​Imagine a school where students were allowed to dream - and promised that any dream could be possible.

Students entering the competitive 21st-century workplace face an increasingly complex set of expectations from employers. Unfortunately, the traditional teaching styles and academic routes need to prepare them for reality.

​The rapidly digitalizing world, ChatGPT, AI, etc., has created both opportunity and a lot of uncertainty. Therefore, we need graduates who can adapt to the changing world as it is changing rapidly.

We need students who understand how to apply the skills they've learned at school to real-world, work-related challenges.

Re-visioning learning
In most schools, there is an extensive variety of students. Some very, very deprived, some very affluent. Some are more than capable, and some need help with their English and maths.

Dare to dream
Imagine a program where students were allowed to dream - and promised that any dream could be possible. Any student, any background, any ability.

Where is there increased accessibility for students from different socio-economic backgrounds? By raising their aspirations and offering them an exciting program of study, inspiring them to value education and dream?

● A program that allows students flexibility and gets them to work in the community.
● A program that gets students to be reflective and look at real-life ethical issues of being internationally or globally minded.
● A program that raises aspirations, in terms of developing self-belief and thinking - inspiring "I can do anything, and the world is my oyster" approach to learning – a recognizable belief among all students that they can achieve and pursue higher education if that's what they want, without barriers.
● A program that is less "scary" than the Diploma or the A level - than examinations and tests.
● A program that does not solely focus on vocational or academic subject qualifications.

An education that focuses on developing personal skills development, which in turn improves students' vocational and academic abilities.

Some very personable students and perhaps have relatively lower literacy abilities can promote "skill building" rather than "content memorization."

● A program that develops the student as a whole person and their academic ability.
● A program that links this with their career ambitions and provides them practical experience of being a professional through real-life career-related studies, and a focus on what makes them a good person; to have integrity, be open-minded, to be analytical critical.

We need schools to allow students to "dare to dream"; for example, a real budding artist can study perhaps arts, art, or photography with qualifications in visual arts and film studies that mean something to them.

Schools that allow students interested in mindfulness to study subjects such as Psychology so that they can get a better understanding of their situations.

The A-level because that is the level is all about me, me, me, me.

Could the IB, which expects you to be outward looking for you to achieve, be a potential solution?

Several schools and students have highlighted the flexibility and independence of the Careers related Program offered by the IB.

Students have quoted, "I like the way I'm treated. The reason I say this is because, when I was a normal student at the school, I was treated as a child, but now in sixth form, I'm given more freedom and treated as an adult - and not only that, I am allowed to work towards my dreams and passions."

A vital element of the International Baccalaureate® Career-related Program (CP) is that the core study enhances students' personal and interpersonal development, emphasizing experiential learning and self-belief.
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While the IBCP is less academic than the IBDP, it can be just as demanding and challenging – and is by no means an 'easier' option as it involves more independent study, self-discipline, and organization.

It allows students to play to their strengths, focus on what they are good at, and access success.

This student-centric learning process with project-based coursework allows students to tailor their studies to issues and areas they enjoy rather than pigeonhole them into learning subjects by rote for examinations. It is undoubtedly a way forward. In addition, students are exposed to real-world situations to develop an understanding and appreciation of the workplace and their chosen industry more generally.

Linking academic-based classes with practical, real-life studies means that students see their learning as relevant to the problems and issues of the outside world and their future life, helping to broaden their horizons. It also exposes them to areas of work for which they may realize they have talent.

It enables them to gain transferable skills in applied knowledge, critical thinking, communication, and cross-cultural engagement.
Could this be a way forward for schools?

Dr. Tassos Anastasiades