At Globeducate we have a shared central vision based on character development being key to the education of our students and principles such as critical thinking, creativity, self-improvement, social awareness, responsibility, tolerance and respect are reinforced during both curricular and non-curricular activities on a daily basis.

The international and multicultural character of Globeducate naturally creates an ideal environment for sharing diverse ideas, opinions and cultures. This allows our students to learn to respect and tolerance, focusing on difference in a positive and constructive way. It is only natural, then, that our schools reinforce the importance of tolerance and develop it as part of character education on a day-to-day basis.

“Tolerance is respect, acceptance and appreciation of the rich diversity of our world´s cultures, our forms of expression and ways of being human.”

Declaration of Principles on Tolerance, United Nations

The UN International Day for Tolerance was established in 1996, following a UN General Assembly initiative of UNESCO and the creation of a prize in 1995, to mark the 125th anniversary of the birth of Mahatma Gandhi, for the promotion of tolerance and non-violence. The prize is awarded every two years on the International Day for Tolerance and may be awarded to institutions, organisations or persons who have contributed in a particularly meritorious and effective manner to tolerance and non-violence.

“Anger and intolerance are the enemies of correct understanding.”
Mahatma Gandhi

Globeducate´s Stonar School in Wiltshire,  England, has a well-established tradition of educating pupils from all over the world, and was a finalist in the recent PIEoneer Awards 2020, for Secondary Education International Impact – highlighting its success with integrating international students. With 20 nationalities in their diverse community, international pupils make a major contribution to school life. Indeed, last year’s Head Girl was from Hong Kong and this year’s Deputy Head Girl is from Turkey. Head of School Matthew Way, explains, “Membership of the Globeducate group of schools furthers our global outlook and exposure to different nationalities and cultures. Below is a testimonial from Sam from Hong Kong who was Head Girl last year.”

“Stonar has been very supportive throughout my years studying in the United Kingdom. As a boarding school it made sure that international students like me, who traveled to study in a new country, felt very welcomed and supported both mentally and physically. The community is very diverse and opens up various opportunities for each of us to get to know each other personally and culturally. One of the most memorable activities has to be the Chinese New Year celebration. It was organised for all boarders to experience and really supported the Chinese community to celebrate, even though we were miles away from home.”

In lessons, our teachers are excellent at understanding what the international community might find difficult in lessons. Stonar, by providing EAL lessons customised to different students, helps pupils to learn English suitable for their age or level. Being a Sixth former, our Head of Sixth Form and all our Tutors were very supportive throughout the planning for universities around the world. Stonar also communicates very well with our parents who are overseas and make sure they know about our learning progress, activities and boarding lives.”

In some Globeducate schools, in India, Portugal and France, the new IGCSE Global Perspectives has been delivered to Year 10 and 11 students since its launch two years ago and teachers are observing the ways in which the course lends itself to creating a culture of collaboration and tolerance in the learning process and classroom environment.

Dr Sonali Geed, Chief Academic Officer for  Globeducate´s The Indian Public School (TIPS), with eight campuses in southern India and  one in Malaysia, explains, “Global Perspectives has been introduced fairly recently in Cambridge Assessment International Education and more so in the Cambridge Primary Programme. The course, as the name suggests, includes perspectives on global issues. As an IB Theory of Knowledge facilitator, my first impression of the course was that it will provide a very base to all students who take the IB Diploma programme. The similarities between the two are so evident!

“Both force you to think, explore points of view, ask meaningful questions, challenge one´s and others´ thinking, help you to organise thoughts, learn to present evidence-based arguments and become global citizens who understand the world better. The course lays a very strong foundation while providing very basic, relevance in day to day situations to discuss and learn about on the basis of evidence available locally and globally. It also provides scope for meaningful differences of opinion and to still be able to see the point of view of others, be it that of an individual, a society or a country! The topics explored in the course are very well thought out and represent the existing world issues such as employment, education, families, sports, water conservation etc.

“Our TIPS Grade 6 students undertook a project on water and studied the various aspects of rainwater harvesting in our various campuses. Similarly, another group worked on the topic of food and researched various aspects with suggestions on how to minimise wastage. Overall, the course helps students to reflect on our existing methods of problem-solving and sheds light on possible meaningful and alternative solutions. The best part for me is that when the students enter the IB Diploma programme, they are already aware of the various knowledge questions and possible ways of thinking and knowing.”

To mark this year´s International Day for Tolerance, TIPS students worked on created awareness of violence and bullying at school, including Cyberbullying, and they researched how they could build awareness of this being a global problem and to find a need to stand together and put an end to these forms of intolerance forever.

In Portugal, at Nobel International School Algarve, Dawid Botha, Deputy Head of College and teacher of IGCSE Global Perspectives, said, “Aside from the curriculum content of the course, the methods of learning complement the Globeducate and school´s vision of character education.  Collaboration and teamwork require a mix of interpersonal, problem-solving and communication skills needed for a group to work together towards a common goal, and this is one of the skills we teach in Global Perspectives Component 3. Through delivering a group outcome the students gain different cultural perspectives and, in the process, also tolerance.”

To join the conversation about how our schools promote tolerance as a key part of character education, visit our Facebook page, Linked In, Twitter or Instagram channels and share your insights and experience on this topic.

18 / 11 / 20