Youth development focuses on the future, in other words, on “Tomorrow”.

Our motto is: Yesterday is yesterday. Today is today. Tomorrow is the future

The embodiment of any youth development programme is contained in the following building blocks: Quality, Brilliance, Dedication, Competence, Enthusiasm, Commitment, Achievement and Creative Thinking.

The NYDT philosophy is the following: High Performance is the essential outcome when all these building blocks are combined to construct a relevant youth development programme.

Profile of a High Performance School

A HP School is any teaching and learning institution where

• school based development processes entail the integration of formal classroom education and co-curricular edutraining [personal skills development],
• opportunities are created for affiliated educators and students to interact professionally in a healthy and safe environment,
• quality based programmes are designed to establish students as competitive in Global context.

The principal quality of an HPS therefore is a formal commitment to the standards and ethical work practices of the International Quality Based Education and Edutraining Community [IQBEEC]:

• Internationally accredited education and co-curricular edutraining programmes
• Internationally accepted level of professionalism in school management
• A clear long term vision based on the internationally accredited principles of future skills and competencies development.

15 Implementation Criteria:

For HPS programmes to be internationally acceptable, the following strategic requirements have to be established and managed on sustainable basis:

1. ACADEMIC [THEORETICAL] PROGRAMMES: Does the school (i) create opportunities for students to participate in, and/or (ii) provide access to formal, internationally accredited academic programme[s]?
2. PRACTICAL CAREER SKILLS DEVELOPMENT [PCSD] PROGRAMMES: Does the school (i) create opportunities for students to participate in, and/or (ii) provide access to formal, internationally accredited career path development programme[s] that are
   • based on anticipatory profiling?
   • integrated in-, and co-existent with, the formal school curriculum?
3. CO-CURRICULAR SCIENCE BASED ACTIVITIES [SciBA]: Does the school (i) create opportunities for students to participate in, and/or (ii) provide access to formal, internationally accredited co-curricular Science Based Activities [SciBA]
   • that are integrated in-, and co-existent with, the formal school academic curriculum and PCSD activities?
   • in terms of which students may
     • obtain internationally accredited awards and certification
     • establish themselves as competitive in Global context
4. STUDENT PARTICIPATION: Does the school create equal opportunities for students to
   • establish career path development related study- or working groups and/or clubs in the field of Science Based Activity [SciBA]?
   • participate in entrepreneurial activities for whole-school benefit. These include Science based-, cultural and sporting events.
5. MEASUREMENT AND CERTIFICATION: Does the school participate in internationally accredited co-curricular Science Based Activities [SciBA] in terms of which skills and achievements are (i) measurement (ii) certified and (iii) students receive awards within the framework of the International Quality Based Education and Edutraining Community [IQBEEC]?
6. COST EFFECTIVENESS:
   • What steps does the school take to ensure that costs are managed effectively?
   • To what extent has the school established itself as a two-way micro economy?
   • What steps does the school take to continuously improve the Expenditure: Achievement Ratio [EAR] of the school?
   • Does the school participate in any greENTREPRENEURSHIP FRANSciSE programmes?
7. ENVIRONMENTAL ETHICS: Does the school have a “Green Policy” that relates to the establishment of the institution as environmentally friendly?
8. ACCESS TO TECHNOLOGY: Does the school provide the technology that are required by students to develop within the framework of international education and edutraining standards
9. INTERNATIONAL STANDARDS AND ETHICAL WORK PRACTICES:
   • Is the school a significant participating partner in the International Quality Based Education and Edutraining Community [IQBEEC], and
   • Does the school adhere to the internationally accepted ethical work practices of the IQBEEC?
10. LONG TERM VISION: Does the school have a long term vision in respect of the design of internationally accredited policies and strategies that relate to the sustainable development of future skills and competencies.

Profile of a High Performance Student:

A HP student has established him/herself as competitive in Global context in terms of internationally accredited achievements:

• Academic achievement required to be internationally competitive
• Proficiency in respect of acquired skills that relate to Science Based Activities [SciBA] such as Scientific Problem Solving and Project Management
• A proven capacity in respect of professional skills that relate to
  • The practical application of merit based executive leadership principles
  • Business acumen [Financial management and entrepreneurship]
  • Informatical Mastery [Computer Science and Software applications]
  • The Science of Law and the principles of regulation