This section summarises our experience around the world. More detail of any of the experience described can be made available.
Several of our core team of consultants have worked in most sub-Saharan African countries over the last few years. Organisationally we undertook a major role in a primary education project in Kenya. More recently we have organised group teacher visits to Uganda, Mozambique and several to South Africa.
We have been working in South Africa since 1995. We have worked with schools in the Western Cape and elsewhere, including in several of the townships surrounding Cape Town. Structured professional study visits were delivered. In addition, work with maintained FE colleges was undertaken. This included supporting South African colleges in developing IT management approaches.
Merganser and its predecessor organisations have particularly strong experience of working in Caribbean countries, over the last twenty years.
This experience has included teacher and school principal development; management consultancy for Education Ministries; support for development and evaluation of teacher training, and many other contributions to the development of education. In addition a number of short professional experiences for UK have been jointly developed with Caribbean professional colleagues. These have included establishing links with schools in Antigua and Barbuda, Barbados, Dominica, Guadeloupe, St Kitts and Nevis, Jamaica and St Lucia.
Education consultancy work at a range of levels has been delivered in Antigua, Barbados, Belize, Dominica, Grenada, Guyana, Martinique, St Lucia, St Vincent and the Grenadines and Trinidad and Tobago. In Barbados we have undertaken evaluations of aspects of teacher training.
In Jamaica, consultants from Merganser have been significantly involved for several years. We were main strategic education partners in a major programme for modernization of the Ministry of Education. We co-ordinated the education aspects of this work and worked with Jamaican colleagues to support major changes to the Jamaican system. Most recently we have been working on the development of school management structures. We have also worked on a project to support the establishment of the Jamaica Tertiary Education Commission.
Elsewhere in the Caribbean we were also centrally involved in the Caribbean Development Bank funded project supporting the development of a new 10-year education plan for the Organisation of Eastern Caribbean States. We have also undertaken work on behalf of the UK Foreign and Commonwealth Office to investigate future developments in higher education in the Caribbean.
As a team we have undertaken various work in the UK over many years. We have also managed project work on behalf of the EU within Europe. Recently we have managed several visits of UK teachers to Austria, Belgium, Denmark, Finland, France, Hungary, Italy, the Netherlands, Norway, Slovakia, Spain, Sweden and Switzerland. Nearly three hundred teachers have been offered structured professional experiences in these countries, organised and managed by the Merganser team in association with national counterparts.
Our team have been working in Eastern and Central Europe since the early 1990s. For example, we developed considerable education management support for regional education authorities in northern Romania. We undertook a range of training assignments, ran a number of study visits and developed long term linking arrangements with several UK further and higher education institutions.
Our extensive network of European contacts enable us to keep well informed about current education developments across the European continent. Access to this network and to this expertise is therefore available to our wider work elsewhere in the world. We run a range of courses in the UK for teachers from other European countries. More information is given here.
A significant part of our experience in the USA and Canada has involved the joint development of short professional opportunities for groups of UK teachers. Over some years we have organised and delivered several hundred of these short professional experiences. We have worked closely with colleagues in various locations to develop the programmes and ensure that the experiences are of high quality. Each visit focuses on a particular theme or topic, such as, for example, special education needs. The main core of the experience is time in schools, where teachers are able to meet with each other, exchange experience, and to visit classrooms.
In the USA we have worked for example with colleagues in Michigan, Boston, Madison (Wisconsin), North Carolina, Chesterfield (Virginia), Richmond (Virginia) and San Diego. In Canada programmes have been developed in collaboration with colleagues in Vancouver, Victoria, Calgary, Edmonton, Toronto and Niagara Falls. Our thorough understanding of North American education developments enables us to incorporate this element in our global consultancy offer. Through our extensive network of contacts we are able to involve North American colleagues in the management and delivery of this work.
Elsewhere in the World
We have worked in Jordan developing work in the Ministry of Education, and have hosted a number of study visits to the UK. Our consultants have worked with Palestinian colleagues to support the development of their education systems, including through developing training programmes for headteachers.
We have collaborated with colleagues in India and in Sri Lanka in planning and delivering professional experience for teachers from the UK. Collaboration with Chinese educationalists has enabled a number of structured experiences to be developed.
Collaborative work with colleagues in Australia and New Zealand has led to professional opportunities in teacher development. Education management consultancy work has been undertaken in India, Vietnam, China and Fiji.