48 | EDUCATION ASIA | DISCOVER | Resource Provider
SAT scores and scholarships to leading international universities; and the school has developed into a regional centre for teacher training and professional mentorship. During its 2025 accreditation visit, assessors noted that: Accreditation Feedback Box “The tangible positive impact on students is evident. HPL advanced cognitive skills, and valuable attributes, leading to impressive outcomes for all students, including improved exam results, significant awards, and unprecedented scholarship success. is actively shaping their development, fostering academic confidence,
Turning Ambition Into Practice This is why schools in South East Asia are engaging with High Performance Learning (HPL), a research-based pedagogical approach built on international research into cognition and performance. HPL provides schools with a structured framework to develop both the advanced cognitive skills and the values, attitudes, and attributes that underpin academic and personal success. It is no longer sufficient to teach material to our students, we need to teach them how to think and how to operate in a complex global environment. Great learners are made, not born, and we know how to make them. Great learners are made, not born, and we know how to make them. Stephen Buckland, the principal of Network International School in Yangon, Myanmar talks about his vision, “to foster academic curiosity so that students achieve highly and become independent, engaged and responsible members of society. ” It is this ambition that drives the school’s deliberate programme of development, from a new study skills curriculum and whole-school literacy strategy to High Performance Learning, which began last year and is now shaping teaching and learning from the Early Years upwards. Stephen goes on to explain, “HPL has given us a shared language for ambition that keeps high expectations for every learner, and every member of staff, at the centre of what we do.”
Creating a Culture of High Expectations In a Vietnamese context,
where teacher quality has been identified as both the greatest strength and the greatest constraint on reform, the HPL approach aligns perfectly with national priorities. It translates the ambition of reform into the daily rhythm of professional life. The transformative potential of HPL is already visible in Nguyen Sieu School in Hanoi which was the first institution in the region to adopt the HPL framework, embedding its philosophy across curriculum, assessment and leadership practice. Since then, its progress has been striking. Academic results have risen above global averages in IGCSE and A-Level examinations; students have secured exceptional
Stephen Buckland, the principal of Network International School in Yangon, Myanmar
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