Anna Azarova is the PR manager at the British International School Ukraine. Her account of an epic trip from Ukraine across Europe with her friend’s son in her care received a standing ovation at the 2022 COBIS conference in London. But as she suggests, her story is a sign of needs to come for children in Ukraine.
Pete Milne is a man on a mission – to help young people understand the climate crisis and show schools how they can take action quickly and effectively.
Keeping people safe in high-risk situations is what Phil Jones does. What can schools learn from his approach?
We are often urged to ‘reflect’. Artist and atelierista Holly B. F. Warren takes a visual approach to explore what it means. Go with this surprising piece and see where you end up!
According to April Remfrey, international schools need guidance, support and clear standards to follow in order to become more inclusive.
Kevin Bartlett, Founding Director of the Common Ground Collaborative argues we don’t need to ‘educate’ our parents with one-way flows of information. We do need to co-create our Learning Communities with them.
For Katie Tomlinson, addressing the gender disparity in school leadership is a matter of urgency. Seven steps should be taken now.
Dame Alison Peacock, Chief Executive Chartered College of Teaching, considers the future of the profession in a post-Covid world.
We now refer to the idea of curiosity almost routinely. But what is it? Holly Warren’s prose poem article provokes us to think more deeply.
Ever had that moment when you realise your words lack meaning and clarity? Diana Osagie makes the case of the leadership pivot as you adapt.
Sir John Jones asks if the future of learning is in safe hands, Not unless we follow three imperatives for effective educational change.
For Abigail Reed, a new report from UNESCO’s International Commission on the Futures of Education is a clarion call to action for international schools.
Effective teachers think, talk and write about their practice. Following the release of Innovate, Sevenoaks School’s annual academic journal, Director of Institute of Teaching & Learning, Mark Beverley, discusses the importance of professional reflection on teaching practice.
Timeless advice, especially for first-time international teachers, from leading recruiter, Andrew Wigford, about how to compare different salary and benefit packages.
According to Edvectus MD, Diane Jacoutot, international schools face a very tough year recruiting, with fewer teachers entering the market and many more needed.
Supporting projects in low-income contexts can reinforce inequalities between ‘supporters’ and ‘activists’ on the ground. EduSpots is a project based in Ghana that aims to address post-colonial issues head on. Cat Davison reports.
If you want to find out how to change the world for the better, Margaret Rooke suggests listening to young people.
Learnlife’s Ulrike Suwwan makes a strong case for incorporating ‘Hublings’ – flexible spaces for self-directed learning – into the design of any school.
Glaucia Rosas and James Wilkinson of the EduTec Alliance see a ‘perfect storm’ on the horizon for educational technology in schools. Here they explain why and what schools can do to prepare.
For Kirsty Knowles, there are two crucial purposes in education. 1. Bringing sustainability to the centre of the curriculum and 2. Supporting them in taking action as a result.
Architect Ian Bogle reflects on how a school’s interior must connect with its external environment for great learning to take place.
Chris Taylor wonders if the ‘skills / knowledge’ divide is really so deep and, if not, what are the implications for learning and teaching?
Andreas Schleicher takes an in-depth look at the measurement of ‘Global Competence’ in PISA 2018. As he argues at the COBIS21 conference, the associated concepts and skills should be at the core of any modern curriculum.
For Fionna Heiton, the key to a good education in rural Nepal is they same as everywhere else – get the Early Years right. A new teacher training initiative is making this possible.
International schools are big businesses, and many are run ‘for profit’. Would teaching at a ‘for profit’ school be for you? Sadie Hollins has some pointers.
Lisa Walsh thinks that the adoption of Environmental Social Governance codes by an increasing number of companies could – and should – be an example for school Boards.
Richard Gaskell invites us to pause, take stock and listen to each other as we prepare to take on the next section of the Covid white-water ride.
Robert Young looks at how the idea of the balanced curriculum is under further threat as a result of Covid-19.
Hannah Rae spent 10 years working on a variety of educational projects in East Malaysia. This foraging expedition to the Borneo rainforest with Malaysian teenagers is a vivid memory.
The prolonged closures of schools in 2020 has been shocking. How should new schools be designed to prevent a future calamity on this scale? Andy Homden considers the phoenix of school design that could rise from the ashes of Covid-19.
At a time when Covid-19 is provoking a radical re-appraisal of almost all our assumptions, Daniel Shindler asks some important questions about teaching, and the point of being an educator.
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Feature Image:Image by Werner Moser from Pixabay
Kevin Keller looks at the value of a Gap Year, which might appeal to even more students if universities are not fully open at the start of 2020 – 21.
It’s not just schools who have had to adapt, Munir Mamujee is the Managing Director of a UK based teacher recruiting agency. On March 17th he and his staff packed up the office and went home to work.
Uma Shankar Singh who currently teaches IT at the International German School in Ho Chi Minh City describes the journey his Grade 9 students went on, inspired by Paul Salopek and his seven year “Out of Eden Walk”.
Will Bedford of ISC Research, asks how resilient the international schools’ market has been in historic times of crisis and how this might inform future planning.
Extraordinary times call for extraordinary deeds and extraordinary deeds call for extraordinary people to carry them out. Robert Lloyd Williams looks at the needs of teachers and how they might be supported as they switch to online teaching.
Whatever else changes in education after the lockdown, according to Ger Graus, Global Director of Education for KidZania, widening horizons and raising aspirations must become an integral part of the ‘new normal’. Social mobility should at the heart of all we do.
Stephanie Quayle of ISC Research looks at how schools may be coming through the lockdown phase in China, and what we can all learn from their experience.
Pete Milne looks at how the climate crisis has accelerated in 2019, and how education is playing an increasingly critical role in creating solutions.
School personnel need to provide a safe, supportive environment where children feel free to discuss their thoughts and feelings about war. Leah Davies advises that by listening carefully and answering questions on a level students can comprehend, children will learn that they are not alone in their concerns.
Paul Cabrelli identifies five essential qualities of effective school boards.
How three key planning elements can link to form a sustainable strategic plan.
Why flexible strategic plans serve schools well in periods of uncertainty.
Paul Cabrelli looks at the importance of sustainability for strategic planning.
Feature image: Rudy and Peter Skitterians from Pixabay
Demand for international education in China continues to grow – but how is the market changing, and what challenges face the sponsors who want to open new schools? Anne Keeling has all the data.
For Nick Chaddock, a student’s ‘soft skills’ are just as important as academic achievement as they prepare for their future. He also thinks that the Duke of Edinburgh’s International Award has had a profound impact on both.
Educational technology is central to the construction of a modern program of learning, argues Matt Harris. To be properly implemented and sustained over time it must have the committed support of a transformational leadership team.
Kyle Kopsick considers that we need to think hard about our global values and examine what we teach and how we teach it using the challenging perspective of postcolonialism. What? Read on!
Whilst recognising the dedication and commitment of the students participating in the Model United Nations (MUN) programme, Kyle Kopsick suggests it is in some aspects the way MUN works is flawed and a change of approach is needed.
In a competitive and often unpredictable world, effective school governance is crucial if a school is to remain true to its mission and achieve its vision. Consilium Education’s Paul Cabrelli reflects on five essentials that sustain excellence and help governors enjoy their time in office.