AN INTRODUCTIONTO EXCELLENCENATIONS MUST COOPERATE AND COMMUNICATE TO MEET THE CHALLENGES OF EDUCATION IN THE 21ST CENTURY

The challenges, successes and failures of education worldwide capture hearts

and headlines. While few would deny that education should be a basic human

right in the 21st century, or fail to acknowledge the social, political and economic

strength that education engenders, the global reality is that there are still

children not receiving even basic schooling. Instead, there are opposites, with

a raft of education opportunities in richer states contrasting with a dearth of

provision in some of the poorest. The aim in these latter areas, at least in the

first instance, is for structured, accessible, considered and free schooling.

Meanwhile, educational establishments throughout the UK and in most

Western societies seek to prove their worth by battling their way up the international

league tables. Tied in with this is a continual reassessment of education practices.

The UK and other governments are keen to measure academic performance at all

stages, from formative nursery education to targeted professional development,

continually striving for educational ‘excellence’. As debates abound over how

standards can be measured, particularly when making international and cross-

cultural comparisons, it is important to ask what this notion of ‘excellence’ entails.

As the UK Secretary of State for Education, Michael Gove, said in January 2011:

‘In the world of education, by definition, the quest to improve never ends’.

Leading custom publisher St James’s House and the Cambridge University

Students’ Union (CUSU) have worked together to produce this book, which

explores and celebrates education today.

This publication provides an insight into initiatives worldwide that seek to

extend and improve teaching and learning. Some of these impact on a number

of nations – such as UNESCO’s global partnership to boost education for girls

and women. Others outline projects within a single country.

The pursuit of excellence should be a continuous aim for schools

and universities, if ‘excellence’ means offering young people the best-possible

opportunities, producing graduates with the skills required by industry, and

building a society in which individuals are able to think creatively, insightfully

and critically. To achieve this, education providers must refresh their practice

in light of government priorities, international issues and emerging ideas.

This guide examines these factors. Within these pages, there’s a focus

on best practice in education, looking at the University of Cambridge, which

topped the QS World University Rankings in 2010–11 and 2011–12, as an

example of a unique and thriving template. Recent UK government policy,

practice and reviews of school and university systems are also examined.

Taking a broader look at the global picture, this guide also outlines models

of education in Western society and examines initiatives to improve provision

in the world’s poorer nations. Meanwhile, the guide looks at what lies

in store for the scholars of today. As they move from education to work,

what should Britain’s graduates look for in an employer?

By outlining inspiring stories, forward-thinking initiatives and models

of good practice, this book aims to reflect on global strengths and challenges.

It also highlights areas in which everyone can seek to improve policy and

provision, on an institutional, national and international level.

Funding, as ever, is a key issue, and one that can often make or break

opportunities. But in the face of global recession, educational excellence must

remain a priority. If institutions worldwide share ideas, address inequality and

strive to improve, together they can work towards opportunity for all and aim

for the highest-quality teaching at all levels and in all nations.

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“ EXCELLENCE SHOULD BE A CONTINUOUS AIM FOR SCHOOLS AND UNIVERSITIES, OFFERING YOUNG PEOPLE THE BEST-POSSIBLE OPPORTUNITIES, PRODUCING GRADUATES WITH THE SKILLS REQUIRED BY INDUSTRY”

7

ST. GEORGE’S SCHOOL OF MONTREAL IS A CO-EDUCATIONAL PRIVATE ESTABLISHMENT THAT HAS BEEN DESIGNATED A MCGILL UNIVERSITY PARTNER SCHOOL AND A LEADING INSTITUTION BY THE QUEBEC MINISTRY OF EDUCATION

Progressive education has defined St. George’s School (for ages 5–17) since it was

established in 1930 by three prominent Montreal families. ‘The school’s founding

principles still guide our forward-looking pedagogical thinking, curriculum and

philosophy today,’ says Head of School James Officer. The highly acclaimed faculty at

St. George’s is engaged in cutting-edge, action-based research, which is then applied

in the classroom. The faculty is often called upon to present their innovative and

highly successful teaching strategies to other schools and school boards at local,

national and international educational conferences.

‘Our aim is to foster a scholastically enriched, self-disciplined and independent

learner; a caring and sensitive individual in tune with the challenges of living in

an increasingly complex society, and one who is well prepared to meet the rigour

of the most demanding post-secondary experience,’ explains Mr Officer.

Students’ individual strengths, interests and passions are first recognised and

then fostered. The school’s recently established Centre for Learning Enrichment

provides an environment for individual student support and the creative application

of recent cognitive research and its implication for best practices in teaching

and learning.

A COMFORTABLE ENVIRONMENT‘According to our most recent parent survey, the top reasons why parents choose

St. George’s are for its philosophy and teaching methods, and its positive,

comfortable and nurturing environment,’ Officer says.

A key St. George’s strength is the small class sizes in both the elementary

and high school. The integration of technology and media into the daily curriculum,

as emphasised by the school’s laptop programme and wireless environment,

is an important factor in the development of students’ creativity, critical thinking,

problem-solving and collaboration skills.

As well as following the Quebec curriculum, an international

programme attracts students from all over the world, preparing

non-English native speakers for further studies.

‘Our students also participate in a wide array of curriculum-

related field trips and real-life experiences that are meant to

enhance their day-to-day classroom learning,’ adds Officer.

Every high school student interacts daily with a mentoring

teacher, a practice that enables them to become self-reliant

and responsible learners while encouraging solid communication,

both formal and informal, between faculty, students and parents.

ENRICHMENT PROGRAMMESSt. George’s currently offers 62 different extra- and co-curricular

activities to its 450 students. The school’s off-campus education

programme provides adventurous activities such as fencing,

zip-lining, rock climbing, martial arts and dragon boating, all

designed to further students’ exposure to and experiences of

athletics, culture, community, health and fitness.

The school also has a very robust visual and media arts

programme that encourages students to explore many different

artistic passions such as drawing, painting, sculpting, ceramics,

photography, video, theatre arts and choir.

As Montreal’s oldest co-educational independent school,

St. George’s is known for its high-quality progressive education,

which is firmly based on the individual engagement of students

and the dedication, creativity and professionalism of its faculty

and staff.

INNOVATORS IN EDUCATION

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CHAPTER SIX / INTERNATIONAL SCHOOLS

WWW.STGEORGES.QC.CA

CREATIVE THINKING

Students participate in a wide

array of curriculum-related field

trips and real-life experiences

“ INNOVATIVE AND HIGHLY SUCCESSFUL TEACHING STRATEGIES”

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CREDITS

PUBLISHER St James’s House

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MANAGING DIRECTORS Richard Freed

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WRITERS Rebecca Ambury

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RESEARCHPeter McIntyre

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be reproduced, stored in a retrieval system, or

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without the prior permission of Regal Press Limited

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All information in this book is verified to the best of

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ISBN: 978-1-906670-19-1

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