Author: Avenor College

In a world deeply divided on how to raise, educate, and guide today’s children into becoming the adults of the future, Professor Mircea Miclea succeeded in uniting a room filled with 150 people around a common conclusion: children tend to follow their desires, while parents must focus on their responsibilities.

In addition to his remarkable patience and extensive wisdom in explaining the metacompetencies that should be nurtured throughout the learning process, Professor Mircea Miclea emphasised the pivotal role of parents in shaping their children’s behaviour through their own actions, words, and, most importantly, by maintaining consistency.

The invitation we extended to Professor Miclea to join us at Avenor College on International Teachers’ Day was not by chance. The question, “What is worth learning?” is a shared concern that we address through both practical experience and research. Our aim is to adapt the process of transforming today’s children into tomorrow’s adults. 

Here’s how Professor Miclea responded to the inquiries of Avenor parents:

How can we teach patience to today’s children? 

“It’s becoming increasingly challenging to instil patience in children, particularly as they spend more and more time engrossed in digital technologies. Digital technologies are characterised, among other things, by the fact that minimal effort, such as clicking a mouse, results in substantial rewards relative to the effort exerted, and the rewards are immediate.

The initial step in teaching patience is to limit their excessive use of these digital technologies, which tend to foster impatience.

DELAYING THE REWARD 

The next step involves delaying the reward. This means that, even when they have completed their tasks, you don’t immediately grant them the reward you promised. For instance, if you’ve promised to take them out for ice cream, you delay it for some time, gradually increasing the time interval. Through this gradual process, their brains learn that the reward will come, but they must be patient.

In the subsequent stage, sometimes you provide the reward, and other times you do not. By not giving the reward every time they exhibit the desired behaviour, you teach them the value of perseverance.

Perseverance is cultivated when the rewards become less predictable – the child doesn’t know exactly when the reward will come. They are aware that it will eventually arrive, but the uncertainty instils patience, encouraging them to persist.”

Can ambition be learned? 

”Ambition is intrinsically linked to self-discipline. The fundamental rule of ambition is this: my objective is more important than my emotional state.

Frequently, our actions are influenced by our mood. If we feel tired, we might not rise from bed; if we’re in a positive state, we’re inclined to accomplish a multitude of tasks, but when our mood turns negative, we tend to avoid tasks due to fatigue.

THE GOAL TAKES PRECEDENCE OVER THE EMOTIONAL STATE 

This is a significant achievement, as you’ve observed that successful individuals prioritise their goals and objectives over their emotional states. Regardless of whether they’re feeling tired, sad, content, enthusiastic, or despondent, their goal takes precedence.

This rule is something that must be learned, initially from external influences. Then, you help them through all stages of acquiring this rule, which involves projection, identification, and finally synchronisation. As a parent, you must set an example if you wish to be emulated.”

What can parents do? 

”First and foremost, parents should examine their behaviour in their everyday lives.

Our brains possess a remarkable ability to derive rules. For example, a 5 or 6-year-old child can speak grammatically correctly without formal instruction because their brains unconsciously extract grammatical regularities, a trait embedded through evolution.

Now, consider this: children also extract regularities from our everyday behaviour, such as how we handle conflict, for example. If a child witnesses a parent resolving conflict through violence, they internalise this regularity.

Similarly, when children observe a parent choosing to prioritise their emotional state over a goal – for instance, deferring a walk until they feel better – they understand that their emotional state takes precedence over their objective.

Secondly, parents should pay close attention to how they reinforce or penalise behaviour, helping their children develop these rules.

UNDERSTANDING WHAT CHILDREN NEED AND LIKE 

The key distinction between adults and children is that, unlike children, we need to consider what benefits children. Children typically focus on what they like. For instance, a 3, 4, or 5-year-old child enjoys playing, eating ice cream, or watching TV for extended periods. However, our role as parents is to consider what benefits them.

It is beneficial for children to adhere to certain rules that aid them in adapting to the world around them. Thus, we establish rules.

“First, do your homework, and then you can use the computer for only 2 hours.” 

“First, clean your room, and then you have the right to go to a certain place.”

These rules are essential since they teach children valuable skills that will be relevant in various areas of life, regardless of their future career choices. By instilling these rules, we prepare our children to adapt to the world of adulthood, which is ultimately more valuable than their temporary affection.

In summary, it is crucial to have children who are well-prepared for the challenges of adulthood, even if it means they may not love us as fervently. This is more desirable than having them adore us but be ill-prepared for the realities of adult life.”

For the second consecutive year, Avenor high school students have obtained the licence to organise TEDxYouth@Avenor College, and we are very proud of them. Congratulations!

TED conferences aim to spread “ideas worth spreading” through leaders from around the world who deliver inspiring speeches that subsequently gather millions of views.

“The TEDxYouth@Avenor College conference will take place on November 18th, and just like last year at the first TEDx Avenor edition, we hope to enjoy the support of the entire community, both physically, with a large presence in the audience, and organizationally, through any type of contribution that helps us prepare everything to the standard we desire and that is required by the franchise.

We would like to thank everyone who was with us in 2022, providing support – financially, materially, with know-how, and advice. Every help mattered and helped us organise the conference with the theme ‘Ctrl+Alt+Del. Reset & Start Over,’ where the speakers talked about overcoming obstacles through perseverance.

With this year’s theme – ‘On Top of the World. What’s next?‘ – we plan to explore the challenges and personal development after significant success. Alongside my fellow organisers, we are working hard on the project and are very excited about this opportunity.” says Sandra, 12 Omega, Licensee, and the main organiser.

Tickets for the event are now on sale and can be purchased from HERE, and the first speakers at the event are already confirmed. They are Virgil Stănescu and Adriana Istrate.

After his performance in the national basketball team, Virgil founded Go Scholarship – a support program for young athletes to excel. Adriana, after quitting her corporate job, became the only woman in Romania to run on all seven continents (winning the Antarctic Marathon – 100 km). 

The entire project is organised exclusively by Avenor high school students.

“We have 8 departments: Curation, Executive production, Event management, Communications and editorial, Design, Sponsorships, Website management, and Legal, which means a team of 30 students and 20 volunteers. 

We build on the experience gained from organising last year’s edition and continue to learn together from everything that happens to us because we are very determined to achieve our goal of organising a self-funded event with a lineup of 8 speakers.” says Sofia, 12 Alfa, Co-organizer.

TEDxYouth@AvenorCollege is a public event and you can find more details about the organising team, the event and the speakers on:

Website-ul TED      Instagram        Facebook

La Avenor am serbat Ziua Internațională a Profesorului la școală, așa cum știm cel mai bine – prin învățare. Ne-am bucurat de prezența în campus a domnului prof. dr. Mircea Miclea care ne-a ajutat pe toți cei prezenți la conferința ”Ce merită învățat?”, să înțelegem mai bine cum, împreună – școală și părinți,  îi putem ajuta pe copii să se pregătească pentru un viitor în schimbare rapidă, incert și pe care doar ni-l putem imagina.

Cea mai bună dovadă a modului extraordinar în care prof. Miclea a povestit despre ”Ce merită învățat?”astfel încât să fie relevant și în lumea de mâine este mărturia pe care Liana Alexandru, jurnalist, autoare de cărți pentru copii și părinte în cadrul comunității noastre a oferit-o:

Când vorbim cu foarte multă preocupare despre #educație, despre cum ar trebui să fie profesorii azi adaptați la realitatea tot mai dinamică a lumii, astfel încât copiii să poată fi bine orientați și să reușească în viață, uităm adesea cât de important rămâne părintele în ce se întâmplă pentru un copil în etapele lui de școală.

A fost o satisfacție să-l aud aseară pe profesorul Mircea Miclea vorbind la conferința Avenor College de #ZiuaEducației și despre rolul fundamental al părintelui nu doar în cei șapte, ci în toți anii copilului de acasă pentru ca școala să reușească. În formarea unei discipline care să-l facă apt să se autodisciplineze, să parcurgă coerent un sistem de educație și să facă față provocărilor unei realități tot mai volatile.

Cum îi învățăm noi, părinții, pe copii regulile, cum le creștem răbdarea, cum le mai cultivăm ambiția într-o realitate în care telefonul mobil e generator de plăcere instantă, de adicție și de pseudo-cunoaștere? Mircea Miclea spune că un copil, capabil să vorbească bine fără să cunoască gramatică pentru că mintea funcționează extrăgând regularități, învață din ceea ce vede, în primul rând din felul în care se poartă acasă părinții cu el. Și dacă el gândește ‘hedonist’, cu alte cuvinte e tentat în mod natural să facă doar ceea ce-i place, părintele trebuie să se gândească mereu la ceea ce-i folosește copilului cu adevărat.

Până când copilul ajunge să se autodisciplineze și să aleagă singur, rolul părintelui e să-l facă să respecte reguli. Iar pentru ca să reușească, regulile trebuie să fie simple, repetate și să aibă drept combustie emoțiile, chiar dacă ele înseamnă rușine, vinovăție sau nevoia de a fi parte dintr-un grup: ‘Îmi fac tema pentru că nu vreau să se supere tata’ sau ‘pentru că așa fac și ceilalți colegi de clasă’. Odată ce regula e asumată, iar copilul se indentifică cu ea, regula poate fi integrată într-un sistem împreună cu alte reguli, devenind comportament: ‘Îmi fac temele pentru că așa vreau ori așa sunt eu’. Cel mai mult mi-a plăcut aici ideea că regula nu e un scop în sine, ci un fel de a face față fluctuațiilor afective.

Respectarea unor reguli limpezi e baza pentru a putea cultiva copiilor în epoca gadgeturilor și răbdarea. Frumusețea argumentației lui Miclea a fost punerea în oglindă a cultivării răbdării chiar cu formarea adicției. A dat exemplul jocului de păcănele unde, e adevărat, se câștigă, dar la intervale pe care omul le socotește ca fiind predictibile și care devin, cu timpul, tot mai impredictibile. Amânarea recompensei e o formă de a crește răbdarea, iar părintele își va îndeplini promisiunea fără să stabilească termene. Aici m-am amuzat teribil pentru că zilele trecute tocmai rezolvam o urgență, după ce făcusem la cuptor o prăjitură și o lăsasem la răcit, când copilul a venit să mă-ntrebe dacă pot să-i tai o bucățică. I-am spus că am nevoie de zece minute fiindcă mă concentrez maxim pe rezolvarea unei probleme. ‘Foarte bine, mi-a zis, din clipa asta mă uit la ceas, în fix, dar fix zece minute vin să-mi tai prăjitura.’ Și mi-a închis ușa.

Ambiția, foarte necesară copilului pentru orice progres, trebuie, totuși, canalizată înspre lucrurile care contează. Mircea Miclea spune că lipsa de chef (o constantă dacă e să fim sinceri a oricărui început de activitate folositoare), se rezolvă punând deasupra felului în care ne simțim scopul. Scopul, spune el, e mai important decât starea. ‘Dar de ce trebuie să fac asta?’ e întrebat adesea părintele, începând chiar cu trezitul de dimineață. ‘Ei, uite de-asta!’ a răspuns foarte sincer profesorul Miclea, făcând o sală întreagă de părinți și profesori să izbucnească în râs.

În ultimul paragraf la notițele mele din conferința de la Avenor a lui Mircea Miclea am scris așa: ‘E mai bine pentru copii să fie adaptați la lumea haină și să nu ne iubească, decât să ne iubească și să fie niște inadaptați.’ Aici am un amendament. Cred, mai degrabă, că toți cei care avem acum ocazia să auzim de la copiii noștri că suntem cei mai nesuferiți părinți din lume vom fi peste ani și cei mai iubiți.

Articolul poate fi citit integral în Republica.

 

In a world increasingly dominated by screens and technology, outdoor play plays a very important role in the holistic development of children. Even if we are talking about free play or structured play, the benefits of outdoor play are substantial and offer a multitude of advantages that go far beyond mere recreation.

That is why, at Avenor, our students from Primary have included in the structure of the day a flexible learning block when they can play outside with their colleagues.

”Our commitment at Avenor is to provide a well-rounded and inclusive experience for our students during breaks. Our approach combines active play stations and free play, giving students the freedom to choose activities that resonate with them. It ensures that all students, regardless of their abilities and interests, can participate and feel included. Our goal is to promote teamwork, cooperation, conflict resolution and social skill development through structured activities, while free play encourages spontaneous socialization and creativity. 

Another benefit of this approach is that students learn to allocate their break time effectively between structured and unstructured play, enhancing their ability to manage time.

This balanced strategy supports various needs and preferences, contributing to holistic student development.” says Ramona Mucenic, Acting Head of Primary School.

10 active play stations were created and designed purposefully to encourage students to develop creativity and problem solving skills, advance group work and critical thinking skills, build positive relationships and develop strategies for conflict resolution. These play stations are:  Sport, Role Play, Board games, Reading Garden, Bits and Bobs (building blocks), Music, Football, Music, Arts and Playground games.

The benefits of this approach to free time spent are:

These play stations are:  Sport, Role Play, Board games, Reading Garden, Bits and Bobs ( building blocks), Music, Football, Music, Arts and Playground games.

All resources necessary at every play station are stored in the schoolyard and accessible to students daily, between 12.10 to 1.15 pm. The Teachers on Duty facilitate all active play activities, being assisted by special helpers chosen from upper Primary.

”I am extremely happy to observe how this project has transformed the way in which students spend their leisure time. It’s quite inspiring to see how the students enjoy their free time in a creative, dynamic, and collaborative manner. Each day brings new activities and challenges, and the children are genuinely excited to discover what surprises are in store for them. 

What I find wonderful is that they have the freedom to choose which activities to explore, which actively engages them and makes them much happier.

Another remarkable aspect of this project is the involvement of older students in managing the play areas and resources. This not only promotes responsibility but also fosters communication and the building of interpersonal relationships among students of different ages. I joyfully observe how they help each other and how friendships are formed within this program.” – says Paulina Mandache, Teaching Assistant.

All available activities  have been chosen specially to appeal to pupils in all of Primary and encourage different age groups to play together. 

”Seeing students of all ages playing together and learning from each other is invaluable. If we take the time to listen to students, there is a lot to learn from them. When the project started, and the students were asked what they would like to be included in Active Play, they were eager to share their ideas. From that point on, the students have felt involved, passionate and responsible for the project. 

To see students of all ages composing songs together or instructing each other on how to make origami is truly heartwarming.” – says Nikki Ireland, PBL Teacher.

Beyond the involvement and joy that the new games bring into the lives of our primary school students, this approach to leisure time serves as a learning platform that fosters the development of cognitive, social, and emotional skills, as well as abilities with a strong impact on children’s future lives.

When we talk about primary school ART classes, we often think of the traditional visual arts and practical skills lessons. However, at Avenor, we’ve taken a step further in approaching these classes, developing a new media curriculum centered on STEAM (Science, Technology, Engineering, Arts, and Mathematics) for grades Pregătitoare – 4 to ensure our students have experiences that help them develop a wide range of skills, from critical thinking to creativity and problem-solving, skills that will assist them in their everyday lives.

Dr. Bogdan Topârceanu, Art Teacher at Avenor, shares in the interview below his approach to these classes and the long-term impact aimed for in students’ development.

 

What is STEAM Education? 

STEAM Education (Science, Technology, Engineering, Arts, and Mathematics) is an interdisciplinary approach to learning that integrates these disciplines in a transversal and applied manner. This approach promotes learning through exploration, discovery, and problem-solving, with the aim of developing critical thinking, creativity, and problem-solving skills. By integrating STEAM components into the art education curriculum, students no longer study a single discipline but develop their skills in an interdisciplinary manner, enhancing their thinking and imagination through a unified understanding of the world, rather than accumulating isolated knowledge. They become capable of using knowledge and skills from the field of arts in congruence with those acquired in other subjects to investigate, explore, and find ideas and solutions to real problems.

 

What are the concrete advantages of integrating this type of education into the curriculum? 

STEAM Education emphasizes practical, experiential, and collaborative activities in which students are actively involved in the learning process. They are encouraged to take rational risks, try, and fail, learning from their own mistakes. This approach prepares them for the real world, where the ability to solve complex problems, collaborate with others, and think critically are valuable skills. 

Through STEAM education, students develop their imagination and creativity, learning to find innovative solutions and express their ideas in an original and artistic way. They learn to apply creative concepts in real contexts and understand the role of technology in the modern world. The STEAM approach prepares students for the challenges and opportunities of a constantly changing and progressing society. This type of education is an effective way to develop the competencies and skills needed for success in a knowledge and technology-based world, stimulating critical thinking, creativity, and innovation.

How does the ART curriculum evolve from Pregătitoare to grade 4? 

The curriculum is designed so that students have conceptual continuity both horizontally, across a school year, and vertically, from one year to the next. It should be noted that the technology and interdisciplinary part are mediated through tablets that children are encouraged to use for educational purposes from Pregătitoare. Typically, children spend time online, and the idea behind the program is to help them develop skills that will allow them to convert this time into multimedia creation time. Once students learn the applications, education and the learning process continue beyond the classroom. 

This familiarity with new technologies begins in Pregătitoare. Starting with the senses and how we perceive the world, we introduce, in addition to classical painting, modeling, collage, and drawing techniques, elements of new media through interdisciplinary mobile applications. Thus, students learn to create stop-motion animation, 3D voxel modeling (similar to the construction in Minecraft, another game we use for educational purposes for children familiar with it), digital painting with interactive substances, and interdisciplinary experiments that combine sound and color. From the first demonstrations with Pregătitoare students, children managed to exceed expectations by quickly learning both the technology aspect and the physical aspect, such as directing and creating a photographic sequence that can later be assembled as a GIF. 

Grade 1 represents a year of consolidating knowledge, where students receive, in addition to new exercises in already known applications, a new 3D modeling application with more complex shapes, where they begin to build characters. This initiative prepares them for grade 2, where they have an entire module of world-building, character design, and team storytelling, culminating in a comic book, costumes, sets, and a film written and directed by them. Grade 3 brings 3D models into reality, being the first year when children are skilled enough to produce digital elements that can be 3D printed and used later for an extensive product design project. Additionally, they learn digital animation, which helps them create a series of advertisements. Grade 4 concludes the five years with a recap of all techniques and skills in an extensive Game Design module. 

 

Therefore, at the end of these five years, Avenor students are fluent in multiple techniques, both analog and digital: multiple animation techniques (stop-motion, paper motion, rotoscoping, Lego animation, frame-by-frame animation), clay modeling and 3D modeling, drawing, painting, and collage, both on paper and tablets. All these skills are always associated with real-life applicability examples: logo design, packaging, advertising campaigns, set production, costumes, and film, character design, worlds, and games.

Over the years, what have been the most innovative, interesting, or simply surprising projects carried out by students?

The most complex projects are those of product and game design in grades 3 and 4. 

Children have the opportunity to combine many manufacturing and production methods in a single project that challenges both their imagination and thinking skills and knowledge. They learn to work in teams and gain autonomy in decisions they learn to justify. They go through periods of art history that they then reinterpret and recontextualise as part of a game or create small business projects that they later illustrate in creative ways. The introduction of augmented reality in the grade 4 project brings mixed reality into the equation of teaching methods used in class.

In a world marked by an unpredictable future, one whose evolutionary path remains uncertain, the significance of education grows in importance as it must constantly adjust to emerging realities. The information we commit to memory, along with the skills we cultivate, embody the knowledge essential for navigating an increasingly digitised world.

At Avenor, within our Strategic Plan (2021-2031), we pursue 8 objectives, one of the most important being to provide transformative education to our students. Transformative education ensures a coherent transition from one learning cycle to another, from Nursery to High School, so that students are in real contact with the surrounding world and nature. Through transformative education, students acquire competencies, understand concepts, and develop their character while preserving their identity and national culture. The ultimate goal is to develop in each student the Avenor Learner Profile, which will enable them to transfer their learning from school to building a better world.

On the occasion of World Teachers’ Day on October 5th, we propose to honour teachers and their role in educating students and, by extension, in the development of society through a conference with the theme “What is Worth Learning?” presented by Prof. Dr. Mircea Miclea, author, psychologist, educator, and entrepreneur, founder of the Cognitive Psychology School in Romania. This event is specially designed for the Avenor community – parents, teachers, and partners.

According to Professor Miclea, if we want to answer the question “What is worth learning?” so that it remains relevant in the world of tomorrow, efficiently exploiting digital technologies, and capitalising data from cognitive neuroscience, the answer is – those knowledge, skills, and attitudes that develop our minds on four dimensions:

Autonomy, the ability to acquire and use knowledge regardless of the functionality of digital technologies or information source manipulation. For example, being able to write correctly without relying on Word’s grammar, navigating without Google Maps, or accurately evaluating fake news. The more knowledge we have, the more autonomous we become.

Self-discipline, as an attitude towards oneself, which comes through internalising discipline and ethical rules. Cognitive science research shows that self-discipline is more important than intelligence in achieving performance.

Design thinking, as a thinking style that identifies relevant questions from a multitude of problems and offers creative solutions that satisfy both environmental constraints and customer expectations. Algorithmic solutions will be taken over by machines; we are left with contextual solutions.

Entrepreneurship as an attitude towards reality, not waiting for solutions but identifying opportunities where others see only collections of data and exploiting them to produce goods (theories, products, services, laws, institutions).

“In summary, I believe that a person who thinks autonomously, has self-discipline, thinks like a designer, and has an entrepreneurial attitude. Such a person will face the future, whatever it may be. And all these things need to be learned from school.” – says Prof. Dr. Mircea Miclea during the 2023 edition of the conference “Despre Lumea în care trăim“.

Our commitment to transformative education, as advocated by UNESCO – ”For education to be of high quality, it must be transformative.”, motivates us to go beyond traditional teaching and learning in silos. Learning should be meaningful, applied, and connected, in accordance with Professor Miclea’s theory.

We know that learning transfers in rich, transdisciplinary contexts and this is why we value disciplines but we go further and offer students transdisciplinary programmes such as Project Based Learning , STEAM, Learning Outside the Classroom connecting them with the real world.

We look forward to the conference on October 5th, an exceptional opportunity to celebrate World Teachers’ Day.

***

Mircea Miclea is a university professor at the Faculty of Psychology and Education Sciences and a doctoral coordinator at the doctoral school of Applied Cognitive Sciences. Prof. Miclea is a senior psychologist with extensive experience as a practitioner and trainer in psychotherapy. He holds various specialized courses at UBB (e.g., Cognitive-Behavioral Modifications, Cognitive-Behavioral Psychotherapy) and is a trainer for other accredited courses by the College of Psychologists in Romania (e.g., Online Methods for Anxiety Prevention and Psychotherapy).

Mircea Miclea is the director of a private research and development center in the field of psychology, called Cognitrom. Here, he has overseen the development of several innovative computerized psychological assessment and intervention platforms for children, adolescents, and adults, which are used nationally in both public and private institutions. Prof. Miclea is an author and co-author of numerous scientific papers published in national and international journals. He is also a founding member of the scientific journal “Cognition, Brain, Behavior: An Interdisciplinary Journal.” Mircea Miclea previously served as the Minister of Education and Research and has contributed to the development of several national education strategies and reports.

Prof. Dr. Mircea Miclea was awarded the Elisabeth Pilkington Rațiu Mental Health Prize in 2017, in recognition of his “contribution to the intensive development and promotion of research in the field of Psychology, supporting the advancement of knowledge and the training of young researchers and specialists.”

Richard Thomason, the newly appointed Head of Secondary at Avenor, has embraced teaching driven by his deep passion for History. Over the years, his commitment to making a meaningful and broader impact on education determined him to move into management.

He aspires to offer Avenor’s students extensive opportunities for growth and to become a fully engaged member of our community.

 

Hello, Richard. Welcome to Avenor! Tell us a bit about yourself. 

My main interest is travel and exploring different ideas to learn more about the world, so I enjoy experiencing different cultures and seeing the wonderful sights the world has to offer. I also love music and enjoy listening to and playing acoustic folk music. In terms of sports, I love playing tennis and enjoy watching football and boxing. I am a big Liverpool FC fan and have been since I was 3 years old. 

I teach History and studied History and Philosophy at university. I am still very interested in both disciplines and continue to learn more about them. 

Additionally, I really enjoy cooking and trying different foods. On the weekends, I like to go walking and spend time in nature whenever I can as I find it very relaxing.

Why did you pursue a career in education?

Initially, I decided to go into teaching because of my love for History and my desire to share my enthusiasm with the younger generation. I have stayed in education and moved into management to have a broader influence on education. I believe that education is the most vital aspect of human civilization. We need to ensure that our young people receive a holistic education that encompasses important things like workplace skills, concern for the planet, and moral values. On a personal level, I believe that being well-educated enhances one’s experience of life and makes existence more rich and stimulating. I want to work at a school that inspires students to appreciate the world from different angles, be it historically, scientifically, through language, arts, sports, or other areas of endeavor we have here at Avenor. 

I want all students to have ample opportunities to succeed, prosper, and experience the broad spectrum of life.

You have recently moved from Uganda. What are some cultural shocks you have experienced during this transition?I fear the main shock will be the cold winter mornings ! 

So  far, the main hurdle I have encountered is not being able to speak the native language, but I am actively trying to learn Romanian. Voi avea nevoie de ajutor. 🙂

Language aside, I have been very impressed by Bucharest. It is a beautiful city with a lot of character, history, and culture to appreciate. Walking in Bucharest is very stimulating, every corner has a surprise. The past and the present are there in front of you. 

 What about in regards to education?

In terms of education, my previous school in Uganda and Avenor have many things in common, such as their size and curriculum. Both schools offer IGCSE and A-level programs. In Uganda, I worked at an international school, but I also visited and sometimes got involved with less privileged schools that had no funding and very basic buildings, with huge class sizes and a lack of well qualified teachers . This experience made me realize how fortunate I have been to have the opportunities I’ve had, and I believe we should never take the opportunity we have for granted.

 What do you hope to find at Avenor?

I hope to find a community that supports each other and is happy, where all students, staff, and parents feel like they are part of something special. Being part of a caring and warm community is an incredible thing. Avenor is unique in that, while it is an international school, it also has a strong commitment to Romanian culture and heritage. It is a privilege to have the opportunity to join this community. 

What are your long-term goals/aims for the Avenor community?

My goal is to make an already wonderful school even better by providing more opportunities and engagement for students. Avenor is already a huge success, but we can never be complacent and must keep striving for excellence. The reason I wanted to work at Avenor is because I could clearly see the commitment of all the staff to making it the best school in the world. That is our aim!

This year, on June 28th, our high school students, parents, teachers, and internship partners who responded to our invitation participated in the internship presentation event. 

105 high school students benefited from a week of practical learning experiences in companies within their field of interest. They had the opportunity to glimpse into the future and see to what extent a particular career suited them. 

During the event on June 28th, they shared their experiences, what they learned during the internship, highlighted the strengths of the learning programme but also they pointed out the areas for improvement. 

Grouped into 8 themes – STEM, Creative Arts, Architecture & Design, Marketing, Medicine, Social Science, Finance, and Business – the students’ presentations illustrated a multitude of industries, each of them representing a potential future career.

 

”I chose to do an internship in this area of interest (Business) because I believe it will be very beneficial to my potential future career in business, but also because I found it really interesting to discover what goes on behind a company and to fully comprehend its objectives, struggles and successes.

I can fairly say the week flew by instantly, as we were all extremely engaged to the task we were assigned: to create a new restaurant in Bucharest, fully from scratch. From checking costs to searching for venues, creating a business forecast and even calculating the break even point, the variety of tasks and involvement of staff really created an unforgettable experience for me and my classmates, redirecting what was a tough work circumstance into a motivating and enjoyable time.” – says Ana,  grade 9 Omega.

”We witnessed firsthand how strategies are formulated, decisions are made, and goals are achieved. This experience enabled us to understand the practical implications of theoretical concepts and helped us develop a new perspective on business practices.

 At IB CARGO, our supervisors did their best by making us feel welcome and were very understanding of any needs we required.

Overall, the internship was very helpful and because of the very many details we were given about the job and what it consists of, we realised that perhaps some of us want to choose a different career path, which is indeed efficient.” – says Korin, grade 9 Alfa.

”In the past year, uncertainty has gripped my heart as I questioned whether I should pursue medicine. The choice between becoming a doctor or taking a different path weighed heavily on my mind.

As I grappled with this decision, I realised the importance of making calculated choices, even in the face of time pressure. The decision of which college to attend and which course to pursue demanded careful consideration.

During the past week, I had the privilege of spending time at Neuroaxis, a renowned neurology clinic. There, I encountered a diverse range of patients, from those with common conditions like migraines to individuals battling rare diseases lacking dedicated treatments.

These experiences offered poignant insights into the reality of being a doctor. 

Regardless of the trajectory my career takes, the impact of my time at Neuroaxis and the lessons learned will remain ingrained in my professional journey.

In conclusion, the path forward may still be uncertain, but the experiences and growth attained at Neuroaxis have set a firm foundation. The commitment to serving patients with empathy and delivering medical information with clarity will guide me as I embark on a career dedicated to healing and making a difference in the lives of those I encounter.” – says Filip, grade 11 Alfa.

“I had the opportunity to work alongside the Avenor team during the Marketing & Communication internship. I was very excited because, having some familiarity with the field of Marketing from my Media Studies classes, I knew that I still had a lot to learn. 

A few days before the internship, I found out about the schedule we would have, and the workshops with external companies piqued my curiosity.

I was surprised by how well-structured this internship was and the fact that every day we had numerous activities, each one more interesting than the last. I discovered new things about the Avenor brand and had the opportunity to put into practice all the “theory” I had learned.

I realised that branding is much more complicated than I would have thought, and I could actually see myself working in this field in the future, following my passion.

I will never forget this internship because, besides getting to know new people and participating in interactive activities that helped me develop new skills, I learned how complicated it is to go through a rebranding process and how important every detail is in any marketing campaign,” – says Teodora, 10th-grade Delta.

Once again, we thank the Partners for the Future who made this project possible by offering internships in their companies: ACE Project Management, Aparterre Shop, Asociația Go-Ahead, Tudor Lucaciu & Castel Film Studios, Asociația Deci Se Poate, Eau de Web, Enso Design, Filgud, Hellenic Cables, IB Cargo, KPMG, Maison de Crêpes, Muzeul Fotbalului, Neuroaxis, Biroul de avocatură Nipaa – Negoiță, Iancu și Panaitescu, Oxygen, Picktwo, Laboratoarele Regina Maria, Symbold Studio, Surf Cafe, Teatrul Național București, Wellborn and [Yellow Car].

105 high school students are currently enjoying one of the most exciting learning experiences of the school year – the Internship Program – which offers them the opportunity to have internships in companies in their fields of interest.

Through this experience, which complements the academic program, students have the chance to explore their passions in an attempt to validate potential career options.

The objective of the program is to prepare students for life after Avenor and provide them with interesting and challenging opportunities by experiencing real work environments.

This year, with the support of the parent community and internship partners, our students are benefiting from internships in their areas of interest: Interior Design, Architecture, IT, Marketing, Banking, Film, Law, Business, PR, Management, Branding, Medicine, Entrepreneurship, Education, Hospitality Industry, Biomedicine, Finance, Engineering, Fashion, Sports, Theatre, Construction, Journalism, International Relations, Real Estate, and others.

“This year, our thanks go to ACE Project Management, Aparterre Shop, Asociația Go-Ahead, Tudor Lucaciu & Castel Film Studios, Asociația Deci Se Poate, Eau de Web, Enso Design, Filgud, Helenic Cables, IB Cargo, KPMG, Maison de Crêpes, Muzeul Fotbalului, Neuroaxis, Biroul de avocatură Nipaa – Negoiță, Iancu și Panaitescu, Oxygen, Picktwo, Laboratoarele Regina Maria, Symbold Studio, Surf Cafe, Teatrul Național București, Wellborn and [Yellow Car].

In addition, we are delighted that this year we managed to organize an internship at Avenor for the first time, within the Communication Department, for a group of students interested in Marketing and Branding. We experienced what it means to guide these young people to discover if what happens in organizations is as they imagined. At the same time, we listened with interest to their current, honest, and responsible perspective on our work.” says Cristina Willows, Deputy Executive Director of Avenor.

Our Internship Program started 8 years ago, with our first high school students. During this time, participating students have had the opportunity to learn more about themselves, meet professionals from various fields, and discover career opportunities. Over the years, Avenor graduates have overwhelmingly mentioned the internship program as a factor that helped them choose a potential future career among their current passions.  Consequently, they made a conscious and deliberate choice in selecting a specific university program.

“What helped me the most (in choosing my university program) – and I want to thank the Career team for the opportunity – was the internship experiences which introduced me to the corporate world and both internships were a close fit with my interests. I learnt a lot about legal departments and how they’re incorporated within the whole company.The KPMG internship was a highlight of my internship experience as I also had the chance to speak to the HR department and gained insight into how to apply and prepare yourself for a job interview for law.” says Ilinca, Class of 2023.

We are grateful to our internship partners, a community that brings together entrepreneurs, NGOs, corporations, and private firms who, through their involvement in this program, directly contribute to shaping the destinies of future professionals. We appreciate their involvement in this project, which requires not only resources, time, and effort but also a lot of responsibility.

Choosing a career path can be a challenging decision as it can shape your future. It is essential to consider your interests, skills, values, and personality before making a decision. You can also consider the job market and the demand for specific careers.

However, amidst this abundance of information, a fundamental question arises: is there such a thing as a definitive “best” decision? Each individual’s journey is unique, and what may be the perfect fit for one person could be entirely different for another.

Our aim as a school is to ensure that our students are well-prepared and capable of making informed decisions about their future, while also equipping them to handle the demands of university life. 

We also strive to empower our students by providing them with the necessary tools to make informed career decisions, valuable skills, and increased readiness for the labour market.

We asked six of our Class of 2023 graduates how they decided on their career path.

Their answers can be precious advice for their younger colleagues and good insights for any career guidance advisors.

We also asked them about the guidance they received in choosing their career paths and how the Careers Education, Information, Advice, and Guidance team supported them during the college application process and we are happy to share their responses with everyone!

With continuous room for growth, our graduates generously share advice with their peers who are catching up, guiding them on how to prepare for this crucial decision in their lives. 

We extend our congratulations to the Class of 2023 for their achievements and wish them the best of luck in their university endeavours!

Avenor: How did you decide on a career path? What informed your choices?

Alexandra: I always liked drawing and arts, but at the same time, I was into sciences and maths. I think architecture is the perfect mix between the two domains, so this is why I chose it.

What makes a top choice university for you?

Alexandra: I was looking for a university which offered scholarships, worked with well-known companies, had a practical approach to learning and teaching and also a university which offered exchange programs. 

 

What advice would you give to younger high school students?

Alexandra: Do not look at university applications as something terrifying. The admission officers from universities are very friendly and responsive and they wish to help you as much as possible. 

Also, attend online open days and q&a sessions to understand better the university you wish to attend and find out whether it’s the right fit for you. 

On the other hand, in the beginning, I worked with a university consultant. From my point of view, it is not worth the money and time to hire a consultant. All of the information I got from them I already knew from the university admission officers or from the internet. All of the needed information can be easily accessed by anyone. However, if you are applying to the USA or the UK, where there is a lot of paperwork to be done, it could be a good idea to get a consultant. Lastly, the process is not as complicated as it looks and everything sorts out in the end if you are dedicated to the process. You will receive the same amount you put in. 

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Avenor: How did you decide on a career path? What informed your choices?

Andrei:I just started to really think about what subjects I liked in school and those I didn’t. I wanted to keep pursuing the subjects I enjoyed and was good at, such as Business and Economics. High school is the perfect time to understand your strengths and interests. Experimenting with your subjects is perfect here. Initially, I thought I liked Computer Science, but the programming aspect wasn’t for me. 

What makes a top choice university for you?

Andrei: Esade is my top choice for university. One of the things I did early on is visit the campus in person. I got a chance to experience the environment and see the facilities, as well as meet students and professors. I liked how Esade could support your business ideas and development, with advertising resources. The ranking of the university was also important for me as well as the employability prospects after I finish. Esade is currently ranked amongst the top business schools in Europe, and this is part of the appeal.

How important is the support of a Career Team during the college application process?

Andrei: The Avenor’s Career Team was very supportive throughout the application process, they stayed in touch with the university and helped with the admission process. Choosing the university was something personal for me which I pursued independently, but when it came to the admissions process, it helped to have the Career team on side and they were close and communicated with me often. 

What advice would you give to younger high school students?

Andrei: Try to prepare for entrance exams and A levels in due time. Try to start earlier rather than later, especially if you have some free time. I visited almost all the prospective universities I was interested in and I would encourage you to do the same, because it can give you a good idea if a university is the right fit. The main idea is don’t waste time, because it can have negative consequences for your future.

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Avenor: How did you decide on a career path? What informed your choices?

Ece: It was already set from the beginning: I wanted to study law since Grade 6, and in the meantime in Grade 9 and 10,  I explored different options and subjects I enjoyed. Ultimately, I always returned to law. It was an intuitive thing: I enjoyed reading about legislation, thinking critically, applying critical thinking to written analysis and debating my findings. 

What makes a top choice university for you?

Ece: For me, the big question was: ‘Where would I enjoy being and studying?’ Tilburg University was the top choice for me, because their global law programme offered the study of different legal systems and many aspects of the legal system, which makes it a flexible degree programme. I had the opportunity to speak to a third year student, and the social culture of the university as well as the programme, and that confirmed my decision to make it my first choice. 

How important is the support of a Career Team during the college application process?

Ece: The Avenor Career Team helped me at the start, when I was trying to discover where I could study in English and where the course was a good fit. They also helped to sort out the paperwork and logistics of applying for CAO (Ireland). For the Netherlands, I’m sure they will help with the final documents needed to be posted! 

The internship at KPMG was very helpful for me too, as it gave me a clear picture of what kind of legal environment I would like to work in.
What advice would you give to younger high school students?

Ece: Try to get IELTS and extra-curricular projects done in Grade 11 to avoid having to add to Grade 12 stress. Try to get paperwork and everything done early! Make sure to choose a country, city, and university that’s a good fit for you. Dutch universities do not offer dorms so make sure you know what services you can go to for housing.

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Avenor: How did you decide on a career path? What informed your choices?

Ilinca: For me it was also clear from a young age what my interests were. I direct my focus and academic attention in domains and subjects I was passionate about and interested in. It’s important to enjoy what you do and for me, debate club and my internships really consolidated my intention to study law. The internships, in particular, were really an eye opening experience that helped me see what a career in law looked like.

What makes a top choice university for you?

Ilinca: The course itself is what makes a top choice university. You have to find your course intriguing and engaging and it must make you want to study law for three years. Queen Mary, University of London, is my top choice university: the fact that it had a wide range of optional modules to choose from, such as the law emerging from the Nuremberg Trials, immediately sparked my interest because I studied the Holocaust for A level History. The location was also an important factor for me: London also offers a lot of opportunities for internships and networking. London is also an international city and this is a good fit for me, as I’m looking to build a career in a very international field. 

How important is the support of a Career Team during the college application process?

Ilinca: My counsellor was helpful by offering ample feedback on my personal statement and ensuring that everything was in place. Broadly speaking, the Career Team helped me profoundly by offering the internship experience which introduced me to the corporate world and both internships were a close fit with my interests. I learnt a lot about legal departments and how they’re incorporated within the whole company.The KPMG internship was a highlight of my internship experience as I also had the chance to speak to the HR department and gained insight into how to apply and prepare yourself for a job interview for law. 

What advice would you give to younger high school students?

Ilinca: For Grade 9 and Grade 10, begin to build an idea about what you want to do and start researching universities. Don’t stress too much about the research, not a lot of students start in Grade 9.

Try to identify the ranges of tuition fees for European universities or US universities. Try to build a CV early, highlight precisely what you did on an internship in one sentence, and try to be brief and clear. By Grade 11, you should have chosen A levels that will be a guideline for you – A levels are a foundation for your university and career so be careful with what you pick. 

The extra-curricular activities are very valuable and beneficial for your application: for law, taking part in competitions, public speaking, debate, MUN, youth parliaments and summits is essential if you want to stand out. Having an EPQ was also extremely useful as an additional qualification, particularly the written report component, which is effective preparation for university. 

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Avenor: How did you decide on a career path? What informed your choices?

Laura: I’ve always had an interest in art and creative subjects since Grade 8, and I developed an interest in mathematics also, and architecture helped me combine both interests, as well as how different cultures express themselves in architecture, and how it imbeds people’s cultures. For me, my internship in an architecture studio was also very useful, by showing me different aspects of this career path. 

What makes a top choice university for you?

Laura: Manchester University is my top choice. Since Grade 9, I’ve been researching universities and courses. The course at Manchester was the best fit for me, as it will give me a balanced outlook and training. It helps that I loved the location – it’s a large student city! Manchester is not as sizable as a capital but it’s not small and you won’t feel isolated.  

What advice would you give to younger high school students?

Laura: I have three key points: start with research as soon as possible, you will feel confident with what you’re doing and where your future could go. It helps to do things little by little, rather than all at once. Secondly, make sure you know the requirements of architecture courses in different countries, some have interviews, admission exams, and different deadlines that you have to keep in mind. You should prepare the best for them so you need a clear action plan. As a third point, I would also recommend having a balanced combination of art, science and humanities when applying to university. It makes you stand out and teaches you to express yourself. You should have a healthy combination of subjects. Personally, even though Literature wasn’t directly relevant to your university application, it really helped me to express myself and my ideas clearly. 

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Avenor: How did you decide on a career path? What informed your choices?

Sonia: It was a process, but my starting point was: I knew what I liked and what I wanted to continue with after high school. For me that was history, which I developed a passion for in Grade 10. What helped me was my career advisor, who offered me a more nuanced view of what studying history might include, such as archeology and anthropology. 

What makes a top choice university for you?

Sonia: My top choice for university is Durham University. I really like the culture of Durham University, the city has a calm environment and the university has a strong academic profile and community spirit. Durham University’s prestige and outstanding reputation are also very important to me.

How important is the support of a Career Team during the college application process?

Sonia: The Avenor Career Team helped me a lot with the logistical part of applying to the UK, as it’s quite a long and complicated process. Writing a personal statement (to fit a very specific character count) was also a challenge and the support provided was great. And the advice about making a final choice for which university offers to list as ‘firm’ and ‘insurance’ was instrumental.

What advice would you give to younger high school students?

Sonia: If you’re applying through UCAS, don’t leave your application until December or January, or you’ll face an uncomfortable rush to get things done whilst simultaneously trying to prepare for your mock exams.

Ensure you have an idea about what you want to apply for and where by the end of the summer of Grade 11. If you can, make a start on your personal statement. Time flies by in the first term of Grade 12.