Sunday 13 December 2015

Your life...according to Us

Britain's new Education minister has surpassed herself. In her first big campaign speech yesterday, not only has she simply copied an educational revolution that has been happening for a long while across the pond (with rather troublesome ripple effects), she has also written off as meaningless the talents, skills and interests of nigh on half of the population.

In her speech introducing the government’s new hair-brained “Your Life” scheme, according to the Rt.Honorable Nicky Morgan MP (our Big Boss of UK Schools) if you don’t “Do science or maths” you’re pretty much of no use to the country. If ever there was any doubt that Britain’s education was doing anything other than breed worker-bees for the factory systems of corporate business, this settles it.




Launched yesterday through an embarrassing speech pretty much condemning any arts and humanities graduates as utterly worthless to society, Ms Morgan told the world that STEM education (Science, Technology, Engineering and Maths) is the future.  (The future of money making, that is.)

In a relatively brief speech lasting just a few minutes, the minister referenced the link between the importance of STEM education and money making over eleven times, with fluffy statements such as:

  •  “the young people of today have the skills to turbo-charge the economy of tomorrow”
  • “Did you know that people who work in careers related to science and technology earn more? The top ten highest paying jobs for graduates all involved maths and science skills. Fact.
  •  “Pupils who study Maths to A level will earn 10% more over their lifetime...”  (More than what, I have to ask? More than whom? I studied Maths to A-level and right now I am earning 10% more than no-one.)
  •  “… that’s 50% more highly qualified and skilled young people equipped to take their place in modern Britain… to win the top jobs and reap the rewards. An increase that benefits not just them, but our whole country.”

Once again, we have a national education system promoting money making over everything else in life. What about creativity, passion, growth, curiosity, skill-acquirement, socialisation, self-discipline, awareness of others, empathy, friendship, the pleasures of learning? Nope. School is not for those things, duh. School is there simply to teach you (or should I say, to train you) to make oooodles of money and be a big fat cat.

Take, as a further example, the “role models” given to children on the Your Life campaign website. Firstly, the fact that the section is entitled “People and Role Models / Celebrity Stories” is a worrying starter. What is the difference between a person and a role model by the way? Why are they separate? Are animals better Role Models? (at the end of the day, probably very much so!) Plus if Celebrity is what we are giving our children as a Role Model to aspire to be, well then god help us all.




The role model selection for a nation’s children is:

  • Ron Dennis (Executive Chairman of McLaren) who I am assuming is sponsoring this new educational reform, as there are puns relating to motor racing all over the website and a competition, called Formula 100, to bribe children to take part in the initiative with “dazzling prizes”.
  • The Secretary of State (What a great role model she’s proving to be, writing off half of the population that didn’t do Maths or Physics at A-level. Bravo Nicky).
  • Real People ( Hmm, this is a bit of a puzzler. Quite who Ron, Nicky and the Celebrity world are, or what they all have running through their veins that keeps them out of the “real people” category, I’m not quite sure. Green dollar bills I suppose).

The companies supporting the Your Life initiative are:

·         BAE Systems
·         Shell
·         Visa
·         Carillion
·         Ford
·         Johnson & Johnson
·         Nestle
·         Rio Tinto

“When I grow up, teacher, I want to work for a giant global corporation that values ethics and morality as much as it values pennies and people.”
“That’s great news, little child – welcome to the new, exciting British Education System”.

In the brief 250 word rhetoric on what the Your Life programme is, the command:  “DO SCIENCE AND MATHS AT A-LEVEL” is given three times – subliminal brainwashing taken to a whole new level.  One again we’re discriminating against anyone who is not taking A-levels; ignoring all vocational training, skill acquirement and non-academic children of the country. Once again, we are channelling young people into a world built purely around Subjects; not learning for pleasure or interest, for the development of critical thinking, for the nurturing of ideas, creativity, expression or freedom. Once again, we are placing a hierarchical value on learning – you’re somehow going to be a better person or more successful if you study Maths or Science than you are if you study English, Art or Music.




There are two statements in Ms Morgan’s speech that really grate. She starts off by saying: “Let’s be honest - it takes a pretty confident 16-year-old to have their whole life mapped out ahead of them” and then goes on to say, “These figures show us that too many young people are making choices aged 15, which will hold them back for the rest of their life.”

I totally agree. Making decisions about what you want to do with your life aged fifteen (actually it starts aged thirteen in the UK, when you have to start choosing and dropping subjects – an age of rampant hormones, high-level emotions and very little concept of your own self, never mind your future) is ridiculous. I’m in my thirties and I still don’t really know what I want to do with my life. And why should I have to know?  But I digress. The solution to the problematic scenario of life-choice aged fifteen, dear Britain, is not to choose to study Maths and Physics rather than the humanities. The answer (forgive me for my simplistic logic here) is to CHANGE THE SYSTEM!

Why do we force young people to make decisions at the peak of adolescent eruption? We know it doesn’t work, we know that it brings great failings to our children and their futures, we know adolescents are more interested in their nether regions than what they plan to do for the rest of their lives. So why do we continue to carry on with the same system year on year?
 Because, it seems, government policy is quite simply: “If it didn't work last year, do it AGAIN this year (and if possible do it MORE).

Give it a fancy new name – something catchy like “Your Life” (oh the irony of ownership and choice is so delicious in that one, Ms Morgan); build a fancy website, get a rich celebrity to endorse it and bobs your uncle – that’ll keep them quiet for the next few years whilst I’m in power. She’s even using the same, tired old rhetoric in her vitriolic launch speech, saying “it marks the start of a campaign that will make a real difference, not just to young people’s lives, but to the future of our country.” Hmm, now where have we heard that one before?

To borrow a phrase from philosopher Mr John Gray: 

If there is anything unique about the human animal, it is its ability to accumulate knowledge at an ever increasing rate while being chronically incapable of learning from experience. 

Too true.

I’ll end with my favourite quote from the Rt Hon. Ms Morgan’s dazzling speech yesterday; a quote that in my opinion really shows the worth and merit, the potential and the possibility for this new campaign that is going to “make a real difference” (a real one this time, Real – like those people). She started the speech by saying how delighted she was that morning because she had seen “not one, but three "Your Life" posters adorning bus stops over the past weekend”. Well Nicky: that really goes to show what a life-changer this campaign is bound to be.

Bravo, Britain. Bravo.





Wednesday 11 November 2015

Thoughts...

I spend most of my days right now thinking, writing, talking and musing on many issues surrounding education and development. Many of my thoughts are discussed in my book, but I also enjoy challenging my own thoughts by sharing and discussing with others. Thus here are a few blog-posts of my current thoughts on a few topics to share with you all. Comments, ideas, questions back are greatly encouraged J

...On Poverty

To what extent has “Poverty” become a brand?

The term itself is, after all, a social creation; judged and assessed purely through fiscal comparisons. It is not a self-created identity, but a derogative imposed upon a person, community or country - a label that is given rather than chosen.

The branding of “poor” comes (according to the powers that be) when someone is “failing” to earn $2 per day – the global marking of a poverty level. Therefore, as a branding, it leaves little for a country or its people to aspire to other than fiscal development; ultimately tying progress firstly into dependence, then subsequently into a singular direction in order to lose the branding.





As a generalised label, “poverty” has almost served to create a categorised subspecies of humanity: people classified as failing in the game of life. For a community, a culture or a nation to be thus branded implies an inherent sense of failure; that somehow you are “failing at life” and therefore need to change your ways. Yet the branding only focuses on one thing: money. Poverty does not consider happiness, quality of life, emotional well-being, community engagement and support, skill-capacity, sustainability, growth-potential etc. It is simply a judgement of how much money somebody has in their pocket and endorses deep-seated assumptions of a lack of self-worth.

Here’s a question: If someone has an abundance of material wealth but houses no love in their heart, no joy in their soul, no happiness in their smile, are they not the ones that are Poor?
Current practices of poverty-alleviation through development have been modelled around a foundation of comparison; the construct of developmental aid infiltrating a psyche of superiority and inferiority across the world. If you have money (or the promise of it) you are a Success; if you don't, you are a Failure and dependent upon the Successful to help you to follow in their footsteps. Thus, in this system, one side is forever the loser. Everything within the processing of aid support-systems categorises progress through models of comparison: all of the diction surrounding development using terms of contrast, denoting one way as either inferior or superior to the other:

Rich versus Poor
Developed versus Developing
Modern versus Traditional
The First World versus the Third World
The West versus the Rest of the World
OECD versus the Rest of the World
Industrialised versus Emerging Economies
The Fortune versus the Bottom of the Pyramid

A psyche of western thinking lies behind many aid initiatives being infiltrated across non-western environments, yet the processing and infiltration of projects on the ground will never work in the same way they did for those setting the initiatives (for many reasons, about which I will write further anon). The problems of trying to homogenise evolutionary progress through a single-minded dictation of directional change is that it so frequently ignores the absurdity of an immeasurable comparisons of habit, environment or lifestyle; instead removing contextual fundamentals from the equation and focusing simply on one thing: Money.

Poverty is a branding that cannot be eliminated by The Poor; it is an assumed derogative put upon a nation from outside and, as such, leaves little room for manoeuvre beyond a reliance on aid to support growth; restricting its people to a subservient role and a permanent backseat position within the game of progress.


So how do we remove the branding? 

Wednesday 14 October 2015

Thoughts...

I spend most of my days right now thinking, writing, talking and musing on many issues surrounding education and development. Many of my thoughts are discussed in my book, but I also enjoy challenging my own thoughts by sharing and discussing with others. Thus here are a few blog-posts of my current thoughts on a few topics to share with you all. Comments, ideas, questions back are greatly encouraged J

...On Education

What is an educated person? Is it somebody that has a degree? Is it somebody that has been to school? Is it somebody that has a skill or something of value to offer the world? Is it somebody that can think?

The value of education is something I consider a great deal, as more and more we are being led to believe that only if someone has jumped through the hoops and spent time in an educational institution are they Educated. By this rationale, we are calling half of the world “uneducated”. Absurd as a notion and failing to recognise how much value there is in an education system outside of school.

Here’s a little clip to demonstrate.


Formalised education systems are hierarchical – there are many reasons for this (and the history of formal schooling shows how this structure has evolved), yet we now seem to have an elitist system within our societies that brands “an educated person” above “a non-educated person” (the former meaning somebody who has been given the golden tickets gained through the process of formal education). 

Yet why are we being told to see someone with a degree as “better educated” than someone who has, for example, never had formal schooling, but has learned valuable skills through experience and informal educators? (for example, somebody that has learned to grow their own food, build their own house, make their own clothes, tend their own crops and animals etc.)
Within formal schooling systems themselves exists a hierarchy that values people’s brains over their bodies. For example, if you have been educated in a “brain subject” you are systematically deemed as being “better educated” by our society than someone who has perhaps learned a craft or a skill. Why is this? Why do we think that educating the brain is somehow better, more valuable, more worthy than educating the body? Why is vocational training so often seen as inferior to academic training? After all, the world only works with a balance (in fact, our world would simply fail to work without skilled workers, but would manage to sustain itself readily enough without academics).

There is also now an inherent global belief or faith that education is the solution to the world’s problems (albeit causing many more problems in its current structure, about which I’ll write another time) whilst “fighting poverty through education” is a maxim bandied around the modern psyche. But what is the real value of education? If somebody spends six, nine, twelve, sixteen years within an education system that trains them how to think in a particular way (national systems are, after all, being channeled and chosen by a higher power; the material within curriculums processing a particular view of the world),  are they “better educated” than someone who has acquired their own knowledge through myriad of self-directed systems and has learned to critically think as an independent, creative self?

What, fundamentally, is Education? Is Education thinking? Is Education Wisdom? Is Education knowledge? Is Education Information? Is any sort of formal school education categorically better than no education? (By no education, I mean someone not going to a school).


What is the value of education?


Thursday 3 September 2015

Thoughts...

I spend most of my days right now thinking, writing, talking and musing on many issues surrounding education and development. Many of my thoughts are discussed in my book, but I also enjoy challenging my own thoughts by sharing and discussing with others. Thus here are a few blog-posts of my current thoughts on a few topics to share with you all. Comments, ideas, questions back are greatly encouraged :) 

...On Idealism versus Realism

Many of us want to change the world. Many of us hope to make a difference in people’s lives; whether they be people we know or people yet to be born. Yet, while we may all strive for a better future, our approaches frequently differ. Some of us are idealists. Some of us are realists. Both have their promise and both have their faults. Living in a world of hope, of idealism, of “what ifs” may never come to fruition (certainly within a lifetime) and thus requires a sustainable model of pursuit, whereas living in a pragmatic dogmatic world may result in a future of disappointment and failure.

Thus, does an optimal future require a balance of the two? In order to make any significant change in the world, do we need to balance our utopian dreams with more basic, realistic action?

Russell Brand (Britain's "bad-lad turned good" voice of the underdog) is championing for a revolution. For all of his controversies, I like the guy. He's quirky, bold; strikingly intelligent and is prepared to step outside of the conventional system to do things in another way. He is someone taking action within his vision of an idealistic future but with a practical application of doing something in the here and now.

(For a better idea of what he is trying to do/what he is encouraging us all to oppose, here's his delicious interview with Jeremy Paxman)

In order to evoke any kind of change, I wonder whether Empathy is the tool we all need. I guess it is a part of the romantic versus scientific opposition that is a fundamental duologue within human nature, but I do believe that to see clearly the problems that lie ahead of us (individually or collectively) we have to see them with more than just our eyes. Empathy and understanding are perhaps the most crucial elements necessary for evoking change, whether in an idealist or realistic setting. Having, or striving to gain, an understanding of why people do what they do, why systems exist as they do, why people think as they do, before working to make changes for the better is crucial (no matter what sort of change they may be.)

This little video from the delightful Dr Jane Goodall presents so beautifully the bringing together of mind and heart to evoke change in the world, wherever and whatever that “world” may involve: Encouraging empathy


Wednesday 19 August 2015

Thoughts...

I spend most of my days right now thinking, writing, talking and musing on many issues surrounding education and development. Many of my thoughts are discussed in my book, but I also enjoy challenging my own thoughts by sharing and discussing with others. Thus here are a few blog-posts of my current thoughts on a few topics to share with you all. Comments, ideas, questions back are greatly encouraged :) 


…On Augmented Reality

Here is a podcast I listened to recently. Although it is over a year old now, it touches on concepts that are creeping further and further into our world today: wearable technologies, in particular those which are bringing with them the magical world of an augmented reality.
Looking in particular at Googleglass (the glasses/portable computer/wearable brain) and computerised ski-googles, the discussion in the podcast is on the future of wearable technology and augmented technology, and how we are using /evolving /submitting to technology within our lives and our future habits.

Here are a few thoughts and snippets relating to particular comments made throughout the discussion:

6mins  
Many new technologies being created and put out in the market place have the purpose of "trying to get us more active" within natural human interfaces (the argument for Googleglass being that we can be using the computer without having to look at a screen, instead we can look out to the world through our computer glasses!)  In other words, these technologies are encouraging us to interact more as humans by using technology. This strikes me as a little crazy. After all, surely we could all interact with humans and be more human without using technology? (This seems a bit of a logical point to me, unless I'm missing something).
What is the actual need for these technologies? Technology originated with the purpose of being a tool to support us in our daily lives, yet how much do we honestly feel we still use technology as a tool to support a need as opposed to replacing ourselves or part of ourselves simply for the hell of it?

There seems to be a given presumption that we, as consumers, will simply embrace everything new that comes our way: “New things must mean better things.” But why? Why is the iPhone 6 better than the iPhone 3,2,1 (or even, for that matter, my little mobile phone bought in 1995 that I still use and that works wonderfully well)?

15mins
The world of technological revolution has created “Augmented ski goggles” - the merits of which are apparently that you don't need to think/remember where things are as you're skiing along; your goggles can do that for you. You don’t need to worry about which direction you are heading in, where the boulders, trees or obstacles are, where the café is – the goggles will work that all out for you. You can also read your text messages and emails whilst slipping down the slopes. Brilliant. You can "know" (for the brief second you're whizzing down the hill) information about what's around you so you don't have to find out any other way, and can forget it once it's passed you by. And you can know lots of fascinating facts about yourself and your skiiing prowess to brag to other skiiers about when you get to the bottom.
My fundamental question here (as ever) is Why? Why do we need something (a pair of glasses) to think for us? Are we really becoming that lazy?

23 mins
One of my greatest concerns about the rapid development of technologies across the world is their impact upon children. Beyond psychological and neurological influence, for many, (especially children) new technologies are encouraging and developing a disconnect from the world around us. I worry about this a lot as a teacher when I see the negative ripple effects of consumptive technology upon the children I teach. As the discussion says, if children are growing up not knowing what they have around them (as they are disconnected from the natural world when plugged in to other realities), then how can we ever expect them to care about its erosion or to miss it when it goes? 

26 mins
How much do modern technologies distract us from actually living in the present? When we are creating alternative realities/augmented realities, what are we saying about the merits of the real world? And, as stated in the discussion, when corporate greed puts aside ethics for the sake of profit, who then actually cares about the loss of our abilities to live in the here and now? When people are having to go to camp or on holiday to experience reality (to spend time in the real world to escape their world of consumptive technology), should we not perhaps worry that our dependence upon technology has already impeded our ability to fully interact in the real world? 

I know this "brave new world" is a dystopia for some whilst a utopia for others, as there will always be a spectrum on the merits and application of technological use. Listening to this podcast, I came back to points I often make when I think and talk about the world's use of growing technologies: it seems that the more we gain materially, the more we become disconnected from the world and from ourselves. And try as I might, I just do not see anything good in this.

I worry in particular about our children, as they look to adults for advice on how to live in the world and, if they are being born into a fully wired world and a movement away from strong interpersonal relationships and communities, they often have no ability to think outside of this if they are not given that opportunity.


Just because something is new, shiny and can do exciting things, does this automatically mean that we need it?



Sunday 2 August 2015

The Curse of the Voltourists

No, I am not writing today about a new breed of dazzlingly attractive vampires about to rampage across the Italian countryside...



The term, Voltourists or voluntourists is a fairly new idiom coined to reference the new breed of travellers, keen to link sightseeing with doing-good. I’ve written about this before but will write again as it seems that this issue is a growing trend across the world; the negative impact of volunteer-tourists upon communities across the globe.

The concept in itself is bred from a worthy and virtuous consciousness, and it is a concept that should be credited with the charity which inspires it. There are hundreds upon hundreds of wonderful projects at work across the world; linking skilled volunteers with communities to work together. However, there is such a great deal of negativity that comes with this growth and I find myself facing it day in, day out here in Tanzania.



The basic concept, as mentioned, is worthy. Many people wish to share their wealth, their time, their care and support and (in many cases) their skill with others, and allow positives to come out of both sides of the equation. And for many of these projects, these positives bloom brightly. On the flip side, however, there are huge rumblings of negativity surrounding the growing population of companies and projects supporting voluntourism with, in my opinion, three main areas of concern arising from this growing trend:

  1.     In-country corruption
  2.    The merit and sustainability of projects
  3.    The negative ripple effects nourishing the telling of The Single Story and encouraging a    dependency syndrome.

1. IN COUNTRY CORRUPTION
Finally appearing in the national press this week was the unearthing of the darker side of Nepal’s emerging orphanages. Fuelled by a growing trend in tourism, many of the orphanages developing in popular tourist destinations have become highly successful business models extracting money from well-meaning tourists to go, not towards the welfare and livelihoods of the children but (more often than not) into the pocket of a fat-cat. 



How does this work? Well, for a start, many of the children residing in the growing number of orphanages are not technically orphans; having one, or in some cases both, parents alive. In many instances parents are being duped into sending their children to these centres with the promise of an education; an education that they perhaps cannot afford or provide due to their family circumstances. Thus, on the outset, the orphanage centre seems a positive move for the family. On the other end of the corruption spectrum, well-meaning tourists are coming to visit these orphanages, seeing the large numbers of children requiring support to fund their housing, food and education and thus provide the funds to source these needs. But, in so many cases, the funds go no-where near the children, instead falling straight into the pockets of the manager, owner or fat cat running the orphanage. In the report from orphanages across Kathmandu and Pokhara (two of Nepal’s tourist hot-spots) the findings are that tourists and voluntourism may be unwittingly complicit in child trafficking. Read more here:


This is not an issue isolated to Nepal. It is happening across the world. It is, for example, happening about five minutes from where I am currently living, here in Tanzania.



One of the reasons I have come out here to work on my books is because of the high levels of negativity surrounding aid and development in this area of the world and the orphanage business is just one of the groaning problems emerging.

The growth of orphanages here in Arusha, one small town within the vast country of Tanzania, is immense. Ten, fifteen years ago there were perhaps a smattering of orphanages across the region; namely because of the strong sense of community that exists here. If a family tragedy strikes and a child finds themselves orphaned, more often than not they will simply be taken in by the wider family community. Most people here that I know would call all children in their immediate family “their child” – not their niece or nephew; no discerning of the fact that the child belongs to their sister or their brother. There is no literal translatable word for niece or nephew in Swahili; simply a phrase meaning “The child of my brother or child of my sister” or, what is most frequently used, “my child”, as community here is strong. Thus a child moving to live in an institute outside of the family is a rarity.

The landscape today, in 2014, in this small region in Arusha is littered with orphanages. Literally. You cannot go more than five minutes along the main tourist route without seeing a sign for an orphanage or a children’s centre.



Do I think it is because, all of a sudden, community values and the strong teachings of ujamaa have left the people of Tanzania void of the ability to take in these youth? No. I think it is because of the growing trend of voluntourism. In fact, I know it is.
Do I think that many of these orphanages are legitimate? No. In fact I know that they are not.  
Do I think that many of these orphanages are running in the same negative way as the ones mentioned in the press this week? Yes I do.

One I know well: Good Hope Children’s Centre, an orphanage that I spent a bit of time with last year. Knowing that there were over sixty children living together in a very dark, damp and decrepit building; many of them out of school, it was obvious from the outset that this was not a happy place for children to be living. Many of the children were out of school, as the orphanage did not have sufficient funds to pay for their schooling; there were holes in the roof, a lack of sufficient food to go around and little in the way of Hope to be found.  I originally went with the intention of trying to work with Mr Elisante, the owner, on finding more sustainable ways to bring income into the centre beyond his reliance on tourists driving past and giving them money. However, when I spent time with him, spent time looking at his accounting books, spent time talking with people in the local area, I unearthed a much darker picture; one completely void of Goodness.  

It appears that Mr Elisante had duped the assistance of a well-meaning German lady seven years ago, who set up a fundraising website for him to gain funds to build a school. The school – built and furnished by wonderfully generous friends of this German woman – is now Mr Elisante’s house.



It appears also, when angered Germans stopped helping the orphanage, that Mr Elisante then duped the assistance of a well-meaning American family, who (again) started a fundraising website for him to provide money for food, for better housing and for education for the children. Lots of money was raised through the website (now shut down, but records standing) but none of this money was in the accounts; none of this money was visible in the shoddy housing; all of this money was in Mr Elisante’s pocket.
One of the first things Mr Elisante asked me to help with on the day we first met was starting up a fundraising website…!


And yet, for many of the tourists driving past and stopping on the way up to the Arusha National Park for their day’s safari, it seems a desperately needy place; a place that encourages them to give their money to help. Because, like it or not, corrupt foundations or not, it remains that there are sixty kids living there who are suffering every single day. Not, however, because they are orphans in need of a family, but because they are a product of a very corrupt yet highly successful business-model.

This is just one example of one “orphanage” in one small street in one small town in one country of the world and I do not for a second think it is in any way unique in its corrupt practices.

2    SUSTAINABILITY AND MERIT
Come back to the world of voluntourism. The second issue I feel that forms negative ripple effects is the un-sustainability of so many projects that are at work across the world. It is so very frequent to find projects where students are flying in to “dig a well” or “build a school”, “lay a water pipe”, “build some toilets” or “teach”. Volunteers spend one week, two, sometimes four weeks hard at work, doing their best to “help” and then, when the time comes to continue their journey, go on their safari, or head back home, the work stops. And then what? In so many cases, nothing.



Nothing, that is, until the next load of volunteers flies in. Often there are weeks, months, sometimes years between groups, meaning that in many cases the work has to be started again from scratch.  There are hundreds upon hundreds of half-built schools, crumbling wells, rusty water pipes, broken toilets and empty classrooms across the world; so many of them products of non-sustainable projects made for the sake of pleasing tourists and making them feel that they are doing something good.

Beyond that, I have seen so many cases of people being put out of a job in order for a well-meaning tourist to come in and do the job instead. In many countries that I have spent time in, I have known teachers who have been “temporarily relieved of their duties” by young eighteen year olds who have come to “teach”. The teachers are sent home for one week, two weeks etc, and are often not paid during their absence. Meanwhile, the unskilled youth is left in charge of their class for the duration; with no knowledge of the local education system, no training in pedagogy and frequently no understanding of the local language or curriculum. How can we be selling this to anyone as a good thing?

Add to this the influx of young people entering voluntourism projects to “build” or “design” houses, schools, wells, water pipes, irrigation systems etc. How many of these people have any skill, training or expertise in engineering, architecture, water-systems or agriculture, never mind any relevant knowledge of the problems of the local area? And, more to the point, why are local people, local skilled people, not being employed to do this work? Because we cannot for a second be naïve enough to think that there are not hundreds of builders, carpenters, architects, engineers, agriculturalists living out here in these communities. Surely providing local employment to solve a local problem is much more helpful in the longer term than flying unskilled youth across the world to do a half hearted, half finished job?
Here in Arusha, there are hundreds of volunteers  - they are “teaching” or “building” or “skill sharing” in some shape or form, and so many of them have paid an extortionate amount of money to come out here. But the merit of so many of the projects that they are involved in is so weak.

Here is an interesting article about the negative ripple effects of voluntourism in Cambodia:


3    RIPPLE EFFECTS OF SUSTAINING A SINGLE STORY AND DEPENDENCY SYNDROME
As I keep saying, I do not for a second doubt the good intentions behind this industry. There are so many good people in the world who want to help others, and this is seemingly a great way to do that; giving back and gaining at the same time. And yet, the ripple effects of what is happening on both sides of the fence are so very disturbing.

On the one hand, young people across the world are being told that communities in non-industrialised countries need help. They need help with their schools, their orphans, their water supplies and their farms. And companies across the world (a growing market: there are now over one hundred companies operating in the UK alone who offer volunteer opportunities just in Tanzania, never mind across the rest of the world) offer students a comprehensive package of How To Help. It often involves paying a HUGE amount of money (where does the money go? Not very often to the people on the ground); often involves a month-long trip with time for lots of recreational activities in country too; often involves a project in one of the above fields and often involves no requirement of skill, language proficiency or in-country knowledge.

Flip this around – we in the UK need help with our schools, with our youth, with our unemployed, with our flooding and with our farms. Imagine for a second that we were inundated with plane-loads full of eighteen year olds from unknown lands, none of them with any skill, training, qualification in any of the fields of help; none of them speaking English or knowing more than few vague facts about our country. We’d be appalled, we’d laugh, we’d turn them on their heels and send them home. And yet, somehow we have allowed this to become a growing model to dish out to the rest of the world.

On my journey out here in April, there was a large crowd of volunteers (all wearing big t-shirts that said “Project Africa”) at the check-in area at Heathrow airport. They took the same plane as I did and, sitting in a row in front of some of them, I listened in to a conversation they were having with a fellow passenger.

PASSENGER: So, what are you guys doing?
VOLUNTEER: We’re going to volunteer in Africa for a month.
PASSENGER: Wow, so where in Africa are you going?
VOLUNTEER: Well, we were going to Kenya, but it is now far too dangerous for us so we’re now going to work in Tanzania instead.
PASSENGER: Oh, ok, so what are you doing there?
VOLUNTEER: (laughing) We don’t actually know! In Kenya, we were going to be digging a well, but now that the project has changed, it’s not been sorted out for us yet. It will either be teaching, or building I think but I’m not too sure. But something helpful anyway.

I know this is just one little instance, but the idea of 30 sixteen year old school children (none of whom, I’d bet my life on it, are either teachers or builders or have any discernible qualifications in either field) flying out to a country they know nothing about, to do god knows what, but still thinking that this is a great and helpful thing just really pains me.




What these projects do is serve to fuel The Single Story that exists about non-industrialised countries; that they are all in desperate need of help in so many areas, and even a little unskilled sixteen year old can do good there. This is a lie. I know it because I was once involved with an unsustainable project and have seen the very real side of this farce. I know because I have seen the negative results of these projects in so many countries that I have been to. I know because, surrounding me every day here in Tanzania, I can see this happening.

On the flip side of this, a dependency syndrome is starting to emerge from local communities; relying on tourist money, relying on an influx of donations, relying on hand outs and fuelling a “dollar signs in flashing in the eyes” view of anyone from the west. Young kids here frequently walk past me in the streets and say “Give me Money”. This has not come from nowhere and saddens me to the very core every time I hear it; for so many reasons.

So why do I care so much? Partly because of all of the above reasons; partly because of the huge ripple effects that this model of business is having, on both sides of the ocean. And partly because it is only going to grow. Aside from the growing trend of “Gap Years” that has hit countries across recent years, it is now a common occurrence to find these projects being advertised and frequently implemented in secondary schools across the UK and (I am sure) countries across the world. There are, after all, volunteers roaming the streets here in Arusha, whose accents stem from all far-flung corners of the world.

Being on the ground in this area, I can see first-hand the negative impact of bad voluntourism. Listening to the volunteers speak about their work, I can hear first-hand the negative impact of bad voluntourism. Listening to the local community speak about these projects, I can hear first-hand the negative impact of bad voluntourism.

Knowing how young people back in the UK alone are being encouraged to take up these volunteer projects, being seen as “good for the CV”, I feel impelled to do something. Part of the work I was doing with Bright Green Enterprise was working on a new programme, teaching sixth form students about some of these issues. Part of the lecture I worked on for schools was surrounding the ripple effects of this system. Part of the book I am working on is focused on the scars of this model. I am not for a second wanting to take away from the good intentions surrounding volunteering, or for a second blight the wonderful models of sustainable and positive opportunities and projects that exist across the world. But I am not able to sit back and ignore the negatives; especially as they are growing as I speak.

For those of you who’ve come across the Twilight Saga, you’ll know that the Volturi are a powerful coven of Vampires who enforce the laws of the vampire world (yes, I know!) They are not supposed to be villains; they are supposed to be the foundations of peace and civilisation, people (well, vampires) who work to help and support communities around the world. And yet, the ripple effects of their self-serving methods are quite worrying; making them more of a curse than a cure.



Volturi…voltourist…. sound rather similar to me...