Here are some photos that I captured earlier during the Ogoh-ogoh parade.

Ogoh-ogoh, the most exciting part before Nyepi!

These large statues usually depict evil characters from Hindu mythology, such as Rangda or other figures symbolizing evil. The people of Bali create these statues with great detail and creativity, sometimes with cool costumes and dramatic effects

click the image above to watch the video by Ratna

The night before Nyepi, ogoh-ogoh are paraded around the village to the accompaniment of traditional Balinese music, such as gamelan. The atmosphere becomes very festive, people gather, young children dance, and everyone welcomes with cheers. The purpose of this procession is to expel evil spirits and cleanse the village of negative energy

After the ogoh-ogoh are paraded, usually ending with a ceremony to burn the statues, symbolizing the destruction of evil. And then... Nyepi arrives! Everything becomes quiet, and Bali enters a very special day.

The next day, Nyepi arrives. Everyone in Bali does tapa brata, no sound, no light, no activity. The streets are quiet, houses are closed, and the atmosphere becomes very peaceful. The people of Bali use this time for introspection, meditation, and cleansing themselves from bad karma

After Nyepi ends, the sun rises again, and life returns to normal. The people of Bali come out of their houses, interact, and celebrate the new year with joy. They forgive each other, visit family, and start the new year with a clean heart. That’s the cycle, from festive to quiet, and back to festive again

That’s all I can tell you, thank you for reading to the end, greetings of tolerance

Bali has many traditions, cultures, and local wisdom, one example is Nyepi. I am very happy because I was born in Bali, so let’s preserve Balinese culture.

Here is the challenge: if you ask JFP questions related to what he has learned and he cannot answer them, you earn additional points - now how about that ! SWEET !

The more thoughtful and challenging questions you ask, the higher your chances of scoring - GAME ON! …..

A. GEOGRAPHY

So there are some thoughts and questions to JFP

• If renewable resources such as forests or water can regenerate, why can they still become depleted? Explain the conditions under which a renewable resource stops being sustainable.

• A country depends heavily on coal because it is cheap and reliable, but it also causes environmental damage. Should the country stop using coal immediately or transition gradually? Explain the trade-offs involved.

• Many governments protect natural resources for economic reasons (tourism, agriculture, energy security). Do you think protecting nature only because it benefits humans is enough for long-term sustainability? Justify your reasoning.
  

B. MATHEMATICS

back to JFP -

• If a person earns $50 but owes $120, their balance becomes –$70. How can integers help someone understand and manage their financial decisions in real life? Explain how negative and positive numbers guide responsible choices.

• When 7 pizzas are shared equally among 4 people, each person receives 1.75 pizzas. Why are rational numbers important for situations involving fair sharing, resources, or dividing things in daily life?

• Numbers like π or √2 never end and never repeat, yet engineers and architects use them often. Why do real-world measurements sometimes require irrational numbers instead of simple fractions or integers? Explain with an example.
  
  

C. SCIENCE

JFP ,

• Bridges, airplanes, and buildings must use materials with specific properties such as strength, flexibility, and conductivity. If you were designing a bicycle helmet, what material properties would be most important and why?

• Ships made of heavy steel float on water even though steel is dense. Using the concept of density, explain how engineers design ships so they do not sink.

• Many products today are made of plastic because it is lightweight and cheap, but plastic pollution is a global problem. Using the 3Rs (Reduce, Reuse, Recycle), how could companies redesign everyday products to manage materials more sustainably?

D. FOOD AND CONSUMER EDUCATION

final round JFP ,

• If someone eats a lot of high-energy food but spends most of the day sitting and using screens, what might happen to their body over time? How could they adjust their daily habits to maintain a healthy energy balance?

• Sugary drinks provide energy quickly but can lead to health problems if consumed often. Why do you think foods that give quick energy are sometimes harmful when eaten regularly?

• Imagine a student who skips breakfast but eats large meals late at night. How might this affect their energy levels, concentration in school, and overall health? Explain using the idea of energy balance.

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People. Voices. Cultures. Responsibilities.

Wybie gathered the recordings, listened carefully to every response, and consolidated the ideas shared by his Vietnamese friends. What emerged from the video was not a single definition, but a collection of perspectives about global citizenship and leadership.

The discussion began with the concept of a global citizen. Participants explained that while a citizen traditionally belongs to a specific nation with certain rights and responsibilities, a global citizen extends that sense of responsibility to the entire human race. In an interconnected world, problems such as climate change, conflict, and inequality affect everyone. A global citizen therefore thinks beyond borders, cares about people across the world, and stays aware of global affairs.

Several voices emphasized that awareness alone is not enough. A global citizen must also act. Rather than relying entirely on governments or powerful institutions to solve global problems, individuals must believe that they themselves can contribute to meaningful change and encourage others to do the same.

The video then explored three leadership ideas: servant leaders, change riders, and dream builders.

A servant leader was illustrated through the example of a student who leads a school book club. She encourages members to organize projects, write, run events, and raise funds throughout the year. The money is ultimately used to donate books to children outside the city. Her leadership focuses on service, community impact, and helping others grow.

Change riders were described through the experience of a student-led debate event. Students organized the entire competition themselves, coordinating schools, sponsors, and logistics. They adapted quickly to challenges and managed the event independently, demonstrating initiative and the ability to navigate change.

Dream builders were connected to the same experience. By organizing large events and taking ownership of ambitious projects, students expanded their vision of what they could achieve. They were not only managing activities but also building confidence, aspirations, and future possibilities.

After consolidating the interviews, Wybie concluded that even within a single community there are diverse perspectives on leadership and responsibility. Yet across the different voices, several themes consistently appeared: empathy, awareness, initiative, adaptability, and vision.

The video ultimately shows that leadership and global citizenship are not abstract ideas. They are reflected in everyday thinking, choices, and actions taken by individuals who recognize their role in shaping the world around them.

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1️⃣ Training Plan & Materials - DAV79

• Prepare complete training materials for all upcoming sessions and schedule

• Ensure materials include:

  • Clear objectives

  • Structured agenda

  • Dashboard integration

  • Action steps

• Upload all materials to Substack.

• Coordinate with Giani, Elf001, Luna, BLCOP, or Chilli to ensure proper uploading and formatting on the QBOARD

  

• All materials and schedule must be finalized before Mar 06

• AMBASSADOR TRAINING D3 @ 8:30 AM Singapore Time - TLS ZOOM

  • JOIN US @ TLS ZOOM , ZOOM ID : (click ZOOM for the link or use the ZOOM ID) 769 712 5558
    PASS CODE : MEET

2️⃣ Ambassador Structure for GCC - DAV79 / Z

• Create Ambassador group links by region (Bali, Jogja, Hanoi, etc.).

• Assign one lead per region.

• Clarify communication and reporting flow.

• Ensure leadership consistency across regions.

• TLS ambassadors will continue on Telegram
  
  For 9th graders, ambassadors from SMPN7 will need to receive clearance from the Principal of SMPN7 before joining the Bootcamp. This approval will be based on their academic performance, in line with our recent discussion with the school.
  

  So Ale , from Jogja asked something….

  

  It is also natural that some members may choose to leave over time. This often happens when individuals lose interest or find it difficult to remain committed. Sometimes a program may initially feel exciting, like a new toy, but the Global Citizen journey is not about temporary excitement. It requires consistency, resilience, and long-term commitment.

  Only those who truly believe in the values of becoming a Global Citizen can continue the journey.

  Becoming a Global Citizen is not easy. It is something that must be earned through effort, discipline, and character. However, the door always remains open for anyone who is ready to take that responsibility seriously.

  For the Bali Bootcamp, ambassadors will only be able to participate if they meet the required academic standards. Maintaining strong academic performance is therefore an important expectation for all ambassadors.

  The Global Citizen program represents the next level of education—one that goes beyond the classroom. Our role is simply to create the opportunity and do our best to support those who are ready for the challenge.

3️⃣ ASAN & Expo Session - JFP / ELF001 / SAHN

ASAN and Expo hosts to explain the Bootcamp in the next session.

Include:

• Program structure

• Outcomes

• Dashboard walkthrough

Slides must be updated and aligned.

4️⃣ Registration/ MoU , Documentation and Dashboard - GCC members / LIN91

• Share Leadership Bootcamp registration link and list on the website

• Share updated GCC member list on the website

• Prepare and circulate MoUs for:

  • SMPN 7

  • SMKN 1

• Ensure all documents are:

  • Reviewed

  • Properly formatted

  • Logged in shared drive

• Trouble shooting Reports

  • Members have expressed issue understanding drop in their score or not availability on the dashboard - LIN91 to explain this on the Substack with recommendation on how to catch up.

  • Members who have not been able to view the report - need to raise a request.

  • For members who have completed the report feedback - recommendation letter is required. LIN91 to place a short summary based on the mindset report provided within 1 week of the request.

  • Members who dont have the tap tap card or whose card are also not working need to raise a request

5️⃣ Brochures - DAV79

• Create bootcamp brochures in multiple languages - Indonesia (Z) , Viet ( Wybie)

• Ensure alignment with:

  • Leadership Bootcamp

  • GCC Guideline and Charter

  • Ambassador Program

• Upload finalized versions to the website.

• Ensure brand consistency and clarity of messaging.

📅 Mar 06 FRIDAY CALL STRUCTURE - DAV79

🔹 Potential India Partner Call

🕓 6:00 PM SGT (TBC) - on TLS ZOOM ( as above)

• Introduction and alignment.

• Invite them to sit inside the 8:30 PM SGT planning call.

• Objective: transparency, structure, and partnership clarity.

🔹 Main Planning Call

🕣 8:30 PM – 9:30 PM SGT

This call will cover:

1. Bootcamp Overview

   • Full run-through of structure and flow

2. Who is Involved

   • Registrations

   • MoUs

   • Schools and partners

3. FAQs & Discussion

   • Open clarifications

   • Alignment on expectations

4. Cost & Structure

   • Pricing model

   • Operational structure

   • Delivery format

This session must be structured, clear, and decision-oriented.

📅 Sunday Mar 08

🔹 Super Parent Forum

Timing: TBD ( Pending Ms Huyen from Soc Son - Hanoi)

Invite by Mar 07: DAV79

🔹 Tap Tap Demo

• Request MIHF for availability.

• All parents must read the Substack article beforehand.

• Parents must submit questions in advance.

• Lin91 requires questions prior to session — otherwise there will be no response.

As the Global Citizen ecosystem expands across cities and regions, structure becomes essential to stay purpose-aligned. Each Chapter carries local autonomy, yet operates within a shared purpose and governance framework that ensures integrity remains consistent across regions.

We are introducing the GCC Chapter Organizational Charter, a refined operational document designed to help every Chapter function as a clear, accountable organizational entity. This Charter translates the Memorandum of Understanding into practical execution — defining roles, responsibilities, outreach functions, financial discipline, member stewardship, and operational timelines.

Its intention is not additional administration, but clarity. Clear ownership strengthens leadership. Clear structure protects trust. Clear rhythm sustains culture.

All Chapter Leads are requested to review and begin adapting this template to reflect their Chapter’s vision, identity, and local action plan while maintaining alignment with the Global Citizen Charter.

Click to Register a Chapter

GLOBAL CITIZEN CLUB (GCC)

CHAPTER ORGANIZATIONAL CHARTER — STANDARD TEMPLATE

(Entity Formation and Operational Governance Charter aligned with GCC MoU)

This Charter establishes a Global Citizen Club Chapter as a structured organizational entity operating under the GCC Memorandum of Understanding. It defines identity, vision, governance structure, operational ownership, outreach responsibilities, financial discipline, and execution timelines required to sustain alignment while enabling local distinctiveness.

1. Chapter Registration

Chapter Name:

City / Country:

Host Organization / Community Partner:

Charter Period: (12 months)

Chapter Lead:

Co-Lead:

FD Supervising Representative:

Official Communication Channels:

Official Chapter Email:

2. Chapter Identity

2.1 Vision (Local Expression)

Describe how this Chapter interprets the Global Citizen philosophy within its local context.

Example prompts:

• What transformation does this Chapter aim to create locally?

• What type of young leaders or signature mindset does it seek to cultivate?

2.2 Unique Chapter Identity

Each Chapter must articulate distinguishing mindsets while remaining aligned with GCC mindsets.

Define:

• Local cultural and historical values that the chapter want to translate into mindsets for the future

• Community focused mindsets (for education, civic engagement, youth leadership, innovation, etc.)

• Signature formats or traditions unique to the Chapter

• Local partnerships or ecosystem positioning

2.3 Mission Alignment Statement

Confirm alignment with GCC Charter principles:

• Integrity over scale

• Responsibility through participation

• Leadership through contribution

3. Strategic Action Plan (12-Month Outlook)

Annual Objectives

Objective 1:

Objective 2:

Objective 3:

Key Outcomes

• Participation growth target

• Leadership development outcomes

• Community engagement goals

• Ambassador development targets

Planned Initiatives

4. Organizational Structure

4.1 Chapter Lead — Executive Custodian

Ownership:

• Philosophical alignment

• Governance integrity

• Organizational accountability

Responsibilities:

• Approve strategy and action plan

• Ensure MoU compliance

• Oversee safeguarding and ethics

• Authorize external representation

• Supervise all custodial roles

4.2 Co-Lead — Operations Executive

Ownership:

• Operational execution continuity

Responsibilities:

• Coordinate weekly operations

• Monitor activity implementation

• Consolidate reports

• Support leadership review processes

5. Functional Custodians and Operational Functions

Program & Curriculum Lead

Responsibilities:

• Deliver structured monthly workshops

• Facilitate discussions and reflections

• Document learning outcomes

• Train facilitators and ambassadors

Ownership:

• Learning quality and framework fidelity

Community & Membership Lead

Responsibilities:

• Member onboarding and orientation

• Participation tracking

• Mentorship coordination

• Retention and engagement health

Ownership:

• Community cohesion

Outreach & Partnerships Lead

Responsibilities:

• Member outreach and recruitment

• Engagement with schools and educational institutes

• Partnerships with youth organizations and community groups

• Organize introduction sessions and awareness events

Ownership:

• Ecosystem expansion aligned with GCC values

Financial Custodian

Responsibilities:

• Maintain financial ledger

• Prepare budget disclosures

• Publish post-activity financial summaries

• Maintain audit documentation

Secondary Financial Reviewer:

• Independent verification and approval separation

Ownership:

• Financial transparency

Data Protection Custodian

Responsibilities:

• Maintain secure member registry

• Manage consent documentation

• Ensure compliance with local data laws

• Control access to personal information

Ownership:

• Data integrity and compliance

Communication Custodian

Responsibilities:

• Maintain official platforms

• Moderate discourse

• Archive announcements and decisions

• Protect GCC branding integrity

Ownership:

• Communication governance

Ambassador Coordinator

Responsibilities:

• Track leadership contributions

• Facilitate ambassador mentoring roles

• Conduct recognition reviews

Ownership:

• Leadership pipeline development

6. Mandatory Organizational Records

Each Chapter must maintain:

Member Registry

• Name

• Role

• Contact information

• Entry date

• Participation status

• Consent documentation

Leadership Registry

• Role assignments

• Appointment and review dates

Financial Ledger

• Income and expenses

• Receipts and disclosures

• Surplus allocation

Activity Archive

• Workshop documentation

• Attendance logs

• Reports submitted

7. RACI Responsibility Matrix

8. Operational Timeline

Weekly

• Leadership coordination meeting

• Participation and outreach updates

Monthly

• Minimum one structured GCC workshop

• Outreach engagement with schools/partners

• Member onboarding session

• Activity documentation

Quarterly

• Community initiative or applied project

• Performance and participation review

• Report submission to FD

Six-Monthly

• Leadership performance review

• Member feedback assessment

• Governance compliance review

Annual

• Charter renewal

• Leadership reaffirmation or election

• Strategic planning reset

9. Financial Governance

Required:

• Pre-activity budget disclosure

• Financial summary within 14 days post-activity

Prohibited:

• Hidden margins

• Undisclosed collections

• Personal financial gain under GCC branding

10. Accountability Standards

Minimum Expectations:

• Monthly structured engagement maintained

• Reporting compliance ≥80%

• Transparent finances

• Ethical conduct maintained

• Active participation sustainability

11. Leadership Transition Readiness

Interim Custodian Appointment Procedure:

Record Transfer Location:

Financial Access Transfer Protocol:

Communication Platform Transfer Record:

12. Chapter Declaration

This Charter formally establishes the Chapter as an accountable GCC organizational entity operating under disciplined alignment with the Global Citizen Charter and MoU.

Chapter Lead Signature: ___________

Date:

Co-Lead Signature: ___________

Date:

FD Representative: ___________

Date:

This refined structure now includes organizational identity, vision, outreach mandate, action planning, defined custodial functions, operational cadence, and governance accountability comparable to a formal

Click here or Scan QR code to Register

1. Governance First: GCC MoU & Charter
   

   The formalisation of the GCC MoU and Charter, targeted for March 02, forms the foundation of everything ahead. This is not administrative housekeeping. It is structural alignment.

   Members begin by reading the MoU and Charter carefully. They are invited to submit clarifying questions, provide digital acknowledgment, and complete structured feedback through Google Forms. All questions are consolidated and addressed transparently.

   Formalisation is currently underway across Jogja, Bali, and Hanoi.

   This step establishes shared standards, defined decision rights, accountability structures, and cultural alignment. Without this clarity, expansion introduces fragility. With it, growth becomes stable and intentional.

2. Informed Parents through the Super Parent Forum

   
   The Super Parent Forum transitions into a monthly focused dialogue. Each month centers on one critical issue. The sessions must be structured yet engaging, designed for insight and action.

   
   They must be:

   • Thought-provoking

   • Energetic

   • Practical

   • Fun!

   
   Parents do not attend for theory. They attend for clarity, application, and perspective. The forum must respect their time by delivering substance and ensure this is converted into meaningful notes. Each Chapter to come up with ideas for the next Session.

3. Practical Sensors and Upgrades : 360 / Tap Tap / Reports and DashboardsDetailed action for Lin91
   

   The systems must operate as a holistic intelligence engine — not a passive reporting tool.
   

   It must connect:

   • Parent engagement

   • Student development

   • Facilitator performance

   • Bootcamp outcomes

   • Expo reflections

   A clear internal process is required:

   • Consistent data collection

   • Defined synthesis cycles

   • Insight reporting

   • Strategic design adjustments

   At defined intervals, upgrade demonstrations should be arranged to reinforce adoption and showcase system improvements.

   Measurement must influence strategy. Data that does not shape decisions becomes decoration.

4. Immersive Bootcamps - Detailed Action for DAV79

   1. Concept - In progress : discussions with Bali and Jogja GCC Chapters

   2. Flyer

   3. Training - Bootcamp Commanders - Lists expected from Chapters - Lin91 to provide updated scoreboard.

   4. Plan - Location

5. Energetic EXPO -Must be fun. - this must be 80% unpredictable and 20% structure. Right not members fall into a loop of predictability. They must be able to think of a varying form of randomness inserted,
   
   SAHN called around for ideas and Miss Zoura was the first to respond.

   

   Now SAHN and MIHF need to rekindle the excitement through the facilitator of the day.
   

6. Energetic ASAN - must be a place to train the facilitators to the EXPO. but ideas and thoughts need to come from there.
   

7. Local Initiatives - must be able to come out with several connected activities that booster the values of life - community outreach and also the application of learning.
   

8. More Ideas - Jogja Chapter Lead : Ms Zoura

   Parent Engagement Ideas : Global Citizen Club – Platform-Integrated Design

   a. Open-Minded Parent Challenge

   Platform: Tally (Private Questionnaire Tool)

   A light and fun entry activity where parents invite honest feedback from their children.

   Why Tally:

   • Anonymous and low-pressure.

   • Simple comparison between parent self-rating and child perception.

   • Reduces emotional friction at the starting point.

   Safeguard:
   Questions focus on openness and listening behaviors, not “good vs bad parenting.”

   Goal: Normalize two-way reflection and model openness to growth.

   b. Reverse Reflection Journey (Week or Month)

   Platform: Reflection Worksheet (Private)

   Structure:

   • Opening session on psychological safety (Expo/ASAN).

   • Guided family dialogue at home using a structured worksheet.

   • Optional facilitated sharing circle (zoom).

   Substack can support this journey by:

   • Providing framing essays.

   • Offering weekly reflection prompts.

   • Sharing anonymized insights (never personal disclosures).

   We also need Zoom not only Substack as the main platform because reflection of this depth requires facilitation, tone management, and real-time emotional regulation.

   Goal: Practice humility, listening, and mutual accountability in a psychologically safe environment.

   c. Parent as Guest Mentor

   Platform: Expo / ASAN (Live Interactive Session)

   Parents share real-life experiences including failure, career transitions, resilience, or ethical dilemmas.

   Why Expo/ASAN:

   • Human connection happens in real time.

   • Students can ask questions.

   • Vulnerability is modeled authentically.

   Safeguard:
   Use moderated interview format instead of presentation-style talks.

   Goal: Show that leadership is built through process, not perfection.

   d. Family Challenge Project

   Platform: Expo / ASAN (Kickoff + Checkpoint) + Offline Implementation

   Home-based projects aligned with sustainability, entrepreneurship, or social impact themes.

   Platform role:

   • Launch session (Expo/ASAN).

   • Midway sharing circle.

   • Reflection wrap-up.

   Actual work happens offline at home.

   Goal: Turn values into daily lived practice beyond the classroom.

   e. Home Observation Journal

   Platform: 360 Tool (Private Tracking) + Optional Substack Reflection Prompts

   Primary Tool: 360 (Fundamental Decision Institute)

   Usage:

   • Parents track emotional trends and behavioral shifts using +3 to -3 scale.

   • Focus on patterns, not isolated incidents.

   • Combine scores with short reflective notes.

   
   Extension Idea:
   Children can also provide private 360 feedback to parents, creating reciprocal awareness.

   Critical Safeguards:

   • Scores remain private within the family.

   • No ranking or comparison across families.

   • Emphasis on growth trends, not performance scoring.

   Substack can support:

   • Monthly reflection articles.

   • Educational pieces about interpreting emotional data responsibly.

   Goal: Track real impact and ensure growth is visible in everyday life.

   f. Reflective Showcase Presentation

   Platform: Zoom (Live) + Optional Canva / Video Submission

   During the final presentation:

   • Parents share one reflection about their own growth.

   • Parents share one observed change in their child.

   • Students share one insight about themselves.

   • One challenge that did not go as planned.

   Platform Purpose:
   Celebrate transformation, not polished performance.

   Safeguard:
   Limit slide design pressure.
   Prioritize honesty over aesthetics.

   Goal: Celebrate mindset transformation rather than project outcomes.

As we move through this critical phase, it is important for every club member and every part of the ecosystem to recognize that we are not merely executing tasks — we are building a foundation. Governance must be formalized with seriousness, systems must connect intelligently, bootcamps must deepen in quality, Expo must evolve in energy and design, and ASAN must sharpen the capability of every facilitator. Parent engagement must become intentional, reflective, and action-oriented. None of these elements can operate in isolation. Jogja, Bali, Hanoi — each chapter contributes to one shared structure. What we strengthen now determines the integrity of what we scale later. Let us build upward — in standards, in discipline, in trust, and in depth — so that growth is not cosmetic, but structural and enduring.

To join an existing chapter—or to start a new one—please send us a message with the following details:

• Your location (the region you are based in)

• Your area of interest (what you would like to focus on or contribute)

We look forward to hearing from you.

Global Citizen Club (GCC)

A. Post-Kickoff Workshop — Executive Summary Essay

Date: 26 February
Format: Multi-region discussion | Parents–Educators–Leads

Purpose of the Session

This session marked the first consolidated Global Citizen Club workshop following the kickoff, designed intentionally as a dialogue-driven forum rather than a presentation. The goal was to surface shared intent, clarify regional initiatives, and align on the upcoming bootcamp direction, while ensuring parents, educators, and regional leads could speak openly from lived experience.

Language flexibility was deliberately allowed to ensure authentic participation, especially from parents joining from Indonesia.

Shared Philosophy - Emerging Consensus

Across regions and roles, participants converged on a clear belief:

Knowledge is now easy to access.
Mindset, responsibility, and leadership are not.

Children are growing up in a fast-changing world that cannot be navigated through academics alone. The Global Citizen Club exists to provide a safe, structured environment where children can:

• Practice decision-making

• Experience responsibility

• Develop leadership through real situations

The club is not positioned as a competition, a short-term program, or a resume activity, but as a long-term ecosystem for character and mindset formation.

DAV79 — Facilitator & Ecosystem Anchor

DAV79 framed the session by emphasizing that GCC is not top-down. Adults are expected to hold the space, not control outcomes.

He clarified:

• Sessions are intentionally time-bounded (45–50 minutes)

• Growth will be gradual and intentional, not rushed

• The bootcamp must connect to earlier leadership themes and regional initiatives

He also reinforced that the greatest pain in education is felt by true educators and engaged parents, which is precisely the group GCC is designed to support.

Putu — Bali GCC Chapter Lead

Putu shared that the Global Citizen Club in Bali began as an initiative to bring parents and students into conversation, allowing them to exchange experiences and ideas about raising globally minded children.

He emphasized:

• Helping children survive and adapt in an uncertain future

• Building connection, empathy, and open communication

• Using English not as an academic goal, but as a confidence-building tool for global interaction

Z — Jogja GCC Chapter Lead

Z articulated one of the session’s clearest core arguments:

While knowledge is accessible, mindset, responsibility, and leadership do not grow automatically.

She described GCC as:

• A space where children can practice responsibility safely

• An environment that values growth over perfection

• More than “just another activity” — but a place to think, reflect, and develop character

She also highlighted that many traditional study tours lack true learning depth, despite high interest.

Bambang — Jogja Co-Lead & Parent Voice

Speaking both as a parent and a leader, Bambang stressed the importance of not over-directing children.

He shared that parents should:

• Resist solving problems too quickly

• Allow children to struggle productively

• Focus on creating safe environments for experimentation

For him, leadership begins in daily behavior, not formal programs or achievements.

Sasa — Team FD

Deza contributed a key insight on study tours, noting that they are often misunderstood as leisure trips.

She emphasized that when structured intentionally, such experiences can:

• Build independence

• Expose children to real-world complexity

• Strengthen global awareness and responsibility

Her contribution strongly influenced the bootcamp framing discussion.

Luqman Hakim — Parent Contributor

Luqman provided one of the most grounded and integrative perspectives in the session.

• Strongly supported the idea of holding the bootcamp in Singaraja (North Bali)

• Emphasized practical constraints: timing should be after Ramadan and school exams

• Raised concerns about duration, accessibility, and cost

Drawing from his experience of growing up in Bali and later living in Yogyakarta, he highlighted that:

• Most study tours focus on destination, not transformation

• Singaraja offers a non-touristic, historical, rural setting that encourages observation, reflection, and cultural immersion

• Living like locals — staying in local homes and following daily rhythms — creates productive discomfort, which is essential for growth

He reinforced that this should always happen under parental guidance and intentional structure.

Halis’ Mother — Parent Participant

Halis’ mother joined the session as part of the parent ecosystem. While she did not take extended speaking time, her presence reinforced a core GCC principle: parents are active partners, not passive observers.

BCDF

She participated as one of the senior contributor in the LEARNING SPACE PROGRAM and spoke from a values-driven, supportive position rather than an operational one.

Her key contributions were:

• She described her role as sharing a “thought for the day” with children, aimed at helping young minds understand the value of life, not just academic content.

• She emphasized encouraging children to express their own ideas on a topic over the course of a week, reinforcing reflection, voice, and meaning-making.

• She expressed strong affirmation of the Global Citizen Club, stating that it is a positive step that can benefit children’s progress and, more broadly, the world.

• BCDF explicitly stated a willingness to work together as a team, signaling openness to collaboration and chapter-building.

• When invited by DAV79, she agreed to reach out to her local community to help grow participation and potentially support the formation of a new chapter.

Her contribution was less about structure or logistics and more about intent, encouragement, and shared responsibility—aligning closely with GCC’s emphasis on mindset, reflection, and collective effort over formal roles.

BB76 — India Observer & Ecosystem Learner

BB76 from India participated as an observer for now, engaging with the structure and philosophy of the program.

He expressed interest in:

• Understanding how GCC builds mindset formation

• Learning from the ecosystem model

• Exploring how similar principles might apply in the Indian context

His participation reflects the program’s emerging regional curiosity beyond Indonesia and Southeast Asia. The session provided him insight into how GCC integrates parents, regional leads, and children within a shared developmental framework and especially how the report itself functioned.

Regional Status & Direction

• Jogja: Weekly sessions, strong parent involvement, ongoing documentation in Bahasa Indonesia

• Bali: School-based groups, community outreach, communication-focused initiatives

• Other Regions (Malaysia, Philippines, Thailand, Vietnam): At different onboarding stages, with Vietnam temporarily unavailable due to Lunar New Year

Expansion is intentional, paced, and values-aligned.

meanwhile, a silent initiative emerged from Hanoi,

B. GCC Hanoi: From Conversation to First Initiative

The planning discussion for the Global Citizen Club in Hanoi brought together only two participants: DAV79 and Wybie. While parents were referenced in principle, no parent was present in the session.

The conversation centered on how Hanoi should begin—not by launching a full program, but by starting with a simple, grounded initiative that builds credibility and learning capacity. DAV79 emphasized that Hanoi does not need speed or scale. Instead, it needs space for observation, reflection, and leadership thinking. The agreed direction was a micro-initiative focused on observing everyday leadership in the city—walking through public spaces, noticing responsibility and courage in daily life, and documenting reflections through writing or simple media.

A key part of the discussion focused on Wybie’s growing interest in becoming the Hanoi chapter lead. Through the dialogue, his role was clarified as that of a coordinator and community builder - a true educator—not a teacher or promoter. His responsibility would be to hold intent, invite participation gradually, and connect Hanoi’s learning back into the wider GCC ecosystem.

The discussion did not finalize execution dates. Instead, it marked the moment Hanoi shifted from idea to intent—with Wybie stepping forward to explore leadership, and the initiative defined by depth rather than display.

C. Next Steps — GCC Regional Alignment

Following the workshop and emerging Hanoi initiative, the focus now shifts from reflection to coordinated execution across chapters.

1. Monitor Progress & Initiative Tracking
Continue reviewing the dashboard and initiative updates.
Ensure reports are completed on time and reflect real activity, not intent alone.

• Update needed on the English Notes on the Flip Book - SASA

• Prepare a clear charter for each chapter

• RASCI to be prepared with names of members from each cohort - Strategy to select via [Volunteer / Nomination / Appointed ]
  

2. Bali Bootcamp Planning
Advance structured planning for the Bali bootcamp:

• Confirm logistics framework

• Work through cost structure and accessibility

• Coordinate directly with Santi and Putu

• Align experience design with earlier leadership themes

The bootcamp must remain transformation-focused, not event-driven.

3. Content & Structure Refinement

• Draft updates to content flow where necessary

• chapter (roles, expectations, boundaries)

• Ensure documentation standards are consistent across regions

4. Weekly Planning Cadence
All members will be invited into a recurring weekly planning rhythm to maintain alignment, transparency, and shared ownership. 8-9 PM singapore time . Zoom details to be sent in seperately.

5. End-of-February Milestones

• Charter For GCC

• Material Confirmation ( comment and provide your thoughts - this is the start to the dashboard)

• Chapter presentations for month end by Leads or their designated members ( can be rotated)

  • CHARTER CONFIRMATION / RASCI / DASHBOARD / INITIATIVES / OUTREACH IDEAS

• Bootcamp MoU

• Super Parent Forum

A. THE BEGINNING

The idea of forming the Global Citizen Club ( GCC) first emerged after a review with Mr. Putu B in Singaraja - Bali in August 2025. At the time, it was believed that bringing the Club to life would be simple—almost instinctive.

It wasn’t.

What was underestimated was not the strength of the idea, but the difficulty of finding the right people to carry it forward.

Ants were drawn to sweetness. When the sweetness was removed, most disappeared. This became an unplanned test. As the idea of free education was explored, even committed groups found their convictions tested. When reward was removed, intention was revealed.

The Global Citizen Club was never conceived as a fundraising initiative. While there were shared costs for participation, the work itself was entirely voluntary. For many, this proved challenging. Some attempted to adapt. Others stepped away. Both outcomes became part of the learning.

The tension was understandable. The global education industry—particularly the organised sector—was projected to approach USD 10 trillion by 2030. Against this backdrop, choosing to build without financial incentive was not idealistic; it was radical - some even said CRAZY!.

So the team returned to first principles.

The door remained open always—but only those committed to building a future for someone else would actually survive this natural selection. Only true educators stepped forward when recognition, reward, and revenue were absent.

That was how the Global Citizen Club began—not with scale, but with intent.

Across regions, a small group of educators and parents came together to support young learners as they stepped into an increasingly complex world. They worked within the Global Citizen framework, developed by Team FD, and adapted locally to reflect regional perspectives, cultural context, and pace.

The purpose was clear: to prepare learners for a world where rules were not always explicit, where right and wrong required deeper perspectives, and where mindset shaped destiny more deeply than marksheets ever could.

By cultivating the right mindset, character was shaped.
And when character was strong, values followed naturally—not as rules imposed, but as choices consciously owned.

In Yogyakarta, some parents went further by sharing their children’s wish lists through a structured dialogue template—one that explored what the child wanted to pursue alongside what parents might recommend.

The intent was not for parents to decide on behalf of the child, but to create thoughtful conversation—helping learners understand multiple perspectives, take responsibility for their choices, and arrive at a balanced middle ground.

In this process, the decision remained with the child—supported, not overridden.

So what is a Global Citizen?

While often compared to programs like the IB, this framework goes further—deeper, broader, and more integrative. It does not merely transmit knowledge; it cultivates the mind, connects perspectives, and builds the capacity to think, decide, and act with awareness across cultures, contexts, and consequences.

B. GOVERNANCE

The Chapter Lead is the custodian of purpose, standards, and momentum.

Responsibilities include:

• Upholding the vision and values of the Global Citizen Club

• Ensuring participation, continuity, and accountability within the chapter

• Facilitating discussions and coordinating chapter initiatives

• Aligning local activities with the broader Global Citizen framework

• Assigning and distributing workload fairly among members - Maintain the RASCI MATRIX

• Encouraging and initiating new ideas and initiatives

The Chapter Lead is not a manager.
They lead through example, conduct, and consistency.

The Chapter Co-Lead ensures continuity, balance, and resilience.

Responsibilities include:

• Supporting planning and execution of chapter activities

• Ensuring follow-through on commitments and agreed actions

• Stepping in as a contingency when the Chapter Lead is unavailable

• Contributing perspective, feedback, and shared decision-making

Leadership is intentionally shared so that responsibility is distributed, not concentrated.

Participation & Requirements

This initiative is not free of responsibility.

All members—including leaders—are expected to:

Engage

• Attend meetings consistently

  • A monthly operational meeting is held where each chapter representative is given 10 minutes to present ideas, initiatives, or updates

• Read shared materials in full and provide feedback or ideas

• Participate thoughtfully and respectfully in discussions

• Take full ownership of any activity or task entrusted to them

Contribute

• Share ideas, questions, and reflections openly

• Support chapter initiatives beyond individual assignments

• Contribute to the collective learning and growth of the community

Be Accountable

• Complete required acknowledgements and reflections

• Communicate early when support or clarification is needed

• Respect timelines, commitments, and shared agreements

• Brainstorm initiatives within the cohort

Leaders are held to these standards first.

We measure ourselves
before we measure our children.

Each chapter will maintain a dashboard that reflects its current level of engagement, initiative, and collective effort. In parallel, a shared global view will provide visibility into the combined momentum and contributions across all regions.

Each chapter will formalize its participation through a Memorandum of Understanding (MoU), signed by the Chapter Lead and, where applicable, the Co-Lead, acting as representatives of the chapter.

The Global Citizen Club remains affiliated with Fundamental Decisions, while operating independently in its day-to-day activities and local execution.

So who are we , Learn more about Team FD and the rest of the recent initiatives.

Program Office @FD

26.01.10 2026 From Intentions to Impact

First and foremost, thank you to every member who stood with us throughout 2025. We truly appreciate you and wish you all a powerful and fulfilling 2026…

Read more

3 months ago · 4 likes · 1 comment · Fundamental Decisions

C. CHAPTER PRACTICES

While all chapters share the same purpose and principles, each chapter expresses them through locally relevant practices. These practices may evolve and be updated over time.

Singapore
Learners are encouraged to share what they are studying academically.
Other members then interpret, question, learn from, and ideate around the topic.
This practice strengthens understanding, cross-perspective thinking, and the ability to explain ideas clearly. Bring in perspectives on application from other regions

Would I know what kind of climate is approaching?
Would I know how to tell time by reading the sky?
…and more.

Bali
Learners practice speaking short phrases in English and share these with members across other chapters.
This helps build articulation, confidence, and comfort in communicating beyond their immediate environment.

Yogyakarta (Jogja)
Members focus on supporting and training newer participants, helping orient them into the concept and responsibilities of being a global citizen.
This builds leadership, empathy, and peer-to-peer accountability.

They also produced a book for the local community in Bahasa, capturing their reflections and interpretations of the most recent bootcamp experience.

(Click image to read Bahasa version):

Hanoi
Members use tech , comic and art to bring the concepts of the Global Citizen to life

These practices are not fixed templates.They are examples of how global intent becomes local action—through initiatives that develop mindset, character, and capability.

Chapter efforts, learnings, and future plans are documented monthly through newsletters and shared collectively during the monthly meeting.

D. NEXT STEPS

What members for all the cohort must do next

Join the meeting to discuss the details on the Global Citizen Club

Sunday - Feb 8

07:30 - 08:30 AM WIB / 08:30 - 09:30 AM VNT / 05:00 - 06:00 AM / 09:30 - 10:30 AM SGT

CLICK HERE TO ACCESS THE TLS ZOOM LINK

Meeting ID: 769 712 5558
Passcode: MEET

Agenda :

Introduction to the Global Citizen Club - SAHN
Process - DAV79
POV - thoughts from each region - Chapter leads / Co leads

Action Required from All Members

• Read the Flipbook (click here) thats a beautifully done book - currently in Bahasa - must read
  – Please go through the full report carefully

• Acknowledge & Comment
  – Leave at least one meaningful comment directly on the flipbook

  – Leave a question on this material here - so we could ensure this is addressed

  – share this with your community when possible - when you find it right

• Confirm your have read and commented on the Mindset Report secured by the students

We also extend an invitation to elders and wisdom holders to bless and guide this journey. The Global Citizen Club recognizes intergenerational wisdom as essential, not optional.

Guidance from elders brings balance, perspective, and grounding—qualities no framework, curriculum, or methodology can replace.

Their presence is not symbolic; it is foundational. Alongside educators and learners, elders remain integral to shaping values, judgment, and continuity across generations.

E. SESSIONS SUMMARY

1. Welcome Note - SAHN

   1. Who Are We?

      Ecosystem Builders · Mindset Augmenters · Architects of Future Readiness

      The Global Citizen journey was started with Mr Ashokh (Singapore) and Lin91 and we have already come a long way.

      Program Office @FD

      26.01.10 2026 From Intentions to Impact

      First and foremost, thank you to every member who stood with us throughout 2025. We truly appreciate you and wish you all a powerful and fulfilling 2026…

      Read more

      3 months ago · 4 likes · 1 comment · Fundamental Decisions

   2. Our Core Philosophy

      1. Education remains Free and this club remains voluntary.

      2. Our programs are designed, driven, and delivered by children—for children - including the bootcamps.

         Learners aged 8 to 18 work together in shared spaces, not separated by age but united by curiosity, capability, and purpose. Older learners mentor. Younger learners challenge assumptions. Everyone learns leadership early.

         We don’t simulate the future.
         We let children practice it—now. We call the leaders - the YOUNG AMBASSADORS

2. What is the Global Citizen Club? - SAHN
   
   We’re standing at a serious inflection point in 2026.
   Within the next decade, education will transform rapidly. In fact, the workplace will look radically different in just the next five years. This shift won’t only change careers—it will reshape how we understand purpose, success, and life itself.

   Yet our educational infrastructure is struggling to move forward, weighed down by heavy investments in outdated concepts and inherited thinking. Schools and institutions are rushing to adopt global frameworks—IB and others—but one crucial question remains unanswered: How do we build the child to be truly future-ready?

   The real problem isn’t lack of effort; it’s disconnection. No single institution can fix this alone. But we can strengthen what already exists—by reinforcing the education ecosystem with collaborators who share a common vision and the courage to act.

   The Club is a living mélange of chapters across cities worldwide, formed wherever communities voiced the need for change—and chose not to stay silent. These are communities that didn’t wait for permission. They stood up, leaned in, and began building the future together.

   (Progress doesn’t start with perfect systems. It starts with brave people.)
   

3. Why is this Club Critical ? - Today’s Call only focusses on 3 regions and serves as a prelude to other regions - DAV79
   
   Over the last several years, we went from school to school. We explored enrichment centers as well. A few stepped forward. Many schools quietly stepped back.

   The reason was consistent—and unspoken at first, then unmistakable: money.
   How will this run?
   What’s the return?
   Where is the value for us?

   These questions turned into vested interests, and in the process, the larger question was left unanswered: Are our children truly being prepared for the future?
   When “no immediate benefit” became the deciding factor, the societal gap only widened.

   
   Today, we stand before you with clarity—and a call.
   As builders of a movement.
   We are calling out to members who choose purpose over convenience, and vision over short-term gain.
   

   (Because the future doesn’t wait for balance sheets to feel comfortable.)

   • All ambassadors at team FD have a free report and free program - provided they maintain their scores

   • Ambassadors who fail to respond to the report lose the Ambassador title - This is a qualifier

   • At Fundamental Decisions we charge per mindset report for participants (non Ambassadors) - 10% of the report fee would be kept as retention fee for every contract

4. Announcing Club Chapter Leads - SAHN

   1. Indonesia - Yogjakarta : Ms.Zoura , Co Lead. : Mr.BamBang

   2. Indonesia - Bali - Ms Santi , Mr Putu

   3. Vietnam - Hanoi - Ms Huyen ( TBC)

   4. Oman - TBC

   5. UAE - TBC

   6. Singapore - TBC

   7. Malaysia - TBC

   8. India - TBC

   9. Germany - TBC

   10. France : Reunion Islands- TBC

   11. Kenya : TBC

   Nothing is Permanent and the leads will rotate periodically. The chapter charter will be published by each Lead once their team has been formalised.

5. So what are the roles of these chapter leads ? The objective of each chapter is simple but powerful: to build a thriving local ecosystem that enables true learning and future readiness.

   

   1. Initiating & Curating Programs
      Design and co-create initiatives that align with the Club’s vision and local needs.

   2. Outreach & Local Integration
      Build strong connections with schools, families, educators, industry partners, and civic bodies.

   3. Monthly Chapter Planning & Reporting
      Plan, execute, and share learnings—so local insights contribute to global intelligence.

   4. Curriculum Design & Relevance
      Continuously evolve curriculum to stay current, practical, and future-facing. Ensure the core framework adapts meaningfully to cultural, social, and regional contexts.

   5. Cohort Energy & Registry Management
      Maintain engagement, participation, and momentum—made visible through dashboards and leaderboards.

   6. Conflict Resolution & Troubleshooting
      Address challenges early, mediate conflicts, and keep the chapter aligned and resilient.

   7. MoU Agreements & Partnerships
      Manage collaborations, agreements, and stakeholder commitments responsibly.

   8. Community Workshops & Leadership
      Lead and facilitate local workshops that activate learning beyond classrooms.
      

   Let’s hear from the chapter leads on what they think about this.

   

Papa Jayden : When I read the journal and the paper, one interesting thing stood out to me.
This program is free and voluntary, but personally, it really challenged me—not just as a parent, but as a member of the family.

I think this is a good program. When we first came to join, maybe in August or September, there was uncertainty. We didn’t really know what kind of program this was. Was it only about English? Was it about mindset?

But now, at this point, we can see the results. We see how our children have changed the way they think, how they solve problems, and how they respond when they face difficulties—for example, during the boot camp.

I think this is very important when we talk about an uncertain future. It feels like facing a war. At least we are trying to equip our children with the right tools and “weapons.”

We don’t know the final results yet, but this is a good start to help them face an uncertain future. Thank you for this opportunity, because not everyone gets a chance like this.

We hope this program can be expanded, especially in our region, Jogja. Thank you to the FD team for supporting this—Mata Aksara, Mr. SAHN, Mr. D, and Mr. Lin.

We can clearly see positive change and progress in how our children manage themselves.
Thank you. That’s all from me.

Z: To put my question directly: as parents, what kind of contributions are most helpful for the Global Citizens Club initiative?
How can parents support this initiative in a way that stays aligned with its child-centric philosophy?

• SAHN : Education today doesn’t stop at school. It happens at home, on the way to school, on the playground—everywhere. So it’s not a case of parents enrolling a child and stepping away. Parents are key stakeholders.

  We already have a framework for the year—different chapters aligned with UN initiatives—but how we design and deliver them is a process of co-creation. Parents know what works best for their children and their local communities, so their suggestions matter greatly.

  Parents can contribute by helping shape activities, suggesting approaches, and supporting community outreach. Global citizenship must stay locally rooted. That means engaging nearby schools, institutions, and communities.

  Parents also play a major role in spreading awareness, sustaining participation, motivating children when things feel difficult, and supporting each other as a community.

  Clubs make this easier—whether it’s encouragement, troubleshooting, conflict resolution, or simply helping a child find where to post their work.

  Finally, parents help extend these initiatives beyond the community—through partnerships, workshops, and engagement with institutions and local authorities—so the impact grows wider and deeper.

Ms Santi : Good morning, everyone.
I don’t have a question—I just want to say thank you.

I can clearly see the contribution this program has made to our students. Before, many of them were insecure. After the team visited our school, they became more confident, more courageous in expressing their ideas, and more willing to speak in front of others.

They are now more aware that their future is their own responsibility.

Our ambassadors will graduate in July, and as a principal, together with Mr. Putu, we are already preparing the next generation to join the Global Citizens program.

I have encouraged our ambassadors to continue in this program because it is very valuable for their development.

Thank you to the entire team. We welcome you to continue working with our school and supporting our students regularly. This program truly helps build confidence and readiness for the future.

• SAHN : One very important point Ms. Santi raised is that children are beginning to take responsibility for their own learning.

  Education is no longer only the responsibility of parents, teachers, or schools. Children themselves must take initiative. Seeing this shift is exactly the kind of positive change we aim to create through our programs worldwide.

Mr Putu : Thank you very much. I’m currently on the road, but I’ve been listening carefully.

This program is very important for our students in Bali. As a tourism region, English and mindset development are essential. One challenge we face is low curiosity and motivation among some students, many of whom come from farming families with limited educational exposure.

English is a second language for them, so learning it feels difficult and distant. However, this program helps open their mindset and shows them that it is not just for today, but for their future.

Some students have already begun asking about the program on their own, which is a very positive sign. Others are still not aware of how important these skills will be.

We continue to support this initiative as much as we can, because our hope is to help students build a better future. Knowing that this is a global program also helps them see beyond their immediate environment.

Thank you for visiting our school and motivating our students. I sincerely hope this program continues for a long time.

Z: Thank you. Just to summarize: raising children requires a supportive ecosystem.

We cannot think only about our own children, which is why it makes sense for parents and educators to take an active role in inviting and supporting other children through this program.

That is the purpose of the Global Citizen Club—to grow a shared, community-driven effort.

I hope this spirit is clearly understood and that it encourages more parents and educators who join these sessions to become active members once the clubs are formed.

• SAHN : Thank you. Yes, the clubs will play a larger role in engaging with local parents.

  Sometimes there are barriers—language, lack of information, or uncertainty. The clubs can help bridge these gaps and make participation more accessible.

  Thank you, Ms. Z

RR SWITAR : Good morning, everyone. Thank you.

I’m very happy that this club exists for children during their formative years. The curriculum is thoughtfully designed so it can be meaningfully applied within local and cultural contexts, while still aligning with participants’ real needs.

This gives children an early perspective on how to respond to challenges as global citizens.

It’s also important to remember that programs for children must be designed differently from those for adults. Engaging and enjoyable activities are essential so children remain motivated and enthusiastic.

For now, I will observe and listen. Thank you for the opportunity.

LIN91 : Thank you very much. I believe many critical points have already been shared.

I simply want to thank all the parents and educators who have stayed with us and continue to support this initiative.

In the coming months, there will be many things to explore, build, and enjoy together along this journey.

MR AMIEN : Good morning, everyone. Apologies—I’m a bit busy at home today.

First, thank you to everyone here for your concern and commitment to education. I believe building social capital through the Global Citizen Club is very important.

While I don’t yet have concrete ideas, I’m confident that we, as parents, can support this program by contributing our professional experience, sharing social capital, and helping navigate local needs.

MS FITRIA : Hello, everyone. I’m still in the process of understanding this program.

I can see my child’s development through it, and I’m grateful for that. From what I understand, the Global Citizen Club emphasizes local participation.

Is the club mainly for parents and teachers to organize workshops and initiatives, while children participate through the existing programs? That’s my question. Thank you.

• SAHN. : Thank you, Ms. Fitria. Yes, children continue through existing programs like Expo and Story Night.

  The club primarily serves parents, educators, and schools as a collaborative platform. Children are already engaged through their regular programs.

MR LUQMAN HAKIM : Thank you. I apologize if it’s a bit noisy here.

I’ve observed this program closely, and I’m deeply moved by what I’ve seen—the passion, the discussions, and the work being done with children.

This program goes beyond skills like academics or coding. It cultivates a mindset—teaching children not just how to do things, but how to see the world.

I strongly believe this is not a luxury for children today; it is a necessity. My wife and I fully support this program and hope to collaborate more, especially building on the work done in Yogyakarta.

My mother, a retired senior educator, is very interested in this program. Education has always been her passion, and she would be happy to be involved in the future clubs, even though she couldn’t attend today.

BCDF :

3. 2025 Q4 Reports - LIN91 and her bots

   

   Mindset First (The Edu-Whiz)

   S2.C7 - The Lord of the Certificates

   For years, most learning journeys looked the same: a class, an exam, a certificate—like collecting souvenirs from places we never truly visited. People proudly held up the paper, yet nothing in their thinking, behaviour, or confidence actually shifted. They had crossed into the Land of the Lord of Certificates, where the only thing that mattered was pro…

   Read more

   2 months ago · 6 likes · 1 comment · Fundamental Decisions

4. Immediate Priorities

   1. Sessions Plan for Q1 - follow up meeting Feb 13

      1. Higher Level : EXPO - Every Sat 8:30 PM Singapore time

      2. Mid Level : A STORY A NIGHT - Every Thursday 8:00 PM Singapore Time

   2. Workshops starting 20th February - Let’s think of some questions and ideas

   3. Leadership Bootcamp - Events and Planning

   4. Bootcamp Commanders and training

   5. 2025 Report Review

      

5. Signing Up

   So who wants to join in? Make a bold declaration - leave a comment.

   To join a regional chapter, members must be based within that region. This ensures meaningful collaboration and makes in-person meetups and community engagements possible when needed.
   

   Leave a comment

   Follow Up workshop for the members

Remember to add your comments - this will be reflected on your scorecards

Leave a comment

A. CLICK HERE GO BACK TO THE BROCHURE

B. CLICK HERE TO REGISTER AS A PARTICIPANT FOR THE LEADERSHIP BOOTCAMP

C. CLICK HERE TO VIEW LATEST SCORES AND MATERIAL

D. CLICK HERE TO START OR JOIN A CHAPTER

E. CLICK HERE TO SEE THE GALLERY AND PAST INITIATIVES

F. from the Entrepreneurship Bootcamp - there was an excellent initiative in 2 languages.

• The Flip Book ( English)

• The Flip Book ( Bahasa Indonesia)

A. GEOGRAPHY

his study plan includes

JFP hopes to discover how Geography is taught in other cities - the experiments done - the applications.

B. MATHEMATICS

• Timetables: Finding when two or more classes or bells repeat together → LCM

• Grouping students: Dividing students into equal teams with none left out → HCF

• Sharing items: Distributing chocolates, pencils, or notebooks equally → HCF

• Cooking & recipes: Adjusting ingredient quantities for different numbers of people → HCF

• Cleaning schedules: Two chores repeating every few days—when will they happen together? → LCM

• Packing items: Packing boxes with equal numbers of items → HCF

  C. SCIENCE

  

  

  

  

  D. FOOD AND CONSUMER EDUCATION

  

  

  

  
  

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