We live in a world where information changes by the minute, where the activities and events of today are miniscule when compared to the possibilities and eventualities that the future possesses. The success that has been attained by Bermuda as an island is of great magnitude when compared with other countries with much more physical and natural resources.

Bermuda's success is the envy of countries in many different parts of the world. This success is galvanised by the effort made to produce a unique culture and brand of people, tourism and international business. This success cannot be overstated; it is a success that is globalised.

Bermuda's success, however, is certainly not limited to tourism and international business. This small island has begun a transformation of its education system which has the potential to make Bermuda a superpower if it capitalises on its main resource - its young people. The transformation can only be done by thinking outside the box. Thinking outside the box means that Bermuda must:

1. Recognise the concept of globalisation: We live in a global village. Therefore, the world is our platform and as such Bermuda must prepare its young people to compete globally. Syllabuses must be current, practical and applicable. Students must also be able to relate learning experiences to the global village in which they live. They should participate actively in studying other cultures and the economies of other societies, thus enabling them to see how privileged they are and ensure that the opportunities they seek are within their grasp.

2. An active teachers/principals exchange program: Many positive and successful strategies can be learnt by spending time and being a part of another society. This relationship has the potential of giving us a "big picture thinking" of what other societies do. It will also provide opportunities for sharing the positive strategies that we use in Bermuda.

In the same way we have a local principal and teachers association we can form associations with similar bodies abroad where we share, strategise and build on the strengths in each area.

3. Create schools without walls: Students should be encouraged to share ideas with each other, to be entrusted with responsibilities, to go beyond the expectations of the teacher by including ideas in their projects and assignments. Teachers need to share what works and recognise what doesn't. At CedarBridge Academy we have an active interaction within departments which allows teachers to share great ideas. Parents need to be willing to come to school to share in the learning experience. Persons in the community must stand prepared to support overseas trips, give guest lectures and make presentations. All schools on the island need to be on the same page.

4. Think outside the box: Parents, educators and students need to capture the vision of purposeful thinking. We are what we think. If we think something is possible, we immediately increase our chances of success with that venture. If we teach our children to think, then no matter what life sends their way they will recognise that the solution to their most difficult problem is just a step away. There is value in conventional wisdom but the more we endorse conventional wisdom, the more we are likely to stifle creative and ingenious thinking and productivity. How about a class where students think. Yes a "think time class". Here students could in quiet deliberation thinking about ways to make their school, society and/or home better. It may be think time to decide what the best ideas they can generate for summer employment are. They could even use this time to think about what their curriculum should contain based not just on where they are going, but where the world can take them.

Students could teach classes for a day. This will enable them to embrace what their teachers go through and will give them exposure to public speaking. It is also a great tool for building their confidence and honing their skills to impart knowledge.

5. Have students take ownership of their education: Get students involved in taking responsibility for their education. It would be nice to have them sit on our curriculum boards and hear what they think, although everything gets "boring" after awhile I am sure I know a great number of students, and I am sure you do too, who are capable of sharing their views and logical and realistic ideas. These kids are brilliant and very often underestimated.

Trust them to take on a task and bring it to conclusion, trust them to do the right thing, trust them to make mistakes and learn from these mistakes. Remember many mistakes lead to great inventions!!!!

It would also be good if students participate in a trip to a third world country where they can participate in a project to make the lives of young people in that area better. I am sure when they see the poverty, conditions under which students are forced to learn it will place in them the desire to make better use of the resources that they have.

6. Ensure that home and school are united: A general consensus needs to be reached between the stakeholders at school and those at home. One of the major problems that we can identify is that whatever is built up during the day, if not supported at home by the parents, can easily be broken down. Parents and teachers have to unite to ensure the success of the system. I remember the days when parents loved, respected and appreciated the teachers; whatever the teacher said was gospel. Unfortunately the relationship has seen stronger days, and a return to the first love would see sharper, more focused and accountable students.

7. Detailed Needs Analysis: The relationship between the employer and the education system needs to be strengthened. The need for professionals in all areas of Bermudian society needs to be reflected in a purposeful marriage between the workforce and the school. Employers need to share with lecturers and teachers what skills and abilities they would want to see in their prospective employers. Students who think they want to be chartered accountants need to be exposed to the industry early so that they can be really sure that this is what they want to do.

8. Give students a broad education: Jewish children are empowered to do both practical and academic work. There is value in enabling young people to be multi-talented and multi-faceted. It means that they will never be out of a job and even when a job is not provided they will be empowered to work for themselves. Assignments need to have a creativity piece that gives students the scope to bring their ingenious and totally insurmountable creative abilities to the forefront.

9. Be sure that the workplace caters to the needs of the future: Bermuda provides one of those unique experiences where students can gain work experience after school. Japan has used this system to their advantage and has reaped great success. This is a good system and it is very beneficial if done properly. Each employer has the unique opportunity to instill in students the importance of a good work ethic and the responsibility that comes only from being assigned a specific task and given specific deadlines. Students should realise that even in packing bags, the systematic approach and methodology that they employ should impress the shopper thus incurring the irresistible urge to give the student a tip.

There needs to be an active work/study system that allows students to understand more about their careers before they even leave high school. Students should be seen hustling from schools to take up their role beside qualified and trained mentors in the field of accounting, welding, insurance and international business among others.

10. By any means necessary: How much are we prepared to give? How far are we prepared to go? What stance are we prepared to take? What sacrifices will we make? How decisive and radical are we prepared to be? What feathers are we prepared to ruffle? How unpopular are we prepared to be? It is our resolute answer to these questions that will determine our success in this venture. Let's do whatever it takes to enable our students to fulfill their fullest potential successfully.

In the end, our children must realise the potential they possess as human beings. When this human capital is extensively employed, when students realise that indeed they are unique, exceptional and brilliant then they will take their rightful place in society. It is the job of all the stakeholders to prepare the soil, cultivate the minds and ensure that the desired fruit is produced and harvested.

By Lester Clarke MA., BA. Dip Ed. who is a Social Studies Teacher at Cedarbridge Academy. lclarke@cedarbridge.doe.bm