3
3
UNESCO at 70
3.1 Pioneering progress Dr Qian Tang
110
UNESCO timeline
114
UNESCO in action
120
3.2 Schools global SCcyber E-Learning Community
124
Amnuay Silpa School
126
Bayview Glen School
128
Benoni High School
130
The City School
132
Colegio Baden Powell
134
Colegio Inglés Hidalgo
136
College Charlemagne
138
International Grammar School & College
140
Kuwait English School
142
MyEduZone Group
144
The Oxford School
146
Sri Emas International School
148
St Peter’s School
150
Thamer International School
152
3.3 Schools Europe Collège du Léman
154
Double Decker Bilingual PreSchool
156
International School of the Stockholm Region
158
The Koç School
160
Brays School
162
3.4 Educational providers Lanaco
163
Estudio Sampere
164
Express Publishing
166
Graham Shapiro Design
167
UNESCO—A global leader in education for 70 years and counting Dr Qian Tang Assistant Director-General for education, UNESCO
UNESCO grew out of the ravages of conflict—a
in terms of its economic value. But, at UNESCO,
symbol, like so many organisations established in
we think the basic mandate of education should
1945, that humankind would never again descend
be to teach a new generation to grow up to
to the depths witnessed in the First and Second
become responsible citizens of society.”
World Wars. The United Nations Educational,
So what exactly does it mean to become
Scientific and Cultural Organisation saw itself
a responsible global citizen? UNESCO has
as the UN’s “intellectual agency”, its core belief
been promoting the concept since the 1990s.
that “political and economic agreements are
Educational initiatives have included everything
not enough to build a lasting peace”. Its stated
from morality lessons in Japan to a pupils’
mission was instead to build peace on the basis
parliament in Lithuania. To outline the central
of humanity’s “moral and intellectual solidarity”.
principles, Dr Tang cites the speech on citizenship
How did it plan to achieve this? By creating
given by Secretary General of the UN, Ban Ki
a series of links between nations. These would
Moon, in September 2012, where he declared
variously be based on education, the protection
that: “Education should promote peace, mutual
of national heritage, the promotion of cultural
respect and environmental care.”
diversity, and—increasingly in recent years—the
Dr Tang elaborates: “We want to create
spreading of scientific knowledge to help build
a young generation that is against violence,
crucial defences against global warming.
tolerates other people, different civilisations, different religions.”
FACING CHALLENGES
110
Seventy years on, UNESCO’s mission seems—
SCHOOLED IN COEXISTENCE
if possible—even trickier than when it was first
Yet, surely to bring up young people who reject
founded. Today it has 199 National Commissions
violence and tolerate other cultures involves
across the world, ranging from Albania to Nauru.
the education of more than one generation?
Swathes of member states in Africa and the
In certain countries, no matter how persuasive
Middle East are going up in flames, while tensions
schoolteachers are, the influence of parents and
are escalating between the world’s superpowers.
grandparents is going to count for more than a
How is it planning to address the global crisis in
few lessons. “In recent years we’ve had requests
the years ahead?
for assistance in this area from the ministers of
“This is a fundamental issue for UNESCO,”
education from certain Arab countries,” says Dr
says Dr Qian Tang, the Canada-schooled Chinese
Tang. “Since the Arab Spring, the young generation
educationalist who was appointed Assistant
has been expressing its views more strongly.
Director-General for Education in 2010. “We want
They want to know what democracy means,
to go back to the basic question: what is education
what human rights mean, and how to tolerate
for? Today, of course, many people say education
coexistence with other religions and cultures.”
is for people to learn to read and write, to gain
How do you teach tolerance and coexistence
knowledge and skills—they even talk about it
to children who have experienced life in war zones?
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
CHAPTER 3.1 | PIONEERING PROGRESS
111
“At UNESCO, we think the basic mandate of education should be to teach a new generation to grow up to become responsible citizens of society”
112
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
“Our statistics say that more than 50 per cent of
The internet has obviously had a huge impact
children out of school—that means not attending
on the way UNESCO can conduct its educational
any school—live in conflict-affected countries,”
initiatives. “At the beginning, connectivity was a
says Dr Tang. “This is one of the major obstacles
huge challenge,” says Dr Tang, “but now even poor
to education for all. Firstly we are working to
countries have more or less solved their connectivity
ensure access to education for children like the
problems, so access to education is much easier.”
Syrian refugees in Jordan. Secondly we want
UNESCO has backed schemes, including the one
to teach these same children how to live with
devised by non-profit organisation Labdoo to
others without hatred.”
help as many children in developing countries
His remark picks up on an initiative launched
as possible own their own laptop.
earlier this year by UNESCO’s Director-General
However, new challenges have emerged.
Irina Bokova called Youth Education for Stability.
“Kids in primary schools [in developing countries]
This emphasised how the problems of Syrian
are much more advanced at using the internet
refugees needed partially to be addressed by
than their teachers,” he says. “So now we have
making sure that young people in Jordan and
to train the teachers so they can properly guide
Lebanon would be welcoming and sympathetic
the pupils.”
to their plight. “We are deeply convinced,” she said, “that tackling the problem of Syrian refugees
PATIENT DIPLOMACY
separate from the development issues of the
Dr Tang clearly revels in the multiple challenges
host country is not a good strategy.”
that his job presents—and asserts that he has been well prepared for dealing with certain issues
A CLIMATE OF HOPE
by his background in China’s Ministry for Education
A challenge that faces all schoolchildren today,
between 1989 and 1992.
regardless of whether or not they are affected
“I was working there when they were still
by conflict, is the growing threat of climate
introducing the open-door policy,” he says, referring
change. In 2005, the UN Decade for Sustainable
to the policies introduced in 1978 by Deng Xiaoping
Development was launched.
to transform the Chinese economy. “So we were in
“This is a vast subject,” says Dr Tang,
the initial stages of reforming the education system
“so we focus on three areas. These are climate
from the Soviet model to something more universal.
change, biodiversity and the prevention of
It made me realise how complicated reform can be.
crisis.” The UNESCO multimedia website clearly
You may have a good scheme, but when you put
illustrates the breadth of the challenges, asking
it into practice, it’s rarely the way you imagined it.”
students to focus on problems ranging from the
He has realised that the key to effective
links between water pollution in Uzbekistan and
reform, as with so many things, is patience.
birth defects to the issues surrounding growing
“Things can’t be changed overnight. But once
coffee in the Amazon. The stated aim—“to improve
you start working on it, who knows, three or
the quality of life now without damaging the
four years down the line you may start to achieve
planet of the future”—is a daunting task.
what you want.”
CHAPTER 3.1 | PIONEERING PROGRESS
113
A history of promoting security, development and collaboration
“Peace must be founded upon the intellectual and moral solidarity of mankind”
It was in November 1945 that the founding members of UNESCO met in London to hammer out the organisation’s constitution. This was only months after the end of the bloodiest and most catastrophic war in human history, and the assembled nations knew that this new peace was a fragile one. “A peace based exclusively upon the political and economic arrangements of governments would not be a peace which could secure the unanimous, lasting and sincere support of the peoples of the world,” stated its constitution. “The peace must therefore be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind.” Over seven decades, UNESCO has attempted, often against the odds, to share this intellectual and moral solidarity—as the timeline overleaf illustrates. It has set up schools, science schemes and literacy programmes around the world, and protected sites of world heritage. If UNESCO sometimes seems like a cumbersome institution—weighed down by unwieldy acronyms and wordy resolutions—it’s because its apparently reasonable ambitions remain problematic with many members and require painstaking diplomacy. Its member states have included liberal democracies, fascist juntas, communist dictatorships and Islamic theocracies, some of which exist at an often awkward and inconvenient angle to its aims. The Soviet bloc only came onside in the 1950s; apartheidera South Africa remained resolutely outside its auspices; while, in the 1980s, even the US and UK governments both temporarily withdrew from UNESCO, claiming that it had become too sympathetic to communist dictatorships. The recent controversy surrounding the recognition of Palestine has served as a reminder of the challenges faced by the institution. But, by foregrounding peace, security, development, collaboration and the rule of international law, UNESCO remains relevant and valuable in a dangerous and unpredictable world.
114
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
CHAPTER 3.1 | PIONEERING PROGRESS
115
1921
1922
1925
1939
1942
21 September
4 January
18 December
CICI publishes Why War?,
Conference of Allied
A League of Nations
Formation of The
Formation of The
an anthology of writing
Ministers of Education
resolution is passed to
International Committee
International Bureau of
by leading thinkers
(CAME) discusses
elect a commission to
of Intellectual Cooperation
Education (IBE), a non-
including Albert Einstein,
post-war educational
study the question of
(CICI) in Geneva.
governmental organisation
Aldous Huxley and
reconstruction and proposes
in the service of international
Rabindranath Tagore.
the establishment of an
international cooperation.
educational development.
educational and cultural organisation to establish “the intellectual and moral stability of mankind�
1950
1951
1952
1953
1954
UNESCO declaration
Japan and West
The UNESCO-drafted
January
USSR joins.
on race proposes
Germany join.
International Copyright
Opening of the Arab States
Convention is adopted.
a programme
Fundamental Education
29 September
disseminating scientific
Centre for the (ASFEC)
An intergovernmental
facts designed to bring
near Cairo, with 50 refugee
meeting of UNESCO
about the disappearance
students from Egypt, Iraq,
delegates leads to the
of racial prejudice.
Jordan, Lebanon, Saudi
foundation of the European
Arabia and Syria.
Organization for Nuclear Research (CERN). November Amendment to constitution dictating that members of the Executive Board would be representatives of the governments of their national states rather than acting in their personal capacity.
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
1945
1946
1947
1948
1949
1 November
19 November
UNESCO launches pilot
UNESCO recommends
The International
The United Nations
First General Conference of
projects on fundamental
that member states make
Conference on Adult
Conference for the
UNESCO held in Paris with
education in Haiti,
free primary education
Education is held in
establishment of a universal
representatives from 30
China and East Africa.
compulsory and universal.
Denmark. The meeting
educational and cultural
governments. The conference
Missions are sent to
A programme of aid for
was attended by
organisation convenes
approves UNESCO’s
Austria, Czechoslovakia,
libraries in war-damaged
representatives of 27
in London.
constitution, which begins
Greece, Italy, Poland and
countries is initiated.
countries and led to
with the sentence: “Since
Yugoslavia to explore
16 November
wars begin in the minds of
post-war reconstruction.
The UNESCO Collection
International Directory
Constitution of UNESCO
men, it is in the minds of
A guide to helping
of Representative Works
of Adult Education
signed by 20 countries:
men that the defences of
children traumatised
is established. Its purpose
in 1950.
Australia, Brazil, Canada,
peace must be constructed.”
by war is published.
is the translation of
China, Czechoslovakia,
the publishing of the
masterpieces of world
Denmark, Dominican
14 December
literature into widely spoken
Republic, Egypt, France,
The United Nations General
international languages.
Greece, India, Lebanon,
Assembly approves the
It ceased commissioning
Mexico, New Zealand,
UNESCO constitution.
in 2005.
Norway, Saudi Arabia, South Africa, Turkey, the UK and the US.
1955
1956
1960
1962
1969
April
South Africa withdraws
The Nubia Campaign to
UNESCO’s International
The International Bureau of
Formation of Latin American
from UNESCO, claiming that
protect the Great Temple
Computation Centre is
Education (IBE) is brought
education centre CREFAL
some of the organisation’s
of Abu Simbel in Egypt
established in Rome.
under the statutes of the
(Centro de Cooperación
publications amount
is UNESCO’s first major
Regional para la Educación
to “interference” in the
cultural campaign.
de Adultos en América Latina
country’s “racial problems”.
UNESCO Secretariat.
y El Caribe), with 55 students from Chile, Costa Rica, Ecuador, Honduras, Mexico, Nicaragua and Peru.
CHAPTER 3.1 | PIONEERING PROGRESS
117
1970
1971
1972
1977
1978
A convention prohibiting
UNESCO establishes the
16 November
MAB establishes the World
The first sites are placed
and preventing the illicit
Man and the Biosphere
The Convention Concerning
Network of Biosphere
on UNESCO’s World
import, export and transfer
(MAB) programme to
the Protection of the
reserves, a network of
Heritage List. They include
of significant cultural
promote interdisciplinary
World Cultural and Natural
designated protected areas
Yellowstone National Park,
property is ratified.
approaches to
Heritage is adopted by
demonstrating a balanced
Aachen Cathedral and
The convention provides a
management, research
UNESCO.
relationship between
the Galapagos Islands.
framework for international
and education in
humanity and nature.
cooperation when a
ecosystem conservation
There are now 621 such
member state’s cultural
and sustainability.
sites around the world.
heritage is in jeopardy.
1997
2000
2003
2005
2006
The UK rejoins UNESCO.
UNESCO declares its eight
A programme using satellite
1 November
UNESCO launches the
Millennium Development
technology to monitor
UNESCO designates
CASPAR Project, which
Goals. These include
and safeguard the natural
January 27 (the
aims to build a framework
combatting the spread
environment of gorillas in
anniversary of the
enabling the preservation
of HIV/AIDS, establishing
Rwanda, Uganda and DR
liberation of the
of digital information
universal primary education
Congo is launched.
Auschwitz-Birkenau
in the face of changing
death camp) as annual
technologies.
and halving the number of undernourished people
The USA rejoins UNESCO.
by 2015.
International Holocaust Remembrance Day.
16 March UNESCO publishes its climatology report Predicting and Managing the Effects of Climate Change on World Heritage.
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
1980
1984
1988
1990
1994
April
The US withholds its
1 December
The World Conference on
South Africa rejoins UNESCO.
UNESCO publishes the
contributions and then
The first annual World
Education for All launches a
MacBride report, a study
withdraws from the
AIDS Day is observed.
global movement to provide
chaired by Nobel laureate
organisation after claiming
Seán MacBride. Its aim is
that UNESCO supports an
to analyse communication
anti-Jewish agenda and
problems in modern
has become a platform for
societies, particularly relating
dictators and communists
to mass media and news,
in the developing world.
and to work towards a new
The UK follows suit in 1985.
universal basic education.
communication order.
2011
2013
2014
Hillary Clinton launches
November
August
UNESCO’s Global
The USA is stripped of
UNESCO announces 17
Partnership for Girls’
voting rights after refusing
Sustainable Development
and Women’s Education.
to maintain membership
Goals to be achieved by 2030.
payments in protest at
They include undertakings
Palestine’s membership.
regarding poverty, systemic
Palestine becomes a full member. Israel freezes
inequality, education and
payments to UNESCO.
energy provision.
CHAPTER 3.1 | PIONEERING PROGRESS
119
UNESCO in action—applying expertise to the world’s most challenging areas
OVERCOMING STIGMA Helene Binesse, Assistant Project Manager for LEAP in Kabul, emphasises that the stigma of illiteracy among the police force reflects problems that pervade the entire country. Only 31 per cent of Afghans aged 15 and above can read and write; the figures is as low as 1.6 per cent among women in remote provinces. “We also have the Enhancement of Literacy in Afghanistan (ELA) programme,” says Helene. “Its effects are more wide ranging as it covers 30 out of 34 provinces.” What excites her about the LEAP programme is the fact that it has been meticulously designed to ensure that its effects are long-term. For instance, UNESCO is
“The training helped teachers and students alike. We started noticing great improvement”
Afghanistan is one of the toughest places in the
collaborating with the Afghan government’s
world to be a police officer. The Afghan National
Ministry of the Interior (MOI) to set up the classes.
Police in its current form was set up in 2001 to
“We don’t implement instead of the ministries,”
enforce security after the Taliban’s removal, but
she stresses. “They have ownership, which is
a combination of low morale, corruption and
very important.”
high levels of danger means that around 25 per
LEAP is about to enter its second phase—
cent of officers quit annually.
with funding from the government of Japan—
When Rafi-u-llah first became a patrol
in which members of the Afghan National Police
officer he, like the majority of the police force,
trained as “facilitators” pass on literacy skills to
had a shameful secret that stopped him from
their colleagues. In a year’s time, UNESCO will
performing his job properly—illiteracy. “I was
survey the impact, “to see,” says Helene, “if police
unable to do my work properly,” says Rafi-u-llah.
officers have become more effective in performing
“Even at the most basic level. People were asking
their duty”.
for directions, but I was directing them incorrectly
120
because I was ashamed of them discovering that
SOWING THE SEEDS OF LITERACY
I was an illiterate police officer.”
The project shows just one way in which literacy
Rafi-u-llah has been able to turn his career
can act like a seed. It may start with the basics
around by taking part in UNESCO’s Literacy for
of the alphabet but, in developing countries, it
Empowering Afghan Police (LEAP) programme.
rapidly flourishes into life-enhancing benefits.
The programme began in 2011 and it took Rafi-
These might be improved national security
u-llah just six months to go from acquiring the
because of a more efficient police force or
necessary skills simply to read street signs and
significantly greater independence for women.
rosters, to understanding written instructions
In Senegal, as in all countries, UNESCO’s
from superiors.
projects cover a wide spectrum that includes
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
CHAPTER 3.1 | PIONEERING PROGRESS
121
teacher-training programmes (currently sub-
reach saturation point. Maha Al Gaith, a teacher
Saharan Africa is estimated to need one million
at Hai Kamarah School, relates how a UNESCO
teachers), and HIV and AIDS education. Yet the
programme converted a potential disaster into
most successful programme currently in operation
a positive outcome that will have long-term
is PAJEF (Project d’alphabétisation des jeunes
resonances both for young Syrians and Jordanians.
filles et jeunes femmes), which has been set
“Initially, some of the refugee children were
up to improve access to education for 40,000
prone to violent behaviour, others were bullying,”
women aged between 15 and 55.
she says. But training from the Queen Rania
Mariama Daffé is a 39-year-old mother
Teachers’ Academy—an institution funded by
of three who has embarked on the scheme.
UNESCO and the European Union—gave her
Because modules of the programme are shown
and her colleagues essential skills for dealing
daily on state television, she is able to fit in three
with children suffering from severe trauma.
a week, as well as holding down a full-time job and looking after her children. The results have
PREVENTING radicalisation
been liberating. “These days I have my mobile
“Before the training, we treated the Syrians the
phone and I can read messages,” she says. “I can
same way we did the Jordanians,” says Maha.
send messages too and I don’t have to go to anyone
“We did not take their psychological condition
else to give them my mobile phone so that they
into consideration. The training made us
can read it for me.”
understand this and helped teachers and students
Alongside such basic independence, women
alike. After all that, we started noticing great
can also go to classrooms to learn more complex
improvement in their academic achievements.”
skills—such as, for instance, how to run a business.
It takes little knowledge of foreign affairs
Mame Ndack Mboup acts as treasurer for a class
to see that, if UNESCO had not provided the
on how to buy food in bulk and sell it at a profit.
programme—developed in late 2012—for dealing
“We’d buy onions in bulk at one dollar a kilo,”
with traumatised children, the implications
she says, “and sell them for a dollar twenty
would be disastrous. In a part of the world where
a kilo. We’d keep the profit and return the dollar
disaffected young individuals provide easy fodder
to the group. So far we have earned $700.”
for fundamentalism, UNESCO’s foresight in integrating as many young Syrians as possible
122
COPING WITH DISPLACEMENT
into the Jordanian education system may yet
Whether it’s increasing a sense of dignity or
make a crucial difference.
boosting an individual’s chances to earn, UNESCO’s
As things stand, no one knows if or when these
schemes do much to augment opportunities for
Syrian refugees can return home. “That’s the issue,”
people in their own countries. But the organisation
says Claude Akpabie, UNESCO’s education officer
does equally important work for those who have
in the Jordanian capital Amman. “No one can
been displaced—either by natural disasters or war.
say when it will stop.” It’s a truth that resonates
One country particularly affected by the fallout
for all of UNESCO’s challenges. Yet, without its
from the Syrian conflict is Jordan, which has taken
contributions, who can say how much more
well over 600,000 refugees and is starting to
dangerous the world around us would be?
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
CHAPTER 3.1 | PIONEERING PROGRESS
123
Placing education at the fingertips of First Nations communities SCcyber E-learning Community Canada | www.sccyber.net
“The ultimate goal is for greater access to education to strengthen economic inclusion and prospects”
Linguistically and culturally diverse, Canada’s
learning approach,” says Martin. “A typical SCcyber
indigenous peoples comprise more than 600
site differs markedly from both traditional
First Nations communities spread across the
classrooms and conventional distance delivery.
country, representing just over 4 per cent of the
Students work at their own individual computer
total Canadian population. They often live on
workstations with headphones. They might be
remote, rural reserves, and have long had a lower
sitting right next to each other, but each student
high-school completion rate than non-aboriginal
might be studying a different subject with a
students, leading to unemployment, poverty
different teacher.”
and unrealised potential.
SCcyber students benefit from both real-
It’s a problem that inspired Martin Sacher
time synchronous online instruction from highly
(pictured, opposite top) to co-found the SCcyber
qualified teachers and the support of local
E-learning Community, Canada’s first electronic
mentors at individual centres. Its students can
learning programme for First Nations education.
also communicate with teachers at any time
With more than 30 years’ experience in schools—
during their lesson using web-conferencing
including two decades as a high-school principal
and messaging tools.
—Martin has become a leading advocate for
All of these courses are also completely
tackling educational inequality. He believes that
mobile, and accessible from tablets, smartphones
a different strategy is required for Canada’s Inuit,
and other devices. It makes SCcyber the only
Metis and First Nations communities.
accessible 100 per cent mobile learning
“There is currently a lack of understanding
programme in Canada.
of how to educate First Nations people,” says
“Our site surveys have highlighted many
Martin, “and a lack of access to qualified
problems that inhibit quality education being
education and educators in many First
delivered on reserves,” says Martin. “They include
Nations communities.”
a lack of local leadership, and the inability to attract and retain good teachers on such
Digital delivery
locations. Our programme is different because
SCcyber was established in 2000 and is an
it’s addressed these types of problems. That is
accredited private school for students in grades
why it’s successful.”
seven to 12. It offers both high-school age and
124
adult learners online access to more than 100
Student success
high-school and vocational courses, each of
Today, SCcyber is enjoying success rates that parallel
which is accredited by the Alberta Ministry
those of aboriginal students in Alberta’s provincial
of Education and post-secondary institutions.
school system. In surveys, many of the learners
Learning programmes are delivered in more
have praised the programme. “It is supportive
than 25 reserve and urban locations throughout
and understanding of First Nations issues and
Alberta and the Northwest Territories, and
challenges,” said one; another enjoyed “the social,
more than 600 students are educated each year.
personal and academic support provided by
“What makes SCcyber different from other
mentors”; yet another felt that “students of
e-learning platforms is its model for a blended
all ages are welcomed”.
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
The high quality of SCcyber’s e-learning programmes has earned the organisation a host of awards. In 2011, Martin received the Society for Information Technology and Teacher Education’s Award for Outstanding Service to Digital Equity, and the following year, Ashoka Changemakers awarded SCcyber Top Project for Student Retention Across Canada. Canada’s indigenous youth is now the country’s fastest-growing demographic, and SCcyber’s ultimate goal is for greater access to education to strengthen their economic inclusion and prospects. “We are having real success,” says Martin, “and feel very strongly that the model should be used for First Nations students in all provinces across the country.”
CHAPTER 3.2 | SCHOOLS GLOBAL
125
An outward-looking attitude that blends the local and the global Amnuay Silpa School Bangkok, Thailand | www.amnuaysilpa.ac.th
“Our global outlook and international standards distinguish us from other Thai schools”
126
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
For centuries, Thailand’s bustling capital has been
us the best option for parents seeking a modern
a meeting point for Western and Eastern cultures.
Thai education for their children.”
Commodities, knowledge and lifestyles have
The school’s appeal is further enhanced
mixed and evolved in Bangkok, and Amnuay Silpa
by its reputation for producing strong academic
School (ANS) is very much a part of the city’s story.
performers. “In 2014, we won an award from the
Founded in 1926, the school has pioneered several
Office of the Private Education Commission for
internationally minded programmes, and earned
achieving the overall top scores in Thailand in the
a reputation for its rounded preparation of
Year 10 national examinations, equivalent to the
tomorrow’s global citizens.
UK’s GCSEs,” says Petchuda, “and the top scores in
Owned by a not-for-profit educational trust,
Thailand for IGCSE-level science and mathematics.”
ANS is a co-educational school that caters for 1,000 pupils in kindergarten, primary and secondary Future leaders education. It is run by a team of top Thai and
The school’s academic rigour and global outlook
international educators whose aim it is to nurture
equip its students to compete at top universities in
academic ability, well-rounded character, innovative
Thailand and abroad. Over an 89-year history, it has
thinking and Thai–English bilingualism.
built up an impressive list of alumni, including six former prime ministers of Thailand and thousands
Language pioneer
of leading professionals in a range of sectors.
“We introduced bilingual education to Thailand,”
Pupils also benefit from exposure to the school’s
says Petchuda Kesprayura, Chief Executive Officer
own brand of socially engaged leadership. “For us at
at ANS. “In the 1990s, we developed a combined
ANS, meaningful leadership is about living for the
Thai–UK curriculum that delivers two curricula
good of all,” says Petchuda. “For example, as CEO,
during normal school hours, and became the first
I’m constantly thinking about how I can improve
Cambridge International Centre within a bilingual
our teaching and learning, our services to parents,
school under the Thai Ministry of Education.”
the welfare of our staff and even the education
As of 2013, ANS is also accredited by the
for children who are not at ANS.”
University of Exeter, UK, as the first Thinking School
To this end, ANS has built partnerships
in Asia—defined as an institution that encourages
with schools and educators in Thailand, Malaysia,
an inquisitive and creative approach on the part of
Indonesia, Singapore, New Zealand, Australia,
pupils. This involves students taking responsibility
the USA and the UK. It also works with a British
for their learning, in contrast to the traditional
consultancy to deliver training to schools in South
teacher-centred models popular in the region.
East Asia in how to become a Thinking School.
However, the education offered by ANS is
“We need to prepare our pupils to be the
ultimately neither Western nor conventionally
global citizens of the 21st century,” says Petchuda.
Thai. “Our global outlook and international
“ANS has excellent people at every level, from the
standards distinguish us from other Thai schools,”
Board of Governors to our teachers and support
says Petchuda. “And yet, at the same time, we
staff. Together we provide a modern and outward-
differ from international schools in how we
looking education that ensures our pupils are well
nurture pupils within Thai culture. That makes
equipped to succeed, whether in Thailand or abroad.”
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From the arts to technology, creative teaching cultivates creative thinkers Bayview Glen School Toronto, Canada | www.bayviewglen.ca
“You can’t use up creativity,” said the famed
Lego League (FLL). Starting in Grade Four, students
author, poet and social commentator Maya
are given the opportunity to join the robotics
Angelou. “The more you use, the more you
programme where they learn how to design,
have.” Creativity is highly prized at Bayview Glen
construct and programme robots. The school
School in Toronto, Canada and that famous quote
is consistently represented by its students at
resonates throughout this co-educational school.
worldwide competition. “Every year,” says Jesse,
Bayview Glen’s creativity is not just limited to art
“competing robotics teams are challenged to
and performance; each age group, from preschool
build a robot that completes certain missions
to Grade 12, is introduced to fresh ideas.
relating to an authentic world issue.”
However, with a strong music and arts
“Essentially we’re thinking about how we make teaching presentable, accessible and relevant, and how to do that effectively”
programme supporting the humanities and
Inventive minds
sciences, students from age two to university
The second part of the competition involves
entry are exposed to a curriculum in which the
a parallel research project. “Students have to
arts ensure that “pupils become more creative,
identify a problem associated with the year’s
analytical, focused and disciplined”.
topic, and go through the entire research and manufacturing process to develop an innovative
Cooperative development
prototype, solution or idea,” says Alexia
Bayview Glen is not only encouraging creativity in its Moliotsias, the school’s Robotics Coach. “It is 1,000-plus students, but also in its teaching faculty.
a very sophisticated learning experience that
Director of Teaching and Learning Garth Nichols
is rare for students as young as nine years old.
is a leader in Cohort 21, an Ontario-wide teaching
Consulting professionals—such as professors,
cooperative that encourages a contemporary
CEOs and lawyers—is part of the process. One of
approach to professional development.
the most valuable skills that we have identified
“Through Cohort 21, Bayview Glen teachers
from the FLL programme is the opportunity
have devoted time to identifying the best teaching
to take risks and try out new ideas, and then
practices and applying them within the school,”
to communicate these ideas.”
says Lower School teacher Jesse Denison. Ideas
New science facilities for the Lower and
from Cohort 21 are shared in ongoing professional
Prep Schools were opened in 2014 by HRH The
development sessions with the whole staff.
Duke of York and represent the contemporary
“Essentially we’re thinking about how we make
focus of the students’ learning at Bayview Glen.
teaching engaging, accessible and relevant,”
Expert at adapting to modern life, whether
says Jesse, “and how to do that effectively.”
through creative new teaching methods or
The school is constantly developing its students’ using emerging technology to set homework
128
spirit of invention, and science and technology play
via video messaging, Bayview Glen is a school
a key role in this. Technology is taught through
that is certainly not going to run out of
various means, including participation in FIRST
creativity any time soon.
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
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Going beyond the classroom to give students a more than sporting chance Benoni High School Benoni, Gauteng, South Africa | www.bhs.co.za
at the level they should,” says Jake. “And we have a comprehensive programme of after-school enrichment courses that are open for all to attend.” Learner leaders Through its Representative Council of Learners (RCL), Benoni High School offers students the opportunity to develop real leadership skills while upholding the school’s moral and social values. Beginning with an RCL leaders’ induction camp, the programme includes year-long training in effective communication skills, feedback and reporting, and working with young people, as well as guidelines for decision-making, motivating others, and handling stress and conflict. The RCL meets weekly with the school executive and governors, and has significant input into the school’s extracurricular programme One of South Africa’s strongest performing schools,
oriented and individual pursuits, and a full-time
and its code of conduct.
Benoni High School hasn’t had a student fail their
biokineticist works with individuals and teams
Benoni High School is also developing a
leaving exams for more than 40 years. The school
to develop warm-up and training programmes.
post-matriculation year to ease the transition from
is located close to Johannesburg in South Africa’s
A number of sporting academies—in rugby,
secondary to tertiary education. This will enable
Gauteng province and has a culturally diverse
cricket, athletics, water polo and swimming—
students to access first-year industry-linked diploma
student body of around 1,500. In addition, some
have also been created.
courses and first-year university courses at the
80 per cent of its leavers go on to further studies.
“Our rugby academy is well established and
school via distance learning and lectures offered
“Participation in extramural activities helps
we have an international coach involved there,”
in the afternoons and evenings at the school.
students to perform academically,” says Principal
says Jake. “We have now extended our training
The expectation is that, under this programme,
Jake Ceronio, who has been at the school as
programme to those surrounding primary schools
students will be able to undertake two or more
Deputy Principal since 1992 and led since 2004.
that don’t have that offering and will coach them in
of the five subjects required during their first
Benoni High School benefits from more than
the necessary skills that are required at high school
year of university or college.
20 extracurricular activities, including a wide
level.” The programme also gives older students the
“Students can use lecture rooms here and
range of sports, drama and debating.
chance to develop their leadership skills by working
be taught interactively by a lecturer some 400 km
with and coaching younger children.
away,” says Jake. “It’s cost effective for students
Sporting prowess
The school also has an excellent academic
because they can further their studies without
The school is renowned for its sporting successes.
record, and its programme has recently expanded
having to relocate or live in halls of residence.”
It is in the process of having its gymnasium
to include engineering and graphic design with
This ongoing emphasis on educational
accredited as a training centre, which will enable
a view to giving students a head start in these
innovation has helped produce generations
former students who have completed degrees
disciplines before they go to university. “We also
of responsible, independent and self-disciplined
in sports education to return for their practical
run a compulsory enhancement programme
young adults. It has also helped foster a school-
year. It also offers a broad range of team-
before school for students who are not achieving
wide spirit of unfailing achievement.
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
“ Students can use lecture rooms here and be taught interactively by a lecturer some 400 km away”
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On a mission—the school group raising standards and aspirations The City School Asia | thecityschool.edu.pk
Thirty-six years ago, Farzana Firoz recognised
High standards
a need in Pakistan for widespread, accessible,
Academic standards at The City School are
good-quality learning, and made it her mission
consistent with those at good private schools
to bring this about. Harnessing her unstinting
in Britain, in part due to the introduction of the
energy, she founded the first City School in
Cambridge International Examinations. “We have
Karachi in 1978, in the belief that “Twenty-first-
students who achieve world- or country-best
century education should enrich the mind, warm
results,” says John. “Our pupils are highly motivated
the heart and awaken the spirit”.
and many attain the standard required to enter
She now heads up more than 190 schools
the best universities at home and abroad.”
in 45 cities across Pakistan, as well as overseas
Recognising the vital importance of sound
schools in Saudi Arabia, Dubai, Oman, Malaysia,
teacher training, Dr Farzana has initiated the
Bangladesh and the Philippines. In 2004, she was
group’s own continuous professional development
awarded an honorary doctorate by the University
and international programmes for teachers.
of Staffordshire in recognition of her contribution
These are now supplemented by programmes
to the cause of education and, as a result, is now
provided by the prestigious Institute of Education
widely known as Dr Farzana.
at the University of London. Regular inspections are also carried out by the group’s own Department of
PASSION FOR EDUCATION
Inspection and Quality Assurance, which operates
“From the start, the driving force behind The
across the entire network to help maintain the
City School has been a passion for education
group’s rigorous standards.
development,” says John Proctor, the network’s
Many of the more remote areas of Pakistan
International Academic Director. “It’s about
—such as Swat, Peshawar and Quetta—benefit
establishing good schools in which people are
from the international-standard education that
proud to enrol their children. There’s also a firm
The City School provides. “In some smaller cities
belief that the schools and their students have
there are greater challenges,” says John, “but we
an immense contribution to make to Pakistan’s
face those, and our influence is reaching many
economic and social development.”
parts of the country. We are also happy that,
A sympathetic environment is central to
in these smaller cities, more and more girls
The City School culture. “We have our own design
are joining us.”
department and architects,” says John. “Our schools
The list of member establishments
range from those for pre-junior children—which
continues to grow, but The City School name
are often adapted from residential buildings, and
retains the singular form to demonstrate a set
from which we aim to retain a home-like, secure
of mutual principles. “Good teaching is not
atmosphere—to our prestigious campuses across
just a matter of developing competence and
Pakistan. Our student-to-teacher ratio is relatively
possessing the right kind of knowledge,” says
low and, within this nurturing and friendly
Dr Farzana. “It is infused with pleasure, passion,
environment, we aim to enable our students
creativity, challenge and joy—and providing
to be the very best that they can be.”
that is the mission I continue to fight for.”
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“ Education should enrich the mind, warm the heart and awaken the spirit”
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Scouting values provide youngsters with outgoing, healthy guidance Colegio Baden Powell Mexico City, Mexico | www.badenpowell.edu.mx
Founded in 1969 by local teachers involved in scouting, today its three campuses cater for around 2,000 students from preschool to highschool levels. “It’s wonderful to watch students grow from preschoolers into respectful, cheerful and competitive young adults who have a positive influence on society,” says Luis. “We’re proud to produce hardworking, reliable and helpful young people.” Delivering excellence This educational model delivers excellent academic and extracurricular achievements. “Scouting philosophy provides us with a framework for leading and training students to develop academic, athletic and artistic skills,” says Luis. “A key aspect of this is an emphasis on learning by doing: our students are encouraged
“It’s wonderful to watch students grow into respectful, cheerful and competitive young adults”
134
The enduring principles of the scout movement
to experience the concepts taught.” In addition,
have proved a highly distinctive and rewarding
students are required to follow the school’s
foundation on which to base a modern educational
“decalogue”—10 rules that outline the ideal
ethos at the aptly named Colegio Baden Powell.
qualities of a student.
“Scouting was developed to support young
The college’s philosophy on leadership is also
people in their physical, mental and spiritual
closely tied to that of scouting. Staff and students
development,” says Luis Rubén Picazo Manríquez,
in leadership positions are expected to define clear
President of the college’s board. “Our teaching
and achievable objectives, lead by example and
model is based on the scout philosophy, which
demonstrate perseverance. Leaders are expected to
promotes respect, character building, teamwork
support teams in problem solving, note successes
and a love of nature. We also stress family values
and mistakes, and facilitate learning. They are also
and fellowship—we call ourselves ‘the Baden
expected to recognise achievements and build
Powell family’.”
the confidence of followers.
Situated on the outskirts of Mexico City, the
Even the school’s design has been influenced
college is an independent co-educational school
by scouting. Its grounds have the feel of a
that takes its name from the founder of scouting,
woodland campsite and its buildings are more
Lord Robert Stephenson Smyth Baden-Powell.
like chalets than classrooms, which makes for a
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
tranquil setting. “Lessons are taught in specialised classrooms suited to particular subjects,” says Luis. “In addition, students regularly practise outdoor activities and observe nature with the aid of adult helpers.” Camping trips are run throughout the year, which give older students the chance to develop leadership skills. Positive influence “Above all else, our education focuses on the individual as a rounded human being,” says Luis. “In our basic, secondary and high-school programmes, we aim to instil community spirit. We stress the importance of congruence between what we say and what we do, and aim to produce individuals who have a positive influence on society.” Over its first 45 years the school has won numerous awards and honours. “We’re recognised for excellence by the most prestigious universities in Mexico, and they provide scholarships to our best high-school graduates,” says Luis. “We are also recognised as a school of high quality by the National Confederation of Private Schools, and we won the Accreditation for Quality Education in 2004, obtaining re-accreditation in 2011 for the following five years.” Asked to explain the ongoing success of the school, Luis stresses the importance of solidarity and scouting philosophy. “We encourage students, teachers, other employees, suppliers and everyone connected with the school to embrace the idea of the Baden Powell family, to carry themselves impeccably and to work for the greater good of this family and the wider community.”
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Forging a model for personal development for years to come Colegio Inglés Hidalgo Zapopan, Jalisco, Mexico | www.cih.edu.mx
“Our teaching methods are designed to provoke learning experiences that make children aware of both themselves and the community around them”
The story of Colegio Inglés Hidalgo (CIH) is one of
might be from different year groups. “We have an
innovation from the outset. Founded by educator
evolving and innovative bilingual process, which is
Conchita López de Wäckerlin in 1985, at a time
linked to pupils’ brain development and maturity,”
when co-educational and bilingual schools were
says Heidi. “Once students have mastered a certain
scarce in Mexico, CIH was also one of the first
level of English, they can start to develop other
schools in the country to cater only for secondary
thinking processes in English, such as in maths
students. Named after Miguel Hidalgo, a hero
and science.”
of Mexican independence, the school is located in Zapopan, in the Western Mexico state of
New methods
Jalisco—one of the country’s most important
In 2015, CIH celebrates its 30th anniversary.
cultural centres.
However, there is little time for resting on laurels.
General Director Heidi Wäckerlin attributes
Over the next three years, the college is working
much of the school’s success to a management
with a number of individuals and institutions to
model that fosters autonomy and interdependence
explore new teaching methods that will shape
in school staff. “Every adult here is an educator,”
the school for decades to come. It has already
she explains. “It doesn’t matter if they’re in the
embraced Philosophy for Children—educator
classroom or they have an administrative role—
Matthew Lipman’s teaching method to develop
we are all role models for the children.”
critical thinking and reasoning in young people— as well as UNESCO’s Education for Peace, which
136
Learning experiences
promotes the importance of non-violence, social
With around 400 pupils, CIH is “not too big and not
justice and human rights.
too small”, says Heidi. “Our aim is to help contribute
The school is also the subject of ongoing
to the education of free-thinking individuals who
research by the Centre for Investigation in Ethical
are able to transform society, and our teaching
Development into the development of universal
methods are designed to provoke learning
values in teenagers. Building on previous research
experiences that make children aware of both
undertaken with four- to seven-year-olds, the
themselves and the community around them.”
three-year study will help to unravel how ethics
CIH’s approach to teaching makes extensive
are developed at this important age.
use of tools such as collaboration, active listening
CIH has developed close relationships with
and dialogue, and places great emphasis on
local universities in Jalisco, and nearly all of the
positive conflict resolution—preparing young
college’s graduates go on to further their studies
people to accept that the views of others may
in Mexico or abroad. However, the most significant
conflict with their own. “This helps develop the
indicator of CIH’s success, says Heidi, is the
interpersonal skills that will enable students to
strength of feeling it engenders in its former
relate to others in a constructive way,” says Heidi.
students. “When our alumni return, they always
The college’s bilingual programme is also
say that their most important and enriching
an important part of its educational programme.
connections and experiences were generated
English is taught as an additional language in levels,
here,” she says. “That’s down to the stimulating
meaning that children studying at a particular level
and innovative environment we maintain at CIH.”
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
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Positive prospects—Providing students with A world-class start in life College Charlemagne Pierrefonds, Quebec, Canada | www.collegecharlemagne.com
Perhaps the highest praise a school can receive is a compliment from a student. Young people can tend to roll their eyes at hard-working teachers and shrug with indifference at the opportunities learning presents. To hear pupils enthuse about their schooling is, therefore, a rare and precious thing. Except at College Charlemagne, where it’s a regular occurrence. “Students take real pride in the school,” says General Director Julie Beaudet. And she should know. Having attended Charlemagne herself, her fondness for it has grown over the years. But what is it about this French-speaking private school, located on the Island of Montreal in Quebec, Canada, that warrants such loyalty? Having opened in 1969, Charlemagne today teaches around 1,500 students between the ages of five and 17. Younger children study an enriched national programme, while older students take the International Baccalaureate Diploma, which is broad, challenging and inquiry-based. The school itself is founded on four pillars—academic excellence, social responsibility, personal discipline, and health and well-being. The first of these is measured in sustained effort rather than grades. “We expect all of our students to do the best they can,” says Julie. The school’s dedicated staff certainly does its bit to help achieve this goal. “We have an incredible teaching team who encourage students to widen their vision of the world,” she adds. “Many take time in their lunch hour to give extra classes.” Mutual respect Developing a sense of social responsibility is also crucial. “It’s like the United Nations here, with
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
more than 45 nationalities,” Julie laughs. “So our students learn to embrace cultural differences, sharing ideas and respecting one another.” Charlemagne also supports other communities. Its orchestra gives Christmas concerts at nearby old people’s homes, and Year 10 and Year 11 students benefit from two 15-day international humanitarian trips—one to Cuba and another to Peru. “Students can help farmers in the field or work with children in an orphanage,” says Julie. “These are life-changing experiences.” The school’s third pillar, personal discipline, enables young people learn to think critically, recognising their own strengths and weaknesses. “This helps them work autonomously,” says Julie. “When former students come back, they say that, in group projects at university, others always want them on their team because they know that Charlemagne students get the work done.” This is because they start taking responsibility for themselves from kindergarten. “Our youngest students look after their own paper, pens and scissors, and those responsibilities develop year
“We want students to express themselves calmly
on year,” she adds.
but surely, with passion and power,” says Julie. So they write sketches, improvise and deliver
SPORTING EXCELLENCE
speeches. “People in the community tell us they
Finally, Charlemagne nurtures good health and
know Charlemagne students because they listen
well-being, with successful sports teams and
well and present arguments clearly,” she continues.
dedicated physical education teachers. In 2013/14,
“The theatre classes are important to this; they
Charlemagne students won 12 champion banners
embed confidence.”
in six different sports.
Charlemagne’s distinct approach to learning
“Being a Charlemagne student is exceptional,”
nurtures successful, well-rounded individuals.
says Julie. “We are a relatively large school, yet we
People like Julie, who both know where they’re
know all our students by name.” Arts and sports are
going and appreciate where they began—and
every bit as important as academics, and theatre
who always have something positive to say about
classes are mandatory for all high-school students.
their schooling.
“ Our students learn to embrace cultural differences, sharing ideas and respecting one another”
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Championing the freedom to learn and compete on an equal footing International Grammar School & College Islamabad, Pakistan | www.igsc.edu.pk
In the early 1980s, the Pakistani military
achievements or behaviour enables the teacher to
government decreed that all state schools could
address the strengths and weaknesses of a student.
use only Urdu as the medium of instruction.
When parents and teachers work together, it is the
In addition, they could only take examinations
child that stands to benefit the most and that is
authorised by Pakistan’s national board of
what we strive for at IGSC.”
examinations which, regrettably, were not
A special emphasis is placed on personality
recognised anywhere else in the world.
and character building at the school, with a focus on moral values, Islamic teachings (for Muslim
Pioneering spirit
students) and celebrating the cultural diversity of
“We were left with a vacuum,” says Mrs Bilquis
the student body. “IGSC also encourages students
Azam Kureshi, Principal of the International
to be actively involved in community service,”
Grammar School & College (IGSC). In 1982, the
says English teacher Mrs Rukhsana Nasir.
self-financed IGSC filled that vacuum in the private “They are motivated to step up and take the sector, becoming Islamabad’s first school to take
lead in organising events to raise both awareness
up English as the language of instruction. It also
and funds for the less fortunate. The Student
introduced the University of London GCE O-level
Council then arranges special trips to hospitals
curriculum and the University of Cambridge
and orphanages where they distribute food and
A-level curriculum, thereby enabling students
gifts to children and patients.”
to compete internationally.
140
Having begun with but a handful of students,
Teacher freedom
the picturesque, two-and-a-half acre campus in
The school also has a life-enhancing effect on
Islamabad now has more than 650 multinational
teachers, who are given the freedom to explore
pupils. There is sufficient demand to fill yet more
their own teaching styles. “IGSC has brought about
places, but the school deliberately keeps student
a lot of changes in me,” says Miss Arooj Iqbal, a
numbers—and class sizes—low. “We believe
science teacher in the elementary school. “I have
that classes should never be more than 24, with
been able to explore my potential more and to
a minimum ratio of one teacher to every seven
understand what I am capable of. Everything you
students,” says Mrs Kureshi. “In this way we are
do is acknowledged and appreciated, and that
able to give individual care and guidance. We are
really matters.”
proud of our dedicated team of teaching staff,
As Mrs Kureshi observes, “Our students
most of whom have stayed since joining in 1982.”
are taught social and study skills, how to learn
Parent–teacher meetings play an important
independently, think logically and reason critically.
role in a student’s development and academic
They are encouraged to believe in themselves,
success at IGSC. “Teachers and parents often
to aim high and to develop a life-long passion
see different aspects of a student’s personality,”
for knowledge and self-improvement.
says Mrs Kureshi. “Maintaining an open dialogue
At IGSC students enter as ordinary children
and comparing notes on the student’s
but leave as very special and distinct individuals.”
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
“ students enter as ordinary children but leave as very special and distinct individuals”
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Hi-tech achiever—combining old and new in a winning multicultural mix Kuwait English School Salmiya, Kuwait | www.kes.edu.kw
“We have a culture of care for others and care for oneself, which means children give their best to their education”
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
Embracing technology without sacrificing the
The school also offers a special educational
values of traditional education is a challenge faced
needs unit with a uniquely tailored curriculum.
by schools around the world. Based 12 km south
The Green Unit, as it is known, is a source
of Kuwait City in the Salwa area, Kuwait English
of immense pride to the school because of
School (KES) is leading the way in incorporating
the opportunities it offers students and the
multimedia devices in a manner that complements
successes they achieve.
established teaching practices. “Education is about making wise decisions,”
Multinational make-up
says Rhoda Elizabeth Muhmood, the school’s
KES is richly multicultural, with more than 60
Director. Having worked in education for more than
nationalities represented among its 2,400-strong
50 years, she knows only too well the importance of
student body. Pupils from Kuwait, Egypt, India, the
moving with the times while maintaining tried and
USA and Britain, to name a few, all mix happily in
trusted teaching methods. In September 2014, the
their daily school life. Respect, says Rhoda, is highly
school, which caters for children aged three to 18,
valued by everyone throughout the school, and this
introduced Toshiba Chromebooks into classrooms.
atmosphere of respect, trust and support inspires
It’s a way of harnessing technology to enhance
every student to achieve their best.
core educational values—in this case, fostering
“We have a culture of care and consideration
in students a love of reading and research.
for others,” says Rhoda, “and also care for oneself, which means children give their best to their
Modern methods
education.” It also means that students leave
“A lifelong appreciation of literature has to begin
school with an innate confidence and the ability to
in school and I think we have to adapt to modern
adapt to new situations and to treat people from
methods, like using e-readers,” says Rhoda.
all backgrounds with understanding. The school’s
“Many students will be more attracted to reading
aim (“Inspire, Challenge, Encourage”), and its
through the use of devices with which they’re
motto (“The Aim Makes Great the Life”) suggest
familiar. We should keep looking for experiences
high standards, and students are encouraged to
that will enhance our students’ learning and seek
have high expectations of themselves in
out new opportunities that we can introduce into
everything they undertake.
the school for the benefit of the students.”
KES students have won places at some of
This doesn’t have to mean the latest gadgets.
the world’s top universities, including Cambridge,
In 2013, the school opened a pottery department,
Oxford, Harvard and Yale. The achievements of
providing students with a new outlet to explore
its students are a glowing endorsement of the
their artistic talents. This addition to the school
successful development of KES since it was founded
reflects its dedication to educating “the whole
in 1979. And, as technology changes the landscape
child”, nurturing the unique abilities of each
of modern education, the school is meeting the
student. Among the wide variety of activities and
challenges and opportunities it presents. By making
facilities available is an enviable music department
“wise decisions” at every step, KES is ensuring that
and high-achieving sports teams—both of which
it reaps the benefits of technological advances
allow pupils to flourish in different ways.
without sacrificing its core educational values.
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143
The home-grown solution to engaging with a new generation of learners MyEduZone Group Oman | www.myeduzone.org
USA, Australia and South Africa. UPS has also recently become a centre for Cambridge International Examinations, with the first students set to sit its Higher Education Diploma in 2015. Hands-on approach Education at UPS is built on the principles of fun and hands-on learning, referred to by the group as “edutainment”. As part of this approach, students are encouraged to enjoy learning, developing their curiosity, creativity and initiative alongside their analytical skills. One example of this hands-on style is the popular Mad Science program, which MyEduZone Group has extended to students across 10 schools
“Computer technology is part of every lesson, and children use the latest equipment on a regular basis”
144
“The idea of ‘made for Oman, in Oman’ is our
and which offers everything from after-school
inspiration,” says Azza Al Ismaily, Chairman
workshops to themed birthday parties. The Ministry
and CEO of MyEduZone Group. “We offer an
of Education is also considering introducing the
international curriculum, but one deeply
scheme to government schools.
embedded in Omani faith and culture. We focus
“All areas of science—electricity, lasers and
on Arabic from kindergarten, and have recently
space, for example—are covered but in a very
introduced an Arabic IGCSE, but balance this with
interactive way,” says Azza. “This means the
English subjects.” It’s a combination that has
children not only absorb the concept behind a
proved prosperous, as illustrated by the group’s
topic, but also see it in practice. Children spend
rapid expansion since its foundation in 2007.
a lot of their day at school, so it’s crucial we make
One of MyEduZone Groups’ key services is
the experience fun and engaging—especially
its network of co-educational schools, known
when you consider the many technological
as United Private Schools (UPS). This caters for
distractions now available to them.”
around 3,000 students, who are taught by a
Indeed, at UPS, the view is that such
multicultural staff that includes teachers from
technology should play a daily part in the education
more than 30 countries including the UK, the
of the digital generation. Interactive smartboards
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
are used in classrooms, and there are plans to introduce tablets and Campus Live software to allow students to access homework online. “ICT was previously a separate subject, but this year it has been absorbed into all of our English and Arabic subjects,” says Azza. “This means computer technology is part of every lesson, and children use the latest equipment on a regular, almost hourly, basis.” Character building This focus on technology is balanced with the individual development of each and every student. “Today, knowledge is everywhere and it’s very easy to access, but the formation of a child’s character is just as crucial,” says Azza. “At UPS we focus on practising and developing their interpersonal skills.” It’s a formula that has established UPS as the biggest education provider in Oman, with plans to build yet more schools across the country—including a fully international school —for more than 4,000 students. With ever more students benefiting from its expertise, MyEduZone Group is also turning its attention to educators. To tackle the current shortage of teachers in Oman, UPS has proposed the setting up of a new teaching academy. “These developments are what our mission is all about,” says Azza. “We’re cultivating the leaders of tomorrow and creating an education solution that is made in Oman, for Oman.”
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The bilingual school where pupils translate their success onto the global stage The Oxford School Panama City, Panama | www.oxfordpanama.com
International curriculum Today more than 1,750 students aged 2 to 18 are enrolled at the Panama City campus, with a further 420 studying in Santiago, and the programme is almost entirely taught in English. Around 60 per cent of the student body is local, with a significant proportion of the remainder coming from overseas. Students follow England’s National Curriculum for Key Stages 1 to 3 before moving on to the Cambridge International Examinations (CIE) syllabus in ninth grade. “The CIE results are recognised worldwide,” says Malcolm, “so our students can go on to study virtually anywhere.” Currently, 95 per cent of the school’s students go on to higher education with around 40 per cent choosing to study overseas. The Oxford School has been at the forefront
“We expand students’ horizons, so they can see there are opportunities that go beyond Panama”
146
“At the time we started in 1984, there was a
of innovation in education delivery in Panama
real void in English-language studies in Panama,”
since its inception. When the regular school
says The Oxford School’s Head Teacher and co-
programme was introduced in 1990, few
founder Malcolm Griggs. “Learning English was
schools in Panama were in a position to set
a luxury—people who could afford to would
up a bilingual or international programme.
study English abroad.”
“Like the UK, Panama has a number of
Initially set up as a language school in
cultures within its schools,” explains Malcolm.
Panama City for adults, by the early 1990s, The
“And the National Curriculum—which has taken
Oxford School’s management team came to the
this into consideration—was very useful for us
conclusion that there was also a need for greater
as we developed means and methods to manage
English-language training for Panama’s younger
students whose first language was not English.”
generation. This led to the establishment of a
During their final three years of schooling,
regular school programme taught in both Spanish
students have the option to choose between
and English. Success was immediate and, in 1992,
three study “streams”: sciences, arts and sciences,
at the request of local families, the school set up
and business. The last of these three illustrates
a second campus in Santiago, three hours inland
perfectly how the school readies its students
from its original site.
for leadership following graduation.
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
Business class “We prepare our business students for running their own businesses once they have finished school,” says Malcolm. “We do this by helping them understand all the different areas of business, from management and psychology to understanding the marketplace—how to employ people and how to manage and analyse the financial side.” Students are involved in a major project to create their own firm, culminating in a fourday business presentation. “Proposals have ranged from animal clinics to recycling plants,” says Malcolm, “and a range of people from universities and well-known businesses here in Panama have come to evaluate the work our students have done. It’s a really good way of showing students how innovation can lead to sustainable financial success.” Having celebrated its 30th anniversary recently, The Oxford School is now embarking on a significant restructuring of its secondary school provision with the establishment of Panama’s first dedicated sixth-form college. “The whole concept changes when it comes to sixth-form college because there is a lot more responsibility put on students to manage their own work,” says Malcolm. “We expand students’ horizons, so they can see there are opportunities that go beyond Panama,” he adds. “More than anything, though, we’ve helped to make the learning of English, and the English curriculum, not a luxury, but second nature for most people.”
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Game plan—the creative faculty on a quest to engage with young minds Sri Emas International School Petaling Jaya, Malaysia | www.sriemas.edu.my
“We may not have all the answers— but we encourage our teachers and students to ask questions”
148
Education must meet the demands of tomorrow,
Students remember a lot of details from role-
surpassing those of today. It’s an ongoing challenge
playing games, so why not use that platform to
that’s embraced by Sri Emas International School,
help them remember information they need for
a private coed in Petaling Jaya, Malaysia. The school
fact-heavy subjects?”
is renowned for its creative approach, educating
Principal Melinda Lim Hee Lean agrees.
its 500 students, aged 11 to 17, using a host of
“Science subjects are not easy to teach,” she says,
contemporary methods and platforms, in line with
“and schools all over the world struggle to get
its principles of emphasising critical thinking and
students to engage with them.” ChemQuest is
cultivating leadership skills. Providing engaging
being launched as an app in 2015—next will come
classroom experiences for every single student
PhysicsWorld, BioWorld and MathWorld. “The kids
is one of the tenets of school life at Sri Emas.
learn almost by accident,” says Anne. “In fact,
“We’ve developed a role-playing computer
from playing the game, students will experience
game,” says Managing Director Anne Tham.
that ‘Aha!’ effect, and connect the dots in class.”
“The aim is to teach children using a format they
This, she says, includes students who traditionally
know and love—we came up with the idea in
find science subjects a turn-off.
Starbucks. We’ve since been banned from going again because, whenever we do, ideas flow and
Ethos of innovation
we just end up creating huge amounts of work
These games embody Sri Emas’s teaching
for the school and our team!” she adds, jokingly.
philosophy. The school prioritises learning through fun, making the best use of innovation
Play to learn
and technology, and “showing not telling”.
Sri Emas is anything but work-shy, however.
More broadly, creative approaches to learning
Its dedicated team of digital artists and writers
bring out the best in Sri Emas’s pupils. For example,
has been hard at work since 2012 creating
every year, Melinda takes all Year 10 and Year 11
the interactive game, entitled ChemQuest.
students to a local water theme park to do physics
The school’s teachers are key in its development,
and maths experiments. “One of the concepts that
taking a “non-human” subject and humanising
children have problems with is relative velocity,” says
its content and concepts, all the while ensuring
Melinda, “so taking them to the park means they can
that it’s guided by the curriculum and accurately
experience it with the water.” Having identified a gap
introduces theories that can be further explored
in provision, Sri Emas also plans to open Malaysia’s
in the classroom. The first phase of the project
first entrepreneurial school in early 2015.
focuses on chemistry for 11- to 14-year-olds.
These creative approaches deliver happy, high-
“It’s a quest,” says Anne. “There is one main
achieving students who are ready to embrace the
character in a world that is based on the periodic
technology of the future. As the school’s website
table. Ultimately, there will be five acts covering
states: “we may not have all the answers—but
the entire chemistry syllabus for ages 11 to 18.
we encourage our teachers and students to ask
The idea is to take the learning to students,
questions”. Progress, for this school, is the name
rather than teach it in a more traditional way.
of the game.
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
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A thriving tradition of instilling values and leading by example St Peter’s School Viña del Mar, Chile | www.stpeters.cl
“Parents tell me they appreciate the quality of our education and the professionalism of our staff”
150
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
In most organisations, tradition and innovation
“We use first-language teachers and
are competing agendas. Yet St Peter’s School
volunteers to ensure that maths, social sciences
in Chile demonstrates how these agendas can
and natural sciences are taught in English at
coexist to best effect.
the primary school,” says Nelson. “These children
“In some ways we’re a very traditional school,”
are also exposed to English as a subject for eight
says Nelson Padilla, Director of Studies at St Peter’s
hours a week.” Additionally, the school places
School. “We’ve preserved our founding British
a strong emphasis on sports—including rugby,
traditions for almost a century now, and pupils
hockey and swimming—while extracurricular
benefit from this historical continuity, cultural
activities include chess, yoga and dance.
framework and continuous use of English. However, our education is also fundamentally
Caring environment
innovative. Our resources are current, our staff
As a relatively small institution, St Peter’s School
undergo constant training and we’re always
is characterised by a strong bond of trust between
striving to improve our teaching. Within the
directors, staff, parents and pupils. “Pupils from
context of Chilean education, we’re also a leader
different year groups know and support one
in teaching English as a second language.”
another, and parents regularly tell me they appreciate the quality of our education and
British roots
the professionalism of our staff,” says Nelson.
St Peter’s School was established in 1918 for the
“It’s a personalised education, and each staff
children of English-speaking expatriates living
member knows each pupil by name.”
around Viña del Mar, a city 125 km from Chile’s
This culture of accountability and trust
capital, Santiago. Today, the school has around 400
emanates from the very top of the organisation.
boys and girls in infant, junior and senior education.
“As a leadership team, it’s vital that we’re
While most pupils are local, the school also has
consistent and credible for staff, pupils and
pupils from Argentina, Australia, Colombia, Japan,
parents,” says Marcela Rodriguez, Head of Junior
South Korea, Spain, the UK and the USA. It also
School. “It’s also important that teachers
receives exchange students from South Africa.
understand they are role models for students.
The school maintains close ties with the
It’s up to us to lead by example, and I always
local Catholic church. While it instils Christian
feel proud when I hear a child say that they
values in pupils on a spiritual and social level,
want to become a teacher one day.”
it follows a humanistic–scientific curriculum.
Now approaching its centenary, St Peter’s
English features heavily in and out of the
School has a long-standing reputation for
classroom. “We ensure continual use of English
producing well-rounded and successful people.
as a second language for staff and pupils,” says
“Many of our pupils achieve excellent academic
Nelson. “Every morning we have a formacion
results, and we have a 100 per cent pass rate,”
where pupils sing the Chilean and British anthems.
says Nelson. “The quality of our education is
This is followed by the Lord’s Prayer and Hail Mary
also evident in the values of our pupils, their
in English.” For junior levels especially, a lot of
sporting achievements and the mark they
teaching takes place in English.
make on the world.”
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Building a sense of belonging by putting students first Thamer International School Jeddah, Saudi Arabia | www.thamerinternationalschool.com
“We have standards of discipline and we expect students to work hard, but we are also here to help”
Many parents agree that, when it comes to
Teachers are enthusiastic, willingly giving
education, children should always come first.
up their weekends to provide extra classes where
At Thamer International School in Jeddah, Saudi
needed. “We do not differentiate on the basis of
Arabia, this concept is central. Consequently,
students’ achievements, and consider each as more
its students—aged four to 18—are both happy
than just an exam statistic,” says Rana. “We show
and confident, while also achieving impressive
our students the rules of the game. Then they
academic results.
know how to play, and they can go out and score.”
“We do not treat students as numbers,”
Community counts, too. While students are
says Academic Director Mrs Rana Abd El Baqi.
cared for as individuals, there is a strong sense of
“Our teachers care for each as an individual.
belonging at Thamer. Students of all ages annually
Success comes from nurturing every child
mark the awareness-raising Earth Day, for example,
psychologically, emotionally and academically.
extending their knowledge of environmental
You need to consider all of these aspects for
issues. For International Day, they learn about
students to thrive. It is why the school’s motto
other cultures. “At a school with students of around
is ‘Students First’.”
30 nationalities,” says Rana, “it is important to
“Some students have problems outside the
celebrate these and to learn from each other.”
school environment,” says Rana. “We try to fix those. We do not just look at their academic results
COMMUNITY cARE
and say ‘improve’; we talk to the student and get
Yet students are also expected to support people
personally involved. We have great standards of
outside the school. “This year, we have added
discipline and expect our students to work hard,
a requirement for all of our senior students to
providing them with all the help and support they
complete 30 to 60 hours of community service
need. If a child is going through turbulent times
before they can graduate,” says Rana. “They go
at home, our team will spare no effort to provide
to a nursing home or hospital, help with a social
a safe and supportive environment. We want them
development project, or even work within our
to feel secure and to enjoy coming to school.”
school, helping younger children with their reading, for example. Nowadays, universities look for
152
PUTTING STUDENTS FIRST
community service like this and see it as part of a
“This is true for students of all abilities,” says
rounded education. It helps our students to further
Rana, “and the ‘Students First’ philosophy helps to
their academic career.” Rana believes it will also
bring out the best in each child.” In fact, the only
help them in the workplace. “All our students are
selection criterion for the school is that students
prepared for, and display confidence in, the outside
have an excellent level of English. “Around 90
world. We teach them how to apply their academic
per cent of our students speak Arabic as a first
knowledge in real situations.”
language, but our medium of instruction is
This expansive education, supported by
English,” says Rana. “Because of this, we accept
Thamer International’s “Student First” ethos,
students who have a strong grasp of English.
reaps impressive academic rewards—an outcome
Once here, we follow their progress closely, guiding
that is popular with parents, teachers and
those students who need additional support.”
students alike.
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153
A clear vision—Opening windows onto a wide world of opportunity Collège du Léman Versoix, Switzerland | www.cdl.ch
“The world of international schools is highly competitive, and it’s our vision that will differentiate us from our competitors”
154
With more than 100 nationalities represented
learning another language, they’re also using it in
in its student body, Collège du Léman (CdL) is a
a variety of different classes, so it’s giving them a
truly international institution. The co-educational
much broader use of language.”
school has 2,000 students aged two to 18 years,
Many students are, in fact, trilingual, and
including around 250 boarders, and operates three
speak a language other than English or French
distinct but interconnected sections—one English-
at home. To support these students, CdL offers a
speaking, one French-speaking and one bilingual
Mother Tongue Programme, providing in-class and
(French and English).
extracurricular opportunities for students to develop
Established in 1960, the school is located
proficiency in their first language alongside their
in Versoix, 10 km from Geneva, between the
studies in French and English.
Jura Mountains and Lac Léman. Accredited by
In 2005, CdL joined the Meritas Family of
the Council of International Schools and the New
Schools, an international group with institutions in
England Association of Schools and Colleges, it
the USA, Mexico, Switzerland and China. This opens
offers an incredibly diverse curriculum along with a
up significant opportunities for students to enjoy
choice of diplomas. These include the International
experiences around the world, including student
Baccalaureate—either in English or as a bilingual
exchanges, international sporting competitions
diploma—the French Baccalaureate, the British
and fine-arts events.
IGCSE, the US High School Academic Diploma
It also benefits from the Meritas Academic
and Switzerland’s Diplôme de Maturité.
Plan, which includes a set of teaching protocols for
“The world of international schools is highly
small-group instruction that emphasises problem
competitive, and it’s our vision that will differentiate solving and higher-order thinking, and supports us from our competitors,” says Director General
differentiated learning for every student. CdL employs
Yves Thézé. “Parents want to see that the goals we
its own standardised testing to monitor student
have for their children are the same as their own.”
progress and inform personal learning plans. These plans are then refined and shared with
Fluent learning
parents throughout the academic year.
At the heart of this vision is CdL’s emphasis on bilingualism: all students are expected to attain
Investment plan
proficiency in both French and English. “There is
In 2014, CdL equipped all of its students and
a high level of collaboration between the school’s
teachers with iPads, and the school is well
anglophone and francophone staff, and between
advanced on its three-year, $16 million master
the section heads, who jointly oversee the bilingual
plan to provide a new cafeteria and sports complex.
section,” says Director of Education Pauline Nord.
“We’re also managing teachers in a very
“Many students will begin in one section and then
21st-century way, requiring them to demonstrate
cross over to the other once they have reached a
not only their academic credentials but also
certain level, so we work very closely to ensure
their management qualities in class,” says Yves.
a consistent approach across the curriculum.
“Our teachers don’t just deliver learning, they
“What’s great about the bilingual programme,”
equip children with a self-confidence that will
says Pauline, “is that the students are not just
benefit them for the rest of their lives.”
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155
A positive start where learning begins with the individual child Double Decker bilingual preschool Zurich, Switzerland | www.doubledecker.ch
When Nava Bader was six years old, she began to
To create a truly immersive environment that
encounter adversities that would last throughout
ensures children learn both English and German,
her primary school years. As difficult as this was,
another requirement is that each classroom should
Nava eventually rediscovered the joy in learning
have two teachers and one assistant who are native
she had felt during her preschool education.
speakers of either German or English. The benefits
Nava and her mother, Andrea Bader Rusch,
of this are well documented—from a 2012 study by
went on to found Double Decker Bilingual PreSchool Northwestern University showing that bilingualism
“We want kids to leave here with selfconfidence and With a respect for others, for themselves and for the environment”
156
in 2001, with a shared passion for quality education
can boost brainpower, to evidence from the
and a belief that things could be done differently.
University of Chicago, also in 2012, that thinking
They began with a preschool for three- to six-year-
fluently in a non-native language helps people
olds in Kilchberg, Zurich. Within four years, they
to make more rational decisions. “Bilingualism
had built such a reputation that they were asked
contributes to us being more communicative
to take on a preschool for two- to four-year-olds in
and more universal in our outlook,” says Andrea.
Küsnacht, just across Lake Zurich.
“We open up to ever-expanding boundaries.”
Best outcomes
Outside expertise
Double Decker aims to provide a supportive
Such evidence-based research is central to Double
educational environment for children, with lessons
Decker’s approach. The Baders invited Professor
taught in both English and German. Central to
Tracey Tokuhama-Espinosa, an expert on raising
the school’s approach is the conviction that
bilingual children, to work with their teachers on
giving young children the right start in life will
developing a curriculum that is engaging, fun and
help them to reach their full potential as adults.
effective. Visiting instructors have also included
“The kids are our future,” comments Andrea.
Dr Randa Grob-Zakhary, a neuroscientist who shared
“We want them to leave here with self-confidence
important advancements in early childhood research.
and with a respect for others, for themselves and
In addition, the school provides ongoing staff
for the environment.” This is why the children are
training with Sylvia Leck’s Foundations for Learning,
encouraged to learn through play, to explore and
which focuses on developmental milestones,
express themselves freely in creative activities, and
observations, scaffolding and early interventions.
to recognise the relationship between action and
Lessons are geared to each individual child,
outcome. In addition, Wednesday mornings are
whatever their educational needs. “That’s a tricky
spent in the forest, a setting that offers materials
business,” says Andrea. “We always ask how we
that inspire creativity, play, craftsmanship and,
can add to what we are doing, taking those things
most importantly, environmental awareness.
that work and adapting them to our environment.
Teaching staff are encouraged to develop
Our goal is to foster early learning success and
activities based on their professional know-how
effectively support quality education.”
and individual passions. For the Baders, having
It is through this constant re-evaluation that
dedicated, enthusiastic staff has always been key to
Double Decker is helping to create the inspired
the school’s success. Their rule is to hire only those
thinkers of the future—and provide a positive
who they would want to teach their own children.
start for every child.
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How connected THINKING enables STUDENTS to see THE bigger PICTURE International School of the Stockholm Region Stockholm, Sweden | www.iSSR.se
“Being a global citizen used to be about travel or celebrating diversity, now, it’s about seeing what we have in common”
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
programmes. The school’s 500 students include
dynamic programme than you’ll find in the
internationally mobile children studying the
mainstream,” she says. “It’s a broad, concept-
Primary Years Programme and Middle Years
based curriculum.”
Programme, and both international and local
It’s an ethos that led ISSR to become a United
students on the Diploma programme.
Nations school in 2010—and it hopes to soon become a UNESCO school. Already linking classes
International system
to UNESCO principles, Middle Years Programme
“Our approach is different,” says Karin Henrekson
coordinator Erik Berridge describes a recent project
Ahlberg, Head of School. “Most of our students
undertaken with his Grade 8 class.
have spent time in other countries. They are
“UNESCO’s World Heritage sites around the
‘cross-culture kids’ who are typically with us for
world, whether natural or man-made, gain their
anything from six months to four years—and
status on the basis of having ‘Universal Value’,”
they need to have continuity in their education.
he says. “The students and I looked at these sites
An international system is therefore the most
and discussed what gives them such a quality.
appropriate for us.”
Their responses showed genuine global awareness.
Classes are taught in English by a diverse
One wrote: ‘Universal Value is a connection,
teaching body, and students hail from more than
even with all the differences that we have’.
35 different nationalities, speaking around 60
Another commented: ‘If we look back in time,
languages between them. “Children mix with
we’ll see how much society has changed and,
people they can relate to here,” says Deputy Head
if we keep our Universal Values balanced, our
Jenny Arvidsson. “Our students travel constantly.
planet will become a better place for humanity’.
Everyone here has that in common, and it’s
Our students draw on their very different
really important to the culture of the school
experiences from all around the globe.”
that they feel that connection with one another.
This also gears them towards global careers.
They understand that the challenges they
“We prepare our students to work anywhere in the
face are different to those of other children.”
world,” says Karin. “Being a global citizen used to be about travel or celebrating diversity. Now, it’s
It’s often said that the world is getting smaller.
Opening minds
about seeing what we have in common instead
Technology links people at the touch of a button.
The curriculum serves to bolster this sense of
of focusing on our differences.” ISSR helps students
International travel is quicker and easier than ever.
connection. “Students develop key attributes,
do this through various programmes and events
Global businesses operate seamlessly, wherever
such as being open-minded and caring, and
—including its annual UN Day. In addition, Jenny
staff are based. Schools tend to buck the trend,
taking risks,” says Yes Blijden, who coordinates
explains, “Diploma students attend Model United
however, largely imparting national programmes
the school’s Community, Action and Service
Nations, an international debating conference.”
to local communities. Not so the International
education. “These things help young people
Such activities help cement ISSR’s strength as
School of the Stockholm Region (ISSR).
become internationally minded—and we
a global school. One that provides an exceptional
Founded in 1999, ISSR offers globally
prioritise those attributes from the age of
education and exciting experiences for a generation
recognised International Baccalaureate (IB)
five upwards.” Jenny agrees, “The IB is a more
facing big challenges in a small world.
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159
Bright futures—Backing students and teachers to take the initiative The Koç School Istanbul, Turkey | www.kocschool.k12.tr
When asked what The Koç School’s motto—
feel they are working together”, and one with
is looking to expand the number of such teacher
“Reason, Conscience, Courage”—means, General
“a high degree of student initiative”.
trainers, and to encourage more teachers within
Director Koray Özsaraç offers a compelling
the school to become trainers and developers.
explanation. “We believe any shortcomings
Student engagement
“You are enabling teachers in two ways,” says Robert.
in human behaviour, action, production or
Students’ involvement in social responsibility
“You’re making them better teachers, but also
endeavour stem from at least one of these
projects provides diverse opportunities that
developing their expertise by making other people
being missing,” he says. “So we expect the
supplement academic life at all levels of the
better teachers. It’s a learning community where
members of our community to think, discuss
school. One example is The Koç School’s annual
the teachers are learning as much as the kids.”
and act with them in mind, so they become
Model United Nations Development Programme
The Koç School’s international network of more
second nature to us all.”
(MUNDP)—one of 400 MUN conferences
than 4,000 alumni holds annual events in Istanbul,
Set up in 1988 by the Vehbi Koç Foundation—
worldwide, but the only one to model the UN’s
London and New York. It reflects an enduring sense
the philanthropic arm of Turkey’s largest industrial
Development Programme. A significant event
of school spirit, one doubtless inspired by those
conglomerate, Koç Holding—The Koç School
that attracts between up to 500 participants from
core values of reason, conscience and courage.
in Istanbul is one of Turkey’s most prestigious
schools across Turkey, MUNDP is run entirely by
academic institutions. A demanding academic
Koç students. “For kids to take on such projects,”
programme is taught in both Turkish and English,
says Robert, “they need to know that they’re
and around 50 per cent of students participate
valued and supported.”
in the International Baccalaureate programme
The Basketball From East To West tournament
in addition to their compulsory Turkish studies
is a similar student-initiated event that draws
in high school. Virtually every student goes on
students together from across southern Europe and
to higher education with around half choosing
the eastern Mediterranean, and from very different
to study abroad.
socio-economic backgrounds. Organised by
The school’s 160-acre site is home to more
high-school students and now in its fifth year, the
than 2,000 students and a staff of over 300.
three-on-three tournament and camp has attracted
It provides boarding for around 200 students,
the likes of Euroleague-winning Serbian coach
on-site accommodation for 200 employees and
Željko Obradovi´c, as well as Turkey’s national team.
exceptional sporting facilities, including a FIFA-
Fundraising to enable students—from as far afield
accredited football pitch.
as Belgrade, Zagreb and Eastern Turkish provinces
“The level of financial support we provide
—to attend is also student-driven, providing
is also so important,” says Koray. “Financial aid
opportunities to disadvantaged youth.
and scholarships across the school amount to around £6 million, allowing students from diverse
TEACHER development
backgrounds all over Turkey to come and benefit
A significant innovation in the school’s education
from what our school has to offer.”
delivery is its teacher mentoring programme.
Educational consultant and former General
Choosing to employ dedicated teacher mentors
Director of The Koç School Robert Lennox describes
within the school enables a continuous process
“a participative school where students and teachers
that forms a natural part of school life. The school
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
“ Kids need to know that they’re valued and supported”
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161
Shared experience—the leader in meeting special educational needs Brays School Birmingham, UK | www.brays.bham.sch.uk
autism and communication difficulties; the other, in the outer suburb of Sheldon, covers profound and multiple learning difficulties as well as complex medical and physical needs. SUPPORTING others Of the six core areas covered by Teaching Schools, Brays has specialisms in school-to-school support and special educational needs (SEN), plus leadership across the special and mainstream sectors. This includes providing courses and training to reduce future problems and help schools provide for those SEN children who are best educated in the mainstream system. “It’s vital not only for the pupils themselves but to reduce the strain on special schools,” says Jane. “There is a national shortage of expert special
162
For many special schools, the focus is on helping
schoolteachers and many are retiring, but there
pupils with complex special educational needs
are more children with SEN and additional needs
to become integrated into the community. This is
nationally.” In response, Brays has become the
evident at Brays School, but the institution goes
only primary school to create its own bespoke SEN
a step further. As a National Teaching School for
teacher-training programme, something it’s done in
Birmingham, the UK’s second city, the school uses
association with the University of Wolverhampton.
its vast expertise to aid and support other schools.
Special teachers usually train in mainstream
“The idea is to form a network of like-minded
schools with a short special school placement.
schools, both special and mainstream, and support
This model has the opposite focus. “It’s for people
each other to raise standards,” says Executive Head
committed to training for special schools,” says
Teacher Jane Edgerton. “Often, if a local authority
Jane. “We’re filling a niche by training specialists
has a school ‘in challenge’, they approach a National
who can go straight into the sector rather than
Teaching School to provide support. It is about good
having to do a few years in mainstream education.”
pedagogy: we look for best practice and share it, as
Accredited as a National Support School—
well as accrediting specialist leaders of education
meaning it works on raising standards with
to support these schools.”
mainstream and special schools—Brays is also
Graded Outstanding by Ofsted, Brays is a
a National School of Creativity and has been
mixed primary special school with around 140
commended for its creative way of delivering the
students across two sites. One, in the Birmingham
curriculum. It’s this commitment to excellence that
inner-city area of Small Heath, specialises in
has made Brays a shining example to other schools.
CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
The gift of tech—how one company is investing in a nation’s future Lanaco Bosnia and Herzegovina | www.lanaco.com
has already supplied a further 7,750 PCs and 550 laptops across 60 more primary schools, taking the total number of e-classrooms beyond the 700 mark. Throughout 2015, the company is set to deliver the remaining 62 schools in the area with the same equipment. Early learners The belief at Lanaco is that, in times of global recession and economic uncertainty, the need to acquaint people with modern technology from an early age is greater than ever. “The main goal of the project is to help our children become equal with the rest of the world in the 21st century,” says Dragan Ninic, Program Office Manager at Lanaco. “We need to ensure that they do not lack In 2012, the IT company Lanaco came up with
any knowledge or experiences that might enable
a simple but hugely ambitious aim: to provide
them to find jobs in modern industries.”
every schoolchild in the Republika Srpska—the
In addition to its Dositej project, Lanaco has
Serbian region of Bosnia and Herzegovina—
set up an integrated information system called
with a personal computer.
EDUIS. This has proved immensely effective,
“We recognise that education is the key to
both as a consolidated register of students,
transforming our society,” says Sanja Sabljic,
teachers, grades and absences, and as a means
Director of Education at Lanaco. “If we provide the
of enabling the continuous tracking of student
technology to educate our children to a standard
behaviour. By covering all processes in digital
on a par with the rest of the developed world, then
form, Lanaco has managed to save the local
they will be able to be part of the global economy.”
education authority 15 per cent of its budget,
Lanaco worked with the local education
allowing that money to be reinvested in
authority on the project, which was called Dositej
education rather than administration.
1:1 eLearning. By the end of its first phase, the
With close support from such big-name
scheme had provided more than 10,000 PCs to
companies as Microsoft and Intel, Lanaco’s dreams
students and 800 laptops to teachers in 65 primary
of transforming its country through the provision
schools, creating over 400 new “e-classrooms”.
of cutting-edge educational technology are fast
For phase two, which began in June 2014, Lanaco
becoming a reality.
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163
The Spanish language specialist that has flourished through word of mouth Estudio Sampere Spain, Ecuador And cuba | www.sampere.coM
“We use day-today situations, like going to a shop, emphasising communication skills rather than just grammar”
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
Every year, a retired American gentleman makes a
been around a few years, Estudio Sampere was
return visit to the Estudio Sampere language school
the pioneer in offering the Spanish language.”
in Madrid. The course he chooses—an intensive
Sixty years on, Estudio Sampere is still run
two-week language programme—is one of the
by the same family, and maintains the same
most popular courses at this Spanish-language
approach to teaching. “Sampere has always tried
teaching school. He’s not alone in his decision to
to make the classes and the teaching of Spanish
return. Many of the school’s students return again
as communicative as possible,” says Virginia.
and again, often bringing others with them.
“We use day-to-day situations, like going to a
This is partly due to the locations of the five
shop, emphasising communication skills rather
Estudio Sampere schools. The largest, in Madrid,
than just grammar. In addition, class sizes
is near the famous Retiro Park and minutes from
number, on average, six students per classroom.
Museo del Prado. In Salamanca, students enjoy
That means more time with the teacher, more
a city that boasts the country’s oldest university.
time for questions and more interaction.”
And, in Alicante, they are minutes from the harbour
There is a variety of accommodation provided,
promenade and can enjoy year-round sunshine.
all managed by the school. Younger students
Over the last two decades, Estudio Sampere
usually prefer the “homestay” option, using
has added to its stable with a school in the
the school’s extensive network of host families.
UNESCO World Heritage Trust site of Cuenca,
More mature students, on the other hand, often
Ecuador (a short distance from the cathedral
plump for a private apartment or shared flat.
quarter) and one in an upmarket southern district of Havana, Cuba. “The location of each of our
Global reach
schools is the best in that particular area,” says
In the 1980s, Alberto Sampere co-founded the
Director Virginia Sampere, daughter of the
International Association of Language Centres,
schools’ founders Alberto and Isabel Sampere.
an association whose accreditations are now
Students are also drawn to the schools by the
recognised the world over as a seal of quality
variety they offer. “Visitors to Havana come as we
for small and independent language schools.
organise a part-study, part-tourist trip,” says Virginia.
In addition, Estudio Sampere schools are accredited
“In Ecuador, volunteer programmes are a good
year on year by the highly respected Instituto
opportunity to engage with the local community.
Cervantes in Spain, and the group has a long list
There’s a full itinerary of events in all the schools.”
of partners and agencies around the world that send students to its schools.
a Family affair
In 2014, the American gentleman notched
Husband-and-wife team Alberto and Isabel
up his 30th year of visits. “He’s a very dear client,”
established the first Estudio Sampere in
says Virginia. “Every year he meets new people.
Madrid in 1956. “They had the vision to offer
We try to create an environment where our
Spanish-language training to the employees
students can practise Spanish and get to know
of multinational businesses setting up offices
people from other cultures. It’s the reason for our
in Spain, and to diplomats,” says Virginia.
success—people enjoy their time here and go back
“While English-language schools had already
and tell others. It’s a word-of-mouth campaign!”
CHAPTER 3.4 | EDUCATIONAL PROVIDERS
165
The Educational key to Unlocking a world of potential Express Publishing Newbury, Berkshire, UK | www.expresspublishing.co.uk
“Education is not the learning of many facts,” said Albert Einstein, “but the training of the mind to think.” Einstein’s philosophy is one that is shared by Express Publishing, whose awardwinning, English-language learning materials are expanding young minds the world over. The Berkshire-based firm has produced more than 3,500 titles that are used in over 90 different countries. Combining print and digital products, and designed to appeal to all types of learners of any age or background, the company’s approach brings together technological advances and a breadth of teaching techniques. “We’re bridging the gaps between technology and education,” says Alex Drey, International Market Analyst. “It’s the multiple pathways approach. Every learner is different, and everyone learns at their own pace and in their own way. Some learn better by touch, others by what
TECH MEETS TRADITION
they hear or see.”
“We’re trying to find the perfect mix between
range of different platforms to be as accessible
This is where the publishing company’s
technology and traditional resources,” says
as possible.
methodology is so successful. It caters to
Alex. “We call the new generation ‘digital
Covering a wealth of syllabus subjects,
everyone, regardless of whether their learning
natives’. They don’t need chalkboards, they
learners are also exposed to broader concepts
style is kinaesthetic, auditory or visual. It’s an
need interactive whiteboards and software.
such as environmental awareness and empathy,
approach that has seen Express Publishing
They process information differently so
concepts that reflect the cultural sensitivities
receive repeated nominations for the British
we have to find the right ways to keep our
of the modern world. This ensures that the
Council’s ELTon (English Language Teaching
learners interested.”
materials target different social groups as
Innovation) awards, including for its career-
Offering a combination of videos, quizzes
effectively as they target different learning styles.
specific language materials and its innovative
and games, the company’s materials are designed
“At their core, everyone wants to learn, to
digital applications. With more than 50 years
to communicate information in a way that is
progress, and we can all find common ground
of experience, Express Publishing understands
both stress-free and fun.
through education,” says Alex. “Our goal is
the subtleties of producing materials that
The range, which includes offline interactive
to create quality thinkers and help shape a
communicate to learners who have grown
education books (ieBooks) and applications,
generation that will lay the foundations for
up in the digital age.
allows students to study at their own pace
a better and fairer society.”
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CAMBRIDGE: INSPIRING LEADERSHIP & INNOVATION
while the software is designed to work on a
The creative enterprise with designs on inspiring new talent Graham Shapiro Design Nantwich, Cheshire, UK | WWW.GRAHAMSHAPIRO.COM
on their phones or tablets. Reggie’s simplicity and affordability has put it at the forefront of its field. Its built-in encryption is also opening the door to other sectors in which security is an issue, including hotels, sport, and health and safety. There’s even interest from the Houses of Parliament. INTERNATIONAL success Graham, a graduate of the University of Wolverhampton, originally planned a career as a graphic designer. “I’ve always been obsessed with design,” he says. “I live and breathe it.” Running a business was never on the agenda, until he won a contract to produce all of Samsung’s European product brochures. “It was amazing,” he says. Graham Shapiro’s first standout design success
“I turned into an international business overnight.”
was founded in the playground of his primary
He had to expand, and soon discovered the value
school in Staffordshire. “I was fascinated by the
of a good team. “I’ve got great people who support
paper ‘fortune teller’ game, which had numbers
me, and who share my philosophies and morals,
that gave options and eventually revealed a final
so I can focus on driving the business forward,”
message,” he recalls. “I always knew that, one day,
he adds.
I would create a paper-based product that was
The many prestigious clients that Graham
interactive, memorable and had a similar reaction.” and his colleagues are delighted to work with Years later, he patented his ingenious
include the British designers Stephen Webster
interloopmailer®, which continues to bring delight
(the irreverent jewellery creator) and Clive Christian
to product launches and promotions. The concept,
(kitchen creator and purveyor of “The World’s Most
based on a card that repeatedly folds back on itself
Expensive Perfume”). Developing their branding
in a tactile, twist-and-turn form, has been adopted
required a special, bespoke approach, for which
by a number of international clients, including
GSD has become well known.
Apple, Samsung and Philips. “Siemens used it
Of his numerous awards and nominations,
for the world’s largest innovation conference in
Graham takes particular pride in his appointment
America a couple of years ago,” says Graham,
as Ambassador of Innovation for the University of
“which was a great moment for me.”
Cambridge, and strives to inspire British designers.
His company, Graham Shapiro Design (GSD®),
“With anything in life you’ve got to be passionate
is having similar success with its Reggie® app.
about what you’re doing,” he says. “You do need
Already used in many UK schools, it enables
a bit of luck, so when you get an opportunity,
teachers to take the register any time, anywhere,
make the most of it. Nothing is impossible.”
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