Category: Cover

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About Barcelona High School

Barcelona High School (BHS) lives by the promise and mission to help teenagers excel academically, socially, and psychologically. The school relates to students as whole humans and prides itself on a dynamic learning environment.

The school’s innovative open plan fosters meaningful connections across the whole school. Unlike traditional schools, friendships are not limited by individual grade levels, genders, or cliques.

This revolutionary educational pedagogy is referred to as the BHS Method™.

Prominent Personalities

Amanda Slefo, Partner and Director, helped to turn the vision of the school into a reality. Throughout the growth of the school, she has been a powerful inspiration and guide for students and staff. Her role initially involved overseeing educational learning, academic performance, and university placement as she later became a Partner of BHS.

Amanda now wears many hats and remains an important figure to students, parents, and the extended community of the school. She is the matriarch of the BHS family and models a strong life force for the school. Amanda always keeps her door open to ensure each student feels valued by creating meaningful relationships with them.

BHS is the brainchild of Akida Mashaka, an American entrepreneur from Los Angeles, California. Akida created BHS as he recognized certain problems with schools in Barcelona when looking for a school for his son. Akida saw the antiquated methods in education and recognized the pressing need to renew the school system.

Akida is a graduate of Harvard Law School and attended university in the USA on a tennis scholarship. On top of that, he graduated #1 in Psychology in his university class. Akida’s unique blend of passions and empathic mentality led to his creative concept for this revolutionary school approach.

Beyond the Traditional Curriculum

Instead of stuffing information into students, BHS guides students to the possibilities around them. By asking questions, teachers encourage students to challenge their held beliefs and consider other points of view. Students are given choices in class. For example, if they are interested in video games, an assignment can be adapted so they create a game character, for example.

The curriculum isn’t set in stone. Our world is constantly changing, and BHS acknowledges that the program of study should be malleable. The school wants to foster adaptable students that will be able to handle their journeys after they graduate. Life doesn’t have a single answer like a math problem, so BHS teaches students to create their own solutions.

Cultivate Students’ Interest in Learning

BHS makes the curriculum relevant to students’ situations. Teachers want students to understand how they can apply the knowledge that they are learning at school outside the classroom. Traditional education often preaches abstract topics without giving them context. This leaves students feeling unmotivated, with strands of information that are meaningless and empty. On the contrary, BHS adds dimension to the learning process. Instead of spitting out facts, teachers encourage collaboration, practical application, and dynamic discussions in class. 

For students at BHS, school is exciting and fun, and learning opportunities arise throughout the day. Teachers are always around to answer any questions, from explaining what a tesseract is to pondering the meaning of life. Above all, learning is a collaborative process, where students get a voice in the direction they want their education to take.

Due to smaller class sizes, teachers get to know students so they can feel supported and understood. Teachers ensure students feel seen and that everyone’s voice gets a chance to be heard. BHS teaches critical thinking, giving the students a chance to develop their opinion and share it with the class.

Home for Students

BHS has a radical approach to education. Above all, the school stands out on account of its family-type environment.

A student once compared the space to a home. Building on this analogy, the main body of the school is like a big, open living room. Students feel safe and learning is done collectively, in community. By taking away the walls, BHS fosters relationships that domino across cultures and ages, allowing for an incredible blend of ideas.

Surrounding the living room, the space is embraced by individual classrooms. Smaller-scale learning takes place here, focusing on specific subject areas. These spaces can be compared to the individual rooms of the house, each with their own personality.

This home is a special place where students are constantly being challenged and supported on their educational journey.

BHS believes in equitable access to education. To enact this ideology, the school has granted several scholarships to students in difficult financial situations.

Changes in Education Trends

Work is combined with play as BHS strives to create life-long learners by instilling curiosity around knowledge. Traditional school models students as machines and knowledge is spoon-fed to students in a single direction. BHS creates students who flourish by encouraging a multi-directional education, where their inputs are welcomed. Learning is layered and teachers model skills and then allow students to apply these skills.

BHS teachers adapt the curriculum in an engaging way. The school rejects the ‘sage on the stage’ model of the past and embraces the model of teachers as inspiring leaders and guides. In turn, teachers are open for their own teachings to be challenged and students get to mold their education to fit their needs.

Guidance and Nurturing Relationships

The school has a mental health counselor which makes students feel at home and reinforces a sense of community. Additionally, BHS offers college counseling and guides students to their future aspirations.

At BHS, students are involved in their learning journey. Student body representatives actively obtain student’s feedback and communicate suggestions to the staff. Through this method, activities such as ‘Movie Night’ and ‘Ski Week’ have been possible.

BHS cultivates the growth of well-rounded students so education is extended far beyond the classroom. Clubs are offered after school. These include the board game club, the beach volleyball club, the music production club, and the art club. These clubs serve as the groundwork to foster deeper connections, motivated by shared interests. Some of these clubs are proposed and organized by the students themselves as students at BHS are leaders and self-advocates.

Achievements and Global Leader

BHS is ranked as the best American school in Barcelona for secondary and high school education, as well as the best international school in Barcelona. This is due to its innovative and radical learning philosophy.

Additionally, through university counseling and guidance, students can achieve their future educational goals at top international universities.​

BHS is the most international school in Barcelona as over 80% of the student body is from outside of Spain. Accordingly, BHS has been featured in the ‘Barcelona Metropolitan Magazine’, as well as ‘The Knowledge Review’ as the “International American School for the Global Village.”

Future Plans of the School

BHS has undergone incredible growth. Three years ago, in 2021, the school started with only 5 students in a small underground space. The next year, it grew into an office space, with over 30 students. In its third year, BHS has an enrollment of over 100 students in an open dynamic learning environment. BHS expects over 100% growth in the 2023-2024 school year.

The entire school, from stakeholders to teachers to students to parents, are excited to see the massive change that has been possible in such a short time. In turn, BHS is expected to keep growing, and the potential for this education model is unbounded. The goal is to refine this radical education model and inspiring new schools around the world with the same mission and philosophy. By creating an alternative education system, the old methods will dwindle and this grassroots movement will rise to take their place.

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Offering new and different experiences is always a focus of the school as we strive to provide classes and programs that fit our families and their own children’s learning style and interests. From our morning preschool and kindergarten program, to our afternoon programs like Afterschool Kindergarten and Afterschool Elementary, all the way to the extracurricular activities we offer such as our ukulele club and our strategy-based games club, we are always bringing new and unique learning experiences into the view of our students.

We currently have two locations where we hold classes, with our main programs being held at our international school. Here we host 6 classrooms and age groups all the way from 0 years old all the way to elementary 4th grade. In addition to our international school location, we also are proud of our newest section, Joy Studios. This is a multi-functional space that serves as a venue for hip-hop dance classes, music and ukulele class, our games club, cooking classes, a music studio, and more.

Mission Statement

Joy to the World’s main mission since our founding in 1999 is to provide all children with a safe space to grow and learn through creativity. We believe that through our wealth of experience, both in the area of childcare and education, we have built a relationship of trust with the surrounding community. Joy to the World also places a high priority on finding talented and experienced educators and caretakers who bring their positivity and passion into the classroom and fill our students with a sense of possibilities and realizing their own potential.

The Torchbearer of the school

Our prominent personality at the school is our school’s founder, Jerry Hanus. Starting with one room in 1999, through his positivity and passion, Joy to the World has grown to be of service to thousands of families over the years. Jerry’s main strength comes from his diverse personality and interests. In addition to being an experienced and dedicated educator, Jerry is also an author, entrepreneur, song writer, musician, cooking instructor, and photographer.

Jerry enjoys bringing his interests into the classroom and motivating students to pursue their own passions. In addition to being enthusiastic about the classroom, Jerry is very enthusiastic about bringing his own culture to Japan. Jerry is originally from Hawaii, and whenever possible, Joy to the World holds a yearly Hawaii Program which gives students who are vacationing in Hawaii the chance to participate in a memorable learning experience which couples the impact of an English immersion environment with magic that is Hawaiian culture.

Overall, Jerry remains the life force of our school and continues to propel Joy to the World into the future by working hard towards the goal of creating a fun and safe place for all children to learn through creativity.

Services Offered

The services we offer as part of our school are diverse as we meet the diverse group of students who we are proud to teach. Recently, we have started a partnership with our associate school, Mo-T-Vate, to offer classes to returnee students. Kikokushijo Japan provides a venue for more advanced English-speaking students who are elementary age to explore academic concepts through fun experiments, group discussions, focused lessons, and class projects. Mo-T-Vate also offers classes for adults who are interested in bettering their English skills as well!
In addition to Mo-T-Vate, our parent company is also happy to announce the re-opening of our daycare section. Aoyama International Daycare and Learning Center is a great chance for parents seeking daycare to enjoy the same experience and positive spirit as Joy to the World, but in a more relaxed daycare-like environment. Like our international school, this program is also an English immersion environment!

Besides these programs, Joy to the World is constantly expanding the range of options for our families to choose from, so look on our webpage if you would like to know what kinds of opportunities are waiting for your family!

Beyond Traditional Daycare

At Joy to the World we hire teachers. Teaching is a highly specialized field. Within this field, childcare is a particularly important focus. We take this responsibility seriously and are constantly searching for ways to improve the quality of our education and the training our teachers receive to be familiar with the most up-to-date issues regarding early childhood development and education.

Although we separate students into classes based on their age, each group of students is composed of individuals. Individuals who have their own passions, potential and personalities. We take the time to alter and design our overall curriculum to be flexible in meeting the diverse learning styles of our students. Parents often comment that they feel like our school is like a family, because we make personal connections with each child and use that personal connection to foster a feeling of safety and freedom.

Steps for Student Motivation and Growth

Early childhood education is so important because it is connected to cognitive and emotional growth. For many students, their journey at Joy to the World begins when they are between 1.5 to 2 years old. With this in mind, we approach education in keeping with the hierarchy of needs. First, children need to know that they are safe, which we do by providing a predictable, calm and positive environment. Singing, dancing and play are all ways we open up children’s trust by providing a fun array of shared activities. After children feel safe, their next need to be met is to feel loved and a sense of belonging. Through reassurement, positive touch, and a stress-free learning environment, children begin to realize that they will be accepted no matter what.

After establishing a loving environment, we begin to encourage esteem by celebrating differences and accomplishments. Outlets for creativity are given as frequently as possible to give children a chance to explore who they are and what they like. We hold that the definition of creativity is knowing that it is not only okay to make mistakes, but that it is all a welcome step on the journey. By the time students graduate from Joy to the World, they will fulfill the last step on their journey which is exploring who they are and how they feel about the world. This is essentially the theory of critical thinking, whereby we all receive and interpret the world through our own experiences. Helping students to this point is a crucial step as they begin to become involved with deciding things for themselves and forming the building blocks for the rest of their lives.

School’s Exclusivity

Joy to the World is unique in the way that we develop relationships with our families. The bond between school and home is an important one, and through our shared responsibility to help these children develop, grow and learn, we form strong connections between our staff and each child’s family. Through this mentality, we have built up an atmosphere and a culture at our school that is well known and regarded amongst our school community.

Following Educational Trends

At Joy to the World, we believe that our responsibility to the children is not only in tracking their progress, but in making progress as professionals to be constantly improving. Professional development is a cornerstone of our school, and we accomplish this in three ways. We hold weekly staff meetings to discuss classes and individual learners.

We highlight areas of concern and take responsibility as a team to understand the problem, research the underlying theory, and make a plan of action. Secondly, we hold training for our teachers throughout the year that can include foundational educational theory, new trends and theories, as well as best practices for kindergartens around the world. The final source of professional development we hold as an important tool in staying up-to-date is our involvement in the Tokyo Association of International Preschools (TAIP). Through TAIP, of which Joy to the World is a founding member, we have access to multiple seminars and training opportunities throughout the year.

Future Plans

As we look towards the future, Joy to the World will continue to strive towards our founding goal, which is to expand our reach, and our philosophy, to impact the lives of as many children as possible. We believe strongly in the culture of positivity and inclusivity that we have achieved after more than 20 years of serving our school community. This atmosphere of trust and belonging is what motivates us to continually search for new and better ways to help our students be more successful. Through our dedicated and talented staff, the support of our families, and the love and happiness we create for students, we look forward to the future everyday. Children are our bright shining tomorrow, and we feel honored to work with these amazing young learners on their journey.

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Educational leaders play a vital role in shaping the future of education. They are responsible for creating a vision for their schools or organizations and developing strategies to achieve their goals. They provide direction and guidance to teachers and staff, ensuring that they have the resources and support they need to deliver high-quality education to students.

Good educational leaders are able to inspire and motivate their staff, creating a positive and productive work environment. They have excellent communication skills and are able to build strong relationships with teachers, students, parents, and other stakeholders, imbuing a sense of belonging throughout their organisations. One such educator is Kenny Duncan, Principal of Nord Anglia International School Hong Kong.

About Kenny

Kenny Duncan is an accomplished and highly regarded educational leader with over three decades of experience in the field. He is currently the Principal of Nord Anglia International School Hong Kong, part of Nord Anglia Education Group with a global network of 82 premium international schools in 33 countries.

Born and raised in Scotland, Kenny completed his teacher training there, holding a Bachelor of Education degree from Edinburgh University.  Kenny also holds a Master’s Degree in Education from Bath University, specializing in educational leadership, partnership, and development of educational networks, and completed his National Professional Qualification for Headship in 2011.

As Principal of Kingsbridge Community College, a highly successful school ranked as “outstanding” in the UK and recognized as a leading hub of innovation and educational best practice, his school became established as an EEF Research School, and in 2019 was selected as a “National Teaching Schools Hub”, one of only six schools in the UK chosen to benchmark improvements in the quality of education and the professional development of teachers and school leaders. Prior to his roles within school leadership, Kenny was formerly an adviser to the UK Department for Education and was part of the development team responsible for the creation of the National Curriculum for England and Wales. Throughout his career, he has raised educational standards in schools and supported students to achieve offers at some of the world’s top universities, including Oxford and Cambridge.

Kenny’s passion for education and his commitment to excellence have been the driving forces behind his successful career. He believes in providing students with a well-rounded education that focuses not only on academic achievement but also on character development, creativity, and innovation.

Kenny’s leadership style is characterized by his approachability, strategic vision, and commitment to collaboration. He is deeply committed to supporting his staff and empowering them to be innovative and creative in their teaching.

In short, Kenny Duncan is a highly respected educational leader who continues to make a significant impact on the field of international education.

Versatile Leader

A pioneer in the teaching of technology, Kenny led collaborations with leaders in industry and academia, including the University of Bristol, Rolls-Royce, and British Aerospace, to design an innovative STEAM programme for primary and secondary schools across the UK. These collaborations helped to develop essential teaching techniques to educate UK students for the future, ensuring they acquire the skills and mindsets to thrive in a changing world.

Kenny is a strong advocate for community involvement and parent collaboration. He considers this crucial in supporting young people as they continue on their academic journey. He is an enthusiastic member and supporter of our vibrant PTA, enabling wider opportunities for parents to collaborate and participate in the life of the school.

Away from the pressures and responsibilities of his role, Kenny is an avid lover of the outdoors and a keen windsurfer, paddleboarder, and cyclist.  When he is not on the water or on a bike, he and his wife thoroughly enjoy getting out onto the local hiking trails and enjoying the variety and diversity of life in both Hong Kong and elsewhere. 

Technology in Classroom

NAISHK’s virtual school experience endeavours to harness the best educational technology to ensure our students’ learning is of the highest quality. We use a range of technology including Artificial Intelligence (AI) software to help teachers make judgements on what learning students have understood. The beauty of technology is that it can help us to deliver a more personalised and engaging experience for each child.

The software can also provide valuable tools for teachers in a physical classroom to enhance their teaching experience. For instance, analytics available through digital tools can help teachers keep track of students’ engagement levels during lessons. Using readily available software such as ‘Teams’, teachers can receive reports on how often students contribute to class discussions, which can be challenging to track in a traditional classroom. This information can help teachers quickly identify students who may be struggling and offer personalised support. Scheduling small group chats or one-on-one sessions can also be done virtually, allowing for more focused and individualised instruction that can aid learning.

In a physical classroom setting, technology can enable collaborative work among students and teachers, which is crucial for students’ overall development and communication skills. Utilizing software such as padlet and Flipgrid can allow students to post their work, create content together, and provide feedback to each other. By integrating technology into the classroom, teachers can create a more interactive and engaging learning environment that helps students build skills that will serve them well throughout their lives.

About the School

Nord Anglia International School Hong Kong is a prestigious international school located in the heart of the city. The school is part of the Nord Anglia Education network, a global leader in international education with over 82 schools worldwide. Nord Anglia International School Hong Kong provides students with a world-class education, combining academic excellence with a wide range of extracurricular activities.

NAIS Hong Kong offers the IGCSEs and IB Diploma Programme. This curricula provides the greatest success for the largest number of students. With their individualised approach to each child’s learning, outstanding teachers and collaborations, and unique opportunities inside and outside the classroom, the school promise to nurture your child to love learning and help them to achieve more than they ever thought possible.

At the heart of the school’s success and excellent reputation, is the very high quality of teaching and learning delivered by exceptional staff. The teachers create an atmosphere of curiosity, passion and enjoyment for learning in all students. The school is proud to attract the best specialist teachers who are committed to nurturing and inspiring every child they care for, support them to do this through world-class professional development, amplified by the sharing of international best practice. Nord Anglia Education (NAE) offers their staff the opportunity to study for a fully-funded Master’s degree from King’s College London, underscoring the commitment to the career progression of each teacher. Teachers in NAIS Hong Kong teach children, not classes, so the focus is always on the child as an individual. The school bring a new approach to the interdisciplinary subjects of STEAM (science, technology, engineering, arts, and mathematics), putting students at the forefront of developing skills for the 21st century.

The facilities at Nord Anglia International School Hong Kong are also exceptional. The school has state-of-the-art classrooms, science labs, and MIT designed Maker-Spaces, as well as outdoor sports facilities, swimming pools, and gymnasium. The school’s location in the heart of Hong Kong also provides students with easy access to the city’s many cultural and educational resources.

Source of Motivation

The successes of the students and the school are my primary source of inspiration. I greatly enjoy supporting emerging talent and assisting them in their academic endeavors. Working alongside students to help them with their studies gives me my most thrilling days. I thoroughly enjoy interacting with the students on campus, in the playground, and after school. My daily dose of drive and motivation comes from showcasing our school to prospective parents as well as supporting the many student leadership activities across our three campuses.

Future Plans

Work more and more with our students and explore better opportunities for them.

Message for Students

We think there are should be no barriers to what our students can achieve. We therefore encourage and inspire every student to reach for their dreams, try something new, and above all support them as they set their sights firmly on their own bright futures.

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“To be inspired is great, but to inspire is an honor.”

Education provides wings to one’s imagination, nurtures them, and builds them into refined individuals and seasoned professionals. Many dedicated educational leaders have devoted themselves into providing excellent educational facilities to students so that they can learn and grow effectively.

Several leaders have made a mark in the education sector. They have played the role of a beacon of hope and enlightenment to many. They have uplifted the education sector with their dedicated efforts and have always focused on the overall development of the learners.

An influential leader of the Malaysia’s education sector is Gregg Maloberti, the COO of Space Foundation. He brings a broad perspective and deep vision of the global space ecosystem. He is an ardent advocate of innovation, leadership and motivation.

Past in a Glance

Dr. Gregg Maloberti has over 25 years of leadership experience in independent schools. Having served as Head of School of the Canadian International School of Hong Kong and as Interim Head of School and Director of Institutional Advancement at Ross School in New York, he began his academic career as an English teacher and quickly transitioned to admission and enrollment management.

Dr. Maloberti has served as the Dean of Admission at several of America’s oldest and finest schools including Lawrenceville School in New Jersey for 15 years, Brooks School in Massachusetts, and Cranbrook-Kingswood in Michigan. He currently serves as the Head of School at SSM-FC.

Use of Technology In classroom

Technology not only gives students access to information, but also it allows them to compose and record their work as well as to share their work with teachers and other students.  Technology facilitates collaboration in the classroom in ways that were never possible prior to the advent of the LCD projector and Wi-Fi networks.

Contribution to the Organization

My greatest contribution to SSM-FC has been to encourage students and teachers to pursue their passions and follow their dreams.  My primary role in the school is to ensure that there are resources available to support the learning, growth, and development of both students and teachers.  By believing in the potential of our students and teachers and supporting their goals, the school has achieved great success in its short history.

About SSM-FC

Shattuck  St-Mary’s Forest City International School in Malaysia (SSM-FC) offers an American Education to students right here in Southeast Asia.  Strategically located in Southern Malaysia, just minutes away from Singapore, the school creates an environment where children can thrive. This purpose-built campus includes learning spaces and resources that support the latest innovations in teaching and learning.  Like every building in Forest City, SSM-FC is adorned with vertical blooming gardens that create shade, cooling, and beauty.  Also, the green campus is adorned with multiple ground-level and rooftop gardens.

The one-size-fits-all education system that relies on rote learning and standardized tests has lost relevance in the information age. As we head into the Fourth Industrial Revolution, where mass-scale automation makes the learning of hard skills alone obsolete, it’s more important than ever for children to understand how to learn.

It’s been hard for many schools to keep pace with the breadth and speed of change. But SSM-FC has an edge. With over 160-years of academic rigor and innovation, informed by its parent school in Minnesota, as well as a holistic teaching philosophy, educators at SSM-FC are well-versed in 21st century skills and learning goals.

SSM-FC is an international boarding and day school serving students from age 3 to grade 12 with an American Curriculum that offers AP Courses.  There are students from 13 countries, the majority of the teachers are experienced international teachers holding foreign passports.  The school offers a rich curriculum that includes art, music, and the study of foreign languages as well as a selection of AP Courses.

Challenges Faced by Education Leaders

In the past few years, the pandemic has been the greatest challenge facing the school.  While many schools just put a camera in front of the teacher and expected the students to stare at their laptops all day, SSM-FC worked hard to find a way to support our student-centered teaching pedagogy.  Our teachers were not just creating an online version of a teacher lecturing to students, we needed to find ways to hold discussion, process information in small groups, collaborate, and exchange information.  Our daily class schedule evolved into a completely new format that better supports student learning.  Now that our students are back in the classroom, many of the innovations that developed during the pandemic continue to find a place even with in person learning.

Source of Motivation

I am motivated by setting and achieving goals and helping others to do the same. Nothing motivates me more than seeing students and teachers planning and achieving their goals.  It’s most gratifying to me to encourage students and teachers to try new things, take risks, and innovate to support teaching and learning as a life-long pursuit.

Local Education Scenario

Malaysia has a strong and well-funded educational system, but SSM-FC provides an interesting alternative to Malaysia’s teacher-centered and content driven curriculum.  SSM-FC shifts the focus of teaching and learning away from the teacher serving as the sole source of knowledge.  At SSM-FC teachers don’t lecture students about what is on the next test.  Instead, teachers at SSM-FC guide and support their students to discover the world around them and construct meaning from observation, experimentation, and analysis.  Our teachers are leading our students on a learning journey that includes helping them to develop and build skills that are essential to academic success.  Our students learn to read, write, and speak about projects, topics, and ideas that matter to them.  We encourage our students to act with integrity and to contribute to the community by investigating issues and ideas that are relevant to our local community.  Many of our students are investigating things like sustainable energy, digital communications, and mangrove preservation to name few.  These kinds of interests and passions define the learning experience for our students and help them to develop an informed plan about what they wish to study at university.

Driving Force

I’ve been a curious person all my life, so learning is something I learned to enjoy from a very young age.  I was blessed to be taught by many great teachers in my school days and at university.  While too many of my former teachers stand out in my memory to name here, it’s their enthusiasm for teaching and learning and their willingness to encourage me to learn that makes them unforgettable.   I want others to feel the same sense of accomplishment I feel when I discover something new, research a topic in depth, or master a new skill.  I felt that sense of from all the teachers I remember as great teachers, and I want my students to be motivated by teachers who believe in them, and I want them to experience the joy of learning new things.

A Step towards the Future

In the next 5-10 years, I would like to actively mentor some younger colleagues to help them achieve their professional goals.

Final Words of Wisdom

Let your teachers help you to build a foundation of skills and guide you to find your passions. Trust your instincts, ask for help when you need it, and don’t give up until your dreams come true.

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A dedicated educational leader is driven by the enthusiasm to educate others. They are passionate, hardworking, and always focused on learning something new. One such enthusiastic and positive leader with the zeal to educate others and strive for excellence in every activity undertaken is none other than Liz Free, she is CEO and director of the International School Rheintal, Switzerland.  She was listed as the 33rd most influential international educator in 2021 (ICS).  Liz is a global board member for TES, a board member of SGIS, and a global strategic lead for @WomenED, with responsibility for Europe.

She has led schools across the world and also led the professional development arm of Oxford University Press and founded the International Leadership Academy in The Hague.  Liz has written extensively on school leadership and harnessing the potential of the profession. Liz is a Founding Fellow of the Chartered College of Teaching and Fellow of the RSA. She is a passionate advocate for continuing professional development and learning within the education profession and in promoting education equality for all.

Past in a Glance

I always knew that I wanted to have a life of service where I would make a positive contribution to those around me. In 2000 I trained as a teacher in my home country, Wales.  I worked in a deprived area in a wonderful school.  This is where I learnt my craft.  Initially with 36 students in Grade 4, of whom a third were on the special needs register, and over half on free school lunches (a measure of economic deprivation), I learnt quickly how important a safe, consistent and high aspirations environment is for all young people.  What I learnt then has stayed with me and informed my work now. 

We need safe, caring and nurturing environments with high academic aspiration and a drive to see every student succeed. My passion for teaching then is only matched by my passion for teaching today.

Fast forward over twenty years, I have been a head teacher in three countries, head of teacher professional development at Oxford University Press, Oxford University, Founding Director of the International Leadership Academy, and, now, the CEO and Director of the International School Rheintal in Switzerland.

I have studied school improvement, leadership development for improved student outcomes and how to develop empowering environments. This work has led me to Switzerland where we are working as an international team of educators to develop a world-class IB continuum community school where we deliver the best of international mindedness and curriculum with the best of community environment and engagement.

My school was originally described to me as small but mighty, although I prefer small and mighty!  We are unapologetically small; this is our trademark, our stamp of who we are.  Our aspiration is to create a model of community international school; where we create grounded globally minded leaders of the future.

Use of Technology in the Classroom

Technology, like any other tool in the educators’ toolbox, is precisely that; a tool. At ISR we believe in the use of education technologies as a vehicle to open the world and bring the outside into learning.  We are a Google school that utilises the applications for increased collaboration and connectedness. Students have 1:1 devices and our infrastructure of learning is built around these tools and others such as ManageBac and learning tools for teachers such as BlueSky and Educare.

In 2023 we move to a new ecologically-designed campus with interactive technologies being embedded into the design of the building and the learning environment  From smart use of technologies for climate control through to interactive boards and digital security solutions that allow for zoning in the building, we embrace technology to increase access, security and safety as well as ed tech in the pedagogical toolbox.

We also believe in a life beyond technology. We activate a no mobile phone policy on campus to avoid the continuous distraction of TikTok, YouTube etc.  The day after we made this decision, we saw all the students talking, reading or playing at break times.  The noise levels and human face-to-face interaction increased.  This is good not only for developing relationships but also for connection, purpose and a sense of being present.  Since removing mobiles, we have also seen a decline in mental health concerns amongst young people.

Appropriate use of tech for life enhancement is encouraged alongside the value of the individual and person-to-person relationships and engagement.

Contribution to Institutions

This is hard.  I am entering my third year at ISR, a school that is now twenty years old and developing from a non profit start-up initially  to a high-performing and established school. I have brought the experience of growing and stabilising organisations; building infrastructure and empowering the people within the organisation to lead the charge.  In essence, my greatest contribution is to empower the contribution of others. After all, a greater leader cannot exceed the quality, impact and reach of their team.

We now have distributed leadership throughout the school; from fixed term projects where staff deep dive into an area of development to greater clarity and segmentation of roles where staff can be operational but also have their eye to the long term strategic ambition within a clear area, and driven by our underpinning guiding statements. I am building middle leadership capability and removing barriers to teaching and learning.  Unnecessary paperwork, processes, approaches that get in the way of teaching are removed and everything that we do is focussed on the students of our school.

I strive for excellence in everything that I, and we, do.  From a website that reflects the learning environment, to how we interact with each other, to student achievement and attainment.   We model what we value.  And, at ISR, we want to offer the very best experiences for everyone in our community. We aspire to being caring, responsible people that make a difference in the world

About International School Rheintal

Students aged 3-19 in 3 divisions: Kindergarten, Primary School, Senior School.  ISR was founded in 2002 and opened with 19 students in Grades 1-7. Grade levels were added each successive year and the first Diploma class graduated in 2008. ISR has offered all three IB programmes since 2006. Almost all ISR graduates go on to study at university, and although ISR is not academically selective, the overall Diploma pass rate and average score are consistently above the world average, with the school currently ranked in the top ten in Switzerland. The school is a non-profit association partnered by Hilti, the key international employer in the area. ISR continues to grow and will move a short distance to a new, purpose-built campus in summer 2023, designed by Zurich architects of Kämpfen Zinke + Partner.

Overcoming Challenges with a Positive Attitude

At Oxford, my team supported over 120,000 teachers a year and my current role is to support a  community of over 165 students. However, whether large or small, challenges always exist and my approach has been consistent.  Communication and clarity of mission and vision is everything; especially during periods of volatility, uncertainty and change.

In 2020, I moved from the Netherlands to Switzerland, in the middle of the pandemic. I wasn’t even able to meet our students in person before the school year started. Through this we have made decisions about physically opening, closing, blended learning and at the core, how do we keep our community safe through a period of time where the world is not safe. For every decision, we consulted the experts, looked at the known information, consulted with our community and made decisions that put our community at its heart.  This rigour, honesty, and clarity of communication, helped to build trust.

In spring 2022, we were faced with the migration of refugees into our part of Switzerland as they fled the Ukraine situation. Using the same rigorous approach of being informed, sharing information and engaging with the community, we were able to set up a Scholarship programme for displaced Ukrainian students in Switzerland.  Raising over 700k CHF in our community we have been able to live our mission of being globally responsible citizens where we live the values of an International Baccalaureate approach.

Of course, leading in this way is deeply personal.  I care about every person in our community.  In order to maintain this level of attention and deep connection, I also have to look after myself, and my team also need to do this.  I monitor workload carefully, give myself and my staff time to engage with professional learning and time to think and engage with the profession. I do not work weekends unless it is a critical situation and I always take my holiday in the summer. I work hard but I also work hard at the things from which I experience joy; such as being a mother, a wife, hiking in the beautiful Swiss Alps and eating wonderful food (sometimes a little too much!).

Motivation and Goals

It is quite simple for me; making a positive difference. I hope to leave the world and the people/places I have encountered in a better way than if we had never met.

Like most teachers, it was a teacher. Mrs Kramer, an English teacher extraordinaire, saw things in me that I had never seen in myself.  She believed in me.  I now pay this forward in all that I do.

To lead ISR through to the new campus and its bold future as a world-leading community IB continuum school where every person in the community strives for better and thrives in our school.

Towards a Future of Endless Possibilities

I do a lot of voluntary work for the profession.  As a global leader with #WomendEd, it dismays me that women continue to lack representation on a global scale in terms of access to and leadership of education.  Whether we are looking at girls’ access to education, a massive continuing global issue of inequity, or the continuing discromination experienced in the profession where women make up over two thirds of the global profession and yet represent less than half of school leadership, we need to do better.  If we are to realise the potential of every person, we need to take action in our communities to ensure that there is enquiry and representation at every table, in every classroom and in every boardroom.

Message for the Emerging Students I would like every student to know that they are always enough and to celebrate their unique beautiful place in the world.  It is not perfection that we seek but the ability to make a difference, to be empowered and to empower others as leaders, thinkers, innovators and responsible citizens of the world.

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Ancient commercially important landmarks, vibrant cities, diverse flavors and cuisine-these are not the only aspects Hong Kong is known for. It is also known for maintaining outstanding education and providing opportunities for students to learn and grow. There are some of the most famous educational institutions in this country. They open the door to endless opportunities in education and professional excellence. These institutions take every step to ensure that each student achieves their goals and progresses in stages.

Brief History

Fairchild Kindergarten is an international kindergarten established in 2017 in Hong Kong by Fairchild Canadian Academy, with programs for children from age 2 to 6 years.

The school aims at cultivating curiosity, creativity and confidence in its children through use of the Reggio Emilia approach in Hong Kong. The school believes that life is a journey and not a race. Fairchild encourages children to enjoy their children through playful, interesting and age-appropriate activities.

Emphasis on Academic Excellence

Fairchild Kindergarten has 6 classrooms, a water play space, a sensory and creative arts area, a STEM lab, a shared discovery area, a cookery area, and a custom-built indoor tree house playground. Fairchild brings the outdoors inside in an urban context, providing excellent learning opportunities in natural settings that encourage children to play, ask, and learn. When you walk into a Fairchild campus, you’ll notice the warmth, calmness, and beauty that comes from the utilisation of natural components such as daylight, wood, water, sand, and soil in the architecture. Natural learning tools such as wooden blocks, shells, gemstones, and a variety of other open-ended play resources and stations are available to help children’s imaginations soar.

The Erudite Spearhead

Fairchild Kindergarten and Fairchild Junior Academy founder Joseph Fung got his inspiration in the great outdoors of Canada, where he grew up from the age of three. His surroundings in Vancouver – wide-open areas, untamed nature, and a wonderful school – motivated him to develop an engaging and natural environment for children in Hong Kong with hands-on experiences.

In Hong Kong, there is undoubtedly a market for play-based and progressive learning. He desired a school where kids could explore natural environments, interact with the environment, and learn at their own pace. To achieve this, he picked the Reggio Emilia framework, which has had a significant impact on Hong Kong’s early childhood education.

Beyond Traditional Curriculum

The school’s learning approach has an inquiry focus. The ‘Hundred Languages’ of Children is one aspect of the Reggio Emilia approach, and emphasizes hands-on discovery learning allowing children to use all their senses and different ‘languages’ to learn and express themselves.

Fairchild promotes collaboration, communication, and exploration among children while recognising their abilities and interests. It respects children’s right to play, with committed and skilled instructors assisting in the development of deep bonds via rich, hands-on learning. The development of the whole child in a play-based environment is at the heart of what Fairchild does. For children’s health, play has important neurological, cognitive, socio-emotional, and physiological effects.

Children are at work when they are playing, thinking out their own hypotheses about how a stone can drop in water or why the turtle swims in shallow water. Rather than being spoon-fed the answers, students develop up their own theories based on real-life examples and explore and confront for themselves. Children can be much more creative and innovative as a result of this active learning process, and they will frequently ask questions that we may not always know the answers too! We want youngsters to be curious and ask questions since this is how they learn best.

Fairchild uses the school environment as a third teacher and understands it as a central aspect of Reggio Emilia’s philosophy. The thoughtfully designed school offers a unique learning space. Not only sand, water, shells and plants, but also many natural elements such as insects, butterflies, turtles and geckos are incorporated into the classroom. With natural creatures in school, children take care of insects and animals, learn about body parts, life cycle, what to eat, and raise awareness of empathy, understanding and sustainability. Children learn to understand the relationships of the world and how the natural world affects them and others.

Courses Offered

The school provides an immersive language-rich environment for students in an International school with children come from a diverse community from countries all over the world including the U.K., the U.S.A., France, Italy, Canada, Australia, Korea, Japan, China, Hong Kong and more. At our kindergarten, we have an International Stream and a Dual Language Stream, which is in English and Mandarin. This helps us to promote Bilingualism and reflects part of our culture in Hong Kong and China. We are also respectful of different cultures and encourage children to share the festivals or traditions students celebrate at the school – this helps build knowledge and awareness between their peers!

Financial Assistance

Fairchild works hand in hand with families to ensure a happy, healthy and all-rounded development of each child. Fairchild doesn’t only provide financial flexibility to family in need, but also works closely with our Parent and Education Consultant and external providers to support diverse needs for both children and parents. Our Parent and Education Consultant is available to meet with parents to discuss any early childhood development issues or for school advisory support.

Student Wellbeing

Our kindergarten children are actively engaged in all areas of development. Rather than following a fixed schedule of learning, Fairchild’s teachers follow the interests of the children, in what is known as an emergent curriculum, so their themes in the classroom are varied. Getting a rich variety of hands-on experiences based on children’s interests, such as feeding a pet, visiting the restaurant kitchen and planting in the community garden, makes learning much more meaningful to a child. This makes the learning more interesting for the children, and they are therefore more engaged by having more ownership of the content of their learning. Children thereby become active learners, they don’t need teachers to ‘teach’, they just need teachers to support and guide their questions.

Building a Pathway to Bright Careers

Fairchild Kindergarten places great emphasis on nurturing all-round children and preparing them with life-long skills for the future. Fairchild believes that through children engaged and are exposed to meaningful life experiences at the school help build a strong foundation towards being confident and responsible citizens of the future; being involved in applying innovative and creative ways to problem solve, they will develop critical thinking skills and achieve good all-round development to prepare for any future opportunities.

Graduates from Fairchild Kindergarten are carrying on their learning path in different elite international schools and local schools befitting their individual characters and interests. Wherever they go, their strong educational foundation established at Fairchild has them prepared for any future challenges and opportunities.

The Pandemic Dynamic

We maintain learning opportunities as much as possible.  At Fairchild, we offer daily activities shared on our communication platform, Storypark, whereby families can access stories read by teachers and hand on practical activities parents can do at home with their children – this might be a sensory exploration, or a cooking activity, maybe family yoga!  We also prepare learning packs of materials each week which we send home for children to do while at home, designed by the class teachers.  We have offered child care support, as well as an outreach service if circumstances allow, depending on the local situation. 

The key for us is to maintain routines and connections with our children and families, which we arrange through individual or small group video calls or phone calls.  We also encourage parents to share photos and videos of the children doing our home activities through our application, Storypark, so we keep engaged with our community.  The external situation keeps changing, but we are fortunate to have strong community relationships which help us continue to support children and their families during these difficult times.

Accreditations

Fairchild Kindergarten has been awarded “Top 10 Most Valuable Preschool in Hong Kong” by The Knowledge Review. Fairchild schools are also the nominees for Hong Kong Education Awards, including “Kindergarten of the Year”, “Best Student-Centered School” and “Most Socially Responsible School”. And the founder of Fairchild schools, Joseph Fung, has been awarded the “Global Education Leaders of 2021” by Education Stalwarts.

The ‘perfect place’, defined by the students of Fairchild themselves, is one where children come to school every day with a big smile. The best rewards are from the children and families themselves.

Towards a Bright Tomorrow

Fairchild’s future plan is to continuously enhancing the quality of early childhood education programs in Hong Kong with active collaborations with various educational institutions and open more schools. In the meantime, Fairchild will continue to support and engage in different innovative education technology projects to uplift the standard of early childhood education in Hong Kong.

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To attain career and academic success, students not only have to memorize and learn the educational content, but they also  have to pursue education from an institution of repute, which offers a numerous options and empowers the students. Such institutions are driven by the motive to nurture every student equally and to build them to become better professionals and humans.  

Crawford International School constantly reassesses curriculum and teaching approaches, adapting to the child’s needs and aligning with global goals and trends. Since its inception in 1993, it has established itself as one of the most renowned institutions in South Africa. It has made a name for itself on the academic front by producing some of the most successful students over the years. The school’s origin roots back to ADvTECH Group, a renowned name in South Africa. This company works with the education and recruitment industries in South Africa and the rest of Africa.

The school is known for its high academic performance and progressive outlook. It constantly keeps updating itself with the latest happenings around the world and accordingly adjusts its curricular and co-curricular offerings.

Crawford International School was established in Kenya because ADvTECH Group intended to start a school that would charge a medium fee while providing excellent educational facilities to the students. Hence, the school’s fee is about 45% of what the other schools charge. The school is driven by the idea of providing education for an emerging middle class and providing progressive educational facilities to the students. This opinion was based on the research carried out by the authorities who felt the requirement of incorporating cutting-edge technologies in education. They also realised that this would provide a firm ground for the Crawford brand to offer exceptional facilities. Hence, this is one of the reasons for establishing the school in Kenya.

Circullum for students

Crawford International School follows the Cambridge International Curriculum to ensure the academic development of the students. It trains the students at IGCSE, A-levels, or AS-levels. Apart from the mentioned academic offering, the school also runs a parallel curriculum that includes various subjects such as leadership components, cryptocurrency, philosophy, music, dance, drama, etc.

The school tries to provide tremendous opportunities to the children to grow in this rapidly changing world. The curriculum also incorporates certain 21st-century skills that can help nurture the students while preparing them for the challenges of this modern competitive world. Major skills such as communication, critical thinking, collaboration, along with IT courses, are also a part of the curriculum.

IT and Infrastructure

Crawford is completely IT-focused. It aims at strengthening its IT infrastructure to deliver better academic outcomes. When COVID was adversely affecting countries, economies, and educational institutions at large, the school was able to successfully transition to online mode of education by using different digital platforms such as Microsoft Teams. Crawford is also a part of Microsoft Showcase School.

Moreover, currently in East Africa, there are only two Microsoft Showcase Schools, out of which Crawford is one. The school constantly trains and upgrades its teachers. It endeavours to educate the children about the importance of the digital space and what it means to be a digital citizen. The school believes students should understand that technology should only be used as a tool; they should not let technology take over their entire life.

It should be used as a means to enhance learning and education. The school’s authority always aims to provide cutting-edge technology to the students and provide them with every opportunity to explore their limits and learn more. Hence, the management always looks for new procedures and learning methods to engage the students and enhance the learning outcomes.

Educational Sucess

Crawford’s priority is to make sure that the children receive outstanding education so that they are able to graduate successfully and proceed towards opting for top universities to carry on with higher education.  Accordingly, it focuses on getting the students into A-levels at least and ensuring that they can cope with new technologies and new teaching styles.

The school wants to transform the students into 21st-century learners. It believes that each student needs to possess critical thinking and analytical abilities. They should be able to communicate effectively and collaborate efficiently to bring about impactful changes in society. The authority inculcates an international mindset among the students; this ensures that the students learn to prepare themselves not only to contribute dedicatedly in Kenya but also beyond national boundaries. Accordingly, the students will also prepare themselves to go abroad and study hard. The school believes it is essential that the students receive a good academic grounding for their overall development.

The Leading Light

Crawford International School has achieved tremendous success under the astute leadership of Ms. Jenny Coetzee, the Managing Director. With over 42 years of teaching experience, she has made a major impact in the education sector. She has been associated with ADvTECH Group for 23 years, throughout which she always has focused on uplifting education and providing better opportunities to every student. During her illustrious career, Ms. Jenny served across many educational institutions such as Crawford La Lucia (15 years). She has also played an important part in starting Crawford’s Greenfield site.

Under the leadership of Ms. Jenny, the school has reached many noteworthy landmarks. She aims to take Crawford to newer heights while achieving more accolades along the way. Her leadership enabled the school to carry out various exchange programs, which further enhanced educational initiatives.

Attaining Extra-Curricular Excellence

Crawford is dedicated to not only the academic development of the students but also provides ample scope for the students to excel in various extra-curricular activities. It has various clubs and sports which provide students with the opportunity to learn and grow dynamically. Different clubs ranging from crafts like crocheting, knitting to aviation allow students to thrive. It also has an innovators club and a chess club. Crawford promotes different varieties of sport. The school emphasizes the sport of swimming. It has a dedicated heated pool of Olympic standards.

The school has a dedicated coach for swimming. It is also training the students to be brilliant rugby players to create a strong rugby team that would be able to succeed in different championships and tournaments. Crawford also emphasizes training the students in hockey and soccer. It has hired the captain of the national hockey team to provide professional training to the students. Moreover, the school also provides excellent training in netball, basketball, and much more. It is also making arrangements to introduce cricket so that interested students can also get exposure to that sport.

Crawford is planning to build four tennis courts and basketball courts next year, for which the arrangements will be made very soon. It also houses a multi-purpose hall where students can play different games such as badminton. Furthermore, the school focuses on other sports such as golf and table tennis.

It constantly works with the students and remains open for suggestions so that it can carry out different developmental activities in the extra-curricular arena. The school works very closely with the students through the leadership program and responds dynamically to all their queries. Along with sports offerings, Crawford International School also offers in-depth dance, drama, music production, and much more sessions.

Flexible Learning Opportunities

Crawford International School offers an all-around, holistic education to the students. It follows an adaptable educational approach. The timetable is flexible and is prepared in such a way that the students can avail of the classroom sessions from any place and at any time. For example, if students are travelling elsewhere in order to participate in any national or international event, they can easily participate in online classes on the go.

Alternatively, the school’s timetable works on a cycle. It does not follow a Monday to Friday schedule. It is a nine-day cycle, which means that if children have to be out playing sport for various terms, they will not miss all their lessons. This is because the school follows a cyclic timetable.

The management believes in the whole motto, “Every child is a masterpiece,” and it tries and makes it work for each child. The school does not tie students to rigid subject packages; rather, it gives them the opportunity to choose the subjects of their interest. Once the choice is made, the school authorities make a certain timetable around the same. Crawford International School streamlines everything related to the course offered to the student to ensure that everything is financially and structurally viable.

Preparing the students for the future

With the vision of providing students with the opportunity to sculpt bright careers for themselves, Crawford International takes many necessary steps. It has a complete careers department that works with the various universities. It also conducts a career week every year, where every student gets an equal opportunity to experience and gather in-depth information about careers in different industries.

It also has a program, which enables the students to go out and gather hands-on physical workplace experience. The school also provides the students with access to various career fairs. Additionally, it has introduced life coaching sessions, which improve the students’ confidence and give them a new perspective about life and careers.

The school overcame the challenges imposed by COVID-19 and allowed students to pursue digital internships. It has developed strong connections with universities and is also registered with the Universities and Colleges Admissions Service.

Many guest speakers have visited the school and have shared their opinions with the students. It also maintains strong relations with the parents and shares information about various career opportunities for the children. Before Crawford International allows the students to choose any subject, it conducts an aptitude test via a full-time psychologist. The psychologist also conducts private interviews with every child and their parents. Hence, as far as careers are concerned, the careers department takes every necessary step to ensure that every student shines in the career path they opt for.

Growth

Crawford International School have grown in 4 years from 2018  to have over 600 students in 2022.