Author: Avenor College

We have become so used to seeing children holding phones that it barely surprises us anymore. A 10–12-year-old with eyes fixed on a screen in every spare moment of the day has become the norm.

At Avenor, phones are not part of that norm. Students do not use them during the school day. If they bring them, they leave them at the entrance in a specially designated locker. Throughout the day, technology is used through school-managed devices, with controlled access and educationally validated applications. The goal is not rigid control, but protecting the learning environment and students’ well-being.

And yet, even within a regulated framework, digital reality remains present. Children live in a world where access to social media is just one click away outside of school. That is why the question is not only whether we ban it, but how we prepare them for the moment when we will no longer be able to control access.

Because beyond rules, we all play a role in this equation — school, parents, and society as a whole.

Victor Bratu, EdTech and Data Lead at Avenor College, speaks in this article about our shared responsibility.

Social Media Is Not “Just Another App”

For children and teenagers, social media is an environment designed to capture attention, amplify social comparison, and turn validation into currency.

At the conference “What`s Worth Learning?”, Dragoș Stanca, founder of Ethical Media Alliance, addressed this reality directly: we live in a digital ecosystem built for efficiency and profit, not for balance or social good.

“Only 3.5% of the content reaching people today is in the public interest. The rest is noise,” he said.

In this model, attention becomes the product. Children are not just users — they are part of the economic mechanism of platforms. And one comparison remains particularly powerful:

“Scrolling is the new smoking.”

As teachers, we see the effects immediately: fragmented attention, tensions between classmates, constant social pressure, and conflicts at home related to time and limits.

The “Forbidden Fruit” and the Illusion of Control

This leads to the dilemma: do we ban or do we educate?

Believing that a law or a firewall will solve the problem ignores the natural ingenuity of children growing up in the digital era. VPNs, fake age accounts, older friends’ help — technical barriers are often only temporary.

A ban without explanation turns social media into the “forbidden fruit,” consumed in secrecy, without guidance and without a safety net.

We need both — but in the right order: first education, then autonomy.

The Lesson We Learned from How We Approach AI

A realistic model comes from the way we manage artificial intelligence in school.

AI is not “free for all” from the start. Independent access to certain internally managed tools is allowed only starting in grade 7. However, education about technology begins much earlier.

Students go through a process of “gradual release of responsibility”: first they understand the concepts and ethics, then they practice with guidance, and finally they navigate independently, once they are able to make informed decisions.

The lesson is not about AI itself, but about development. Children need reference points before freedom. The same approach should apply to social media: we prepare them to understand what happens online, and then we teach them how to make good decisions when we are no longer beside them.

Five Educational Principles for Social Media in School

1. A clear and consistently enforced minimum age limit (13 or 16) for accessing any social media platform, explained to both students and parents.
2. In primary school: recurring 15–20 minute micro-learning sessions, not “one lesson per year,” focusing on understanding public vs. private space, disguised advertising, digital footprint, and algorithms.
3. In lower secondary (ICT and homeroom): a dedicated media literacy module covering privacy settings, time management, information verification, and appropriate online behavior, with real-life case studies.
4. In other lower secondary subjects: targeted integration where relevant — persuasion in Romanian/foreign languages, propaganda in history, sleep and stress in biology, civic responsibility in social studies — with direct references to both positive and harmful uses of social media.
5. Parent education: sessions for the wider community, so that school rules are not undermined at home.

Shared Responsibility: School and Family

At Avenor, students do not use their phones during the school day. If they bring them, they leave them at the entrance in a designated locker. This rule is applied clearly and consistently up to age 16 (Year 11). During the day, students use school-managed iPads equipped with monitoring systems and restrictions on applications that have not been validated by the educational team. Access to social media or other social platforms is excluded.

Technology is present, but filtered and guided.

And yet, like any other children today, these students may have access to phones and tablets outside of school, depending on what parents allow. That is why a unified approach is essential.

If there are clear limits at school but total freedom at home, children will struggle even more with boundaries. Consistency between the school and family environment is not an administrative detail — it is a protective factor.

Wall or Compass?

We cannot build an infinite wall around the internet. Technology evolves exponentially, and digital reality cannot be suspended by decree.

But we can build an internal compass: the ability to understand mechanisms, recognize manipulation, manage time, and make informed choices.

A ban may stop something temporarily. Education shapes behavior for the long term.

At Avenor, the past is not just a collection of dates and events — it is a space for reflection, an opportunity to understand how societies are formed and how each of our choices shapes reality. For young people, becoming aware of the past is a form of responsibility and an exercise in critical thinking, essential in a world where extremist and polarizing ideologies increasingly find their way into the public sphere.

Although our high school follows a British curriculum, the Romanian language remains a bridge between identity, culture, and historical context. Starting this year, the Romanian Language curriculum includes a special component dedicated to the communist period, with a focus on understanding everyday life, the mindsets of the time, and the impact of this past on today’s society.

Reading relevant novels and poems, engaging with significant speeches, and watching films that illustrate this era turn theoretical lessons into concrete, memorable experiences for our high school students.

Learning through Literature and Film

Classes dedicated to studying communism, integrated across different learning units, have used diverse resources: from the novel ”Sînt o babă comunistă” by Dan Lungu and the essay ”Era mai bine înainte” by Andrei Pleșu, to the banned poetry of Ana Blandiana and the speech “Istorie, eroi și moștenire” delivered by Princess Marina Sturdza at TEDxCluj.

Within this framework, watching the film Anul nou care n-a fost offered students a direct and moving perspective on everyday life and moral dilemmas during that period. The film complemented these resources, providing a visual and emotional context that stimulated curiosity and reflection.

“At the high school, out of the need to understand the Romanian communist era, we dedicated a few Romanian classes to this period, which for students sounded as distant as the Battle of Rovine. With each class, we introduced a concise overview of society, dictatorship, and daily life. Recently, the 11th-grade classes, along with a few guests from other classes, watched the film ”Anul nou care n-a fost” from start to finish. For two and a half hours, the room remained completely silent — you could have heard a pin drop,” says Dana Papadima, Educational Director.

Dialogue with the Film’s Creators

The experience was enriched by the presence of actress Emilia Dobrin and the film’s creative team: set designer Iulia Fulicea, set designer Victor Fulicea, and director Bogdan Mureșanu. After the screening, students met the team and took part in a discussion lasting over an hour, asking questions, receiving answers, and engaging in an active exchange of ideas.

“For Victor and me, participating in this event confirmed that we made a good choice regarding our children’s school. We have presented the film Anul nou care n-a fost at several screenings for students from different high schools in Bucharest and across the country. We felt the unequal opportunities among various social and cultural backgrounds, but we were also deeply impressed by the lucidity, confidence, and light in the eyes of some of the students.

At Avenor, we arrived with hearts full of emotion. Some of the participants we know personally, others only by sight, yet I can say we found a group of beautiful, curious, spontaneous, and courageous students who, after more than two hours of watching the film, stayed for the Q&A session. Their ability to listen calmly and attentively to our answers, and the maturity of their questions — surpassing even many adults — was remarkable. People say their generation lacks patience and wants everything fast, with immediate gratification. What we saw in these wonderful young people was exactly the opposite.

We left Avenor with our hearts at peace and filled with the emotion shared by the students and their teachers,” says Iulia Fulicea, set designer and parent in the Avenor community.

More Than a Film

From an educational perspective, the experience was much more than watching a movie. It was an opportunity to understand social and historical context, reflect on the impact of the past on the present, and practice open, reasoned, and empathetic dialogue. Through such activities, classroom theory comes alive, and students learn to connect literature, history, and direct experience in a coherent and profound way.

A school can look very good on paper. It is far more difficult to look just as good when every process is placed under a real magnifying glass, with close attention to students’ learning experience.

BSO (British Schools Overseas) inspections are international evaluations that function as a complete diagnostic scan of a school. Avenor College is preparing for its third BSO inspection, benchmarked against “Outstanding” standards — the highest level this inspection awards, which the school has held since 2023.

In this article, you can discover how such an inspection unfolds, how rigorous it is, and what impact it has on school life.

 

An inspector may ask a question that seems, at first glance, simple: A student is consistently late for morning lessons. How is the situation addressed?

Is it merely a disciplinary issue? A matter of personal organisation? Or a signal that something deeper needs to be understood?

In a BSO inspection, such a situation is never treated superficially. Inspectors do not only ask what the policy states, but how it is applied, who identifies the pattern, how the case is analysed, and what impact the intervention has on the student.

Because a school is not evaluated on how well it writes policies, but on how coherently and consistently it implements them — in real situations that may seem small, yet are essential.

Three Days, Five Inspectors, and a Complete Diagnostic Review

A BSO inspection lasts three days and is conducted by a team of independent inspectors with experience in the British education system. During this time, the school is observed from every possible angle. Inspectors enter classrooms, speak with students, teachers and parents, and analyse documents, data and processes. Nothing is considered too minor to overlook.

In a Project-Based Learning lesson, inspectors notice that some students are working in English while others are working in Romanian. It is not the teacher who explains the situation, but the children themselves: they choose their working language for the project, and the transition from Romanian to English happens naturally, without effort or hesitation.

It is one of those moments when bilingualism is not declared in a document, but lived daily in the classroom.

Inspectors ask uncomfortable yet necessary questions: What happens to students who learn very quickly? What about those who need more time? How does the school ensure that every child makes progress — even if that progress looks different from one student to another?

 

The SEF: What You Say and What You Can Prove

Long before inspectors arrive, the school submits a key document: the Self-Evaluation Form (SEF). This document covers eight standards and must answer one essential question:

Why is this school Outstanding and not simply good?

For BSO, statements are never enough. Every claim in the SEF must be supported by clear evidence: multi-year progress reports, academic and behavioural data, structured feedback from parents and students, and documentation of real processes applied consistently.

Inspectors analyse students’ progress comparatively over time, paying equal attention to highly able students and those with specific educational needs. The question returns constantly: “Why did you choose this solution and not another?” The answers must be rooted in the school’s real context — not in generalities or standardised phrasing.

“At Avenor, preparing the self-evaluation report for the BSO inspection always begins with consulting the most recent official documents and with carefully coordinated work. It is a collaborative process when building the narrative and selecting the evidence, but it also requires individual responsibility and adherence to timelines, precisely to avoid unnecessary pressure or last-minute work.

For each standard, we clearly state where we believe we stand, differentiated across educational levels — nursery, secondary and sixth form — and we explain why we do things in a certain way, how they unfold in practice, what results we achieve, what impact they have, and what next steps follow from this analysis. Preparing this report thus becomes a valuable opportunity for reflection, allowing us to examine school projects and processes both in detail and from a broader perspective, essential for the development of an educational institution.

Regarding the evidence included, we do not collect it simply because an inspection is approaching, but as part of a consistent, annual way of working. We analyse this evidence intentionally, individually or in teams, use it to make informed decisions, and preserve it as a foundation for future evaluations. This quality assurance process is structured, predictable and designed to become part of the school’s culture. It allows us to always know where we stand and to support our statements with real arguments and examples, reducing stress and directly contributing to the wellbeing of the entire team.” — says Mihaela Ancuța, Assistant Head of Secondary and coordinator of the internal preparation process for the BSO inspection at Avenor.

The People and Culture Behind the Structure

A crucial chapter of the inspection focuses on the team. Inspectors request organisational charts, job descriptions, recruitment procedures, evidence of reference checks and criminal background checks for employees. They analyse the leadership structure — from the Board and Senior Leadership Team to middle leaders and subject experts.

Beyond structures, however, their primary interest lies in professional culture: how teachers are supported to grow, what happens when someone is at the beginning of their career, or when performance has not yet reached the expected level.

 

At Avenor, the emphasis is on deeply knowing the team and having clear development plans. There are quality control mechanisms, continuous feedback and active leadership that monitors the process.

“At Avenor, learning and professional development are not treated as a separate programme, but as part of the school’s culture. With rigour and clarity, we aim to build a collaborative learning framework grounded in reflection, which helps teachers bring the pedagogy of the 3Cs and the Avenor Profile into the classroom.

Rooted in educational research, this framework focuses on deepening knowledge, refining teaching expertise and sustaining motivation within a psychologically safe learning environment.

When the entire team advances towards a shared pedagogical objective, teacher autonomy becomes essential. It translates into real choices: from shared reading materials and common assignments to the freedom to adapt strategies to one’s own class, access to additional professional development opportunities, and personal decisions about how this learning contributes to individual performance goals.”— says Cristina Bumboiu, Curriculum Development & Teacher Training Lead.

The Campus: A Space That Supports Learning

Avenor has consistently invested in a modern campus. For inspectors, however, size or aesthetics are not what matters most, but how each space genuinely supports learning and students’ wellbeing.

From experiential learning areas for nursery children to dedicated sixth form spaces, every area is analysed through the lens of functionality. The space must allow movement, collaboration, focus and clear transitions between activities. Safety is an integral part of this equation: well-established arrival and dismissal routines, evacuation procedures, and systems that enable continuous monitoring of each child’s presence throughout the day.

Inspectors also observe informal moments, such as break times. Even when hundreds of children are playing outdoors, the atmosphere must remain calm, predictable and well organised. A solid routine, visible even in these moments, is a key indicator of a school that protects its students and provides a safe environment.

In this context, technology is viewed as part of the learning environment, not as an end in itself. Inspectors assess whether it is meaningfully integrated into classroom practice, whether it supports pedagogical objectives, and whether there are clear policies regulating its use, including limiting excessive exposure to devices. Like physical space, technology must serve learning — not dominate it.

When Excellence Becomes a Benchmark

At the last BSO inspection, one of the inspectors’ firm messages was that a truly Outstanding school does not keep its good practices to itself.

In recent years, Avenor piloted its own mathematics curriculum in a state school in Râmnicu Sărat, through a project funded by Romania’s National Recovery and Resilience Plan (PNRR).

More recently, the school was designated a Pilot School for the next four years, with the mission of developing a lower secondary model that can be replicated in other schools.

At the same time, Avenor has become a space for dialogue about education through the “What Is Worth Learning” conferences, now in their eighth edition, as well as through courses and webinars delivered by teachers and educational leaders to colleagues in Romania and abroad.

Innovation as Responsibility

Another sign of a truly Outstanding school is the ability to innovate coherently — not through isolated initiatives, but through deliberate curricular decisions. At Avenor, this has meant launching a comprehensive curriculum rewriting process, guided by Kevin Bartlett (Common Ground Collaborative), using the lens of the 3Cs: Concepts, Competencies and Character.

This approach starts from a fundamental question: How can we ensure that what children learn is relevant, applicable and contributes to their full development?

At Avenor, learning is not reduced to the accumulation of information. The focus is on developing deep conceptual understanding — the ability to think critically about the big ideas that shape the world; on acquiring essential practical competencies — real skills for action and problem-solving; and on cultivating strong, positive character — the values and attitudes that define an ethical and responsible individual.

Through this lens, the curriculum becomes clearer, more coherent and more relevant: content is deepened, not crowded; competencies are practised intentionally, not assumed; and character development is integrated into the learning experience, not treated as an optional add-on.

In this context, innovation does not mean doing things differently for the sake of novelty, but doing them better, more responsibly and closer to children’s real needs.

What Remains After the Inspection

Avenor College is now preparing for its third BSO inspection. At the previous one, the school achieved an Outstanding rating across all standards — the highest possible level.

But this result does not bring comfort.

It brings responsibility.

Because a BSO inspection is not about three carefully prepared days, but about what happens every single day throughout the rest of the year.

At Avenor, we nurture curious children and cultivate critical thinking as an essential tool for navigating a world in constant change. The 8th edition of the “What’s Worth Learning?” conference, themed “The Future: Between Anticipation and Preparation”, once again confirmed that the direction we are taking is both relevant and necessary.

 

In a context shaped by technological acceleration, artificial intelligence and an overwhelming flow of information, the discussions during the conference highlighted the importance of skills that Avenor students already practise every day: critical thinking, the ability to make connections, responsibility, and a strong sense of identity.

“The future is already here, but it is not always visible or understood,” emphasised Dragoș Stanca, founder of the Ethical Media Alliance, as he explained the accelerating pace of technological change and its impact on democracy, information and childhood. He illustrated how technological progress can no longer be perceived in linear terms: ten ordinary steps in daily life translate into more than a kilometre in technology. The pace is no longer exponential, but “super-exponential”, and developments in artificial intelligence, robotics, biotechnology and quantum computing are not happening sequentially, but simultaneously.

This reality brings innovation, but also confusion, anxiety and growing generational gaps.

“Scrolling is the new smoking,” Stanca added, pointing out that today’s digital ecosystem is built efficiently, but not ethically. Children are growing up in an environment where their attention is a commodity, and algorithms reward extreme emotion and polarisation rather than truth or the public good. The message is clear: it is no longer enough to protect children. We must teach them to understand how platforms work and to consume information with a critical eye.

“What if we taught the future in school?” challenged Diana Stafie, strategic foresight consultant and founder of Future Station. The concept of future literacy encourages us to explore possible scenarios, use imagination and develop transdisciplinary thinking — exactly what we do at Avenor through integrated projects and an applied curriculum. One concrete exercise that resonated strongly with parents was that of “memories from the future”: before making a decision, children are encouraged to imagine possible outcomes. This helps reduce anxiety and supports more conscious, responsible decision-making.

The conference reaffirmed that Avenor’s pedagogy — centred on critical thinking, autonomy, responsibility and character — is not only relevant, but essential. At the same time, it offered new perspectives: how to talk meaningfully about the impact of technology, how to prepare children for uncertainty, and how to develop their capacity to be active participants in the world, rather than passive spectators.

future is not just something that happens to us; it is something we can shape and co-create through engagement,” Diana Stafie concluded.

The conference was therefore not only a space for dialogue, but also a powerful reminder that education is not about prediction, but about preparing children to think, adapt and actively contribute to the world of tomorrow.

Choosing the right educational system is one of the most important decisions for a student’s future and raises many questions for parents: what differentiates international systems, what A Levels mean in practice, and how these choices influence university admission and career orientation.

These topics are at the heart of an open discussion taking place on February 11th –  Avenor Talks, where we welcome parents interested in international education.

The article below provides context and concrete examples of how the British curriculum supports students’ academic journeys. Richard Thomason, Head of the Secondary School and one of the hosts of the February event, discusses the rigour and long-term opportunities offered by a British education.

Join the discussion by completing the event registration form.

The beginning of the year is a very intense period for many of Avenor’s Year 12 students, who are experiencing something truly special: the joy of receiving their first admission offers from some of the world’s top universities. It is an important milestone both for them and for their families, as it brings reassurance, confidence, and the clear feeling that the efforts of recent years are paying off – a confirmation of a path built with patience, consistent hard work, and carefully considered choices.

While for most Year 12 students in Romania the pressure of final exams and university admissions will continue at least until the summer, Avenor students following the British curriculum and the A Levels programme are already entering a different stage. The offers received so far reflect not only excellent academic results, but also universities’ confidence in the rigor and relevance of this educational pathway.

For students in Romania, A Levels represent a major advantage: these qualifications are recognized and directly accepted by universities in the United Kingdom, Europe, the United States, Canada, and Asia, becoming a true international academic passport. We are delighted for our students who have already received offers from the universities they aspire to attend, and we continue to look forward with anticipation to the offers for all of this year’s graduates.

As these offers arrive, the diversity of opportunities available to Avenor students becomes increasingly clear. Although some parents worry that graduating from a British secondary school might limit their children’s options to universities abroad, experience shows us the opposite.

Year after year, the list of universities that welcome our students continues to grow, including both prestigious institutions around the world and universities in Romania. Carol Davila University of Medicine and Pharmacy, the Bucharest University of Economic Studies (ASE), the Romanian-American University, and Tiffin University of Bucharest are just a few of the destinations chosen by our graduates who, through the programme they follow throughout secondary school, have the freedom at graduation to choose the academic path that suits them best.

What the British pathway means at Avenor

At Avenor, the British pathway is more than a set of international examinations. It is a way of gradually building students’ independence, their ability to think critically, and their confidence in making their own academic decisions.

Students begin with a broad curriculum that provides a strong foundation across multiple disciplines, and as they progress, they are encouraged to personalise their educational journey according to their interests, strengths, and future plans. This balance between rigour and flexibility naturally suits the Avenor student profile: curious, engaged young people with a global perspective on education.

IGCSE and A Levels: how they work and why they matter

In the first two years of secondary school (Years 9 and 10), students follow the IGCSE programme. This focuses on a deep understanding of concepts, the development of critical thinking, and the ability to work independently. Students typically study 8 – 9 subjects, and the examinations are externally set and internationally standardised.

In Years 11 and 12, with A Levels, learning becomes much more specialised. Students choose three or four subjects directly aligned with the university fields they wish to pursue. This is a demanding stage that requires discipline, strong organisational skills, and a great deal of independent study, but it prepares students extremely well for the expectations of higher education.

At Avenor, the British curriculum is enriched by the study of the Romanian language, which remains a constant throughout the entire secondary school period, reflecting the school’s strong Romanian roots.

The support behind performance

The achievements of Avenor students are no accident. Throughout secondary school, they benefit from continuous support: regular feedback, individual meetings with teachers, and careful guidance in making academic decisions.

An important role is played by the IGCSE Options Fair and A Levels Options Fair, events dedicated to Year 8 and Year 10 students, where students and parents discuss available options directly with teachers. Subject selection is not left to chance but is the result of a process of reflection and counselling.

The academic pathway is complemented by a solid career guidance and counselling system. The team of counsellors works closely with students starting from the IGCSE period, helping them clarify their interests and build a coherent path for the future. The quality of this programme is also confirmed by recognition from the Career Mark International Award.

More than just a curriculum

The British curriculum remains one of the strongest educational models in the world due to its rigor, coherence, and academic relevance. For Avenor students, however, it means more than a globally recognised qualification: it represents a pathway that prepares them for a constantly changing world, where independence, critical thinking, and deep understanding truly make a difference.

In a world where information travels at an overwhelming speed and reality is often filtered through appearances, TEDxYouth@AvenorCollege returns with a new edition that invites reflection, clarity, and a closer look at the world around us. The event will take place on Saturday, February 7th, at 4:00 PM, at ARCUB.

Around 30 high school students, coordinated by Karina and Mihai, 12th grade Omega students, are carrying the tradition forward and are working hard to turn this event into a successful edition, aiming to offer the audience a memorable experience. With dedication, responsibility, and strong team spirit, Avenor students independently organise every detail of the event, delivering- just like in previous editions – a true lesson in perseverance and commitment.

We look forward to welcoming as many of you as possible to enjoy the results of their efforts together.

Tickets are available HERE.

The team organising TEDxYouth@AvenorCollege is renewed each year, bringing together experienced students from previous editions and peers encountering the project for the first time. For everyone, the organisation process becomes a genuine learning space, where each student takes on a role based on their interests and skills, contributing actively to departments such as Sponsorship, PR & Marketing, Design, Event Management, Web Design, Legal, Speaker Management, or Executive Production. By working collaboratively, students learn to communicate effectively, take on responsibility, and create an event that meets professional standards.

“We are already at the fourth edition of TEDxYouth@AvenorCollege, which represents for us an invitation to open dialogue between generations, an opportunity to ask sincere questions and explore diverse perspectives in a world dominated by overexposure and quick judgments. The speakers were chosen for the way they refused to accept reality at a superficial level and instead chose to broaden their perspectives, questioning conventions and appearances,” says Karina, a 12th-grade Omega student and coordinator of TEDxYouth@AvenorCollege.

Through this collaborative effort, this year’s theme – Eyes Wide Open – takes shape and becomes an invitation to reflection.

“Together with my colleagues, we have selected speakers who bring original perspectives and challenge conventional thinking. The speakers come from diverse fields – from art and fashion to sports, social sciences, and public policy. We want to ensure that each guest, through their stories and ideas, will inspire the audience.

So far, the confirmed speakers are: Domnica Mărgescu – Fashion Director at ELLE Romania; Maurice Munteanu – Fashion Editor at ELLE and fashion critic; Diana Bulimar – Olympic gymnast and youth gymnastics coach; Gelu Duminică – PhD in Sociology, lecturer at the University of Bucharest, and activist involved in redefining community engagement; Roxana Chirițoiu – European policy adviser in Brussels and internationally recognized civic leader; Dorin Boabeș – Co-founder of the Mind Architect podcast; Mircea Toma – Member of the National Audiovisual Council of Romania, journalist and human rights activist. The list is still open, with more speakers to be announced,” adds Mihai, a 12th-grade Omega student and coordinator of TEDxYouth@AvenorCollege.

Through these diverse perspectives, the event will give the audience the opportunity to see the world from different angles and reflect on how people’s ideas and experiences can inspire curiosity, empathy, and action.

Challenges and Lessons Learned

This edition is the result of the hard work, courage, and creativity of dozens of high school students, many of whom are participating in organising a TEDx event for the first time. They take on real responsibilities, learn the high standards required for such an event, and collaborate to build a cohesive and effective team.

Organising this new edition demonstrates that trust, mutual support, and a clear vision can turn challenges into learning opportunities. For the students, involvement in the event offers a chance to express their creativity, courage, and passions in a real-world setting, in front of a broad audience, while also developing essential skills in collaboration, responsibility, and leadership. Through their efforts, these students are not only creating a successful event but also an experience that strengthens their personal and professional growth.

We invite you to support them by attending in large numbers. Tickets are available HERE.

Now in its 9th edition, the Avenor Christmas Charity Fair has become a cherished tradition within the Avenor community and one of the most energetic projects, coordinated entirely by students. Each year, the fair brings together the joy of the holiday season, stands filled with treats, games, carols, and artistic performances that transform the school into a vibrant space full of smiles and enthusiasm, all driven by the motivation of supporting a charitable cause.

At the heart of this event is, every time, the team of student organizers. This year’s edition saw no fewer than 45 students involved in the organization, taking care of every detail, from children’s activities and musical moments to setup and the smooth running of the entire fair.

For the second year in a row, the coordination of this extensive effort was led by Sonia and Ana, 12th-grade students from Omega. Managing a team of 45 colleagues and approximately 50 volunteers, planning every detail, and quickly adapting to unforeseen situations turned this project into a genuine leadership experience. For them, the fair became an authentic learning exercise about responsibility, collaboration, and what it truly means, in practice, to coordinate an event dedicated to the entire community.

Behind the Scenes

For Ana and Sonia, the Christmas Charity Fair was an intense experience that challenged them to push their limits and to understand the importance of coordinating a project that requires a tremendous organizational effort and delivers an equally significant impact. Each edition comes with its own challenges and tense moments, and for Ana, the most difficult one came just 20 minutes before the fair opened: „I saw a sea of children heading toward the booths, while we were not yet in our final positions. For a few minutes, it was chaos, but our team’s effective collaboration made it possible to resolve everything quickly. This experience showed me how important leadership and teamwork truly are.”

Sonia fondly recalls the atmosphere created by the youngest participants: “At the raffle draw, a crowd of eager children gathered, and the artistic performances were extremely well received. I was also impressed by the dedication of the volunteers at the booths, who contributed a great deal of energy and commitment to the success of the event”.

Lessons Learned and Charitable Impact

Coordinating the fair gave the team the opportunity to develop essential skills: communication, leadership, event planning, time management, and resilience. “The event helped me develop skills such as public speaking, leadership, event organization, time management, and resilience. Most importantly, it gave me valuable connections and helped me discover myself,” says Ana.

Their efforts resulted in a remarkable outcome: 62,000 RON, an amount that will be donated to Tășuleasa Social Association for the restoration of two Saxon households in Târnăvioara. The houses will be included in the Via Transilvanica route and will function as social economy hubs, supporting local community development and creating opportunities for people in the area.

“We have been attached to the Târnăvioara project since 2024 and we want to do things that have a real impact. We are extremely proud of our team, of the entire community that contributed to the success of the event, and, last but not least, of ourselves – for not giving up when things got tough and for managing to create a truly meaningful event,” say Sonia and Ana.

The story of the Avenor Christmas Charity Fair will continue next year under the guidance of Mara and Erica, 10th-grade students. We wish them great success and can’t wait to experience together the special moments of the next edition.

At Avenor, education does not happen only inside the classroom; it is complemented by meaningful learning experiences beyond the campus, where students engage directly with diverse realities and contexts that broaden their understanding of the world. Such opportunities are an essential part of developing a well-rounded student profile—one capable of observing, understanding, and connecting with different perspectives.

A trip to Bhutan is one such cultural experience that leaves a lasting impression on its participants. We invite you to read the article by Georgiana Socoly, Deputy Head of Secondary, about the educational visit to Bhutan—a place where tradition, spirituality, and respect for nature shape a truly unique educational model. Her story highlights how intercultural learning, authentic dialogue, and immersion in a different value system can contribute to students’ personal and academic growth.

 

If someone had told me at the beginning of 2025 that I would travel to Bhutan, this small and mysterious country in the heart of the Himalayas, alongside my students, to explore one of the most fascinating cultures in the world, I probably would have smiled skeptically.

It all began with an initiative by Diana Segărceanu, Executive Director and Co-founder of Avenor, who each year participates, along with leaders from other schools, in an international educational tour dedicated to discovering innovative schools around the world. Accompanied by a group of 30 leaders from different corners of the globe, Diana always returns with inspiring stories and valuable ideas for our community.

This year, however, her enthusiasm was contagious. I had never seen her so impressed as after visiting the Royal Academy in Bhutan, a unique school where education naturally intertwines with tradition, spirituality, and respect for nature.

 

Preparations: Between Dream and Reality

Although the preparation time was short, everything fell into place seamlessly. The visit involved students attending classes, teacher exchanges, and many logistical details—from obtaining visas to planning the route. And yet, somehow, everything unfolded naturally.

I remember a Bhutanese student who, when I asked him to teach me a few steps of a traditional dance, smiled and simply said: “Go with the flow!”

That’s exactly what we did—and it was probably the best advice for the entire journey.

Our group took shape beautifully: high school students from grades 10, 11, and 12, together with me and Raluca Iacobiță, an Avenor parent passionate about Asian culture and spirituality. Together, we became representatives of the Avenor community: students–teachers–parents, exploring and learning from one another.

Our adventure began during the October break. The journey to the “Land of Happiness” (as Bhutan is also called) started on October 20. The flight to Paro, Bhutan, was an experience in itself: the view from the plane just after sunrise took our breath away—temples perched on cliffs and dreamlike landscapes.

First Impressions

At the airport, we were greeted with a touching surprise: a group of students and a Romanian-born teacher, mathematics teacher Liliana Brăescu, welcomed us with a traditional ceremony. Each of us received a white scarf, a symbol of friendship. That was the moment I truly felt we had stepped into a world where respect, kindness, and balance are not just words but a way of life.

After the welcome ceremony, during which we enjoyed masala tea and a traditional dessert, we toured the Royal Academy campus, impressive in both size and its location over 2,500 meters above sea level. The academy operates as a boarding school: students only go home during vacations, and parent visits are allowed on Sundays for two hours.

Life at Royal Academy: Lessons in Discipline, Balance, and Community

Avenor students stayed in rooms alongside Bhutanese students, giving them the opportunity to experience authentic boarding life and follow the daily schedule of a Royal Academy student. I was deeply moved by the connections formed between the children and the way they adapted to the rhythm, values, and traditions of such a different culture. People in Bhutan radiate kindness and humility—traits you feel immediately when interacting with them.

The Royal Academy emphasizes the holistic development of students: spiritual, emotional, social, physical, and academic. This educational philosophy is evident in every activity, every interaction, and the way students are guided to become balanced and conscious individuals.

The school day begins with optional physical activities: fitness, football, yoga, or nature walks. After breakfast, the entire campus pauses for 20 minutes for Ngondro: a moment of meditation or personal reflection—a wonderful way to start the day with clarity and calm.

We also attended presentations about the Bhutan Baccalaureate and how students build their personal roadmaps with the guidance of mentors.

Throughout the week, we participated in their usual activities: meditation, sports, calligraphy, and design, while we organized sessions in Business, Media Studies, and Romanian Culture and Civilization. Bhutanese students were extremely curious to learn about Romanian traditions, the myth of Dracula, dances, and cuisine.

One evening, we shared a special moment: a spontaneous dance session. Romanian students taught the hora, while we learned a traditional Bhutanese dance. It was a pure exchange, full of energy, joy, and authenticity.

Trips with Purpose: Thimphu, Buddha Dordenma, and the Trek to Tiger’s Nest

The program also included excursions to Thimphu, the capital of Bhutan, visits to the National Assembly Hall, the Buddha temple, and the famous Tiger’s Nest monastery complex—a spectacular location at the end of a challenging but rewarding hike.

This experience at the Royal Academy was much more than a cultural exchange. It was a life lesson, an exercise in adaptation, an opportunity to understand the values of other peoples, and a return to our own roots. We learned that traditions and customs become a universal language when shared with sincerity.

We returned home spiritually richer, with new friendships, and with gratitude for this extraordinary opportunity.

At Avenor, we believe that understanding the past is one of the most important forms of responsibility we can nurture in young people. In a world where extremist ideologies increasingly find their way into the public sphere, we are ever more aware of the vital role education plays in developing critical thinking and strengthening democratic values.

Although Avenor High School follows a British curriculum, the Romanian language remains a key pillar of our educational journey — not only as an expression of cultural identity, but also as an anchor to the historical realities that shape our present. This is why, starting this year, the Romanian Language curriculum at the high school level includes a new component dedicated to the critical study of the communist period and its impact on Romanian society.

In the lines below, Dana Papadima, Avenor’s Educational Director and the initiator of this effort, shares the motivation behind this change and its significance for our students’ development.

 

A few days ago, I watched a program on a news channel: the percentage of young people, starting at age 14 and going all the way up, who follow TikTok shows glorifying Nicolae Ceaușescu’s achievements and communism in general has reached a level that sets off collective alarm bells. In recent years, more than 150 million users have consumed praises dedicated to the “Golden Age.” Ceaușescu is seen as a hero, a genius, a victim of conspiracies, a martyr of an anti-Romanian Revolution.

I can understand that some of them hear nostalgic fairy tales from grandparents, uncles, or neighbors about how good life supposedly was under Ceaușescu: we were all equal (!!), there was no unemployment (hmmm), every family received an apartment, people were well-mannered, there was more civic respect, stricter rules for living together in society. Obviously, all these recollections are tinted by the nostalgia of those who lived through the Ceaușescu era. Distant youth casts memories in a different light.

But beyond these accounts told in a nostalgic, backward-looking register, there exists – here as elsewhere – a tendency among young people to gravitate toward authoritarian political regimes run by macho-charismatic leaders. There are examples around the world; I won’t list them here. Democracy is wrinkled, outdated, tired. Politicians, parliamentarians, democratic leaders are not cool – they’re oldish, lost in regulations and bureaucracy that “truly” free people no longer want to hear about.

At the school where I’ve worked for 16 years, I have high-school students of the best human and moral quality. I doubt their parents are filling their heads with communist nonsense. But since prevention is the mother of intention, and even if history doesn’t learn from its own mistakes, it’s still good to at least be aware of those mistakes, the Romanian language and literature department decided to allocate a few of the very few hours available in a British-curriculum high school to studying, through literature, film, and drama, the era we call “recent” communism.

The 1980s – years of the Ceaușescu family’s dreadful dictatorship, years of basic material shortages, but above all of fundamental deprivations of human existence: freedom, freedom of speech, the freedom to travel the world, women’s freedom to decide over their own bodies. We began with a set of lessons for grades 10 – 12 as an introduction – actually an immersion into the Ceaușescu era. Photos of daily life, interiors, clothing, mass gatherings and congresses, queues, empty stalls.

We talked about the Revolution of December 21st, 1989. My tiny advantage is that I was a witness – at times recklessly involved – to the uprising at University Square on the afternoon, evening, and night of December 21st. My students understood, I hope, that in exceptional circumstances, ordinary people can behave in extraordinary ways and overcome fear and their many fears. And perhaps they understood that freedom is truly the priceless good of the human condition. A freedom that, for me at least, during the 30 years I spent in communism, was cut off from the cradle. And one that – even now, in strange and confusing global circumstances – we will hold on to.

Now in its third edition, the 24h Business Challenge has become a landmark among the independent projects coordinated by Avenor students. For 24 intense hours, teams of students from grades 8, 9 and 10 transform an idea received on the day of the event into a complete business plan, which they then present in front of a jury of professionals.

The 2025 edition was coordinated by Horia and Ana, 12th-grade Alfa students, under the guidance of teacher Valentin Brabete (Economics & Business Studies).

The organizers’ perspective – what the 2025 edition looked like

Horia shares: “This year, the organizing team was made up of 25 members divided into four departments: Event Management, Sponsorships, Communications, and Marketing. All the work was done outside school hours, and each member’s dedication made it possible to organize an event of this magnitude. I believe that this year we learned a lot as a team through the process of organizing the event. We understood both the importance of planning ahead in order to deliver a successful event—since there were moments when we felt the pressure of running out of time to meet certain requirements—and the importance of efficient communication between departments to ensure the best decisions were made.”

Ana adds: “For me, coordinating this edition has a strong emotional weight. It is the last year in which I co-lead this event with Horia, and starting next year, the baton will be passed on to Maria and Abigail, our 10th-grade colleagues. This was the first edition in which we reached maximum participant capacity (35), thanks to a team that spent countless hours promoting the event and managing all logistical details. I am grateful to everyone for this experience, which will remain one of the defining memories of my final year at Avenor.”

Social entrepreneurship at the heart of the 2025 edition

This year’s theme was social entrepreneurship, and the challenge for participants was to develop authentic, scalable, and circular business plans that could be implemented along the Via Transilvanica route. Students spent most of their time in Avenor Arena – working, sleeping, and turning ideas into concrete projects. Ambassadors of the Tășuleasa Social Association prepared a special video montage to showcase what volunteering means in their community and how students can become future ambassadors of the project.

Challenges presented to the participants

Six teams took part in the competition, each consisting of four to six members.

The challenges they faced were diverse: lack of prior business experience, understanding the requirements, and managing extremely limited time. Even so, their creativity and determination enabled every team to transform initial ideas into coherent business plans.

A jury with diverse expertise

The projects were evaluated by a jury consisting of: Paul Pop, entrepreneur specializing in sustainability, Diana Segărceanu, Co-founder and Executive Director of Avenor College, Paul Burzo, member of the Tășuleasa Social Association, architect, and project manager of Proștița.sat.

The jury focused on feasibility, scalability, and the clarity of each team’s presentation, offering detailed feedback and suggestions for improvement.

Accelerated learning in just 24 hours

Throughout the 24 hours, students learned to use tools such as Cash Flow and Profit & Loss analysis, to manage time efficiently, to collaborate under real deadline pressure, and to transform initial ideas into convincing business plans. Expert-led entrepreneurship workshops, the jurying process, and the presentation by Tășuleasa Social ambassadors were memorable moments – along with the energy of the teams, who worked continuously for 24 hours, even during meals.

The workshops led by specialists from various fields provided a practical and relevant perspective for the participants. Among the guests were Florentina Terheș, Marketing Representative at Bellemonde; Alexandru Popescu, entrepreneur in the hospitality sector; Luminița Roșca, expert with over 13 years of experience in environmental protection and sustainability; Alexandru Chirigiu, Associate Partner in tax and accounting services at KPMG Romania; and Horațiu Alexandru Didea, Managing Partner & Founder at Workspace Studio. Their contributions significantly enriched the students’ learning experience.

The 2025 edition demonstrated the project’s maturity and the strength of the Avenor community in creating authentic learning experiences rooted in leadership, collaboration, and responsibility. With a new team of coordinators ready to take over, the 24h Business Challenge promises to become even more creative and relevant for participants in future editions.