NJC began its initiative in 2002. They have shown clarity of purpose and have aligned this with what they believed in, that is, mission,[1] vision[2] and values.[3] All stakeholders, including teachers, support staff, school advisory committee, alumni association and parents, understood what was intended and gave their wholehearted support. Communication was clear to external stakeholders and various means were used to persuade and advocate the need for this initiative. Despite challenges, the school was well supported through our development. The team members were able to design the IP programme in phases and made constant improvements in response to the needs of our students. Their success was evidenced by the confidence the Ministry of Education had placed in them through the approvals and support for the 4-year IP school to a 6-year IP school with boarding. The school had successfully sustained the creative implementation of the IP curriculum effectively while regularly reviewing their systems, structures and processes so as to stay ahead in their delivery of quality education to all the cohorts of students. They have done this well and have done their part to ‘mould the future of the nation’.


Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press.

Gagne, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.). Boston: Allyn and Bacon.

Kotter, J. P. (2006). Leading change: Why transformation efforts fail. In Harvard business review on leading through change. Boston: Harvard Business School Publishing Corporation.

Sprinthall, N. A., & Sprinthall, R. C. (1990). Educational psychology: A developmental approach (5th ed.). New York: McGraw-Hill.

VanTassel-Baska, J. (1998). Key issues and problems in secondary programming. In J. VanTassel- Baska (Ed.), Excellence in educating gifted and talented learners (3rd ed.). Denver, CO: Love Publishing.

  • [1] College of the Nation: home of scholars and leaders who serve with honour
  • [2] Students have sound moral values and a deep sense of responsibility to the college and country.Their passion for knowledge is nurtured in a vibrant learning environment which fosters academicexcellence, critical and creative thought and an enterprising spirit. They are prepared to lead withsensitivity and serve with honour.
  • [3] Loyalty with integrity, scholarship with creativity, leadership with sensitivity and service withhonour
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