Written By Jun Kajee, Global Schools Advocate & Deputy Director (Academic Affairs) Living Word High School.
African Proverb
“If you want to go fast, go alone. If you want to go far, go together.” This African proverb aptly underscores the value of collaboration, particularly relevant in the context of school-university partnerships. These partnerships are collaborative ventures between K-12 schools and higher education institutions, aimed at enhancing educational practices, improving student outcomes, and fostering professional development through shared resources and expertise. When developed on foundations of mutual trust, joint incentives, and a common vision for renewal, these long-term partnerships capture the essence of the myriad reforms urgently demanded by contemporary education systems worldwide. In an era marked by increased populism, heightened skepticism towards science, and precarious rates of participation in higher education, such partnerships demonstrate how collective efforts can contribute to profound and lasting social change.
These partnerships, while powerful in their potential for systemic change, are not one-size-fits-all solutions. Understanding the local context is crucial to the success of Education for Sustainable Development (ESD) initiatives. Tailoring approaches to address specific community needs and challenges can make all the difference, as the effectiveness of strategies often varies across different environments. Without this contextual awareness, efforts may falter, failing to resonate with the unique dynamics and cultural nuances of the communities they are intended to serve. In other words, don’t just take my word for it—while I provide an account of my experience here, your path to success with school-university partnerships lies in getting out there, experimenting with different approaches, and iteratively refining your strategies based on real-world feedback.
Sustainable Development Goals
As a university faculty member and deputy director for an established American school with operations in Taiwan, I recognize the paramount importance of understanding the unique challenges presented by the local context. Taiwan faces several pressing issues, including the need for regional peace and stability, an aging population, and the demands of advanced manufacturing driven by scientific innovation and greater integration into the global community. With birth rates continuing to decline, school-university partnerships play an increasingly important role in cultivating a skilled workforce capable of sustaining economic growth in the years to come. Coming out of the pandemic, a period during which Taiwan was essentially closed off from the rest of the world, nurturing connections with international partners was a priority for our school. It was during this time that I became a Global Schools advocate and began actively working on furthering international ESD initiatives. These were intentionally conceived to foster internationalization and deepen cultural exchange, aligned with Taiwan’s Bilingual Nation 2030 initiative, which aims to improve English proficiency and boost global competitiveness. Hence, our school-university partnerships adeptly serve dual purposes: advancing Education for Sustainable Development while building capacity for global engagement.
In February 2024, our students embarked on an in-person winter program to Finland as part of our school’s partnership with Satakunta University of Applied Sciences (SAMK). Following a prolonged period of isolation, this trip provided students with firsthand experience of a foreign education system and culture. Importantly, the program incorporated an extensive ESD component that exposed students to Finland’s approach to sustainability and environmental stewardship, allowing them to interpret common challenges from a new perspective. By providing students with opportunities to engage in real-world projects and research at Tampere University’s Pori campus, the program bridged the gap between theoretical knowledge and practical application. In addition, the hands-on projects between Taiwanese and Finnish students at Winnova and Porin lukio general upper secondary school cultivated critical thinking and problem-solving skills, essential for navigating the complexities of modern society. As students worked alongside international peers, educators, and researchers, they developed a sense of ownership and responsibility, cementing their long-term commitment to sustainability and civic engagement. Students returned to Taiwan with a heightened awareness of the SDGs’ practical implications and a global perspective on addressing various environmental and social challenges.
Students and staff at SAMK during Living Word’s Winter Program to Finland in February 2024.
Beyond student benefits, these collaborations also yield long-term institutional rewards. They foster capacity building, enhance research capabilities, and promote knowledge transfer between academic institutions. In July 2024, our school visited Southern Utah University (SUU), the University of California, Los Angeles (UCLA), and the University of Southern California (USC). In addition to the structured program in which students participated, we, as school leadership, signed several agreements allowing for joint research projects, shared curriculum development, as well as student and staff mobility, ultimately strengthening the global standing of our respective institutions and our capacity to engage in school-university ESD initiatives together.
The viability of in-person international initiatives is, admittedly, severely constrained by burdensome financial demands. Success often hinges on careful planning and the ability to leverage various funding sources, including government grants, corporate sponsorships, and support from non-governmental organizations (NGOs). My advice to others looking to foray into this area is to start slowly, build trust, and secure funding based on the results of prior work, including student testimonials and media outputs. Patience and perseverance are key, with the shared path toward meaningful collaboration being as important as the destination.
Students and staff at SUU during Living Word’s Summer program to the USA in July 2024.
Jeffrey Sachs, President of the United Nations Sustainable Development Solutions Network (UN SDSN), has emphasized the role of education in building societal resilience, arguing that a well-educated populace is better equipped to contend with challenges and adapt to change. Through effective school-university collaborations, Taiwan empowers its youth to contribute meaningfully to a stable and sustainable future. By fostering an environment where students are encouraged to think critically, collaborate, and innovate, these partnerships help cultivate a generation of leaders who are not only prepared for the workforce but also committed to addressing the social and environmental challenges of their time.
The Global Schools Program (GSP) itself can be considered a type of school-university partnership, embodying the collaborative spirit necessary for advancing ESD on a global scale. With the support of prominent institutions such as Columbia University, the program leverages academic expertise to enhance curriculum development and teacher training. I, too, am mindful that this very support has trickled down and empowered me to make impactful international school-university partnerships a reality for students in Taiwan, touching the lives of many.
While school-university partnerships hold great promise for advancing ESD, it is essential to approach these collaborations with a clear understanding of the distinct challenges faced by both educational levels. Schools are often constrained by limited resources and insufficient teacher training, impeding effective delivery of ESD concepts. Conversely, universities face their own set of challenges, grappling with the intricacies of interdisciplinary instruction and the need for curriculum reforms that extend beyond traditional pedagogical frameworks. The rigidity of standardized curricula further complicates matters, leading to inconsistent implementation of ESD principles at both levels. Despite these challenges, upcoming GSP initiatives like "The Ages of Globalization" online course offer a promising avenue for aligning school and university approaches to ESD—providing a common language and framework that can bridge the gap between these institutions, foster shared understanding of global challenges, and facilitate more effective collaboration in sustainability education moving forward.
The potential of school-university partnerships in Taiwan is immense. By understanding and addressing the local context, these collaborations create meaningful educational experiences that empower students and contribute to the broader goals of sustainable development. As Taiwan navigates its unique challenges, a resolute commitment to collaboration and innovation in education will be essential for shaping a resilient and prosperous future.
“If you want to go fast, go alone. If you want to go far, go together.”
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