AFFLIP RESOURCE DOCUMENTS

Emeritus Professor Alan Reid AM

The work of AFFLIP is informed by a set of principles derived from its philosophical beliefs about the role of a Civil Society Organisation (CSO) based in an affluent country whose purpose it is to assist educational development in a less affluent country. This paper outlines the principles and their rationale. 

afflip%25252520philosophy%25252520small_edited_edited_edited_edited.png

2020 - 2022

MUTUALITY AND PARTNERSHIP

AFFLIP’s goal is for a professional exchange between South Australian educators, schools and partner schools in the Philippines.

LEARNING AND EMPOWERMENT

AFFLIP has as its driving purpose a focus on student well-being and empowerment, the strengthening of student access and participation in education, with a focus on learning quality and pedagogical improvement.

SUSTAINABILITY

Sustainability and consolidation are imperatives to AFFLIP’s long term future, as they are fundamental to a strong administrative and financial base, robust leadership, an informed and engaged membership, and the independence of colleagues in Talomo District.

strategic%20plan%20small_edited.jpg

Background 2011 - 2020

AFFLIP began in November 2011 with a vision born of and developed by Alastair Douglas and Alan Reid, informed by the experience Alastair gained when undertaking Overseas Aid Programs in South East Asia, particularly the Philippines. He gained a deep insight into the economic and educational challenges faced by rural communities in the southern Philippines where he had strong affiliations with Department of Education personnel.

10%20years%20background_edited.jpg

Updated 2020

Objects of the Association are to support:

  • the provision of physical facilities and learning resources for identified schools in the Philippines;

  • the planning and delivery of professional development programs for Filipino teachers and administrators;

  • the development of greater global awareness for students and teachers in identified schools in the Philippines and in South Australia through mutual exchange;

  • school communities in their efforts to reduce student hunger, illness, infections and malnourishment in identified Filipino schools; and

  • students from poor families to attend school and access both formal and extracurricular school programs.