The challenges faced by Cyprus’s education system underscore the need for thoughtful and transformative reform. With the collaborative efforts of the Cyprus Diaspora and the Ministry of Education, there lies significant potential to drive impactful change.

By prioritising key areas such as mental health support, inclusivity, curriculum modernisation, and digital transformation, Cyprus can build an educational framework that is both dynamic and equitable.

This article explores innovative solutions that aim to empower students and ensure they are well-prepared to thrive in a rapidly evolving global landscape.

Rapidly evolving educational landscape

In an era defined by information overload and rapid change, the ability to think critically is paramount.

Teachers face the challenge of equipping students not just with knowledge, but with the capacity to analyse, evaluate, and synthesise information effectively.

This necessitates a shift towards teaching methodologies that prioritise deep understanding and the application of critical thinking skills, rather than rote memorisation.

The Challenge of Teaching Critical Thinking: Subject-Specific Mastery

Daniel T. Willingham, a cognitive scientist renowned for his research on learning and the brain, provides invaluable insights into this endeavour.

He dismantles the notion of critical thinking as a generic skill, emphasising its inextricable link to content knowledge.

His work highlights that the critical thinking required to analyse historical documents differs fundamentally from the scientific method of hypothesis testing.

This underscores the need for subject-specific approaches to teaching critical thinking, ensuring students develop the necessary tools within each discipline.

The Importance of Content Knowledge: Building a Foundation for Analysis

High-quality teaching recognises that content knowledge is not merely a collection of facts; it is the bedrock upon which critical thinking is built.

Without a solid understanding of the subject matter, students lack the context to effectively evaluate arguments, solve problems, or draw meaningful conclusions.

Therefore, integrating content knowledge with critical thinking skills is essential.

Teachers must move beyond surface-level learning, fostering deep comprehension that allows students to analyse information with nuance and precision.

Building Skills Step-by-Step: Progressive Mastery

Effective pedagogy emphasises a progressive approach to learning.

Starting with foundational concepts and gradually introducing more complex ideas allows students to build a robust knowledge base.

This step-by-step methodology ensures students are well-prepared to engage in higher-order thinking, preventing frustration and fostering a sense of accomplishment.

High-quality teaching prioritises this carefully scaffolded progression, ensuring no student is left behind.

Regular Practice and Application: Reinforcing Critical Thinking

Retention and application of critical thinking skills require consistent practice.

Teachers must create opportunities for students to revisit and apply these skills in varied contexts.

Encouraging students to draw connections between different problems and subjects strengthens their ability to transfer knowledge and adapt to new situations.

This regular practice fosters intellectual agility, a hallmark of high-quality learning.

Clear Problem-Solving Steps: Structured Thinking

In disciplines like mathematics and science, clear problem-solving steps are crucial.

Explaining the rationale behind each step helps students understand the process and improves their adaptability.

High-quality teaching emphasises clarity and structure, demystifying complex procedures and empowering students to approach challenges with confidence.

Encouraging Questioning and Creativity: Fostering Intellectual Curiosity

A classroom environment that encourages questioning and creativity is vital for developing critical thinkers.

Students should feel safe to challenge assumptions, explore diverse perspectives, and engage in intellectual debate.

High-quality teaching cultivates this culture of inquiry, fostering a sense of intellectual curiosity and empowering students to become active participants in their learning.

Real-World Assessments: Authentic Application

Assessing critical thinking skills through authentic, real-world scenarios is essential. Analysing persuasive rhetoric in an English class or conducting a scientific investigation in a lab setting allows students to apply their knowledge and skills in meaningful ways.

High-quality assessment moves beyond standardised tests, embracing tasks that require students to demonstrate their ability to think critically in practical contexts.

Comparing with IB Teaching Methods: A Holistic Approach

The International Baccalaureate (IB) framework aligns closely with these principles, emphasising holistic education and inquiry-based learning.

The IB’s Approaches to Teaching and Learning (ATL) skills, including thinking, research, communication, social, and self-management skills, mirror Willingham’s strategies.

This alignment underscores the importance of a comprehensive approach that integrates content knowledge with the development of critical thinking skills.

The Role of ATL Skills: Empowering Independent Learners

ATL skills empower students to become independent learners, capable of analysing information, solving problems, and communicating effectively.

Thinking skills, research skills, communication skills, social skills, and self-management skills each contribute to the development of a well-rounded critical thinker.

High-quality teaching actively cultivates these skills, preparing students for success in a complex and interconnected world.

Conclusion: A Commitment to Critical Thinking

In conclusion, fostering critical thinking is fundamental to high-quality teaching and learning.

By integrating content knowledge, building skills progressively, encouraging questioning, and utilising real-world assessments, educators can cultivate a generation of thoughtful and adaptable individuals.

Drawing inspiration from frameworks like the IB, educators can create rich, engaging learning environments that prioritise deep understanding and the application of critical thinking, ensuring students are well-prepared to navigate the challenges and opportunities of the 21st century.

Current Challenges in Cyprus’s Education System

The education system in Cyprus faces several challenges, including:

1. Mental Health Issues:There has been a significant increase in mental health disorders among children, with a rise in depression and anxiety. This is exacerbated by the stress and pressure of academic expectations.

1. Teacher Placement System:The primary school teachers’ union has demanded immediate consultation on plans to abolish the current teacher placement system, adding to growing tensions over widespread education reforms.

1. Inclusivity and Equal Opportunities:While the education system places great importance on inclusivity, there are ongoing efforts to ensure that students with special needs receive adequate support and that equal opportunities are promoted.

Private vs. International Schools in Cyprus

Cyprus offers both private and international schools, each with distinct characteristics:

• Private Schools:These schools are present in all the larger cities (Paphos, Nicosia, Limassol, and Larnaca) and typically offer excellent teaching standards and facilities. Most private schools teach in English and provide a general education framework, with some offering specialised tracks. They can be costly, with tuition depending on the child’s age and school requirements. Parents should also anticipate supplementary costs such as registration and enrolment fees, books, uniforms, lunch, and school bus expenses.

• International Schools:Most expats living in Cyprus, especially those whose first language is English, send their children to private international schools. These institutions offer the benefit of children being surrounded by others who speak their language and share similar experiences as third-culture children. They often have a better selection of extracurricular activities and commonly offer the British and American programmes, along with the International Baccalaureate. These schools also tend to be rather expensive, so negotiating for the inclusion of education as part of a relocation package is advisable.

Examples of Successful Critical Thinking in Cyprus

One notable example of successful critical thinking in Cyprus is the use of participatory drama in primary schools. A case study conducted by Antri Efthymiou explored the effects of participatory drama on groups of upper primary school students with the intention of enhancing their critical thinking. The study involved a series of drama workshops designed to engage students in critical thinking through various drama contexts and stories. The findings highlighted the importance of drama in fostering children’s critical thinking, as students were able to relate their learning experiences to real-life situations and make informed decisions.

Possible Reform Solutions for Cyprus’s Education System

To address the challenges in Cyprus’s education system, several reform solutions can be considered:

1. Mental Health Support:Implementing comprehensive mental health programs in schools to support students’ well-being and address issues such as depression and anxiety.

1. Teacher Placement System:Engaging in consultations with teachers’ unions to develop a fair and transparent teacher placement system that aligns with educational reforms.

1. Inclusivity and Equal Opportunities:Enhancing support for students with special needs and promoting equal opportunities through targeted programs and resources.

1. Curriculum Adjustments:Reducing the scope of the required curriculum to better align with modern educational needs and focus on critical thinking and real-world applications.

1. Digital Transformation:Embracing digital technologies and artificial intelligence to create a high-performing digital education ecosystem and enhance digital skills and competences.

These reform solutions aim to improve the quality of education and support the well-being of students in Cyprus, ensuring they are well-prepared to navigate the complexities of the modern world.

Conclusion

In conclusion, a solid foundation of content knowledge is essential for cultivating critical thinking and preparing students for real-world challenges.

By progressively building skills, providing consistent practice, and fostering an environment where questioning and creativity are encouraged, educators can nurture independent, agile learners.

Drawing on proven frameworks such as the International Baccalaureate, which blend structured, transparent teaching with authentic, real-world assessments, it becomes clear that transforming Cyprus’s education system is not only possible but necessary.

With the concerted efforts of the Cyprus Diaspora and the Ministry of Education, innovative reforms—ranging from enhanced mental health support and fair teacher placement systems to digital transformation—can lead the way toward a resilient, inclusive, and future-ready educational landscape.

The world of international education is dynamic and complex, presenting unique opportunities and challenges for schools striving for excellence.

My own journey across diverse cultural and geographical contexts, from the UK to China and beyond, has provided invaluable insights into the intricacies of this landscape. Working with schools in locations like Dubai, Shanghai, Kosovo, Nigeria, Zambia, and Malaysia has reinforced the importance of tailored solutions and a deep understanding of the specific needs of each community.

This experience has shaped my consultancy approach, focusing on collaborative problem-solving and sustainable growth.

One of the most critical areas I address in my consultancy work involves supporting international school boards in navigating the multifaceted demands of their roles. These boards play a pivotal role in shaping the future of their institutions, and their effectiveness directly impacts student success.

Through my work with schools undergoing accreditation (KHDA, Cambridge, American, British curriculums, CIS, etc.) and those seeking to enhance their overall performance, I’ve identified several key areas that consistently require attention:

Guiding Principles for Effective School Boards:

Strategic Clarity: A clearly articulated vision and strategic plan are essential.

My consultancy helps boards define their long-term goals, align their resources, and develop actionable roadmaps for achieving their objectives. This includes facilitating strategic conversations and ensuring buy-in from all stakeholders.

Governance Excellence: Effective governance structures are the foundation of a successful school. I work with boards to clarify roles and responsibilities, ensuring a clear distinction between governance and management. This includes developing robust policies, fostering transparency, and promoting accountability.

Cultural Responsiveness: International schools serve diverse communities, requiring a deep understanding of cultural nuances. My consultancy helps boards develop inclusive policies, address language needs, and cultivate intercultural competence among staff. This involves facilitating workshops, conducting cultural audits, and providing guidance on creating a welcoming and equitable environment for all.

Educational Innovation: In today’s rapidly evolving world, schools must embrace innovation to prepare students for future success. I work with schools to explore new pedagogical approaches, integrate technology effectively, and foster a culture of continuous improvement. This includes facilitating workshops on personalized learning, blended learning, and other innovative educational strategies.

Financial Sustainability: Sound financial management is crucial for long-term viability. My consultancy services include supporting boards in developing sustainable financial models, diversifying revenue streams, and ensuring responsible resource allocation. This often involves conducting financial reviews, developing fundraising strategies, and providing guidance on budget management.

Community Engagement: Building strong relationships with parents, students, and the wider community is essential. I help schools develop effective communication strategies, foster parent involvement, and create a sense of shared ownership. This includes facilitating community forums, conducting parent surveys, and providing guidance on building strong school-community partnerships.

My approach to consultancy is grounded in collaboration and a deep understanding of the unique challenges and opportunities facing international schools. I believe that by working together, we can create learning environments where every student can thrive.

My passion for education, coupled with my global experience and expertise in school leadership, accreditation, and innovation, allows me to provide tailored solutions that empower schools to achieve their full potential.

I am committed to supporting international school boards in navigating the complex landscape of education and creating a brighter future for students around the world.

education #internationalschools #leadership #innovation #globaleducation #wellbeing #accreditation #teaching #learning #eduleader #schoolboards #governance #consultancy

Frank Braccia

In many schools, exam results are seen as the ultimate measure of success. They influence university admissions, with some countries relying solely on results for acceptance. Governments often rate schools and allocate funding based on performance, and teacher appraisals and increments are frequently tied to student outcomes. This focus on results-driven education is an undeniable reality.

While academic achievement is important, research shows that an overemphasis on test scores can have detrimental effects. This article examines the impact of such a culture on student wellness, teacher retention, and the broader educational experience, underscoring the need for a more holistic approach to education.

The Toll on Students

A results-driven culture places immense pressure on students, often leading to mental health challenges such as anxiety, depression, and even suicide in extreme cases. The World Health Organization has reported a significant rise in adolescent mental health issues, with academic stress being a key contributor. Despite widespread acknowledgment of the problem, practical solutions often remain elusive.

Ironically, a relentless focus on academic performance narrows the scope of learning. Curricula become tailored to test preparation, favoring rote memorization over critical thinking, creativity, and problem-solving skills. The “past paper syndrome” reduces learning to endless practice sessions, eroding students’ intrinsic motivation and diminishing education’s transformative potential. What should be a journey of growth becomes a materialistic endeavor serving the institution rather than the student.

The Burden on Teachers

Teachers in exam-centric environments face significant challenges. The pressure to deliver high results translates to long hours, frequent assessments, and unrealistic expectations, leading to stress, burnout, and diminished job satisfaction. Professional autonomy is often sacrificed, as rigid curricula and standardized testing leave little room for innovation or personalized teaching methods.

In such environments, some teachers may push students beyond reasonable limits, focus solely on high achievers, or exclude average-performing students from opportunities, turning classrooms into production factories rather than nurturing spaces. These conditions contribute to staff turnover rates, eroding stability, teacher-student relationships, and the school’s reputation.

Erosion of Holistic Development

An overemphasis on test scores undermines holistic education. Arts, sports, and social-emotional learning are often neglected, depriving students of opportunities to develop resilience, empathy, and teamwork—skills essential for personal and professional success. Moreover, exam performance culture exacerbates inequality. Wealthier families can afford tutoring and resources to boost exam performance, leaving less privileged students at a disadvantage and deepening social divides.

In the long run, exam-focused education yields short-term gains but fails to equip students for real-world complexities. Employers increasingly value skills like collaboration, adaptability, and critical thinking—qualities that test-centric systems rarely nurture.

A Call for Change

To transition from a results-driven to a wellness-focused culture, schools must take proactive steps to create a balanced and supportive environment. Limiting in-house exams and emphasizing formative assessments can shift the focus from grading to meaningful learning. Alternative frameworks, such as project-based learning and portfolios, offer a more holistic evaluation of student abilities while preparing them for real-world challenges. Empowering teachers with autonomy to innovate and personalize their teaching, paired with robust professional development, fosters a more dynamic and engaging classroom experience. Schools should also prioritize wellness programs that support students’ social-emotional health, mindfulness, and resilience. Strong leadership is essential to champion these changes, ensuring that growth, not grades, becomes the foundation of the educational experience and mentor and support teachers in this process.

The Path Forward

An exam-centric culture may deliver short-term validation but at a steep cost: student well-being, teacher retention, and future preparedness. By embracing a more balanced and inclusive approach, schools can foster resilient, capable individuals ready to navigate the complexities of the 21st century.

This shift—from grades to growth, from knowledge to wisdom, and from stress to wellness—is not just necessary but essential. Schools must rise to the challenge of building a better future, addressing the political, economic, social, and environmental hurdles that lie ahead. It is time to get off this merry-go-round and  redefine success and preparation in education.

Education must prepare students for a rapidly changing world. The UAE School Inspection Framework provides a valuable foundation, but by integrating key elements of a robust School Development Team’s Quality Assurance process, sharpening the focus on critical thinking, AI integration, real-world application, and explicitly incorporating the pursuit of CIS accreditation, we create a truly future-proof and internationally recognised model.

This article explores how this enhanced framework can benefit nations like Cyprus and others.

Building on the UAE Framework’s Core Structure:

The UAE framework provides a robust structure for school evaluation, based on:

National Alignment: Aligning school inspections with national educational goals and priorities.

Rigorous Inspections: Conducting thorough and evidence-based inspections using a six-level performance scale (Outstanding to Very Weak) and defined quantitative terms.

Key Performance Standards: Focusing on six core areas:

• Student Achievement: Measuring attainment and progress against curriculum and international standards, considering variations among student groups.
• Student Personal and Social Development (including Innovation Skills): Evaluating students’ personal growth, social skills, and capacity for innovation.
• Teaching and Assessment: Assessing the quality of teaching practices and assessment methods.
• Curriculum: Evaluating the breadth, depth, and relevance of the curriculum.
• Student Protection, Care, Guidance, and Support: Ensuring student safety, well-being, and access to support services.
• Leadership and Management: Evaluating the effectiveness of school leadership and management practices.

Enhancing the Framework for the Future with Quality Assurance, a Focus on 2040 and Beyond, and CIS Accreditation:

Here’s how we enhance the UAE framework by integrating the School Development Team’s QA processes, future-focused elements, and the pursuit of CIS accreditation:

1. Prioritising Critical Thinking and Real-World Application: Curriculum Integration: Explicitly integrate critical thinking skills into the curriculum, moving beyond rote memorisation to develop analytical, evaluative, and problem-solving abilities. This directly addresses the School Development Team’s focus on interventions for students not making expected progress, specifically targeting critical thinking.
2. Inquiry-Based and Project-Based Learning: Promote active learning methodologies that encourage questioning, exploration, and the application of knowledge to real-world scenarios, preparing students for dynamic careers.
3. Assessment of Higher-Order Thinking: Implement assessment methods that go beyond traditional tests and evaluate students’ ability to think critically and apply their learning in various contexts.
4. Connecting to Careers 2040+: Integrate career guidance and future skills development into the curriculum, focusing on emerging industries and job roles. Provide real-world learning experiences such as internships and mentorships, fostering entrepreneurial thinking, adaptability, and resilience.
5. Integrating Artificial Intelligence (AI): AI Literacy and Application: Equip students with AI literacy, exploring its potential applications and ethical implications. Utilise AI as a learning tool for personalisation and feedback, and offer programmes developing skills relevant to AI-related careers.
6. Strengthening Leadership, Teaching, and Assessment through QA and CIS Alignment: Quality Assurance of Teaching Judgments: Implement robust quality assurance of teaching judgements to ensure accurate assessments of teaching practices, as per the School Development Team’s process. This includes monitoring leaders of learning/coaching programmes and quality assuring mentors. This aligns with CIS standards for effective teaching and learning.
7. Leadership Development: Develop middle and senior leadership capacity with a focus on their impact on teaching and learning, mirroring the School Development Team’s emphasis on leadership development through joint lesson observations and learning walks. Schools are required to provide a plan for developing school leadership at all levels, a key component of CIS accreditation.
8. Professional Development: Provide targeted professional development on outstanding lessons, leadership for learning, and effective assessment practices (formative and summative), aligning with the School Development Team’s professional development targets and CIS expectations for continuous professional growth. This includes updating the Teaching and Learning framework for outstanding teaching and reviewing the appraisal system.
9. Data-Driven Improvement: Utilise data from school results, standardised testing, and classroom assessments to inform teaching and learning strategies, mirroring the School Development Team’s focus on monitoring weekly teaching and learning targets and using progress data. This data-driven approach is essential for demonstrating continuous improvement to CIS.
10. Self-Evaluation and Inspection: Leading self-evaluation inspections and providing a precis on each school’s status, as designated by the board, is a key part of the School Development Team’s role. This feeds directly into the CIS self-study process and the external evaluation visit.
11. Prioritising Child Protection and Wellbeing (Aligned with CIS Standards): Safeguarding and Well-being: Ensure a child-safe learning environment by embedding safeguarding policies and values, as emphasised by the School Development Team. This includes robust screening and recruitment practices for all adults working with children and clear roles and responsibilities for staff on a Child Protection Team, with defined reporting flowcharts. The Child Protection Policy must be readily available and communicated to the entire school community. This aligns directly with CIS safeguarding standards.
12. Achieving and Maintaining CIS Accreditation: Facilitating Accreditation: Supporting schools through the CIS accreditation process, including meetings with heads to initiate the use of the framework for school development and for a potential accreditation visit in 2-3 years. This involves establishing a self-evaluation framework with target dates, developing KPIs for school leadership and staff for an effective appraisal system, developing plans for CIS accreditation for each school, and analysing outcomes to ensure school planning results in improvement. This entire process is now explicitly linked to CIS accreditation requirements.

Benefits for Countries Like Cyprus:

By adopting this enhanced framework, countries like Cyprus can:

• Future-Proof Education: Prepare students for the evolving demands of the 21st century and beyond.
• Develop Critical Thinking and Innovation: Foster students’ abilities to analyse, solve problems, and develop creative solutions.
• Integrate AI Effectively: Equip students with AI literacy and prepare them for AI-related careers.
• Enhance Teacher and Leadership Quality: Invest in professional development and support systems for educators.
• Prioritise Student Well-being and Safety: Create safe, inclusive, and supportive learning environments.
• Achieve International Recognition: Pursue CIS accreditation to demonstrate a commitment to high-quality international education.
• Promote Transparency and Accountability: Provide stakeholders with clear information about school performance and improvement efforts.

Conclusion:

By weaving the key elements of a robust quality assurance process, including a focus on leadership development, rigorous teaching assessment, data-driven improvement, child protection, and the pursuit of CIS accreditation, into the UAE School Inspection Framework, and adding a strong focus on future skills, we create a powerful, internationally recognised model for educational excellence.

This enhanced framework empowers students to become innovative thinkers, effective problem-solvers, and successful contributors to the world of 2040 and beyond, benefiting nations like Cyprus and the wider world.

#education #futureofwork #criticalthinking #AI #innovation #careers #UAE #Cyprus #schoolimprovement #qualityassurance #childprotection #leadership #CISaccreditation

The Human Touch in the Age of AI: Elevating High-Quality Teaching and Learning

As Artificial Intelligence (AI) transforms education, it is tempting to view technology as the ultimate solution for all teaching and learning challenges. However, the essence of high-quality education lies in human connection—the relationships, insights, and inspiration that educators bring to their classrooms. In this new age, the integration of AI and technology must amplify, not replace, the human elements that make teaching and learning meaningful.

High-quality learning environments are built on active engagement, mutual respect, and a shared commitment to growth. While AI can provide personalised learning pathways and interactive tools, it is the teacher who breathes life into these resources. A skilled teacher knows when to ask the right question, offer encouragement, or create space for reflection. These moments of human connection foster trust and motivation, helping learners reach their full potential.

Teaching that challenges students’ thinking is a cornerstone of impactful education. AI offers powerful tools to support this by providing real-time insights into student performance. These insights enable teachers to ask targeted, thought-provoking questions that inspire dialogue and reflection, promoting deeper understanding. AI tutors and chatbots can complement this process, fostering a culture of inquiry and self-discovery among learners.

Critical thinking and problem-solving thrive in environments where students feel safe to explore ideas and make mistakes. AI can offer data-driven insights and scenarios, but it is the teacher who creates a culture of curiosity and resilience. By modelilng empathy, adaptability, and perseverance, educators instil values that go beyond any algorithm’s capacity to teach.

Meeting individual student needs is a hallmark of high-quality teaching, and while AI can tailor content to learning styles and preferences, it cannot truly understand the unique context of each learner. Teachers bring a nuanced understanding of their students’ strengths, challenges, and aspirations. They see beyond the data to nurture not just academic success but also personal growth and well-being.

Innovation in education is not just about adopting the latest technology—it is about fostering creativity, independence, and collaboration. Teachers play a crucial role in guiding students to use AI tools ethically and thoughtfully. They encourage learners to ask big questions, make meaningful connections, and see the world from diverse perspectives. These are skills that cannot be automated.

Self-regulated learning, a vital outcome of high-quality education, flourishes when students feel supported and inspired. AI platforms can provide structure and feedback, but it is the teacher who sparks the intrinsic motivation to learn. Through genuine encouragement and mentorship, educators help students develop the confidence to take charge of their education and navigate the complexities of the world.

Collaboration and communication are fundamentally human endeavours, even in a digital age. Technology can facilitate teamwork and streamline interactions, but it is the teacher who fosters empathy, active listening, and respect among peers. These human skills are essential for building strong, inclusive communities, both in and beyond the classroom.

Authentic measurement of progress and attainment is another critical component of high-quality education. While AI can provide data-driven insights into learning patterns, true progress is reflected in the holistic development of a student. Teachers bring a vital human perspective to this process by incorporating self-assessments, peer feedback, and reflective practices. These approaches ensure that progress is measured not just by numbers but by growth in understanding, skills, and confidence.

The heart of high-quality teaching and learning lies in the relationships educators cultivate with their students. AI and technology can enhance these relationships by freeing teachers from administrative burdens and providing new tools for engagement, but they cannot replace the human touch.

As we embrace the opportunities AI brings, we must also reaffirm the irreplaceable value of human connection in education. By integrating technology thoughtfully and purposefully, schools can create environments where both innovation and empathy thrive—preparing students not just for a technology-driven future but for a deeply human one.

We as educational leaders are responsible for designing and sustaining learning environments where students and staff continually embrace new ideas and innovative methods in order to bring about changes and expand their skills, attitudes and dispositions in order to have an impact on learning.

Shared vision

We create a shared vision to facilitate learning so that it can be adapted to different and changing environments.

In the words of Peter Senge: “The rate at which organizations learn may become the only sustainable source of competitive advantage”.

Peter Senge also defined the learning organisation as the organisation-

“in which you cannot not learn because learning is so insinuated into the fabric of life.”

According to him, learning organizations are:

“…organizations where people continually expand their capacity to create the results, they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together”.

Globally we are facing many realities that are challenging cultural expectations.

As leaders of schools we need to adapt to the national culture where we operate and also adapt our approach in order for our leadership to be most effective.

In all schools as leaders we need to commit to the development of a deep culture of learning with is deeply impacted by the culture of the country. This I believe is key.

Challenges

Sometimes the gap between vision and current reality is large. The challenges we face as leaders are –

• Locally what is realistically possible?
• Culturally what is acceptable?

As leaders we work with a community – the local and international human resource, the physical resource, and also the culture of teaching and learning through which learning experiences take place as well as the facilities and technology and financial resources.

Variation in learning environments

International school environments differ widely – the learning environment is the context in which learning happens, and has to be linked to the school’s culture and purpose. What is the school trying to achieve for its local and for its international students?

Professional Learning

In all schools, I believe that the professional learning and vision for pedagogical leadership are key, as professional learning is at the heart of growth and actions. so what, in the school, does high quality learning look like and what are the expectations for teachers – relating to teaching methodology.

Involving the school community

It is important to have a synchrony with the school community to in order to bring about school improvement and an impact of learning – related to real life.

It is the community that informs the culture of the school- for example whether professional reflection and inquiry skills are inbuilt, whether there is an atmosphere of trust pervading the school culture, the style of teaching expected?

Relationships

In any school relationships are important – collaboration is key – we will not always get agreement, as leaders we aim for alignment with the vision of the school, respecting different opinions and having shared values.

If we are to achieve strong leadership then it is important that we aim to take the same path – aim in the same direction and have a cultural understanding and commitment to do this.

Leadership in a global context – reflections

The IB (International Baccalaureate) organisation has a collaborative partnership with the United Nations, which allows the IB to share its values and practices with a global platform.

The UN and the IB work together towards the common goal of promoting sustainable development and social responsibility.

The IB’s vision is to create a better world through education and action, and its partnership with the UN provides a platform for this vision to be realised on a global scale.

The IB is committed to facilitating the implementation of the UN’s sustainable development goals and promoting the values of peace, justice, and responsibility in all aspects of its education and operations.

Leadership in schools

As leaders we do this through the Curriculum and Learning, the UN’s sustainable development goals (SDGs) and we encourage students to explore global issues, develop a deeper understanding of sustainable development, and take action in their communities to address these challenges.

We should provide professional development to enhance teachers knowledge and understanding of sustainable development and social responsibility.

We need to create opportunities for collaborative projects between schools and communities that address local and global challenges and encourage students to take action and make positive contributions to society.

As schools we should aim to create a global network of students and educators committed to building a better world.

Next steps – comments?

Teaching about conflicts and global issues is emotionally charged and yet this is the reality.

It is important to approach these discussions with sensitivity and ensure a respectful and inclusive environment for all students.

Encouraging critical thinking, empathy, and global citizenship can help students develop the skills and mindset needed to actively engage with and understand why is required to get peaceful resolutions in the world.

The classrooms and the leadership of learning

The focus of the leadership of learning, I suggest should takes into consideration the emotional and physical needs of the learners and ensures a safe supportive learning without fear – culturally and personally.

The learning experiences should challenge conceptual understanding using an inquiry and personalised approach to learning embracing technology as a tool – with an emphasis on developing critical thinking, creativity, and innovation which will eventually create leaders with the mindset needed to work towards getting peaceful resolutions in the world and taking action with the learning environment strengthening their collaborative learning, speaking, listening, reading and writing skills as well as and other forms of communication.

With the curriculum having an emphasis on providing an experiential learning experience using both local and global contexts this empowers the students creating a high-quality teaching and learning environment reinforcing the values of integrity, empathy, and compassion.

What prevents school managers from having this as their key focus? What challenges do we face in schools?

IB at Genesis Global School- know how we keep it globally inclined and yet deeply rooted to India’s educational needs- by Dr Tassos Anastasiades, Principal IB at GGS. Dr. Tassos Anastasiades has been an international educator for over 38 years. He has worked in leadership positions in Kosovo, India, UAE, Saudi Arabia, UK, Bahrain, China, Nigeria, Zambia, Malaysia and Cyprus. His educational leadership experience has involved quality assurance, developing bespoke leadership training across schools, preparation for IB leadership and accreditations and CIS school accreditations – including monitoring of the quality of teaching and learning and working closely with schools’ development targets that include personalised appraisal systems and school policy development. Dr. Anastasiades has a B.Sc. in Sciences, PhD in Biochemistry (Nottingham University,) MA in Education (Bath University, MBA Educational Leadership (Leicester University) and National Professional Qualification for Headship.

Dr. Tassos Anastasiades is a highly experienced international schools leader, with a focus on inspirational leadership, developing world class teams, innovation and 21st century skills. He is currently the principal at Ningbo Huamao International School. Tassos believes he has been fortunate to have led schools and staff across the world, resulting in a diverse understanding of cultural differences, governance and educational practice. A prolific writer, publishing his thoughts on education to a vast online audience, it’s was a real pleasure to have him share his thoughts on Education Talks.

Practical advice that is effective for planning leadership training – based on Maslow

This article provides pointers for the way forward – any leadership development programme also needs to take into consideration cultural norms and expectations and need to be bespoke in planning

Vision

Most important is to work through your and the companies vision and guiding principals and establishing a clear understanding so that all members are able to take ownership.

Creating more leaders

Inspiring and empowering your teams to become leaders themselves is also about developing their self belief.

Purpose and creativity

Team members need to feel a sense of purpose and creativity in their own work, by encouraging innovative projects and aligning team goals with their personal values and strengths.

Growth

Team members need opportunities for personal and professional growth by providing training programmes and other mentorship opportunities.

Esteem

Team members need to feel valued, appreciated, respected – and acknowledged, with constructive feedback. They need to be recognised.

Belonging – community spirit

A sense of connection and camaraderie develops a sense of belonging offering open communication and regular team building opportunities

Basic needs

Everyone-above all, needs to feel safe and secure with clear expectations and a healthy blame-free team culture

How to build a team – practical ideas

Personal

Having one to one meetings with each team member speaking about goals, challenges, ideas – with real follow up. This is inspiring.

Feedback

Providing both positive and improvement feedback can happen at any time – and not during reviews. This helps personal development.

Clear expectations

For each member, everyone should know and value their contribution, what the expectations are and how they will be measured

Team building – connecting as humans

Enabling activities out of work is good for bonding, lunches, volunteer days, fun activities, hikes.

Delegation

True delegation is empowerment, trust, meaningful work. projects and challenges

Leading and modelling

Modelling the behaviour that you want to see, open communication, sharing your thoughts and admitting your uncertainties, seeking advice, this creates trust.

Building a positive work culture

Building a strong work culture is crucial for a company’s success.

It’s the foundation that shapes how employees collaborate, innovate, and grow together. A positive work culture fosters trust, open communication, and a sense of belonging.

Leadership sets the tone, – employee well-being, diversity, and inclusion creates an environment where employees feel valued, motivated, and committed to achieving common goals.