Standardised schooling does not take the importance of teaching entrepreneurship into account. It is all about memorizing facts in the respective subject areas – so that students get ready to undertake tests. Tests that shall prepare them for their final examinations, hence, that allow them to enter either vocational jobs or a potential academic career, rather than become an entrepreneur and focus on their own interests. 

School Beyond Limitations goes into a different direction. We believe that each student gets inspired by their own interests.

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A bright student who hated going to school for years, who lost her interest in her own passions that she loved to do as a child, who felt numb any time when she had to go back to her class started to disengage in the classroom context, became depressed, withdrew even from her social life and could not find any motivation in anything anymore. To sum up she lost her well-being. 

Exactly this student – only after a few days of experience at School Beyond Limitations – reconnected with her artistic innate talent and started to draw and paint again. Her mother was in tears and shouted out: ‘I have my child back again!’

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Human beings learn by copying what they see, what they experience in their surroundings. The most important role models for a child are their parents, who also teach them positive behaviour. When it comes to teenage level the peer groups/friends take on that role. The impact school has on young people is by far less influential. That is why it is essential that there is a strong collaboration between school and family.

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Is online learning an alternative to traditional schooling

Although I have been working in the education field for over 30 years I used to be very sceptical regarding the quality and impact online learning may have on students. I was convinced that, in order to learn well, students have to be in a physical setting where they could mingle with both their peers and their teachers. I held the belief that online learning would not allow students nor teachers to form a community. 

At the age of 54 I decided to undertake an online course myself – after having gone through formal education in a traditional way (two doctoral degrees, one master degree). During this particular online course  – that was not only based on lecturing, but also on valuable live sessions where participants got engaged in debates, discussions and collaborative learning – I realised that I established a strong bond with the participants that resulted in further gatherings online and offline. Read more