School Council Confidentiality Agreement

In any case, someone in the community who knew what was going on decided to tell someone (usually on social media). This made life even more difficult for the school community when people discovered that the school had taken steps to hide behaviours they knew were wrong. The people who approved these agreements wanted to protect the reputation of their school and sincerely believed that they would do the right thing for their community. But in any case, the story went back to them, knowing that the school had taken steps to hide them. And what happened to the people whose behaviour was involved? Everyone came to find a job at another school. The application of confidentiality agreements in such situations is legal, but unethical. Our experience shows that behavioural deficiencies and border crossing points are often seen as “low-level concerns.” As a result, they are often not addressed, as not everyone can seem significant enough to take action. But when they`re all together, they become “something.” And while the accused are no longer the problem of their home school, they are probably repeating the same behaviour in their new schools, which may include a major border crossing with students. It is very likely that each person will continue to use their power and authority to unduly influence students and their families. Don`t these students and their families earn anymore? Don`t the principals of their new schools want to know exactly what they`re dealing with? Confidentiality agreements (or NDAs, as they are often called) may have a place in protecting the inventions and ideas of organizations, but they should never be used to hide behaviours that expose others, mentally or physically, to the risk of abuse and abuse. End confidentiality agreements. Three different schools.

Three countries and three different cultures. Three different confidentiality agreements. They had one thing in common: to hide unacceptable (and even immoral) behavior and make it disappear. But none of them did. A new year begins. And with it come our resolutions; to meet the challenges we have avoided to finally solve recurring problems, to reach those who need our help, to take steps where we know we can make a difference. What would these resolutions be for those of us who are responsible for leadership in international education? At the end of 2019, I was busy with two things. One thing is exciting; the other is constantly frustrating, makes us back off and blocks our work.

I look forward to the ongoing discussions with CIS members and international education colleagues in 2020, in the hope that together we can find another, fairer, more effective and more strategic way to protect our reputation within the organization, while protecting the staff and students of our community and community. And that`s it, it`s the year! My intentions are to build relationships, promote recognition, study borders and remove barriers that prevent us from doing the right thing. What are yours? Welcome to 2020, so we can all create a new goal and find satisfaction! Working with legal experts, law enforcement and government officials in several countries, we developed a two-year protocol to control unacceptable behaviour in educational institutions. The protocol for dealing with accusations of abuse against adults is not the easy way, in fact, it is the difficult way. But you can take the first steps towards effective decision-making. Imagine a world where students can easily cross borders to follow their studies with their international credentials. This was UNESCO`s vision when it devised new legislation – the World Convention on the Recognition of University Diplomas, adopted in November 2019 – to create a framework for fair, transparent and non-discriminatory recognition of university degrees.

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