Borderless Education

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© 2019 Borderless Education, ON, Canada

 

CORE VALUES

Based in Toronto, Canada, the purpose of Borderless Education is to broaden access to high-quality education for students around the world. We are committed to fostering an innovative, inclusive, and global education experience that centers on student success and wellbeing.

We achieve this by:

  • Providing unique opportunities for secondary school students outside of Canada to obtain a Canadian education experience from Ontario, and to earn a diploma that will enable them a successful admission and transition to their desired post-secondary pathways;  

  • Connecting students to local English language learning programs;

  • Providing high-quality education consulting on English as an additional language pedagogy and program design, teacher training, and resource development services to education institutions around the world;

  • Connecting diverse educators to learn from one another through exchange programs;

  • Supporting students and families transitioning to Ontario, Canada for learning and living.

Central to Borderless Education is the pedagogy of global education. We are able to offer programs and services that prioritizes global education because of our team’s deep expertise in the education field and our experience supporting international students, in addition to the robust curriculum, assessment, and pedagogy inherent in the Ontario public education system.  

 

The Ontario public education system is consistently recognized as being one of the best in the world for many reasons. Its primary goal is to enable students to “develop the knowledge, skills, and characteristics that will lead them to become personally successful, economically productive, and actively engaged citizens”, not only in Ontario, but also throughout a global context (Ontario Ministry of Education, 2016, p. 3). The need for a global education is particularly relevant, when we are two decades into the 21st century, and navigating the increasing complexity and interconnectedness of a globalized world.

 

The OECD defines global competence as the “capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and worldviews of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development”, as illustrated in the following graphic (OECD PISA, 2019):

In Ontario, the Ministry of Education (2017) along with the Council of Ministers of Education, Canada (CMEC) organized the knowledge, values, attributes, and skills that make up Global Competencies into a framework consisting of six components:

Critical thinking and problem solving

Critical thinking and problem solving involve addressing complex issues and problems by acquiring, processing, analysing and interpreting information to make informed judgments, decisions and actions. The capacity to engage in cognitive processes to understand and resolve problems includes the willingness to achieve one’s potential as a constructive and reflective citizen. Learning is deepened when situated in meaningful, real-world, authentic experiences.

Learning to learn, self-awareness and

self-direction

Self-directed learning means: becoming aware and demonstrating agency in one’s process of learning, including the development of dispositions that support motivation, perseverance, resilience, and self regulation. Belief in one’s ability to learn (growth mindset), combined with strategies for planning, monitoring and reflecting on one’s past, present, and future goals, potential actions and strategies, and results. Self-reflection and thinking about thinking (metacognition) promote lifelong learning, adaptive capacity, well-being, and transfer of learning in an ever-changing world.

Communication

Communication involves receiving and expressing meaning (e.g., reading and writing, viewing and creating, listening and speaking) in different contexts and with different audiences and purposes. Effective communication increasingly involves understanding both local and global perspectives, societal and cultural contexts, and adapting and changing using a variety of media appropriately, responsibly, safely, and with regard to one’s digital footprint.

Innovation, creativity, and entrepreneurship

Innovation, creativity, and entrepreneurship involve the ability to turn ideas into action to meet the needs of a community. The capacity to enhance concepts, ideas, or products to contribute new-to-the-world solutions to complex economic, social, and environmental problems involves leadership, taking risks, independent/ unconventional thinking and experimenting with new strategies, techniques, or perspectives, through inquiry research. Entrepreneurial mindsets and skills involve a focus on building and scaling an idea sustainably.

Collaboration

Collaboration involves the interplay of the cognitive (including thinking and reasoning), interpersonal, and intrapersonal competencies necessary to participate effectively and ethically in teams. Ever-increasing versatility and depth of skill are applied across diverse situations, roles, groups, and perspectives in order to co-construct knowledge, meaning, and content, and learn from, and with, others in physical and virtual environments.

Global citizenship and sustainability

Citizenship involves understanding diverse worldviews and perspectives in order to address political, ecological, social, and economic issues that are crucial to living in a contemporary, connected, interdependent, and sustainable world. It also includes the acquisition of knowledge, motivation, dispositions, and skills required for an ethos of engaged citizenship, with an appreciation for the diversity of people, perspectives, and the ability to envision and work toward a better and more sustainable future for all. 

This framework is in line with OECD as well as others worldwide, sharing learning goals that include cognitive resources, interpersonal and intrapersonal skills that supports global citizenship, civic literacy, sustainable development, and social justice.  Moreover, these components are included in the U.N.’s Sustainable Development Goals framework, 2015–2030, which specifies in target 4.7 as follows: 

 

“By 2030, [to] ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development (UNESCO, 2016, p. 287)”.

 

Programs and services offered by Borderless Education strongly believe in this vision, and are dedicated to adhering to the goals of global education.  

Sources:

 

Ontario Ministry of Education. (2016). 21st Century Competencies: Foundation Document for Discussion.  Toronto: Queen’s Printer for Ontario. Retrieved here.

 

Ontario Ministry of Education. (2017). Framework of Global Competencies.  Retrieved here.

 

OECD. (2018). PISA 2018 Global Competence.  Retrieved here.


UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. Global Education Monitoring Report, 2016. Paris: UNESCO. Retrieved here.

 
What is Global Education?

Sources:

 

Ontario Ministry of Education. (2016). 21st Century Competencies: Foundation Document for Discussion.  Toronto: Queen’s Printer for Ontario. Retrieved from: http://www.edugains.ca/resources21CL/21stCenturyLearning/21CL_21stCenturyCompetencies.pdf

 

Ontario Ministry of Education. (2017). Framework of Global Competencies.  Retrieved from: http://www.edugains.ca/resources21CL/21stCenturyLearning/FrameworkofGlobalCompetencies_AODA.pdf

 

OECD. (2018). PISA 2018 Global Competence.  Retrieved from: https://www.oecd.org/pisa/pisa-2018-global-competence.htm

 

UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. Global Education Monitoring Report, 2016. Paris: UNESCO. Retrieved from: http://uis.unesco.org/sites/default/files/documents/education-for-people-and-planet-creating-sustainable-futures-for-all-gemr-2016-en.pdf

Why study in Canada? 

Learn about Canada’s education system, search for schools and find scholarships. EduCanada.ca is the official Government of Canada website for study in Canada information.

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"British Columbia, Ontario, and Alberta are the top performers among all the provinces, earning “B” grades on the Education and Skills report card."

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Canada ranked 3rd best country to live in.

For the fourth year in a row, Canada is ranked the top country to live in when it comes to quality of life. According to the 2019 Best Countries Report led by U.S. News & World Report, Canada took the winning score based on health care, public education, safety, solid job market and politically stable landscape. The report also listed Canada as number two when it comes to citizenship, based on factors like human rights, the environment, gender equality and religious freedom, and ranked third in the Best countries for women category.

 

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Canada named healthiest country in the world.

This ranking doesn’t just focus on economical status, instead looking at how healthy, happy, and successful humans are in their environment.  A new analysis, the Global Wellness Index published by investment firm LetterOne, ranks Canada as the best country out of the 151 nations evaluated.  Based on a basket of metrics ranging from government healthcare spending to rates of depression, alcohol use, smoking, happiness and exercise, the new index is the latest attempt by economists to evaluate the world beyond economic growth.

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Toronto ranked one of the top cities in

the world for students.  

Out of 120 cities, Toronto came in at number 11.  The sixth edition of the QS Best Student Cities Ranking, compiled by global consultancy QS Quacquarelli Symonds, ranked cities worldwide based on the performance of those students, the extent to which employers are actively hiring, how affordable the city is, the city’s desirability and quality of life, as well as the diversity of student bodies.

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