What and how to teach a child at school?


Traditionally, in the fall, after passions around the next changes in our education system subside, directors of admissions committees of the best boarding schools from countries – leaders of education come to Kazakhstan at the invitation of the Intellect Consulting and Educational Agency.

This year the exhibition will be held in November in two cities of Kazakhstan:

  • Almaty – November 8 from 18:00 – 21:00 at Novotel Almaty (104A Dostyk Avenue)
  • Almaty – November 9 from 13:00 – 17:00 at Novotel Almaty (Dostyk Avenue 104A)
  • Nursultan – November 10 from 13:00 – 17:00 at the Hilton Garden Inn (15 Kabanbay Batyr Avenue)

The first Intellect student left for an English school in 1996, since then the number of students has been growing, and students are getting younger. The youngest student last year was 9 years old , more and more children begin their studies at 11-12 in order to have equal chances with British peers for enrollment in the most prestigious schools, where education starts at 13 years old .

Geography, the choice of programs, the type of schools are changing, but the ambitions of parents and their sincere desire to give the child the best start remain constant: to develop abilities, discover talents, form a circle of friends, learn many skills for a successful future career and a happy life.

Numerous interviews with students and conversations with parents allow us to highlight the main reasons why parents, despite our traditions – to live as a big family, to have close ties with relatives and friends – sacrifice all this and send their children abroad.

Firstly, it is the quality of teachers, or rather, their concentration. In such schools as Wellington College, Sevenoaks School, Brighton College, up to 50% of teachers are graduates of Oxford and Cambridge, 30% have doctoral degrees. The best schools abroad spare nothing to attract teachers who, as they believe, can captivate, inspire and help children find themselves. Schools provide housing for teachers’ families, their children attend the same schools with a discount of up to 80% , teachers have the opportunity to relax every 6-8 weeks . Of course, under such conditions, a good teacher can turn every lesson into a real first-class performance in which all students participate, acquiring not only knowledge but also sustainable skills.

Skills, by the way, are the second reason for choosing foreign schools. So far, basically, the first generation of children leaves their families abroad – their grandparents, and many parents did not have the opportunity to study abroad (the first was prevented by the Iron Curtain, the second were forced to adapt to a market economy). These children often live in a world organized by parents: drivers, nannies, tutors, traveling to the most exotic countries. The skills of an independent life, which provides for informed decision-making, independent choice, effective communication, empathy and much more, are not formed in such conditions. For the third year, an emerging, but already fairly stable trend has been observed – the initiator of sending children to schools is the parents, not the children who live in a comfort zone and do not want to leave it. Children have to be persuaded and persuaded to change schools. So far, the cult of education that has formed in Kazakhstan due to a number of historical and cultural factors is saving. Society highly values ​​education and educated people!

The third, very significant reason for sending children to foreign schools is motivation. Who is earlier, who is later, but almost all parents of teenage children feel completely helpless when the question of motivation arises. The influence of parents weakens when children begin a period of denial of the values ​​and authority of their parents. Ideally, by this age, usually 11-14 years old , boys and girls should be capable of self-motivation, and, as you know, it is more shaped under the influence of peers. And here, another reason comes to the fore – the value system that dominates the environment of children.

Among the townsfolk there is a lot of talk about the fact that sending a child to a foreign school, parents will get back an “Englishman” or an “American.” Twenty-five years of experience show that by adolescence, basic self-identification is over, and the guys, being abroad most of the time, become more patriotic, attached to the family, appreciate every minute they spend with their loved ones. Parents also take a different approach to spending time together – they find in their very busy schedule time that they devote entirely to the child, plan joint trips and events in advance, and sincerely enjoy every moment spent with their grown-up children. Relationships become partnerships, mutual respect appears, and even the most authoritarian parents look at children with interest and adoration,

Finally, another important reason for studying at a school abroad. Even 20 years ago, parents actively participated and often dominated the choice of a future career and, accordingly, the university and specialty of the child. Now the picture has changed radically – almost none of the parents can predict what professions will be in demand when their children compete in the labor market, and most importantly, what abilities and talents of the child will help him succeed in life and achieve success. Good foreign schools actively cooperate with the best universities in the world, and those, in turn, with leaders in various industries. Such a structure that has developed over many years and strengthened by relations between graduates opens up access for a 13-year-old student of the school to almost any university or company. The foundations of such a fashion in modern days of networking are laid in the school.

There are many other factors that add up to the scale in favor of sending a child to a good foreign school. Sometimes at first glance they seem insignificant, but in combination with other reasons, they create the ideal environment that the most powerful parents are unable to create in a single family or in a single school.

Another big question that requires a separate long conversation is what to teach. During unprecedented speeds, when the information accumulated over the centuries is available and transmitted almost instantly, it may seem that the school in the traditional sense has lost all meaning. Knowledge is available to everyone, and with the best teachers in the world. But there is still education that no one has cancelled! Therefore, when the content of instruction changes, the best schools in the UK, Canada, and the United States maintain their form without changing their structure, maintaining the role of sport and physical activity, maintaining the tone and form of the relationship between the school and parents, and in every possible way strengthening relations with graduates.

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