2023 UWC Annual Review : simplebooklet.com

ANNUAL REVIEW 2023INTERNATIONALPRESIDENT OF UWCHM Queen Noor of JordanUWC INTERNATIONAL BOARD*Dr Musimbi KanyoroChair of the Board and Chair of Personnel and Remuneration CommitteeDr Victoria MoraPresident of UWC-USA and Vice-Chair of the BoardColin HabgoodTreasurer of the Board, Chair of Finance and Audit Committee Amantia MuhediniChair of Nominating CommitteeDaniel GenbergChair of Governance CommitteeDriek DesmetChair of Education CommitteeFleur MeijsPermanent Proxy Chair of UWC Mostar, Chair of Chairs’ Group and Co-Chair of Schools and Colleges CommitteeGabriel Abad Fernandez**Head of UWC Dilijan, Chair of Heads’ GroupNaheed Bardai***Principal of UWC Atlantic, Chair of Heads’ GroupLaura Carone**Chair of Committee of the National CommitteesMariana ArrobasVice-Chair of Committee of National CommitteesLin KobayashiChair of UWC ISAK Japan and Chair of International Philanthropy CommitteeLuis Bueno****Chair of Anti-Racism, Diversity, Equity and Inclusion Committee (ARDEI)*January to December 2023**Until 31 July 2023***From 1 August 2023****From 27 October 2023With thanks to Aruzhan Atibekova (Kazakhstan, UWC Atlantic, 2017-2019) for agreeing to appear on our cover photo.Welcome Who we are Our vision Our approachOur global reachMilestones in 2023Education as a force UWC International Congress 2024Driving education innovationUWC’s mission for peace: a student’s storyShaping a sustainable future Our 2023 journeyUWC schools & collegesUWC movementUWC International A global community making a worldwide impact UWC’s national committees: spotlight on UWC BrazilNurturing a culture of service at UWCCelebrating our refugee scholarshipsUWC’s short courses in 2023The UWC Endowment FundDriving change through powerful partnershipsDare to DreamRiseEuropean UnionYoung Aurora A big thank you22148610123033353436322218142417262820

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WelcomeThis year’s theme, Education as a force, embodies our shared conviction in thetransformative power of education. It serves as a poignant reminder of education’s pivotalOur accomplishments of 2023 underscore the profound impact education can have onshaping minds and inspiring meaningful action.gala event in New York, a perfect occasion to recognise and honour the invaluable supporterswho have played crucial roles in advancing the UWC mission over decades. Simultaneously,our schools, national committees and alumni groups worldwide have hosted numerousanniversary celebrations, fostering a sense of unity and shared purpose.Against the backdrop of pressing global issues such as environmental crises,- to make education a force that unites people, nations and cultures for peace and asustainable future. We are always delighted when we receive news of global recognitionfor members of our community. UWC ISAK Japan student Anastasiia Demchenko wasrecently honoured with the prestigious International Children’s Peace Prize for a projectsupporting refugee children, further reinforcing our mission’s relevance in today’s world.Pearson College UWC teacher, Lucas Olscamp, won the 2023 Burjeel Holding Oxford SaïdClimate Change Challenge at COP28, recognising his innovative approaches to teachingacross the UWC movement who work tirelessly to deliver the UWC mission daily.Centred on our commitment to peace and sustainability, we have used various platformsto reinforce our belief in the power of young minds in shaping a better future. In Marchhumanitarian solutions to global challenges.In June, our climate webinar gathered experts and UWC alumni at the forefront of globaltheme Shaping a Sustainable Future, enriching our understanding of the journey we have As an educational movement, we take pride in the innovative strides made by our schoolsin preparing young minds for an ever-evolving world. Notable initiatives include thenew International Baccalaureate (IB) educational pathways being pioneered at UWCAtlantic and UWC South East Asia in partnership with the IB, which will shape the future oflearning within and beyond the UWC movement.Against this vibrant tapestry of achievements and challenges, the 2024 UWC InternationalCongress convened in March 2024 with Education as a force as its core theme. Engagingthe outcomes of this Congress will propel us into the next phase of our collective work.We extend our heartfelt thanks to everyone who has tirelessly contributed to the successorganisers and advocates. Our gratitude also extends to our supporters and donors,UWC educational experience. In particular, we celebrate and appreciate the impactfullaunch of the UWC Endowment Fund. Whether through time, treasure or talent, yourdedication has been instrumental in driving progress and creating opportunities foryoung leaders to thrive. Together, we stand united in our pursuit of a future where peace,sustainability and inclusivity prevail above all else.Dr Musimbi KanyoroChair, UWC International BoardDr Quique BassatChair,UWC International CouncilFaith AbiodunExecutive Director, UWC International

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ANNUAL REVIEW 2023Who we areFounded in 1962, UWC is a global education movementwith the mission to make education a force to unitepeople, nations and cultures for peace and a sustainable future.We bring together young people from deliberatelydiverse backgrounds and equip them with the skills,values and perspectives needed to make such a future areality. To ensure that a UWC education is accessible foranyone with the drive and potential to positively impacttheir community, we raise over 70 million USD a yearin scholarship funds and partner with a number of keyorganisations that help us to expand our reach.The UWC model of education includes a range ofschools with a wider cross-section of age groups fromkindergarten to Year 12. Our students come from variouscultural, ethnic and socio-economic backgrounds andBy bringing together the entire spectrum of society,young people’s eyes are opened to fresh perspectivesas they learn to navigate intercultural and intersocietaltensions. With the increasingly complex and globalnature of today’s challenges, the world needs visionaryleaders from all backgrounds who can work acrossmore than 60 years, UWC has been committed to makingthis vision a reality.SEEKOur community is deliberately diverse. All UWCschools welcome students who represent a wide rangeof nationalities including in the younger years. In the16-19 age range, we welcome students from across theglobe through two application routes:The UWC national committee systemOur national committee system of volunteers ispresent in over 150 countries and territories. Ournational committees select students from withintheir own regions, with particular emphasis placedon reaching students who might otherwise nothave access to such opportunities. These studentsare selected based on their potential to thrive at aUWC school, or short course, and to make a positivedifference in their community, independent of socio-economic means.Once the most promising students have beenidentified, our financial assessment process helps usallocate financial support to those who need it. Over82% of national committee-selected students receivepartial or full scholarships based on need.The UWC Global Selection Programme (GSP)Students who do not require scholarships can applythrough the GSP route. This is open to young peoplewishing to attend one of our 15 GSP-participatingschools. Applicants can apply as early as 12 monthsbefore the beginning of the desired academic year. For 2023 entry, 161 students were selected throughthis application route from 56 countries.Students applying through either selection route areassessed along the same UWC selection criteria.Our visionOur approach

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EDUCATEOur UWC education strives to empower studentsto shape a more peaceful and sustainable future.Although each UWC school and UWC short coursethe framework for all UWC students to develop theskills and perspectives that will help them on thisjourney. A UWC education can be accessed through twoeducational experiences:UWC schoolsUWC’s 18 schools on four continents deliver a challengingand transformational education to over 11,000 studentseach year. Each has their own distinct characteristics,but all our schools nurture students’ passion for service,action and creativity. They foster academic excellence,and encourage intercultural understanding, compassionand innovation. In the 16-19 age range, most studentsenrol in residential programmes where they live and learnalongside fellow young people from the most diversebackgrounds and cultures.UWC schools place a high value on experiential learning,the world’s most recognised international diploma:the International Baccalaureate Diploma ProgrammeBaccalaureate Career-related Programme (IBCP), andone has embarked on a new Systems TransformationPathway (STP). This new initiative at UWC Atlanticprepares students to advance transformative change in.UWC short coursesexperience with a focus on experiential learning to arange of students from 13 to 20 years old. With a durationof usually one to four weeks, these short programmesunique, but without the academic programme.Participants may come from the same country, region orcontinent, or they may be an entirely intercultural group.UWC short courses take place online and in-person, andyouth leadership to sustainability, constructive dialogueINSPIREWhether UWC students study at one of our schools or aslittle as 10 days at a UWC short course, they will foreverremain a part of a thriving international community.Guided by the UWC values and mission, members of theUWC movement become agents of change and forces forour network of over 60,000 UWC alumni across the worldhas been empowered to inspire others.

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YOUNG AURORA 2022-2023PROJECT PASSPORT1MARCH Young Aurora awardgoes to UWC Dilijan’steam for their biowaste-management ‘Combili’project.APRILStart of three-yearpartnership with Global Fund for Women to support girls from Sub-Saharan Africa throughUWC short courses andscholarships.MAY UWC short courses 2023programme begins withArchitects of Diversityshort course, taking place in Malaysia.UWC International’sNew York Gala celebrates 60th anniversary of UWCmovement and UWC-USA’s 40th anniversary.Most UWC schoolscelebrate graduating 2023IBDP classes.JUNEUWC International hostsClimate Education Forum.NOVEMBER Waterford KamhlabaUWCSA celebrates thegraduation of their 2023IBDP students.Second Congress 2024plenary meeting takesplace: Education as a Force: ParadigmShis for SystemsTransformation.Anastasiia Demchenko(Ukraine, UWC ISAKJapan, 2022-2024) winsInternational Children’sPeace Prize.DECEMBER UWC students, alumniCOP28 in Dubai, United Arab Emirates (UAE).In 2024…
JANUARYUWC Endowment Fund.FEBRUARYUWC International Congress 2024 and UWC National Committees Asia Pacic RegionalMeeting in Phuket, Thailand.APRILUWC students and alumni take part in the Youth as Agents of Peace panel at the Delphi Economic Forum XI in Greece.SEPTEMBER Celebration of UWC Day 2024 under the themeTogether we change.EU-UWC United for Peace Youth LeadershipForum, Nicosia, Cyprus.Watch the forumon our YouTubechannel:

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ANNUAL REVIEW 2023UWC InternationalCongress 2024Adapted from the core tenets of the UWCmission statement, Education as a force served as the theme for the UWC InternationalCongress 2024, held in Thailand. This themeencapsulates the UWC belief that educationhas transformative power, capable of unitingpeople, nations and cultures for peace and asustainable future.The UWC Hub is an online space formembers of the UWC community tomeet, connect and collaborate; it isopen to UWC students (inthe sixth form years),committee membersand participants inUWC short courses.The UWC International Congress 2024 allowedus to unite the UWC network and allied globaleducation organisations in the pursuit of ourmission. Engaging in far-reaching discussions,workshops and activities, our attendeescollaborated to realign strategic priorities,cultivate new partnerships and explore newareas of development. The insights gleanedwill help shape the next phase of our strategy,as we continue to make a UWC education apotent force for driving meaningful change.This unique event symbolises our collectivecommitment to using education as a dynamicforce, empowering our students (bothpast and present) to address the pressinghybrid conference, with people joining in-person and online, opening up the opportunityfor even greater participation across the UWCcommunity. It was also the culmination ofUWC’s 60th anniversary celebrations.Hosted by UWC Thailand in Phuket, thisinteractive and wide-ranging programmeof events took place from 28 February to 2March 2024 and brought together more than400 participants in person, with many othersjoining online from around the world.An extensive series of pre-Congress eventsbegan in September 2023 with multiple onlineplenary sessions, supported by discussionson the UWC Hub community platform.workshops explored the many ways in whicha UWC education can serve as a catalyst forpositive change in our rapidly evolving world.

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 FIVE THEMATIC TRACKSCurriculum,teaching & learningHow do we shape educational experiencesthat empower students to become agents ofchange, equipping them with the knowledgeand skills needed to address global issues?AdmissionsHow do we ensure equitable access to UWCprogrammes, thereby harnessing the forceof education to bridge divides and fosterunderstanding?WellbeingEducation has a profound impact on mentalhealth and personal development. How do wecreate nurturing environments that supportcommunities?Financialsustainabilitysustainable so that we can continue to ensureaccessible and high-quality education modelswhich can serve as a cornerstone of societalprogress?Educationalleadership &partnershipsHow can we leverage our expertise andpartnerships to magnify UWC’s impactthrough community-led initiatives andstrengthening collaboration across public,private and multilateral sectors?Our plenary speakers included prominent educationalists and thought-leaders, such as:Watch ourpre-Congress and Congressplenaries:His Excellency MrNadiem Makarim (UWC SEA, 1998-2002)Honourable Ministerof Education, Culture,Research and Technologyof the Republic ofIndonesia.ProfessorJerey D. Sachs Director of the Centerfor SustainableDevelopment atColumbia University.Dr Nicole Bien of the InternationalBaccalaureate.Dr Suzanne M. Rivera President of MacalesterCollege.KEYNOTESPEAKERKEYNOTESPEAKERPANELLISTPANELLIST

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ANNUAL REVIEW 2023Driving educationinnovationEducation innovation has been at theforefront of the UWC movement ever sinceits rst college, UWC Atlantic, openedits doors in 1962. The college playeda fundamental role in developing theInternational Baccalaureate (IB), which waslaunched in 1968. Fiy-ve years later, UWCschools and colleges are still pushing theboundaries in international education.At the heart of these new innovations lie three key questions:What skills do our students need toaddress 21st-century world issueseectively?How can we make our students’learning more ‘authentic’?What is the essence of a UWCeducation?Diploma Programme and Career-relatedProgramme by 2030.The STP focuses on systemic thinking anddelves into the interconnected causes of thecurrent global polycrisis in areas such as food,biodiversity, energy and migration. In a project-based setting, students learn to challengetoday’s dominant narratives, collaborate acrossdiverse backgrounds, lead with compassionand take concrete action for lasting change.The STP replaces two standard level subjects inthe IB Diploma.IB Director General, Olli-Pekka Heinonen,“Graduates of this new IB Diploma Pathwaywill leave UWC Atlantic uniquely empowered.They’ll learn how to organise at scale andaddress systemic challenges, balancing the‘why?’ of systems thinking with the ‘nowwhat?’ of transformative change, inspired tosecure a just future for our people and planet.This collaboration between the IB and UWC Atlantic is vital in paving the way for the future of the IB Diploma Programme more generally.”The mission-focused IB Career-relatedProgrammes (IBCP) at Pearson College UWCand UWC Maastricht have also entered theirsecond year, while many other UWCs havejoined new IB pilots and continue to engagein exciting learning innovation. PearsonCollege UWC’s Climate Action LeadershipDiploma harnesses the pre-existing IBCP toempower students to progress to universitycourses specialising in climate science andsocial leadership. This is also combined withproject-based learning centred around criticaldesign thinking, along with climate adaptationand mitigation. UWC Maastricht is makingsimilar use of the IBCP as an innovation space,in collaboration with SUMAS - the SustainableManagement School in Switzerland.An education t for a modern worldIn recent times, the world has been describedas being in a state of “polycrisis” - anunprecedented convergence of political,social, economic and ecological instability.At the same time, our global community hasunlimited access to information, technologyand connectivity. These interrelatedchallenges and opportunities invite us torethink our educational models. We needto ensure our students have the tools theyneed to navigate the complexities of not onlytoday’s world, but also the future.2023 saw the launch of the new SystemsTransformation Pathway (STP): Leadershipfor a Just Future at UWC Atlantic with aninitial cohort of 24 students, with UWC SouthEast Asia set to follow suit in 2024. Thesepilots play a crucial role in the IB’s 16+ review,aiming for a comprehensive reform of the1.2.3.More about theSTP at UWCAtlantic:

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is a united and single focus: to makeeducation a force for peace and a sustainablefuture. This involves engaging the emotionaland experiential aspects of learning,something not easily measured throughstandardised academic testing.As Syarif Syaf’ii, Pearson College UWCstudent from Indonesia reiterates:“For me, being a Climate Action LeadershipDiploma student is not only aboutunderstanding the knowledge behind the climate crisis and how to constructmultiple solutions within a complex system.It’s also about reconciling my connection to Mother Earth - analysing the problemfrom a wider lens.”Empowering all our students to see throughthis wider lens is what the whole of the UWCmovement is striving towards. Whether weharness the Extended Essay to grapple withglobal challenges, make time and spacefor focus days and conferences, or trainand empower students to be facilitatorsand peer mentors within the community- there are so many opportunities onoffer. Similarly, we want to foster deeplypersonal connections with our land andlocal environment so that our UWC values,educational model and legacy, contain thekey ingredients that will move us forward inthe coming years to deliver a more peacefuland sustainable world.Embracing authentic learningStudents say they are motivated by solving real-world problems, something that is not easilycaptured in an exam grade. The IB’s ongoingCreativity Activity Service (CAS) co-curricularpilot has proven to be a vehicle for this typeof ‘authentic’ learning, with UWC schools andcolleges building exciting experiential learningsubjects. UWC Thailand has developed acomprehensive mission-based curriculumfrom Year 1 through to Year 12, culminating in adigital portfolio and university transcript thatshowcases the personal learning journey ofevery student in a way that highlights appliedskills and real-world impact. By moving awayfrom traditional exams and instead highlightingthe practical impact of learning throughinputs from real-life stakeholders.UWC also values the importance of a moreunique approach to education. Eleven schoolsand colleges have embarked on a three-yearaction research project on wellbeing. Thisholistic approach will help UWC and the IB tolearn and innovate together systematically, withthe ultimate goal of enhancing student wellbeingthrough relevant and evidence-based practices.Education innovation at UWC:many forms, one missionAcross the UWC movement, despite varyingapproaches to educational innovation,

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ANNUAL REVIEW 2023UWC’s mission forpeace: a student’s The journey of student, Anastasiia Demchenko(Ukraine, UWC ISAK Japan, 2022-2024), fromUWC applicant to International Children’sPeace Prize winner is impressive. It also giveshope for a brighter future where innovativetechnology and compassion combine in thesearch for solutions to some of the mosturgent issues the world faces.Journey to UWC ISAK JapanAnastasiia’s dream of studying abroad soshe was 13 years old. When the time cameto explore options of where to studyinternationally, UWC’s unique mission, withits focus on uniting cultures for peace andsustainability, resonated deeply with hervalues. When she learned she had madeit through the UWC selection process,Anastasiia felt excited but also daunted bythe prospect of moving so far away:“I’d never le Ukraine before, and withthe war starting, I was anxious aboutmy family’s safety. Despite my worries,my parents encouraged me to seize theincredible opportunity.”Anastasiia recalls how she relied on herJapan:“My mum always said life will presentoverwhelming moments, but the key is tokeep moving forward. From navigatinglanguage barriers to embracing culturaldierences, the experiences at ISAK havechallenged me enormously and helped megrow as a person.”Friendships forgedThe UWC selection process was going tohave much more of an impact on Anastasiia’slife than she ever predicted. Joining her forteam-building exercises were two otherTereshchenko and Anastasiia Feskova. WhileAnastasiia (Demchenko) was the only one ofthe girls stayed in close contact, and whenthey came across the Technovation Girls competition they all decided to apply. Theaward encourages girls from across the globeto solve problems in their community withtechnology. Anastasiia explains that as the warcontinued in Ukraine, it became increasingly“We come from dierent parts of Ukraine.Soia became a refugee when her city wasevacuated due to bombings. Witnessing theimpact on children rsthand, we decidedto develop an app to help young childrencrossing borders alone or with siblings. Founded at the peak of the Cold War, UWC has consistently advocated for education as apathway to a more peaceful and sustainable future. Our 60th anniversary celebrationshave provided an important opportunity to reect on our journey, and to recommit to ourmission. Set against the backdrop of ongoing war and conict across the world today, it isclear that this focus on peace is needed now, more than ever. The impact that our studentsand alumni have on the world is testament to what can be achieved when young people fromdiverse backgrounds are brought together to live and learn side-by-side.

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2023InternationalChildren’s PeacePrize livestream:This project gave us a sense of control amidstthe chaos, allowing us to focus our eortsand make a dierence in the lives of thesechildren.”Innovative tech to support refugeesRefee, which addresses the immediate needs ofphrases and a geolocation-based hotline toconnect with assistance. Whereas their secondapp, Svity, expands the focus to community-building, promoting understanding andconnection among refugees adapting tonew environments. Anastasiia explains thatalthough they didn’t win the award, theexperience of entering the competition,working together, and then receivingpropelled them to invest even more of theirtime and energy into developing the apps:“We knew Refee had potential aer positivefeedback from young volunteers. Our focus onuser-friendly design and oline functionalityensures support for children crossing bordersalone when they need it most.”The need for communityAnastasiia explains that once the immediateissue of getting to safety had been addressedintegrating into their new communities. This iswhere Anastasiia was able to draw on her ownexperience as a student at UWC ISAK Japan todevelop their second app, Svity:“Of course in my case, leaving Ukraine to yto the other side of the world was intentional,and it was a choice, but still I was having tomake huge adjustments.”environment at UWC ISAK Japan is helpingher to understand some of the complexitiesinvolved in integration:“It’s interesting as a lot of people came withcertain opinions knowing that I am from acountry that is at war. It’s all the conversationsyou have with people while at UWC thathappen outside of the classroom that havethe biggest impact. You start to realise thevalue of coming at things with a more openmind. That’s really what forms the basisfor Svity. It builds a community for refugeeteenagers, prompting questions to encourageopen dialogue. It creates the space for themto understand and process the things going onaround them within their new communities.”A future career in peacebuildingWinning the International Children’s PeacePrize, alongside her friends, was an incrediblemoment for Anastasiia. She hopes this willgive them the exposure they need to get morefunding to develop both apps even further, byrefugee children worldwide. Anastasiia saysthat the experience, coupled with her timeat UWC ISAK Japan, is helping to shape herdreams for the future:“Helping others brings me fullment,especially during tough times. It makes mefeel better as a human knowing that I’mmaking a tangible dierence to people’slives. I see myself working in internationalpolitics or for an NGO in the future.”

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UWC Day celebrations in 2023 centred around the themeShaping a sustainable future in support of one of our mission’s core values. Around the world, our 18 schoolscontinue to lead the way in educating for sustainability,embedding sustainable practices across the curriculumand within everyday school life.UWC Atlantic, Wales, UKLaunched with a pioneeringcohort of 24 students inAugust 2023 and developedin collaboration with the IB,the System Transformation Pathway at UWC Atlantic teaches students howto initiate systems-levelinterventions in thesustainability-related areasof Food, Energy, Biodiversityand Migration.UWC Adriatic, ItalyUWC Adriatic studentshave been working with theSlovenian Forestry Serviceon a reforestation initiativeon the Eastern side ofMount Cerje. This followedwhich caused unprecedenteddamage to the area’s nativehabitats of animals as wellhuman life.UWC Changshu ChinaThe Anatomy of Action programme is a four-weekinitiative aimed at promotingsustainable practices andlifestyles at UWC CSC.The programme includesvarious activities focusedon food, movement andtechnology, encouragingindividuals to take smallsteps toward sustainability the world.UWC Dilijan, ArmeniaMaking the most ofArmenia’s abundantsunshine, UWC Dilijan hasinstalled 183 solar panels oncampus, generating cleanelectricity and reducing itsreliance on conventionalenergy sources. The projecthas inspired students toembrace renewable energyand champion sustainability.UWC Costa RicaThe Menstruation Project has been developed bya student to introduceeco-friendly alternatives,such as menstrual cupsand reusable pads, to theirfellow students. Moreimportantly, it has ignitedessential conversationsabout health, bodyempowerment, accessibilityand the environmentalconsequences of traditionalmenstrual products. Thisis empowering students tomake informed choices forboth their bodies and theenvironment.

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15UWC ISAK JapanA group of students won the 2022 Zayed Sustainability Prize in the Global High School category for East Asia and the Pacic providing a boost to the school’s work on energy conservation, waste reduction and advocacy. The school’s main building also benets from a large-scale solar legacy installation project, covering a 39kW array.UWC East Africa, TanzaniaUWC East Africa hosted the country’s rst-ever national Students’ Climate Summit. Organised by the Tanzania Students’ Coalition on Climate, a network of students focusing on climate and environmental issues, UWC East Africa students brought together 18 student delegations from schools across Tanzania to foster collaboration and dialogue on environmental challenges. UWC Maastricht, NetherlandsWaste management is the eco focus for the school, with a goal to reduce the net amount of residual waste by separating better and reducing the production of waste from the outset. Through the reuse of materials and waste-separation stations, and by using workshops and visual reminders, the entire school community is managing their waste more eiciently. UWC Mostar, Bosnia & HerzegovinaStudents at UWC Mostar focus on sustainability through ‘slow fashion’, by organising multiple mending workshops, running thri stores and ea markets. This is helping to lower individual carbon footprints, while also teaching students valuable practical skills.UWC Red Cross Nordic, NorwayUWC RCN students support the Fjordane Frilusrad Coastal Clean-Up as part of Project Based Learning week. Living on a traditional boat sailing up the western coast of Norway, students collect waste materials such as discarded shing ropes and nets as well as rubbish from further aeld, such as packaging from Russia or bottles from Finland. Li Po Chun UWC of Hong KongThe Marine Sustainability project engages students with the marine and coastal biomes ssurrounding LPC UWC’s campus. Students work to monitor and restore coral, mangrove and oyster habitats, as well as monitoring jellysh. This marine sustainability work is actively shared with the community through the school’s annual Marine Awareness Week.UWC Mahindra College, IndiaInstalled in 2021, the solar power generating system installed on the rooop of UWC Mahindra College’s Social Centre has a capacity of 18 kilowatt peak. This capacity accounts for roughly 2.5% of electricity consumed by the College on an annual basis.Pearson College UWC, CanadaLaunched in partnership with the IB, the new Climate Action Leadership Diploma (CALD) at Pearson College UWC is the rst of its kind, catering to students passionate about combatting climate change. This two-year programme, aligned with UN Sustainable Development Goals, equips 16-19 year-olds with skills for climate entrepreneurship, scientic innovation, policymaking and more.

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ANNUAL REVIEW 2023UWC ThailandIn collaboration with theDepartment of Marine andCoastal Resources, UWCThailand has successfullyplanted over 30,000 treesin an eight-year period.Serving as an educationalhub, students collect seedpods and cultivate themin the school’s mangrovenursery, instilling thein fostering biodiversity andenvironmental protection.Waterford Kamhlaba UWCof Southern Africa, EswatiniWaterford KamhlabaUWCSA’s permaculturegarden is part of its drive tobecome a carbon-neutralschool by 2030. Studentslearn about the circulareconomy as part of theirCreativity, Activity andService programme. Forexample, food remainsfrom the school’s kitchen gointo the bio-digester whichproduces gas. This can thenbe fed back to the kitchen forheating water for washing up.UWC South East Asia,SingaporeThe Green Heart Nursery onDover Campus, and RainforestNursery on East Campuswork in collaboration withSingapore’s National Parks, with students engaging ingardening, composting andrainforest rehabilitation ofhundreds of indigenous andendangered plant species inlocal spaces.UWC-USAtravel-related carbonemissions by purchasinghigh-quality carbon creditsfrom Cultivo Land. Thesesupport nature-basedprojects which focus onholistic ecosystems, andhave social, communal andUWC Robert Bosch College,GermanyUWC Robert Bosch College’sgarden is an importantpart of the school’ssustainability concept andstudents the opportunityto learn basic organicgardening skills workingwith teachers through theseasons to dig, sow, cutbranches and plant trees.The UWCSustainabilitywebsite(curated byUWC RobertBosch College):

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Total number ofNC volunteers.1SWANA: South West Asia and North Africa.2All students attending a UWC school in September 2023, regardless of their age.3All IBDP students attending a UWC school in September 2023.4All NC-selected students attending a UWC school in September 2023.5The IBCP is currently available at two UWC schools: UWC Maastricht, Netherlandsand Pearson College UWC, Canada.673.9% of all IBDP students at UWC, regardless of their entry route, received fullDAVIS-UWC SCHOLARS PROGRAMIBDP RESULTSUWC NATIONAL COMMITTEES (NCs)Davis-UWC scholars entered the Program in 2023.Davis-UWC scholarsfrom 165 countries from the Programin who graduatedin May 2023(December 2022for WaterfordKamhlaba UWCof SouthernAfrica).30.2IB Average ScoreWorldwide(for May2023).
UWC alumni supported by the Program at 99 US colleges and universities (including eight IvyLeague institutions sincelaunch, in 2000).studied at native-speaker level byIBDP/IBCP students in 2022/2023.In 2023, thirty teams of UWC students were awarded30,000 USD in grants towards the development ofEstablished in 2001 by Colin Habgood andJill Longson (UWC Atlantic, 1979-1981), of students to implement projects in diverseregions worldwide, positively impacting the livesof thousands.Male36.9%STUDENT NOMINATIONS GENDER BREAKDOWNAFTER UWCLINGUISTIC DIVERSITYFemale62.5%Other0.6%379universities on6 continents
13.4% wenton gap year4.3%other(includingmilitaryservice)49% of those going to university are attending on a full or partial scholarship, supportedby UWC’s university partnerships.79 3,311
Broader
NC
volunteers
In
2023,a
UWC
education
reached
12,421
young
people
across
its
schools
and
short
courses
from
over
150
countries
and
territories.

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ANNUAL REVIEW 2023UWC’s national committees: time the NC had appointed a foreigner as aChair, and Carlos explains how this helped toopen the door to new perspectives:“My fellow NC members were fantastic, andit was a great opportunity to bring diversityand inclusion initiatives into our selectionprocess.”In fact, diversity became a key focus as theNC promoted UWC to the more remote areasof Brazil:“We aimed to encourage students whomight not typically apply to see themselvesbelonging to the UWC movement. Diverserepresentation within the NC team wascrucial in conveying this message, aligningwith our mission to harness the power ofdiversity within our student body.”The NC also took advantage of the factthat more people had time to volunteerduring the pandemic, which helped scale-As Carlos Hernández Tellez (Li Po ChunUWC, 2008-2010) explains, this passion isborn of a deep-seated belief in the powerof the UWC education to transform livesand bring about positive social change.Having worked as an NC volunteer for overten years, Carlos now works as PartnershipDirector of UWC Brazil. Prior to that, hevolunteered as UWC Brazil Chair, where heoversaw a remarkable period of growth inits history.Carlos applied to UWC through the nationalcommittee of his home country, Venezuela,and received a place to study at Li Poexperience of travelling and living overseasand it was to sow the seeds of an internationalto study at Vassar College in the USA, Carloswent on to spend time working in Germany,Denmark and Colombia before settling in Brazilto work as a website designer:“I’ve stayed engaged with the Venezuelan NCsince graduation, and wherever I go aroundthe world I’ve found UWC connections. OnceI arrived in Brazil, I was eager to contributeand saw it as a perfect chance to integrateinto my new community.”Initially recruited to assist with studentinterviews, Carlos’ involvement with theprocesses, presenting new challenges andopportunities. When the NC started to lookfor a new Chair, Carlos’ experience of workingwith startups and in digital design made himResponsible for identifying and selecting students with potential each year from over 150countries and territories worldwide, UWC’s national committees (NCs) are mostly madeup of volunteers who dedicate their time, skill and energy to selecting young people fromdiverse backgrounds to attend UWC schools.

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fundraising so that they could increasethe number of scholars and grow theiroperations. Playing to the strengths of the NCteam has also been crucial to the success ofthe last few years:“We brought together individuals withdiverse backgrounds in marketing,operations and digital design, leveragingour skills and resources. Our social mediafollowing grew by 40% within weeks as weinitiated Instagram takeovers to promoteapplications to young people. We nowreceive over 3,000 applicants annually,double the pre-pandemic numbers.”Handling the workload alongside his dayjob hasn’t always been easy, but Carlos saysthe sense of satisfaction he gets from hisrole as an NC volunteer is immeasurable:“It stems from a deep wish to give back.UWC profoundly changed my life and stillimpacts me today. Despite Brazil not beingmy home, it has embraced me, offeringcountless opportunities as a migrant andindividual. I aim to ensure others havesimilar chances.”Carlos also attributes a desire for life-longlearning, instilled at UWC, as a huge motivatorfor his continued involvement with themovement:“I aim to continue learning and ensureothers have the same chance. Makingacceptance calls to applicants is a privilegethat energises me. Staying connected withthe current UWC generation, understandingtheir perspectives and readiness for ourfast-evolving world, is invigorating. Oeringyoung people opportunities to be part ofsomething greater at UWC is the ultimatemotivation.”UWC Brazil’swebsite:

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ANNUAL REVIEW 2023The visionary founder of UWC, Kurt Hahn, held a profound belief in the transformativepower of service for young people. Rather than relying on coercion or preaching, Hahnchampioned a positive approach by reminding young people, “you are needed.” The uniqueUWC educational model cultivates global citizenship through a curriculum that combinesacademic rigour with experiential challenges. This is exemplied through UWC’s Creativity,Activity and Service (CAS) programme, where students embark on initiatives which createa lasting impact extending far beyond graduation.sustainable farm called Story Ranch, where students visit once a week with their CASleader. They learn about species indigenous toNew Mexico, they’re taught about sustainablefarming techniques and ways of co-existingwith the earth from both a native and westernperspective. Building and nurturing thesereciprocal, just and culturally-responsiveservice partnerships is an absolute priority forme as CAS Director.Developing a pro-social mindsetStudents applying to UWC are selected for theirpro-social mindset, but CAS gives them theopportunity to move from thought to action.We empower them to work on initiativesthat are aligned with their convictions. InSeptember 2023, a student launched a CASproject focused on robotics within threeweeks of arriving on campus. Whatever theirpassion, we encourage students to pursuetheir interests and use their skills and talentsto improve the lives of those around them.Learn moreabout the CASprogramme at UWC:CAS Director at UWC-USA, Diego Duran-Medina, gives an insight into the CASprogramme and explains why it is so integralto the UWC education model.Learning by doingHaving immersed myself in the role of CASDirector at UWC-USA since August 2023,I nd great satisfaction in witnessing thetransformative power of the Creativity, Activityand Service (CAS) programme on our students.The intertwining history of the IB and UWC hasgiven birth to a CAS element that is the heartof our programme. CAS serves as a bridgebetween academic learning and real-worldapplication, promoting experiential learningas one of the most powerful ways to acquirenew knowledge.We oer an extensive ‘menu’ of over 75programmes enabling students to enhancetheir personal and interpersonal developmentby ‘learning through doing’. We emphasise strengths in the arts and incorporate a uniquewilderness component, encouraging studentsto spend meaningful time outdoors. In additionto participating in CAS activities, studentshave the opportunity to engage in leadershipand mentorship roles throughout the two-yearperiod, oen completing two to three projectsannually.Strength in communityCAS at UWC-USA is more than a graduationrequirement; it’s a commitment to communityimpact. We have built strong partnershipswith local organisations, hotels, local schoolsand nursing homes. One of the best examplesof this work is in our programme with a local

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ANNUAL REVIEW 2023Peter Makuei received a scholarshipthrough the Careduca-UWC ScholarshipProgramme to study at UWC East Africain 2019. Peter was born in South Sudan,but sought asylum in Uganda as a refugeeat Kiryandongo refugee settlement.Now studying at Oklahoma Universityin the USA, Peter describes how his UWCexperience has inspired his community-building work, and how he is now in turnsupporting young refugees.I’ll never forget that moment, when I receivedthe news that I’d been accepted to study atUWC. It was truly life-changing. Now, whenI look back from the position I am in - ableto continue my academic studies at a USuniversity, while also pursuing my passion forathletics - it’s just incredible. I am so grateful forthe opportunities I’ve been given. That’s whatforms my motivation to help others. Anythingthat I have learned along the way, I want to usethat to help those coming aer me.That’s why I decided to return to Uganda lastsummer to run a series of sports camps. WhenI was living in the refugee camp I’d seen howsport could unite people. It brought peoplefrom dierent tribes together, those that hadpreviously been at war. Once on the sports eldthe only thing that matters is working togetheras a team toward a common goal. I’m proudto say the camps benetted over 300 childrenacross Uganda. I truly believe that there istalent everywhere, but these kids, they don’t getthe opportunity to shine. I wanted to give themthat. I wanted to give them the chance to showand develop their talent. I wanted them to knowthere was hope, and that they must not give upon their dreams.When I share my story with my teammates atuniversity here in the USA, they can see theresilience I have shown. That’s so importantin sport and in life! I have come through a lotand I think sharing my story helps put thingsin perspective sometimes. There are oentimes in athletics where you feel like you can’tgo on, that you want to give up. I’m proof ofwhat happens if you keep on trying, and refuseto give up. One day I would love to representmy country at the Olympics and I hope I canalso pursue my studies by going to medicalschool. Ultimately, my dream is to return to mycommunity - I know I am needed there and I canmake a meaningful dierence.As well as the sports camps, I also mentor thenext generation of Careduca-UWC scholars at UWC East Africa. Sharing lessons learned,I hope to ease the journeys of those followingin my footsteps. In fact, encouraging potentialscholars to apply to UWC has become apersonal mission of mine! If I meet people whoI think might be a good t, I always urge themto apply. UWC has equipped me not only withknowledge, but also with a profound sense ofresponsibility and purpose. It has empoweredme to dream big, overcome challenges andimpact the lives of those around me. My storystands as a testament to the transformativepower of education, resilience and communitysupport. Where you begin does not need todene what you become.UWC has supported refugee and internallydisplaced persons (IDP) since its inception. In2016, we launched the UWC Refugee Initiativeto reach even more ambitious goals.Read moreabout theCareduca-UWCScholarshipProgramme:

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Mai Al Qaisi received a Horizon-UWC ScholarsProgramme scholarship to study at UWCAtlantic in 2007. Mai grew up in Beit Jibreenrefugee camp near Bethlehem in Palestineand was the rst girl in her community tostudy abroad. Mai has built a career in thehumanitarian sector, and she describesbelow how her UWC experience helped shapeher decision to return to Palestine to helpothers within her community.Growing up in a conservative culture, the idea ofa 16-year-old Palestinian girl studying abroadwas always going to be met with resistance.However, when I met a group of UWC Atlanticstudents during their Middle Eastern historystudy trip to Palestine, I started to understandmore about the UWC mission, I knew I hadto apply. Receiving the oer to study at UWCAtlantic with the support of the Horizon Foundation was more than I could have ever dreamed of. Although my community at the timesaw it as highly inappropriate and dangerous fora young 16 year-old-girl to be travelling aloneto study abroad, my parents were more open-minded and actively encouraged me.Of course there was a big shock once I arrived inWales, UK. The food, the culture, the languageand the weather! However, the inclusive anddiverse environment at UWC Atlantic playeda crucial role in making me feel part of aglobal community. More than 70 nationalitiesto Palestine aer my studies was a consciousdecision to contribute to the local development ofmy country. The skills acquired abroad becamevaluable assets in addressing local challenges.My involvement in youth programmes, notablywith ActionAid, was a chance to improve the well-being of Palestinian refugee children. I felt a deepsense of responsibility and empathy having myselfexperienced being born and raised in a refugeecommunity where conict was all around me.Being appointed as a Global Ambassador for theSave Our Future campaign during the COVID-19 pandemic further amplied my advocacy for equalaccess to quality education, particularly for refugees.Now, as a Senior Project Coordinatorfor CARITAS, I continue to work towardshumanitarian development and environmentalsustainability. The ongoing conict in Palestineand the increasing number of displacedindividuals worldwide emphasises theimportance of our work. Remaining hopeful forthe future is a choice I make every day, rooted inthe belief that positive change is possible.I am deeply grateful to UWC Atlantic, theHorizon Foundation, and everyone who hasbeen part of my journey. It is through thesecollective eorts that I continue to strive forpositive change, fuelled by the belief thateducation is a powerful catalyst for a more justand equitable world.coexisting in peace, respect and love was aunique experience that expanded my horizons.Despite being a refugee, I never felt set apart. Theatmosphere of respect for diverse backgroundsallowed me to thrive and be recognised for mypotential rather than my status. This experiencelaid the foundation for my desire to work in thehumanitarian sector, which I further developedthrough international voluntary work during mystudies and aer graduation.Studying international relations and politicalscience at Exeter University in the UK was anatural progression, generated by a desire tobetter understand global politics and contribute topositive change, especially for refugees. Returning

Find out moreabout theHorizon-UWCScholarsProgramme:

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ANNUAL REVIEW 2023Throughout 2023, 779 young people hadthe opportunity to experience UWC’sunique short courses, which are specicallydesigned to increase social awarenessand personal development, while alsoencouraging outdoor learning, activeparticipation and service. A total of 22short courses took place in 14 countries(and online) in 2023.short courses unite participants and facilitatorsthrough experiential learning, invigoratingthe hope that the movement thrives on. I alsolearn so much from the participants throughoutevery course, they are beginning their journeytowards making a positive dierence in theworld and that optimism is contagious.Realistic actionHaving a sense of idealism for how the worldmight be better is part of the spirit and purposeof UWC, but taking that hope and making ita reality is far from straightforward. UWC España’s AxC (Action for Change) short course helps to provide a toolkit for concreteaction, considering where we can start tomake a dierence. Last summer’s coursesaw the creation of student-led projects,examining a wide range of subjects such as theglobal environmental impacts of fast fashion,agricultural challenges caused by water scarcityand the regional alienation felt by the LGBTQI+students within a conservative culture.Each ambitious team had to start withachievable steps to confront root causes – formany participants, it was the rst time theyhad considered a pressing issue outside of apurely academic sphere. These participantsended the programme ready to support othersin a tangible way with realistic projects,e.g. by encouraging clothing reuse andeducating peers locally via talks and socialmedia. Initiatives also included sourcingand encouraging the use of low-cost watercollection and conservation techniques. Theyalso created safe spaces to welcome otherswithin the LGBTQI+ community in their ownschools and social clubs.Unleashing the potential withinAcceptance can be hard to nd among theexternal pressures of the wider world, butworking with students on UWC short courses Ihave seen how bringing young people togetherin this way can nurture self-condence. Inan active listening exercise that I facilitatedin both Spain and Japan this summer,Alex Grindulis (UWC Red Cross Nordic,2006-2008) has been involved in the UWCshort courses programme for seven yearsand facilitated residential courses in bothSpain and Japan in 2023. He explains whythey are so integral to broadening UWC’simpact and fullling its mission.A healthy dose of optimismI became involved in short courses to widenthe inclusiveness of UWC, creating moreopportunities to foster curiosity, creativity andhope. The spirit of enquiry and cooperationthroughout each short course inspires a positivemomentum to tackle future challenges. These

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online UWC shortcoursesresidential UWC shortcourses2755applicants

of participantsreceivedscholarships of participantswould recommendUWC short coursesparticipants were paired with each other,with one person given several prompts for theconversation, and the other asked to just listenfor three minutes. The transformation in thegroup dynamic aer switching roles severaltimes was remarkable. Not only were thenaturally condent students expressing theirideas, but the more reserved participants werealso stepping forward. They felt listened to andappreciated without having to shout throughthe noise.Joining a global community of changemakersBy their nature, the courses are relatively brief,but the bonds formed continue long aerwards.I’ve spoken with short course attendees who arestill in touch with their course mates years later.Some go on to apply to study at UWC schools,and others go on to take part in other UWCshort courses. Every short course participant isinvited to join the UWC Hub, enabling them tostay connected with their fellow alumni and toform new connections across the thousands-strong UWC global community.The positive feedback we receive each yearfrom participants and facilitators, is testamentto the continued success of UWC short courses.However, we don’t want to stop there - thanksto the inspirational work of the Short CourseDevelopment Initiative (an initiative of UWCSpain and UWC International), we hope to oeran even broader range of UWC short coursesin the future. We are always on the lookoutfor potential short course organisers andfacilitators. Take a look at the UWC website tond out how you can get involved.Short course activities nurture positiveinteractions on an individual basis, helping tobuild the all-important sense of community. Theaim is for all participants to feel comfortable withbeing who they really are, and to be accepted onthat basis. This seemingly simple exercise hasproven eective on countless occasions.Considering fresh perspectivesUWC short courses introduce new ways ofdoing things and the students have the chanceto develop these in the following weeks andmonths. As an example, I recall working with astudent who was hugely conicted. She saw theeconomic benets of the oil industry as the onlyviable means of reducing poverty in her country.Her fellow short course attendees encouragedher to reframe the problem, asking, what otherresources are plentiful in your country? How longwill each of these resources last? She startedto consider the viability of alternatives such aselds of solar panels and retraining oil-industryworkers. Acting in the role as a facilitator, it wastruly inspirational for me to watch and facilitatethis approach, by simply asking questions andencouraging the participants to generate ideas.More aboutUWC’s shortcourses:

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ANNUAL REVIEW 2023UWC believes in education as a force to unitepeople, nations and cultures for peace anda sustainable future. Every year, we bringtogether young people from deliberatelydiverse backgrounds and equip them withthe skills, values and perspectives needed tomake such a future a reality. We believe thatit is vital to enable access to a UWC educationfor anyone with the drive and potential topositively impact their community. Every year,UWC raises over 70 million USD to providescholarships to able and deserving students,transforming their lives and positivelyimpacting communities around the world.However, the future landscape is changing.increased costs of education and expandinggaps in economic inequality threaten UWC’sneeds-assessed scholarships.Sustaining scholarships for futuregenerationsUWC has taken the bold step to not onlysafeguard but amplify its mission byestablishing an endowment. The UWCEndowment Fund, which professionallymanages endowment investments, wasour aim to educate and empower futureleaders capable of tackling humanity’s mostUWC’s goal is to secure funds to endow 50%of college scholarships across UWC, enablingdeserving students to access a UWC educationEndowment Fund is a permanently investedfund, partnering with exceptional externalmanagers across the world. It will generateincome to fund scholarships annually whilealso ensuring the long-term preservation ofits capital. The Fund’s aim is to grow over timethrough strong investment returns and byUWC Endowment Fund donors and supporters, Eijkand Rose-Marie van Otterloo.Endowment philanthropysupporters and philanthropists, Eijk and Rose-Marie van Otterloo, helped to launch the UWCEndowment Fund and serves as a “match”an opportunity for schools and colleges toestablish, or grow, their endowment andis designed to catalyse further giving fromUWC alumni and other supporters. We areimmensely grateful to Rose-Marie and Eijk vanOtterloo for their generosity and passionatebelief in UWC.If you would like further information onthe UWC Endowment Fund, or to have aendowed scholarships, please contactphilanthropy@uwc.orgMore about theUWC EndowmentFund:

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ANNUAL REVIEW 2023The impact and ambition of the Davis-UWCDare to Dream programme is unique withinpre-university education. The programmeprovides comprehensive nancial support forup to 200 young people annually, and furtherattracts up to 100 new scholarship donationsglobally through its fundraising incentives.UWC patrons Shelby and Gale Davis are thedriving force behind the initiative, fundingscholarships and inviting like-minded globalphilanthropists to work together. Theirsupport recognises UWC’s commitment tofurther build the diversity of its studentbody and ensure that access to a UWCeducation can be granted independent of astudent’s socio-economic background.Since its initiation in 2018 and subsequentexpansion in 2021, the Dare to Dreamprogramme has provided life-changingopportunities for nearly 900 scholars tostudy the IB programme at UWC schoolsacross the world. These students not onlyenrich our schools, but they also go on tobecome agents of positive change withintheir communities and globally.I was inspired to apply to UWC having seen afriend go through the selection process. I sawthis as an opportunity to improve my personalacademic and social skills, coming from a smalltown where I didn’t have the economic andcultural opportunities to aord a world-classeducation. With the support of my parentsI decided to bet on my dream and aer twomonths, I became a UWC student, as a Dare toDream scholar.This opportunity has allowed me to not only getto know Costa Rican culture, but also to immersemyself in the cultures of 75 dierent countriesfrom around the world. Moving from Hondurasto take up my scholarship at UWC Costa Rica hasopened a door to a whole world of possibilities. Iam only 16 years old, but I nd myself immersedin a multicultural and diverse environment, whereacademic pursuits can be combined with so manyinvaluable opportunities for personal growth.Whether that’s learning from multiple culturesor simply listening to the wealth of anecdotesand stories that every single person has to tell,interacting with people from every corner of theglobe is expanding my academic horizons andalso helping to sculpt new perspectives on theworld. It’s enabled me to dream bigger.UWC is providing me with a good education,while also allowing me to become an agent ofchange, really inuencing who I am as a person,and my purpose, making me proactively careabout the world around me. Studying at UWCrepresents more than just an academic journey.It’s equipping me with the skills and mentalitynecessary to face challenges at a global level.If you have the nancial means, and you want tond some way of supporting young people likeme, those who are hungry to make a positivedierence in the world, I would encourage youto support the Dare to Dream programme. Yourhelp will go beyond just nancial assistance; youwill be actively participating in building a futurethat is not only better but also more diverse.Through your support of young talented peoplearound the world, you are laying the foundationfor the development of leaders who not only seekpersonal success, but are also dedicated to thewell-being of a global society as a whole.Recent Davis-UWC Dare to Dream scholarshiprecipient, Gustavo Buezo from Honduras,(UWC Costa Rica, 2023-2025), explains howhaving the opportunity to study at UWC isabout so much more than just achievingindividual academic success.Learn moreabout theDavis-UWCDare to DreamProgramme:

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The UWC-Rise partnership has been activesince the inception of the Rise GlobalWinners challenge in 2020. An initiativeof Schmidt Futures and The Rhodes Trust,Rise nds promising young people aged15-17 years and encourages a lifetime ofservice and learning by providing themwith targeted support. These needs-basedscholarships allow students to benet frompersonalised mentorship and networkingopportunities, access to career developmentand even seed funding to help launchtheir innovative projects designed toaddress some of humanity’s most pressingchallenges. In 2023, nine out of the 100 RiseGlobal Winners were ailiated to UWC. Risehas also enabled UWC to partner with theAmala Changemaker Foundation to developand implement a foundational educationprogramme at the Kakuma refugee campin Kenya, which has since been extended torefugee camps in Jordan.Christian Maboko (UWC Dilijan, 2022-2024), originally from Burundi, moved toKakuma refugee camp to escape politicalunrest. While there, Christian joined theeducational programme of the AmalaChangemaker Foundation which supportedhim in his application to the Rise GlobalWinners challenge:I am so grateful to the Rise programme as itgave me the chance to apply to UWC. Leavinghome was hard, but embarking on a journeyto the other side of the world felt even harder.Receiving a place to study at UWC Dilijanmarked a new chapter in my life, a life far awayfrom everything I had ever known - my homeand my family. I received such a warm welcomefrom my Armenian host family. They reallyembraced me as one of their own. Spending myrst winter break in Armenia is a memory I’llcherish forever - it was not just an opportunityto explore a new place, but it also felt like I wasmaking connections with a new family.My interest in UWC started when I learned moreabout how unique the education is there. Withits focus on fostering global citizenship andpromoting peace, this felt like a place where Icould expand my education and my desire tohelp improve the lives of others. I started myrst initiative, Project 21KE, aer I learned about fundraising and zero budget initiatives atAmala. With Project 21KE we managed to raisefunds at Kakuma refugee camp to help buildhouses for members of the community in need.Later I applied for the UWC GoMakeADierence grant, and with their support I was able tosecure funding to start my project ‘Water for Life’. Along with additional support I’m receiving from Rise, I aim to give 300,000 peopleacross Kenya access to clean water.I am profoundly grateful for this opportunityI have been given, and to all the people thathave made it possible. The unwavering supportI’ve received from UWC and their partnerorgansiations has given me the stability tomake the most of what UWC Dilijan has tooer. It’s also strengthened my determinationto keep putting my eorts and energy intoprojects that will make a real dierence to myown community.Find out moreabout UWC’spartnership withRise:

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ANNUAL REVIEW 2023The EU Scholarship Programme for CypriotYouth at UWC aims to build bridges ofmutual understanding between Cypriotcommunities by providing Greek Cypriotand Turkish Cypriot students withscholarships to attend a UWC school. Theprogramme began with six scholarshipstudents from the Greek Cypriot andTurkish Cypriot communities attendingUWC Mostar (Bosnia-Herzegovina) from2020 to 2022. Since then, the EU-UWCpartnership has provided 46 Cypriotstudents with scholarships to study at UWCschools in Europe and held a series of UWCshort courses. Engagement and outreachevents have successfully reached over1000+ Cypriot young people on the islandand introduced them to our unique UWCeducational model.The EU Scholarship Programme at UWCis funded by the European Union as acondence-building measure under theAid Programme for the Turkish Cypriotcommunity, with particular emphasison improving contacts between the twocommunities and with the EU. Recentscholarship recipient, Liana Liu Ioannides(UWC Maastricht, 2021-2023), explains whyshe feels a UWC education has a pivotal roleto play in nding long-term solutions toentrenched divisions:The EU Scholarship Programme changed mylife because it gave me the lifelong gi of aneducation oering both an interdisciplinaryacademic framework and life experiencestogether with peers from other countries inconict. Only aer graduating from UWC andgetting actively involved in peacebuilding eorts,have I realised that it takes both of these to ndthe courage to ght for systemic changes on mydivided island and the world we are living in.In the six months since graduating, I havebeen representing bicommunal peacebuildingorganisations, voicing my generation’sperspective on the conict through opinionarticles. I have led the Creating Friendships forPeace Alumni Association, as well as organisingCyprus and Middle East-wide youth events,activities and conferences. Through my activismwork, I have also met Cypriot and EU politicians,such as the Director of the Cyprus SettlementSupport of the European Commission - all ofwhom have helped me better understand howwe can focus on the grassroots and politicaleorts for a much needed resolution of ourconict.My journey was made possible by the synergy ofmy UWC education, the European Commission’ssupport and their active commitment tobuilding bridges between Cypriot communities.As Alumni Ambassador of the EU ScholarshipProgramme, I have also been incredibly luckyto meet many students, parents and educators.Their overwhelmingly positive response tothe scholarship programme, short coursesand other bicommunal activities organised byUWC Cyprus is a testament to how rooted ourprogramme and movement is within youthand families, which form the foundation of ourcommunity and the basis of any lasting change.Growing up I could not help but resent the words‘peace’ and ‘future’: at and fragile promisesin a world where armies guard the barbed wireand medieval walls tower between the twocommunities. However, my UWC experiencehas transformed the way I look at the conict.For the rst time I appreciate the signicanceof our education in shaping our view of it. Inunderstanding the power of growing together,I am learning to seek a future not dened byresentment, fear or political interests, butrather by our common identity as Cypriots. Thisis the power of the UWC movement, not only tocarry forward ideals, but also to build bridgesof understanding so that we can develop real,tangible roads to peace.The EU Scholarship Programme for Cypriot Youth atUWC is funded by the European Union. The contents ofthis article are the sole responsibility of UWC and do notLearn moreabout the EUScholarshipProgramme forCypriot Youth atUWC:

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Young Aurora, a collaboration between theAurora Humanitarian Initiative and UWCInternational, invites students from UWCschools and the African Leadership Academyto propose innovative and sustainablesolutions to real-world problems aectingtheir local communities.Projects are assessed based on creativity,sustainability, research quality andpotential impact, with one winning teamreceiving nancial support to developtheir idea further. Since the beginning ofthe partnership in 2017, 111 projects from19 teams have been submitted, rangingfrom refugee support to combattingperiod poverty, and reducing biowaste tosafeguarding coral reefs.Project HOPE, an initiative of studentsfrom UWC Changshu China, won the YoungAurora award in 2018, and used the fundingto deliver training in local schools to helpcombat child sexual abuse. Fast forward to2023, a new cohort of students has chosento evolve the project’s focus to encompassbroader sex and gender issues. Projectleader, Ziyang (Kate) Lin (UWC ChangshuChina, 2023-2025) explains more:I have always been really interested in gender-related issues. I wouldn’t say that stems fromone particular incident or trauma story, but it’smore the daily examples that you come acrossthat start to mount up. You hear about incidentsof sexual harassment, and of young peoplehaving their rights to make decisions abouttheir own bodies taken away and it hurts a lot.So when a fellow student, Ruoyu, talked to meabout Project HOPE I was really interested.The project stalled during the COVID pandemic;it became really diicult to get into schools toteach. So post-pandemic, there was a chancefor us to reimagine things, while also stayingtrue to the original intention of using teachingin schools as a means of raising awareness.Broadening the scope of the projectWe now have about 20 students working on theproject and aer brainstorming sessions, wedecided to focus more on sexuality and gendereducation, and not just on sexual harassmentprevention. We really wanted to raiseawareness around gender equality and youngpeople’s rights to make choices about their ownbodies, and also use it as a platform to discussissues around consent, boundaries of touch andideas of love. When it came to designing thecourse modules, we were really mindful thatwe wanted to handle these topics in a sensitiveway, creating a safe space for them to bediscussed without shame.There’s no doubt that this is a real challengeworldwide, but especially in East Asia, whereit’s taboo to even talk about sex. Oen kidsnd out about these topics on the internet andpornography websites, which creates unhealthyideas about our bodies and our relationshipswith others. We decided to focus on children inh grade (10-11 year olds), as we wanted totry and help them develop a healthier mindsettowards sex and gender issues.Course developmentWe developed the course content over threemonths, focusing on ve dierent areas: our body;societal gender roles; where do we come from;body boundaries; and the relationship betweenlove and health. However, the really diicult partwas getting into the schools to teach it. A lot ofschools were just not open to the idea, seeing itas taboo. In the end, I reached out personally to aprincipal of a local school where I’d taken an artsprogramme, and this proved to be our route in.We’ve just nished teaching the fourth module,and the team has learnt so much. Actually beingthere in the classroom, seeing the reactions of theteachers and the kids, and breaking down someof the misconceptions has been very rewarding,despite quite a lot of initial awkwardness!We have an opportunity to make a really bigimpact, but we will need to keep working tobuild trust among the local schools. Breakingtaboos is vital, so that we can have open andhonest conversations about sex and gender. Wepassionately believe this will benet our localcontext, but also society as a whole.YOUNG AURORA 2022-2023PROJECT PASSPORT1Find out moreabout YoungAurora:

2023 UWC Annual Review

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