It is no mean feat to reflect on 2019-20, a year that has wrought so much change, so many challenges, and for many, immeasurable grief and loss. Indeed, it is a year that many might wish had never happened at all.
But for Ecolint, while this past year has put us robustly to the test, it has also shown us many of the School’s greatest strengths; delivering another year of exceptional academic results (a 99% pass rate at the IB and 100% maturité); the transition of our 4405-strong school community to online learning and then back into the classroom; and a community-wide fundraising effort to support the solidarity scheme, the contributions from which will go towards funding scholarships as well as initiatives to improve diversity, equity and inclusion, and environmental sustainability. In response to sustained demand at secondary level, we have also expanded our educational offer with the opening of three new classes at Campus des Nations. These achievements are noteworthy in themselves: but against a backdrop of a global pandemic, they are truly remarkable, and a testament to the entire community of staff, learners, parents and management that comprise Ecolint.
At the end of 2019, the Board’s priorities included the oversight of the three major capital investment projects, including the state-of-the-art Early Years development at Nations, the new gym at La Grande Boissière, and implementation of a new fundraising plan led by the Director of Development. We also began the process of accreditation, aligning us to widely recognized international standards and demonstrating our commitment to continuous improvement.
While these projects will continue into 2021 and beyond, in June 2020 the Board took the bold step of setting out three major goals that will guide its decisions and directions for the foreseeable future.
The first of these focuses on making the Board fit-for-purpose, bound by clear governance principles and mechanisms that allow us as a foundation to act with agility, to address challenges and bottlenecks. In an era of such uncertainty, both economic, and social, the school needs to be equipped to act rapidly and decisively.
The second Board goal relates to our common sense of identity, and community, and the degree to which we are truly living up to the commitments of our Charter to be non-discriminatory. The challenges of Covid-19, climate change, racism – require us to be global citizens, and that means far more than simply passively accepting the multi-cultural environment we live in, but actively seeking greater equality and inclusion for all. This vision has been beautifully encapsulated in the recent mission refresh, which defines our mission as:
“Educating students to be global citizens with the courage and capacity to create a just and joyful tomorrow together.”
The last Board goal is about future-proofing Ecolint education. The Covid-19 pandemic has accelerated innovations in education like never before, with the use of more online learning tools, and more flexible teaching arrangements. In a competitive international environment, with continued company downsizings and reduced employee benefit packages, Ecolint – as the founder of the IB – must remain ahead of the curve in delivering the best international education. At the same time, we have not forgotten the importance of joyfulness and wellbeing. At the end of this extraordinary year, we are all acutely aware of the tremendous mental health costs borne by young people, and excellence will only be achieved if we protect the mental and physical health of our students.
So while it has been a year of change and challenge, Ecolint has continued to demonstrate its agency and resilience. We would like to thank all the staff and learners at Ecolint for their tremendous efforts and remarkable leadership – and look forward to another interesting year!
Rebekah Thomas
Elected Chair of the Governing Board in July 2020
Ce n'est pas une mince affaire de faire le bilan de l’année 2019-2020, une année qui a provoqué tant de changements, tant de défis, et qui est, pour beaucoup, synonyme de deuils et de pertes incommensurables. En effet, c'est une année dont beaucoup pourraient souhaiter qu'elle ne se soit jamais produite.
Mais pour l’Ecolint, si l’année écoulée nous a mis à rude épreuve, elle nous a également permis de montrer bon nombre des plus grandes forces de l’École; avec une fois de plus des résultats académiques exceptionnels (un taux de réussite de 99% au Baccalauréat International et de 100% pour la maturité suisse); la transition de notre communauté scolaire de 4405 apprenants vers l'apprentissage en ligne, puis leur retour en présentiel; et un effort de collecte de dons à l'échelle de la communauté pour soutenir le fonds de solidarité, dont les contributions serviront à financer des bourses d'études ainsi que des initiatives visant à améliorer la diversité, l'équité, l'inclusion et le développement durable. En réponse à une demande soutenue, nous avons également ouvert trois nouvelles classes dans le Secondaire au Campus des Nations. Ces réalisations sont remarquables en elles-mêmes : mais dans un contexte de pandémie mondiale, elles sont vraiment exceptionnelles et viennent témoigner de la force de la communauté de l’Ecolint composée des membres du personnel, des élèves, des parents et de la direction.
Fin 2019, certaines des priorités du Conseil de Fondation étaient de superviser trois grands projets capitaux dont le développement d’une infrastructure de pointe pour la petite enfance à Nations, le nouveau centre sportif à La Grande Boissière ainsi que la mise en œuvre d'un nouveau projet de levée de fonds dirigé par le Directeur du développement. Nous avons également entamé le processus d'accréditation, nous alignant sur des normes internationales largement reconnues et démontrant notre engagement en faveur d’une amélioration continue.
Bien que ces projets se poursuivent jusqu'en 2021 et au-delà, en juin 2020 le Conseil a pris la décision audacieuse de définir trois grands objectifs qui guideront ses décisions et ses orientations dans un avenir proche.
Le premier d'entre eux vise à assurer l’adéquation du Conseil à ses objectifs poursuivis, lié par des principes et des mécanismes de gouvernance clairs qui nous permettent, en tant que fondation, d'agir avec agilité, de relever les défis et de surmonter les obstacles. Dans une ère d'incertitude à la fois économique et sociale, l'Ecole doit être équipée pour agir rapidement et de manière décisive.
Le deuxième objectif du Conseil a trait à notre sens commun d’identité et de communauté, et le degré auquel nous respectons véritablement les engagements de notre Charte en matière de non-discrimination. Les défis de la Covid-19, le changement climatique, le racisme - exigent que nous soyons des citoyens du monde, et cela signifie bien plus que de simplement accepter passivement l'environnement multiculturel dans lequel nous vivons, mais de rechercher activement une plus grande égalité et une meilleure inclusion pour tous. Cette vision a été magnifiquement résumée dans la récente actualisation de la mission :
« Nous éduquons les élèves à être des citoyens du monde ayant la capacité et le courage de créer ensemble un lendemain juste et joyeux. »
Le dernier objectif du Conseil est de pérenniser l'éducation Ecolintienne. La pandémie de la Covid-19 a accéléré, comme jamais auparavant, les innovations pédagogiques, avec l’essor massif de l’utilisation d’outils en ligne et de modalités d'enseignement plus flexibles. Dans un environnement international compétitif, avec des réductions continues d'effectifs au sein des entreprises et la diminution des avantages sociaux, l’Ecolint - en tant que fondateur du Baccalauréat International - se doit de rester à l'avant-garde afin de continuer de dispenser la meilleure éducation internationale qui soit. En même temps, nous n'avons pas oublié l'importance de la joie et du bien-être. Au terme de cette année inhabituelle, nous sommes tous pleinement conscients de l’impact immense qu’elle a eu sur la santé mentale des jeunes. L'excellence ne sera atteinte que si nous protégeons le bien-être mental et physique de nos élèves.
Si l'année a été marquée par des changements et des défis, l’Ecolint a continué à démontrer son action et sa résilience. Nous tenons à remercier tous les collaborateurs et les élèves de l'Ecolint pour leurs efforts considérables et leur leadership remarquable - et nous attendons avec impatience une nouvelle année intéressante !
Rebekah Thomas
Elue Présidente du Conseil de fondation en juillet 2020
The 2019-2020 academic year, the 96th school year in Ecolint’s history, started like any other with wonderful projects and ambitious goals for our 4405 students. However, as we all now know, any sentence that includes the year 2020 is bound to lead to Covid-19.
Indeed, in January 2020, we witnessed the early signs of what turned out to be a year like no other, a historical school year for Ecolint. A handful of our students were skiing in the same place where the very first outbreak of the virus occurred in Europe.
I am delighted to report that in mid-March we were able to move all learning online with just a few days of preparation. It is a testimony to the agility and resourcefulness of our entire community, from our three-year-olds to those in their last year before retirement. I credit this to the overwhelmingly positive, can-do mindset that was adopted.
It is like we went on an adventure together in a real life version of the “We’re Going on a Bear Hunt” story by Michael Rosen. As I write this, the adventure continues.
While the school year itself was full of challenges, the outcomes from the year were exceptional. Not only did we learn to do things differently, we also seemed to have done them better. We had the best International Baccalaureate exam results in the school’s history, we maintained enrolment and managed to control our budget, we created a solidarity fund to support our families in need, students made successful transitions to university and, because we had to rely on each other more than ever before, relationships were strengthened.
We also did not shy away from making progress with other challenges. We responded to racist incidents at Ecolint and in the world by launching a dozen multiyear initiatives to strengthen our commitment to diversity, equity and inclusion. And we concluded a year long effort, with contributions from students, staff, alumni and parents with the Board approving a new concise expression of Ecolint’s mission:
“Educating students to be global citizens with the courage and capacity to create a just and joyful tomorrow together.”
What could be more important than this?
Thank you for being a part of this.
Warm regards,
David Hawley
Director General
L’année académique 2019-2020, la 96e année scolaire de l’histoire de l’Ecolint, a commencé comme toutes les autres avec de beaux projets et des objectifs ambitieux pour nos 4405 élèves. Cependant, comme nous le savons tous maintenant, toute phrase qui comporte l'année 2020 est liée à la Covid-19.
En effet, en janvier 2020, nous avons été témoins des premiers signes de ce qui s'est avéré être une année hors norme, une année scolaire historique pour l’Ecolint. Certains de nos élèves skiaient au même endroit où avait été enregistré le premier foyer de contamination de la Covid-19 en Europe.
Je suis ravi de vous confier qu'à la mi-mars, nous avons été capables de basculer en ligne tous nos apprentissages en seulement quelques jours. C'est un témoignage de l'agilité et de l'ingéniosité de toute notre communauté, de nos élèves âgés de trois ans à nos collaborateurs à l’aube de la retraite. J'attribue cela à la détermination de tout un chacun et l’état d’esprit extrêmement positif qui a été adopté.
C'est comme si nous étions partis à l'aventure ensemble dans une version réelle de l'histoire «La chasse à l’ours» de Michael Rosen. Au moment où j'écris ces mots, l'aventure continue.
Si l'année scolaire elle-même a été riche en défis, les résultats qui en découlent ont été exceptionnels. Non seulement avons-nous appris à faire les choses différemment, mais nous semblons aussi les avoir mieux réussies. Nous avons obtenu les meilleurs résultats aux examens du Baccalauréat International de l'histoire de l'Ecole, maintenu les inscriptions et maîtrisé notre budget, et créé un fonds de solidarité pour soutenir nos familles dans le besoin. Les élèves ont réussi leur transition vers l'université et, parce que nous devions plus que jamais compter davantage les uns sur les autres, les relations se sont renforcées.
Nous n'avons pas non plus hésité à affronter d'autres enjeux. Nous avons répondu aux incidents racistes à l’Ecolint et dans le monde en lançant une douzaine d'initiatives pluriannuelles pour renforcer notre engagement en faveur de la diversité, de l'équité et de l'inclusion. Et nous avons conclu une année d'efforts, soutenue par les contributions des élèves, des collaborateurs, d’anciens élèves et de parents, avec l’approbation par le Conseil de Fondation d’une nouvelle expression concise de la mission de l’Ecolint :
« Nous éduquons les élèves à être des citoyens du monde ayant la capacité et le courage de créer ensemble un lendemain juste et joyeux. »
Qu'est-ce qui pourrait être plus important que cela ?
Merci d'en faire partie.
Avec mes meilleures salutations,
David Hawley
Directeur général
We have developed five strategic ambitions to ensure that Ecolint continues to be at the forefront of international education, maintaining our tradition of excellence and our quest to do better than our previous best.
Universal Learning Framework
Principles of learning
Relationships and Learning
Time for Learning
Environment for Learning
Take a look at how each school at Ecolint continued to implement the five strategies during the 2019 - 2020 school year!
Launch and implement a Universal Learning Framework of the competences we want all students to develop.
Target: The universal learning framework is the overarching curriculum at Ecolint and describes the knowledge, skills and qualities of character - the competences - we aim for all students to develop and to demonstrate.The achievement of these competences are captured in an Ecolint Learner Passport.
“The future of humanity depends on world-class partnerships between curriculum experts and researchers, on the one hand and schools on the other, where learning is taking place,”
Conrad Hughes - Campus & Secondary Principal - International School of Geneva, La Grande Boissière.
Our Universal Learning Framework stems from the Universal Learning Programme (ULP) which was created thanks to a fruitful collaboration between Ecolint and UNESCO’s International Bureau of Education. The ULP is the world’s first school curriculum which develops seven critical, research-based and future-proof competences in young people so that they are prepared to thrive in our world and act for the public good. These competences are:
Lifelong learning, Self-agency, Interactively using diverse tools and resources, Interacting with others, Interacting with the world, Multi-literateness and Trans-disciplinarity.
At Ecolint, we evaluate students’ progress not only on their academic knowledge, but on the development of these competences. All Ecolint campuses and schools use the seven competences which underpin the Universal Learning Framework in their own curriculum development.
In 2019-2020, the Universal Learning Programme was featured in five international publications:
In Secondary School and in Middle School, competence-based reports were added in December 2019 for each unit. This allows us to analyse where each competence has been the focus and if some have not been addressed.
Furthermore, STEM transdisciplinary units were created in various subjects using experts, tools, and technology. For example, in Year 9 Geography, students applied physics, geography and design principles in order to build seismographs using Arduinos, an open-source electronic prototyping platform enabling users to create interactive electronic objects. In Year 9 French, students worked with a professional DJ to learn how sounds can be added to text using a music creation software. This allowed them to create various atmospheres or special effects to produce an audio fable. In Year 12 English Language & Literature, with the guidance of a professional international online journalist, students went through all the different phases of creating a documentary film.
The Universal Learning Framework has been cross-referenced with the International Baccalaureate Organisation’s Approaches to Learning (ATL) to see how they dovetail with each other.
All three campuses have been engaged in the development of the Learner Passport, an Ecolint Foundation vision for a new high school transcript that is inclusive and captures learning wherever it has happened. By 2024, all graduates will carry our passport out into the world.
The Learner Passport captures learning in seven credit areas, in line with the ULP’s focus on seven essential competences. The passport will allow students to share what they are proud of and what they have achieved. Students will have agency over their passport and select evidence of learning, allowing them to celebrate and demonstrate their achievements, in and out of the classroom. Eventually, universities or industries will get more information on a student than with a traditional transcript.
We are seeking to roll out the Passport to track student skills based on the Universal Learning Framework. In 2019-2020, those approaches to learning were documented in the Primary Years Programme and Middle Years Programme unit planners.
Articulate and embed the powerful principles of learning that guide students and teachers every day in learning that matters and drive every decision we make.
Target: Evidence based principles of learning are used as the basis for teacher growth, development and evaluation and are applied by students and teachers alike in their learning routines and habits.
At LGB Middle School, pedagogical review team meetings were regularly scheduled connecting the Principles, work on Harvard University’s “Creating Cultures of Thinking” course and the Universal Learning Programme (ULP) competences with reference to classroom practice. A guide, in the form of cards, with reflections and activities for teaching the ULP competences, was created using the Principles of Learning.
The LGB Primary School worked with coordinators of the two other LGB schools on elaboration and integration of the ULP and specifically on the creation of the playing card guide mentioned above. The Principles of Learning have been emphasised, discussed and are posted as the cornerstone of our learning strategies.
In 2019-2020, it was, as usual, a creative year for the STEM Centre with new programme items in line with the Principles of learning. Initiatives include a new public webpage, exchange programmes with Canada, India and Kenya, as well as successful collaborations with our partner, the École polytechnique fédérale de Lausanne (EPFL) and other organisations such as Makeblock Education, Monada, Animatas and the Swiss Federal Office for the Environment.
In terms of extracurricular activities, the STEM Centre offered students new activities such as Creative Crafts & Sewing for Primary Years, Smart Sensors Lab and a FIRST® LEGO® League Robotics for Middle Years, as well as Advanced Prop Making, Creative Robotics and Creative Media & Programming for Secondary School students, just to name a few. Student-led “Creativity, Action, Service (CAS)” clubs have also increased in number, as part of the Diploma Programme (DP).
In both Primary and Secondary Schools, the leadership structure was reorganised with Vice Principals (VP) each assigned specific groups: this allows VPs to work more closely with a smaller group of teachers and students, overseeing both pastoral and academic coordination.
We set up one-on-one growth meetings with every teacher discussing goals that have an impact on teaching.
Using the Learning Principles, we will start reviewing the Middle School Curriculum, with an aim to start a new framework for Year 7 students in September 2021.
Concerning the Principles of Learning we use the lesson observation form that refers to the ten principles to give feedback to staff from all Nations schools when reflecting on classroom learning. This has helped socialise and consolidate the Learning Principles. In Secondary School we have introduced coding and robotics in Years 9 to 11 which has been extremely successful.
Create a new approach to mentoring so that we know our learners well, guide them on their unique learning pathway and nurture an ecosystem of healthy relationships that last a lifetime.
Target: Each teacher serves as a mentor to a small number of students and builds a one to one relationship focused on the holistic development of the student’s passions and potential with emphasis on positive psychology and building upon the unique strengths of each student; staff follow a parallel model with each having an assigned mentor to support their growth, development and renewal.
Below are a few examples of how Relationships and Learning was applied at LGB across all schools in 2019-2020:
In Middle School, there was a focus on Social Emotional Learning with 25 staff completing the Yale RULER training, introduction of Cultures of Dignity in the Owning Up curriculum and the Grandir en Paix programme.
There was an increased emphasis on Peacemakers as behavioural examples and mediators in Primary School.
The STEM Centre saw fifteen student-led clubs related to the strategic ambition with increasing numbers of participants and service projects involving students teaching students.
We promoted Relationships and Learning in terms of Diversity, Equity and Inclusion (DEI):
During the 2019-2020 school year, the Covid-19 pandemic brought challenges, insights and opportunities into our programmes for all our learners. The lockdown and remote learning provision really emphasised the importance of younger children being at school, the importance of the relationships they develop with each other as well as with the adults at school and learning how to be part of a community. The strict measures required in reopening our school actually provided us with some opportunities to bring about changes in how we organise our timetables and key teaching teams connected to groups of students. This experience served as a launching pad for a pedagogical project in Early Years around our use of learning environments, management of time and relationships between the students and between students and the adults who know them well.
In Primary School, the Visual Arts, Library, Physical Education and Technology teachers are now integrationists, supporting units of inquiry through co-teaching with homeroom teachers.
In our Secondary School, the size of homeroom groups in Years 12-13 has been decreased in order to enable closer tracking of students and their wellbeing. A revised induction programme for new students now ensures that they settle well into their new school, meet regularly with their mentor and have a clear understanding of the new programme which they follow. This will help to reduce stress and improve integration.
Promoting Relationships and Learning has taken a wide range of approaches, which includes the creation of an anti-discrimination working party involving parents, students and staff. The entire school curriculum is undergoing an audit, aiming at bringing about many different perspectives, representing our students’ diversity and removing potentially discriminatory resources. Furthermore, all staff members were inducted into the new Safeguarding and Child Protection policy, agreeing to a new Code of Conduct.
One-on-one meetings between homeroom teacher/mentor and students took place several times during the year.
Redesign the school day, week and year schedules in recognition of what we know about modern learning and what contributes to our wellbeing.
Target: A flexible approach is implemented that optimally paces the day, the week, and the year to align with our principles of learning.
In Secondary School, new timetable initiatives included:
In Middle School, weekly planning meetings have been scheduled for all teams in order to look at the learning and modify when necessary.
In Primary School we have made the following changes:
A new timetable in Primary School has allowed for a significant reduction in the number of students eating at any given time. We have added a third block for lunch.
We are in the Phase 1 of amending the Secondary School timetable, with:
A supervised study hall was created for students in Years 10-13.
Time for learning has taken a central focus in the ‘schedule change teams’ work when proposing a nine-day timetable for 2021-2022, creating a more student-centred schedule. This will align the Early Years, Primary and Secondary Schools’ schedules, maximising the use of our shared spaces (gym, cafeteria and outdoor space).
Renovate, design and build spaces for learning that are sustainable, safe, inviting, open, natural and that promote exploration, creativity, experimentation, collaboration, well-being and community.
Target: Completion of and funding for all major building and renovation projects including implementation of a mobility plan that allows for conversion of parking spaces to learning spaces.
Planning for our world-class gymnasium and renovation of our library are underway.
We have started planning the renovation of the Primary School with our architects.
We implemented changes to the Primary School restaurant to upgrade furniture and increase sound reduction via panel inserts and a new layout. The restaurant got a brand new name, Hawks’ Nest.
We have thoroughly enjoyed the expansion of our Forest School especially during the Covid-19 pandemic.
It was essential for us to keep children active during such an unusual time: our Physical Education (PE) team was very clever in adapting the PE curriculum further to strict cantonal measures. Thanks to our ICT team and further to Covid-19 Primary Years Programme requirements, we have expanded use of Seesaw from Years 0-4 across school and are using this now in the current school year to support student portfolios.
All our Secondary School students joined IB ManageBac, an integrated learning platform.
We are in Phase 2 of the Alps building roof renovation.
An additional space has been identified for the Extended Support Programme (ESP) students and is currently being set up. It will consist of: one teaching area (classroom) as well as a 'sample flat' which will be used to learn about life skills (part of the ASDAN programme). The sample flat will have one kitchen, one bathroom, one bedroom and one lounge.
Naturally, we have adapted to Covid-19 by improving our online provision and being able to have students at home while still participating fully in lessons.
The Environment for learning has taken a central role in the school development at Pregny and the Saconnex sites. This has included the consolidation of the Primary School onto floors 1 and 2 and of the Secondary School onto floors 4 and 5, thereby enabling expansion of Years 9, 10 and 11. Alongside this, many classrooms have been updated in terms of furniture to promote flexibility and comfort for students. This has included tables and chairs which can be moved easily to promote collaborative learning and comfort for students. Corridor spaces have been developed which allows for breakout groups to use this space now that Primary and Secondary Schools are no longer sharing the same areas. We have created a new playground at the front of the building by converting parking spaces into play areas for children.
In the Early Years, there is an ongoing project where classrooms from two-year levels have been grouped into an area where each room and zone has a specific focus. This avoids replication of resources in each individual classroom and allows for learning environments which are much more purposeful, flexible and engaging. Students have daily class meeting times in an allocated area and then have a voice and a choice as to where they spend the rest of their learning time.
The Environment for learning will be examined both physically and virtually, by looking into the possibility of creating hybrid online courses for elements of the Diploma Programme, hoping to roll these out next academic year to create flexibility and wide option choices for students across the foundation.
With the increase in student numbers and the future Early Years building, we are examining ways to increase the amount of space available for sports on campus. In Primary School, we are planning a further shift in the use and consolidation of space by creating ‘Hubs of Learning’ getting students involved in the design of the space. There is also a development of outside space especially at the front of the campus. In Early Years we will see a roll out of the pedagogical project focusing on learning environments, time and relationship in the Year 1, requiring some reorganisation of working spaces to create some exciting new learning zones for students.
Student councils (StuCo) provide a wonderful opportunity for students to foster essential skills that will serve them for a lifetime. To name a few: leadership, communication, teamwork, time-management skills, and especially in these difficult times triggered by the pandemic, resilience.
This year, owing to Covid-19 restrictions, StuCo had to innovate like never before in continuing to organise events, contributing to school spirit, and representing the student body in getting voices heard and highlighting issues of concern.
Read below to find out how engaged and innovative the Student Councils have been during this exceptional year.
Les Marronniers has a Student Council made up of "Peacemakers", similar to the U.N. Peacekeepers structure. The members sign a contract to be good behavioural examples, help others, not take sides in conflict, and remain calm under stressful situations. They meet with the Principal to discuss causes of conflict in the school. During the 2019-2020 year, they have been invited to discussions with an architect involved in the planned renovation of the school and with the Chefs de Cuisine. They serve as general representatives for all students, and small, select, groups of the StuCo meet with the Foundation Strategic Planning Committee.
The Middle School Student Council is democratically elected and consists of one representative for each of the 24 homeroom classes.
Candidates in the election process are anonymous so that it is only the ideas and manifesto of each student which are voted upon, not the person directly. As the Student Council has become more and more popular, in 2019-2020, extra co-opted posts were made available such as Secretary, Assistant Secretary, Art & Design Coordinator and Translator. The Middle School StuCo meets once a week during the students' lunch hour. It organised many activities last year, in spite of the restrictions imposed on us from March onwards with the Covid-19 lockdown:
During 2019-20, the Student Council has continued the Eco-Schools project, working on the theme of biodiversity.
We monitored our quadrat areas very closely. Our students counted every blade of grass and every species in the designated area! Our hope was to increase the number of species in order to promote biodiversity. We definitely noticed an increase when we returned to school after the lockdown. We decided to plant wildflower seeds, which is something we would like to continue doing every year. We are very proud to say that, as a result of this project, our school received the second Green Flag from Eco-Schools.
We continued thinking about our biodiversity during lockdown and encouraged all students and staff to make a bee from home.
Cadeaux de Noël pour les réfugiés
En 2019, le Conseil des élèves a décidé d’acheter de nouveau plus de 100 cadeaux de Noël. Ils ont été offerts aux enfants réfugiés qui demeurent au centre des Tattes. La distribution a eu lieu pendant les vacances de fin d’année. Tous les enfants ont été plus que ravis de recevoir ces cadeaux et ont ainsi passé une très belle période de fêtes. De plus, des parents de l’Ecole moyenne, accompagnés de professeurs et d’élèves, ont continué d’aller rencontrer une fois par mois des réfugiés qui habitent dans le centre. Un moment convivial durant lequel nous jouons ensemble, faisons des bricolages, et passons un beau moment. Ce projet existe depuis plus de cinq ans.
Student Life was full of energy and buzz last year despite the Covid-19 lockdown. The Student Council was involved in a number of sustainability initiatives across the campus and helped drive LGB’s anti-discrimination work. Indeed, over the year 2019-2020, the Secondary School StuCo has been working on the LGB Statement Against Discrimation. Their purpose as a group is to make their position clear on discrimination and what they will not accept as a StuCo.
The Student Council is modelled on the Swiss parliamentary system. Each spring there are elections for the seven ministers of the Federal Council. Each elected candidate is supported by a vice minister. For the remainder of the school year, the newly elected officials shadow the current ministers and develop plans for the new school year. Once the school year starts, each class in Years 5 and 6 elects senators for each portfolio, creating a work force of twelve students per ministry.
Covid-19 made us rethink our process. During our online meetings, we spoke to the ministers and opted for a FlipGrid election! The ministers each presented their role on a video, explaining their achievements and what they still hoped to accomplish. Students in Year 5 were invited to watch these and to submit their interest. In short, students posted their candidacy via FlipGrid and an online election was held.
Upon the return to school, ministers and their teams meet online from different rooms to develop ideas, organise events and work within the restrictions of the pandemic. Much has been achieved, we finalised a logo for our council, organised spirit days and made suggestions for playtime activities. The success of the elections helped us to create a welcome presentation for new students using the FlipGrid platform.
The council members continue to show the courage and capacity to create and add to a joyful experience in Primary.
Here are a few examples of how creative and busy La Châtaigneraie Secondary School Student Council has been in 2019-2020:
The Primary Student Action Group has been populated by students from each year level who have volunteered as they want to make a difference in the school community. We hold a weekly lunchtime meeting in which the students set the agenda, chair the discussion and decide upon how to facilitate the action points moving forwards. The classes have regular ‘circle-time’ meetings and the Student Action Group share topics identified by the classes.
Since September 2019, the following actions have been initiated as a result of these meetings:
Despite the challenges brought on by the Covid-19 pandemic this year, the Student Council has managed to achieve a considerable amount during this unusual time.
We have planned many other initiatives that will improve student wellbeing, school community spirit, and academic satisfaction. The Student Council is extremely grateful for the amount of responsibility that it has been given and the continued support from the school community.
The primary role of the Governing Board is to ensure that Ecolint is well positioned to continue delivering our mission to “educate students to be global citizens with the courage and capacity to create a just and joyful tomorrow together” well into the future. One of the ways we do this, aside from ensuring the annual operational budget is balanced, is to ensure that there is a well-managed stream of investment in our capital assets, both to maintain existing facilities and to build new ones as our pedagogical offering evolves.
In 19/20, the Governing Board approved two major capital projects: the construction of a new Early Years centre on the main Saconnex site of Campus des Nations, and the replacement of the La Grande Boissière gymnasium with new, world-class facilities. Further details of these exciting projects can be found below:
With the lease on our Pregny site expiring, this exciting development project will see the construction of a purpose-built Early Years facility on the Saconnex site. Housing 2,900 square metres of learning space - approximately fifty percent more space per learner than today - the new building will bring bigger classrooms, flexible learning spaces, a library, a food preparation area, a learning support space for the Extended Support Programme (ESP) and an atrium for assemblies, concerts and community events.
With sustainable development “baked in”, the building is designed to maximise energy efficiency and natural light, with green roofs and clever planting ensuring not only that the building blends shamelessly into the landscape, but also that there is no loss of outdoor play space for our young learners.
This project will bring the whole campus together at Saconnex, building a stronger sense of community and facilitating transition for students as they progress through the school from Early Years to Secondary.
Construction is due to begin in the summer of 2021, with a full opening planned in 2023.
Housing five basketball courts, a separate gym and dance studio, a fitness room, 17 changing-room areas and four classrooms, including additional flexible learning spaces for all students, the new Centre sportif will finally give La Grande Boissière a sports facility which lives up to the standard of its sport and sports science pedagogical and extra-curricular programme.
Arranged over 7520 square metres, the new building will also include occupational therapy spaces for our Extended Support Programme students, ample seating to ensure that sports tournaments are also able to welcome parents and supporters, and a bicycle shelter and changing rooms designed to encourage more staff and students to travel to the campus by mobilité douce, in line with our long-term ecological goals.
The building itself is also designed to meet the highest "Minergie Plus" standard, awarded to buildings that meet stringent construction and technical criteria in terms of energy consumption. Key features include:
Ground works are scheduled to commence in the summer of 2021, with the building available for learners by the 2023/24 school year.
The school year 2019-2020 saw a renewed focus on philanthropic engagement, with the entire community invited to experience the impact we can have when we collectively give, paying forward to the generations to come.
In 2019-2020 we increased donations by more than 100% versus the previous year, generating ~500,000 CHF cash and an additional 100,000 CHF in kind, plus numerous pledges that will materialize in the coming years.
The Board approved a new fundraising strategy to accompany our core strategy and honour the 100 years anniversary that is approaching. This strategy is focused on “Advancing Ecolint and its values”, raising funds for fostering innovation; expanding diversity, equity and inclusion; enhancing student experience and access, as well as building financial resilience.
The giving opportunities that underpin the four priority areas mentioned above include: pedagogical innovation, sustainability initiatives, scholarship and fellowship, further investments in teacher development, new infrastructure development and other selected high impact opportunities.
The strategy is oriented towards the long term and includes short term quick wins. It is inclusive to allow each and everybody to participate irrespective of their financial situation and is designed to drive a joyful experience for the entire community. The new approach will welcome and facilitate major gifts, annual gifts, one-off contributions, legacy gifts and the contributions through volunteering with a key objective of strengthening the culture of giving.
As an example and early signs of success in the strategy implementation include the
Antonello Barbaro
Director of Development and Alumni Relations
If the 2019-20 school year goes down in history for anything other than the best set of academic results on record across the Foundation, it will surely be the unprecedented global Covid-19 pandemic, which caused Ecolint to close its doors to students - though not to learning - for the first time in our long history.
Indeed, despite all the negative aspects of Covid-19 in terms of the devastating personal impacts of the illness to many members in the Ecolint community and beyond, if this cloud had one silver lining it was the incredible proof it offered of the adaptability, professionalism and innovative power of Ecolint staff, both pedagogical and non-pedagogical, and their commitment to lifelong learning.
With only 24 hours notice from the federal government, Ecolint moved operations from on-campus to on-line, without skipping a beat, finding new ways to keep learning alive for our 4405 students. Preparations had been underway “behind the scenes” for several weeks, with teachers learning new technologies and planning for the possibility of distance learning, as the growing trend of infections swept across the planet, including Switzerland. The speed with which teachers adapted their pedagogical approach to the true reality of on-line learning, however, and later to on-campus learning, but with major restrictions such as physical distancing, reduced group sizes and hybrid classes with some students in school and others at home, was truly breathtaking.
Possibly most complex of all was dealing with the ever-changing rules and regulations, handed down by the Confederation, and then amended and revised for the reality of schools by the cantonal education departments. Trying to maintain an equitable and even-handed approach across the Foundation, the Covid response team met daily from March through June - including weekends - working out how we could apply the cantonal rules as strictly as possible, but with enough flexibility to ensure that the student experience was preserved to the extent possible. Choirs were replaced by body percussion routines, theatre productions adapted to incorporate masks in costumes and play to a virtual audience, and sports activities revised to respect distancing requirements. New protocols were devised and then revised, to ensure that activities which hitherto were considered straightforward - such as taking out a library book or performing an experiment in science - could carry on in a new world where every object that was handled needed to be disinfected before being returned to circulation.
Sadly, some important school events like graduation ceremonies had to be carried out online or significantly revised, and others such as the kermesses cancelled altogether. Throughout, however, the resilience, adaptability and positivity of students, parents and staff was testament to the power of Ecolint’s mission to educate students to be global citizens with the courage and capacity to create a just and joyful tomorrow together.
Michael Kewley
Director of Admissions & Marketing
First of all, I would like to express the Board’s gratitude to the management, teachers and support staff for their considerable efforts and swift adjustments, all of which were essential to continue classes online when the country went into a five-week lockdown.
From one day to the next, all our students were following their timetables at home. This ability to react quickly to incredibly challenging circumstances was key to preserving our mission and commitment to education.
The school year 2019/20 was an unprecedented one. The slight operational deficit CHF -311k as of June 30, 2020 (vs. CHF -583k as of June 30, 2019) is a result of the Covid-19 sanitary crisis. The closure of the school buildings led to a decrease in income and simultaneously to a decrease in expenses. Transport services, cafeteria and extra-curricular activities came to a complete stop and so did the related income and expenses. The Board’s decision to cap the increase of 19/20 tuition fees at 1% was aligned to the expected cost of living increase for the period and allowed to meet the Board's commitments under the CCT (Collective Labour Agreement) but did not cover the reduction in income due to Covid-19.
Considering the total operating income of the Foundation (CHF 152’633k), the 2019/20 operating deficit representing (0.20%) (vs (0.38%) in 2018/19) is entirely acceptable and in line with the Foundation’s not-for-profit objective. The hard income coverage ratio remains at an excellent rate of 99.7 % (99.6% for the previous year).
The additional non-operating income before tax (CHF +1’322k) is a result of the extraordinary unemployment allocations granted by the State of Geneva balanced by the extraordinary expenses related to the sanitary situation (increased bad debt reserve and Covid-19 cleaning and sanitary measures expenses).
During 2019/20, the Foundation was providing education for 4405 students, 36 students more than the previous year. Our total student population is very stable, however, it is the fifth consecutive year that we observe a decline in our Early Childhood and Primary enrolments, in parallel to higher enrolments in Secondary. This shift in our student population is primarily due to the competition with other private schools in the Geneva area, which offer similar education but at a lower price. This trend is confirmed for next year, but thanks to the good work of our Admissions team and new initiatives put in place for Early Years and Primary, the decline in the coming years is expected to be reduced.
Despite challenging times, the Foundation’s financial situation is supported by a strong base. The structure of its balance sheet remains very healthy. The value of the non-current assets has slightly increased (by 0.2%), amounting to CHF 140’564k on 30 June 2020, by virtue of accounting the renovation and new construction projects for CHF +11.1m, balanced by depreciation charge for CHF -7.7m and a sale of assets for CHF -3.1m.
The Foundation's assets are financed by a healthy mix of equity and debt. Our total bank debt (CHF 33m) has decreased and represents 23.4% of the non-current assets. The Foundation’s equity (essentially composed of accumulated reserves over the years) has increased by 2.9% and contributes to 56.2% of the non-current assets.
Following our five strategic ambitions, the Board gave the green light to use Capital Development Fund donations to improve the learning environment by renovating our existing buildings but also to start two new capital projects. The first one is the integration of the Pregny school into the Nations campus, which will offer more space, an assembly room and indoor and outdoor spaces specially designed for movement and creativity. The second one is the building of a brand new Sports Centre at La Grande Boissière, which will offer modern, secure and attractive physical education facilities as well as new classrooms, just next to the Centre des Arts.
At the time of writing this report (December 2020), the number of students enrolled for 2020/21 is 4428, only 9 students short to achieve our 4437 budget number. The related revenues applied to the corresponding operational costs should result in an operational deficit close to our budget figure of CHF -888k. The Board’s decision to increase tuition fees by 0.6% on average has been necessary to fund the salary step increase as provisioned in the CCT but will not be enough to reverse the forecast deficit. Nevertheless, the Board decided to approve this operational deficit as it is in line with our not-for-profit utility and can be absorbed by the Foundation’s substantial reserves in the consolidated financial statements.
Nonetheless, in this time of slowed down economy, we have to be more vigilant than ever before to ensure the Foundation’s long-term sustainability and thus support the school in its educational mission. With management and staff we have started reflecting on cost saving and revenue growth initiatives to prevent our operational costs from growing faster than our revenues and thus control the setting of tuition fees, already quite high compared to our competitors.
I am confident that the Board’s sound and disciplined financial strategy, supported by new fundraising initiatives and the excellent reputation of our school in the world of education, will secure the viability of the Foundation until its soon to be 100 years anniversary and for the next 100 years to come.
Diane BÉDAT
Treasurer 2019-2020
ENROLMENT | 14-15 | 15-16 | 16-17 | 17-18* | 18-19* | 19-20* | 20-21* |
---|---|---|---|---|---|---|---|
Total Students | 4'447 | 4'460 | 4'520 | 4'480 | 4'433 | 4'405 | 4'437 |
% gratuities | 5.9 | 5.9 | 5.9 | 5.9 | 5.9 | 5.9 | 5.9 |
INCOME (in CHF'000s) | 14-15 | 15-16 | 16-17 | 17-18* | 18-19* | 19-20* | 20-21* |
---|---|---|---|---|---|---|---|
Fee income | 124'129 | 126'814 | 134'756 | 134'450 | 133'535 | 136'492 | 136'649 |
Total Income ** | 137'372 | 149'324 | 155'287 | 155'900 | 154'462 | 152'633 | 156'313 |
EXPENSES (in CHF'000s) | 14-15 | 15-16 | 16-17 | 17-18* | 18-19* | 19-20* | 20-21* |
---|---|---|---|---|---|---|---|
Salaries and other | 110'798 | 116'670 | 117'620 | 121'875 | 120'708 | 122'963 | 123'340 |
Depreciation | 8'372 | 8'287 | 7'335 | 6'986 | 7'775 | 7'719 | 7'950 |
Total expenses ** | 136'279 | 149'124 | 151'495 | 157'006 | 155'045 | 152'944 | 157'201 |
NET RESULT | 14-15 | 15-16 | 16-17 | 17-18* | 18-19* | 19-20* | 20-21* |
---|---|---|---|---|---|---|---|
(in CHF'000s) | 205 | 200 | 3'792 | -1'106 | -583 | -311 | -888 |
Notes: 2020-21 figures are budgeted
* Change of accounting standards for revenue and expense recognition
** Excluding exceptional income / expenses
ASSETS (in CH'000s) | June 30, 2020 | June 30, 2019 |
---|---|---|
Non current assets | ||
Property, plant and equipment | 138'352 | 137'739 |
Intangible assets | 2'212 | 2'499 |
Participations | 50 | 50 |
140'614 | 140'288 |
ASSETS (in CH'000s) | June 30, 2020 | June 30, 2019 |
---|---|---|
CURRENT ASSETS | ||
Inventory of supplies and text books | 398 | 413 |
Other receivables and prepayments | 1'119 | 387 |
Prepaid expenses | 2'862 | 2'594 |
Receivables net of provision for bad debts | 15'385 | 16'684 |
Cash and cash equivalents | 52'801 | 47'717 |
72'565 | 67'795 | |
TOTAL ASSETS | 213'179 | 208'083 |
LIABILITIES, CAPITAL AND FUNDS (in CH'000s) | June 30, 2020 | June 30, 2019 |
---|---|---|
EQUITY | ||
Initial capital | 50 | 50 |
Accumulated funds, Reserves | 79'025 | 76'746 |
LIABILITIES, CAPITAL AND FUNDS (in CH'000s) | June 30, 2020 | June 30, 2019 |
---|---|---|
NON CURRENT LIABILITIES | ||
Long term loan and other obligations | 33'028 | 35'187 |
Long term provisions | 1'107 | 581 |
Deferred Income - Long term | 32'191 | 28'810 |
LIABILITIES, CAPITAL AND FUNDS (in CH'000s) | June 30, 2020 | June 30, 2019 |
---|---|---|
Current liabilities | ||
Bank and other obligations - current position | 1'934 | 1'995 |
Fees received in advance | 31'153 | 30'970 |
Trade accounts payable | 2'925 | 3'091 |
Other accounts payable | 17'215 | 15'807 |
Accruals | 583 | 771 |
Short term provisions | 13'968 | 14'075 |
TOTAL LIABILITIES | 134'104 | 131'287 |
TOTAL LIABILITIES AND CAPITAL AND FUNDS | 213'179 | 208'083 |
INCOME (in CHF'000s) | Year ended June 30, 2020 | Year ended June 30, 2019 | ||||
---|---|---|---|---|---|---|
Total | A | B | Total | A | B | |
Tuition fees, net of grants and rebates | 134'202 | 134'202 | 131'372 | 131'372 | ||
Enrolment fees | 2'290 | 2'290 | 2'163 | 2'163 | ||
Income recognised from Capital Development Fund | 1'802 | 1'802 | 4'030 | 4'030 | ||
Other educational income | 9'096 | 9'096 | 11'902 | 11'902 | ||
Transport and cafeteria income | 6'464 | 6'464 | 8'436 | 8'436 | ||
Interest income and gains on investments | 4 | 4 | 5 | 5 | ||
Rents and other income | 577 | 577 | 584 | 584 | ||
Donations | 25 | 25 | 382 | 382 | ||
Total Income | 154'460 | 152'633 | 1'827 | 158'874 | 154'462 | 4'412 |
EXPENSES (in CHF'000s) | Year ended June 30, 2020 | Year ended June 30, 2019 | ||||
---|---|---|---|---|---|---|
Total | A | B | Total | A | B | |
Wages and social charges | 121'404 | 121'404 | 118'680 | 118'680 | ||
Other personnel costs | 1'559 | 1'559 | 2'028 | 2'028 | ||
Teaching materials, libraries, principal offices and student activities | 3'113 | 3'113 | 4'153 | 4'153 | ||
Cafeteria costs and transport running expenses | 6'178 | 6'178 | 7'502 | 7'502 | ||
Building maintenance, insurance and general | 1'642 | 1'642 | 1'320 | 1'320 | ||
Rent, heat, light and cleaning | 2'856 | 2'856 | 3'043 | 3'043 | ||
Safety and security | 421 | 421 | 474 | 474 | ||
Data processing | 2'968 | 2'968 | 2'715 | 2'715 | ||
Interest expense | 535 | 535 | 601 | 601 | ||
Communication | 413 | 413 | 449 | 449 | ||
Professional services | 834 | 834 | 703 | 703 | ||
Depreciation | 7'719 | 7'719 | 7'775 | 7'775 | ||
Bad debts | 71 | 71 | 45 | 45 | ||
Provision for inventory depreciation | 0 | 0 | 0 | 0 | ||
Other educational & miscellaneous expenses | 3'246 | 3'231 | 15 | 5'573 | 5'557 | 16 |
Total EXPENSES | 152'959 | 152'944 | 15 | 155'061 | 155'045 | 16 |
(Loss) / Income before income tax | 1'501 | -311 | 1'812 | 3'813 | -583 | 4'396 |
Non operating income | 22 | 22 | 7 | 7 | ||
Extraordinary income | 2'219 | 2'219 | 0 | 0 | ||
Extraordinary expenses | -919 | -919 | -2'632 | -2'632 | ||
Current and deferred income tax | -544 | -544 | 0 | 217 | 217 | 0 |
(Net loss) / Income after tax | 2'279 | 467 | 1'812 | 1'405 | -2'991 | 4'396 |
A: Unrestricted Funds Operations B: Deferred income Capital Development Fund
(in CHF'000s) | Year ended June 30, 2020 | Year ended June 30, 2019 |
---|---|---|
Cash flows from operating activities | ||
Net income before tax | 2'823 | 1'188 |
Adjustments for: | ||
Depreciation and amortisation | 7'719 | 7'775 |
Income recognised from Capital Development Fund | -1'802 | -4'030 |
Non-operating income and correction on fixed assets | -22 | 126 |
Operating income before working capital changes | 8'718 | 5'059 |
(Increase) / decrease in trade and other receivables | 299 | 2'714 |
(Increase) / decrease in inventory | 15 | 77 |
Increase / (decrease) in accounts payable, accruals, provisions | 1'430 | -2'034 |
Cash generated from operations | 10'462 | 5'816 |
Income taxes | -544 | 217 |
Net cash from operating activities | 9'918 | 6'034 |
(in CHF'000s) | Year ended June 30, 2020 | Year ended June 30, 2019 |
---|---|---|
Cash flows from investment activities | ||
Purchase of fixed assets | -11'158 | -11'717 |
Cash from asset sales | 3'135 | 7 |
Contributions received for Capital Development Fund | 5'184 | 4'581 |
Net cash used in investment activities | -2'839 | -7'129 |
(in CHF'000s) | Year ended June 30, 2020 | Year ended June 30, 2019 |
---|---|---|
Cash flows from financing activities | ||
Repayments of loans | -1995 | -2220 |
Net cash used in financing activities | -1995 | -2220 |
(Decrease) / Increase in cash and cash equivalents | 5'084 | -3'317 |
Cash and cash equivalents at the beginning of the year | 47'717 | 51'034 |
Cash and cash equivalents at the end of the year | 52'801 | 47'717 |
A risk analysis is conducted by the Governing Board of the International School of Geneva on a yearly basis. A full review of the Risk register has been performed and our risk matrix has been updated accordingly.
Major variations on the Consolidated Balance Sheet are driven by the following:
Major variations on the Consolidated Statement of Income and Expenses are driven by the following:
Major variations on the Consolidated Cash-flow Statement are driven by the following:
As a reminder, the Foundation of the International School of Geneva Pension Plan is a Foundation totally independent from Ecolint, for which Ecolint bears no formal financial responsibility other than regular employer contributions. For information purposes, it generated a surplus in 2019, and the Fund is covered in the range of 117%, in a better position than the average of Pension Funds in Switzerland.
Laurent Falvert
Director of Finance & Administration
As of 12 November 2019, the school had 100% of its budgeted enrolment for the year
with 4,405 students.
2017/2018 | 2018/2019 | 2019/2020 | |
---|---|---|---|
International Baccalaureate (English and French) | |||
Number of candidates / Nombre de candidats |
328 | 326 | 348 |
Awarded / Reçus | 313 | 312 | 344 |
Success rate / Taux de réussite | 95% | 95% | 99% |
World results / Taux de réussite mondial | 79% | 78% | 79% |
2017/2018 | 2018/2019 | 2019/2020 | |
---|---|---|---|
Maturité suisse | |||
Number of candidates / Nombre de candidats |
10 | 11 | 8 |
Awarded / Reçus | 9 | 11 | 8 |
Success rate / Taux de réussite | 90% | 100% | 100% |
2017/2018 | 2018/2019 | 2019/2020 | |
---|---|---|---|
International General Certificate of Secondary Education (Cambridge) |
|||
Number of subjects | 948 | 859 | 697 |
Passes | 892 | 800 | 672 |
Success rate (Grades A*-C) | 94.1% | 93.1% | 96.4% |
123 (134) year 11 students took a total of 697 (864) subject exams in which they obtained 672 (800) passes at grade C and above. In addition, 72 (71) Year 10 students took Foreign Language French, 100% obtained grade A/A*. Of the 123 (134) year 11 candidates, 100 (115) took five or more subjects and 51 (49) obtained 4 or more A*/A grades, 19 (11) obtaining straight A/A*s. (Figures in brackets refer to the previous year).
List of employers (10 students and over) / Liste des employeurs (10 élèves et plus)