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Giving to Warwick

Our values

Collaboration

We identify and connect people with the ability to inspire and learn from one another, facilitating interactions intended to create the conditions for growth and change to take place.

  • Teamwork is the bedrock of Warwick in Africa; teachers and volunteers teach classes jointly, teams of student volunteers solve problems collectively whilst providing each other with practical and emotional support, lead teachers cooperate in delivering training workshops. By taking part in the programme with others who share a common vision and purpose, participants acquire crucial life skills such as how to influence, collaborate and compromise.
  • Warwick in Africa benefits from well-established relationships with a network of partner schools. These partnerships function effectively because they are based on a deep and mutual trust built up over years of collaborative working.
  • We are committed to forming shared-value partnerships with others whose interests and activities are complimentary to our own in order to maximise impact.
  • The opportunity to connect cultures in pursuit of a mutual goal is one of the joys of Warwick in Africa. The positive impact this has on all of those who engage with the programme is one of the most palpable effects of taking part.

Respect

Humility is a practice, not a state of being. When you practise humility you gain the respect of others.

  • Fostering humility in oneself is a discipline which involves deep self-reflection, the acknowledgement that there are numerous ways to perceive a situation, an open and curious mind and, above all, a consistent demonstration of compassion towards oneself and others. We believe that adopting a mindset based on these principles is the most effective and helpful way for participants to approach taking part in the programme and we endeavour to support them in doing so through our training.
  • We recognise that the teachers working in our partner schools are working in a challenging working environment, however despite this, there is much success to be celebrated. It is our desire to demonstrate our respect for the work of our colleagues by focusing on the challenges and the success in equal measure. Hence, our training approach is underpinned by a core principle which is to identify success and then build upon it.
  • We have learned by experience that the most effective way to connect with others is to listen. The activity we support is based around knowledge exchange, peer-to-peer learning and the sharing of best practise. Teachers at our partner schools understand their own context best and our activity is based on the belief that, by receiving the right kind of support and the opportunity to share experiences with peers, teachers are enabled to find the solutions to challenges for themselves. Above all, we encourage teachers to find their own voice.
  • Ensuring that we have a solely positive impact on the communities we serve is a core priority for us. We aim to create a culture where everyone is treated with dignity and respect and we prioritise the safeguarding of learners.
  • We aim to promote inclusivity by breaking down barriers which prevent students from joining our community. In selecting volunteers, our main priority is to identify individuals who understand and share our core values.
  • We pledge to avoid any misrepresentation of the communities we serve via accurate and responsible reporting.

Aspiration

The desire to inspire and give hope to others lies at the heart of everything we seek to achieve and it is something we wish for all those who engage with our programme.

  • By working with the teachers and learners at our partner schools, we hope it will help them to reach their full potential. It is our primary aim to enhance the quality of education. However, we can also play a role in helping the learners themselves to identify opportunities and understand how to access them. If teaching and learning is approached with an aspirational mindset, it will inevitably impact on the attitude of learners towards education and, in turn, educational outcomes.
  • For those who support the programme by volunteering with us, we hope that the experience of taking part in the programme may inspire them to go on to pursue an enduring interest in education or development work.

Resilience

Resilience is the act of adapting well in the face of adversity, whatever that may be.

  • The personal resilience of the teachers in our partner schools is inspiring - it is that which we attempt to build upon with our enhancement approach to training and mentoring. It is a universal theme that school teachers face demands which can be overwhelming. Warwick in Africa seeks to empower and provide encouragement to teachers who may otherwise not receive the support or recognition they deserve.
  • It is vital that our student volunteers receive adequate training to build their resilience and adequately equip them to fulfil their role effectively - learning to adapt and operate outside of one's comfort zone is a key to building resilience.
  • As a programme, Warwick in Africa seeks to remain resilient in the face of adversity, adapting its services to changing situations.

Commitment

We are proud of the legacy we have created with Warwick in Africa so far.

  • We have committed to working with the same partners, year on year, and it is the strength and depth of these longstanding relationships which has contributed to the success of the programme.
  • Through their generous dedication of time and energy, all of our volunteers and lead teachers demonstrate their commitment to a shared purpose.
  • The longevity of the programme is a testament to the success of our programme model. During this time the programme has evolved and improved whilst expanding its reach. We hope that it will continue to do so in the coming years as much of the impact we have is long-term and requires dedication.