August 2022
Prometheus School, India
introduces the IGCA.

October 2021
Podar International School, Mumbai, India
introduces the IGCA programme

2020 - 2022 IGCA activities, like everything else iin schools, are disrupted by the Covid pandemic.

May 2020
The IGCA partners with Conversations on Compassion, initiated by Dr Pathma Naidu. Dr Naidu, IGCA Ambassador in India, draws on her experience of the IGCA programme and other work at the Pathways World School, Aravali in offering assistance to schools wishing to work with students to become better global citizens.

October 2019
Arabian Pearl Gulf School, Bahrain starts the IGCA – the first school in the country to do so.

September 2019
St John's School, Sidmouth, UK introduces the IGCA programme.

June 2019
Pathways World School, Aravali, India
makes a total of 265 awards: Bronze 120, Silver 96, Gold 49. This brings the total number of awards made by PWS to 1634 since it introduced the IGCA in August 2012.

November 2018
Loughborough Grammar School, UK joins the programme.

Laura Crowley of Oakham School, UK becomes the first IGCA gold level recipient in the UK. Laura comments that “The IGCA has really pushed me to do things I otherwise wouldn’t have done and I like how there has been the freedom for me to look into areas that particularly interested me.” As part of her IGCA programme Laura worked in a local primary classroom as a helper, spent time with 10-11 year old children discussing what it means to be a global citizen, found out about Iceland’s melting glaciers, the crisis in the Lake Chad Basin (the “forgotten crisis”) and Amazon’s distribution and employment practices, and visited France as an exchange student.

May 2018
A new guide to the programme, The IGCA Guide 2018 onwards is produced after consultation with all centres. This updates and replaces the earlier Information for Schools document.

March 2018
Presentation on the IGCA is given by Boyd Roberts at the Council of International School symposium on intercultural learning in Hong Kong, China.

September 2017

Academia Británica Cuscatleca, El Salvador reports its largest ever cohort of IGCA participants – over 60 – since introducing the programme in the pilot stage in 2007.

April 2017
The number of awards made to IGCA participants exceeds 3000.

October 2016

The English School of Kyrenia, Cyprus joins the programme - the first school in Cyprus to do so.

A presentation on the IGCA is given as part of an international colloquium on global citizenship organised by Dr Edda Sant Obiols and Dr Christopher Hanley at Manchester Metropolitan University, UK.

June 2016

Academia Británica Cuscatleca, El Salvador, one of the Award’s pilot schools, makes its first award at gold level to Roberta Bará.

Oakham School, UK makes 11 bronze awards in its second year of the programme. Arabella Cox, who completed the bronze award in 2015, receives the school’s first silver award.

The total number of awards made in the programme has now reached well over 2600 in 15 countries: China, Egypt, El Salvador, Hungary, Hong Kong (China), India, Indonesia, Jordan, Kuwait, Qatar, Singapore, Spain, Switzerland, UAE, UK and USA.

May 2016
Pathways World School, Aravali, India makes awards to 95 students at bronze level and 86 at silver level. In addition, a total of 14 students have received the gold award in the academic year 2015-16: Simran Singh, Vital Agarwal, Vidushi Wahal, Aishna Kumar, Anubhav Wadha, Khoobi Mehta, Mishica Mehta, Mridul Singh, Neha Jain, Pranav Jindal, Sanchit Mohta, Srijan Sahu, Suyash Saxena and Tanushee Kedia.

March 2016
The English Academy, Kuwai
t reports its largest number of IGCA recipients in a year since it started the programme in 2008. 12 students received the bronze level award and are proceeding to the sliver level programme. TEA was one of the pilot centres for the IGCA and one of the first centres in the world to make a silver award.

March 2016
The IGCA is presented in a session Learning to do good in a global world by Peter Muir (Discovery College, Hong Kong) and Boyd Roberts (IGCA) at the Council of International Schools symposium on intercultural learning in Hong Kong, China.

January 2016
A new logo for the IGCA is introduced, incorporating the title of the Award in English, Spanish, Chinese, Arabic and Hindi - major world languages of importance in Award schools. Hindi was added to the existing four languages to reflect the growing strength of the IGCA in India.


January 2016
The IGCA is discussed in a session Learning to do good in a global world delivered by Boyd Roberts at the Council of International Schools symposium on intercultural learning in London, UK.

October 2015

The IGCA is discussed in a chapter in the 2nd edition of The Sage Handbook of Research in International Education, edited by Mary Hayden, Jack Levy and Jeff Thompson, published this month.
Entitled Education for a Different World – how International Education responds to Change the chapter, by Boyd Roberts, includes an outline of the development and impact of the IGCA.
It makes specific reference to the schools that have been involved in the Award since the pilot stage: International School of London, UK, The English Academy, Kuwait, St Timothy’s School, Maryland, USA, and Academia Británica Cuscatleca, El Salvador; and to the schools that have made gold awards: Singapore International School, Mumbai, Pathways World School, Aravali, and Discovery College, Hong Kong.

September/October 2015: IGCA visit to India

IGCA founder Boyd Roberts visited India at the invitation of The Association of International Schools of India (TAISI) and Pathways World School (PWS), Aravali. PWS is one of the principal IGCA centres in the world, with the largest number of participants. Dr Pathma Naidu, who oversees the IGCA at PWS and is an Award Ambassador, coordinated the visit.

While in India Boyd gave a keynote talk at the TAISI leadership conference in Mumbai, during which he introduced the IGCA. He also joined Pathma to present a breakaway session describing the Award in greater detail.
While in Mumbai, Pathma, Boyd and Dr Sarvesh Naidu, Executive Director of PWS visited the other Award centre in India, Singapore International, School, Mumbai – the first centre in the world to make Awards at gold level of the IGCA. There they met with SIS Principal Sharonee Mullick, Award Coordinator Sumita Gulati Ohri and other colleagues, and with Award participants and recipients, including SIS alumna Shankhini Saha who, in 2013, was among the first group of gold Award recipients in the world.

At Singapore International School, Mumbai

Back row, from left: IGCA recipients : Rishav Mehta, Heli Desai, Sara Shirodkar, Tanvi Aggarwal, Pradhi Aggarwal, Vedant Pansari, Ayushmaan Sethi

Front row, from left : Riad Rojoa (Upper Division Head) Sumita Ohri (Award coordinator, SIS), Kaisar Dopaishi (Principal), Dr Sarvesh Naidu (Executive Director, PWS, Aravali), Boyd Roberts, Sharonee Mullick (Head of School, SIS), Shankini Saha (SIS alumna; gold award recipient 2013), Dr Pathma Naidu (Award ambassador, and award overseer PWS), Abhimanyu Dasgupta (Primary Division Head)), Miukesh Gupta (Head of Pastoral Care), Tripti Joshi (Senior Second Langauge Teacher)

Below: from left, Sharonee Mullick, Sumita Gulati Ohri, Boyd Roberts

Boyd then visited PWS for an extensive series of meetings with Director, Prabhat Jain, Dr Sarvesh Naidu (Executive Director) and Dr Pathma Naidu; with students, including many Award recipients and participants; with Award coordinators Dr Hemant Singh and Geetanjali Dhull; coordinator of the PWS Global Citizen’s Award (for primary school students) Anahat Kukreja; Head of Senior School, Arvind Chalasani; Head of Middle School, Sumit Dargan, and many other colleagues.

At Pathways World School, Aravali. From left: Dr Sarvesh Naidu, Boyd Roberts, Dr Pathma Naidu, Dr Hemant Singh, Anahat Kukreja, Geetanjali Dhull.

Meeting Pathways World School Middle School Award participants at silver and gold levels.

Pathma and Boyd presented a day-long workshop for prospective Award schools in India – the first such extensive workshop held since the Award was founded. Boyd was also keynote speaker for the opening session of the Pathways World School Model United Nations.

IGCA workshop at PWS, Aravali

During the visit, Boyd visited some of the local village schools supported by PWS as part of its service programme (which forms part of the IGCA for participating students). A special IGCA assembly was held at PWS during which cheques were presented to local charities nominated by IGCA recipients, (A charity donation is made as part of the award for each IGCA recipient).

Above: IGCA /peace assembly at PWS, Aravali

Below: Some of the gold award aspirants and recipients at PWS, IGCA assembly

There was considerable interest among schools in India in introducing the IGCA. This was the first overseas travel undertaken specifically for the IGCA.

September 2015: The Marist Schools, Reading, UK becomes an Award centre.

Dayib Guray Secondary School, Somalia, also joins the Award – the first school in the country to do so.


June 2015: Discovery College, Hong Kong, China makes awards at all three levels, including the centre's second gold award, to Margaux Gjurasic. Margaux gave a presentation to an award committee, at the conclusion of her participaition in the programme, and was then given her gold award.

From the left: Andy Kai Fong (Secondary Principal), Cheryl Osborne (IGC Award coordinator), Margaux, Dr Maggie Hinch (parent rep on the board and Sustainability Consultant), Peter Muir (CAS Coordinator)

May/June 2015: Among the awards made towards the end of the Northern hemisphere academic year are:

Singapore International School, Mumbai, India - a total of 41 awards, 24 at bronze level, 13 at silver level, and gold awards to Ashish Sangai, Sahil Rai, Shrishti Dugar and Viraj Rai.

Academia Británica Cuscatelca, El Salvador – which has made awards every year of the programme from the pilot stage in 2008 – to 12 students at bronze level and 2 at silver level

International School of London, UK, another original pilot school – awards at bronze and silver level.

Pathways World School, Aravali, India – 198 at bronze level and 80 at silver level plus a further 5 awards at gold level to Nupur Balain, Kshitij Verma, Awinita Barpujari, Angad Sodhi and Pratyush Swarup.

Grade 7 bronze award recipients at Pathways World School

Grade 8 bronze award recipients at Pathways World School

Grade 8 silver award recipients at Pathways World School

April 2015: Among awards made this month are 10 at bronze level at Amman Baccalaureate School, Jordan, one of the original pilot schools for the programme.

March 2015:
Meetings with prospective schools in Hong Kong are held during a holiday visit by Boyd Roberts. Joyce Halsey of the American School of Zagreb, Croatia presents a workshop session at the CEESA (Central and Eastern European Schools Association) conference in Dubrovnik, Croatia on using the IGC Award as a basis for a programme on citizenship and student representation in her school. Boyd Roberts joins in the session by FaceTime from Hong Kong.

Oakham School, UK makes its first awards.

February 2015: Dr Pathma Naidu of Pathways World School, Aravali, India is designated as Award Ambassador – a new role to support development of the programme in India.

December 2014: Nesbru videregående skole, Norway becomes an Award centre – the first in the country.

Australian International School, Balikpapan, Indonesia, makes its first IGC Awards to 16 students
19 bronze and 6 silver Award recipients at Academia Británica Cuscatleca, El Salvador, one of the original pilot schools for the Award, receive their awards this month.

Kanika Agarwal, Deus Bajaj, Sasha Gopalakrishnan, Richa Manjari, Sharvani Shakambari and Pancham Yadav receive gold awards at Pathways World School, Aravali, India.
Pancham comments in his reflection on his participation in the programme “The IGC Award is not just another award: it’s a way of life.”

June 2014: Singapore International School, Mumbai, India makes its second batch of gold awards to 5 students, out of a total of 60 awards. The gold award recipients are Yash Master, Ketki Chinoy, Shanav Mehta, Abhishek Pillai and Ashay Gupta.

Pathways World School, Aravali, India makes a total of 151 awards, including 137 at bronze, and 6 at silver levels, and its first gold awards to 8 recipients: Ashita Bhatnagar, Ayush Kejriwal, Jasmine Kaur, Megha Agrawal, Parvesh Chainani, Shivam Agrawal, Sonali Bansal and Subhashree Rath. Pathways has also introduced a Global Citizen’s Award for its primary students, devised by Pathma Naidu, to lead in to the IGC Award.

Discovery College, Hong Kong, China also makes its first gold award to Kathy Lau.

Left to right:
Tania Pickett (IGCA mentor), Dr Maggie Hinch (external environmental and social sustainability consultant), Kathy, Mark Beach (Principal of Discovery College), Cheryl Osborne (IGC Award coordinator), Peter Muir (who started the Award at the school).

Over 2000 young people have now received the IGC Award since its inception.

May - June 2014: A consultation with centres results in a modification of entry requirements for the silver level of the Award. This permits older students or students joining schools to progress more quickly to the silver award.

May 2014: The British School of Lomé, Togo joins the programme.

April 2014: Oakham School, UK joins the programme.

IGC Award participants at Oakham School planning their activities.

Spring 2014: An article including the IGC Award appears in International School magazine.

Participants at Collège Champittet, Switzerland with their posters explaining global citizenship to other students

November 2013: Longfield Academy of Sport, Darlington, UK becomes a centre.

September 2013: The Balikpapan campus of the Australian School of Indonesia joins the programme - sister school of another centre - the Jakarta campus of the Australian School of Indonesia.

May/June 2013: Among this year’s awards are 195 bronze awards to participants at the Dubai British School, and 65 bronze awards at Cardinal Newman High School – both centres making awards for the first time.
Singapore International School, Mumbai began the programme in 2010, and this year has made awards at both bronze and silver levels. But particularly exciting are the first Gold awards of the IGC Award anywhere in the world! Shankini Saha, Aryan Chabbria and Aryaman Jalota received bronze awards in 2011, silver awards in 2012 and become the first people to receive the IGC Award at gold level this year.

December 2012: Dubai British School, United Arab Emirates starts the Award – the first centre in the UAE to do so.

November 2012: The central Award document Information for Centres appears in Spanish. This was translated by Lissett Castro of Academia Británica Cuscatleca, El Salvador, and arranged by Judith Shorrocks.
Contact for a copy or click here to download pdf: Informacion para centros

October 2012: Ysgol Emrys ap Iwan, Abergele, Wales, UK becomes the first school in Wales to offer the IGC Award.
Mona Sharma of Pathways World School Aravali, India and Boyd Roberts, Award founder, give a presentation on the IGC Award in the online Global Education Conference. See the presentation at

September 2012: International Community School, Addis Ababa, Ethiopia joins the programme. This brings to 19 the total number of countries in which the award has been introduced.

The IGC Award in action – based on case studies from nine participating schools – is produced. Contact or click The IGC Award in action Sept 2012 for a copy.
An article on the IGC Award appears in International Schools – the magazine of the European Council of International Schools. Click here here for a pdf copy.

August 2012: Jakarta international School, Indonesia; Pathways World School Aravali, India and Cardinal Newman High School, Bellshill, Scotland, UK join the programme.

June 2012: Well over 350 participants received the IGC Award at bronze level, and a further 20 at silver level – another record. This brings the total number of recipients to over 1200 since the Award started. This year's Awards included the first in Egypt and Switzerland.

March 2012: St Andrew’s School, The Bahamas joins the programme – and is the first centre in the country to offer the Award.

February 2012: Part of the “Award” received by recipients is a charity donation made in their name to a charity of their choice. These donations may be made through the Award to one of our nominated charities, or paid locally.

To date the following donations have been made to the Award charities:
Oxfam £1100.00
KIVA £321.73
WWF £440.00
A total of £1861.73.
Around £7000 has also been paid to local charities nominated by Award recipients.

January 2012: A'Takamul International School, Kuwait begins the programme in its primary school and will be adjusting the programme as appropriate to suit the age group of students.

December 2011: Discovery College, Hong Kong joins the programme, overseen by Peter Muir, who introduced the IGC Award at the Bali International School.

Maadi British International School also begins the Award – the first school in Egypt to do so.

October 2011: Collège Champittet becomes the first school in Switzerland to join the programme, incorporating some elements of the Award in its regular curriculum for year 10 students. It found out about the programme from its sister school, Budapest International School.

June 2011: Over 340 students receive the Award at bronze or silver level at the end of academic year 2010-2011. These include the first awards in Hong Kong and India.

May 2011: Christ the King Sixth Form College, UK joins the programme

February 2011: Australian International School, Jakarta, Indonesia becomes the second school in Indonesia to begin the programme.

AIS heard about the programme from a presentation by IGC Award participants from Bali International School at the GINDO (Global Issues Network Indonesia) conference.

November 2011: Award director Boyd Roberts (right) met with Rachel Tang (left) and Patrick Wong (middle)at the Singapore International School, Hong Kong, to discuss their implementation of the programme.

October 2010: Two new centres in the UK begin the programme:

  • Cheadle and Marple Sixth Form College, UK
  • Chelmsford County High School for Girls, UK

September 2010: New centres joining the programme for 2010-11 are

  • Singapore International School, Hong Kong, China
  • Beijing City International School, China
  • Singapore International School, Mumbai, India (the first school in India to be offering the programme)

June/July 2010: The Award continues to grow, and 275 participants received the award in 2009-10. Of these, 45 participants at Sotogrande International School, Spain received silver awards, and the remainder received awards at bronze level.

November 2009: Dulwich College, Shanghai, China introduces the Award, coordinated by Andrew Corney, who previously introduced the Award at The English School, Kuwait.

September 2009: New centres begin the Award in Vietnam (International School Ho Chi Minh City, City College Campus) and Indonesia (Bali International School).

June/July 2009: Over 160 participants in 9 countries receive bronze level awards. In addition, the first silver awards are made to 5 recipients in Kuwait and the USA.
Presentations on the Award are made in the UK.

Award participants at the British International School, Budapest, Hungary, at a FairTrade lunch they arranged, and in a children's waiting room designed and installed in a local hospital.

Academia Britanica Cuscatleca, El Salvador,
Award participants engaged in a Habitat for Humanity project locally.

October/November 2008: Presentations on the IGC Award are made at IB Conferences in Marrakesh (Morocco), Beijing (China), and at the global citizenship summit in Bali (Indonesia). Visits are made to Award and prospective Award schools, in Bali and Hong Kong.

September 2008: 16 centres in 12 countries are offering the IGC Award. Arrangements for the silver level of the IGC Award are finalised by the director and centres. Recipients of the bronze level award who wish to do so begin the new silver level programme.
Minor changes are made to the bronze level award on the basis of feedback during the pilot stage.

July 2008: LifeHub, Singapore – the 16th centre, and the first which is not a school – begins the IGC Award.

May - July 2008: Over 150 participants receive the bronze level International Global Citizen’s Award – the first recipients in the world.
The “Award” is a certificate, a donation to a nominated charity and an engraved wooden plaque, handmade in a cooperative for physically disadvantaged people in Burkina Faso and supplied on a fairly traded basis.

Bronze award recipients at The English Academy Kuwait
- Shayma'a Mahmoud and Dalal Al-Ghanim


April 2008: Presentations about the IGC Award were given to teachers from schools in East Asia, in Beijing, China as part of the Global Issues Network conference held at the Western Academy of Beijing, 4-6 April.

British International School, Budapest becomes the 15th pilot school, and will be starting the programme in August 2008.


Here is a selection of reports from some of the Award pilot schools.

IGC Award participants at St Timothy’s School, USA are drawn from the sophomore class. Several early brainstorming meetings took place, after which the girls were charged with identifying their own individual pilot projects to meet the criteria of the IGC Award program. Because St. Timothy’s offers a number of student clubs with similar agendas as the IGC (i.e., Social Services, Challenge 20/20, Environmental Awareness Club, Duke of Edinburgh program, etc.) and since the School’s IB curriculum is very much in keeping with the mission of the IGC, some programs/activities already existed from which the students could dovetail their own activities. Some of these included: campus-wide recycling efforts and fundraising for programs such as Save Darfur and Pennies for Peace.

In February 2008, the IGC participants presented a compelling assembly to the entire school community, in which each girl shared a Power Point presentation on one of the identified “Hot Zones” around the world. In addition, the girls passed out juice boxes, each of which was labelled with a little-known “fact” relating to these war zones and areas of conflict. The students also distributed order forms for t-shirts and bracelet sales, proceeds from which were earmarked for one of the above-mentioned causes.

Later this spring the IGC Award participants will help to promote and facilitate a school-wide fundraiser known as “Bread for Itipini.” This is a program spearheaded by the Diocese of Maryland to raise awareness and money for a small, impoverished community in South Africa.

Leslie Lichtenberg
Director, Communications & Public Relations
Fours Class Form Dean

At Sha Tin College, Hong Kong, China, the IGC Award participants are members of the school’s Environment Action Group which is working to make the school a more sustainable place. Participants are working on a number of areas including making changes to the school canteen, establishing a roof garden, reducing the use of electricity and plastic water bottles in the school, and selling Fair Trade products.

At Park House English School, Qatar, IGC Award participants organised a Fair Trade fortnight – the first such event in the country.

On Sunday, 27th Jan. 2008, the four students and two teachers involved in the International Global Citizens’ Award at The English Academy, Kuwait went to Challenge the Era Company. This company recently produced and distributed over one million paper shopping bags in Kuwait to raise awareness on use of plastic bags. We met with Mr Meshal Esbaitah (Project Executive Director) and interviewed him to learn more about the activities of the company and its involvement with other companies and organisations.

We spent about an hour and a half there, but we came out with a lot of information about and understanding of its project. Challenge the Era Company supplies items made from recycled material (pencil, paper, plates, etc.) to companies and people, as well as 100 % degradable plastic bags of different sizes.

The company is working on involving the government, the private sector, and the community to help create a balance between the use of material and products which are harmful to the environment and ways to actually save the environment. The visit was part of the Award programme to expose students to a range of global issues that include environmental protection.

Andrew Corney

Six IB students at Broadgreen High School, Liverpool, UK are participating in the pilot scheme for the International Global Citizenship Award. Their activities have included:

1) Understanding other Culture and Outlooks

a) Model United Nations General Assembly in Liverpool Town Hall November 2007. Over 200 sixth form students took part in this event.

b) European Studies Programme. Students have been involved in this Irish initiative with Partner schools in France, Ireland and Poland. They have exchanged personal profiles and will send an information presentation about Liverpool, European Capital of Culture 2008 with each student being responsible for a different aspect of the year.

c) Visit to India. Some students researched Indian culture in preparation for a visit to India in February 2008.

d) Visit to Auschwitz and attendance at the National Holocaust Memorial Day Ceremony 27th January 2008 with others from the Liverpool Schools’ Parliament

2) Personal Global Footprint – Environmental and Ethical Responsibility
Students have completed a questionnaire about their personal global footprint and ways of diminishing it. They have also carried out a monitoring exercise on different aspects of the school’s environmental programme.

The Model UN Assembly had a working group on Sustainable Energy so delegates have a report on that for the School Council with reference to the School’s use of energy.

The European Studies Programme has led to research on the environmental measures the UK has taken and by the European Parliament. Exchanges on this are part of the Partner Schools activities. An exchange with a GCA partner school in China has not yet taken place. Students log their personal views on the results obtained.

3) Influence and Involvement with others.
Here students log their personal involvement with any charity work they have participated in during their IB course. Within the European Studies Programme they also log and send reports on their views of the World of Work with any record of work experience and their reactions to it. This will also include their personal career plans and where they envisage themselves in ten years time.
The reflective /active mix allows for participation and the sharing of values and positions with others, not least within the School Council. This hopefully leads to more effective future activity.

Martina Hedges

IGC Award participants at Amman Baccalaureate School are engaged in lots of activities as part of the school's regular activities programme. These all form part of their requirements for the IGC Award - finding out about other cultures and outlooks (Model UN), or working with others.

Orphans & Outreach & less Fortunate
Helping orphans, and the less fortunate to cope with their life by organizing various activities for them, teaching them, and providing them with some basic necessities. The students also got a chance to help repair things in the center that needed fixing. Of course, along with these activities, the students also assist the social workers in teaching them.

Mentally Challenged
Providing students with first hand experience, and exposing them to the problems faced by both disabled people and those who care for them. The activity is arranged on weekly bases visits to the National Center for the Mentally Challenged and with the help of board members of the National Association for the Rehabilitation of the Mentally Challenged.

Model United Nations (MUN) & Human Rights
Students studying the structure, organization and working of the United Nations; as they examine the issues being currently debated in the various forums of the UN and purse these issues by role-playing as representatives of countries involved. Skills developed include research, diplomacy and debate. The goal of the activity is that the students not only gain knowledge of the UN and the issues involved but also become more aware of the realities of international relations.

Manufacturing Materials for Disabled
Students use catalogues from overseas which contain instructions on how to build materials for disabled children. These include games and special equipment that are not available in Jordan and which help the mentally and physically challenged in their physiotherapy program. All of the work is done at school, where the students learn various carpentry skills.

Rehabilitation of the virtually impaired
Students recorded their voices on tapes as they read books and stories. These tapes are sent to The Regional Center for Rehabilitation of the Blind Girls in Jordan and Al Dia' Center for Visually Impaired Children.

CAS Committee
These students get so involved in the 'ins-and-outs' of the international Baccalaureate CAS (Creativity Action Service) activities, and get such a good overview of the whole program, that it would be possible for any one of them to run the system quite smoothly.

Tanzania Trip
Working for Charity Centers in Tanzania, where students carry out hard labor; working side by side with the children from the centers, they construct huts that are to be used as classrooms. Each nicely painted, colorful, with its own design. The students also give lessons to the kids to be able to communicate with them and introduce them to new and exciting ideas. They teach them about computers, an Arabic song, and present shows with the children during the farewell party. The students usually form a long lasting bond with the children.

Climbing Kilimanjaro Mountain (Tanzania)
Students climb Kilimanjaro or Meru Mountain facing great challenges, like; strenuous walking, hunger and sleep deprivation which is something they grew accustomed to, and learn to live with. The students’ qualities surface when some students needed help, as they usually offer to carry each other’s sacks, and physically support each other. Despite all their tiredness, their team spirit shows brightly.

Riding for the Disabled

Taking the physically challenge children to Horse Clubs and helping them in riding horses. It is not only fun but also serves as a part of the physically challenged physiotherapy program. It stimulates physically challenge to use their muscles, which have become weak after extended periods of little use. The activity also restores their self-confidence as it makes them realize that they can do many things despite their disability. Students arrange games for the physically challenge children to play. After the initial training period, the students know what type of games are suitable for the physically challenge children and help them play.

Abdel Razzaq Najjar

September 2007
The pilot stage of the Award begins, with 14 schools in 10 countries engaged in the programme.

July 2007
Students taking part in the introductory IGC Award at Education aBc‘s summer courses produced posters to inform other students about certain global issues. Here are a few of examples of what they produced during one afternoon session.

“Travel to CO2xford” : Stefano Zagato (Italy), Dai Ibuki (Japan) and Gabriela-Maria Reichelt (Austria).
“Saving Energy” : Flore Wagner and Catarina Carvalho
“Fairtrade” : Morgane Rame and Seline Arno
“Carbon dioxide emission” : Devid Leoni and Markus Schüler

July 2007
IGC Award director Boyd Roberts was invited to talk about the Award to participants at the Global Connections 2007 seminar at Hotchkiss School, Connecticut, USA, attended by school heads and other senior educators from five continents.
Subsequently, he also gave a presentation about the Award to participants from the USA, Canada and the Caribbean at the International Baccalaureate North America conference in Chicago.
Considerable interest was shown at both conferences by schools wishing to introduce the Award.

July 2007
First Trials for Award Activities

After months of preparation, the first students in the world to undertake activities as part of the IGC Award programme are shown here in Oxford. Students at the Education aBc summer course are taking part in a specially devised "introductory version" of the Award during their stay. They are undertaking short activities under each of the sections of the Award ... and are the first students in the world to do so! The first group of 15 students come from seven countries. Here they are conducting prepared structured "face to face" interviews as part of "Understanding other cultures and outlooks".
Students will be trialling Award activities throughout July and August.


April 2007
The Council of International Schools is offering its support for the IGC Award, and encouraging its member schools to consider piloting the programme. CIS has linked to the IGC Award website from its own website.

February 2007

Meeting on the IGC Award with representatives of the International Baccalaureate Organisation and the United World Colleges, Cardiff, Wales
23 – 24 February 2007:

Boyd Roberts attended a meeting at the invitation of the International Baccalaureate Organisation to discuss the IGC Award and curriculum proposals developed by United World Colleges. IBO is offering the Award practical support in various ways.

Meeting at the IB Curriculum and Assessment Centre [above]:
From left: Dr George Pook (Academic Director, IBO); Malcolm McKenzie (Principal, UWC of the Atlantic, Wales); Jerry Salvador (Dean of Studies, Lester B Pearson College of the Pacific, Canada); Jeffrey Beard (Director General, IBO); Professor Derek Blackman (Vice-chair, United World Colleges International Board); Boyd Roberts (Director, IGC Award); Tristian Stobie (Head of Diploma Programme Development, IBO); Dr David Wilkinson (Principal, Mahindra UWC of India)

At IBCA, Cardiff. From left: Professor Derek Blackman, Boyd Roberts, Dr George Pook, Malcolm McKenzie, Dr David Wilkinson, Jerry Salvador.


International School of London launches the IGC Award at its International Show.
22 February 2007

Senior students of ISL have been working on projects relating to the theme of globalisation. These included work on pollution, water use, global warming, international trade, and the impact of globalisation on indigenous people. Work was presented at an exhibition attended by students, parents and guests. This was followed by an enjoyable and challenging theatrical show by students on the globalisation theme, at which Award director Boyd Roberts launched the IGC Award. Earlier in the day, he met with ISL Director Amin Makarem, and Deputy Heads Sergio Pawel and Huw Davies to discuss the award.

December 2006: Meetings on the IGC Award held with schools in Amman, Jordan
In December 2006, Award director, Boyd Roberts, visited Jordan and held a series of meetings on the IGC Award. Meetings were held with colleagues at the Amman Baccalaureate School, one of the Award’s pilot schools. A meeting was also arranged with International Baccalaureate schools in Amman, hosted by the Amman Baccalaureate School, at the invitation of Samia Al Farra, Principal. This was attended by representatives of 8 schools.

[above] Cathy Souob (Head of IB Diploma College/IB Coordinator, centre) and teachers from the Amman Baccalaureate School discuss the Award.

[below] Samia Al Farra (second from right), with IGC Award coordinator at ABS Abdel Razzaq Najjar (far right), and colleagues from Amman schools after the meeting about the Award.




The International Global Citizen’s Award