Louise Nicol

My View in FT today argues that the aim of education reform should be to develop a creative man and not merely a human capital unit: https://lnkd.in/gRh_k4XU

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In preparation for EDU Tech Asia: What should education truly prepare our students for? Is it simply about getting good grades, or is it about preparing students for life in a world that’s changing faster than ever?  Today, we need to rethink the purpose of education. It’s not about memorizing facts or acing exams, but about developing skills that will help students thrive in the real world. Let’s explore three critical pillars: critical thinking, empathy and collaboration, and innovation and risk-taking." "Think back to when we were students. How often were we encouraged to question things? Usually, we were taught to follow the book, to accept answers rather than ask questions.  But in today's world, the ability to think critically is essential. Take for example a 14-year-old student, Riya, who recently participated in a debate competition. Her topic? Climate change. Instead of merely listing the causes and effects, she challenged the group to think deeper: Why are climate change policies often ineffective? What role do big corporations play? And what can individuals realistically do to create change?  Riya’s ability to question assumptions and critically evaluate evidence allowed her to understand the issue from multiple perspectives. This skill will serve her, not only in the classroom but in life. Education should nurture this capacity for critical thought—so our students can question assumptions, evaluate evidence, and make informed decisions both in school and in the real world."  I once worked with a student named Akira, who developed a prototype for an eco-friendly water filter. The first few models failed. The water remained cloudy, and he grew frustrated. But instead of giving up, Akira was encouraged by his teachers to view each failure as an opportunity to learn. After multiple attempts and refining his model, he succeeded—and his prototype went on to win a local innovation competition.  Imagine if Akira had been discouraged after his first failure. Education must create a culture where students aren’t afraid to fail. They should feel empowered to experiment, take risks, and know that failure is just a step toward success.  Innovation doesn’t happen without mistakes. By embracing failure as part of the learning process, we are fostering a generation of problem solvers who are resilient and prepared for the unknown."  "So, what does this all mean for us as educators, leaders, and parents?  We must rethink the purpose of education. It’s no longer just about academic success. It’s about nurturing critical thinkers like Riya, empathetic collaborators like those students in the sustainability project, and risk-takers like Akira, who will lead with creativity and resilience.  Let’s commit to creating an education system that prepares students, not just for exams but for life. Please share your thoughts  

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A useful introduction for anyone interested in UDL.

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Over the past five years Asia Careers Group SDN BHD has collected over 100,000 data points in order to analyse the #employability of #internationalstudents returning to their home countries following their studies overseas. Our #graduate sample comprises the leading #student markets worldwide & with this data we can provide unrivaled International Employability Insight to #universities & commercial #education providers globally. If you are a senior leader working within #internationaleducation this data set provides what will become the new frontier when it comes to defining their international offer to prospective students, based on the ROI of an international #degree & robust #graduateoutcomes & destinations data. These data sets are only available to those individuals subscribing to Asia Careers Group SDN BHD's International Employability Insight Newsletter available from August 2024. In our first issue we will be making direct comparisons with the international employability of returning graduates from #Australia & the #UK. With over 600 subscriptions to date from staff working in over 20 #Australian, 20 #Canadian, 16 #European & over 50 UK universities there is still time to qualify for the "early bird rate," for the first 1000 subscribers - hit "Subscribe to newsletter," at the top of this post to subscribe now. Individuals from the #alumni office, university #careersservice, international office & senior management teams have subscribed to date, & for the first 1000 subscribers there will be an option to access institution specific data for their own institution. Asia Careers Group SDN BHD - Investing in International Futures AIEA - Association of International Education Administrators AUIDF British Council BUILA Canadian Bureau for International Education (CBIE) | Bureau canadien de l’éducation internationale EAIE: European Association for International Education Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Innovative Research Universities (IRU) University Innovation Alliance (UIA) University Industry Innovation Network (UIIN) Independent Tertiary Education Council Australia Independent Tertiary Education NZ (ITENZ) National Association of Graduate Careers Advisory Services (NAGCAS) NAFSA: Association of International Educators Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

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How can we ensure that the skills and competencies imparted by universities remain relevant in the face of technological advancements? It was great learning and networking at the Coventry University Singapore Hub's 'Unleashing the leader within' Dialogue series, focused on Leadership in higher education. Bringing together senior leaders from UK and Singapore's Higher Education institutions, we discussed current trends, pressing challenges and possible opportunities in today's HE sector. Here are the main takeaways from this informative session: - The higher education landscape is undergoing significant transformation. As the world becomes more interconnected and technology-driven, graduates require evolving competencies to keep up with the changes. - Industry partnerships and student preparedness for the workplace are paramount. Higher education institutions must ensure students are equipped with the right skills and mind sets for the demands of the working world. - Holistic education is essential. Graduates need to be multi-literate, digitally fluent, and emotionally intelligent. - Staff empowerment is crucial. Training and development will enable staff to support students effectively. - Last but not least, leadership plays a pivotal role in shaping the future of higher education. Creative, holistic, and committed leadership will guide institutions through these challenging times. Many thanks to Richard Wells and Dr. Michael Yap for organising this high level and stimulating session, and all the participants who shared their thoughtful and enlightening views! Derrick Chang (PSB Academy), Winston Ong (Singapore University of Social Sciences (SUSS)), Elizabeth MacRae (University of Cambridge, CARES), Julian Taylor (University of Strathclyde), Kee Chaing (KC) Chua (Singapore Institute of Technology), Lissy Vadakel (British Council Singapore), Leon Rubin (LASELLE College of the Arts), Kwok Kian Woon (University of Arts Singapore), Sun Sun Lim (Singapore Management University).

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The Transforming strength of Drama in Education: Fostering Creativity, Collaboration, and Confidence in Schools As the current principal of Mandalika Intercultural School (MIS), I wanted to continuing exploring the theme of “educational power", the untapped potentials within schools that can catalyse growth, connection, and community. One area that is often overlooked but holds incredible power is drama and acting. As Shakespeare once said, "All the world’s a stage," and I believe that the same can be said about schools. At MIS, we recognize that engaging students in drama across various subjects is a highly effective teaching strategy. The benefits of drama and acting are immense and can be applied across multiple age groups and disciplines. For example, role plays in English or language classes can encourage students to practice new vocabulary in dynamic, real-world contexts. Similarly, in a science or geography class, students might engage in a debate, taking on roles to discuss critical issues such as mangrove deforestation on a tropical island. This kind of interaction allows students to develop both subject knowledge and communication skills simultaneously. History lessons also come alive when students assume the roles of historical figures. By emulating leaders from the past, they don’t just memorize facts, they experience the traits and values that made these leaders significant. Whether it’s acting out scenes from ancient Rome or delivering Martin Luther King Jr.'s famous speeches, drama helps students grasp the human side of history. Beyond the classroom, MIS further nurtures drama through our co-curricular activity (CCA) period, where budding thespians can join our dedicated drama club. One of our proudest moments from last year was our student performance of Alice in Wonderland. The excitement, fun, and creativity that the children brought to the project was inspiring. The teamwork, collaboration, and sense of accomplishment gained from participating in the production were evident, all wrapped up in a shared experience that connected students from across different classes. You can catch a glimpse of this in the video attached to this post, featuring a scene from the production. In conclusion, drama and acting don’t need to involve massive performances or hours of preparation. A sprinkle of creativity and enthusiasm can bring drama into any lesson. Whether it's a quick role-play or a classroom skit, the benefits - confidence, communication, empathy, and creativity - are universal. Trust me when I say that children are naturally skilled actors and "imagination warriors." All we need to do is give them the space and opportunity to play with these innate skills, and the results will be transformative.

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China visit, part 3: Fostering a Culture of Collaborative Intellectual Preparation I observed teachers in their subject specialisms working together, analysing a recent assessment paper their students had sat. They were “intellectually preparing” by identifying high-frequency errors their students were likely to make, so they could anticipate and address them. I was told that they often debated their views, which I believe is a valuable professional development exercise. Now consider the following for your school: 1. To what extent do UK teachers come together to discuss curriculum and assessment compared to focusing on administrative tasks? 2. How often do teachers thoroughly review assessments, anticipating high-frequency errors to target interventions? And do they collaborate passionately, sharing and debating their insights? 3. What could novice teachers learn from experts as a result of such an exercise? 4. Where could this exercise be formalised within the school structure to maximise its impact?

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🚨 Empowering Young Minds with Essential Safety Skills! 🚨 Safety drills are more than just routines—they are lifesaving lessons that equip our young learners with the skills to act swiftly and confidently in emergencies. Today, we conducted a fire safety drill at our school, ensuring our students are prepared for any unforeseen circumstances. Why It's Important: Building Awareness: Children learn to recognize potential hazards and understand the importance of safety protocols. Boosting Confidence: Regular drills reduce anxiety, empowering students to react calmly in real-life situations. Instilling Responsibility: Teaching safety from an early age fosters a sense of personal responsibility and community care. Life Skills: Safety drills are not just for school—they impart critical life skills that children carry with them wherever they go. Key Takeaways: Practice makes perfect—repetition of safety drills builds muscle memory. Awareness is key—knowing what to do in an emergency can make all the difference. Teamwork matters—students learn the importance of staying together and supporting each other in times of crisis. Together, we are creating a safer, more prepared future for our children! 🌟 #SafetyFirst #FireDrill #PreparednessMatters #SchoolSafety

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Dear Educators Learn how AI can be leveraged in education

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In the heart of PTTI, we believe learning is not just about following textbooks—it’s about connection, trust, and real support. Here’s a glimpse of that belief in action: Izmin and Nazuri, two of our dedicated SPM students, who took the initiative to come to our centre, not because they were forced or instructed, but because they wanted to be here. What’s truly inspiring is that they willingly came in during their school break, even as Diwali celebrations were happening around them. Instead of taking a break, they chose to focus on their studies, showing just how committed they are to achieving their goals. Izmin and Nazuri may not fit the ‘cream student’ label just yet, but they have something even more powerful—a genuine drive to succeed. They chose to be here, at PTTI, not just to study but to be in a space where they feel supported, encouraged, and most importantly, safe. They know they won’t face judgment or criticism for the things they struggle with; instead, they’ll find mentors who understand, who listen, and who guide them with patience. In these small but powerful moments—two peers sitting side by side, tackling challenges together—we see the spirit of what PTTI stands for. A place where every student feels they matter, that their journey is respected, and where even the smallest steps forward are celebrated. This is more than just mentoring; it’s building confidence, nurturing curiosity, and creating a community that believes in each other. Seeing this dedication and determination from our students reminds us why we do what we do. #PTTIGroup #PTTIPremiumMentoring #BetterResult #BetterFuture #DoctorofEducation

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For the first time Asia Careers Group SDN BHD has analysed the difference between domestic graduate outcomes data for #Australia - QILT & #UK - Graduate Outcomes & overlayed Asia Careers Group SDN BHD International #graduateoutcomes data, for #internationalgraduates returning to their home countries, following their overseas #degree. - Domestic data in pink - Asia Careers Group international data represented by the blue line. - Average for domestic in maroon bar & Asia Careers Group average directly above. The chart below represents #undergraduate data from either Australia or the UK, full data reveal in this months issue of International #Employability Insight. Link to subscribe: https://lnkd.in/e5c_CSE4 With all the gloom & doom regarding #internationaleducation this chart represents very good news for more than half of the #universities represented, as their employment outcomes for international graduates returning to their home countries are even higher than that of domestic students. Something to celebrate & need I say shout about! We hold international graduate outcomes data for all Australian & UK universities, segmented by major source country (#china #india #ASEAN etc), level of study, broad subject area #Business, #STEM & other etc. Within this months newsletter, Issue 2, “The Data” Issue we explore: - The trouble with data - data available to #highereducation is presently not fit for purpose, particularly when it comes to international #outcomes & destinations - Evaluation of ease of use between #Australian #QILT data & UK #Graduate Outcomes. - Comparisons of government mandated domestic graduate outcomes data for both #Australia & the #UK with & Asia Careers Group SDN BHD International #GraduateOutcomes data, focused on #internationalgraduates returning to their home countries post-#graduation. Further breakdowns by #undergraduate / #postgraduate & Russell Group of Universities / The Group of Eight - #HigherEducation in the Age of #socialmedia We will publish the other graphic for either Australia or the UK domestic undergraduate outcomes compared to Asia Careers Group SDN BHD outcomes data, later this week, or get access immediately by subscribing to our newsletter. Asia Careers Group SDN BHD - Investing in International Futures AIEA - Association of International Education Administrators AUIDF Australian Technology Network of Universities (ATN Universities) British Council BUILA Education New Zealand | Manapou ki te Ao EAIE: European Association for International Education International Education Association of Australia (IEAA) Innovative Research Universities (IRU) Independent Tertiary Education Council Australia National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network UCAS UKCISA Universities Australia Universities Canada Universities UK Universities UK International

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These recognitions highlight the commitment and excellence of both institutions in advancing education and fostering a conducive learning environment. https://lnkd.in/g__QPRV6

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🔥 Day 2 of NLP Leadership Certification (Thai Version)!!! 🔥 Today focuses on role-playing the agreement frame to sharpen communication and conflict resolution skills and explore various powerful NLP tools! 📅 4-6 October 2024 Our participants practiced: ✅ Agreement Frame: Mastering this powerful NLP technique to maintain rapport and turn disagreements into win-win solutions. ✅ Real-world Role Play: Engaging in hands-on role-play to apply the Agreement Frame in personal and professional scenarios. ______________________________________________ 𝟑 𝐂𝐞𝐫𝐭𝐢𝐟𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬: NLP Communication Excellence Certification by Coachology NLP Diploma from ABNLP CCEU credit points for ICF Credential #Coachology #Leadership #Training #PersonalDevelopment #NLP

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AI Collaborative & Complementary Education Content mastery and skills may not be sufficient to equip students for life long learning in the Age of Intelligence. A redefinition of learning outcomes is due in school and university education. Pallikkutam, The Education Observer in its November 2024 issue examines this topic in depth. Read and Subscribe to Pallikkutam at: www.pallikkutam.com

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