Write For Rights SWOT Analysis

Following our collaboration with Voices for Refugees and Traffick Light to host the event “Write For Rights”, we took some time to reflect upon the experience as a whole and the possible areas for improvement and opportunities going forward.

Strengths:

  • Location/placement of drop boxes was really convenient
  • Teachers were more involved than before (eg. English teachers incorporate into their classes)
  • Cross campuses: UWC Thailand also involved this year
  • Novelty of writing letters- it’s a different experience to writing an email, more personal
  • Good adaptability by the Amala focus group
  • Executed well considering remote adaptations and other restrictions

 

Opportunities:

  • Write for Rights letter-writing in mentor time (good use of time)
  • Begin planning process earlier (should be a lot easier if we choose to do it next year)
  • Casting a larger net of inspiration from the school community (send out a google form to students so they can express things that they are passionate about)
  • A “live” case study, so have someone deliver the talk about something they are passionate about: might be easier following COVID-19
  • Standardising the structure of the case study focused on the letter writer, more of a scaffold 
  • Cross-focus group meetings before WFR next year: all students can share inputs rather than just the chairs
  • Online writing option? (email or google docs?)
  • Informing teachers earlier beforehand to give them notice to adjust their schedules and planning to incorporate letter writing into class time
  • A hybrid of dropboxes and live event for the future might be more engaging to students 
  • Social media promotion via Instagram 
  • Outside of the student community (reaching out to parents or other UWCs)
  • Incorporate the letter-writing into a lesson (eg. English teachers use it as an opportunity to show their students how to format and write formal letters)

 

Weaknesses:

  • Accessibility of information: the Padlet was a little hard to navigate
  • Clashing with different events running during the same week (could we build those events into it?)
    • IWD and Write for Rights felt like separate events
  • Clashing with G12 mocks, reconsider a time (maybe Human Rights Week), looking at HS academic calendar specifically
  • More information regarding writing and submitting case studies
  • Organisation, time management and deadlines
    • Give teachers enough time to consider how to integrate lessons 
  • Realistic expectations of how much work Amala as a focus group can do: better distribution of work
  • Lack of “hype” surrounding the event: maybe in-person elements can be reintroduced next year?
  • Communication with service has to be clearer: was unsure of the number of drop boxes as well as the final dates until too close to the event 

 

Threats:

  • COVID restrictions preventing in-person elements
  • Timeframe for planning: plans only finalised in the last two weeks
  • No centralised location meant that some letters were written for the sake of it: no genuine connection to the issues being addressed
  • Letters didn’t go into the boxes, lack of clarity of what is required – clarify expectations of quality

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