections south africa office Nicole Mostert

Team Leader Ethical Community Partnership Consultant Our South African team chose the South African “potjie” as a symbol for the 2023 season. Potjie is a stew-like meal cooked in a cast-iron pot over a fire. An array of ingredients, each with its distinct flavor and qualities, are thrown into the pot and after hours of simmering together over a fire, they all come together into a delicious, fragrant meal that makes the taste buds dance!

Just like the “potjie”, our South African team started with an array of people, many of whom were quite new to EDU Africa. Five new team members joined us in 2022, and another three came on board in 2023. With our different strengths and experiences, through collaboration (and sometimes heat!), our

A POTJIE 22.

various characteristics came together to produce memorable experiences that transformed lives, including our own.

A highlight for everyone was our EDU African Southern Africa Gathering weekend in March.

It was an opportunity for us to meet our Zimbabwean team members and get to know each other better. We came out with a unified vision for the year and new memories as a team.

With 42 groups on the ground in South Africa this year, and 13 joining us virtually, the memorable moments are endless. We enjoyed meeting faculty, new and old, and were filled with excitement at hearing the stories of transformation experienced by many of our students. We ran an incredible variety of programs this year and we learned so much along the way.

THE SYCAMORE FIG

zimbabwe office

Esther Banda Team Leader Program Designer

The sycamore fig (Ficus sycomorus) is indigenous to many regions of Africa and Asia, including Zimbabwe. A unique feature of sycamore figs is their ability to grow in a wide variety of environments, from arid deserts to tropical rainforests. This is akin to how the Zimbabwe office team has adapted to operating and running programs in multiple countries. Sycamore fig trees have a long root system that allows them to access water sources deep underground, making them well-adapted to survive in dry conditions.

Similarly, the Zimbabwe office’s success in 2023 is closely related to the depth and strength of connections with partners, contributors, as well as guides and facilitators.

There were many exciting moments for our team throughout the past season. We were thrilled to have increased both the number of team members and the scope of our programs, enabling us to make a positive impact on a larger scale. The feedback we received from our participants was overwhelmingly positive, serving as a testament to the dedication and effectiveness of our guides and facilitators.

Their expertise and guidance allowed us to deliver high-quality programs that resonated with our clients.

Our success was further amplified by our network of existing and new community partners and contributors. Their support and collaboration played a vital role in creating a nurturing and inclusive learning environment.

By leveraging their expertise and resources, we were able to create dynamic learning environments that encouraged collaboration,

critical thinking, and personal growth among our participants. We also took great pride in creating more opportunities for hands-on learning. This allowed for immersive and interactive experiences, where individuals could apply their knowledge and skills in real-world scenarios. Witnessing participant growth and development throughout these experiences was truly rewarding, as we saw firsthand the transformative power of practical learning.

However, it is important to acknowledge the challenges we encountered along the way.

Managing personnel and programs in countries where we were not physically present posed unique obstacles. We had to navigate different time zones, cultural nuances, and communication barriers. Yet, through adaptability and the implementation of effective communication strategies, we were able to overcome these challenges and maintain seamless operations.

Despite the hurdles we faced, the feeling of success at the end of each program remains etched in our memories as a truly memorable moment. It served as a powerful reminder of the collective effort and dedication that went into achieving our goals. The sense of accomplishment and fulfillment that accompanied these successful outcomes fueled our motivation to continue pushing boundaries and striving for excellence.

As we reflect on the past season, we are filled with gratitude for the joys, challenges, and memorable moments that have shaped us as a team. We are excited to build upon these experiences and embark on new endeavors with renewed enthusiasm and determination.

Together, we will continue to make a lasting impact on the lives of our participants and contribute to their growth and success.

23.

kenya office

Lincoln Njuru

Team Leader Operations Manager The image below was generated by Billy Mugambi, one of our new Program Designers, using AI prompts collated during an East Africa Hub Team meeting. It is a graphical depiction of a program ran for Pepperdine University, symbolizing creativity, collaboration, and the celebration of new strengths and talents within the team.

In 2023, we were able to launch a record number of programs, surpassing our previous years’ accomplishments. We were able to showcase our team’s versatility by creating unique programs for previously unexplored locations. This was made possible through extensive research and dedication to providing culturally immersive and enhanced learning experiences.

24.

Our most notable program was the Pepperdine University program held in Kenya in mid-February. It displayed the power of collaboration that defines our team. The program brought 78 students and faculty to Kenya for a week. It was a complex achievement that required meticulous planning and execution by our Program Designers, Program Facilitators (PFs), and Operations team. Four days were dedicated to service learning in Limuru, while the remaining three were spent engaging with the community and

experiencing wildlife encounters in Mara Naboisho Conservancy. Each PF was responsible for around 20 students, and everyone worked together, driven by a shared commitment to the program’s success. The group had deep reflection sessions that added value to their experience in the program. One moment remains engraved in our minds: our team rallying around the Operations Manager, the students capturing memories with their cameras, and the tracks of our journey laid out behind us. It was a groundbreaking moment, a testament to our collective commitment to our core values and the deepening bonds we have forged.

The success of launching programs in new locations and the positive feedback we received was a rewarding experience that validated our efforts and affirmed our resilience and adaptability. Programs ran smoothly, demonstrating our team’s dedication and hard work. Witnessing the return of groups to regions post-COVID, and reconnecting with participants and faculty members in-country marked a significant milestone in our transformative journey: a sign of hope amidst challenging times. Looking back, 2023 was a portal into what collaboration and innovation can achieve when we pull together.

Program Facilitator Perspectives This year has been a game-changer for my perspectives, and I can attribute most of it to the dynamic and immersive role I took on as a Program Facilitator for EDU Africa. Amidst the multiple experiences, one insight stood out: how we navigate the shadows when the brilliance of hope dims because hope can get hard. What do we do when the past casts such a dark shadow? When it’s hard to embrace the warmth of the present moments with confidence due to the fear that it’s just but a fleeting moment?

I witnessed the indomitable spirit of the women who are facing unrelenting challenges brought about by elephants in the Tsavo area. Despite the situation, they continually choose to protect these majestic beings with unwavering concern and kindness, as opposed to the alternative - exacerbating human-wildlife conflict. This moved me in ways I didn’t foresee or even think possible. Seeing local communities driven by empathy to unite, restore, and conserve ecosystems by embracing alternative ways of benefiting from ecosystem services provided immense inspiration. In the face of looming environmental threats that leave one feeling an impending sense of doom, the curated programs I was a part of revealed genuine conservation champions, individuals whose lives are a testament to their ardent love, care, and protection of the world we live in.

interacted with individuals who, having been dealt less-than-ideal cards by fate, choose to find beauty in the smaller, wondrous moments.

This signals a profound belief that life, despite its challenges, is inherently beautiful.

My interactions with the students were inspirational. Understanding how hard most of them had to work to come on their journeys revealed their curiosity and dedication in the pursuit of knowledge. During our conversations, reflections, and interactions, the boundless depths of human compassion were evident. The participants were kind to one another and incredibly considerate of the communities we visited.

All-in-all, after all the learning adventures, tearful moments, and reflective pauses, laughter, dance, and good-natured banter found their place. I forged lifetime connections through the EDU Africa programs I facilitated.

More importantly, all those involved fostered the spirit of optimism, nurtured through shared experiences. This reminded us that there remains an abundance of reasons to anticipate the chapters yet to be written, even in the face of adversity.

Elizabeth Githendu Program Facilitator

Within the intimate circles of women’s groups from diverse backgrounds, from Kibera to Maasai Mara to Tsavo, I came into contact with support and solidarity that transcends the ills of chronic diseases, cultural exclusions, and many other barriers. The determination of the women to empower themselves echoed a quiet yet astounding resilience that refused to be drowned out by the looming disadvantages. We 25.

Praise and Applause for our Program Facilitators “Facilitation was excellent. Our driver, Sbu, and our guide, KG, were excellent facilitators and companions for our trip. We were encouraged to connect and think about how our activities connected to our educational goals, and we had a final reflective moment in the beautiful South African mountains.”

Ryan Jackson

Virginia Commonwealth University

“All the discussions were very insightful. Everyone contributed to a lot of great thoughts and was able to share them in the group discussion.

Eliud is also very knowledgeable and we learned a lot from him.

Without him, this trip wouldn’t be as amazing!”

Lica Liu

University of Illinois Urbana-Champaign

“Mark did a great job briefing us when he had the information about company visits and schedule changes. I also thought he was incredibly inclusive in making sure everyone could participate in activities and that no one was left behind.”

Macey McGovern

University of Washington

“Yami was perfect. I don’t think there is honestly anything more to say about her except I would want her to facilitate every EDU Africa trip I take going forward!

Brian was great and only improved as the trip continued!”

H eather Mahoney St. Petersburg College

26.

“Merveille, our facilitator, was absolutely wonderful! I liked the informal discussions/reflections most of all. Such discussions often occurred while we all shared lunch together. I think it was very helpful how these discussions often occurred very shortly after the experience while all the thoughts and emotions were still fresh. I also appreciated the more formal, sit-down discussion periods for a bit more structured reflection. I think the ratio of informal discussion to some facilitated, formal discussion was very adequate. Our university professors did require us to journal. Not only did this allow me to reflect on my learning and transformative experiences, but it helped me to deal productively with the various emotions I experienced throughout the trip.”

Genna Blakely

Nebraska Wesleyan University

27.

The Most Transformative Program of 2023 We are delighted to announce our Most Transformative Program of 2023: Pepperdine University’s “Exploring History, Culture and Intercultural Competence in Kenya”.

Programming Team Program Designer: Roseanne Kinyua Program Coordinator: Victor Ndiiri Program Facilitators: Eliud Wanjiku, Naitareu Soit, Jacqueline Irimu, Lincoln Njiru, and Cindy-May Awuor This hybrid program was intense, including over 70 participants and just seven days in-country. The multiple moving parts required meticulous planning and execution.

Reflection sessions were powerful and well received. Program participants actively engaged in meaningful service learning work and made significant contributions to the work of our various partners. With regard to our transformation questionnaires, there was remarkably steady growth across all transformation goals. Global Citizenship recorded the highest average growth per goal and was closely followed by Professional Growth and Intercultural Competence. Among other things, the program encouraged and motivated several program participants to be advocates for the environment, promote environmental justice, and be more intentional about taking up their role as global agents of change. This program is a testament to the power of connecting learners on study abroad programs to engagements in meaningful ways while intentionally providing opportunities and platforms to reflect and make meaning of experiences and lessons learned.

28.

wildlife tourism college We are proud to mark another year of actively partnering with the Wildlife Tourism College.

This educational facility is situated in the heart of the Pardamat Conservation Area in the greater Maasai Mara ecosystem. EDU Africa was appointed the Key International Education Partner for the College in 2022, and this partnership has presented many unique opportunities for international academic institutions, faculty, and students to get involved in research and educational initiatives in the area.

This first-of-its-kind initiative was designed to be a catalyst for the development of a centralized tourism, vocational education, research, and community capacity-building hub within the region. The college serves as an EDU Africa learning center for international faculty and students.

Key features of the college include •

•

•

•

•

Access to a bespoke mix of educational content that directly links to applied field-based learning across a range of core subject challenges withinn the wildlife conservancies The latest in high-level training needed for future employment in the Greater Mara Ecosystem and throughout the region, including climate change adaptation, natural resource management, and international hospitality standards A unique integration of global and local Maasai students for mutual benefit, allowing authentic cultural immersion, social growth, and global citizenship education An on-site research hub, with participants from more than five key international universities, to launch crucial impact measurements and further contribute to existing programs State-of-the-art facilities that include learning spaces, an atrium, a library, and a viewing deck

29.

Health and Safety Committee remarks In 2023, we received the largest number of students on the ground since 2019. After the COVID-19 pandemic, we were aware of the increased apprehension about traveling in general, but especially to Africa. Therefore, we focused on reiterating our commitment to promoting the holistic health of our participants. We believe that well-being is associated with increased cognitive function, amplified capacity to interpret one’s surroundings, higher levels of creativity, and elevated productivity, all of which are essential for a successful study abroad experience.

To showcase our brand pillar of Prioritized Health, Safety, and Security, we launched a month-long Health and Safety Social Media Campaign. The best-performing post was our Health and Safety Video which highlighted the five ways in which we seek to enhance the well-being of our participants. We also used graphics and images that effectively engaged a large audience.

Our Health and Safety Committee continued to meet regularly throughout the year. We made significant changes to our Emergency Procedures and revised them to align with our team’s training module. We improved our Incident Report Form to ensure swift and well-documented responses to incidents, given that we often run multiple programs concurrently. We aim to gather data that will augment academic outcomes by providing support for students to adjust well to new environments and promoting their well-being during experiential learning. Additionally, we adjusted our Participant Information Request Form to solicit enhanced student disclosure of pertinent health-related information. We believe that this will help us better prepare to 30.

accommodate and support students with various functional differences and needs, especially concerning mental wellness.

Our Professional Engagement Programs for Educators offer diverse programming opportunities that apply to a range of fields and disciplines within the countries where we operate. This year, we included a Health and Safety Workshop in the itineraries of these programs. The workshop aimed to motivate participants to discuss their perception of risks associated with traveling to Africa, compared to actual risks. It also encouraged them to critically consider the aspects they need to take into account when preparing their students for travel.

Additionally, I had the honor of serving on the Forum on Education Abroad’s 2024 Conference Committee where I participated in reviewing Health and Safety related conference session proposals. I look forward to attending the conference next year and interacting with colleagues as we continue to learn and work towards enhancing student well-being in education abroad.

Tafadzwa Muchopa

Quality Assurance Coordinator