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Writer's picturePÆRADIGMS

Why South-South cooperation is vital for global higher education and TVET sectors

by Nina Volles


South-South cooperation strengthens higher education and TVET through peer learning and localised solutions



As we celebrate the International Day of South-South Cooperation on 12 September, it is crucial to recognise the transformative potential this approach holds for both higher education and Technical and Vocational Education and Training (TVET) sectors across the Global South. South-South cooperation, characterised by the exchange of knowledge, resources, and strategies among developing countries, offers a powerful alternative to traditional international partnerships. This approach is not only about enhancing educational outcomes but also about fostering greater ownership, better contextual understanding, and deeper engagement with local stakeholders.


The importance of South-South cooperation in higher education and TVET

South-South cooperation provides a framework that effectively integrates higher education and TVET initiatives, fostering collaboration that is closely aligned with the specific needs and contexts of countries in the Global South. Unlike traditional North-South partnerships, which often apply external models that may not fully suit local conditions, South-South cooperation enables countries to co-create solutions that are directly relevant to their circumstances. This approach promotes the exchange of best practices, drives innovation, and strengthens the capacities of local institutions.


Our work at Paeradigms, spanning evaluations of higher education and TVET programmes across Sub-Saharan Africa, Latin America, and Asia, has consistently demonstrated that initiatives grounded in South-South cooperation tend to achieve better outcomes. Moreover, as noted by Sebastian Haug and Cynthia Kamwengo in their study, the framing and terminology of South-South cooperation often hold more significance in international settings than in local contexts where the cooperation is implemented. Despite this, the practical benefits of such cooperation in enhancing educational outcomes remain clear (Haug & Kamwengo, 2022).


The role of social entrepreneurs and NGOs

A key factor in the success of South-South cooperation is the role of social entrepreneurs—individuals or organisations deeply embedded in the local context who initiate, develop, and implement projects. These social entrepreneurs are often well-connected with international donors, allowing them to leverage external resources while ensuring that projects remain grounded in local realities. Their understanding of local environments and ability to navigate international partnerships makes them invaluable actors in South-South cooperation.


In the context of higher education and TVET, social entrepreneurs serve as crucial links between local institutions and the international community. They help bring together stakeholders from various sectors, including education, industry, and government, to create programmes that are both relevant and sustainable. By fostering local ownership and ensuring that projects meet community-specific needs, social entrepreneurs help create educational initiatives with a higher likelihood of long-term success.


Furthermore, grants to non-governmental organisations (NGOs) in the Global South have significant potential to foster innovation in education and training. NGOs are often at the forefront of implementing context-specific educational programmes that address the unique needs of their communities. However, as Paeradigms has observed, there is often little interest from national and international cooperation agencies in learning from these NGO-led initiatives. This reluctance can lead to missed opportunities to understand the key factors that make South-South cooperation successful, such as better contextual knowledge, stronger local ownership, and deeper stakeholder engagement.


Lessons for the Global North

The success of South-South cooperation in the higher education and TVET sectors provides valuable lessons for international cooperation as a whole. One of the primary reasons these projects tend to perform better is their emphasis on contextual relevance and local ownership. By engaging directly with local stakeholders, institutions involved in South-South cooperation can design and implement programmes that are more responsive to community needs, enhancing both their effectiveness and sustainability.


It is important to note that advocating for South-South cooperation does not imply that North-South or South-North cooperation should be abandoned. On the contrary, these forms of cooperation can complement each other. The Global North can learn from the success factors inherent in South-South cooperation—such as the emphasis on local engagement, contextual relevance, and shared ownership—to improve its own cooperation strategies. Understanding why South-South cooperation works can help reshape international practices, ensuring they are better aligned with the needs and priorities of the communities they aim to serve.


A call to action

As we observe the International Day of South-South Cooperation on 12 September, it is imperative to recognise that this approach is not just an alternative model for international cooperation—it is a necessary evolution in how we think about and implement global education initiatives. The principles that underpin South-South cooperation—local engagement, contextual relevance, and shared ownership—are crucial for creating more equitable and sustainable outcomes in both higher education and TVET sectors.


At Paeradigms, we are committed to advancing South-South cooperation, particularly in education, where it has the potential to drive lasting, transformative change. We urge international institutions and organisations to support and learn from these initiatives, recognising that the lessons drawn from South-South cooperation can inform and improve practices globally.


Nina Volles


References

Gosovic, B. (2017). Viewpoint: South-South cooperation – A reflection. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315232195-11/viewpoint-branislav-gosovic

Haug, S., & Kamwengo, C. M. (2022). Africa beyond South-South cooperation: A frame with limited resonance. Journal of International Development. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/jid.3690

Mawdsley, E., & Waisbich, L. T. (2021). South-South cooperation: Beyond the rhetoric. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781003017653-9/south-south-cooperation-laura-trajber-waisbich-emma-mawdsley

Muhr, T. (2016). Beyond ‘BRICS’: Ten theses on South-South cooperation in the twenty-first century. Third World Quarterly. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315670133-8/south%E2%80%93south-cooperation-future-development-assistance-mapping-actors-options-paolo-de-renzio-jurek-seifert

Paeradigms (2022). Scoping and Validation Study for a Collective Initiative to Strengthen Teaching and Learning in African Higher Education. https://zenodo.org/records/7619991 

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