Effective Partnerships For Effective Field Work Instructions A

Effective Partnerships For Effective Field Work Instructions: A Basis For Professionalization of Practice in Uganda UGANDA CHRISTIAN UNIVERSITY FIELD WORK STAKEHOLDERS’ DIALOGUE 2016 t. assumpta@gmail. com 1

The Stakeholders Dialogue • This is an important interface! Reminisce Faculty Vision: “To transform Lives for Excellent, Relevant and Holistic Service to Society” – to agree on a broad fieldwork agenda – to build institutional rapport – to air our common successes and fears – to iron out myths – to share strategies – to agree on improvements 2

Word Architecture! Partnerships Instructions Between academic institutions, companies, ministries, CSOs and agencies Central to this is the student Objectives, scope, outputs and outcomes, Code of conduct, dress, language observations Field Work Beyond the academic institution …the placement, implementation Professionalization Technical prudence and internationally agreed standards, ethical code. , statistics, fact and precision Effective That delivers the desired results, initiates positive change 3

Uganda – the Context § Classified as a ‘Least Developed Country’ but struggling to attain middle income status by 2040. § Population of 34. 9 million, growing at 3 percent (some districts such as Kanungu hit a population rate of 6%) § Youth Bulge: 75 percent of the population is below 31 years § National Poverty Rate is at 19. 7 percent, North (44 percent) and in the East (24. 5 percent) § Low levels of human development (ranks 164 th out of 187 countries). § Significant progress in human development and achieving MDGs. 4

Uganda – the Context § National agenda has shifted from poverty reduction to transformation---income and employment § Leading industry - services § Anchored in AU Agenda 2063 progress has been achieved in EA regional integration – infrastructural development, common markets etc. § New prospects for exploitable extractives. § Northern Uganda has been stabilized & integrating into national economy. § Transitioned from fragile post-war state to multiparty democracy. § With 111 districts 5

Why Field Placements – Academic Institution? • To provide experience and skills that compliment academic training • Exposing student to work methods and etiquette - alongside the best professionals in the sector or discipline • Real time testing of concepts, principles, notions and assertions • Job modeling! 6

Field Attachments – Breaking the Norms! 7

Why Field Placements – Receiving Institution Recruiting for the sector/discipline Disseminating key technical information Contribution to the general education good Perpetuating work ethic and values Extra hands (? ? ) Giving back as part of Corporate Social Responsibility (CSR) • Marketing …in case of Profit entities • • • 8

The Common Model - Manifestation • “Casual” or at times no planning for the field work and placements • Inquiry by word of mouth • Contacts through relations and peers • Letter of Introduction – generic and one off! • Acceptance Letter from host institution (optional until demanded) • Unpunctuated commencement – no student orientation no cautions! • One supervision mission – no prior interface with host institution 9

The Common Model - Manifestation • Unavailable supervisors! • Limited access to “critical” documents and processes • Work log rarely discussed with academic and work based supervisors • No intermediate assessment to determine consistency, benefit and challenges • Students relegated to general office support – tea making, running errands, junior clerical work • No interface between the Academic and the Host Institution – no synergy! 10

Identified Constraints • No institutional relationships between the academia and the host agencies – even at gate value • Host agencies have no prior appreciation of the curriculum framework • Academic institutions have no appreciation of the mandates and workings of the agencies • No proper meeting between the academia and host agencies • No orientation of the students – ill prepared for the tasks leading to poor results and “confusion” 11

Constraints cntd’… • Students have a very poor reading culture – further undermined by a lack of quest for further knowledge • For the majority…there is a poor attitude to work, seen as punitive and cumbersome • Students are neither prepared nor prior exposed to office etiquette – general tidiness, grooming, dress code, time consciousness, language (slung and colloquial usage) and posture • There is over use of telephonic technology and related social media – that boarders on impoliteness and lack of concentration and attention! 12

Constraints cntd’ • Students lack basic general and report writing skills – making them least usable even for small office tasks • On the other hand, host agencies do not allocate sufficient time to the students • There is no earmarked accommodation and facilities for the students– a clear indication that this teaching mode is not institutionalized • They tend to hoard information - under the guise of the students being amateurs • As such, field attachments have tended to yield no practical results and therefore no professional transformation for the student 13

Towards Effective Partnerships – Academic Institutions • Make a outer list of all agencies and personalities that are relevant to the course – allow students to contribute to this list – via • directory, internet such, personal inquiries and literature review • Open lines of communication – via letter of interest/introduction • Set up periodic meetings to introduce mandates and thematic missions • Seek to get a Focal Point Person for future communication and involve FPP in key course milestones 14

Academic cntd’ • Announce Field Attachment – objective, expectations and methodology – preferably 12 months before each cycle • Cause a planning meeting to outline purpose, methods and expectations • Orient students – expectations and cautions • Cause meeting between the work based and academic supervisor • Conduct a mid-filed assessment to establish consistency and identify emerging bottlenecks – if any • Have a round table discussion for the student/attachment report 15

Effective Partnerships – Host Agency • Elaborate a list of courses and training institutions that harmonize with the agency mandate • Appoint an attachment Focal Point Person – within or without HR • Provide for a minimal support budget –stipends, etc • Conduct an orientation for all interns in a given cycle • Create time spaces for the interns – once a week or as appropriate • Allocate work prices to the students with indication to follow up and examine results • Discuss emerging concerns as raised by the students • Submit students to weekly or bimonthly summary reports as a way of tracking progress 16

Field Work Instructions • Elaborate Subject Area e. g. Governance and Public Administration • Anticipate Thematic sub-issues to be covered under the field work e. g. Participatory Planning, Dealing with marginalized groups • State targets for the student • Give hints on likely experiences and observations • Hold a prior discussion, based on the task and the field manual • Allow student to express expectations and fears 17

Instructions…. • Give reporting instructions – possibly with examples • Alert student to make a comprehensive reading of the host agency’s mission, vision and mandate • Always emphasize that the student gets the organogram to establish the reporting relationships and levels of authority • Let student take photos, get newspaper cuttings to back their case stories • Keep a log of all persons met and their contacts 18

Field Instructions • Student should progressively generate the report – accomplished by an analysis of the weekly work • Note all new and/or unexpected learning points and experiences • Write a crispy, informative and “alive” report • Acknowledge sources • Beware of plagiarism! 19

Professionalizing Practice in Uganda • Use of guest speakers – professional experts and inspiration speakers • Presentations on curriculum and intended career path • Introducing innovations – e. g. preparing case studies on best practices for publication • Creating a Student-Supervisor Dialogue (Open Day) as a mechanism for drawing lessons 20

CONCLUSION • There is no size-fits-it-all for Effective Partnerships and Effective Field Work Instructions • Situations vary from country to country and agency to agency • What we can apply are common principles • A good prior search on the Academic Institution and the Host Agency will provide very useful preparation for both • The Academic Institutions and the Host Institutions must maintain an open relationship before, during and after the placement 21

CONCLUSION • The Supervisor is an important part of the learning chain – through often ridden with delays and frustrations! • Supervisors are heavy determinants for professionalization! • Professionalizing practice begins with the teaching – what messages (+ve and –ve) are given to the student and what issues are emphasized • Professionalism is derived from the technical proficiency as much as from the passion and pride held in that particular profession! 22

The Professional Chain…Welcome! Learn Read Observe Model Internalize Write – Record- Apply Articulate Categorize Store Write Note Record Analyze Sieve 23

Name the Life Realities! 24

Grinding Away…Despite the World of Opportunities! 25