International schools are known for delivering a curriculum well, irrespective of type (national curriculum, Common Core, IB, etc.), but how well known are we for our ability to interact with our primary stakeholders (current students and their parents), as well as prospective families, in real-time, or at least in very short order?
Where are we now, as humans? As we look at the world around us, we are confronted by new power arrangements (e.g., militant groups) whose content and speed and instincts all seem quite foreign to ‘how we do things’ across the world. By ‘we’ is meant the overwhelming majority of humans who live in traditional […]
The safest place for ships is in the harbour, but that’s not why ships were built. Anonymous For how long has imaginative gridlock been clouding our inventiveness in the international education sector?
We are awash in a world of absolute nonsense insofar as the word innovation is concerned. There exists a remarkable euphoria in education around the term, intertwined with an ignorance as to its meaning, and therefore, usage. What do I mean?
“Imagine getting in your car with the hope of getting to an exciting new destination. You strap on your seat belt, press the ignition button, and set off. You fix your eyes…to the rearview mirror. It doesn’t take long before you rear end another car or end up in a ditch. You can’t move forwards […]
Getting to real learning requires disrupting our natural propensity to avoid it.
Compensation of heads (directors) of international schools has become big business, especially for consultants who promote their prowess in benchmarking of executive compensation.
“[D]evelopments in genetics, artificial intelligence, robotics, nanotechnology, 3D printing and biotechnology, to name just a few, are all building on and amplifying one another.” So states the recently-released report on jobs and skills by the World Economic Forum.
We live in an era of relentless change, and much of it stems from challenges to the status quo. Education has not been insulated from such challenges. International schools have seen challengers in the form of new not-for-profit and for-profit schools alike, especially in those cities with seemingly insatiable demand for international schools.
As much as we talk about innovation in international schools today, we know there is plenty of apprehension to engage in innovation. Apprehension tends to centre on the notion of risk, and, given that boards tend to be conservative by nature, it is hardly a surprise that we’re not seeing more innovation.
Our mission is to transform lives through international education.