EDUCATE FOR COMPLEXITY!

Empower every learner to be

⇒ the author of his/her life!

⇒ a positive change driver in his/her community!

What? Why? How?

We offer …

Thematic workshops

Short 1 or 2 day programs on specific themes

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One-year action-research

A 12-day program spread over a year for schoolteachers, trainers and educators

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Tailor-made programs for NGOs

Customized training programs for NGO activists, trainers and educators

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Learning to be a positive changemaker has no age limits!

From kindergarten to higher secondary, class life and school curricula offer ample scope to educate for complexity

Our methods and tools will adapt to your contexts

Check our library for examples of schools that have already chosen to educate for complexity!

About

Endeavouring for a change in education systems over the last 28 years, Sheela has worked with international organisations such as Aide et Action, UNESCO and the recently born Organisation of Educational Cooperation. While her initial experience revolved around educational program design, management, implementation, field studies and educational policy analysis in countries of the Global South, in due course she diverted towards research and publications on alternative paradigms for education. This wide-reaching experience woven through the exponential complexities of our times, roots her conviction that a systemic transition of education is nothing short of a social and ethical necessity. For 9 years, she has been accompanying organisations and school teachers towards such a systemic transition.

In this perspective, Sheela has conducted training programs on demand for interested teachers, trainers or non-formal educators. She collaborated with the French Education Ministry to design its first-ever training program to initiate teacher-trainers to complexity and complex thinking in classrooms. She has worked with the Education and Culture Sectors of UNESCO for the design of training programs aimed at non-formal educators. At the OEC, she was a Member of Preparatory Committee, mandated to devise for its first General Assembly, programmatic and structural proposals intended to initiate the educational transition solicited by the adoption of Universal Declaration for Balanced and Inclusive Education.
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Sheela has previously worked in international organizations such as UNESCO and Aide et Action and her 27-year experience includes program design, management, implementation, field studies, research, policy analysis and publications in the areas of education, culture and environment. She is right now entirely committed to educating for complexity in educational institutions and NGOs.

She has designed training programs both for schoolteachers and non-formal educators and has recently worked with the French Education Ministry to design its first-ever training program to initiate mainstream schoolteacher-trainers to complexity and complex thinking in schools.

Originally from India, she has been living in France for the last 30 years. She is passionate about everything she does and when she is not writing or talking about complex thinking, you’d find her homemaking, meditating, practicing yoga, reading, trekking, traveling, gardening, cooking and even tailoring!
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Testimonials

Laurence Magnin, Physics teacher, Aimé Césaire Middle School, Les Ulis, France

Laurence Magnin, Physics teacher, Aimé Césaire Middle School, Les Ulis, France

It makes for coherent learning, links elements of knowledge, develops critical thinking, and widens your viewpoints which helps make informed choices. So a lot of positive in it going forward.

- Laurence Magnin, Physics teacher, Aimé Césaire Middle School, Les Ulis, France

Hilal Erdem, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Hilal Erdem, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

I did not know that we could install wind turbines in the sea and that there were cause and effect patterns that went around in circles and came back to us.

- Hilal Erdem, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Wilbshi Fred, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Wilbshi Fred, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Saving energy is better than having to set up too many systems to produce energy.

- Wilbshi Fred, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Mendes Oamé, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Mendes Oamé, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

What I liked this about this project is that it linked several subjects.

- Mendes Oamé, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Grégori Naémia, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

Grégori Naémia, 8th grade student, Aimé Césaire Middle School, Les Ulis, France

I liked the session where we created our group diagram (in math class) because it gave our vision of things.

- Grégori Naémia, 8th grade student, Aimé Césaire Middle School, Les Ulis, France