Excellence in Schools 139
T hat philosophy has shaped the journey of Redhill School in South Africa, where Gerassi serves as Executive Head. In 2025, that journey received global recognition when he was honoured at the GESS Education Awards with the Outstanding Contribution in Education award, celebrating leadership that places curiosity, character and wellbeing alongside academic excellence. Under his leadership, Redhill has developed an approach that challenges traditional schooling models, focusing not only on results but on shaping confident, adaptable young people prepared for an unpredictable future. In this conversation, Gerassi reflects on the thinking behind the school’s evolution, the challenges of reshaping educational culture, and why innovation must always begin with the needs of the child. Education UAE: Congratulations again on your GESS Award win. What does this recognition mean Every day I ask myself a very simple question: Are we genuinely serving the children in our care, or are we simply repeating what has always been done? This award feels meaningful because it recognises a journey, not a moment. And importantly, a journey that is still unfolding. We do not believe we ever “arrive” in education. Children change. The world changes. And so we must keep learning, questioning and growing alongside them. For Redhill, it affirms that an international, future-focused model can grow out of Africa and speak confidently into global conversations about education. That is something we are deeply proud of. to you and your organisation? Joseph Gerassi: Thank you. This recognition is deeply humbling. For me, it is never really about awards. It is about children.
Education UAE: Tell us about your winning initiative. What inspired its creation, and what challenge were you aiming to solve? Joseph Gerassi: The work recognised by this award grew out of a very personal concern. For many years I watched children move through schooling doing well academically, yet often anxious, disengaged or disconnected from their own learning. I kept asking myself: Is this really preparing them for life? Is this still meaningful? Is this still relevant? The challenge we wanted to solve was simple, but profound. Schools were preparing children for a world that no longer exists. A world of routine tasks, predictable careers and linear futures.
A thoughtfully designed campus gives students space to learn, gather and build confidence together
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