GAC Newsletter

On Aug 7, 2021, Dr. Arba'iyah Yusuf, the Head of the Muhammadiyah Primary and Secondary Education Department from the Muhammadiyah Provincial Board of East Java, signed a renewal agreement with ACT Education Solutions, Ltd., (AES) to implement the ACT English Proficiency Program (ACT-EPP) at six junior and senior high schools. The agreement signing ceremony was attended by over 300 participants—current students, teachers, principals, and school administrators. The agreement renewal commits ACT to work together more closely with Muhammadiyah toward a common goal, namely the pursuit of Muhammadiyah’s education internationalization endeavors. A first step in that direction will be the launching of the Muhammadiyah International Class Orientation Program (M-ICO), scheduled to begin with the 2021/2022 academic year.  

Here is what Dr. Arba’iyah Yusuf declared at the signing ceremony: 
 
“One of the indicators of Muhammadiyah Future School is global international education. Several Muhammadiyah schools have joined ACT Education and Solution. Hopefully, in the future, they become a generation that is smart, strong, as the future leaders of Indonesia and the world.” 

With the implementation of the ACT-EPP program, school principals hope that students will achieve the English language proficiency needed for successful college and university education as they progress through the next stage of their educational lives. 

Marilyn Gardner (pictured with her brother Christopher Gardner) is our top GAC student from the class of 2021 in Thailand. She has repeated an incredible feat her older sibling, Christopher, achieved in 2019. Marilyn has been accepted into Chulalongkorn University in Bangkok, her dream school, and there she will have the opportunity to further her passion for drama arts. Her older brother Christopher is now pursuing a joint bachelor’s degree in mechanical engineering at Thammasat University and University of Nottingham. 

The two siblings belong to the top percentile of our GAC students in Thailand. In addition to three solid years of high school academic rigor, where they managed dual curricula along with many responsibilities and obligations, they were also actively involved in major school events, extracurricular activities, and even part-time acting stints. Congratulations to both! 

Name: He Shuhan 
ATC Center: 2nd High School Attached to Beijing Normal University 
University: Imperial College London 

He Shuhan: The three years I spent in the 2nd High School Attached to Beijing Normal University have been the most fruitful experience in my life over more than ten years. 

Here we learn, 
And here, we do more than learn. 
Countless days and nights, 
In class, after class. 

When I first started in the GAC program, I did not trust myself at all, especially after seeing the assessment of my essays and presentations. Only later, I was able to grasp the value of those assessments. 

During the most difficult time of my program, at the peak of the COVID-19 pandemic, the environmental field investigation of GAC023 helped me rediscover the little things around me. For the first time, I physically touched the soil of our community and explored the natural scenery of this otherwise ordinary land full of people. 

At the end of the college application season, international teachers in the program helped us learn and appreciate rich cultures all over the world. Through the often-fierce verbal back and forth and collision of thoughts we often engaged in during classes, unexpected facets of multiple cultures manifested themselves in our minds. 

That story will never stop here and now. It must go on. 

And then, there is the school, 
And then, there is a place beyond school. 
And then, there is a harbor, 
The place for dreams to set sail. 

Name: Rong Kangxuan 
ATC Center: 2nd High School Attached to Beijing Normal University
University: Cornell University 

Rong Kangxuan: GAC listening and writing courses were a great help with studying English. Listening materials with different accents that were sometimes played during classes helped me get used to different accents that I might encounter in my university studies from professors and classmates. The paper assignments trained my writing ability and taught me how to write research reports. In addition, GAC helped me adapt to the study and life in international universities. I practiced some common activities, such as presentations and daily communication exercises. At the same time, through the GAC program, I came into contact with a group of lovely and interesting international teachers. They gave me a lot of valuable advice on learning English and living abroad. They also recommended many interesting films and books. Advice on life and study matters most to me, especially in a turbulent time such as this year. I really appreciate their company, teaching, and guidance over the past three years. 

On November 17, our new industry partner, PlusTreat, a startup involved in environmental sustainability, presented an introduction to our young and aspiring ACT GAC Level 2 students on their passions and goals in the recycling business.  
 
Four groups from two schools in Indonesia and Vietnam compete in this Project-Based Learning experience, culminating in the recommendation of a new marketing mix for PlusTreat. 
 
In the process of achieving this major project milestone, students learn and develop new skills in teamwork, interviewing, conducting research, managing conflicts, handling objections, crafting professional slide decks, and pitching their ideas. 

Two new schools recently joined the GAC programs in Brazil: Jardim das Nações and Escola Parque. They do not just share our program; there are other coincidences that unite them. They were both founded in 1970 and were inspired by a constructivist approach to teaching.

Escola Jardim das Nações was born in Taubaté, in São Paulo state, and its mission is to encourage students to become global citizens, leaders, and strive for peace.

Escola Parque started in Rio de Janeiro, and its mission is to educate children for life and democratic values. Both schools integrate open spaces and exploring nature in the curriculum as they believe in a more holistic approach to education.