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A Journey in the Land of the Rising Sun

September 26, 2019
By 24945

Ayo Chan, a 2011 Sylff fellow at Peking University and one of 20 participants in the first Sylff Leaders Workshop, reflects on his journey in Japan during two eight-day sessions of the 2018-19 Sylff Leaders Workshop.

*     *     *

I think that life is a journey on which we are presented not just one path but a series of opportunities to experience and be experienced by others, each one of which makes us wiser, stronger, and in most cases happier. I am very thankful for having this fortunate opportunity to participate in the inaugural Sylff Leaders Workshop. There is no doubt that Japan is an internationally renowned hub for workshops, conferences, and other academic activities, and Tokyo, Osaka, and Kyoto are popular choices for hosting international events. However, this Sylff Leaders Workshop was such a unique experience in terms of not only intellectual exchange among Sylff fellows from a wide range of personal and professional backgrounds but also in the thoughtful arrangements that allowed us to immerse ourselves in the culture, customs, and traditions of the Land of the Rising Sun.

I still remember the excitement during my flight from Singapore to Osaka to join the fall session of the workshop in 2018. As a lover of the Sengoku Period in Japanese history, I always feel excited to visit the Kansai region, where various daimyos and heroes fought and sacrificed themselves to restore harmony, peace, and order 400 years ago. I arrived late but managed to wake up early the next morning to visit Osaka Castle. The castle was built by Toyotomi Hideyoshi, a legendary daimyo who was born to a peasant family but eventually succeeded Oda Nobunaga to become the ruler of all Japan. I was amused by the castle’s picturesque gardens and historic architecture, and the stunning view at the top of the castle tower. The renowned farewell poem with which Hideyoshi ended his legendary life was also on exhibit: “Appearing like dew, vanishing like dew—such is my life. Even Naniwa (Osaka)’s splendor is a dream within a dream.” Indeed, the impermanence of being is a major theme of Japanese Zen.

From Osaka, it took us an hour and a half by bus to travel to Sasayama in Hyogo Prefecture, where the fall session of the workshop was mainly conducted. Sasayama is a small, quiet, and beautiful castle town surrounded by hills with a scenic natural landscape. Under the theme of “The Future of Food Production in 2030,” the workshop aimed at equipping us with approaches to envision a better future for the world and providing a systematic framework to approach conflicting scenarios and to bridge different stakeholders toward common goals.

Despite the intensive schedule of the workshop, we were given some free time to explore the town and visit small shops and houses with centuries-old wooden architecture. As the tallest structure in the town, Sasayama Castle was built under orders of Tokugawa Ieyasu, who succeeded Hideyoshi as the de facto leader of Japan in the 16th century. I was told that the castle’s architectural style was similar to Nijo Castle in Kyoto, and it is exceptional to see such a luxurious castle design outside of Kyoto.

In this historical town gifted with good quality agricultural land and environment, we had the privilege of trying different types of Japanese delicacies with local ingredients. While it was our great pleasure and honor to have French-Japanese fusion, full-course welcoming dinner with Sasayama Mayor Takaaki Sakai, having a Japanese-style barbeque with wild boar meat, black soybeans, and Japanese yams and drinking home-brewed sake was also great fun. We spent a few days in Sasayama before moving to Kyoto and Tokyo, but the tranquility and peacefulness of Sasyama was deeply rooted in my mind in the remaining days.

Chan, center, with Sasayama Mayor Takaaki Sakai, second from left.

Maiko experience in Kyoto.


The spring session was conducted in Beppu in Oita Prefecture on the island of Kyushu, the southwestern part of the Japanese archipelago. Beppu is a famous hot spring resort in Japan, and naturally onsens became one of the biggest highlights for this session. It was a long but joyful journey from Fukuoka to Beppu. The weather was great, and the views of coastlines, forests, and mountains of Kyushu were magnificent. Also, the Sylff Association Secretariat thoughtfully prepared some culture tips and fun facts about onsens to share with us. I could feel the enthusiasm in the coach when we were told that the baths still maintained ancient traditions, including bathing naked with strangers!

Another distinctive cultural highlight that is not easily found outside the country is fugu cuisine. Because of pufferfish’s deadly, toxic parts, the preparation and cooking of fugu are strictly regulated and licensed by the government, and only seasoned chefs are qualified to do the work. From fugu skin and fugu karaage to fugu sashimi and fugu shabu-shabu, we celebrated our successful teamwork and friendships with one of the most dangerous dishes in Japanese cuisine.

The final presentations took place at the beautiful campus of Ritsumeikan Asia Pacific University (APU), located on the top of a mountain in the Jumonjibaru area of Beppu. This was an ideal choice, since the university is one of the most internationalized tertiary institutions in Japan. This echoed the purpose of this workshop to nurture a new generation of leaders who could interact with and learn from people from a variety of cultures and backgrounds.

We were delighted to present our key takeaways, thoughts, and stories to Mr. Yohei Sasakawa, Chairman of the Nippon Foundation, APU President Haruaki Deguchi, and other distinguished guests and to have a dialogue session with Mr. Sasakawa. I spent considerable time in Myanmar where Mr. Sasakawa is well-known in the field of charity and education, development, humanitarian assistance, and the peace process. I had visited a school donated by the foundation in Kayah, a landlocked state in Myanmar, and was very pleased to learn of his views on and insights into the country’s development.

Chan’s final presentation at APU.

 

Words are not enough to express my deep gratitude to the Sylff Association Secretariat at the Tokyo Foundation for Policy Research and to the Nippon Foundation for the warm generosity and hospitality throughout the workshop. “Ichi-go ichi-e” is a saying in Japanese that describes the treasured but unrepeatable moment of every get-together. While we will never have the same kind of meeting again, I do look forward to catching up with my dearest Sylff friends again soon.

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Sylff Leaders Workshop: Not Only a Global Partnership but a Global Friendship

September 26, 2019
By 24927

Anna Plater-Zyberk, a 2014 Sylff fellow at Jagiellonian University and one of 20 participants in the first Sylff Leaders Workshop, held in fall 2018 and spring 2019, gives her impressions of the Visioning and Road Mapping methodology used during the discussions at the workshop.

*     *     *

It was nearly a year ago that 20 fellows from all over the world came to Japan for the first Sylff Leaders Workshop. We were a highly diverse group in terms of nationality, academic background, and occupation, but we also had some things in common. First, earlier in our career, Sylff helped us to achieve some of our academic goals, and, second, we were all focused on helping our respective communities.

My adventure with Sylff started in 2014 when I was struggling to finish my PhD thesis. This was particularly difficult as simultaneously I had to work full time. It is really thanks to Sylff funding that I was able to finish my doctoral thesis, obtain the degree, and move on to pursue a career at the Polish Academy of Sciences. Now, once again, I am truly thankful to Sylff for an amazing experience offered to us during the Leaders Workshop.

The workshop was composed of two one-week-long residential sessions (one in September and one in April) which took place in Japan, as well as reading assignments in between the sessions. The workshop’s key topic, “The Future of Food Production,” turned out to be an excellent field for a strategy thinking exercise and our further deliberations. The topic was preselected in such a way that none of the fellows was an expert on the subject matter. This made it easier to work without any preconceptions and to engage all of us in vibrant and stimulating discussions.

During our session in September, which took place mostly in Sasayama, thanks to excellent facilitators from German-based Foresight Intelligence, we learned about Visioning and Road Mapping methodology. We applied a back-casting approach to the food production theme. This exciting planning methodology started with defining a desirable goal in the future and then working backwards to identify the actions needed to link that desirable future to the present.

In other words, we started with a desirable goal set in 2030 and worked step by step back to the present. For the purpose of the exercise, we adopted two-year time intervals: 2028, 2026, 2024, and so forth. With every step we had to ask ourselves what needed to happen at that stage and what factors could prevent us from achieving our 2030 goal. Again and again, we brainstormed, drawing on our diverse backgrounds and extensive work experience. At the end of the exercise, when we reached 2018, we had a detailed work plan with actions scheduled until 2030.

Learning about Visioning and Road Mapping methodology.

I come from Poland, which in Japan is mostly recognised as the homeland of Chopin or Maria Skłodowska-Curie. Apart from these two extremely talented and influential persons, Poland is also known for its turbulent past. The country’s tumultuous history has heavily affected our behaviour, making us skilful improvisers and good short-term planners but less engaged in long-term planning activities. In our contemporary, strongly interconnected world, this attitude is significantly hindering our development. Thus, I found the back-casting methodology and other long-term strategy building tools extremely interesting and useful in furthering my work.

Apart from our stay in Sasayama, renowned for its picturesque landscapes and delicious food, including black soybeans, sake, and tea, during the September session we were also able to experience the stunning beauty of Kyoto and the vibrant capital of Japan, Tokyo. During our final presentation in the offices of the Tokyo Foundation for Policy Research, fellows presented their vision of the future and discussed the main challenges that lay ahead.

Intensive group discussion in the spring session.


The second residential part of the workshop took place in April 2019 in Beppu on the island of Kyushu. This beautiful town located in Oita Prefecture is renowned for its natural hot springs and delicious, steam-cooked food. Upon reaching Fukuoka we were extremely happy to meet other fellows, facilitators, and the Sylff team again. The training part was hosted by Ritsumeikan Asia Pacific University. This time we were asked to come up with concrete project proposals that would strengthen global food security, broaden ethical dimension, or raise awareness in the area of food production.

The fellows came up with a number of extremely interesting applications ranging from a mobile phone app linking food grown by ethical producers to a network of vegetable community gardens set up for victims of sexual violence. Our projects were reviewed by Dr. Steven McGreevy, an expert in environmental science and associate professor at the Research Institute for Humanity and Nature (RIHN). His expertise was crucial and helped to both ensure the projects’ relevance and broaden our perspective.

The Sylff Leaders Workshop was an amazing opportunity to challenge ourselves in a truly friendly and stimulating environment. I enjoyed every moment and every discussion with other Sylff fellows, Foresight Intelligence facilitators, and participating experts. For me, the key thought that came up during our workshop was the growing understanding that whatever bad happens locally has global consequences but that whatever good happens locally will have global applications only if we make a joint effort. In our interconnected world the global perspective is no longer a choice, it is an obligation and an opportunity. The amazing Sylff network provides us with tools to share best practices and to transform our initiatives into globally relevant projects.

The session in Beppu concluded with a number of exciting cultural activities set in the stunningly beautiful sceneries of Kyushu. We participated in a Buddhist ceremony at the Monjusen-ji and visited Dazaifu, including the ruins of the Mizuki and Ono Fortress.

The Sylff Leaders Workshop offered us a unique chance to see the most picturesque places in Japan and to immerse ourselves in the stunningly beautiful Japanese culture, not to mention the Japanese cuisine. Thanks to the truly friendly and hardworking staff of the Sylff Secretariat who were our dear hosts and guides, we had a unique chance to gain new insights into the incredibly rich and diverse life of Japan. After this amazing experience we developed strong bonds, and it was really hard for all of us to say good-bye to a group of friends, as well as to the Land of Cherry Blossoms.

Participants of the workshop in front of cherry blossoms at Ritsumeikan Asia Pacific University.

 

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Carceral Logics and Social Justice: Women Prisoners in India

September 20, 2019
By 19827

Rimple Mehta, a Sylff fellow at Jadavpur University, and her project partner, Mahuya Bandyopadhyay, an associate professor at the School of Development Studies of the Tata Institute of Social Sciences, Mumbai, implemented a year-long social action project with funding from the Sylff Leadership Initiatives (SLI). Their project is intended to build a network with practitioners, scholars, and activists to work as a pressure group to ensure the rights of women prisoners in India and raise awareness beyond the network to change the negative perceptions around the issues at hand. In this article, Mehta and Bandyopadhyay write about their SLI-funded project.

* * * 

Women Prisoners in India

Women prisoners in India constitute five percent of the prison population. They are often incarcerated in wards within larger prisons for men. Women prisoner wards then become “prisons within prisons.” There are only a few all-women prisons. Once in prison the women are ostracized by their families, as they are perceived as breaking not only legal codes but also social norms, therefore doubly deviant. Ostracization by families means that their access to justice is limited. Seclusion through imprisonment is not just a physical seclusion but also an alienation from their familial and kin networks. This indicates their marginalization both within the institution and outside it.

Institutions like the prison in India do not receive adequate media or public attention because of the perceptions around crime and criminality. Although the ideas of incarceration have shifted from punishment to reform, in reality prison administration and the public beyond prison walls continue to be dismissive of any efforts toward reform and rehabilitation and of any attempts to talk about the concerns of prisoners and prison administration.

 

Conceptualizing Social Justice

Social justice for women prisoners in India is a neglected area but has been the focus of our research for a decade now. This project, although in continuity with our efforts, marks a departure in two ways: First, it expands the boundaries of research and understanding of the lives and contexts of women’s imprisonment through the inclusion of activists, scholars, social work practitioners, and administrators. Second, we have consolidated our previous ethnographic fieldwork experiences to move beyond the specificities of site and initiate discussions on advocacy around issues of women prisoners. One of the first steps toward social change, we believe, is reflexivity. While evaluating our research on women prisoners, we felt compelled to reflect on our positions and our location within the academic and certain disciplinary contexts. With years of research on, learning about, and understanding of women’s imprisonment, we were able to see the need to move out of the confines of our locations to collaborate with those who are engaging with similar issues in different capacities. The SLI award enabled us to put this idea to action.

 

Activities and Approach

The main foci of the project were to find and engage with those committed to bringing about a change in the lives of women prisoners and to open up a space for discussions on their lives. We have realized this by organizing meetings—in Mumbai, Kolkata, and Delhi—and a workshop titled “Carceral Logics and Social Justice: A Dialogue between Practitioners, Scholars and Activists” that brought together scholars, activists, social work practitioners, and administrators.

Most of the participants in the workshop contributed papers detailing their work and experiences with women prisoners to our book, Women, Incarcerated: Narratives from India. Through this edited volume we will be able to reach out to the general reader interested in women offenders, concerned citizens, and organizations working for social justice. The narratives of women prisoners from different parts of the country featured in the book will enable readers to access their lives and conditions of imprisonment, which are otherwise invisible.

Further, the book, as it moves beyond the constrained domains of academic disciplines, is written in a manner and style that are easy to connect with and enable a wide readership. In including various perspectives outside of academic research, we have broadened the horizons of knowledge and understanding about women prisoners in India.

Professor Surinder Jaswal, deputy director, Tata Institute of Social Sciences, speaks at the workshop in Mumbai titled “Carceral Logics and Social Justice: A Dialogue between Practitioners, Scholars and Activists.”

 

Dialogues

We were able to enter into multiple dialogues through this project. The process of organizing the meetings enabled us to understand the complexities and the challenges involved for those working on the ground to address concerns in women’s imprisonment. The meetings that we held in different cities brought forth diverse concerns from specific local contexts of women’s imprisonment. For instance, at the meeting in Kolkata, the absence of sanitary napkins and baby food for children in prison emerged as a major concern. When this issue was brought up in the Mumbai meeting, it was observed that this was being provided and was, therefore, not an issue of prime concern in that locality. At the meeting in Delhi, the need was emphasized for formalizing alliances to work on specific issues around women’s imprisonment.

The participants of the three meetings asserted the need for an online platform to share existing knowledge, brainstorm on emergent issues, and respond to crisis situations with regard to women prisoners. They felt that even though individuals and organizations were doing substantive work trying to push for reforms in the treatment of women prisoners, much of this work remained isolated efforts. Consolidation of this work through a larger and formalized network was suggested. The Indian Prisons Network (IPNet), for which these three meetings were held, was endorsed and has been initiated through this project.

The need for different people to speak at a common forum and the difficulties of doing so were highlighted in our workshop, which was organized with the contributors to our edited volume. The different ideological positions initially generated some discomfort among the participants. But the discussions stand testimony to the fact that the participants’ work was geared toward bringing out a change in the everyday lives of women prisoners. The papers in the volume lay bare women’s experiences of exclusion, marginalization, and violence and the ways in which incarceration intersects with different institutions in their everyday lives. The ongoing dialogues with our contributors as we edited the papers have added a qualitative edge to the way in which these issues of women prisoners have been represented.

In this entire process, we have also built stronger connections with some of our supporters and collaborators who have been actively working within the prison space. These connections have opened up the space to work toward making the prison more accessible to researchers and practitioners. The opening up of the prison through dialogue and writing disrupt the singular narrative of the woman prisoner as “mad woman,” “socially deviant,” and “morally bankrupt,” paving the way for empathy.

Uma Chakravarti speaks at “Carceral Logics and Social Justice: A Dialogue between Practitioners, Scholars and Activists.”

 

Looking Forward

The significance can never be overstated of the publication and dissemination of ideas in an area where information and knowledge are scarce and, even when available, are articulated only in terms of certain dominant and powerful narratives. Through this project we have attempted to communicate the lives, contexts, and treatment of women prisoners in India. By presenting multiple perspectives, we have countered the idea of a single narrative about a woman prisoner that rests on an assumption of breaking a moral code. We seek to continue this effort through more field engagement, research, and writing about prisons in India.

Moreover, this project has brought forth and strengthened the idea of experiments within governance and reform, such as the cultural therapy initiative in West Bengal. We would like to further explore and document these ideas, to see if there are other experiments in the country including documentation of the open prison. Advocacy initiatives through networking can further strengthen these activities, and we hope that through IPNet we will be able to harness the strength of a collective. Networking on an issue that has limited field accessibility increases the value of networking. We envisage that this may be possible because IPNet has adopted a multi-stakeholder approach, where individuals and organizations value empirical research and experiential participation in prison administration.

 
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Sylff Leaders Workshop 2018–19 (5): Final Presentations by Iker Imanol De Urrutia, Beverley M. Thaver, Dejan Soskic, and Michaela Guldanova

September 20, 2019

In this series, the final presentations of all 20 participants of Sylff Leaders Workshop are introduced as five news articles (with links to the summaries of four fellows each).

The spring session of Sylff Leaders Workshop 2018-19 was held from April 7 to 14, 2019, in Beppu, Oita, with the generous support of Ritsumeikan Asia Pacific University. It brought together the 20 Sylff fellows from 20 countries—selected from among 114 applicants—who had participated in the fall session in Sasayama. The workshop was aimed at deepening fellows’ understanding of differences in values and perspectives and held on the topic of the “Future of Food Production in 2030.”

The participating fellows made final presentations during the closing session on April 11 covering one or more of the following topics: (1) self-introduction, (2) changes in values, perspectives, or ideas experienced during the course of the two workshop sessions, (3) how the world is likely to change by 2030, and (4) the kind of leader you see yourself as being now or aspire to become in 2030.

This article introduces the presentations of the following four fellows:

(Clockwise from upper left) Iker I. De Urrutia, Beverley M. Thaver, Dejan Soskic, and Michaela Guldanova.

Iker I. De Urrutia
Beverley M. Thaver
Dejan Soskic
Michaela Guldanova

 

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Sylff: Making a Significant Difference to Early Childhood Development in South Africa

September 19, 2019
By 25517

Sylff fellow Louis Benjamin has been proactively engaged in early childhood development in his home country of South Africa through the Basic Concepts Program. Developed by Benjamin, who has incorporated the contexts of the South African educational system into education for preschool and early primary school students in disadvantaged communities, the Basic Concept Program undertakes “a structured metacognitive intervention approach for educators to address language, learning, information processing and socio-emotional barriers in young children, particularly from disadvantaged communities” (quoted from the Basic Concepts Unlimited website: http://www.basicconcepts.co.za/about/about). Benjamin believes in the immense potential of early educational intervention for children in disadvantaged communities, which generates lasting impact on their motivation for learning, thereby contributing to their higher educational achievement for better career opportunities. Benjamin has received a Sylff Project Grant (SPG) to disseminate the Basic Concepts Program in the Northern Cape, one of the poorest provinces in South Africa. Over the three years of the SPG period and beyond, Benjamin is trying to achieve his vision to provide the program to all preschool and early primary school children through workshops and follow-ups for school teachers of the province.

* * *

I am most honored to have been awarded a Sylff Project Grant for the next three years. The funding will be used to implement an early years intervention program for children run by class teachers in the Northern Cape, South Africa. The program is called the Basic Concepts Program (BCP) and aims to improve both teaching and learning in the preschool years and first three years of formal schooling. The BCP was developed by me during my PhD degree at the University of the Western Cape, which was generously funded by Sylff.

I am a native of the Northern Cape. I grew up and was educated in the diamond town of Kimberley, a town well known for its Big Hole dating back to the Diamond Rush at the turn of the twentieth century. It is therefore no surprise that I was drawn back to the province that holds my earliest and most precious memories. The Northern Cape is the largest province in the country but is also the most sparsely populated. Although it is endowed with many mineral deposits, the Northern Cape is one of the poorest and least developed provinces. More than half the population in the province lives in abject poverty (Statistics South Africa [Stats SA], Poverty Trends in South Africa, 2017). Research has shown that children from poor socioeconomic backgrounds are more likely to fare poorly at school and/or drop out and have poor educational and vocational opportunities (as cited in the OECD Report Equity and Quality in Education, 2012), and the Northern Cape is no exception. Although approximately 87% of children attend school, only 1.5% attain a tertiary qualification (Stats SA, 2016). The Northern Cape has the second highest (28%) illiteracy rate in South Africa (Stats SA, 2016).


A map of South Africa, with the Northern Cape in red.

The Big Hole, Kimberley.


There is a critical need to improve these educational outcomes if children in the province are to break out of the poverty cycle. The focus of the current project is to give children who are starting school a preparatory boost to ensure that they are able to learn successfully when they receive formal instruction and are taught how to read, write, and calculate. The research data we have gathered over the years (2008–2018) show that the majority of learners who start school are very poorly prepared for school learning. These children without exception come from moderately to severely deprived living circumstances and consequently have limited exposure to the kind of early childhood experiences that would have prepared them for formal, higher-order school learning.

What Is the Basic Concepts Program?

In the BCP, there is a focus on both the development of cognitive processes, such as accurate perception, matching, comparing, classifying, seriation, perspective taking, and conservation (Figure 1), and the expansion of understanding of conceptually structured content (Figure 2). The content of the BCP includes the following higher-order conceptual domains: color, shape, size, position, number, and letter and their associated subordinate concepts. These concepts are used to mediate the cognitive processes in the program and are particularly important for children who have not had adequate early childhood educational experiences or who start school with deficient language abilities. The BCP thus provides the classroom teacher with an extensive higher-order conceptual language for instruction that is easily transferrable and linked to the curriculum.

Figure 1

Figure 2


In addition, the Concept Teaching Model (Figure 3) provides a detailed, systematic scaffold for mediators of the program. While the program was developed as a cognitive intervention program, it can also be run in the mainstream classroom to improve teaching and learning. Teachers are trained and assisted to run the program with small groups of learners who need intervention, but in Grade R (Reception Year) the program is used as a curriculum and is run with all learners. While the teacher works with one group on the mat inside, the other learners work on related activities in rotation. The teacher works with each group for approximately 15 minutes and sets aside around 60 minutes per day to run the BCP sessions.

Figure 3


The Northern Cape Province was one of the first provinces to introduce the BCP. I in fact started my work in the province while I was still busy with my PhD. I conducted a trial of the program in the Namaqua Education District in collaboration with the Rural Namaqualand Education Trust (RNET), starting our work in a small cluster of schools before expanding to around 80 Grade R classes.


The results of the initial pilot projects were recognized by the Northern Cape Department of Education, which wanted to extend the program and make it available to all its Grade R teachers. (See an example of results in the chart below.) There are approximately 800 Grade R teachers in the province. A Memorandum of Understanding was subsequently signed between Basic Concepts Unlimited (the organization responsible for the Basic Concepts Program) and the Northern Cape government, and the Basic Concepts (BC) Advocacy Project was born. The BC Advocacy Project in the Northern Cape (2019–2023) aims to improve the school preparedness of Grade R learners by between 20% and 30%, thereby improving the overall literacy and numeracy outcomes of learners in the Foundation Phase (Grades 1–3). Baseline testing was done on a sample of Grade 1 learners drawn from the project schools. It showed that a majority (72%) of the learners were not prepared for school learning.

A total of 350 teachers from the districts of the province were selected to participate in the BC Advocacy Project. The district officials are responsible for supporting and monitoring the project teachers, and they will also be responsible for the continuation of the project and the training of the remaining teachers in the province once this project comes to an end.


Phase 1 of the project was initiated at the start of 2019 with approximately 85 teachers in two of the education districts. The teachers have thus far attended four days (out of the six days) of training and have implemented three of the six conceptual domains. Approximately 2,200 learners are receiving intervention. The project is supported and monitored by the local district officials who are ably assisted by teams of mainly retired teacher-volunteers who do regular classroom mentoring visits. 

Provincial and district officials and volunteers in the JTG District.

Teachers at a training session in the Pixley Kaseme District.

Teachers mediating the BCP to small groups of learners. (1)

Teachers mediating the BCP to small groups of learners. (2)

The teachers have already made wonderful progress as they learn to become mediators of the program. We have begun to hear increasingly more complex learner verbalizations while the teachers have become more confident in demonstrating the Concept Teaching Model. The change in the teaching style of teachers has in many cases been dramatic. For many teachers this has been the first time that they have used more interactive and questioning-based approaches in their teaching. The majority had previously used more recitation-based approaches, where the children merely copied what the teacher said. While it is very exciting to see these initial signs of change in these classes, we are aware that it takes time for these to become a permanent part of the teaching repertoire. Admittedly, there have also been some teachers who have required additional support and encouragement to implement the program and to run it on a regular basis. It is for this reason that each phase of the project is run over a period of two years. This allows the teacher time to become a mediator and to use the program with increasing frequency and confidence.

In conclusion, we have been very pleased with what we have observed over the first six months of the project. The teachers have responded positively, and we have also been most encouraged by the response of the local and provincial officials to the project. The enthusiasm for the project remains high, with high levels of participation. As our baseline data show, it is essential that we try to shift the preparedness of the learners in Grade R for school learning. The BC Advocacy Project offers teachers a tool to significantly improve the prospects of their learners. The BCP not only provides teachers with a way to better access their learners but also develops those nascent and often fragile cognitive functions needed for school learning. The core philosophy of the BCP emerges clearly in this project—that children, notwithstanding their circumstances, have the unlimited potential to learn and to continue learning, provided they are given regular classroom mediation by an involved and caring adult.

For more information about the project, please click here.

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Sylff@Tokyo: New Zealand Fellow’s Deep Ties to the Sylff Community

September 19, 2019

Grant Morris, a 1999–2000 PhD Sylff fellow at the University of Waikato in New Zealand, visited the Sylff Association Secretariat in Tokyo on Wednesday, July 10, 2019. He has been working at the Victoria University of Wellington since 2002, where he is currently an associate professor in law.

Grant (center) in conversation with the members of the Sylff Association secretariat

His main research areas are mediation, negotiation, and legal history, and he recently co-authored Mediation in New Zealand (Thomson Reuters, 2018), the first comprehensive scholarly treatment of mediation in the country. 

Morris was on his second visit to Tokyo after a 16-year hiatus, accompanying the New Zealand team that participated in the International Negotiation Competition, held at Sophia University in Tokyo. He was the coach of the NZ team, comprising students at his university, which placed sixth overall (with “trans-Tasman rivals” Australia coming in first).

After the competition he visited Kyoto, traveling from Tokyo by Shinkansen, which, he says “was the fastest and most efficient train I have ever travelled on!” In Kyoto he visited the new International Mediation Center, located at Doshisha University.

We are very pleased that he also dropped by the Sylff Association Secretariat, giving us a chance to introduce the many opportunities for additional support available for Sylff fellows. “It was great to visit the team at Sylff and discuss current projects. There is a lot of very exciting work being done,” he said.

Grant, center in the first row, during his visit to the Sylff Association secretariat

To our pleasant surprise, we also learned during our conversation that he has very strong links to the Sylff community. His wife was a Sylff fellow at the Victoria University of Wellington, and one of his students, Jennifer Moore, was also a fellow who recently received an SLI grant to improve medical injury responses.

We hope that he will come back to Tokyo often to strengthen his ties with the Association.

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SRA Awardees for Fiscal 2019, First Round

September 2, 2019

https://www.sylff.org/support_programs/sra/

The Sylff Association secretariat is pleased to announce the twenty recipients of SRA awards in the first selection round for fiscal 2019. In this round, we again received outstanding applications for research in various specialized fields from fellows all over the world.

We reviewed all applications carefully from the perspectives of eligibility, the feasibility of the proposals, and the relevance of the proposed research to the applicants’ academic pursuits. The awardees in this round were at different stages of their research, some taking advantage of SRA to collect fundamental data for their doctoral dissertation, with others using the opportunity to verify their findings and receive further advice from overseas experts.

Congratulations to all the awardees! We send them our best wishes and hope their research abroad will be fruitful and pave the way for the next stage of academic advancement. The twenty awardees are as follows:

* Listed in alphabetical order.

Name

Sylff Institution

From (Country)

To
(SRA Host Institution, Country)

Yance Arizona

University of Indonesia

Netherlands

Osaka University of Tourism and University of New South Wales (Japan and Australia)

Benedikt Behlert

Ruhr University Bochum

Germany

Graduate Institute of International and Development Studies (Switzerland)

Wanxiang Cai

Chongqing University

Netherlands

Cambridge Centre for Alternative Finance, University of Cambridge Judge Business School (UK)

Matías Ariel Chiappe Ippolito

El Colegio de México

Japan

El Colegio de México (México)

Olivia de Quintana Figueiredo Pasqualeto

University of São Paulo

Brazil

International Labour Organization (Switzerland)

Ferretti Fernandez Flavia Pierina

University of Chile

Chile

Ibero-Amerikanisches Institut (Germany)

Robert Haua

Massey University

 New Zealand

University College London and University of Nottingham (UK)

Milutin Jesic

University of Belgrade

Serbia

Coimbra University (Portugal)

Cynthia Kwakyewah

York University

UK

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Sylff Leaders Workshop 2018–19 (4): Final Presentations by Ronya Foy Connor, Rosangela Malachias, Andrew Prosser, and Nuruddeen Mohammed Suleiman

August 29, 2019

In this series, the final presentations of all 20 participants of Sylff Leaders Workshop are introduced as five news articles (with links to the summaries of four fellows each).

The spring session of Sylff Leaders Workshop 2018-19 was held from April 7 to 14, 2019, in Beppu, Oita, with the generous support of Ritsumeikan Asia Pacific University. It brought together the 20 Sylff fellows from 20 countries—selected from among 114 applicants—who had participated in the fall session in Sasayama. The workshop was aimed at deepening fellows’ understanding of differences in values and perspectives and held on the topic of the “Future of Food Production in 2030.”

The participating fellows made final presentations during the closing session on April 11 covering one or more of the following topics: (1) self-introduction, (2) changes in values, perspectives, or ideas experienced during the course of the two workshop sessions, (3) how the world is likely to change by 2030, and (4) the kind of leader you see yourself as being now or aspire to become in 2030.

This article introduces the presentations of the following four fellows:

(Clockwise from upper left)Ronya Foy Connor, Rosangela Malachias, Andrew Prosser, and Nuruddeen Mohammed Suleiman.

Ronya Foy Connor
Rosangela Malachias
Andrew Prosser
Nuruddeen Mohammed Suleiman