WE ACT RIGHT - our five core competencies and five core values at North Jakarta International School.

1. Tough Choices or Tough Times calls for first redesign of the American education
system in a century. This report of the New Commission on the Skills of the
American Workforce shows how the dynamics of the global economy will lead to
a steady decline in the American standard of living if this country does not
undertake the first thorough overhaul of its education system in a century. It
shows how our country can graduate 95% of our students (not two-thirds, as it
does now) after 12 years and the majority after only 10 years of grade school. It
reveals how billions of dollars can be saved by changing the way students
progress through the grades and how the money saved could be used to build
high quality early childhood education systems, attract the best and brightest
teachers, and provide the resources for even the most disadvantaged students
to reach world class standards. This hard-hitting analysis describes the kind of
economy needed to sustain our current standard of living and kinds of skills and
knowledge that American workers need to make that economy work. It also
details the dramatic changes in governance, finance, organization, and
management of the American education and training systems that are needed.
Tough Choices or Tough Times was written for anyone concerned with the future
of this country and the state of our schools and our job training systems. It
provides a well-researched analysis of the issues and a compelling set of
proposals for changing our system of education.

2. National Center in Education and the
Economy (NCEE) is a not-for-profit
organization dedicated to providing young
people with the world-class skills that will
allow them to succeed in a global economy.
The 26-member commission includes
former Cabinet secretaries of labor and
education, Senators, Members of Congress,
school superintendents, CEOs of major
firms, union leaders, and governors.

3. Where WE ACT came from.....

4. August 19, 2014
WE ACT RIGHT:
The Five Core
Competencies and the
Five Core Values

5. 5
What we ought to learn?
“A curriculum defines what we ought to learn. For what? To become
competent to live a life that we freely chose, for which we are fully
responsible, and that brings us realization. A curriculum, therefore, is
not a set of subject matters (‘disciplines’) we need to assimilate, but a
matrix of competencies we need to build” - Eduardo Chaves, 2008
“There is a strong degree of consistency between the school core values,
vision, mission. The schoolwide learner outcomes, and the school
program that reflects the school’s explanation of global competencies” –
WASC Focus on Learning, International Edition, p. 68, 2014
The following Five Core Competencies have been found by experts to be
necessary for students to be successful in this 21st century. Hence, NJIS
is being modeled after and built for the ideal knowledge-worker
educational model by offering a rigorous academic program based upon
these competencies as an exemplar for international curriculum with
appropriate supplements of the most innovative curriculum materials
available in the international educational arena.

6. orldview
motional Intelligence
cademics in balance
reativity
echnology
6Just remember “WE ACT” which implies Action versus simply
Preparation

7. Worldview is a perspective guided by a thorough knowledge of
current global issues and an understanding of individual
responsibility on the local, national, and international levels
as a global citizen.
Learner Understandings:
• An increasingly interconnected world creates new
complexities, realities, responsibilities, and opportunities.
• Each person has a responsibility as a global citizen in taking
action on the 20 Global Issues.
• All cultures have value, and cultural diversity has to be
maintained.
• Collaboration is essential for the solution of global problems.
• There are both positive and negative effects of globalization.
• There is a commonality of all human beings.
71. WE ACT – Worldview

8. 82. WE ACT - Emotional Intelligence
Emotional intelligence is the ability to perceive self and others as
unique and valuable to the world. There are five domains of
emotional intelligence: knowing your emotions, managing your
emotions, motivating yourself, recognizing and understanding
other people’s emotions, helping others to manage their own
emotions.
Learner Understandings:
• Internal motivation and self-direction are essential.
• Empathy and respect for others are essential.
• Each person has a responsibility to self and others
• Each person must practice self-discipline, self-assessment and proper social skills.
• Each person must know and accept himself.
• Self-expression is an important part of developing emotional intelligence.
• There is a continuum of respect from top to bottom level: adapting behavior,
cooperating, valuing difference, accepting other viewpoints, tolerating.
• One’s emotional intelligence affects the quality of one’s relationships.
• A lack of emotional intelligence can cause social and personal problems.

9. 9
Academics in balance are project based learning experiences
that foster the development of the multiple intelligences,
creating lifelong learners who are inquiring, knowledgeable,
and caring people who will make the world a better place.
Learner Understandings:
• A broad range of knowledge and skills is required for personal
success and the ability to contribute positively to the human
community.
• There are many ways to acquire knowledge and skills.
• Learning can be differentiated to accommodate individual
learning styles and needs.
• The human mind is a combination of various intelligences.
• Education is a continuous, lifelong process.
3. WE ACT - Academics in Balance

10. 104. WE ACT - Creativity
Creativity is a mindset characterized by a willingness to
generate new ideas, possibilities and outcomes. It is multi-
faceted, ranging from cognitive to aesthetic.
Learner Understandings:
• Creativity is stimulated by asking new questions while generating new
ideas to apply to various situations and challenges.
• Every human being has the capacity to be creative.
• Environment has a dramatic effect on creativity.
• People may not exhibit the same level of creativity in all areas.
• Self-assessment and self-motivation are needed to allow the learners to
foster creativity in all facets of their education.
• Creativity takes many forms.
• Creativity is applied imagination, a step into creating something new and
/or putting it into action.
• Creativity takes various forms: it can be an ability, an attitude or a
process.

11. 115. WE ACT - Technology
Technology is a tool which allows an individual learner
to enhance or to facilitate his or her learning
process.
Learner Understandings:
• Technology expands our ability to communicate
through a wide range of media.
• Technology allows us to efficiently access, store,
and use information.
• Technology supports self-directed learning.
• Technology supports differentiated learning.
• Technology is a tool to assist human intelligence,
not a substitute for it.

12. 12
WE ACT
Worldview
Emotional Intelligence
Academics in Balance
Creativity
Technology
The Five Core Competencies.

13. 13
But HOW do WE ACT?
Core Competencies are fine…
…but we need Core Values for students to uphold
everyday.
So…
…how do WE ACT?
WE ACT RIGHT!
Respect for your self and others
Integrity in making the correct decisions
Good Deeds to help others in need
Hard Work leads to certain mastery
Team Spirit to help everyone

14. 14
The Five Core Competencies and the Five Core Values
Competencies = WE ACT
Values = RIGHT
WE ACT RIGHT at NJIS.
Right?
Right!

15. August 19, 2014
WE ACT RIGHT