UWC South east asia
Annual Report
2011-2012
Letter from Charles Ormiston, Chair of the Board of Governors .........................................2
Letter from Julian Whiteley, Head of College............................................................................3
UWCSEA guiding statements....................................................................................................... 4
UWCSEA governance and leadership..........................................................................................9
Board of Governors..................................................................................................................14
Organisational structure........................................................................................................18
Student achievement....................................................................................................................21
Academic...................................................................................................................................22
Activities....................................................................................................................................33
Outdoor education.................................................................................................................39
Personal and social education..............................................................................................43
Service........................................................................................................................................46
Our community.............................................................................................................................53
Boarding..................................................................................................................................... 55
Scholars .................................................................................................................................... 57
Parents’ Associations..............................................................................................................60
Strategic plan ................................................................................................................................63
Business report.............................................................................................................................. 67
Human Resources....................................................................................................................68
Admissions................................................................................................................................ 70
Finance........................................................................................................................................74
Statement of financial position............................................................................................ 76
Statement of comprehensive income................................................................................. 78
College Advancement.................................................................................................................. 81
The Foundation........................................................................................................................ 81
Financial Report.......................................................................................................................84
Alumni Relations.....................................................................................................................86
Statement of financial position............................................................................................90
Statement of comprehensive income..................................................................................91
Contents
It is my pleasure to introduce the
second UWC South East Asia Annual
Report, which highlights aspects of
the UWCSEA experience during the
2011/2012 academic year. Another
year of commitment from our whole
community to the mission, vision and
values of the College has resulted in
outstanding student achievement and
purposeful institutional progress.
Chairing the Board of an ambitious
non-profit institution like UWCSEA
is a complex undertaking. Effective
leadership requires balancing the
needs of a range of stakeholders
(students, parents, teachers,
staff, alumni, UWC International,
community leaders, other schools)
who hold passionate beliefs about
what is best for the students and
the school. Added to this are the
challenges that the education sector
as a whole is facing: cost pressures
after years of tuition increases that
are greater than inflation; the need to
equip students to manage themselves
in a world where information is readily
available and IT tools can both benefit
and distract; and above all, ensuring
that the education we are providing
is holistic and is preparing students
not just for university, but for life in
an unknown future.
The UWC schools, colleges and
programmes provide challenging
and transformational educational
experiences to students, inspiring
them to create a more peaceful and
sustainable future. Our vision at
UWC South East Asia is to be a leader
in international education with a
worldwide reputation for providing
a challenging, holistic, values-based
education. As the Board of Governors
sets priorities and allocates resources,
we constantly come back to this
vision. We ask ourselves if what
we are doing is ambitious enough,
if it will contribute to our being an
international leader, if what we are
doing is consistent with our values.
On many questions we have to chart
our own path.
The role of the administration is to
run the school; the role of the Board
of Governors is to ensure the school
is well run. In addition to the standard
compliance and fiduciary roles that
a Board must play, we work together
with the school to ensure that the
administration and teaching faculty
set ambitious objectives aligned
to the vision, seek out global best
practices and show boldness in action.
Each committee of the Board has an
ambitious agenda and an admirable
set of accomplishments, which are
outlined in the Governance and
Leadership section of this report
As we reflect on the 2011/2012 year,
we also look to the challenges that
face us in 2012/2013 and beyond. The
five most important challenges the
Board of Governors faces in the next
three years are the following:
1. Selecting a new head of College to
succeed Julian Whiteley in July 2014
2. Prioritising and resourcing the key
initiatives that will continuously
improve the quality of our students’
education, consistent with our
“challenging, holistic, values-based”
commitment
3. Re-thinking our communications
and our stakeholder interaction
model, in order to engage more
members of our community in
Letter from Charles Ormiston
Chair of the Board of Governors
service, the arts and sport,
which will in turn enhance the
student experience.
4. Ensuring the two-campus model
is a source of strength for the
College and provides us with pooled
resources for major undertakings,
two springs of innovation and
greater visibility in attracting
students, teachers and staff
5. Continuously upgrading and refining
our governance processes to ensure
the Board of Governors will self-
renew in a meritocratic way
I am very grateful to every full and
coopted member of the Board of
Governors, who volunteer to support
the school and have a real impact on the
educational experience of our students.
The Governors are intensely proud of the
school’s performance, which we measure
across holistic factors, not just our
outstanding IB and other examination
results. I hope this annual report
provides some insight into another year
of progress at UWCSEA.
In closing, I’d like to thank Julian,
James, Frazer, all the teachers and
staff, alumni, parents and students,
who contribute to the school. Our
agenda is ambitious but it has the
best of goals: to educate individuals
to embrace challenge and take
responsibility for shaping a better
world. Not just the students; all of us.
Charles Ormiston
Letter from Julian Whiteley
Head of College
Welcome to the second UWC
South East Asia Annual Report,
intended to provide an overview
of the many achievements of our
students, along with developments
across both campuses and details
of our operations.
Kurt Hahn, the founder of the UWC
movement, believed that education
should be a preparation for life not just
for university, and this belief underpins
the philosophy of the College. While
academics are important in providing
the gateway to opportunity, it is
the skills and qualities the students
develop, coupled with a strong set
of values, that will enable them to
make a meaningful contribution to
society as autonomous human beings
ready to face life’s challenges. The
education we provide is therefore
multifaceted, embracing all five
elements of the UWCSEA learning
programme: academics, activities,
outdoor education, personal and social
education and service. This report
provides many examples of the impact
of this approach on our students, and
we hope illustrates how proud we are
of them as they embrace challenge
and take responsibility for shaping a
better world.
In August 1971, UWCSEA was opened
as Singapore International School by
then Prime Minister Lee Kwan Yew,
later becoming the second College in
the UWC movement. It was therefore
rather poignant that in August 2011,
40 years to the month after Dover
Campus was established, the East
Campus in Tampines opened its doors.
The rationale for establishing the
East Campus was very clear. Not only
did we want to help the Singapore
community—in 2007 capacity
constraints within the education sector
were preventing families from moving
to Singapore—we also believed that
the UWC mission to make education
a force to unite people, nations and
cultures required us to offer our
holistic, values-based education to
as many students as possible. The
opening of the East Campus allowed us
to meet the needs of our host country
while fulfilling our mission and vision.
On several occasions during the year
I had the opportunity to sit with East
Campus students to discuss their
experience. As you would expect
given the nature of our students, the
discussions covered many aspects of
their education both within and without
the classroom. I was fascinated not only
by their confidence but how articulate
they were, able to express their views
on a wide range of global issues—social,
environmental and political. They
are an exceptional group of students
and we are fortunate to have them as
members of our community.
At the same time, life continued apace
at the Dover Campus. For the first
time in its history the campus was
accredited by two external agencies,
the Council of International Schools
(CIS) and the Western Association of
Schools and Colleges (WASC). The
team of 16 respected international
educators who visited in October 2011
wrote in their concluding statement,
“The UWC mission and the UWCSEA
mission, vision and values are strong
statements of who the College is, and
what the College stands for, and the Visit
only served to reinforce the fact that
the College community does indeed
‘walk the talk.’ The focus and emphasis
on quality of relationships was palpable,
from the Board/Head of College on down
throughout the school.”
Phase 2 of the Dover Campus Master
Plan reached a conclusion with the
opening of the Middle School building
in the centre of the campus. The next
project, the refurbishment of the
Humanities Block, had begun by the
end of the academic year.
Finally, at an institutional level, the
Curriculum Articulation Project
commenced; iLearn, the programme
to integrate the use of technology
into the learning programme, was
launched; a new Admissions policy
aimed at opening up access to the
College and eliminating wait-lists was
introduced; a site was found on Pulau
Sibu to cater for the expansion of
the Outdoor Education programme;
and the newly established UWCSEA
Centre for International Education
hosted the IB World Heads Conference,
which attracted over 450 delegates
from across the globe. 2011/2012 was
certainly a significant year for UWCSEA.
I would like to finish by thanking the
many people—students, parents,
Board members, staff, alumni and
other friends of UWCSEA—who
contribute to our school’s success.
It is a privilege to be working here.
Julian Whiteley
UWC mission
The UWC movement makes
education a force to unite people,
nations and cultures for peace and
a sustainable future.
UWCSEA educational goal
The UWCSEA goal is to educate
individuals to embrace challenge
and take responsibility for shaping
a better world.
UWCSEA ambition
UWCSEA will be a leader in
international education. We will
have a worldwide reputation for
providing a challenging, holistic,
values-based education with an
emphasis upon academic achievement,
service to others, environmental
stewardship, teamwork and leadership.
Values
The UWCSEA community expects
members to:
• be honest and act with integrity
• avoid prejudice by developing views
based on evidence, reasoning and
understanding
• be compassionate and morally
responsible
• embrace challenge in order to
maximise their potential
• help other people
• take an interest in and enjoy
friendships with people of all
cultures and backgrounds
• minimise their harmful impact
on the environment
UWCSEA guiding statements
Philosophy
UWCSEA aims to develop high
achieving, socially confident and
morally responsible individuals
through an active commitment to a
coherent set of values and practices
based upon the philosophy of Kurt
Hahn, the 20th century educationalist
and founder of the UWC movement.
Hahn was a leading figure in the
creation of the concept of experiential
learning. He believed that education
was about the development of the
‘whole person’ in order to prepare
students for life, not just for university.
His philosophy can be encapsulated
in the phrase:
“Plus est en vous.” – There is
more in you (than you think).
The UWCSEA learning programme
actively combines challenging
experiences with academic rigour and
creative opportunity for every student.
The College has high expectations of
the students who in turn develop high
expectations of themselves. We expect
students to think critically and seek
out evidence, challenge the perceived
wisdom and develop their own ideas,
place prejudice to one side and act
with conviction.
A curriculum of this ambitious nature
cannot be confined to the classroom.
It is our educational philosophy that an
active, challenging curriculum across
the five elements of our learning
programme (academics, activities,
outdoor education, personal and
social education and service) provides
our students with the opportunity to
develop into well-balanced, perceptive
individuals who have the confidence
and optimism to take action to
improve the lives of others.
Students are encouraged to use
their initiative, embrace challenge
by extending the boundaries of their
experience, embark upon journeys of
self-discovery without fear of failure
and develop the ability to cope with
ambiguity. A good school will ensure
that all students experience success in
order to develop their self-confidence:
exceptional schools allow students
to experience failure in a supportive
and caring environment so that they
learn to persevere and turn such
events into opportunities.
As we prepare our students for
their future, self-discipline becomes
paramount. As the students grow
older, they are provided with greater
autonomy, giving them increased
opportunity for negotiation and self-
determination. In so doing, we create
an environment in which students
develop a positive attitude to learning
which enables them to indulge their
curiosity and develop their creativity.
In order to develop a sense of social
responsibility and compassion, Hahn
believed that service should be at
the heart of education. College, local
and global service is a fundamental
component of a UWCSEA education
and as a consequence is embedded
into the learning programme. We
expect all members of the College
community to actively support and
become involved in service.
Similarly, we stress the importance
of both understanding and active
involvement in environmental issues.
Whilst trying to minimise our harmful
impact on the environment, the
community is encouraged to become
custodians and ambassadors for
sustainable development.
Key to any school is the quality of the
human relationships and interactions
between members of the community.
UWCSEA believes that all interactions
should be based upon trust, honesty
and mutual respect as we aspire to
create a harmonious community
in which all members are actively
involved in and work collaboratively
to help the College achieve its mission
and ambition.
It is our belief that education should
be truly life defining. We, therefore,
provide students with the opportunity
to develop a strong value system and
the necessary skills, knowledge and
dispositions to make a positive impact
upon the world.
The College serves the global
community and is open to students
of all backgrounds who meet its
admissions’ standards. In keeping
with Hahn’s aspirations, we bring
together a rich diversity of cultures and
promote intercultural understanding
through shared life experiences, and
cooperative and collaborative living.
This is further developed through a
reflective dialogue on global issues and
approaches to critical engagement in
the pursuit of peace.
UWCSEA profile
Our UWCSEA community is
committed to being aware, able
and active.
As global citizens, learners understand
that the competencies of the UWCSEA
profile supports the UWC mission
to make education a force to unite
people, nations and cultures for peace
and a sustainable future.
Skills
Critical thinker and problem solver
Critically solve complex problems
based upon informed and ethical
decisions
(inquiry, questioning, connection,
analysis, synthesis, evaluation)
Learners:
• identify and ask relevant questions
towards developing solutions
• systematically plan to gather
information from different
perspectives to deepen
understanding about how to
resolve problems
• analyse and synthesize the
information in order to develop an
informed and ethical solution
• enact solutions to complex problems
• reflect upon experiences and
new understanding to inform
future thinking
Creative and innovative
Think creatively to produce original
works or to develop innovative ideas
(originality, imagination, curiosity,
adaptability, connection, persistence,
risk-taking)
Learners:
• act on creative ideas to produce
original works as a means of
personal or group expression
• adapt ideas as circumstances
change to initiate new solutions
while understanding that success
and setbacks are part of creativity
and innovation
• connect ideas and experiences
in inventive ways by transferring
understanding to new situations
Collaborative
Work collaboratively in diverse
settings to learn and lead by influence
(cooperation, participation, leadership,
flexibility, adaptability, responsibility,
trust)
Learners:
• work respectfully to resolve
issues and build consensus with
diverse teams
• demonstrate flexibility and
adaptability to work effectively in a
climate of ambiguity and change
• assume shared responsibility, value
individual contributions and be
accountable for outcomes
• lead by influence rather than
authority while behaving ethically
and acting with integrity
• build and sustain effective networks
using appropriate tools
Communicator
Communicate effectively according to
audience and purpose
(communication,interpretation,
perspective, intent)
Learners:
• articulate thoughts and ideas
effectively in a variety of forms
and contexts
• make informed choices about
medium and content according to
audience and purpose
• analyse and evaluate a range a
sources to understand perspective,
emotion and/or meaning
Self-manager
Take responsibility for managing and
directing their own learning
(metacognition, independence,
perseverance, diligence, organisation,
responsibility)
Learners:
• use metacognitive skills to define
learning goals, monitor progress,
reflect and adjust their approach to
improve learning
• work independently and safely
towards a goal without direct
oversight
• organise time and resources to
manage a workload and complete
a task
Qualities
Concerned and committed
Demonstrate a commitment to care
(stewardship, caring, empathy,
compassion, open-minded, service,
sustainability)
Learners:
• sustain an empathetic and
compassionate outlook
• demonstrate a concern for inequity
and a commitment to social justice
• value diversity and engage
respectfully in an open minded
manner
• demonstrate concern for the
environment and a commitment
to a sustainable future
• initiate and sustain responsible
action with the belief that people
can make a difference
Principled
Act with integrity and honesty with a
strong sense of fairness and respect for
self and the dignity of others
(integrity, honesty, responsibility,
respect, fairness)
Learners:
• demonstrate ethical and socially
responsible behaviour
• take responsibility for individual
actions and the consequences that
accompany them
• display moral courage when
confronting injustice
Resilient
Anticipate, persevere and confront
challenge
(optimism, confidence, courage,
diligence, perseverance)
Learners:
• demonstrate a sense of courage in
unfamiliar situations
• exhibit an optimistic and confident
attitude when faced with challenge
• work effectively in a climate of
ambiguity and changing priorities
• persevere by viewing obstacles as
opportunities to learn
Self-aware
Develop intellectual, physical,
spiritual and emotional balance
to achieve personal well-being
(self-discipline, self-esteem,
self-confidence, reflection)
Learners:
• understand the importance of a
healthy lifestyle and demonstrate
the self-discipline to support
personal well-being
• realistically reflect upon personal
feelings, values and strengths to
make informed decisions
• celebrate the strengths and
achievements of self and others
• remain positive and optimistic
when faced with personal
challenge, seeking advice and
support when needed
Learning and
learning principles
Learning is a life-long process in which
the learner engages with and reflects
upon information and experiences
to construct new or modify existing
understanding as well as develop and
apply skills and qualities.
We know learning is effective when:
• learners construct new understanding
by activating prior knowledge and
experiences
Therefore, it is important that new
learning is connected to what the
learner has previously experienced
or understood.
• learners use timely and goal directed
feedback
Therefore, ongoing assessment
should be regular and structured
in a manner that allows for specific
feedback to guide the learner in
constructing meaning.
• learners collaborate
Therefore, learners must have
opportunities to interact with
others in a variety of situations
and groupings.
• learners are challenged
Therefore, learners need to be
challenged in developmentally
appropriate ways.
• learners feel secure and supported
Therefore, learners need a safe and
respectful learning environment.
• learners construct meaning by seeing
patterns and making connections
Therefore, learning needs to be
organised around core concepts.
• learners actively process and reflect
Therefore, time is required for
learners to practise, reflect and
consolidate learning.
• learners apply metacognitive skills
Therefore, learners should
develop an awareness of their
own thinking processes to develop
intellectual habits.
• learners understand the
purpose of the learning
Therefore, learning should occur in
context with clear connections to
real world.
• learners have ownership
of their learning
Therefore, opportunities for self-
directed learning are needed to
sustain and motivate learning.
UWC Pearson College
Victoria, Canada
UWC-USA
Montezuma, New Mexico, USA
UWC Costa Rica
Santa Ana, Costa Rica
UWC Atlantic College
Llantwit Major, UK
UWC Maastricht
Maastricht, Netherlands
UWC Adriatic
Duino, Italy
UWC in Mostar
Mostar, Bosnia and Herzegovina
Waterford Kamhlaba UWC
Mbabane, Swaziland
UWC South East Asia
Singapore
UWC Mahindra College
Pune, India
Li Po Chun UWC
Hong Kong SAR, China
UWC Red Cross Nordic
Flekke, Norway
UWC movement
“The striking thing about the United
World Colleges is that they embrace
the entire world across all divides of
race, history, culture, wealth, religion,
economic status and political belief.”
Nelson Mandela
Honorary President, UWC International
UWC South East Asia is a member of
the UWC movement. UWC schools,
colleges and programmes deliver
a challenging and transformative
educational experience to a diverse
range of students, inspiring them
to create a more peaceful and
sustainable future.
UWC has 12 schools and colleges
across five continents. Most of the
schools enrol students only for Grades
11 and 12 (the IB Diploma). However,
Waterford Kamhlaba enrols students
from Grades 6 to 12, while UWC
Maastricht and UWC South East Asia
enrol students from K1 to Grade 12.
The other UWCs are significantly smaller than UWC South East Asia, as illustrated in
the table below.
School
Age
Number of students 2012/2013
UWC Adriatic
16–19
200
UWC Atlantic College
16–19
350
UWC Costa Rica
16–19
200
Li Po Chun UWC of Hong Kong
16–19
250
UWC Maastricht
2–18
525
UWC Mahindra College
16–19
200
UWC in Mostar
16–18
154
Pearson College UWC
16–19
200
Red Cross Nordic UWC
16–19
200
UWC South East Asia
4–19
4,900
UWC-USA
16–19
200
Waterford Kamhlaba UWC
11–20
600
UWC South East Asia was the second
member of the UWC movement,
opened by Lee Kuan Yew as Singapore
International School in 1971. SIS
became UWC South East Asia in
1975 and gradually expanded to
become the K–12 international school
of nearly 5,000 students across two
campuses that it is today.
The schools and colleges of the
UWC movement are united by
their common mission to make
education a force to unite people,
nations and cultures for peace and
a sustainable future.
Governance and Leadership
10
“Confidence in effort, modesty in
success, grace in defeat, fairness in
anger, clear judgement even in the
bitterness of wounded pride and
readiness for service at all times.”
Kurt Hahn
Founder of the UWC movement
Born in 1886, the son of a wealthy
German industrialist, Kurt Hahn
was educated in Germany and
then in Oxford, before World War I
brought him back to Germany. His
early interest in education as a force
for good was crystallised by the
destruction he witnessed during the
war, and with the support of Prince
Max von Baden, the last imperial
chancellor in Germany, in 1920
founded Salem School in Germany,
based on respect for the individual,
responsibility to the community and
an awareness of the importance of the
democratic process in sustaining both.
Kurt Hahn: A Life
In 1933, Hahn was exiled to the
UK after speaking out against the
Nazis, and founded Gordonstoun
School in Scotland, based on the
four pillars of internationalism,
challenge, responsibility and service.
Hahn believed that school should
be a preparation for life, not just for
university, and that education should
help students to develop resilience
and the ability to experience failure
as well as success.
The ideals of Gordonstoun were partly
manifested in an enormous emphasis
on outdoor activities, particularly
seamanship and mountaineering. In
1941, more and more convinced of
the importance of learning outside
the classroom, Hahn established
Outward Bound, with a founding
mission to give young people the
ability to survive harsh conditions at
sea by teaching confidence, tenacity
and perseverance—some of the
many skills and qualities we develop
at UWCSEA through our Outdoor
Education programme today. Fifteen
years later, in 1956, Hahn founded the
Duke of Edinburgh’s award, which for
more than 50 years has encouraged
young people to challenge themselves
1886 Born Germany
1910 Attended Oxford University
1914 Returned to Germany, two days
before war was declared
1920 Founded Salem School
1933 Exiled to Great Britain
Timeline of Kurt Hahn’s Life
11
through service, physical recreation
and adventure. Since 2008, more
than 300 of the College’s students
have achieved the Duke of Edinburgh’s
award, known internationally as the
National Youth Achievement Award.
The founding of the UWC movement
in 1962 was the culmination of
Hahn’s thinking about education.
While attending the 1958 NATO Staff
Conference, he was inspired by the
cooperation he witnessed between
former adversaries from World War II.
He thought that if we could educate
young people from around the world
together, we could prevent future
conflicts. From this belief in the power
of education to change the world,
the UWC movement was born, with
a mission to make education a force
to unite people, nations and cultures
for peace and a sustainable future. In
1962, the first UWC, Atlantic College,
was opened in Wales. UWC South
East Asia, the second UWC college,
was opened in 1971 as the Singapore
International School, and so the story
of UWCSEA began.
While Atlantic College and the UWC
movement worked with the Geneva
International School and the United
Nations School in New York to develop
the International Baccalaureate
curriculum, Kurt Hahn went on to
found the Round Square organisation
in 1967.
Hahn died in Germany in 1974.
The entry in Britain’s Dictionary
of National Biography calls him
“headmaster and citizen of humanity.”
There is no doubt that Hahn had
an enormous impact on the world
of education.
He championed the importance of
developing the whole person, and
based his thinking on the ideals
of a holistic, experiential, values-
based education.
“I regard it as the foremost task of
education to insure the survival of these
qualities: an enterprising curiosity, an
undefeatable spirit, tenacity in pursuit,
readiness for sensible self denial, and
above all, compassion.”
Kurt Hahn
The world is a very different place
since Hahn founded the UWC
movement 50 years ago. But his
educational philosophy, with a focus
on academic achievement, leadership,
experiential learning and service to
others has remained, and will continue
to provide our students with a unique
learning experience for many more
years to come.
1934 Founded Gordonstoun School in Scotland
1941 Founded Outward Bound
1956 Founded Duke of Edinburgh Award
(internationally known as NYAA)
1962 Opened UWC Atlantic in St Donat’s
Castle in Wales
1967 Founded Round Square movement
1974 Died Germany
12
UWCSEA Governance and Leadership
UWCSEA is a non-profit organisation
(NPO). In Singapore, an NPO is a
legally constituted organisation whose
main purpose is to support or engage
in activities of public or private interest
without any commercial or monetary
profit. Our legal status is as a public
company limited by guarantee,
registered with the Accounting and
Corporate Regulatory Authority
(ACRA). We are also a registered
charity with the Commissioner of
Charities. Finally, UWCSEA is a foreign
system school, registered with the
Ministry of Education (MoE) and the
Council for Private Education (CPE).
As a member of the UWC movement,
UWCSEA is overseen by the UWC
international Board, which is
constituted from member colleges,
alumni and National Committees.
Board of Governors
UWCSEA benefits from a highly
experienced Board of Governors, who
are regulated by the organisations
above. The Board of Governors works
with the College administration and
staff to realise our shared vision to be a
leader in international education. The
role of the Board of Governors is to
set direction, establish policies, ensure
accountability and provide leadership
for the College. The Board is made
up of both elected and selected
(co-opted) members. Board members
also serve on one of the Board
committees as well as occasionally
assisting with other matters on an
ad hoc basis.
Education Committee
The role of the Education Committee
is to ensure that the UWCSEA
learning programme is aligned
with the College’s philosophy and
the UWC values. The Education
Committee also monitors trends in
(international) education and oversees
major initiatives in the learning
programme, for example iLearn and
CIS accreditation.
During 2011/2012, the Education
Committee supported the curriculum
articulation project, which is
ensuring that the curriculum for all
five elements of the programme is
grounded in best practice and fully
documented from K1 to Grade 12.
The Education Committee also
oversaw the College language review,
supported a review of the university
counselling function, and endorsed
the College educational leadership
decision to move beyond the IB
Primary Years Programme.
Over the next two years, the Education
Committee will continue to ensure
the curriculum articulation project
and the iLearn programme remain
on track and will review changes to
University Counselling (now known
as University Advising). In addition,
it will advise on implementation of
some of the recommendations from
the College language review and will
begin discussions of a College-wide
philosophy and policy for sports.
13
Governance Committee
The role of the Governance Committee
is to ensure the effectiveness of
the full Board and the work it does
for the College. The Governance
Committee also oversees Board
policies, recommends the Board’s
annual objectives, oversees the
annual review of the Board’s structure
and composition and is responsible
for new Board member nominations
and induction.
During 2011/2012, the Governance
Committee supported the
implementation of the new College
admissions policy, as well as approving
the revised College guiding statements.
The Governance Committee also
created an action plan for the Board,
based on recommendations from
the Council of International Schools/
Western Association of Schools and
Colleges (CIS/WASC) accreditation.
In addition, the committee selected
an external firm to conduct the Board
Effectiveness Review, revised the
orientation of new Governor and
co-opted Committee members
process and reviewed the Board
compliance with the Private Education
Act and memorandum and articles.
From 2012–2014, the Governance
Committee will respond to
recommendations from the Board
effectiveness review and begin a
longterm project aimed at measuring
our holistic education. In addition,
the committee will review succession
planning for the Board of Governors
and senior management at the College,
oversee the implementation of the
Professional Learning Programme
(incorporating teacher appraisal)
and review measures in place to
ensure our teachers reflect the
diversity of our community.
Facilities Committee
The role of the Facilities Committee
is to ensure the effective delivery of
the College’s Dover and East Campus
master plans.
During 2011/2012, the Facilities
Committee oversaw the Dover Master
Plan, including the new Middle School
building, the Art Department and
related works, the refurbishment of
the Humanities block, the artificial
turf at the Ayer Raja Field and the link
between Music and Drama. At the
same time, the committee oversaw
the opening of the East Campus and
commissioning of the facilities there.
For the next two years, the Facilities
Committee will continue the Dover
Master Plan and will ensure that
the East Campus continues to
operate efficiently.
Finance Committee
The role of the Finance Committee
is to ensure the longterm financial
stability of the College and
recommend the yearly operational
budget to the Board.
During 2011/2012, the Finance
Committee completed a review of
the UWCSEA Nominee Programme
(UNP) and cash reserves policies,
and a survey of salary and benefits.
The committee also conducted a fee
comparison survey with international
schools in the region and worldwide,
and finalised the College budget
and tuition fees for the 2012/2013
academic year.
During 2012/2013, the Finance
Committee will review UWCSEA
staff salary and benefits and set the
College budget and tuition fees for the
2013/2014 academic year.
Management Committee
The Management Committee is made
up of the Chairs of each of the other
committees, plus Chair and Vice
Chair of the Board of Governors. The
Management Committee has two
functions: to agree the key initiatives
and Key Performance indicators of
the Head of College and to review
his or her performance against them;
and to act quickly in the event of a
crisis to provide recommendations
to the Board of Governors. All
recommendations of the Management
Committee must be approved by the
full Board, but their deliberations are
conducted in private.
14
UWCSEA Board of Governors
Miles Beasley
Alexandra
De Mello
Andrew Gaze
Charles
Ormiston
(Chair)
Kevin Bennett
David Burks
Chegne
How Poon
(Secretary to
the Board)
David Chong
(Chair,
Governance
Committee
and Audit
Committee)
Barry Daniels
Katherine
Davies
Driek Desmet
(Chair,
Education
Committee)
Dale Fisher
Will Kennedy-
Cooke (Chair,
Facilities
Committee)
Alexander
Krefft
Yvonne
Krishnan
Anna Lord
Ravi Raju
Doris
Sohmen-Pao
Julian
Whiteley
Wayne Yang
(Chair, Finance
Committee)
Ho Seng Chee
Lily Fang
Douglas J. Farber
Vivek Kalra
Davy Lau
David Maxwell
Eric Sandlund
Nilanjan Sen
Yap Meen Sheng
Co-opted members
Thierry Brezac
Nicholas Chan
15
Management Committee
Charles Ormiston (Chair)
David Burks
David Chong
Driek Desmet
Wayne Yang
Will Kennedy-Cooke
Audit Committee
David Chong (Chair)
Education Committee
Driek Desmet (Chair)
Alexandra De Mello
Dale Fisher
Doris Sohmen-Pao
Julian Whiteley
Douglas J. Farber
Yap Meen Sheng
Facilities Committee
Will Kennedy-Cooke (Chair)
David Burks
Thierry Brezac
David Maxwell
Miles Beasley
Kevin Bennett
Julian Whiteley
Simon Thomas
Chegne How Poon
Finance Committee
Wayne Yang (Chair)
Ravi Raju
David Burks
Kevin Bennett
Andrew Gaze
Anna Lord
Katherine Davies
Julian Whiteley
Nilanjan Sen
Eric Sandlund
Lily Fang
Vivek Kalra
Cecilia Teo
Chegne How Poon
Governance Committee
David Chong (Chair)
David Burks
Driek Desmet
Alexander Krefft
Barry Daniels
Julian Whiteley
Ho Seng Chee
Davy Lau
Nicholas Chan
Chegne How Poon
16
According to Board guidelines, the
Board is required to:
• on an annual basis evaluate its own
performance and agree objectives
for the following year; and
• arrange for an evaluation of its work
by independent assessors and their
report shall be published unedited
and also submitted to UWC
International.
During 2011/2012, the Board went
through a comprehensive effectiveness
review, conducted by external
consultants Heidrick and Struggles.
The review was organised around
three key questions, as follows:
1. How effective is the Board at
addressing the needs and issues
of today?
2. How prepared is the Board to deal
with the needs of tomorrow?
3. How can the Board enhance its
effectiveness?
The review was done across the six
elements of highly effective Boards,
as follows:
• strategic alignment and direction
• Board composition and structure
Board Effectiveness Review
• processes and practices
• Board culture and dynamics
• relationship with management
• effectiveness of committees
The assessment and recommendations
came from analysis and synthesis of
Board effectiveness questionnaire,
face-to-face interviews with key
members of the Board and leadership,
observation of a cycle of committee
and full Board meetings and a review
of key Board documents.
The full report can be found on the
College community website.
Key recommendations coming from
the review were as follows:
• increase alignment between Board
and senior management in areas of:
–– definition of holistic, values-based
education
–– key strategic priorities along with
measures of their success
–– implementation of the ‘One
College, Two Campuses’
philosophy
• ensure focus on strategic priorities
while providing a clear process for
dealing with ad hoc issues
• re-focus mandate and role of the
Education Committee
• succession planning for senior
management, to include:
–– establishing key success/selection
criteria for the roles
–– identifying and developing
potential internal candidates
• Board policies and practices
–– implement plan for succession
and renewal of Board members
–– select successor to the Chair of
the Governance Committee
–– ensure key skills and expertise are
present on the Board
–– embed an understanding of
the history of the Board in the
orientation for new members
–– provide committees with a simple
framework for recommendations
to the Board
All the recommendations were
endorsed by the Board of Governors
and implementation has begun.
17
Below is a list of the key College
initiatives and projects that the Board
is supporting and advising the College
on from 2012–2014. For further
information on key strategic initiatives
in the College, please see the strategic
plan section of this report.
• appoint new Head of College
• review effectiveness and impact of
the Admissions policy, implemented
from August 2011
• review East Campus in preparation
for accreditation in 2015
• develop the scholarship programme
to increase the number of scholars
• support the curriculum articulation
project, which is ensuring that the
K1–Grade 12 curriculum is based
on up-to-date research and fully
articulated across all five elements
of the learning programme
• implement recommendations from
the language review
• oversee iLearn programme,
supporting the use of technology to
enhance learning
• support the university advising
programme after providing increased
resources during 2011/2012
• lead discussions of a College-wide
philosophy and policy for sports
Board-Supported Areas of Focus 2012–2014
• implement the Dover Campus
master plan
• oversee a programme that will
measure UWCSEA’s holistic
education
• Board self-appraisal and governance
• ensure comprehensive succession
planning for Board and senior
leadership
• oversee the implementation of the
Professional Learning Programme
(incorporating teacher appraisal)
• ensure the diversity of the
community is reflected in
teacher diversity
• ensure the implementation
of communications strategic
plan, incorporating internal
communications, marketing,
advertising and awareness-
raising and school reflection
and self-assessment
• support the Foundation and the
Foundation Board as they prepare
for a capital campaign
18
UWCSEA
Board of Governors
Head of College
UWC
International Board
UWCSEA
Foundation Board
Director of
IT
Director of
Admissions
Director of
Administration
Director of
College
Advancement
Head of
Dover Campus
Head of
East Campus
Deputy Head
Deputy Head
Director of
College Staffing
and Development
Director of
Facilities and
Operations
Director of
Communications
and Marketing
Director of
Boarding
Infant School
Principal
Junior School
Principal
Middle School
Principal
High School
Principal
Primary School
Principal
Middle School
Principal
High School
Principal
Director of
Boarding
The College is a complex organisation,
requiring a large network of individuals
and teams, working together to ensure
that students are receiving the best
possible educational experience every
Organisational Structure
day. This network of individuals and
teams is led by the Head of College
and the Heads of Campus, under the
direction of the Board of Governors.
During 2011/2012, the organisational
structure put in place during
2010/2011 was fully realised with
the appointment of a Head of Campus
on Dover and the defining of the
Head of College role.
19
The Role of the
Head of College
The Head of College is responsible
to the Board of Governors for all
aspects of UWCSEA’s provision and in
particular for providing guidance and
vision for the future of the College. He
works closely with, and is supported
by, the Board of Governors, the Board
Committees and the College Executive
Board (CEB).
The Head of College provides
leadership and strategic oversight
to enable the College to achieve
its ambition of being a leader in
international education. He is the
educational leader of the College,
nurturing the school as a dynamic
environment with appreciation for
its special culture and values, and
ensuring that the ethos of a holistic,
values-based education is maintained
and developed. The Head of College
is also responsible for enhancing the
reputation, reach and influence of the
College, maintaining our reputation for
excellence in learning and leadership in
international education. As a learning
institution, the College is constantly
changing and improving, and the
Head of College is responsible for
coordinating and leading those change
processes. The Head of College is
also responsible for growing leaders
in the College, recruiting, developing
and supporting future leaders in
international education.
In addition, with more than 500
employees, including 380 teachers,
an annual turnover of S$90m and
property assets worth several S$100
million, the College has significant
business operations, and the Head of
College is responsible for the year-
to-year operations, including finance,
recruitment, admissions, facilities,
communications and marketing
strategy, development of IT systems
and ensuring that the College satisfies
the legal requirements for Foreign
System Schools in Singapore. The
Head of College ensures that both
campuses operate coherently and
cooperate with one another, while
allowing innovation to flourish within
each campus in line with the College’s
‘One College, Two Campuses’ strategy.
The Head of College also sits on
the College Foundation Board and
oversees the newly created Centre for
International Education.
Finally, the Head of College is
responsible for external relations,
including working with the UWC
International Office and the broader
UWC movement and fostering close
relationships with bodies such as the
Economic Development Board, the
Ministry of Education, the Council for
Private Education, the Immigration
Control Authorities and the
International Baccalaureate.
The Role of the
Heads of Campus
The Heads of Campus support the
work of the Head of College and
provide valuable input to College
strategy and policy. However, their
main focus is on leadership and
management within their respective
campuses. As educational leaders they
must develop the UWC ethos, ensure
that students are provided with an
exceptional experience across all five
elements of the UWCSEA learning
programme, inspire staff through the
setting of aspirational and achievable
goals and oversee improvements in the
quality of teaching and learning.
Alongside this, they too have
significant organisational
responsibilities including the
selection of teaching staff; the
preparation and delivery of
the campus budgets within the
parameters of the global budgets;
liaising with the Director of Facilities
and Operations to ensure that all
aspects of the functioning of the
campus such as catering, transport,
housekeeping, maintenance,
security, health and safety are
operating effectively; and working
closely with the Directors of the
other cross-campus functions to
ensure that their needs are met.
The Head of College and Heads
of Campus are supported in their
educational leadership by Deputy
Heads of Campus, Principals, Vice
Principals, Heads of Grade, Heads
of Subject, Heads of Departments,
counsellors, directors of activities,
outdoor education and service, people
in positions of responsibility, teachers
and support and administrative staff.
For further information on the staff at
the College, please see the HR section
of this report.