K12 Digest® - June 2022 - global Edition – 10 Must-Watch International Schools in Europe

JANUARY INTERNATIONAL SPECIAL SCHOOLS IN EUROPE SPECIAL

GLOBAL INDIAN EDITION

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MUST-WATCH

INTERNATIONAL SCHOOLS IN EUROPE 2022

Concord College Detske Integracni Centrum a Materska Skola

International Sharing School

COPPERFIELD INTERNATIONAL SCHOOL PRODUCING THE NEXT GENERATION OF GLOBALLY-MINDED & VALUE-DRIVEN LEADERS

JUNE 2022

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June 2022

Vol - 3 Issue - 6

International Schools in Europe Head of Advisory Board Dr. Manoj Varghese, Ph.D

Managing Editor Sarath Shyam

Consultant Editors

Dr. Johny Andrews Andrew Scott Joseph Alex

Naomi Wilson Stanly Lui Emma James

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MANAGING EDITOR’S NOTE

Europe: An Ideal Place for Global School Education

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couple of decades ago, the chances of finding an international school around us were sporadic.

However, the trend has changed. From being a sector that serves the expatriate population to becoming a local’s favourite, the international school market has grown tremendously. Today, most major cities have at least one good international school, if not several. After all, there are now more than 11,000 international schools across the globe.

Catering to a healthy mixture of children from different nations, international schools have a reputation for preparing students well for Englishspeaking higher education opportunities worldwide.

The International Baccalaureate (IB) program was first created to serve as a framework for other international schools to follow. Today, several organisations offer accreditation to schools, such as Advanced Placement,

Cambridge IGCSE, the Council of International Schools, the International Primary Curriculum, and the New England Association of Schools and Colleges.

International Schools are very popular in Europe.

As a relatively small continent with astounding natural, historical, artistic and cultural diversity, Europe hosts some of the finest international schools across the world. In this issue, we have identified ‘10 Must-Watch International Schools in Europe 2022’ that offer learners a depth of cultural heritage and diversity with a truly global outlook. On the cover, we feature Copperfield International School, which is built upon three central pillars: academic programmes, co-curricular offerings, and students’ well-being system.

Enjoy Reading.

Sarath Shyam

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INTERNATIONAL ADVISORY BOARD Chris Wright

Maarit Rossi

Former International School Principal, Former Group Project Director at a World Class Learning Group, Education Consultant - Wright Solutions, United Kingdom

Founder & CEO - Paths to Math Ltd, Former Mathematics Teacher and Principal, Global Teacher Prize Finalist, Finland

Dr. Stuart Grant Colesky Principal, Rundle College, South Africa

Zeljana Radojicic Lukic Exceptional Educator from Serbia, Founder of Association of the Best Teachers of the Former Yugoslavia, Founder of Magical Intercultural Friendship Network, Founder of Creative Magic - Children’s International Festival, Founder of Magic Village, Serbia

Asst. Prof. Dr. Poonsri Vate-U-Lan Assistant Professor in Education, Ph.D. Supervisor and Researcher, Thailand

Stephen Cox

Elena Shramkova

Chief Education Officer, New Nordic School, Finland

Liljana Luani

Senior Teacher ‘Pashko Vasa’ school Shkodra, Exceptional Volunteer, Albania

English and Literature teacher, Owner of “The Smart Teens Studio of English” in Belgorod, Russia

Ralph Valenzisi Chief of Digital Learning and Development, Norwalk Public Schools, Connecticut, United States

Hatem Slimane

Servatius (Servee) Palmans Former Director School Administration & Business Operations (Large Education Group), Chief Operating Officer - BBD Education, Dr. Lilian Bacich Netherlands & UAE Senior Educationist, Author, Keynote Speaker, Co-founder Tríade Educacional, Brazil

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Founder & National President - ATAST, General director of IFEST² the international projects competition in Tunisia, General secretary of MILSET Africa, BRISECC member, Tunisia

Dr. Varughese K.John, PhD Former Program Director, MS in Management Program, GSATM - AU, Thailand & India

Hidekazu Shoto

Dr. Venus M. Alboruto

Angus Duthie

Master Teacher, Researcher, Innovator, Trainer, Philippines

Former Vice President Security (Large Education Group), Former British Army Officer (Airborne Forces), Senior Advisor – Resilience and Crisis Management (Emerald Solutions Group), United Kingdom & UAE

Innovative English and ICT Teacher, Author, Japan

Ian Deakin

Deputy Head and Dean of Faculty, Dalton Academy, Beijing, China

Shady Elkassas Rania Lampou

Global Teacher Prize Finalist 2019, 15 International Awards on STEM, STEM Instructor, Educator, Neuroscience Researcher, Trainer & Author, Greece

Director of Innovation Al Ittihad National Private School-Al Ain, United Arab Emirates

Fethy Letaief Distinguished Senior EFL Teacher, ISA Coordinator with the British Council, Motivational Speaker, Tunisia

Herwin Hamid

Ha Nga

Revolutionary English Educator, Globally Connected English Studio - Hanoi, Vietnam

EdTech Specialist, Speaker and Teacher Trainer, Innovative ICT Educator, ICT learning multimedia developer, Indonesia

Juan Manuel Pico Co-founder & Managing Partner, Education Soul, Colombia

Dr. Leonilo Basas Capulso Master Teacher, Speaker and Researcher, Philippines

Kihyun Park Innovative Educator of Online Classroom, Pungsaeng Middle School, South Korea

Dr. Manoj Varghese, Ph.D Mr. Ngô Thành Nam

Technology Academy Manager, Microsoft Learning Consultant, Global Trainer, Vietnam

Senior Director – Global Partnerships, Advisory & Consulting – Connecta® | Head of Advisory Board – Higher Education Digest® & K12 Digest® | Adjunct Faculty – Assumption University | Former CIO – Athena Education | Former Global Director Technology – GEMS Education

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CONTENTS CONTENTS

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COVER STORY

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COPPERFIELD

INTERNATIONAL SCHOOL PRODUCING THE NEXT GENERATION OF GLOBALLY-MINDED & VALUEDRIVEN LEADERS

MUST-WATCH

INTERNATIONAL SCHOOLS IN EUROPE 2022

CONCORD COLLEGE

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The Gateway to Elite Universities

DĚTSKÉ INTEGRAČNÍ CENTRUM A MATEŘSKÁ SKOLA (THE CHILDREN’S INTEGRATION CENTER AND KINDERGARTEN)

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Creating New Paths through Education

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INTERNATIONAL SHARING SCHOOL Producing Outstanding Leaders in all Walks of Life

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CONTENTS CONTENTS

MENTOR’S OPINION

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DECOLONISE THE CURRICULUM – START WITH A MAP Cobus Steyn, Executive Deputy Head, International School of Flanders, Belgium

ACADEMIC VIEW THE FUTURE OF EDUCATION IS INTERDISCIPLINARY Bhakti Ahire, Design Technology Educator and Author, International Baccalaureate

TEACHER WELLBEING & VIRTUAL EXCHANGES Gülbin Özdemir Altıgöz, English Teacher, Belek Limak İlkokulu, Turkey

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ADMIN PERSPECTIVE

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FUNDING TEACHER SALARY ADJUSTMENTS: A COMMONSENSE PROPOSAL! Dr. Hans Andrews, Distinguished Fellow in Community College Leadership, Olney Central College, Illinois, USA

BEST PRACTICES EDUCATION IN 2030 – TECHNOLOGY WILL BE THE GAME-CHANGER Lina Ashar, Entrepreneur & Founder, Kangaroo Kids Education

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INDUSTRY VIEW

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MAINTAINING DUAL-CAREER BALANCE: A SCENARIO PERSPECTIVE ON STUDENT-ATHLETES Ajay Sharma, President and Founder, Abhinav Immigration Services Private Limited

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MENTOR’S OPINION

Decolonise the Curriculum – Start with a Map Cobus Steyn, Executive Deputy Head, International School of Flanders, Belgium

Cobus Steyn has been leading international schools in various contexts and positions since 2011, specialising in strategic direction, school improvement and accreditation, and governance structures. He is currently attending the Doctoral College of the University of Bath, specialising in International Education Leadership and Administration. Mr Steyn also serves the international school community as an Accreditation Team Member and a Cambridge Assessment Specialist. As a citizen of a Global South country, Mr Steyn is enthusiastic about transformation in international education which would lead to a more inclusive learning experience for international school students, and developing young leaders. He is also very passionate about education in Africa. Over the course of his career, Mr Steyn has lived and worked in six countries on three continents.

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nternational education is known to have a camaraderie and esprit de corps where most, if not all, top international schools focus on and work to better serve our student body. Be it assessments and what they are used for, standardised testing and using the results to improve teaching and learning, or creating personal learning communities which span continents to improve our pedagogy. There is currently a strong focus on decolonising the curriculum. And to my mind, there cannot be a nobler cause to promote equity of knowledge systems and make international education more representative and more complete.

After all, how can an international education system really be international if it does not consider and incorporate knowledge systems?

The drive for decolonising the curriculum started with international school alumni who reflected on the isomorphism of their educational experiences. They found that they shared a common experience in that the curriculum they were taught was not representative of them or the knowledge systems of their heritage.

Students are more inclined to engage and take responsibility for their learning if they can self-identify with the material and sources used and also feel that their

heritage is reflected in what they are expected to learn.

A person is far more likely to connect and internalise with that which is familiar than that which is not. The call for decolonising the curriculum should not be one where we “throw out” that which we already have but rather seek ways to enrich, include, and incorporate.

This is, without a doubt, a very complex and sometimes uncomfortable process to go through, but nonetheless, a crucial one.

Where to start? When is the next professional development on Decolonising the Curriculum? Top accreditation bodies have already aligned new frameworks to reflect this idea.

Some astute third-party suppliers (such as professional development agencies) have already held sessions for international school heads and curriculum leaders. I feel that this process is best started at school, involving all stakeholders, especially students, and developing what this means in each school’s unique context. Once this has been developed from the grassroots level, it can filter to the examination boards.

This is not a process which should be driven by a top-down push. This is a process for the students, and their voice needs to be reflected at the conception stage. With so many international schools worldwide, the innovation that can come from this process is inspiring.

The call for decolonising the curriculum should not be one where we “throw out” that which we already have but rather seek ways to enrich, include, and incorporate

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Personally, I would start with the outer, “smaller” things and have a clear plan to dive deeper into the more complex questions. Start with a broader lens before moving closer. Resources and then curriculum. More on this later. The importance of a “smaller” start cannot be underestimated in terms of the powerful impact it could potentially have on students. Sometimes, even altering world views. For me, the process will start by incorporating Gall-Peters Projection Maps alongside the Mercator map in the classroom. A simple enough thing to do, but its impact is phenomenal.

The Mercator map is the one most people would be familiar with, and if shown, most people would say

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that is what the world looks like. Except, it does not.

Not at all. The Mercator map, in short, is a maritime navigation map. Objects (read countries) away from the equator are inflated (read made to look more significant) than tropical countries. For example, Africa is over 14 times larger than Greenland, but on the Mercator Map, they are similar in size. The result, in essence, is a far misrepresentation of Global North countries in contrast to Global South Countries. Landmasses, such as Africa, are almost compared in size to Greenland, and America and Europe appear far more prominent than they actually are. A courtesy look at the Mercator Projection Map found on Wikipedia clearly shows that

The call for decolonising the curriculum has been sounded.

International schools are all raising their hands and are eager to start the process

North America is larger than Africa and South America.

Europe is also represented as the centre of the map.

Then there is the Gall-Peters projection map. This map shows continents and countries scaled to their size.

This means that continents and countries are shown in their correct size compared to each other. It is striking how much bigger South America, Africa, and Asia have become. North America is smaller, and Europe is no longer the centre of the map. By placing these maps in classrooms, the dialogue between teachers and students can start. Students can re-examine their worldview and their place within it. Students can realise that perhaps they are much more significant and prominent than previously thought. The newfound confidence and a young and eager mind - who knows what changes they could bring about.

As mentioned at the start of this reflective piece, the dialogue and innovation should start from the grassroots level and work their way to the top. However, international schools are also bound by the examination boards regarding syllabi and content. While schools can enrich and extend curricula, we cannot do without leading examination boards and their examinations and assessments. In a recent exam, one of the leading examination boards published a Geography paper which showed the world represented by the Mercator Map. The call for decolonising the curriculum has been sounded. International schools are all raising their hands and are eager to start the process.

Where are the examination boards with this process? If adding a Gall-Peeters Projection Map to a classroom wall can profoundly impact the equity and equality of international education, then so could replacing a simple map on an examination paper?

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COVER STORY

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COPPERFIELD

INTERNATIONAL SCHOOL PRODUCING THE NEXT GENERATION OF GLOBALLY-MINDED & VALUEDRIVEN LEADERS

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ncepted in January 2021, amid the COVID-19 pandemic, Copperfield International School is built upon three central pillars: academic programmes, co-curricular offerings, and students’ wellbeing system.

“Our vision is to educate students who are globally-minded, compassionate, confident, and kind,” shares Oliver Riley, Head of the IB Diploma Programme.

As a result, students of Copperfield International School are academically skilled, fluent in multiple languages, accomplished writers and communicators, artistically driven and knowledgeable, scientifically aware and trained, emotionally resilient, physically fearless, generous of spirit and skill, and leaders who know how and when to both lead and follow. Above all, Copperfield students aim to become the designers of their own lives and create a better world for others.

But what sets Copperfield International School apart from other IB schools is its unique location - a beautiful and inspiring landscape with snowy vistas and towering fir trees, making the classroom learning experience

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exceptional. Copperfield International School is also the world’s only ski-in, ski-out international school situated in the Swiss village of Verbier.

Sophisticated Infrastructure, Small Class Size & Individualized Learning Approach Copperfield International School is based in a small & compact complex called Le Hameau just outside the town, from where students can easily commute via bus.

Whiteboards are fixed for students to use in collaborative projects within the classrooms, and smart TVs are installed for presentations. Other than these, Copperfield International School also houses a well-stocked and expanding library with books on diverse topics. The institution’s sports facilities include playground areas, basketball and tennis courts, and a weights room dedicated to the intensive ski programme. There is also a little café managed by one of the parents, where students, teachers, and parents can grab a snack.

Moreover, the class sizes at Copperfield International School are kept small, no more than 10 students, with

a 3:1 student to teacher ratio. “We have regular facultywide professional development sessions during which our teachers discuss differentiation strategy and tactics and learning approaches for each individual student,” shares Oliver. He further explains that with parental permission, the Head of Learning Support conducts sessions and assessments on each of Copperfield’s students using the GL Assessment portfolio, a modern learning assessment platform. In its upcoming academic year, Copperfield International School will complement the GL Assessment portfolio using Measure of Academic Progress (MAP) testing. This will enable the teachers to give baseline scores to each student so that they can accurately measure the students’ progress and the specific areas in which they are best able to help them.

Giving Wings to Students’ Imagination & Creativity At Copperfield International School, innovation and creativity are deeply ingrained into school life, starting from the curriculum plans to the shape of the desks in class. Every week, a unique course on ‘Personal Projects’ is dedicated to giving students the freedom to think outside of the box, showcase their creativity, and come up

with innovative plans in the areas of their interests. One of the fruitful outcomes of this class was ‘Drip’— a fashion brand set up by a group of students who also developed & designed the brand’s website using sophisticated graphic design software.

Moreover, Copperfield International School uses the ‘Harkness Method’, involving students seated in a crescent formation to encourage an open-minded, collaborative environment with only minimal teacher intervention, as students take ownership of their work.

During the school’s ‘Ting’ assembly, students regularly present their thoughts in front of the whole school on various topics such as tolerance, responsibility, and health and wellbeing, along with a take-home message.

Likewise, quizzes and trivia are held for students of all age groups.

“We also regularly have guest speakers, such as award-winning National Geographic photographers and documentary filmmakers,” reveals Oliver. Most recently, UBS bank’s Area Manager was invited to Copperfield International School to deliver a talk on financial education for secondary school students, which resulted in a competition of who could create the most profitable financial portfolio.

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ABOUT

OLIVER RILEY HEAD OF IB,

COPPERFIELD VERBIER INTERNATIONAL SCHOOL Oliver Riley is the Head of IB at Copperfield Verbier International School.

He worked as a research economist in a London based think before going to University. On graduation, he moved to Verbier to work as a teacher at Copperfield and hasn’t looked back since!

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Encouraging Professional Development of Teachers A perfect balance of experienced vs young teachers is created at Copperfield International School who are compassionate, empathetic, and inspiring educators.

The Verbier, Switzerland-based school also provides ample opportunities to staff, such as financial support to complete their post-graduate degrees through Moreland University, which grants an internationally-recognised qualified teacher status. Besides this, teachers can also enrol in various training programmes offered by the International Baccalaureate Organisation and Cambridge Assessment International Education to get familiarised with the latest curriculum and teaching pedagogies.

Briefing about the other sessions held at Copperfield International School, Oliver says, “Most recently, we had Paul Magnuson visit from Leysin American School’s in-house educational research unit, who shared with us concepts such as VUCA – Volatility, Uncertainty, Change and Ambiguity which got us to think about how curriculums can best prepare students for the real world, rather than just having a standard classroom environment in which success and progress are linear

and highly predictable.” Through Paul Magnuson’s insightful lecture, the institution is now considering ways of incorporating VUCA into its own curricula.

Active Involvement of Parents in their Child’s Learning Journey A very friendly and happy community is created and maintained at Copperfield International School between parents, students, and teachers. This is a place where everyone knows each other’s names and is open to contributing and participating in the school’s activities.

Right from organising coffee mornings to managing social events, the PTA group of Copperfield International School is exceptionally active. The parent body also participates in discussions and activities with enthusiasm and vigour as the student body.

Notable Achievements by the School & its Students From the very beginning, the entire team of Copperfield International School has dedicated itself to creating a world-class institution. It holds true for the numerous achievements the school has received just over a short

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time. Copperfield International School became a centre offering IGCSEs and A levels qualifications with Cambridge Assessment International Education this year. The institution is also an International Baccalaureate candidate school for the Diploma Programme and the Primary Years Programme, awaiting accreditations in the coming academic year.

On top of this, Copperfield international School is also certified by the Associated Board of the Royal School of Music (ABRSM) to conduct music examinations. “Finally, we take great pride in being asked to be featured in the Queen’s Platinum Jubilee commemoration book, which will showcase our institution,” mentions Oliver, the Head of the IB Diploma Programme.

Similarly, Copperfield International School’s students have brought prestigious laurels to the school by performing exceptionally in IGCSE examinations and achieving the highest possible grades. Other than academics, Copperfield students

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are honing their skills through the school’s unique programmes and becoming competitive skiers and talented musicians.

Defeating the Pandemic Times Since Copperfield International School was incepted during the pandemic times, it was already equipped with state-of-the-art digital learning management systems and healthcare resources for COVID-19 testing. Only two weeks of in-person teaching were missed out of the entire academic session. The school continued via distant learning through Google Classroom and ManageBac for the high school students during them.

“We took the pandemic very seriously, with regular testing of teachers and students. Through this, the students developed a great sense of responsibility for the members of their community,” adds Oliver. Hence, even after the worst of the

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pandemic was over, the girls of the secondary school at Copperfield started an initiative as part of their ‘Community, Activity and Service’ class to help the more vulnerable people in town by delivering their shopping to doorsteps since they were unable to do so themselves.

Copperfield International School is training its students to become critical thinkers, problem-solvers, and lifelong learners of tomorrow through its IB curriculum to prepare students for the future.

Marching towards a Brighter Future For a young institution such as Copperfield International School, the school has achieved a lot and is looking to add more feathers to its cap in the future too. “This coming academic year, we will be accepting up to four students worldwide on fully-funded scholarships as part of our ‘Global Scholars’ scheme,” excitedly shares Oliver.

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ACADEMIC VIEW

The Future of Education is Interdisciplinary Bhakti Ahire, Design Technology Educator and Author, International Baccalaureate

Bhakti is a Mechanical engineer turned educator and a published international author. She has over seven years of international teaching experience as an IB and IGCSE Design educator and as a design consultant across Asia and Europe. She closely works with the International Baccalaureate Organisation within various capacities such as Building Quality Curriculum Reviewer, Design Examiner, and Curriculum developer. She holds a Bachelor’s degree in Mechanical engineering (B.E) and a bachelor’s in Education (B.Ed.). She has also completed her Post Graduate Certificate in Education (PGCE) from the University of Cumbria, UK. In 2019, she published her book for the IB Diploma program Design technology students with Extend Education, UK. She has also been awarded as the “100 inspirational women of the year 2021” by the I Can Foundation, India for her outstanding contributions to society.

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Interdisciplinary Teaching and Learning enables students to combine learning from multiple disciplines to come up with new ways to think about issues and solve problems

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ave you ever felt uncomfortable, nervous, and confused about adjusting to a new country that you have moved to? Well, it can sometimes be difficult but doesn’t always have to be true, as you can learn a lot by planning a simple stimulating activity with your students. This time, after moving to a new country, I went straight to my high school students to find out if they could help me. I asked them as I recognized this as a perfect opportunity to ask them to share their knowledge and understanding of a context with which I was not yet familiar. I didn’t just want suggestions for exploring local destinations but a comprehensive area guidebook that would enable me to make travel plans and test the functionality of their creations in a real-world context.

The outcome was amazing! Ranging from creating week-long travel itineraries to investigating areas of historical significance, from planned visits to landmarks to how to navigate food culture, from learning the basics of the local language and idiosyncrasies of regional dialects, the students’ outcomes enabled me to explore the new country better than some travel apps. They dove into the biodiversity of the area’s intertidal zones and

harbors (science), compared early maps to those made using GIS technology (geography), studied the impact of industries on the bay (design technology), and took photos to accompany their content (art). This project is a simple example of real-world Interdisciplinary learning (IDL) in action. The students synthesized perspectives from multiple subjects to derive solutions. In doing so, they not only learned relevant academic content but also honed their research, critical thinking, and communication skills.

The school that I am currently teaching is the International Sharing School Taguspark in Portugal. It is a progressive school where reflective practice is encouraged, and transformational pedagogy seeks to equip students with the skills that will prepare them for life in the twentyfirst century. Learning through sharing is at the heart of the schools’ innovative infrastructure and in the school’s mission, which is learning from sharing. One of the main tenets of the school is to share knowledge across disciplines and place the student at the center of the learning process, thereby creating student autonomy, encouraging social responsibility, and facilitating a smoother transition to higher education or the world of work. The school has

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a modern instructional framework that encourages deep thinking, creates opportunities for flexibility, and encourages students to make authentic connections to the global community. This article seeks to shed light on some of my interdisciplinary teaching practices and reflections at ISS. What Is Interdisciplinary Teaching and Learning?

Interdisciplinary Teaching and Learning enables students to combine learning from multiple disciplines to come up with new ways to think about issues and solve problems.

Teachers and university professors looking to create

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these opportunities for students might ask, what is an interdisciplinary approach? Compared to traditional approaches, an interdisciplinary approach amplifies what students learn by allowing them to tackle problems that don’t fit neatly into one subject area. It also changes how students learn by asking them to blend and reflect on multiple perspectives, instead of accepting a teacher’s perspective unquestioningly. The Science and Research Institute at Carleton College (SERC) identified four major cognitive skills that IDL teaches students, including the ability to recognize biases, think critically, embrace ambiguity and analyze ethical concerns. These cognitive skills are crucial for high schools and higher education

institutions looking to transform learning and prepare students for success after graduation.

If the COVID-19 pandemic has taught us anything, it is that global challenges require global solutions that need humankind to work together, listen to one another, hybridize ideas, and take a multidisciplinary approach to problem-solving

Why teach interdisciplinarity?

Like everyone, students bring pre-existing conceptions, predispositions, and prejudgments into the learning environment. This can influence what they learn, how they learn, and how they apply what they learn in real life. IDL challenges these biases. It facilitates student reflection on multiple perspectives and, in doing so, it supports them to think more critically about their own identities and issues of the outside world. This approach engages students as it encourages them to set aside preconceived notions and ideas. It also enables them to engage eagerly with the learning process and achieve a deeper understanding while encouraging them to be receptive to new concepts and ideas.

Furthermore, when students graduate, they should be able to analyze complex information to come up with their ideas and perspectives by thinking critically. IDL supports critical thinking by helping students understand that multiple perspectives may coexist and encouraging them to evaluate conflicting viewpoints.

Why do global challenges need an interdisciplinary approach?

If the COVID-19 pandemic has taught us anything, it is that global challenges require global solutions that need humankind to work together, listen to one another, hybridize ideas, and take a multidisciplinary approach to problem-solving. Climate change, global warming, and ending poverty are just a few of the global challenges that humankind faces currently. It is therefore our responsibility as educators to prepare students for an unpredictable future for which they become agents of change. Helping to solve tomorrow’s problems isn’t really within the realms of possibility if we rely on a single academic discipline to do this alone. Diversifying instruction is part of the change needed. Using a variety of methods and reforming the way we teach and assess students may also play a crucial.

Not only will a more flexible approach enable students to make connections between and across subjects, but it will also enable them to find workable solutions to a range of problems. Some universities and curriculum models such as the International Baccalaureate (IB) offer inter-disciplinary learning support to focus on integrating disciplinary perspectives to facilitate understanding of complex issues and ideas.

Studying one subject won’t help save the world There are multiple reasons for encouraging teachers to reconsider IDL in practice in the twenty-first century.

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One of the reconsiderations of knowledge and curriculum is rethinking what is worth knowing. The ability of search engines to store information and data has already rendered memorization of discipline context obsolete; however, the critical thinking skills to enable students to identify what is reliable, and on what basis is something that must be imparted. Today, we can use the internet to source materials that are in themselves interdisciplinary.

As educators, it is also crucial to help students navigate through these materials and evaluate their reliability.

The push to solve global challenges has forced universities and schools to redesign their curriculum models with how to address specific challenges in mind.

Importance should be given to inquiring into global and local issues in a way that enables them to be not only aware but also actively engaged.

Encouraging students to make relevant connections with the SDGs in and across subjects, will give them opportunities to think deeply about some of the global challenges that we face. It will also enable them to take action in the classroom and in the future. However, courses communicating environmental change and societal adaptability are gradually appearing in university brochures around the world. For instance, the London Interdisciplinary School now offers a degree in Bachelor of Arts and Sciences in Interdisciplinary Problems & Methods, or the Aga Khan University offers an interdisciplinary degree for Master of Philosophy in Biological and Biomedical Sciences.

Appropriate for any age How IDL is blended into primary, secondary, and higher educational frameworks must be shaped by the intended objective of the IDL. This depends on the strong links established between what interdisciplinarity outcomes are sought and how this is communicated with those at whom they are aimed making an IDL approach appropriate for any age group.

Challenges and opportunities for embedding IDL It’s also essential for educators to understand that there can be challenges to genuinely embedding IDL into teaching, but there are also specific steps that can help overcome these challenges. Some of the challenges may include the risk of using shallow interdisciplinary examples rather than devising knowledge in an interdisciplinary way and the risk of failing to tie the knowledge gaps of individual disciplines. However, some measures can reduce the probability of these challenges and increase the success of the implementation of IDL.

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lead to effective ID learning. Some of the teaching strategies may Include emphasizing conceptual understanding, problem- and project-based learning, inquiry-based learning, and student-led pedagogy, as well as other characteristics of the constructivist approach, which are linked with interdisciplinarity.

Creating authentic learning opportunities is always the key. Students must understand how their learning can manifest itself in the real world, therefore, curriculum and pedagogy should always inspire learners to make a difference and contribute to the community.

Students must understand how their learning can manifest itself in the real world, therefore, curriculum and pedagogy should always inspire learners to make a difference and contribute to the community

Personal reflections on Interdisciplinary Teaching As I reflect on my own practice, I recognize the benefits of making interdisciplinary connections. Enabling students to make connections between their learning experiences encourages them to put skills into practice in one context that have been developed in another. In some of my IDL reflections, I could realize that students have started to develop an interest in subjects that they would otherwise be less motivated in. This is because they engaged in interdisciplinary topics, lessons or activities. Besides this, students could also be encouraged to pursue their own collaborative capstone projects, which have meaning to them beyond getting into college or university in the future.

Additionally, reflecting on what went right and wrong with lessons is imperative if the quality of practice and learning is to improve. Other factors that contribute to the success of ID learning pivots on teachers’ collaborative planning time, reference teaching resources available, ongoing professional developments, and most prominently the enforcement of the curriculum leaders to evaluate the value of IDL. Finally, coupling these strategies with positive classroom management can lead to making IDL a reality.

Such measures can include including more engagement in IDL professional development courses, informing teaching practice by important learning theories such as the ‘Visible learning’ theory by John Hattie, or drawing on ‘Constructivist Learning Theory’ by Lev Vygotsky.

Each theory has strengths and limitations, especially considering the realities of education in the 21st century.

Educators must walk the narrow line between creating a student-centered classroom and meeting rigorous learning standards.

Final Thoughts Teachers may naturally be inclined towards their own areas of knowledge or expertise. It is perhaps difficult to expect all teachers and students to be equally engaged in interdisciplinary work if they are not aware or convinced of the benefits it brings. Stakeholders and higher management are essential in communicating the interdisciplinary value to their learning community so that everyone involved is committed to achieving its success. In conclusion, ID learning creates opportunities and an environment for learners to inquire and contribute their voice to how to problem solve and ensure the future of humanity. It allows individuals to make explicit connections with the communities around them, which was evident in the creation of the area guidebook that helped me better orient myself within a new country.

Constructivist approaches to learning Constructivists see the learner as a constructor of knowledge. However, students themselves are seldom the initiators of knowledge and learning. Therefore, using a variety of teaching and learning strategies can

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MUST-WATCH

INTERNATIONAL SCHOOLS IN EUROPE 2022

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BBIS Berlin Brandenburg International School

Collège du Léman

Website:

Website:

https://www.bbis.de/ Location: Kleinmachnow, Germany Key person: Nick Hazell, CEO How to Apply:

https://www.bbis.de/admissions

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https://www.nordangliaeducation.com/en/ our-schools/switzerland/cdl Location: Versoix, Switzerland Key person: Pauline Nord, Director-General How to Apply:

https://www.nordangliaeducation.com/en/ourschools/switzerland/cdl/admissions

Concord College

Copperfield International School

Website:

Website:

Location: Acton Burnell, England

Location: Bagnes, Switzerland

Key person: Dr Michael Truss, Principal

Key person: Oliver Riley, Head of the IB Diploma Programme

https://concordcollegeuk.com/

How to Apply:

https://concordcollegeuk.com/admissions/ admissions-overview/

https://www.copperfield.education/

How to Apply:

https://www.copperfield.education/admissions

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Dětské Integrační Centrum A Mateřská Škola

Website:

http://www.dic-saop.cz/ Location: Prague, Czechia Key person: Mgr. Blanka Sárazová,

International Sharing School

Website:

https://admissions.sharingschool.org/ Location: Porto Salvo, Portugal

Educational Advisor & Deputy Director

Key person: Miguel Ladeira Santos, CEO

How to Apply:

How to Apply:

http://www.dic-saop.cz/

https://admissions.sharingschool.org/

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La Côte International School

St. Peter’s School

Website:

Website:

https://www.nordangliaeducation.com/ la-cote-aubonne Location: Aubonne, Switzerland Key person: Andy Puttock, Principal How to Apply:

https://www.nordangliaeducation.com/ la-cote-aubonne/admissions/enquiry

St. Stephen’s School

Website:

Location: Barcelona, Spain Key person: Lourdes Barceló, Head of Education How to Apply:

https://www.stpeters.es/en/student-enrolment

The British School of Lisbon Website:

https://sssrome.it/

https://www.britishschool.pt/

Location: Rome, Italy

Location: Lisbon, Portugal

Key person: Eric Mayer, Head of School

Key person: Zoe Hubbard, Head Teacher

How to Apply:

https://sssrome.it/admission

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https://www.stpeters.es/

K12 Digest June 2022

How to Apply:

https://www.britishschool.pt/admissions

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12 Digest Higher EducationKDigest 2022 OctoberJune 2020

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MUST-WATCH

INTERNATIONAL SCHOOLS IN EUROPE 2022

CONCORD COLLEGE THE GATEWAY TO ELITE UNIVERSITIES

D

ating back to the 1950s, Concord College has a long legacy of excellence in education in Europe. It was established after the Second World War by Mr Paul Oertel and Miss Monica Carr-Taylor as a small privately-owned language school just outside Hastings in Sussex. Here, they started the college as a centre for language teaching and personal warmth to break down barriers and misunderstandings between people that occurred due to the war. The college soon moved to larger and more conducive premises at Tunbridge Wells in Kent.

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Living up to its name, Concord, which means harmony, emphasises the need to have a smooth and peaceful and family-friendly environment for good quality education that has improved the welfare and academic success of the students. The college continued to grow slowly, and in 1969 upon the retirement of the founder Principals, the college was bought by Mr Frank Bell, who had founded the Bell School of Languages several years earlier. In 1973 the college moved again to its present site at Acton Burnell in Shropshire.

Frank Bell had been a prisoner of war in WW2 and, during his time in captivity, began

Concord College is a highly academic independent international school in England for day and boarding students

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Dr Michael Truss, Principal Dr Michael Truss took up the position of Principal of Concord College in September 2021. He studied as a Theobald Scholar in Physics at Balliol College, Oxford, continuing his journey in academia with a PhD in Theoretical Astrophysics at the University of Leicester and a postdoctoral fellowship in Astrophysics at the University of St Andrews, specialising in the modelling of gas flows near black holes. Different university roles followed in the UK and abroad with an increasing emphasis on education and university admissions, eventually leading to a move into teaching at Bedales School in the UK, where he became Head of Mathematics and Head of Academic Enrichment. From 2015, he was Deputy Head (Academic) at Barnard Castle School, where he had overall responsibility for all aspects of academic life, overseeing a rise in top grades at A-Level and a redevelopment of the academic curriculum. He remains a Fellow of the Royal Astronomical Society (FRAS).

With a wealth of experience in top universities as well as in schools, Dr Truss’ educational philosophy is focused on the primacy and nurture of each student’s individual strengths. He knows that students achieve highly when they feel happy, safe and enjoy what they are studying in a vibrant environment that celebrates excellence and surrounds them with kindness and like-minded people.

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teaching fellow prisoners – something that was forbidden by his captors. He believed firmly that education was the greatest hope for the world. Back in Cambridge, England, Bell wrote about his captivity and his belief in education in an Undercover University (1991): “I am convinced more than ever that herein lies the greatest hope for the future of mankind, in the friendly co-operation that is found in the study and in learning, as in no other sphere of life; enmity and jealousy cannot flourish when the welfare of common humanity is in view.”Concord College strives every day to provide an education where able minds can flourish and where that common humanity is everywhere seen and felt.

Today, Concord College has grown to become one of the best schools in Europe, thus making it to the list of 10 Must-Watch International Schools in Europe in 2022.

“Our new 21-laboratory state-of-the-art science building, the Hawkins Building, includes a special projects lab and also has group discussion / social spaces and a range of interactive science exhibits. This inspiring building, equipped beyond the requirements of the UK curriculum, allows students to explore their scientific interests guided by specialist staff and technicians and with practical demonstrations and experiments to bring science to life.

Many of our Sixth Form students choose to devise and conduct scientific or technological projects as part of their work towards the Extended Project Qualification (EPQ),” says Dr Michael Truss, Principal of Concord College.

Concord College’s Art students benefit from beautiful and inspiring studio spaces which overlook Acton Burnell Castle and the Parliament Barn: the site of England’s first parliament where King Edward I met

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barons and commoners in the late thirteenth century.

The bright, well equipped, and inspiring studio spaces allow students to percolate creative potential that is supported by experienced staff and help students produce exceptional work. The historic Main Hall (Acton Burnell Hall) is a fitting centrepiece of the college; serious and significant yet accessible to all. It houses the Principal’s office and the offices of many of the Senior Management Team and is home to two grand pianos in public spaces where students practise or play for fun to share their musical talents with the college. From upstairs, staff and students can overlook the beauty and serenity of the 73-acre campus and the greenery of the surrounding Shropshire landscape.

A modern, well equipped, purpose-built library in the Jubilee Block houses books, periodicals and digital materials and also provides both silent and collaborative workspaces for all the different study needs of our students and their courses. Professional library staff are on hand to help, in addition to a dedicated team of student Library Prefects selected each academic year. Concord’s main campus (plus other satellite spaces) provides a tranquil space for reflection and relaxation and the opportunity for outdoor recreation. There are two sports halls, two gyms, a swimming pool, squash courts, tennis, badminton and

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basketball courts, and an athletics track for physical activity. There are also beautifully maintained soccer pitches, a climbing wall and a high-ropes assault course.

While sport is largely a recreation and healthorientated focus here, with everyone encouraged to take part, the college does have competitive teams for a range of sports (Soccer, Netball, Badminton, Basketball, for example) and a highly enjoyable annual Inter-House competition. For students who play sport at a high level, the Sports Department facilitates an ‘Elite Sports Programme’ every year for the college’s most-promising sportspeople. Support covers a mixture of performance, competition and training components, including sportspecific strength and conditioning work, personal training, nutritional advice, access to physiotherapy, psychology and sports mentoring, as well as kit, transport and flexible study where required. The sports staff work with local clubs and regional bodies to support them as well. This currently includes provision for students involved in representative athletics, swimming, golf, cricket and fencing, and in the past, has even included a Formula 4 (F4) racing driver.

The college’s modern theatre building, the Morris Building, provides a hub for the performing arts, housing not only the main theatre but also classrooms and practice

Concord’s international mix of students provides a vibrant and varied community with a global perspective in which to study and live

spaces. It is also home to the Music School with individual and group practice spaces and a superb recording studio.

Students have access to popular purpose-built social spaces such as the “West-End” common room, an outdoor amphitheatre and the student kitchen. Meals are provided in the spacious dining room, which serves a fantastic internationally inspired menu and caters for all dietary requirements.

A Millenium Ahead Concord is both academically selective but adaptable to students’ own background in the selection and is also holistic, ensuring that students are nurtured as whole individuals. Dr Truss says, “Concord College is a very exciting place to be a young person. The

beauty and tranquillity of its stunning campus in the English countryside provide a perfect backdrop for an international community of like-minded people to study and grow. Our community shares a culture of excellence and joyful learning infused throughout with the rigour, kindness and creativity that are expressed in our aims and reflected in our efforts every single day.”

The academic standards at Concord College are exceptionally high as students love to learn and are ambitious for their futures. At Concord, they are able to pursue their dreams in a safe, calm and supportive place where ideas can be shared and where inquisitiveness and independence of thought are celebrated. Students’ hard work is rewarded with outstanding GCSE and A-Level results, and Concord is annually ranked very highly in

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UK school league tables. More importantly, however, Concordians go on from here equipped to thrive at the best universities in the UK and around the world.

Excellent results give students the ability to continue to access the very best opportunities when they move on to the next stage of their lives, but results alone are not what sets Concord apart. Concordians live and learn in a diverse, vibrant and truly international community supported by outstanding academic and pastoral staff.

They have daily opportunities through their extensive cocurricular, sporting, arts, social and cultural programmes to develop hugely important skills in communication, teamwork and social responsibility. “The result of this is that Concordians are overwhelmingly confident, empathetic, respectful and tolerant. Most importantly

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of all, it means they are happy: you will find many smiling faces here,” says Dr Truss.

Concord students come from around the world. With 42 nationalities represented in the current student body, there is no single nationality that forms a majority of students. Most students (over 80%) are boarders, but day students are fully integrated into the life of the college and enjoy making life-long international friendships.

Academically, the results speak for themselves. Not only do Concord students produce astonishing GCSE and A level performances, but they also go on to attend top universities in the UK and around the world. In 2021, 94% of A Level grades were A*/A (98% A*/B).

For GCSE results, 66% of grades awarded were grade 9 or equivalent (94% were grade 7 or higher).

Having the Best for the Best Concord is highly academically selective, receiving more applications than it has a place for. The selection of students is based on a range of factors, including an applicant’s performance in public exams, Concord’s own entrance tests and analysis of information that candidates provide, including their school reports. In some cases, an interview with a senior member of the College staff (often the Principal) is arranged. As a school with over 80% international students, Concord is very aware that students’ educational backgrounds vary widely. “We, therefore, look at an application as a whole rather than relying solely on entrance test scores. Overall academic performance, aptitude and interest all play a part in admissions decisions.

Ultimately, our admissions process is geared toward finding the capable students who will flourish at Concord,” says Dr Truss.

The college has a particularly strong record of placing students in Engineering, Economics and Maths

courses. Medicine is also a particularly competitive course. In 2021, 26 students gained places at medical, dental or veterinary schools. With this said, the destinations and extraordinary outcomes of students span across a whole variety of disciplines. Students this year went on to world-class universities, including 11 students who won places at Oxford or Cambridge, 19 at Imperial College London, 40 at University College London, 8 at the London School of Economics and Political Science and 15 at Kings College London. Throughout their time at Concord, students have access to super-curricular opportunities, including teacher-led specialist subject clubs, discussion groups and societies focussing on particular vocations such as medicine, law or engineering. Through these, students at every stage get an insight into the possibilities that are open to them. For example, Concord’s medical society feeds into its specialist Medicine Support Programme, which supports prospective medical students with guidance, information and unique opportunities to meet medical specialists and enhance their applications.

University Coordinators who have more in-depth knowledge of certain Universities such as Oxford or Cambridge then meet with interested students. Students are also guided by their Personal Tutor, their Head of House, and their specialist subject teachers. During Pre-U Week in June, there are talks on how to complete the UCAS form and to effectively write a personal statement. There are workshops on applications to universities such as Durham and Imperial and options to visit a university of interest. Further support is given for admissions test preparation. As part of the careers programme, students are given access to a leading online portal that facilitates detailed research into university courses in the UK, the US, Hong Kong and beyond. There is also a wide range of resources available

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on Concord’s Virtual Learning Environment, such as guides regarding the application, courses offered, likely grade requirements, university league tables etc.

A number of universities also visit Concord each year to give talks to students, in addition to a number of medical schools. “We also have visits from representatives of Imperial College London, UCL, LSE, King’s College London and from Oxford or Cambridge. Such visits are a further source of information to guide students through the application process,” shares Dr Truss.

Focusing on Providing Personalised Education The teacher-to-student ratio at the college is 1:6.

Concord’s average class size in the Lower School is 16 students and for the Sixth Form, 12 students.

These small numbers are implemented to optimise opportunities for class teaching and learning, individual support and feedback, as well as productive discussion and debate. However, depending on the subject and students’ varying timetables, classes usually range from 6 to 16 students.

In addition to leading support from Concord’s highly qualified teaching staff during lessons, individual support is always available to students – with staff going above and beyond in their dedication to aid their students’ understanding of the curriculum and interests/insights beyond, such as higher education and real-world scenarios. Students are also encouraged to make use of Support Clinics after the school day, to cover any areas where support is required, or to further their understanding.

As well with the help of staff, each subject taught at the College benefits from a team of student Subject Mentors, who are on hand to offer support to their peers.

Concord provides an environment where academically minded students flourish, and 98% of Concordians achieve A*-B grades at the A level. Concord seeks to nurture the individuality of students to develop their self-confidence. Students receive differentiated learning for English where this is appropriate, for example, where English is not their first language. For students wishing to pursue a qualification in their own language, the College endeavours to assist where it has appropriately qualified support. For example, currently, students are able to be supported in Chinese (Mandarin and Cantonese), Russian, French and German.

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The outstanding academic achievement of the students is what attracts many parents to Concord but it is the supportive and nurturing community that encourages students to return after they have left

All who study at Concord have a joyful love for learning – which makes teaching and learning for staff just as enjoyable.

“Creativity is embedded in our ethos and is one of Concord’s three pillars. Concord considers creativity in its broadest sense to be important, from Performing Arts and traditionally creative subjects to problem-solving in science and mathematics. An innovative Form 3 (UK Year 9, equivalent to grade 8) curriculum lays the foundations and GCSE, and A level curricula are approached through a carefully scaffolded exploration of the knowledge and skills required not only to answer factual questions but to develop a mastery of the subject,” shares Dr Truss.

Through Concord’s super-curriculum of activities, clubs and clinics, students are encouraged to explore their studies beyond the syllabus to enhance their breadth and depth of understanding and develop their skills of

creative and critical thinking. By following their own academic interests, students begin to appreciate that learning is a process over which they take ownership, rather than something which is ‘done to them.’

Art is a popular and successful subject at Concord, and the portfolios of Concord’s students often lead them to prestigious destinations. Equally, the performing arts are also highly valued at Concord. “We host an annual concerto competition for young musicians and numerous concert nights, many of which are led by our students.

Drama and musicals are popular and often innovative; the college creates a spectacular annual showcase that celebrates elements of students’ cultural interests and backgrounds.” Dr Truss says.

Concord College is a member of the Boarding Schools Association, Society of Heads, and Independent Schools Council and is an ESU oracy affiliate school.

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Concord was delighted to be awarded a Microsoft Showcase School status 2021-22, having graduated from Microsoft’s Incubator Programme. The college was also a finalist in the Independent Schools of The Year awards in 2021 for its innovative and effective Student Careers Programme. The college was a Good Schools Guide 2021 Top 20 Independent Secondary School and was a finalist in the European School category in the Study Travel Secondary School Awards 2022. They are also a member of the Cyber Resilience Centre for the West Midlands.

Guiding Parents for Holistic Education Over 80% of students at Concord College come from outside of the UK, thus having a wealth of experience in helping families support their children at a distance.

The results of the weekly tests that students take are made available to parents so that they stay just as much in the loop academically as if the students were at home.

Dedicated Boarding Parents focus on providing boarders with the emotional and practical support that they need when they are away from home and liaise between home and school. Many major school events are either livestreamed or made available afterwards so that parents can share in them. Of course, visits to Concord can be arranged for parents if they have the opportunity to be in the UK. Concord also offers support to students via Heads of Year in the Lower School and via our House system in the Upper School. Medical provision is available 24 hours a day; there is a modern and well-equipped medical centre

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and a dedicated nursing team. Mental health is taken very seriously, and support and counselling are available.

The campus is secure, and security staff are on duty at all times.

Concord College’s staff are highly qualified experts in their subjects; all have relevant degrees, and many have post-graduate qualifications (Masters / PhD) too, alongside additional qualifications in teaching and specialist skills. Professional development is individual, and staff are encouraged to further their skills and experience. In recent times, many have pursued extra courses/qualifications to help them progress in their careers and to develop their teaching skills.

Their Outlook for Education “The level of our ambitions matches that of our students, and we believe that by any measure, Concord College is a world-class institution. We will continue to embrace and expand our internationalism. In all that we do, and at all times, we will strive for excellence without compromising our ethical values of the importance of kindness or our academic standards.” shares Dr Truss.

Concord College aims to become a world leader in the education of bright children. “Put simply, if your child loves learning, is hard-working and ambitious for their future, you should consider sending them to Concord. If your child is not only academically gifted but wants to lead and affect positive change in the world, we want Concord to be your number one choice,” he adds.

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K12 Digest June 2022

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ADMIN PERSPECTIVE

Funding Teacher Salary Adjustments: A Commonsense Proposal!

Dr. Hans Andrews, Distinguished Fellow in Community College Leadership, Olney Central College, Illinois, USA

“A

recent RAND survey of teachers who voluntarily left teaching during the pandemic found a full 64% of respondents said their pay wasn’t sufficient to merit the risk or stress. Offering more competitive compensation is an important strategy for both retaining current teachers and recruiting new ones.” - Tara Kini: Chief of Staff an Director of State Policy at the Learning Policy Institute While teacher shortages continue to grow across the United States and numerous other countries very few if any new proposals have come forward.

Almost every study done has pointed to the low salaries of both entry level and experienced teachers as a major contributing factor.

An educational crisis An educational crisis is a crisis of capability; the only resolution is learning and transformation. Individually, we experience these quite often, when more is asked of us than we can give, the only solution is to learn, to grow, and to develop new capabilities.

There is no doubt that teacher shortages, has created such a crisis. Our pipelines that had been relied on for many years are no longer able to keep up

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An educational crisis is a crisis of capability; the only resolution is learning and transformation

Dr. Hans Andrews is the Distinguished Fellow in Community College Leadership through Olney Central College in Olney, Illinois. He is a former president of the college. He also served as Dean of Instruction at Illinois Valley Community College and Vice President for Community and Student Services at Kellogg Community College in Battle Creek, Michigan. He was an adjunct teacher for Illinois State University and a business teachercounselor in two secondary schools.

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with the need. The universities as the major pipeline for these years, is failing to keep up and has dropped over fifty percent of the graduates in teaching over the past ten years.

Bonding may offer the quick fix needed now School bonds are like home loans and/or corporate and business bonds. Bonding allows the schools to spend money when needed and then the bonds must be paid

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back over a designated period. Schools in the U.S. and some other countries already use bonding to build or rebuild school buildings. It has been noted that when school districts approve bonding they must pay back the bond money and some interest to those investing. This is done over a specified time, i.e. five to seven years.

A former state senator told this author that legislative bodies have been reluctant over the years to consider ‘bonding’ for salaries. While this was undoubtedly true

in the past the same legislative bodies did not to face the growing teacher shortages that now exist.

Bonding for buildings Qualified School Construction Bonds in the United States: Created under Section 1621(a) of the American Recovery and Reinvestment Act of 2009 (ARRA) This program provides limited financial bonding for school districts to fund the rehabilitation or repair of an existing public school facility, construction of a new public school facility, equipment associated with repair or construction.

Since the bond proceeds can be used for building rehabilitation and repair, districts will be able to issue these low-to-no interest bonds in lieu of Fire Prevention (health, life, and safety) bonds that would be at a higher interest rate.

A proposal to add Teacher Salaries Adjustment Bonds This proposal would provide school districts the ability to raise teacher salaries to a level competitive with other professional careers. It will also give school districts the ability to draw upon the American Recovery and Reinvestment Act of 2009 (ARRA) to make necessary salary adjustments that will help rehabilitate the classroom school climate across the schools. It can also help end the ‘crisis’ presently leading teachers to take early retirements and/or leave the profession.

These adjustments are to allow schools to issue bonds at low-to-no interest as is allowed in the Qualified School Construction Bonds for rehabilitation of professional teacher salaries in a parallel manner as is done in the repair of or building new public school facilities.

Bonding for Salaries Reasons for considering bonding for raising the salaries of teachers across the countries ● No other known proposal has been offered to date that would get this off of dead center. ● Almost every study done on why teachers leave the profession or do not decide to enter the profession focuses on salaries at the top or very near the top of all studies. ● Salaries continue to lag behind most other professions with the same education levels. ● Teachers leaving earlier now than expected (a.)

Retirement; (b.) moving to other professions

● The gap in shortages will grow severely after the recent years of the pandemic; teachers are worn out, feel less respected, and see no end to the low salaries on the horizon. ● A new bonding law or expanding the existing laws would give every school district the same opportunity to bond to meet their particular needs. ● Schools with very adequate salaries may choose not to bond; rural and inner city school districts appear to have the most pressing need to bond to move salaries up to a professional and competitive level for present teachers and new teachers coming out of the pipelines. ● The bonding for school improvements or new school buildings would not be possible for many school districts without the legislation that was passed to allow for it in many countries.

Comparative outcomes for Bonding for Buildings and Bonding for Salary Adjustments Bonding for buildings example Bonding for a new building at $5 million U.S.; one year later building completed; five years later bonds paid off with interest; in the sixth year bonding for another new building $7 million; 16 months later building completed; five years later bonds paid off.

Bonding for buildings outcomes ● Two new buildings exist for staff and students.

Bonding for Salary Adjustments Outcomes example Bonding for salary adjustments $5 million; five years later salary adjustments bonding paid off with interest; in the sixth year bonding for salary adjustments $6 million; five years later bonds paid off. ● Teacher salaries become competitive with other professions ● Early teacher retirements slow down dramatically ● Students have quality certified teachers in every grade level and all subject areas ● Teachers regain pride in themselves and their profession Bonding: A proposal worth pursuing The above proposal provides an addition way for countries to consider a new way to fund the teachers’ salary adjustments that need to be made has been outlined for consideration. This should be considered as a means of addressing an educational crisis as was outlined at the top of this article. A longer range solution should also be worked on that will allow school districts to move out of bonding for the salary adjustments for teachers over time.

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MUST-WATCH

INTERNATIONAL SCHOOLS IN EUROPE 2022

DĚTSKÉ INTEGRAČNÍ CENTRUM A MATEŘSKÁ SKOLA

(THE CHILDREN’S INTEGRATION CENTER AND KINDERGARTEN) CREATING NEW PATHS THROUGH EDUCATION

D

ětské Integrační Centrum A Mateřská Škola was established in 1997, initially only as a medical facility, paediatrics, and rehabilitation, and evolved into a school facility, a special kindergarten, and a special pedagogical centre in 2000. “It is simply the care of the “inner world” of a person, in our case especially a child under 7 years of age, and the “outer world,” i.e., the environment in which the child resides and in

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which we provide comprehensive care,” says Mgr. Blanka Sárazová, Educational Advisor, Deputy Director at Dětské Integrační Centrum A Mateřská Škola.

By mastering inclusion, the Dětské Integrační Centrum A Mateřská Škola stands above other schools in teh Czech Republic. Being one of the first facilities in the country, the school organises events for the public, such as “Fun Saturday,” a day full of games and surprises for parents with children, healthy children, and children with

Dětské integrační centrum a mateřská škola (The Children’s Integration Center and Kindergarten) provides comprehensive care, including educational, special pedagogical, psychological and rehabilitation to kids under 7 years of age

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Mgr. Blanka Sárazová, Educational Advisor, Deputy Director Mgr. Blanka Sárazová graduated from a secondary pedagogical school in the field of preschool education and a university from the Faculty of Education, Charles University in Prague in the field of kindergarten teaching (1991). She has extensive experience in teaching practice, specifically 31 years as a teacher, 5 years as an educational consultant and many years as a statutory representative and pedagogical representative.

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special educational needs. On average, about a hundred children from around our kindergarten attend this event.

There is a club of mothers that meets to share and discuss common topics. In addition to the emphasis on inclusion, our values definitely include a healthy lifestyle, complexity, and a positive attitude.

The school emphasises following the concept of education for a healthy lifestyle with five principles in place to help students, parents, and teachers receive the best learning practices. The basic principle is based on a positive attitude - to adopt a healthy lifestyle and its implementation in everyday life, to the coming changes and their solutions. “The second principle is to create

quality conditions for inclusion. We take into account the different family environments (social, national) and the different currents of thought that meet here. We strive to ensure that our educational program respects and satisfies the natural needs of each child, support their healthy physical, mental and social development, creates optimal conditions for their individual personal development and the basic prerequisites for acquiring life competencies,” explains Mgr. Blanka.

The third principle that the school takes into account is having a systemic approach to the individual and the family. The teachers at Dětské Integrační Centrum A Mateřská Škola understand a person as a certain

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“internal system” and their life as life in the system (family, society), and this is then reflected in the way of thinking, counselling, and working with the family. “We try to apply the idea of a healthy lifestyle in all its areas, i.e., in the field of nutrition, interpersonal relationships, environment, education, health, by ensuring the principle of complexity - comprehensive care in terms of pedagogical, special pedagogical, psychological, physiotherapeutic,” says Mgr. Blanka. The driving force of their entire philosophy is the principle of an active approach to solving their life issues and burdens, which result, for example, from medical diagnosis, life developmental stages, developmental stages of the family, family and gender burdens.

and perceives the needs of individual children and families. “We bring up-to-date information through bulletin boards, websites, and e-mail correspondence.

We allow parents to participate in joint celebrations and school events. In cooperation with a special pedagogical centre, we offer counselling services, lectures, individual consultations,” shares Mgr. Blanka.

As the family is a complex whole and has its own subsystems, boundaries, mutual ties between members, interactions, degrees of openness and closeness, and life family cycles, each member has their own perception of the family. The school considers the significant influence of the original systems and nurtures the child for a more wholesome educational experience.

Championing Inclusion The management at Dětské Integrační Centrum A Mateřská Škola sees parents as equal partners in deciding on children’s educational progress. By building mutual trust, respect, and openness between the parents and teachers, the school strives to establish active cooperation

Great infrastructure Dětské Integrační Centrum A Mateřská Škola has six classes in kindergarten, with 2 for children with special educational needs and 4 regular classes, including one for ages 2 to 3 years and one for preschool. There are about 20 children in these classes and about 12-14

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The school uses teaching aids that serve to develop creative thinking and motivate children to design play activities themselves

children in the special education classes. Seminars from various didactics (art, music education or psychology, pedagogical psychology, special pedagogy) are offered as further education for pedagogical staff. All pedagogical staffs have a secondary vocational education to a university degree - a master’s degree. Furthermore, in kindergarten, one will come across qualified teaching assistants.

The staff use teaching aids that serve to develop creative thinking and motivate children to design play activities themselves. There is a well-equipped garden where one can find play elements like a rope centre, a gazebo, and many other fixtures that are used to develop the physical condition of children, their dexterity, and solving situations. Teaching can occur outdoors, even in worse weather, even on their outdoor terraces used for individual classes. “We are a Faculty Kindergarten for Charles University, we provide internships for several high schools, and we have received an award from the Dean of Charles University for internships.

Our kindergarten was highlighted on Czech television in the program “Klíč” for teaching healthy nutrition,

eating, a healthy lifestyle, and alternative treatments,” adds Mgr Blanka.

Looking to the Future The school wants to focus on disease prevention even more than in the present by putting more emphasis on exercise, staying outside, leading a healthy lifestyle with a healthy diet, and not forgetting the greater emphasis on the psyche. “We found that there was a lack of stress tolerance in both parents and children, and anxiety surfaced far more during the covid period. In this area, parents need to be led to let their children overcome obstacles on their own, thus building psychological resilience. We would like to see the strengthening of parental competencies in the field of education and selfemployment, and thus the strengthening of family ties,” Mgr Blanka shares.

As the world moved to the digital space due to the pandemic, Dětské Integrační Centrum A Mateřská Škola wants to explore this form of education for kindergartens and improve technological solutions and develop digital literacy.

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ACADEMIC VIEW

Teacher Wellbeing & Virtual Exchanges Gülbin Özdemir Altıgöz, English Teacher, Belek Limak İlkokulu, Turkey

Gülbin Özdemir Altıgöz is a teacher of English who teaches young learners at a public primary school in Turkey. She has been working as an English teacher for almost ten years. She has also worked as a Research & Development Departments member at District/ Provincial Directorates of National Education in Turkey. She is a TESOL Advanced Practitioner, a Certified Microsoft Innovative Educator, a Certified Community Storyteller, and a Project Coordinator. Last year, she was nominated for the Dedicated Teacher Award from Cambridge University Press. She is passionate about calligraphy and poem writing.

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Even though that pandemic put teachers under extra stress, they played a fundamental role and worked hard with endless effort

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eacher wellbeing has been a vital target for the world of education for years; however, the Covid-19 crisis has led to unforeseen consequences and affected all components of the education system. Significant cracks have begun to appear in the education system. The schools were temporarily closed, distance education became compulsory, and technological devices suppressed the education. In brief, the education systems were not ready for this radical scene. Even though that pandemic put teachers under extra stress, they played a fundamental role and worked hard with endless effort. Teachers also put in extra time and did their best to ‘teach’ their students. Their dedication has often been appreciated; however, they have encountered challenges, too!

Within this two-sided process, teacher well-being has gained more importance than ever. Protecting their mental and physical health has become crucial. Teachers have begun different options. Some teachers went for professional development opportunities to enhance their

careers in technology by taking online courses, participating in webinars, joining online networking teams, etc. Some teachers looked for peaceful places and serenity. They started new hobbies such as fishing and gardening. Some went for virtual exchanges and looked for different ways of collaboration and solidarity. They met their colleagues online and shared common concerns, similar stories and scenarios, and best practices for common professional problems. Personally, I may honestly say that I am one of those who prefer to find new paths for cooperation. Thus, Transatlantic Educators Dialogue Program has helped me contribute, protect and improve my well-being as a teacher.

TED is a unique program sponsored by the European Union Centre and College of Education at the University of Illinois at Urbana-Champaign. Educators in the United States and Europe get together to share and talk about shared experiences on educational topics such as educational policies, immigration in education, use of technology, student and parental involvement, C-19 impacts on education, etc. It is free of charge and provides European

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TED is a unique program sponsored by the European Union Centre and College of Education at the University of Illinois at Urbana-Champaign

and American educators with a fantastic opportunity to network with transatlantic counterparts, build bridges of culture, enhance international understanding and awareness, and foster global connections.

Participants of the 2022 cohort are from Croatia, France, Germany, Greece, Moldova, Poland, Romania, Turkey, the UK, and different regions of the U.S. For about 4 months, we met over Zoom. During the meetings, we were divided into international groups of five. Each group discussed a different topic and had separate meetings and calls to work and prepare a presentation. Groups introduced their topics, and group members presented a common final work with certain unique touches of their own countries.

This was a wonderful mosaic! We had two intersessions and suggested additional topics that were not included

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in the official topic list. We voted, and we also discussed these extra topics, as well. Before and after the meetings, we continued our communication via official social media groups. In the end, professional collaborations turned into remarkable friendships.

This experience has enriched my professional development and well-being. I realised that I was not the only one who suffered from burnout, which was unrelated to my conditions. Second, regular meetings have helped me reflect on my teaching. Lastly, I realised that global cooperation is very inspirational and pleasant.

Consequently, this unique journey has shown me that virtual exchanges can positively affect teachers’ well-being and provide them with opportunities to get motivated, inspired and encouraged to keep up with their fantastic work!

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MUST-WATCH

INTERNATIONAL SCHOOLS IN EUROPE 2022

INTERNATIONAL SHARING SCHOOL PRODUCING OUTSTANDING LEADERS IN ALL WALKS OF LIFE

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he story behind the inception of International Sharing School (ISS) has a historically rich backdrop — a former university professor and his primary school teacher wife acquired a British school 17 years ago. The institution’s management was later passed onto the couple’s children, who have added new dimensions to the school for its further growth and development.

“At ISS, we focus on developing intercultural understanding and mutual respect.

Besides the valuable academic preparation, we believe the International Baccalaureate

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curriculum is the framework which allows our team to go above and beyond in promoting the soft skills needed to face an increasingly globalized world,” shares Miguel Ladeira Santos, CEO of ISS. The institution is an accredited IB Continuum World School where the students follow a curriculum that is academically challenging yet rewarding, flexible, and student-led. It is also the only international school in Portugal that enrols students from 4 months old up to 18 years.

What sets ISS apart from Other Global Institutions?

ISS is driven by a team of visionaries who are genuinely dedicated to providing a unique and

International Sharing School offers a curricular programme focused on the personal and professional development, preparing its students for an increasingly global, multicultural and multilingual world.

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Miguel Ladeira Santos, CEO, International Sharing Schools Miguel Ladeira Santos is the CEO of the International Sharing Schools group, a young and enthusiastic leader and entrepreneur with a passion for innovative working solutions and follows a high-end customer service culture. With a background in Luxury Hospitality Management and Corporate Finance, Miguel has been running the International Sharing School in Oeiras since the beginning of the project.

He is the driver of the innovation and familiar community spirit lived within the organization. Miguel also invests and manages other ventures in sports, media and hospitality.

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As an International Baccalaureate Continuum World School, International Sharing School students follow a curriculum that is academically challenging but rewarding, flexible and student led

unforgettable educational experience for all the stakeholders of the community: students, parents, and teachers. Moreover, the institution’s IB curriculum delivery has been developed, bearing in mind the 3 core values of the school: multicultural, care, and hospitality.

“At ISS, we believe in learning through sharing, growing together, creating together, and succeeding together,” proudly mentions Miguel. Hence, the team resonates with the school’s motto by greeting their students each day with a smile on their faces and a feeling of joy, knowing they are making a difference in their student’s academic journey.

A Student-Centered School Infrastructure The infrastructure of ISS was designed by Rosan Bosch in a complex project that involved designers, architects, engineers, teachers, psychologists, and other educational specialists.

The institution is built to depict its sharing spirit that drives the community to work in shared spaces, creating hubs for individual working, the group working, lounging and relaxed working areas, formal lecture-style learning areas, and many small focus pods spread out around the school.

ISS’s CEO Miguel further explains, “We believe in embracing the different preferences on each student’s working styles, which enhances the quality of work they develop and gives students a comfortable and exciting

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International Sharing School provides the best educational experience for whole students, acknowledging that every child is different and unique

working environment to improve their overall happiness and well-being.” As a result, ISS students and staff are regarded as happy and motivated members of a learning community, where the school’s facilities play a significant role.

Regarding class size and student to teacher ratio, the primary class at ISS consists of 8 students with one teacher and one teaching assistant and further goes up to a class of 20 students. The overall student to teacher ratio is 1:5. ISS’s CEO Miguel also mentions that the institution offers differentiated learning to students who require exceptional support, as ISS is an inclusive school.

Offering Professional Development Opportunities to Teachers At ISS, all teachers hold an IB curriculum training certification and an average of 9 years of teaching experience in the IB curriculum. The staff is also further

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encouraged by the leadership team of ISS to expand their knowledge base and skillsets and take on new roles and responsibilities within the school.

“There are also plenty of leadership opportunities at ISS, and we always prioritize investing in our team members for these roles rather than outsourcing,” adds Miguel.

Hands-On Learning Approach to Promote Innovative Thinking When it comes to promoting innovation and creativity in students, ISS has developed a unique learning methodology based on one of its core values i.e. Creation & Experimentation. This experimental learning approach allows students to use their creativity for problemsolving, develop communication skills for effective leadership, and acquire time and resource management and mind mapping competencies.

Moreover, students as young as 5 years are taught coding and robotics as part of their curriculum

connected to math. This continues all the way up to game design and development for the older students as part of ISS’s Lego Academy.

Involving Parents in their Pupils’ Learning Journey Understanding the role of parents in their child’s education, ISS encourages parents to participate in the school’s day-to-day life. The school’s leadership also communicates with the parents every week to update them on their child’s progress throughout the week and as do the tutors from each group. This is because Miguel and his team of ISS believe that active and effective communication solves 80% of the community’s concerns.

Aiming for a High College Acceptance Rate This is the first year ISS has an IB Diploma Program Graduating class, and the teachers are confident that all their students will be placed in the universities of their choice.

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The IB Curriculum allows our team at International Sharing School to go above and beyond in promoting the soft skills needed to face an increasing globalized world

“Throughout all the IB programmes we offer, our students graduating from ISS are equipped with a qualification that is recognized and highly valued by the best universities around the world and the personal and social skills to become good leaders,” states Miguel.

Significant Mileposts Since its establishment, ISS has had many happy and proud moments to reflect and rejoice in the days to come. In addition to its IB Continuum World School accreditation, ISS is also certified by Pearson Edexcel. The Portugal-based school is a Polygon Education Certified Center, which trains teachers from other international schools to deliver the Singapore Maths Curriculum. “We are also a LEGO Academy and accredited to teach the Rock School programs in our Music Academy,” adds the proud CEO, Miguel.

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Whether it is winning mathematics competitions with academic elite international schools to receiving awards from the United Nations to acing Basketball and Volleyball tournaments, to performing musical creations and exhibiting artworks in professional art gallery settings, students of ISS have also earned a name for themselves and represented the school on the global platform.

Better Sharing, Brighter Future Revealing his roadmap for ISS’s future, CEO Miguel says, “Our plan for the future is to grow the community, increase resources to further develop our programs, and share our experiences, knowledge and best practices with all the learning community around the world, whether they follow local or international curriculums.”

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BEST PRACTICES

Education in 2030 – Technology will be the Game-Changer Lina Ashar, Entrepreneur & Founder, Kangaroo Kids Education

Lina Ashar is the founder of Korroboree International Online School, Founder Emeritus Kangaroo Kids International Preschool & Billabong High International School, Happiness Advocate and a TEDx Speaker. After successfully operating over 200 + Preschools and International K12 schools under the brand name of Kangaroo Kids International Preschool and Billabong High International School, Lina has now ventured into the EDTECH space. Her latest venture is called Korroboree International Online School. Lina has been invited to speak about the future of education and the changes we need to bring about at various TEDx events. In her endeavour to make a difference in every child’s life, she became an author. She’s written two books ‘Who Do you Think You Are Kidding’ and ‘Drama Teen’. One is a book on parenting and the second one is a guide for both parents and teens.

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Online learning is a whole new ball game and it will require a curriculum that is designed specifically for distance learning

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hange is the only constant. Most change is first met with resistance till we get used to the new status quo.

Historically change has almost always been met with resistance. There is an evolutionary reason for this. Part of the brain - the amygdala - interprets change as a threat and releases hormones that are associated with fear. This is why any change is a challenge to your brain and why your brain craves certainty. Human beings, organisations, and society; all resist change. This is even if we are dissatisfied with the way things are and if we can see a positive reason to change.

Likewise, education has a lot of resistance to change.

Despite knowing that the existing way of learning and teaching is outdated, redundant, and not relevant to where technology is taking humanity, yet we resist changing the conventional physical school setup. Did you know that the printed book that triggered a surge in the love for learning in the west was initially resisted by school teachers as it forced schools to drastically change their teaching methodology.

People in the education space have seen the same resistance coming in from all sides for relying on technology to impart education. However, it is evident that despite all the resistance the educational landscape is rapidly changing. The pandemic has been a boon in disguise as parents got to witness first-hand how online education will function and how it can help children. Statistically One and a half billion students around the world, according to UNESCO, were engaged in remote learning at the height of the COVID-19 pandemic in March 2020. However, the observation is that most schools replicated online what they would normally do in a classroom, due to which teachers struggled as distance learning was new to them and they had to go through a paradigm shift to make their sessions interesting.

Online learning is a whole new ball game and it will require a curriculum that is designed specifically for distance learning. However, Parents, teachers, and educators have a lot of questions as Online learning is new to everyone. So, let’s start with looking at a few trends of what education will look like in 2030.

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Project-based learning will be emphasized with the help of various Edtech platforms that will come into existence over the next decade

1. Technology will enter the classroom: currently, technology is used only as a source of information, however, soon children will have their own digital devices and teachers will use different tools to teach children and make their learning experience experiential and personalized.

2. Each child is unique and learns differently and technology allows educators to make the learning experience more individualistic and personalized. Technology helps us move away from the instruction method of teaching to selfdirected learning.

3. Educators are working on a home-schooling module as more and more parents are looking for better mediums of education. The home-schooling modules will make the learning experience more personal as they will be tailored especially for an individual. Their strengths and weaknesses will be taken into consideration and the concepts will be taught accordingly.

4. Physical schools may cease to exist. As parents will realise that classes can get over in all of 4 to 5 hours and then children have the full day to themselves

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to enjoy their childhood and focus on outdoor and creative activities.

5. Educators will focus on all-around learning where the curriculum will incorporate neuroscience, behavioral science, concepts of spirituality, social and emotional skills.

6. Project-based learning will be emphasized with the help of various Edtech platforms that will come into existence over the next decade.

7. Children will have time for recreational activities where they will be able to build on skills they are interested in like music, art, sports, and more.

8. Students will be equipped to assess themselves and they will determine whether they have understood the concept completely, if not they will have the opportunity to go back to the concept and attempt to understand the same.

Educators that have the foresight have already started working on educational modules that will incorporate these future trends. Are you ready to leave our educational conditioning behind and move ahead with time to embrace this change?

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INDUSTRY VIEW

Maintaining DualCareer Balance: A Scenario Perspective on Student-Athletes Ajay Sharma, President and Founder, Abhinav Immigration Services Private Limited

Ajay Sharma is a Business Economist (Masters, Batch of 1985, Delhi University) and Commerce Honours graduate (Batch of 1983, Delhi University). He is a serial entrepreneur. He is amongst the pioneers of immigration and visa consultancy services in India since 1994. His strengths include Consultancy and advisory services on Citizenship by investment programs, Start-up Visa Programs, Residency visa programs for skilled professionals, Businessmen, and High net worth individuals.

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The student-athletes, apart from personal resources, also require a support network comprising family, coaches, teachers, peers, and DC-support providers

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he Dual-career balance perspective, also known as the DC perspective, was brought into the spotlight by the ‘Gold in Education and Elite Sport’ (GEES) project. A European project, GEES is used to identify a harmony of student athletes’ athletic and non-athletic demands in problematic situations or durations of time that requires varied coping mechanisms.

The art of fine balance talks about here often poses an obstacle for student-athletes. There are situations where one finds it hard to strike a balance between sport and study, either maintaining their sports or their studies and personal life. A student needs to successfully and smoothly transition between these aspects without one affecting the other.

Resources and strategies Honing organizational and time management skills, selfawareness, self-discipline, dedication, perseverance, and interpersonal skills can bring in a dual-career balance.

Strategies that are pivotal for them to manage their lives

are being proactive and planning. In other words, this means allocating time for regeneration, prioritizing tasks, communicating with staff members, and looking for active social assistance.

Using these resources and strategies helps gain a hold on both lives without sacrificing the other. The student-athletes, apart from personal resources, also require a support network comprising family, coaches, teachers, peers, and DC-support providers. The DC-support helps take into account the significance of a dual-career and show assistance through guidance, advice, flexibility, or emotional support.

Creating a balance Creating a balance between studies, camps, and competitions is crucial. Usually, many absent students studying overseas are not always the ones missing exams. Studying hard helps achieve balance and compensate for their time playing on the field. Communicating with teachers helps students plan for the sessions they will miss. Discipline among such students

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Practical assistance rendered by their family or partners whenever possible usually helps balance everyday lives

can also be a defining factor in maintaining the dual-career balance. A lot of these students study at the airport or the hotel rooms when their focus is not on the competition. Having steady access to study materials online or support from classmates also plays a huge part when it comes to balancing the dynamics.

Another important aspect is continued training upon completion of a degree project. Many student-athletes train and compete while simultaneously writing their independent degree project. Their determination and excellent organization and time management skills help maximize time usage. But such a scenario leads to an increased workload on studies, making it challenging for the student-athlete who wants to prioritize sports and yet be able to manage to study efficiently.

There are often instances when sports events come in the way of exam time or mandatory tasks/labs with compulsory attendance. Unfortunately, many student-athletes fail to communicate with their teachers as they do not know their rights and responsibilities. They then seek to compensate for that support from their families or partners instead. One of the key ways to keep the balance is to be able to adjust yourself to the circumstances of the day. Practical assistance rendered by their family or partners whenever possible usually helps balance everyday lives. This includes relieving the student-athletes of their daily chores like taking care of a pet or making food. Other aspects of this assistance and support for an integration each day comprise nearness of distance to the university, training facility and housing, being able to store their equipment like a towel at a training facility, and more. This practical assistance helps in combining sports and studying each day.

Continuous encouragement Many of the student-athletes provide the least time for social or personal interactions. In many of our interviews, they mention not having a social life, which is important for mental health.

Supportive and understanding friends already know your need to study and be involved in sports. Focussing on them will help these interactions grow and also contribute to overall encouragement, both in sport and study. It is also important, to be honest with them about your priorities. Support for this is experiencing a social life through sports.

What the student-athlete needs is not just the ability to dedicate equal time and effort to sports and study, but to also make a consideration. This consideration involves attention and observation and will be important in making adjustments in advance as one handles the core challenges intelligently.

Dual-career practitioners must continue to develop and maintain the best balance practices among these studentathletes by offering them continuous encouragement to make this successful.

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