GRownTH

Experts and authorities alike are pushing for the implementation of competency-based models and life skills development in educational systems.
Although in a few cases the implementation of such models has moved forward, we observe a systemic lack of structure and focus, from identifying the skills to developing them. Rigid structures and educators' lack of tools, pose major barriers to adoption.

The social-emotional skills are organised in frameworks that can be tailored to any education system.
They are explicitly planned and practised in three different ways:
• Activities focus on one skill always combined with a curricular objective (e.g. Persistence and Geometric Shapes).
• Projects focus on multiple skills and competencies. GRownTH guides the learners through the phases of investigate, plan, execute, and reflect.
• Actions focus on the learners' self-regulation process and drive their awareness about their strengths and needs.
Educators search or create activities or projects and assign them to the learners. They access access their learning evidences, and assess their level of competency in both, skills and curricular contents.
Learners develop competencies and skills through real-life experiences, reflection, and self-regulation.
Parents, learners, and educators see the progress and gain insights from data to improve the teaching and learning processes.

In 2018 and 2019, we carried out 21 pilots in Singapore, Thailand, and Spain. In 2020 we moved these Edunexis-led pilots to school-led pilots, where schools and educators take the lead in explicitly putting to practice the life skills when teaching the curricular content. To date we have run 3 school-led pilots in Spain and one school has decided to customise and integrate our solution.

Contact us at info@edunexis.com for a demo.