ARCHIVE
You’re viewing the archive for:
ARCHIVE LISTING
North London Collegiate School (NLCS) Jeju received the Safeguarding Award at this year’s International School Awards in January for an initiative to confront suicide ideation as James Caudle explains.
In a light-speed world where we needed everything two days ago and perfection at the click of a button, are we prepared for a world in the metaverse? Are we prepared for a world where artificial intelligence (AI) can teach students to be discerning with information? Are we ready to pivot into the future, no matter the direction?
Ghana International School (GIS) is a not-for-profit, private, non-sectarian, coeducational day school established in September 1955 to provide international education to students of all races and creeds, at a time when Ghana was yet to achieve full independence and international schools were a rarity. Dr Mary Ashun explains the need for international mindedness and how GIS is on a mission to confront this.
A whole school focus on the UN Sustainable Development Goals (SDGs) helped to both resuscitate and bring hope to a school community and allowed its students to understand themselves anew, as authors of their own destinies, as Andrew Watson explains.
Third Culture Kids (TCKs), children who grow up outside their passport countries, face a lot of mobility and transition which increases difficulties that serve as sources of resilience – if adequate support is provided. When that support is not present, we see struggles with regulation, connection and empathy for others.
Our mission at Sara Village School is ‘We Inspire Innovation and Compassionate Action’. Our work integrating empathy into our curriculum, and our celebration of Empathy Week, has been a key strategy in our efforts to live our mission.
Beccy Fox, Director of Teaching and Learning at KIS International School, Bangkok, shares her recent thoughts about women in leadership in international schools.
Diversity, equity and inclusion (DEI) work is change management work. Embedding DEI practices in one’s institution requires knowing what accelerates change, and what impedes it. In this article we draw on Lippitt’s Managing Complex Change model and Powell and Powell’s NFI Inclusive Toolkit, to introduce a Total Inclusivity Change Components Model.
As you look ahead to 2023, how are the decisions made about using digital technologies in your classrooms shaping the skills and awareness of your students to live in a globalised world?
There is a desire to move forward and leave the past behind, and many students and teachers are more or less able to do this. However, a significant proportion of staff, students, parents and families continue to experience difficulties relating to the pandemic. There is much we can do if we take the initiative now.