UWCSEA WHITE PAPER 5 May 2022 ENACTING A MISSION: individual competencies for a lifetime of peace
Elizabeth Bray, Head of UWCSEA Dover
“Our Mission is about the system of education we have, and our system of education says everything you’re teaching and learning is about how you turn what you’ve learned and understood and practised into an action.”
The Covid-19 pandemic has caused global economic growth to plummet, leading to increasing poverty levels and accelerating inequality between and within countries. It has been called an “economic wrecking ball with intergenerational consequences,” with observers noting that, “surging inequality is dangerous, with knock-on effects on everything from rising crime to reactionary nationalism.”1
UWCSEA
Enacting a Mission: individual competencies for a lifetime of peace
“Our Mission is at the forefront of many people’s minds at the moment around peace, but also around sustainable futures. Not just sustainability in an environmental sense but also with regard to the climate crisis and the nexus of so many other conflicts and disrupted relationships in the world today,” says Carma Elliot, UWCSEA College President. He made the dire assessment in the days after Russia invaded Ukraine, shocking the world and igniting Europe’s largest war and ensuing refugee crisis since World War II.3 Indeed, it was witnessing the cooperation between former adversaries of World War II at a NATO conference that inspired German educationalist Kurt Hahn to open Atlantic College in Wales in 1962, giving life to the UWC Mission.
Extracted from UWCSEA Guiding Statements 2021 Mission Competencies
The world has experienced the most unprecedented levels of disruption in recent times brought about by crises in global health, the climate, geopolitics and more.
As UWC South East Asia marks 50 years of making education a force to unite people, nations and cultures for peace and a sustainable future, the UWC Mission has taken on new urgency.
The United Nations’ latest report on climate change has found that some impacts of global warming are now irreversible. The UN Secretary-General António Guterres has called it an “atlas of human suffering and a damning indictment of failed leadership.”2
For instance, the Covid-19 pandemic catapulted advancements in biotechnology and in the way we communicate and work. The UN has said that although it is brief and shrinking, there is still a window in which humanity can act to secure a livable future.4 And while it is under tragic circumstances that millions of people have had to flee their homes in Ukraine, they have been met by unprecedented measures of warmth and support from neighbouring countries and people around the world.5
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A UWC education aims to prepare young people to be ethical agents of change who see the challenges, and are equipped to identify and act on the possibilities that are hidden within them.
Sixty years later the Mission guides the 18 schools and colleges that make up the UWC Movement to deliver a transformational education that aspires to the very highest ideals of peace and sustainability, making education a force that not only enables students to discover that change is possible, but that they can make it happen.
2 | UWCSEA White Paper 5 At UWCSEA the call to action that is implicit in the UWC Mission is made manifest through its Mission Competencies which were first identified and then embedded into the College’s Guiding Statements in the 2020/2021 school year. Beginning with the end in mind UWCSEA Guiding Statements
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“Competency has this action orientation which reflects our Mission’s desire to have students be doing something in the world as local and global citizens. And it’s a way for us to conceptualise the active nature of the learning that we create for our students,” she says. An example would be a student who is doing a local service activity with young children. In that context, the student would be demonstrating and strengthening their competencies in Self and Community Wellbeing, Interpersonal and Intercultural Understanding and Essential Literacies.
In the context of a UWCSEA education Carla Marschall, Director of Teaching and Learning at UWCSEA East explains that if a learner has had a range of experiences, and attained a range of learning goals they are demonstrating a competency when they are able to select the knowledge, skills, understanding and dispositions that are appropriate in the context in which they are about to take action.
The OECD—a global policy forum—describes a competency as “more than just knowledge and skills. It involves the ability to meet demands, by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular context.”6
The Mission Competencies emerge when students and alumni mobilise their learning in complex, real-world situations in service to the Mission.7
“Competency is more than just knowledge and skills. It involves the ability to meet demands, by drawing on and context.”inskillsresourcespsychosocialmobilising(includingandattitudes)aparticular6
“Our Mission is about the system of education we have,” says Elizabeth Bray, Head of UWCSEA Dover, “And our system of education says everything you’re teaching and learning is about how you turn what you’ve learned and understood and practised into an action.”
“For an organisation like ours with education as the expression of our Mission and the day-to-day living of our Mission an expression of our success, it is important to define for our students what competencies we’re helping them to develop, both within the curriculum and within the school context,” says Elliot.
Organisation for Economic Co-operation and (OECD)Development
The notion of a competency is often easily mistaken for possessing a skill. For example, identifying a person as digitally competent can be taken to mean that they are adept at using a computer. But in actual fact a competency is a much more complex construct.
UWCSEA’s five Mission Competencies appear in the last stage of the Guiding Statements, which are used as a reference point for all decision-making at the College. The Guiding Statements bring together the school’s Mission and Educational Goal, the elements of the Learning Programme, the principles that define the environment necessary for learning and the Qualities and Skills that students have the opportunity to develop through their educational journey.
The educational pathway starts with the Mission and Values, and the Educational Goal to educate individuals to embrace challenge and take responsibility for shaping a better world, which they can achieve by developing the Mission Competencies. These prepare students for life’s challenges, and stay with individuals into adulthood, enabling them to enact the Mission.
PEACEBUILDING
Essential Literacies sees that students are able to critically and creatively integrate and adapt literacies essential to supporting communication and problem-solving in local and global contexts.
ESSENTIAL LITERACIES
An example of how the College facilitates the development of competency in Interpersonal and Intercultural Understanding can be found in its comprehensive Languages programme, which exposes students to other cultures while they acquire skills in another language, and also supports students whose first language is not English by offering options to maintain their literacy in their home language (mother tongue), recognising that it is an important part of their identity.
The UWC Mission’s focus on uniting people, nations and cultures led to the embedding of a Mission Competency on Interpersonal and Intercultural Understanding in the College's Guiding Statements.
A Mission Competency in Peacebuilding is self-evident. It derives directly from the UWC Mission which aims for peace and a sustainable future. Students are given opportunities to develop this competency in a variety of contexts. In High School they might take part in the Initiative for Peace, an experiential programme that covers the theory and practise behind peace, conflict and violence which culminates in a student-led peace and conflict resolution conference involving youth delegates from other countries.
Interpersonal and Intercultural Understanding equips individuals to engage with cultures, politics and identities of self and others including the norms and values that underlie one’s actions.
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A Mission Competency in Essential Literacies encompasses what students learn in the Academic programme and extends to abilities like critical thinking and problem solving. This competency focuses on the way that literacies can be used for a purpose. It includes both formal literacies like reading, writing and mathematics but extends to informal literacies like media, digital and data literacy. Students build their competency in Essential Literacies primarily through the Academic curriculum, but like all of the other four competencies students exercise and strengthen it in different contexts and at all stages of their educational journey.
INTERPERSONAL AND INTERCULTURAL UNDERSTANDING
Peacebuilding means students possess a competency in building peace in both local and global contexts.
UWCSEA’s five contextual competencies
In tandem with Interpersonal and Intercultural Understanding, a competency in Self and Community Wellbeing recognises that knowing oneself is fundamental to understanding and connecting with others effectively. It is linked with the UWCSEA Wellbeing and Learning Principles and the UWCSEA Profile. This competency aligns closely with Personal and Social Education, a foundational element of the UWCSEA Learning Programme. Some of the topics included in this curriculum are personal development, self management and responsibility, interpersonal relationships, digital citizenship and safe behaviours. Sustainable Development reflects an individual’s ability to engage with complexity, understand multiple futures, take the role of steward and develop sustainable solutions within environmental, social, economic and political systems.
Self and Community Wellbeing is about building wellbeing in self and others, whilst supporting a sense of connectedness and autonomy.
SUSTAINABLE DEVELOPMENT
In the Infant School the concept of peace is introduced through units such as the K1 Peace Begins with Me focusing on the idea that in order to connect with and understand others we must first have an understanding of our own identity and what is important to ourselves.
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As with Peacebuilding, a Mission Competency in Sustainable Development also links directly to the Mission. The knowledge, skills and attitudes that make up this competency are starting points for many of the concepts explored in the Academics element of the UWCSEA Learning Programme, equipping students to pursue their own understanding in age-appropriate ways. However, it also links directly to the service curriculum. Service projects happen through environmental and other campus-based initiatives within the College, in partnership with community organisations in Singapore or NGOs around the world take a five-stage approach. Designed to help students learn how to understand complex realities, develop relevant, sustainable plans of action, and be capable of assessing and adapting their methods, each service learning journey provides opportunities for students to strengthen and develop their capacity in this competency at every age.
SELF AND COMMUNITY WELLBEING
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Intentional transdisciplinary learning
Marschall says competencies are like muscles, “The muscle needs to be strengthened over time. We can’t just do lots of learning with the students, push them out of the school gates and then say, ‘now do something with your learning.’ The competency piece is about the intentional use of that learning for a purpose.”
As the Guiding Statements imply, students are only able to develop Mission Competencies when the UWCSEA Wellbeing and Learning Principles are enacted—because they provide the appropriate environment—and when the educational approach is holistic, providing the opportunities. This means taking a concept-based approach to teaching and incorporating a balance of disciplinary and interdisciplinary learning, and age-appropriate experiential learning.
“We want to have a balance between disciplinary and interdisciplinary learning because the disciplines act as these interpretive lenses that help us gain new perspectives on issues, just as much as bringing them together and synthesising them can help us to find solutions to them,” says Marschall.
“Competency has this action orientation which reflects our Mission’s desire to have students be doing something in the world as local and global citizens.”
“It’s not that students are 18 years of age before they have developed competencies. Four and five-year-olds can also demonstrate these competencies. Really, it’s around the application and transfer of learning from various areas of our Learning Programme to situations and contexts, whether that be local or global,” she says.
APPLYING CONCEPTS TO TRANSFER LEARNING
In a student as young as four, a Mission Competency in Sustainable Development and Self and Community Wellbeing may emerge in acts like rescuing an insect in the playground because it’s about to be squashed under another student’s shoe.
She gives the example of the Service programme as providing a tangible way for students to demonstrate their learning in another element of the programme like Academics, by reading to children or teaching them to read, for example; noting that service in turn teaches topics like systems thinking, and builds knowledge about issues like gender inequality or climate change in an action-oriented way.
In older students, a group might demonstrate competencies in Interpersonal and Intercultural Understanding, Self and Community Wellbeing, Sustainable Development and Essential Literacies when they collaborate to launch a service project like “Generation. Education. Period.” a student-led initiative which takes sustainable action on the issue of period poverty by organising awareness-raising activities within the College, by designing relevant products for remote communities of women, and by creating supply partnerships to be able to reach them.8
central to concept-based understanding and learning is that it’s about developing transferable understanding that can be applied in new contexts,” says Ellie Alchin, Director of Teaching and Learning at UWCSEA Dover, “It is about students being prepared for the unexpected and new situations, using what they’ve got to help them navigate the world.”
Developing an ability in students to transfer their learning is key, and is the outcome of a concept-based “Whatcurriculum.isabsolutely
Carla Marschall Director of Teaching and Learning, UWCSEA East
“Central to conceptbased understanding and learning is that it’s about
Alchin describes the progress the College has made in promoting linguistic diversity as an example. It is important because languages are a way for students to understand and shape their cultural identities, helping to build a strong sense of self and gain a sense of agency and confidence to tackle life beyond school and as a global citizen.
STRATEGY AND STRUCTURE
Ellie Alchin Director of Teaching and Learning, UWCSEA Dover
Competencies are not unique to UWCSEA. Many schools define competencies as part of their Educational Goals but where UWCSEA stands apart is in its alignment with the UWC Mission.
In addition to guiding outcomes for students, the Mission Competencies are a guide for teachers to provide opportunities for competencies to “It’semerge.aboutstrategy and structure,” says Damian Bacchoo, High School Principal at UWCSEA East. “Only when the conditions are set can the competencies flourish. That means setting the right conditions for the right type of learning and the right type of experiences.”
To illustrate this notion, Bacchoo explains how the Mission Competencies have influenced how the East Campus High School responds to parents and students asking about the Russian invasion of Ukraine. “My job is to educate for peace, not to lobby for peace. It’s not for me or the school to reflect on what will make a difference. But it’s for me to provide the platform and the conditions for the student to act by saying ‘I can see your passion, I’d love to know what you would like to do. What do you need? Which competencies do you need for you to take action?’”
ALIGNING WITH THE MISSION
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“You will not find schools that say our Mission is to make education a ‘force.’ That’s not a typical Mission,” says Bray who for many years led the K–12 curriculum articulation programme at the College. She says that it’s important to acknowledge that enacting the Mission takes many forms.
“I can point to all the amazing alumni who are doing fantastic things, working for NGOs and starting up interesting sustainable companies all over the world. It’s easy to see the competencies at work in them,” she says, but adds that they also emerge in students who go on to become bankers, teachers and parents.
contexts.”canunderstandingtransferabledeveloping,thatbeappliedinnew
“I see it in the way they value education, in the way they talk about what they want for their own children,” says Bray, “All those jobs matter. It’s about what it looks like in the end, how they are living. It’s about looking out for more than just themselves, but for a wider community.”
Bacchoo says schools typically focus on competencies like critical thinking and collaboration which are geared towards equipping students with so-called 21st century skills for university and the workplace, thus making them very individualistic.
Being clear on the Mission and having a framework helps to navigate these “highly teachable moments,” says Bacchoo, “We have to lean on the Mission Competencies to guide both our action and our inaction.”
Damian Bacchoo High School Principal, UWCSEA East
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“Our Mission is around sustainability and peace. They’re grounded in the planet as opposed to the individual. Our Mission is actually asking for world-centred learning,” he says, citing the work of educational theorist Gert Biesta who has inspired his belief that rather than being childcentred or curriculum-centred, “the point of education is to encourage and equip the new generation for their life ‘in and with’ the world.”9
“The point of education is to encourage and equip the new generation for their life ‘in and with’ the world.”
In 2011
The College’s curriculum articulation project involved years of internal and external research, consulting with education experts and referring to institutions like the IB Organisation (IBO). The team brought UWCSEA teachers together from all disciplines to poke holes in their proposed ideas. One of the first comprehensive pieces they created was the UWCSEA Profile and the UWCSEA Learning Principles. These remain key parts of the UWCSEA Guiding Statements.
In the years that followed, the College continued to expand its knowledge, test theories and implement new ideas. Being the biggest of the 18 UWC schools and colleges with a large staff—many of whom consider themselves lifelong learners—and with a funding model that ensures the resources, UWCSEA has been able to embed into its DNA a commitment to reimagining learning to better equip students to navigate complex and challenging futures. It is through this commitment that the Mission Competencies were realised. They were derived from early efforts by UWC International to create a UWC Diploma, in which they were seeking to create a qualification with academic rigour while also being tailored specifically to the UWC Mission.
Reimagining learning through innovation
“I think we really are thought leaders in terms of curriculum,ourof how we think about and apply concept based teaching and learning, how we connect it to our Mission and how it’s Competencies.”throughexpressedtheMission Ellie Alchin Director of Teaching and Learning, UWCSEA Dover
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“That was a massive piece of work. But they’ve stood the test of time and they’ve been adopted by other schools, which is a great compliment,” says Bray whose work as an accreditor for the Council of International Schools (CIS) takes her into schools around the world.
Unlike British or American international schools that can draw on curriculums from their home countries, she explained, UWCSEA is part of a global movement and doesn’t have that option. “We really wanted to go back to first principles. So we said, ‘we’re not touching the Mission.’ But how do you teach that? What does it mean in terms of your pedagogical practices or the learning environment that you create?”
“It was an exciting time,” says Bray who spearheaded the effort with another colleague.
ARTICULATING A K–12 CURRICULUM
With the movement-wide effort temporarily paused, UWCSEA chose to continue the work, propelling it forward to arrive at the five Mission Competencies in which the UWC Mission is implicit, and that lead to action. Students realise the “force” of their education by acting in service of people and the planet and not simply by using it as a vehicle for personal success.
UWCSEA has a rich tradition in educational innovation. The first UWC in Wales, Atlantic College was instrumental in developing the International Baccalaureate Diploma which was established in 1968 and is now offered in 159 countries.10 This involvement ignited a spirit of innovation within the UWC Movement as a whole, which was deeply embraced by UWCSEA from the very beginning.
the College embarked on an ambitious project to articulate the K–12 curriculum in order to cement the pedagogical knowledge that had evolved within the College over many decades and to ensure consistency across a recently expanded school that had established a second campus.
UWCSEA started with the idea of the Mission concepts that students would need to encounter during their school experience to be able to enact the Mission. But the idea of naming concepts lacked the action orientation that “makes education a force” as aspired to by the Mission.
“I think we really are thought leaders in terms of our curriculum, of how we think about and apply concept based teaching and learning, how we connect it to our Mission and how it’s expressed through the Mission Competencies. It really articulates us putting our money where our mouth is, walking the walk and not just talking the talk. That’s what the Mission Competencies is all about,” says Alchin. “What we tried to do was look at the Mission and pull out the things that we felt were supporting it.”
From concepts
The final competency to be agreed upon was Essential Literacies and is the one that often prompts questions because it is not self-explanatory. It links directly with Academics, and while academic achievement is inherent in any educational system, it was important to ensure that it received equal (but not greater) recognition alongside the other four Mission Competencies.
Carla Marschall Director of Teaching and Learning, UWCSEA East to
“If you don’t feel that you have those fundamental or foundational literacy skills to be able to understand and read the world around you through mathematical thinking, historical thinking, media literacy, language, then it’s very hard for you to be able to apply your knowledge, skills and understandings for purpose within those other four competency areas,” says Marschall.
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Hence, the Peacebuilding and Sustainable Development competencies derived directly from the Mission, which names both peace and sustainability as its ends. As its means, however, it calls for uniting people, nations and “Whencultures.youlook at the idea of different nations, cultures and the idea of uniting, we need to have two competencies focused on uniting different people from different backgrounds. Then also something about Self and Community Wellbeing. Because if our goal is to be a united community and have harmony, we need to build structures to be able to support individual and community wellbeing as part of that,” says Marschall of the competencies in Interpersonal and Intercultural Understanding and Self and Community Wellbeing.
If this sounds familiar to the UWCSEA community, its because UWCSEA leaned into this research as it evolved its Mission concepts into Mission Competencies. “What we tried to do was look at the Mission and pull out the things that we felt were supporting it,” says Marschall who played a key role in the process.
Once they were identified, tested within the UWCSEA community and agreed upon by the Board of Governors, the Mission Competencies were embedded into the UWCSEA Guiding Statements and are now the basis for much of the work being done to further develop the curriculum.
At around this time, the OECD identified three “transformative competencies that students need in order to contribute to and thrive in our world, and shape a better future.” These were the ability to: 1. create new value 2. reconcile tensions and dilemmas 3. take responsibility11
competencies
“If a course is more disciplinary, many teachers are thinking about ways that they can develop projects which ask students to pull from different elements of the Learning Programme,” says Marschall, giving the example of the new Essential Mathematics course for Grades 9 and 10, “they really want to connect it to issues in the world and have students look at mathematics through that lens.”
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As part of the requirements, course designers are asked to connect their thinking with the development of Mission Competencies and the Qualities and Skills in the UWCSEA Profile. They must consider the relationship between disciplinary and interdisciplinary learning and are also tasked with getting student input at various stages of the course development process.
Erin Witthoft, Head of Curriculum Development and Research across UWCSEA says that because they take time to develop in students and because they’re not just about knowledge and skills but incorporate attitudes and values, they are not meant for evaluation.
One of the ways in which this is happening is by auditing existing curricula to see where opportunities to develop competencies already exist, and where they could be added or enhanced.
“It allows us to really take the time to talk with teachers about the ways that we could build competencies into our programmes, allowing students the freedom to grow without it being a rigid requirement that we have to check for,” she says.
She says it’s a tool to make sure it’s now documented in the curriculum and in other areas of the College and that it “opens up dialogue for people who are new to our community.”
The Mission Competencies are also influencing the design and implementation of new courses at the College. In the 2021/2022 school year, the East Campus launched its own programme for Grade 9 and 10 that consists of courses designed and assessed solely by UWCSEA. The UWCSEA Courses give students an opportunity to align their subject choices with their strengths, interests, desire and aptitude and offer more variety in the way they are assessed.
It is important to note that Mission Competencies were never intended to be an educational outcome that is assessed.
In undertaking this process, Witthoft, who joined the College after the Mission Competencies were defined, observed that in many instances the opportunities already existed, just informally. Now with the competencies included in the Guiding Statements, “it gives us language to surface that it has been happening, how it’s been happening and how we want to capture it.”
Similar options were also piloted by the English and Languages Departments at Dover, and in the 2022/2023 school year dozens more will follow as teachers on both campuses bring new mission-aligned courses into the classroom after going through a rigorous internal design process.
EMBEDDING MISSION COMPETENCIES
“I think we really are thought leaders in terms of curriculum,ourof how we think about and apply concept based teaching and learning, how we connect it to our Mission and how it’s Competencies.”throughexpressedtheMission Ellie Alchin Director of Teaching and Learning, UWCSEA Dover
CURRICULUM DESIGN WITH COMPETENCY IN MIND
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Marschall explains that identifying and embedding the Mission Competencies into the Guiding Statements has served to illuminate the pathway from the Learning Programme to enacting the Mission in a way that helps students, teachers and the UWCSEA community see the relationship and understand how to apply their thinking for a However,purpose.that doesn’t mean that the competencies will not be revisited. As with other parts of the Guiding Statements that have evolved over time, the College will reflect upon the Mission Competencies and continue to question how well they are leading students and alumni to enacting the Mission. This would mean bringing stakeholders together over the next few years to answer questions like, “‘Are these the right words? Do we need to tweak them? Is there something here that isn’t quite doing what we want it to do?,” says Bray. This sentiment is in line with UWCSEA’s broader approach to the Mission which acknowledges that it requires continual reflection.
The only certainty is that the need for individuals empowered to act for peace and sustainability will continue to grow.
Faith Abiodun Executive Director, UWC International, speaking at the KMSS event: Celebrating the UWC Mission on 13 December 2021 Vision for the future Just over half a century ago around the time when the UWC Movement was first conceived, the future pioneers of the internet connected the first computer network, and humans first walked on the moon.
The notion of education as a force remains a key area of focus of the UWCSEA Strategy. Work on Vision 2030 is now starting. Which is appropriate, since, as Elliot points out, “2030 is also the year by which the United Nations aims for the Sustainable Development Goals to be met and for all people to enjoy peace and prosperity”.13
UWCSEA White Paper 5 | 13 [1] COVID-19 is increasing multiple kinds of inequality. Here’s what we can do about it, Ian Goldin & Robert Muggah 2020 https://www.weforum.org/ agenda/2020/10/covid-19-is-increasing-multiple-kinds-of-inequality-here-s-what-we-can-do-about-it/ [2] REMARKS TO PRESS CONFERENCE LAUNCH OF IPCC REPORT, The Secretary-General, United Nations, 28 February 2022 https://www.ipcc.ch/site/ assets/uploads/2022/02/UN_SG_statement_WGII_Pressconference-.pdf [3] Russia’s Invasion of Ukraine, The Economist, 2022 https://www.economist.com/briefing/2022/02/26/russias-invasion-of-ukraine [4] REMARKS TO PRESS CONFERENCE LAUNCH OF IPCC REPORT, The Secretary-General, United Nations, 28 February 2022 https://www.ipcc.ch/site/ assets/uploads/2022/02/UN_SG_statement_WGII_Pressconference-.pdf [5] Europe’s embrace of Ukrainian refugees, explained in six charts and one map https://www.vox.com/22983230/europe-ukraine-refugees-charts-map [6] The Definition and selection of key competencies, Executive Summary, OECD.org https://www.oecd.org/pisa/definition-selection-key-competenciessummary.pdf [7] Mission Competencies Primer, UWCSEA, 2021 [8] Generation. Education. Period. LEAP Initiative website, 2020 https://www.leap-initiative.com/post/generation-education-period-gep-1 [9] ‘A World Centred Education: A View for the Present’ by Professor Gert Biesta, https://youtu.be/7n02xPFIiEY [10] https://www.ibo.org/about-the-ib/facts-and-figures [11] Transformative Competencies for 2030, OECD competencies/in_brief_Transformative_Competencies.pdfhttps://www.oecd.org/education/2030-project/teaching-and-learning/learning/transformative[12] Experts Optimistic About The Next 50 Years of Digital Life, Pew Research Center, 2019 https://www.pewresearch.org/internet/2019/10/28/expertsoptimistic-about-the-next-50-years-of-digital-life/ [13] The SDGs in Action https://www.undp.org/sustainable-development-goals
“A sense of possibility and a sense of agency: that things can be done, and I can do something about those things. Anyone who encounters UWC should come away with those two ideas.”
In less than one lifetime, rapid advancements in science, technology and our interconnectedness have brought a sense of hope about meeting the many unprecedented challenges that the world is facing12 and the unpredictable change that they bring.
Dover Campus 1207 Dover Road, Singapore 139654 T +65 6774 2653 | E uwcsea@uwcsea.edu.sg East Campus 1 Tampines Street 73, Singapore 528704 T +65 6305 5353 | E uwcsea@uwcsea.edu.sgOOTP-2122 Scan the QR code to read about the UWCSEA Guiding Statements. Scan the QR code to read all the UWCSEA White Papers.