SHARE
COPY LINK
PRESENTED BY MONTREUX INTERNATIONAL SCHOOL

Here’s how international schools can help your child find their life purpose

The pace of change today means schools are being challenged like never before to ensure their teaching remains relevant. How can you as a parent be sure your child is getting the education they need for tomorrow’s world?

Here's how international schools can help your child find their life purpose
Photo: Getty Images

One solution could be to look at schools teaching the International Baccalaureate Career-related Programme (IBCP). Unlike most school curricula, the IBCP – which is the fastest-growing IB programme – was developed in the 21st century.

It aims to provide students aged 16 to 19 with a toolbox for their future lives and careers, promoting a wide range of skills and self-confidence.

The Local has partnered with Montreux International School, a Swiss co-educational international school for 16 to 19-year-olds that focuses on the IBCP, to highlight five ways in which your child’s school can prepare them for a complex future. 

Switzerland’s first IBCP-only school: Montreux International School will open its doors for the first time in September 2021

1. By letting them pursue their passions 

“Students need choice and they need to own their own learning,” says Jon Halligan, former head of business development for the International Baccalaureate. The idea that children can learn as passive recipients of information, whether by listening in silence to a teacher or simply reading a textbook, is on the way out.

The IB has always looked to encourage inquiry-based learning in the belief that learners construct their own knowledge. Now, the IBCP looks to do that in a way that is fit for the digital age.

Halligan says teenagers’ brains mature much more quickly now than in the past, making them more demanding in wanting to know why they should engage with something. “We’re trying to allow students to pursue their passions, making sure that their learning is relevant and authentic,” he says. “I’m consistently asked ‘Why am I learning this?’ They’re most engaged when they see purpose and relevance.”

2. By emphasising principles

From fighting climate change to personal wellbeing, young people expect ethical concerns to be central to their future careers. Being caring and principled are two of the ten key attributes all IB students are expected to develop. IBCP students have a clear framework for this through courses on service learning and personal and professional skills.

The latter encourages them to explore deep issues about personal identity, says Halligan, who is now Managing Director at Montreux International School. “Once you start to understand yourself, you can also appreciate how other people can be right even if they don’t have the same values or identity as you,” he says.

Students are also asked to focus on what it means to be part of a team and what constitutes leadership, he adds. Montreux International School also offers its own Global Perspectives series of courses to encourage students to “step back and explore their place in the world”. 

3. By giving them real world relevance

Teenagers today want to know where they’re going and why. The well-known International Baccalaureate Diploma Programme (IBDP), developed in the 1960s, focuses on preparing for university studies. But the IBCP is broader, providing accelerated routes to leading global universities and clear career opportunities.

“Life has moved on a lot,” says Halligan. “The IBCP opens up industry pathways, as well as a path to university, and allows students to see the purpose of what they’re learning.”

Students at Montreux International School will take at least two courses from the traditional DP to give them a solid academic grounding, the IBCP core (focusing on interpersonal skills and problem-solving), plus a professional learning qualification with an external industry partner.

The choices for the final career-related part are Business, Luxury Hospitality and Brand or Business and Digital Marketing. There are huge opportunities in both sectors, says Halligan. “Hospitality is undergoing a huge transformation and it’s an amazing time to be the generation who shape it,” he says. “Digital marketing has boomed because of the pandemic and is going to become even more important whatever industry you’re in.” 

Nor does choosing one route mean you can’t change course. “Business is a huge field and the skills you learn on our programmes are transferable,” he adds.

Learn more about the IBCP pathways at Montreux International School – applications are open for when the school opens in September 2021

Jon Halligan. Photo: VIE Education

4. By unleashing their entrepreneurial spirit 

“I think all students are entrepreneurial,” says Halligan. “As humans, we’re naturally creative and everyone has ideas.” But not all schools or curricula stimulate or foster that creative impulse. “We like the IBCP because it teaches students how to generate, analyse and interrogate ideas,” he continues. 

A key differentiator compared with most educational programmes is the focus on helping students to analyse risks and see how to apply their ideas in the real world. 

“All the tools you might see taught in an MBA or a higher level degree are taught in the IBCP,” he says. “It’s quite unique in that regard.” So teenagers learn how to do a SWOT analysis and use the starbursting technique for brainstorming to name just two.

The emphasis is on developing the competency to get things done, rather than just passing an exam. “Learning from failure and understanding your mistakes is the most powerful learning you can do,” adds Halligan. “History is littered with examples of this, from Churchill to Steve Jobs.”

5. By helping them ask big questions about tech 

Teenagers studying an IBCP need to develop a wide range of technical skills. But to think that’s the whole point so far as education and technology is concerned is to miss the point, says Halligan.

What’s more important than ever is allowing students to explore their relationship with technology, and the positive and negative impacts that can or could happen,” he says. Teenagers should understand not only their identity but also their “virtual identity”.

At Montreux International School, students will study the THRIVE curriculum, based around the work of US-based organisations such as the Center for Humane Technology. They’ll be encouraged to reflect on both practical and ethical questions. 

The former include understanding what accepting cookies means. The latter extends to one fundamental question facing the world, says Halligan: “Just because we have the technology to do something, should we?”

Learn more about the first Swiss IBCP-only school. Is your child ready for tomorrow’s world? Admissions to Montreux International School are open for September 2021 and you can take a 360 degree VR campus tour online

Member comments

  1. How weird that you can ignore that half of the employment scene which is publicly provided — and the intended goal of at least half of young people today.

Log in here to leave a comment.
Become a Member to leave a comment.
For members

SCHOOLS

Explained: What are Denmark’s Covid-19 guidelines for the new school year?

The Danish Health Authority has issued new coronavirus guidelines for the start of the new school year on Monday. We explain what has changed and what restrictions remain?

Explained: What are Denmark's Covid-19 guidelines for the new school year?
Pupils at Amager Fælled Skole on their return to the classroom in March this year. Photo: Emil Helms/Ritzau Scanpix

Isn’t there a risk that infections will spike after children return? 

Absolutely. After the new guidelines were released, Søren Brostsrøm, the authority’s director, said that he expected a resurgence in infections after pupils return to school. 

“There’s no doubt that infection will increase in Danish society, partly because we are opening up institutions and workplaces and partly because we are changing our contact patterns when we come home from holiday,” he told the broadcaster TV2

But he said that the high number of vaccinated people meant that higher levels of infection could be tolerated. 

“We are doing this first and foremost because we have a massively high vaccine coverage in Denmark, especially among the elderly and vulnerable, who are the ones at risk of becoming seriously ill.” 

“We are raising the threshold without letting go of the reins, so hopefully we will have a relatively normal school year.” 

What’s the big change? 

The biggest change is that classes will no longer be sent home, or their schools closed, if one of their classmates tests positive for coronavirus.

Pupils will now only be sent home if there are “major outbreaks or other special situations”.

This will be the case, for example, if more than 30 to 40 people at the school are infected, if there is a super-spreading event at the school, or if there are new and particularly worrying coronavirus variants among those infected.

Schools must contact the Danish Agency for Patient Safety for advice before sending a class or school home. 

“We would very much like to help get schooling back to normal as it was before the coronavirus epidemic,” said Andreas Rudkjøbing, a doctor at the authority in a press release announcing the new guidelines. “Therefore, our priority is to ensure that the schools remain open as far as possible.” 

In addition, pupils will no longer be considered to have been “in close contact” with an infected person simply because they are in the same class. They will need to have been less than one metre away for more than 15 minutes. 

What restrictions are still in place? 

On June 11th, Denmark removed most of the restrictions which had been placed on schools since they returned after the first lockdown in April 2020. 

But schools and kindergartens are still encouraged to follow the authority’s general infection prevention recommendations. These are: 
  • Get vaccinated
  • Stay home and get tested if you get symptom
  • Keep distance
  • Ventilate and create draft
  • Wash your hands often or use rubbing alcohol
  • Clean, especially surfaces that many people touch
Students and school staff are also advised to be tested for coronavirus twice a week if they are over the age of 12 and have yet to be fully vaccinated. 
What counts as “contact” with an infected person?
Pupils will count as having been in “close contact” and will need to stay home if they have been less than one metre away from someone who tests positive for more than 15 minutes. 
This is extended to two metres if the pupils have been engaged in activities with strong exhalation such as singing, loud speech or shouting, activities that involve physical exertion, or have been together in enclosed places with poor ventilation. 
In kindergartens, children who share a room will all be considered close contacts. 
Pupils will also need to stay home if someone they live with tests positive. 
Close contacts of infected people should go into self-isolation and get tested on day four and day six after they have been contact. They can leave self-isolation ten days after the onset of symptoms, after two fever-free days, or after a positive test. 
It will be up to the leadership of schools and kindergartens to decide if anyone counts as an “other contact”, who has not been in close contact, but should still get tested, even if vaccinated. “Other contacts” do not need to self-isolate.  
What happens if a pupil or member of staff develops coronavirus symptoms while at school? 
According to the new guidelines, they should be kept separate from other pupils or staff members until they can be picked up and taken home, with everything they touch cleaned afterwards. 
Under Danish law pupils under the age of 15 cannot be tested for coronavirus without parental consent, so if a test is to be caried out by the school, pupils’ parents must be asked first. 
If parents do not want A child to be tested, they child should go into self-isolation until 48 hours after their symptoms cease
What should schools do if one or more pupils or members of staff test positive? 
Schools and kindergartens are advised to contact their local municipal health service for advice, and to then detgermine whether the infected person has been present at the institution during their “infection period”. 
The Danish Agency for Patient Safety may then contact the institution with information on infection tracking and measures to prevent further outbreaks. 
If the infected person has been present, everything they have touched should be cleaned, areas they have been in should be ventilated. 
Pupils and staff should be reminded of basic hygiene recommendations. 

SHOW COMMENTS