Author: Avenor College

Most parents say the same thing: they want their children to spend more time outdoors. Less screen time, more fresh air, more physical activity. And yet, in everyday life, reality often looks different. When it’s cold, we stay indoors. When it’s muddy, we avoid going outside. When safety concerns arise, we tend to choose the “more controlled” option.

As a result, many children have access to nature only occasionally, even though parents generally consider it important.

At the same time, research is becoming increasingly clear. A comprehensive report published by UNICEF in 2018, Learning Through Play, highlights that during the early years of life, children learn most effectively through active exploration in real-world contexts that involve movement, interaction, and varied environments. Nature provides exactly this type of setting: unpredictable, rich in sensory experiences, and open-ended.

In other words, for young children, learning does not happen only at a table with carefully prepared materials. It happens while jumping in puddles, playing among leaves, and engaging with things that may not look “educational” at first glance. In these real-life contexts, the transfer of acquired knowledge and skills happens more naturally for young learners. When preschool children step into the forest, they are not simply “getting some fresh air”; they are entering a living laboratory where effective learning – motivation, engagement, and thinking – comes to life in the most natural way possible.

But How Often Do We Actually Provide These Experiences in a Typical Preschool Program?

From “Going Outside” to Structured Learning in Nature

The difference is not only one of frequency, but also of intention.

In an increasing number of Western education systems, including the British one, time spent outdoors is not considered a break between activities but an extension of the curriculum. Within the Early Years Foundation Stage (EYFS), the learning environment – including outdoor spaces – is regarded as essential for the development of language, logical thinking, and social skills.

In other words, we are not talking about “free play” in the superficial sense of the term, but about carefully guided experiences in which children discover concepts through direct interaction with the world around them.

What Does This Look Like in Practice?

Let’s visit Avenor Nursery at its Greenfield campus, where this approach takes a very concrete form. Just a short walk away, the forest becomes a learning environment for children every day.

It is not a “special occasion” but part of their daily routine. Colourful rubber boots, belonging to both children and teachers, are always lined up in the hallway. Rain jackets and waterproof overalls are always ready in lockers and cubbies, regardless of the weather.

“For us, the forest is an extension of the classroom,” says Tania Răduță, Head of Avenor Nursery. “Children don’t go outside simply to burn off energy; a large part of their learning happens there. In the forest, children give themselves permission to try new things. A fallen tree trunk becomes a balance beam. This is where we see the courage to experiment, and that builds their self-confidence.”

Activities are adapted to each age group and stage of development:

“At age two, children discover the world primarily through their senses. In the forest, they touch, listen, and observe. It is the beginning of their relationship with the natural environment. The forest also helps children stay focused for extended periods. If a frog or a ladybug crosses the path, their attention is instantly captured.

By age three, we already see intention emerging: children begin to build, sort, and compare. Their curiosity grows, and their imagination becomes richer. A pile of leaves or a few sticks become tools for thinking.

By ages four and five, things evolve significantly: children collaborate, solve problems, use elements from nature to understand mathematical concepts, and create stories. At this age, the forest becomes a ‘living encyclopedia’ where many theoretical concepts gain meaning through direct experience.

Our programme is designed to help children become young nature experts. They learn to observe how the forest changes throughout the seasons, gaining an understanding of life cycles. They identify the animals that live there and learn to respect their habitats, developing deep empathy for living creatures.

At the same time, we place great emphasis on safety and judgment. Children learn which plants they may touch and which they should avoid, thereby developing autonomy and the ability to assess risks.

Last but not least, the forest is where we teach their first lessons in civic responsibility. By learning how to keep the forest clean, children begin the transition toward critical and creative thinking, understanding that their actions have a direct impact on the environment.

As a result, our outdoor sessions are not merely walks in nature; they are learning processes that prepare children to become conscious guardians of the planet,” says Tania.

At the same time, the experiences are highly tangible: children observe and feed birds, jump in puddles, build with branches and leaves, and use natural materials in activities integrated into the curriculum.

We invite you to read the full article on the Totul despre mame platform.

Avenor actively contributes to the conversation around education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys.

Starting nursery is both an important beginning and a significant ending. It marks the start of a child’s experience within a wider community and a period of active exploration of the world around them. At the same time, it signals the end of a stage in which the child has been primarily exposed to the family environment.

From our daily experience working with children and parents in the Avenor Nursery community, we know that this moment comes with many emotions and questions—for young children, but especially for adults.

One thing is very clear: preparing for nursery is not only about the child; it is about the whole family.

Very often, children simply reflect their parents’ emotional state. As long as adults are not ready to take this step, children will mirror their worries and hesitations.

Preparing for Nursery Starts with Parents

Before a child walks into a classroom for the first time, the process actually begins at home – with the decisions, questions, and emotions of the adults around them. If you are not sure where to start, don’t worry. Make a list that includes at least some of the actions below, and you will immediately feel more prepared:

• Research the nursery options available and learn about the key differences between educational approaches and systems. You may be surprised by how much a well-guided two- or three-year-old can learn.
• Visit nurseries to see the facilities, but more importantly, to meet the people who will be caring for your child.
• Speak with parents whose children already attend nursery and learn from their experiences.
• Talk together as a family about starting nursery. Share your feelings and expectations about this new stage, while also considering the practical aspects. Try making a journey to and from the nursery to get a sense of what the daily routine will be like.
• Attend workshops and events on early childhood education. Parents also need to learn what this new stage means in order to understand how best to support their children.

How Children Prepare for Nursery

While parents prepare by gathering information and making decisions, children prepare by gradually becoming familiar with new people, environments, and routines. Here are some practical ways to support this process:

• Provide plenty of opportunities for your child to spend time in social environments with other children, such as parks, playgrounds, workshops, and birthday parties.
• Visit nurseries together. These visits are especially valuable when children have the opportunity to spend some time playing in the environment.
• Include your child in conversations about nursery and explain, in age-appropriate language, what starting or changing nursery will involve.
• Gradually introduce them to their new peer group and environment.
• Be present and supportive when they find the settling-in period challenging, helping them understand and manage their emotions.
• Encourage open conversations about what they enjoy and what they enjoy less. It is perfectly normal for children to have experiences that fall into both categories.
• Show confidence in your child’s teachers in front of your child. Any differences between expectations and educational approaches should be addressed separately, so that your child feels reassured that they are in safe and capable hands.

What to Realistically Expect During the First Weeks of Nursery

• New beginnings can be difficult, and settling into nursery is no exception. Even when things appear to be going well, you may notice behavioural changes such as:
• Your child may cry more often, sometimes without an obvious reason and sometimes because they are upset about going to nursery.
• They may resist the change strongly, making it challenging at times for parents to remain consistent and persevering.
• They may experience more restless sleep as a result of the uncertainty and emotional adjustment they are going through.
• Their behaviour may temporarily change, and they may seem more irritable, emotional, or tired than usual.

From a psychological perspective, these reactions are entirely normal. They are not signs that a child is “not ready”; rather, they indicate that the child is experiencing a significant life transition and needs time and support to adjust.

This is why the role of adults is so important – not to eliminate discomfort altogether, but to contain it, guide it, and help children navigate it safely. At Avenor Nursery, we place great emphasis on supporting parents throughout the settling-in process, helping families build confidence as they embark on this new chapter together.

We invite you to read the full article on the Despre Copii platform.

Avenor actively contributes to the conversation about education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys. We invite you to stay connected to the latest articles published in the Avenor x DESPRECOPII section, a space dedicated to reflection and continuous learning for both parents and teachers.

Summer is all about discovery, play, new friendships, and experiences that stay with children long after the holidays end. At Avenor College, we aim to turn every summer day into an authentic learning journey filled with interactive, creative and energetic activities.

Under the theme “In Real Life”, Avenor Summer School returns this year between 29 June and 24 July, offering a programme designed for children aged 1.9 to 12 years, hosted in our Greenfield campus in a safe and welcoming environment. Throughout the summer, children will take part in a wide range of activities tailored to each age group, from outdoor adventures and sports to creative workshops, trips, themed experiences and meaningful shared moments.

You can find more details about this summer programme on the dedicated Avenor Summer School page.

We invite you to discover below insights from Cristina Farcaș – Avenor Summer School Lead and Andreea Dumitrescu – Primary Summer School Coordinator, about how this summer programme for children aged 1.9 to 12 is designed.

A theme that brings the real world closer to children

This year’s theme, “In Real Life”, invites children to explore the world around them through play, discovery, and hands-on experiences, tailored to each age group. The youngest explorers in Nursery will experience summer learning between 29 June and 24 July, while children aged 5 to 12 will enjoy all planned activities between 29 June and 10 July at the Avenor College campus in Greenfield.

In Nursery, “In Real Life” takes children on a learning journey rooted in the real world, adapted to their interests and developmental stage. The four weekly modules encourage them to explore big questions such as “How does the world work?” and “How can we make the world a better place?”. Learning comes alive through sensory activities, STEAM experiences, nature exploration and meaningful connections with the local community.

For children aged 5 to 12, the experience is built around essential questions such as “How does the world around us work?”, “Who are the real-life superheroes in our lives?” and “What makes a young entrepreneur?”. These ideas are explored through Project-Based Learning (PBL), where children turn curiosity into hands-on projects, discover fascinating cultures, travel imaginatively through history and experiment with different forms of art.

What’s new in Summer School 2026

For children aged 1.9 to 5, this year’s edition extends the programme to four weeks and places a strong focus on developing independence through activities carried out beyond the traditional classroom, in the forest or during excursions. For the Young Explorers group, dedicated to children aged 1.9 to 3, the programme also includes engaging workshops led by special guests, as well as weekly swimming activities – shares Cristina Farcaș, Avenor Summer School Lead.

For children aged 5 to 12, the summer programme also brings new and memorable experiences. The Water Fun programme is expanded to include weekly swimming sessions, alongside guest-led workshops and interactive activities aligned with PBL themes. Children will also discover a new Escape Room challenge, take part in weekly trips to different destinations, attend hands-on gardening and cooking workshops, and, of course, enjoy the much-anticipated school sleepover – notes Andreea Dumitrescu, Primary Summer School Coordinator.

Experiences children remember most

Some activities, year after year, become true summer stories children carry with them long after the programme ends.

In Nursery, summer memories are built from simple and meaningful moments: weekly themed parties, swimming activities, daily forest explorations and quiet story time with educators. These experiences support children’s emotional and social development while helping them discover the world with confidence and curiosity.

For children aged 5 to 12, the school sleepover, Water Fun days and weekly excursions are among the most loved experiences. These moments combine fun, friendship and adventure, creating memories that last.

 

Nature as a living classroom

The location of the Avenor College campus near Băneasa Forest transforms nature into a genuine learning and exploration space for all Summer School children, regardless of age. Children spend time outdoors every day in an environment that encourages curiosity, movement and a natural connection with the world around them.

The forest becomes an extension of the learning space, where children engage in age-appropriate activities ranging from exploration and free play to sports, gardening workshops and outdoor learning experiences. Excursions and nature-based activities are designed to build resilience, independence and confidence, while also encouraging an active and healthy lifestyle.                           

More than just a summer holiday

Avenor Summer School is more than a holiday programme; it is a space where children grow, explore and develop essential skills in a natural and relaxed way. The summer experience supports their independence, confidence, social-emotional skills, and ability to collaborate and build new friendships.

At the same time, the programme offers a valuable transition experience for children who will begin their journey in the Avenor community in autumn. Through safe, welcoming and familiar experiences, children gradually adapt to the rhythm and atmosphere of school life, building the emotional comfort and confidence needed for a new beginning.

Special offer for new Pregătitoare and Grade 5 students

For newly enrolled families whose children will start Pregătitoare or Grade 5 in September 2026, we are offering two free weeks at Avenor Summer School. This is a wonderful opportunity for children to discover the school, meet teachers and peers, and settle into a natural and relaxed transition.

Our goal is that on their first official school day, children step into the campus not as strangers, but as members of a community they already know, with shared memories and a sense of belonging.

This offer is available exclusively for new families joining in the 2026–2027 academic year (Pregătitoare and Grade 5) who complete the enrolment process between 18 May and 25 June.

For more information, please contact us at:
📧 admissions@avenor.ro 

There are simple moments that stay in a child’s memory for a long time: a morning spent in nature, an adventure shared with dad, the courage to try something new while having a trusted adult by their side. In the early years of life, these kinds of experiences play a far more important role than we might initially think.

An increasing number of studies in the field of early childhood education show that father figures contribute significantly to children’s development of autonomy, self-confidence, and emotional resilience. Naturally, fathers tend to encourage exploration, physical challenges, and active play — experiences through which children learn to test their limits and build courage.

 

Starting from this idea, Avenor Nursery chose to transform a morning spent with fathers into a practical and authentic experience held in Băneasa Forest – a space that has been part of the children’s educational journey since their earliest years.

Instead of a traditional classroom activity, fathers, grandfathers, uncles, and other father figures were invited to spend a morning in nature, taking part in activities inspired by the British concept of “Risk Play” – play through exploration, challenge, and taking controlled risks.

The Forest — A Learning Space and a Teacher at the Same Time

Children and adults built birdhouses together, took part in balance games, explored unusual textures and materials in the mud kitchen, and discovered what a real “Forest Classroom” looks like – a place where nature itself becomes a learning environment.

“Specialists increasingly talk about children’s need to experience ‘managed risk’ – age-appropriate, controlled challenges that help them develop decision-making skills, problem-solving abilities, and self-confidence. Through this ‘managed risk’, we are not exposing children to danger; rather, we are teaching them how to navigate the real world with caution and courage. It is one of the foundations of active learning: the satisfaction of succeeding at something that initially seemed challenging,” explains Tania Păduraru Răduță, Head of Nursery at Avenor Nursery.

Băneasa Forest offers one of the best possible settings for these kinds of experiences.

“In the outdoors, children explore more freely, test their bodies, create, and cooperate. A puddle becomes an experiment, a log becomes a balance exercise, and mud becomes a material for imagination and sensory development. More than that, nature also changes the way adults interact with children. The relationship becomes more authentic, more relaxed, and more present,” adds Tania Păduraru Răduță.

How Can Fathers Become More Involved in Their Children’s Lives from an Early Age?

For many of the parents present, the morning spent in the forest was also a rare opportunity to reconnect. Without phones, without rushing, and without the usual workday morning routine, all attention shifted entirely toward the relationship with their child.

The event also brought forward an essential topic for modern families: how fathers’ presence during the early years lays the foundation for long-term trust and connection. This bond does not require elaborate plans or sophisticated activities.

On the contrary, the magic happens in moments of consistency and emotional availability – such as the joy of building a small boat together from a stick found on the ground. Our educators often observe that, for a child, having their father there “in the grass” beside them is one of the strongest signals of support. This relaxed presence gives children the confidence to explore and make mistakes – essential elements of learning. In the end, it is not the objects built in the forest that remain most important, but the feeling of “togetherness” that gives children strong roots.

At Avenor, these kinds of activities are part of an educational approach that values not only academic development, but also autonomy, authentic relationships, and learning through direct experience. And sometimes, the most important lessons are not learned in a classroom, but in a forest, with muddy hands and dad by your side.

If you would like to experience moments like these together with your children, we invite you to join a special event organised at Avenor on 16 May, between 9:30 AM and 1:00 PM. At “Hello, Summer!” we will play together and explore a variety of activities that will bring thoughts of summer and adventure to life. Register here!

Now in its fourth edition, the Avenor Entrepreneurship Challenge has become one of the most anticipated projects for Grade 9 students, where creativity is the key ingredient in tackling a real entrepreneurial challenge.

This experience gave student teams the opportunity to create a fully innovative food product, going through all the stages of development – from concept to final product. The highlight was presenting their creations in front of a jury of specialists and an audience of peers and parents, ready to support them.

Victor Bratu, EdTech & Data Lead and the competition coordinator, shares in the interview below insights about this year’s edition and how the challenge unfolded.

A project born from the desire to learn differently

The Avenor Entrepreneurship Challenge is part of the Learning Outside the Classroom (LOTC) programme, designed for Grade 9 students, with the aim of transforming education into a practical and meaningful experience.

Launched in 2022, the project was created to provide an engaging learning context where students can apply, in a concrete way, the knowledge acquired in class.

The 2026 challenge: a snack “from beyond our world”

While maintaining the core concept of the competition, students were challenged to create a healthy snack, either sweet or savoury. The 2026 edition introduced a new element: a unifying creative theme – developing a healthy product with a celestial inspiration, “from beyond our world,” while meeting several interdisciplinary requirements:

• Design & Technology and Arts: creating original and suitable packaging
• Business Studies: developing a solid business plan
• Media Studies: building a compelling marketing campaign

Teamwork: clear roles, shared goals

To closely reflect the structure of a real company, each team consisted of seven members, each with a clearly defined role:

• CEO (team leader)
• Two chefs (product development)
• Graphic Designer (packaging and visual identity)
• Business Analyst (financial plan)
• Marketing Director (promotion strategy)
• A seventh flexible member, supporting one of the last three roles based on their strengths

Each team received a budget of 200 RON to develop their prototypes and participated in workshops led by jury members, where they received guidance on nutrition and evaluation criteria.

Competition, emotions, and performance

Nine teams presented their products in front of a jury made up of industry professionals:

• Ioana Bucin, Business Specialist Transformation Manager at GreenGroup
• Andrei Roșu, Marketing and Packaging Specialist and co-founder of Filgud
• Dan Neacșu, Chef at Avenor Living

The level of competition was high, with students demonstrating not only creativity but also determination and strong presentation skills. Emotions ran high, but their drive to impress the jury was even stronger.

Winners of the 2026 edition

After deliberation and feedback sessions, the winning teams were announced:

🥇 1st place – BlissBites – crunchy cookies, perfect for a quick sweet break
Team: Ștefan (9 Delta), Horia (9 Alfa), Ileana (9 Delta), Maya (9 Delta), Izabela (9 Delta), Tania (9 Delta), Andreea-Maria (9 Delta)

🥈 2nd place – PLANITz – sweet protein bites, ideal for energy and an active lifestyle
Team: David (9 Omega), Thea (9 Omega), Alexis (9 Omega), Andrew (9 Omega), Carmen (9 Omega), Mihai (9 Omega), Andrei (9 Omega)

🥉 3rd place – Banoffee – chocolate bars inspired by the classic banana and caramel combination, for a delicious treat
Team: Diana (9 Omega), Sara (9 Omega), Anda (9 Omega), Alexis (9 Omega), Alexandra (9 Omega), Sofia (9 Omega), Anna-Sophia (9 Omega)

More than a competition

The Avenor Entrepreneurship Challenge is more than a contest – it is an authentic learning experience where students discover their potential and develop essential skills for the future.

The products created and the presentations delivered demonstrated not only the high level of the participants, but also their genuine interest in entrepreneurship. Their enthusiasm and engagement confirm that this project will continue to grow and inspire future generations.

Each year, Avenor graduates choose universities across the world — from the United Kingdom and the Netherlands to Italy, Spain and the United States. Over the past seven years, 139 graduates of Avenor International High School have been admitted to leading academic institutions worldwide. Our alumni study Engineering at Eindhoven University of Technology and KU Leuven, Economics at the London School of Economics and Harvard, Medicine at Trinity College or the University of Groningen, and Design at Istituto Marangoni.

At Avenor, career guidance — and subsequently university counselling — begins in the first year of high school. Through a comprehensive process coordinated by our Career Counsellors, students discover their own path and develop a deep understanding of the options available to them at universities around the world.

The diversity of destinations and fields of study is no coincidence. It is the result of a guidance process that starts early and helps students build not only an academic pathway, but also a clear understanding of their values and identity.

At Avenor, preparing for university also means building roots strong enough that, one day — once professional expertise has been shaped in some of the world’s most competitive environments — returning home becomes a deliberate and meaningful choice.

This is how the partnership between Avenor and the Romanian Students Abroad League (LSRS) was born — an organisation that, for over 17 years, has connected Romanian students at universities worldwide and promoted academic excellence, engagement and international collaboration.

This year, Avenor is supporting one of LSRS’s most important projects: the Romanian Students Abroad Gala, which will take place on 7 April at the Palace of Parliament.

Far from Home, Close to Romania

On 7 April, at the Palace of Parliament, the Romanian Students Abroad League will host the Romanian Students Abroad Gala — the annual event recognising the outstanding achievements of young Romanians studying internationally, across fields ranging from STEM and research to the arts and civic engagement.

This year’s theme, “Far from Home, Close to Romania”, captures an idea that resonates deeply with the Avenor community as well: international education is not only about studying at top universities around the world, but also about remaining connected to Romania and understanding why returning home is meaningful.

Avenor students will therefore attend the Gala not as simple spectators, but as future university students engaging directly with young people who have already walked this path. They will have the opportunity to ask real questions about academic choices, about life in an international environment, and about what it means to be Romanian at a top 50 global university — conversations that transform an abstract future into a personal and tangible one.

Learning from Real Experiences

Avenor high school students’ participation in the Gala is designed as an opportunity for exploration and direct dialogue with Romanian students studying abroad. They will discover authentic stories about university applications, adaptation, academic challenges and everyday life in an international context.

At the same time, they will be able to ask questions and hear diverse perspectives on real experiences: what the first year away from home truly feels like, what challenges arise, how the academic culture of a British university differs from that of a Dutch one, and how students learn to navigate between them. It is also the ideal context to explore an essential question: how — and at what moment — do you realise that you want to return to Romania?

Such open and unfiltered discussions complement the university guidance process in a way that no guidebook or presentation can replace. For Avenor students, these encounters transform aspirations and dreams about the future into more concrete plans — and this is the best way to prepare them for the next stage of their lives. Choosing a university stops being an abstract concept and begins to take shape through real faces, experiences and stories.

Shared Values: Academic Excellence and Responsibility Towards the Community

The partnership between Avenor and the Romanian Students Abroad League is built on a shared vision of education: academic performance is not an end in itself, but a starting point for meaningful contribution to society. Both Avenor and LSRS support the idea of a generation of young people capable of performing internationally while remaining connected to the community they come from.

This year, Diana Segărceanu, Founder and Executive Director of Avenor College, is part of the Gala’s Grand Jury, alongside prominent figures from the Romanian and international academic and cultural environments — an involvement that reflects the direct connection between Avenor students’ international journeys and the responsibility to transform global experience into local impact.

“At Avenor, we do not aim solely for our graduates to gain admission to prestigious universities. We aspire to something more ambitious: to shape young people who become among the best in their field — in London, Amsterdam, Barcelona, Milan or Bucharest — who build their professional experience alongside leading experts, and who, at a certain point, choose to bring that expertise back home to Romania. Returning thus becomes a conscious choice and a source of pride, because they have strong roots and understand why their contribution matters. For us, this is education with purpose.” –  Diana Segărceanu, Founder and Executive Director, Avenor College.

Wings and Roots — The Foundations of a Meaningful Journey

At Avenor, career guidance and university counselling are not simply about helping a student secure admission. They are about supporting each student in understanding what they wish to build and where, having the courage to go far, and at the same time the clarity to know what they may one day return to.

The LSRS Gala is one of the moments when this process takes shape. For the Avenor students who will be present on 7 April, it will likely be the first time their academic future acquires real faces and stories — experiences that prepare them to fully embrace international opportunities while preserving their Romanian roots, making the decision to return home both a possibility and a conscious choice.

Sometimes the most valuable educational experiences do not take place in a classroom, but on the road — in conversations between people, in places discovered together, and in the questions that arise when we see the world through the eyes of others.

We are delighted that Romania hosted the XXV edition of the Global Connections seminar, bringing together educational leaders from around the world on a journey of discovery that started in Bucharest and continued through the heart of Transylvania — Cluj-Napoca, Blaj, Sibiu, Viscri, and Brașov. 

The aim of this journey was not touristic, but deeply educational: to explore how education takes root in the community, how cultural identity shapes the school, and how human connections remain essential in a world increasingly influenced by technology and artificial intelligence. It was, in essence, an invitation to rediscover education as a human experience.

Education Begins with People

Camilo Camargo, President of Global Connections, captured the essence of the experience at the end of the visit to Romania: “Romania did not reveal itself as a single story, but as a layered one, where cultures, languages, and traditions coexist. And at the heart of this story, we discovered a simple truth: it is the people who give value to a place.”

Participants met dedicated teachers, school founders, engaged mayors, and members of local communities who fight for the future of education — sometimes in prosperous contexts, other times in places where access to school is still a dream.

This meeting between educational leadership and community leadership was one of the great revelations of the journey. As Dr. Hana Kanan, Director of the International Academy in Amman, observed: “I understood how important it is for political and educational leadership to work together to support education. In some communities, we saw thriving schools, while in others, children are still dreaming of having one.”

 

Learning That Happens Between People

Unlike traditional conferences, the seminar was designed as a lived experience: long journeys, shared meals, visits to schools and villages, spontaneous conversations. For many participants, these moments became the most valuable.

“Traveling with friends is one of the most powerful ways to learn. And when we choose less well-known destinations, we discover surprises that open new perspectives for our students. Romania is a country with a layered history, where different cultures, languages, and communities have learned to live together over time. It is this diversity that makes people resilient, warm, and deeply hospitable. I left with a simple conviction: it takes a village to raise a child, and education should be rooted in kindness — the essential condition for students to flourish. As the Romanian proverb says, ‘Omul sfințește locul,’ (“It’s the people that make a place“) and it is the teachers who give meaning to a school,” says Diana Segărceanu, Executive Director of Avenor College and one of the hosts of the event.

Padme Raina, Director of Strategic Partnerships at Ashbury College (Canada), also remarked on the strength of the communities encountered: “I was inspired by the people who take responsibility for educating their communities — founders, local leaders, heritage conservators. When people build together, a sense of belonging emerges.“

And this belonging is not built through technology, but through shared experiences:

“Relationships develop when we travel, work, or eat together — not through AI.”

Wellbeing and Human Connection — Beyond Concepts

The central theme of the seminar was wellbeing in education, but participants quickly realized that it cannot be reduced to theories or institutional strategies.

Simona Baciu, founder of Transylvania College and the InIm Institute, described the experience as a rediscovery of learning through connection: “I learned that wellbeing is built in simple, human moments — in conversations, in shared stories, in the curiosity to listen and understand different perspectives. Education is everywhere, not just in schools.“

This idea was also shared by Cristina Willows, Deputy Executive Director at Avenor College: “Along the way, we met extraordinary people, each in their own way, who reminded me that life works best when it works for the common good first — only then does it truly become good for each of us. In every school and community we visited, one thing was clear: progress is never accidental. It is always the result of people who genuinely believe they can make a difference and act on that belief every day.“

Romania: A Lesson in Identity and Belonging

For many guests, discovering Romania became a transformative experience.

Dana Hamzouq, Deputy Director at the International Academy Amman, described the impact of the experiences: “Education is shaped not only by systems and structures but by values, culture, and human connections. Romania offered us not only knowledge but inspiration — an example of resilience, pride, and unity.”

Participants repeatedly noted the hospitality and authenticity they encountered along the way — elements that turned the seminar into a personal, not just professional, experience.

A Simple but Essential Conclusion

At the end of the nine days, the conclusion that emerged from this experience was surprisingly clear: the future of education does not depend exclusively on technology, curriculum, or global models, but on our ability to keep it deeply human.

 

Dear parents, has it ever happened to you to read a message sent by your child and understand absolutely nothing? Or to hear them say something enthusiastically while you are left with the feeling that you missed half the conversation?

You are not alone. The language of Generation Z (and already Generation Alpha) evolves rapidly and sometimes feels like a true secret code. The good news? It can be decoded. And, more importantly, it can become an opportunity for connection rather than frustration.

Out of a desire to help a journalist friend working on an article about this topic, Dana Papadima, Educational Director at Avenor, had an experience from which we can all benefit.

“I tried to lend a hand to a journalist friend who is preparing a more extensive article about the language – or rather, languages – used by children and young people. He thought he would be consulting a linguistics specialist; I turned out to be an amateur. I DO NOT KNOW how young people speak, what English or American expressions they borrow, or what gestures accompany their words or exclamations.

In desperation, I turned to a few high school students with whom I have very warm relationships. However, in the presence of teachers and adults in general, they tend to self-censor. An adult attempting to immerse themselves in their language codes would immediately be labelled cringe — the only word from their jargon I have known for about three years.

Natalia helped me put together a list, and I invite both teachers and parents to read it, take note, and enjoy it. I promise — it’s worth it.”

A Mini Gen Z Dictionary

“That’s bussin!” means: “It’s really good / I love it.”

“Slay!” means: “You did an excellent job!” or “You look amazing!”

“I have rizz.” means: “I’m charismatic / socially confident.”

“YOLO.” means: “You only live once — it’s worth trying.”

“Bae.” means: someone very dear (a boyfriend, girlfriend, or special person).

“Fri yay!” expresses maximum excitement that the weekend has arrived.

“Din dins.” simply means… dinner 🙂 (yes, sometimes it’s that simple).

“Moist” (followed by laughter) refers to a word considered funny or cringe in certain online contexts.

“Holibobs.” means: holiday or vacation.

“I-a dat înjoseală”. ( “He/she got humiliated.”) means someone embarrassed or publicly shamed another person.

“Mi-a dat cu seen.” (“Left me on seen.”) means your message was read but not answered (and… yes, it stings a little).

“Ghosted.” means someone suddenly disappeared from communication without explanation.

“L-a casperizat.” (“Caspered.”) means a softer or temporary version of ghosting — disappearing for a while.

“Mane.” means: “man,” “bro,” an informal way friends address each other.

“Chill.” means: “calm down” or “relax.”

“Sho.” means: “me too.”

“Soto.” means: “seriously,” “for real,” without exaggeration.

“Te-a luat randeaua.” means someone verbally attacked you and left you without a comeback.

“Simp.” means someone who does too much for a person they like, usually without receiving the same interest in return.

“Harfă.” means exaggeration, bragging, or storytelling meant to impress.

“I’m weak” / “I’m dead” / “mor” mean something is extremely funny.

“FR FR.” means: “for real, seriously.”

“Sus.” means: suspicious — something feels off.

Why Does Understanding This Language Matter?

It is not just about words. It is about belonging, identity, and the way children build their social relationships. For them, these expressions are natural — just as the expressions of our own generation once were for us.

When we try to understand their language, we communicate something far more important than linguistic correctness: “I am curious about your world.” And from there, a real conversation often begins.

We may never say “slay” perfectly without sounding forced — and that is perfectly fine. But if we can translate a few words and smile together about them, we are already speaking the same language.

And that… is truly bussin. 🙂

In education, we often talk about reforms, programmes, examinations, or curriculum. Far less often do we speak about teachers as professionals — about what it truly means to build a strong profession around teaching.

In Romania, continuous professional development for teachers is often associated with accumulating credits or attending courses and conferences. For many, it has become an administrative obligation rather than an authentic process of growth — not due to a lack of willingness, but because of limited time, coherence, or practical relevance.

And yet, the essential question remains: what does it actually mean to be a well-prepared teacher today?

In a constantly changing educational landscape, the professionalisation of teaching can no longer be an individual endeavour. Teachers need mentorship, collaboration, and schools that function themselves as learning environments for adults. At Avenor, we are working to build such a model.

What Does a Well-Prepared Teacher Mean Today?

Being a well-prepared teacher does not simply mean mastering subject knowledge; it means transforming complex concepts into meaningful learning experiences and supporting the development of students’ critical thinking and autonomy.

Today’s teacher continuously adjusts their practice according to students’ real needs, through an ongoing process of reflection, collaboration, and professional learning that includes curriculum design, authentic assessment, and the responsible integration of technology.

Induction, Mentorship, and Continuous Development

At Avenor, teacher preparation begins during the recruitment process, with particular attention paid both to professional competencies and alignment with the school’s values.

“During recruitment, beyond the rigorous evaluation of professional competencies, we also focus on the deeper dimension of alignment with Avenor College. We share Avenor’s story with candidates and seek to understand whether we share the same vision of education and the same professional standards.

For us, excellence in teaching goes hand in hand with responsibility — including a strong commitment to safeguarding principles and the ability to create a safe environment in which every child is protected, respected, and supported to reach their potential. Professionalisation begins with competence but is strengthened through values and through responsibility for the impact we have, every day, on each student.” –  Cristina Willows, Director of People & Operations, Deputy Executive Director, Avenor.

The onboarding process before the start of each academic year includes dedicated days for joint training, planning, and pedagogical alignment. Newly appointed teachers take part in an extended induction programme centred on school culture, student safety, and professional expectations.

Annual feedback collected from participants contributes to the continuous refinement of the process, following an approach based on reflection rather than assumptions.

Teachers for Teachers: Investing in the Future of the Profession

At a time when education needs well-supported early-career teachers, the Teachers for Teachers programme represents one of the ways Avenor actively contributes to the professionalisation of teaching.

The two-year programme provides mentorship and practical training for graduates and early-career teachers, helping them build a strong professional foundation. To date, seven teachers have benefited from the programme, contributing to the development of a new generation of educators prepared for the challenges of contemporary education.

Performance Management: Development, Not Formal Evaluation

At Avenor, performance evaluation is designed as a process of professional growth. Each teacher sets annual individual objectives, including one dedicated to continuous professional development, supported through internal courses, external training, conferences, and team collaboration.

The impact of this process becomes directly visible in the classroom, in the way teachers adapt their practices and relationships with students.

“Being in my first year at Avenor College, I discovered that professional development is not just a theoretical concept but a real driver of daily activity. The Performance Management process and setting Professional Learning and Development (PLD) objectives helped me define a clear direction from the very beginning.

I feel that this system provides practical support in the lessons I observe; I have learned enormously by monitoring my progress and adapting my working methods. The impact is visible directly in the classroom, in my interaction with students from Reception to Year 4, where I can apply new techniques that keep them engaged, active, and curious. It is a continuous learning process that gives me confidence that I can genuinely contribute to each child’s development.” – Ovidiu Mirăuță, Learning Assistant

“For me, professional development is a deliberate process that helps me maintain high standards in my daily work. In a school that places such strong emphasis on the balanced development and wellbeing of the entire community, I constantly seek to integrate courses that refine my skills.

I have participated in programmes from the school’s professional development offer, such as Teaching with Love and Logic and From Values to Action: Making SMSC Visible in Secondary.

This year, I also chose the course AI Unplugged: Teaching Smarter, Not Harder, which is already helping me reduce part of my administrative workload, giving me more time for the other important aspects of my role as a teacher and counsellor.”- Anda Costache, School Counsellor, Form Tutor 8 Omega

Communities of Practice: Learning Does Not Happen in Isolation

Authentic professional development requires dialogue and shared reflection. At Avenor, teachers are part of a community of practice where feedback is natural and collaboration becomes part of everyday work.

“The beginning of my experience at Avenor was marked by enthusiasm, emotion, and curiosity. Everything felt intense and new, and my mind was full of questions. Gradually, through a sustained professional development process adapted to my needs, I found direction and clarity.

Performance Management became a space for honest reflection, where I organised my achievements, challenges, and growth steps. In the classroom, I see how my involvement transforms into students’ courage to try, their joy in learning, and their desire to seek answers. And I feel, perhaps more strongly than ever, that I belong to a community that shapes not only well-prepared students but balanced individuals with open hearts and minds.” – Ancuța Floreanu, Primary Teacher, Year 1 Delta

The PLD Programme (Professional Learning & Development): Sustained and Practical Learning

Teachers regularly participate in Professional Learning & Development sessions dedicated to sharing best practices and pedagogical reflection. At Avenor, time for professional learning is considered an integral part of the teaching role, not an additional activity.

“Because continuous learning and the quality of relationships within the community are essential ingredients in the cognitive, social, and emotional development of all its members, at Avenor we seek to create professional growth opportunities for teachers.

Our development programme is aligned with the school’s strategic objectives and guided by adult learning principles, fostering a culture of learning that enables collaboration both within and across departments.

We aim to create a learning environment in which colleagues feel safe to experiment with new teaching strategies that they can later integrate into their classrooms. Teachers therefore have autonomy to choose relevant internal courses, sessions, conferences, or external training aligned with their individual interests and needs.

Because classroom impact is built over time and reflection is an essential tool in this process, our courses include moments where teachers evaluate how they have interacted with different types of content and observe changes in their own lessons or those of colleagues through peer lesson observation.”-  Cristina Bumboiu, Curriculum Development & Teacher Training Lead

School Culture: The Environment That Supports Professional Growth

At Avenor, professional development is not a reaction to external requirements but an integral part of the school’s organisational culture. Teachers belong to a community of practice where professional dialogue is encouraged, feedback is natural, and learning becomes a collective process.

Support for teachers includes both pedagogical and technological development — through practical courses dedicated to the use of artificial intelligence and new technologies in education — as well as initiatives that promote personal balance and wellbeing.

The wellbeing strategy “Be Well in Order to Do Well” is based on the belief that teachers’ wellbeing directly influences the quality of students’ learning experiences. The school therefore creates diverse opportunities for reconnection and balance, including cultural activities, exhibition and theatre tickets, nature trips, community sports challenges, and access to services or consultations at preferential or partially subsidised rates.

Through this combination of professional development and wellbeing support, teachers gain the space and energy needed to experiment, collaborate, and transform lessons into authentic learning experiences.

Beyond an Internal Model

In the 2024–2025 Annual Report, we detail how these programmes are implemented across the school, alongside the results achieved and the impact we aim to create — not as a universal model, but as an example of how investing in teachers and strong professional communities directly contributes to educational quality.

Regardless of school or system, one thing remains constant: the quality of education depends directly on the level of preparation, support, and professionalisation of those who enter the classroom every day.