1. Introduction
Visits to other clusters or schools that exemplify good educational practices are an excellent way for school personnel and community members to replicate some of the activities they have seen in their own schools. As well, study visits provide opportunities for schools to exchange ideas, information, knowledge, and create connections across and between schools and clusters. Once the visits are completed, it is necessary for schools along with communities to follow up by putting some of what they have seen or talked about into practice in a way that meets the educational needs of their local context.
2. Primary Objectives
- To promote cross-fertilization of ideas between schools and communities.
- To enhance school personnel and community members' understanding of ways in which schools can improve.
- To help make children's education more relevant to the local needs.
3. Target group
- School personnel and community members selected by clusters to make school visits.
- Staff and community members from receiving and visiting schools as well as children will benefit from the experience in the long term.
4. Information on Implementation
Implementation of study trips will vary from place to place depending on the objective of the visit. However, some things to remember are:
- The visit should be planned well in advance so that the visiting school and host school are well prepared.
- Transport should be organized well in advance.
- If it is a day trip, provisions should be made for food and drinks.
- A preparation meeting is necessary to ensure everyone agrees and understands what the purpose of the trip is.
- A follow up meeting is important so information and ideas gathered can be shared with other staff, community members and children if appropriate.
- Once the trip is over, if activities are to be replicated or implemented based on what has been observed and shared a plan should be made for how and when this will take place.
5. Resources Needed
- Travel costs for participants
- Lunch for participants
