7th iNet International Conference Taking forward the iNet Charter for Action

1. 7th iNet International ConferenceTaking forward the iNet Charter for Action Sylvia Paddock, Operational Director iNet and international Contracts Angelina Adams; Head of iNet

2. iNet in partnership with the National Academy of Education Administration (NAEA) and with the support of HSBC assembled a group of 100 outstanding principals from 14 countries in Beijing in October 2006 to discuss transformation of their education systems and develop an agenda for future schooling. The outcome - a unanimously agreed communiqu� on the future of schooling Rather than a traditional conference, the event consisted of a small number of keynote presentations, with most of the time spent in working sessions addressing particular topics leading to outcomes and recommendations. � In advance of the workshop, country studies on the conference theme and topics were be prepared. Teams of writers prepared papers based on discussions in working sessions and these were assembled by a secretariat for distribution in plenary sessions. The communiqu� stated that there should be a global sense of moral purpose in education based on five self evident truths Participants pledged their support to policymakers and the wider community in the discharge of their responsibilities, but at the same time they urged them to recognise the urgency of action; to help disseminate best practice; to remove historical impediments to change; to attract the best people to the profession and prepare them well; to provide schools with authority, responsibility and the resources to help them respond to the unique mix of needs in local settings; and to ensure that �moral purpose� was at the fore in debate. This �moral purpose and I quote � is �a compelling drive to do right for and by students . . . to learn with and from each other as we live together in this world�. iNet in partnership with the National Academy of Education Administration (NAEA) and with the support of HSBC assembled a group of 100 outstanding principals from 14 countries in Beijing in October 2006 to discuss transformation of their education systems and develop an agenda for future schooling. The outcome - a unanimously agreed communiqu� on the future of schooling Rather than a traditional conference, the event consisted of a small number of keynote presentations, with most of the time spent in working sessions addressing particular topics leading to outcomes and recommendations. � In advance of the workshop, country studies on the conference theme and topics were be prepared. Teams of writers prepared papers based on discussions in working sessions and these were assembled by a secretariat for distribution in plenary sessions. The communiqu� stated that there should be a global sense of moral purpose in education based on five self evident truths Participants pledged their support to policymakers and the wider community in the discharge of their responsibilities, but at the same time they urged them to recognise the urgency of action; to help disseminate best practice; to remove historical impediments to change; to attract the best people to the profession and prepare them well; to provide schools with authority, responsibility and the resources to help them respond to the unique mix of needs in local settings; and to ensure that �moral purpose� was at the fore in debate. This �moral purpose and I quote � is �a compelling drive to do right for and by students . . . to learn with and from each other as we live together in this world�.

3. The second workshop used the communiqu� as its starting point to further develop the agenda i.e. inequality Globalisation every child to achieve leadership and collaboration Held in Mauritius June 2009, 65 principles from 7 countries took part which had the same format as the first one i.e. a small number of keynote presentations, with most of the time spent in working sessions addressing particular topics leading to outcomes and recommendations. � The principals who took part were actively: � Redesigning the curriculum to equip the student for the 21st century � Networking with other educators both nationally and internationally � Developing their students as global citizens with the necessary skills to be a 21st century learner , The Key questions discussed: � What should the curriculum be to encourage global citizenship? � What are the skills needed for 21st century learners? � Why is globalisation important for schools? � What are the implications for school leadership, national and international networking? Essential skills for living, learning and working in an era of globalisation. The second workshop used the communiqu� as its starting point to further develop the agenda i.e. inequality Globalisation every child to achieve leadership and collaboration Held in Mauritius June 2009, 65 principles from 7 countries took part which had the same format as the first one i.e. a small number of keynote presentations, with most of the time spent in working sessions addressing particular topics leading to outcomes and recommendations. � The principals who took part were actively: � Redesigning the curriculum to equip the student for the 21st century � Networking with other educators both nationally and internationally � Developing their students as global citizens with the necessary skills to be a 21st century learner , The Key questions discussed: � What should the curriculum be to encourage global citizenship? � What are the skills needed for 21st century learners? � Why is globalisation important for schools? � What are the implications for school leadership, national and international networking? Essential skills for living, learning and working in an era of globalisation.

4. 4 The outcome is the Charter which is in your packs: The Charter is an agreement between those who were present and other school leaders who have since signed it. The leaders and head teachers agree that no matter where a student comes from, no matter what the students� background, no matter what their particular needs, they all deserve a first class education and therefore the opportunity to be successful in the future. The future is referred to in the Charter as the �21st century world�. The world in which students are going to live, work and learn. This is a world which is going to change continually. It is a world in which technology, creativity and being able to work respectfully with, and learn from and live alongside different cultures is essential for everyone�s success, a �globalised� world. The Charter is clear that attracting and preparing the best school leaders and teachers is key, if students are to have the skills, knowledge and attitudes they will need. The Charter encourages creative thinking about what is taught in schools, how it is taught and how learning is organised. The Charter recognises that there are challenges worldwide, inequalities and poverty for example. It also recognises that no one person or one school has all the answers and emphasises the need to form lasting international networks and partnerships and be prepared to learn from and with each other to find the solutions which will allow all students to prepare well for their futures . The outcome is the Charter which is in your packs: The Charter is an agreement between those who were present and other school leaders who have since signed it. The leaders and head teachers agree that no matter where a student comes from, no matter what the students� background, no matter what their particular needs, they all deserve a first class education and therefore the opportunity to be successful in the future. The future is referred to in the Charter as the �21st century world�. The world in which students are going to live, work and learn. This is a world which is going to change continually. It is a world in which technology, creativity and being able to work respectfully with, and learn from and live alongside different cultures is essential for everyone�s success, a �globalised� world. The Charter is clear that attracting and preparing the best school leaders and teachers is key, if students are to have the skills, knowledge and attitudes they will need. The Charter encourages creative thinking about what is taught in schools, how it is taught and how learning is organised. The Charter recognises that there are challenges worldwide, inequalities and poverty for example. It also recognises that no one person or one school has all the answers and emphasises the need to form lasting international networks and partnerships and be prepared to learn from and with each other to find the solutions which will allow all students to prepare well for their futures .

5. iNet Charter in Action Where we have got to so far; Educator and student online conferences iNet Chairs � Special and Inclusive Education & Globalisation and New Technologies International Partnerships and study tours (school led) SSAT National Conference 2009 � 21st century schooling: the globalised challenge 6th iNet International Conference � Networking for Equity and Excellence iNet publications, pamphlets and resources SSAT National Conference 2010 � 21st century schooling: excellence for all 7th iNet International Conference Developing an iNet global village - both virtual and face to face One of the SSAT�s 8 areas of work is globalisation 5

6. Global entrepreneurs: projects identified by students What else: if developing students as global entrepreneurs and new techs is important what has to happen to develop educators to work with this new generation of students? Global entrepreneurs: projects identified by students What else: if developing students as global entrepreneurs and new techs is important what has to happen to develop educators to work with this new generation of students?