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It may be essential to enable teacher release or to qualify for funding streams. It is therefore important for UK schools (which might be content with a more informal arrangement) to be prepared to enter into such a partnership. Some country-specific examples:
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France: schools need to have a signed agreement in order to qualify for joint curriculum project funding. The French Ministry of Education is keen to standardise partnership agreements and offers examples on-line in French, English, German, Spanish and Polish |
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Spain: schools need to have signed agreement to release funds and for teachers to travel abroad |
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Russia: the partnership agreement is seen as an important document and the validation of an existing partnership |
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China and Japan: the partnership agreement is exceptionally high profile document which is used to drive the project |
Even the simplest partnership agreement must above all be seen as a working document and one which is the product of consultation and self-reflection. The document should set out achievable plans within a timeframe if it is to clarify expectations. It must also allow for periodic evaluation whose outcome can help to shape the future direction of the project.
For some countries the agreement will be a high level document which states intent and gives clear commitment to the maintenance of the link over a number of years – thus allowing for the management of both human and financial resources. This higher level agreement gives a clear sign from the signatories that this is a valuable activity which has the support of senior school management.
For the day to day management of a project it can also be very useful to have reference to a further document which sets out clear and detailed information about the procedures which have been agreed upon top make the partnership work. This is particularly useful when dealing with finance: who pays for what and how are costs divided between the schools? French schools are a good example where very clear financial accountability at the outset is essential therefore a partnership agreement which outlines financial obligations is very useful. Such detailed planning given over to finance at an early stage in the project can also overcome any embarrassment or misunderstanding when the schools are taking part in joint projects which involve expenditure.
A further agreement may be needed if schools are to embark on work experience exchanges. It is important to record that steps have been taken to ensure the wellbeing of all participants. This might cover health and safety measures, insurance and supervision arrangements.
The content of the agreement
The agreement should clearly state the overarching aims of the collaboration as well as outlining specific objectives which can help to achieve these aims. It is purposeful to have an agreed timeframe for both the delivery of the project activities as well as for the evaluation. Agreements may also contain references to financial matters and legal obligations are important in the final document which may carry signatures from the school, local authority and governing body. It is always important to keep the governors informed as they may need both to endorse a project and ensure financial and other support for the link.
The agreement must be a living document with clear reference to the adoption of a flexible approach influenced by evaluation. Therefore a date needs to be agreed for review and amendment especially after project activities have taken place. The review process can involve the students - one of the Language Colleges uses a student forum as a way of reviewing and evaluating links and giving them a direction. These meetings happen six times per year. The outcomes are shared with the whole school community in order that everyone is clearly informed about progress and future direction.
The document itself should look professional and be displayed in a prominent position within school to reflect the school’s attachment of value to the project.
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