Afghanistan

Multiple

Community Learning Center

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Central African Republic

Bangui

Community Learning Center

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Democratic Republic of Congo

Kinshasa

Community Learning Center

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Guyana

Lethem

Community Learning Center

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x
India

Multiple

Community Learning Center

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Iraq

Kurdistan Region

Community Learning Center

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x
Italy

Bologna

Community Learning Center

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Jordan

Amman

Community Learning Center

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Kenya

Kakuma

Community Learning Center

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Malawi

Dzaleka

Community Learning Center

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Myanmar

Multiple

Community Learning Center

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Nepal

Multiple

Community Learning Center

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Philippines

Bendum

Community Learning Center

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Sri Lanka

Multiple

Community Learning Center

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Togo

Lomé

Community Learning Center

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Zambia

Zambezi

Community Learning Center

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x

 

How we do it

JWL’s motto seeks to foster a community of global learners committed to Learning Together to Transform the World. JWL’s cornerstones focus on four key concepts: global thinking, strategic partnerships, Ignatian experience and “best for the least” at moderate costs.

 

Our four cornerstones 

 

Humanity is evolving to ever greater global connectedness through mobility and the digital means of communication. News of events reach each corner of the world in a matter of minutes. The process of globalisation, as it is often referred to, makes the beauty, potential and rich diversity of human societies, cultures and religions obvious, but also the global economic, social and environmental divisions and gaps more tangible.The digital divide is a growing reality. 

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Collaboration, strategic partnerships and alliances are the essence of learning, reflecting and acting together. JWL forms a global alliance of Jesuit universities and mission-aligned universities and academic institutions. These academically and culturally rich and diverse institutions are united under the main goal of serving people at the margins, sharing their resources and making higher education accessible to them.

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As an international Jesuit work, JWL is a continuation of the Ignatian heritage and of the distinctive tradition of Jesuit education. This means that St. Ignatius, with his charism and his Spiritual Exercises, inspires and gives shape to how JWL educates, in a way that seeks God in all things, promotes discernment and Magis, and engages the world through a careful analysis of context, in dialogue with experience, evaluated through reflection, for the sake of action, and with openness, always, to evaluation.  

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The best for the least, means the best education of high academic quality for poor communities and refugees at the margins and at moderate costs. This challenging contradiction JWL addresses. Best education is expensive, be it private or public. JWL partners with the best academic institutions to invite them to share their best knowledge and skilled faculties with learning communities at the margins.

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OUR THREE PRINCIPLES

JWL uses three principles for its model of tertiary learning, it has to be scalable, transferable and sustainable. These are the guiding criteria for the evolution of JWL. 

Given the fact that over a billion people are living at the margins with no access to quality education, JWL developed a blended online learning model, which is scalable in order to make higher education accessible to many more thousands of people in marginalised communities.

In response to the great variety of contexts and their cultural and religious diversity, JWL's learning model is flexible and adaptable in its approach and is transferable to very different situations. JWL uses globally designed curricula, which allows for cultural diversity.

Quality higher education is costly and JWL's target group are poor, marginalised people. JWL overcomes this contradiction and uses a sustainable model. In JWL, the alliance of partners share the costs and make an in-kind contribution. This way, the delivery of higher education is sustainable and affordable to the poor at moderate costs.

 

 

 

Our four characteristics

 

JWL uses a blended model of online learning which is student-centered. IT, connectedness and online-learning are not driving the model but supporting the model of multiple levels of support and accompaniment of the student. Students in a refugee camp, a remote village or dispersed over a big city come together to form a cohort, to study together, to exchange and they are being supported and accompanied by an onsite tutor or coordinator of the learning community. 

Students are being formed into virtual classroom communities, not larger than 15 – 20 students from different countries and cultures. They form a global virtual community and often become friends.

JWL developed, during the pilot, a very successful model of community learning centers. However, the different contexts in which JWL students find themselves require a flexible and adaptable approach. In small refugee camp a community learning centre with a JWL computer lab is the adequate solution, but another situation requires that each student gets a tablet with a key-board to be able to study at home. 

Some contexts allow for large learning centres, while in others it can be better that students form a learning group in their homes as long they can stay connected. In yet other circumstances, in case of mobility of a student or external repression, it is proper that a student studies alone and stays connected with the learning community via internet.

Some students are working, some not. Some can do two courses at a time and others only one. JWL started to offer a more flexible approach to allow students to progress at their own speed.

‘Think globally and act locally’ is applicable to JWL with some fundamental adjustment: ‘Think and act globally and locally’. JWL brings together of what a global organisation can offer in terms of academic resources and that of a local organization, familiar with the complexity of the context, dealing with the government and political forces, connecting with local learning institutions. The collaboration between global and local partners is key and the recipe of success, even it causes some creative and helpful tensions. All are members of a global community of learners. 

The global / local way of doing things allows all partners to operate with lean structures and administrative expenses. Each partner contributes what they are best in. Physical infrastructure is best provided by the local partner. Costs are being shared on global and local level and are leveraged. 

JWL focuses on the student within his/her community. The curriculum is transformative, forming responsible leaders and men and women for others, ready to serve. The student learns with peers from other cultures and parts of the world and still remains in his/her own context. The transformative impact higher education has on a community is the ultimate criteria for success. 

The formation and transformation of the local community, the community of students at the learning centre and in the virtual classroom - of a community of worldwide learners - is a key characteristic and criteria to measure the impact.

 

Our Pathway of Learning

 

 

 

LADE INHALTE