The future of girls’ education was at the centre of global discussion at the International Coalition of Girls’ Schools (ICGS) Global Forum on Girls’ Education in Toronto, Canada, which I had the privilege of attending and presenting at in the final week of Term 2.

The experience offered valuable insights into how schools can best prepare young people to thrive in a rapidly evolving world and reinforced the importance of collaboration across the international girls’ school community.

Bringing together more than 600 educators, researchers and school leaders from around the world, the Forum explored the future of girls’ education and how schools can best prepare young people to thrive in an increasingly complex and rapidly changing world. The event provided a unique opportunity to engage with leading educational thinkers and gain fresh perspectives on both emerging challenges and exciting possibilities.

I was pleased to present and facilitate a “speed-innovating” discussion with conference delegates, ‘Unboxing’ Learning: Making Time and Space for Competencies.

The focus was on the need to shift education beyond content delivery and towards developing student competencies, agency and future-ready skills. Participants explored how traditional structures can limit curiosity and student ownership of learning.

I shared the exciting work at Ivanhoe Girls’ on the empowerED program, which is “unboxing” learning for Years 7 to 10 students, providing dedicated time outside conventional classrooms, subjects and timetables. The discussion highlighted the value of creating flexible, transdisciplinary learning experiences that encourage exploration, independence and engagement.

Overall, delegates agreed that more fluid, human-centred learning models can help students develop the adaptability and agency needed to thrive.

Beyond my presentation, I attended sessions focused on entrepreneurship and the assessment of competencies. These discussions highlighted the growing importance of capabilities such as creativity, collaboration, adaptability, initiative and problem-solving, while also examining how schools can meaningfully assess and provide feedback on these complex skills alongside academic achievement.

I was very impressed by conference speakers such as Dr Elizabeth Ellen Simison and Liz Schmitt from Miss Porter’s School in the United States, trailblazers, changemakers and thought leaders from around the world. Their stories, insights and research sparked new ideas and reaffirmed the power of girls’ schools to shape the future.

Conversations with colleagues around curriculum innovation, leadership development and student agency generated valuable ideas and established new professional connections that will support our ongoing strategic work at Ivanhoe Girls’.

Most importantly, the experience provided an opportunity to reflect on the broader purpose of education. In the midst of the day-to-day demands of school leadership, it was valuable to step back and consider how educators can continue to prepare young people for a future that is likely to be both exciting and unpredictable.

I returned from Toronto feeling both challenged and encouraged: challenged to continue reimagining what learning can look like, and encouraged by the passion, expertise and generosity of a global network of educators dedicated to helping girls thrive.

The experience reinforced my belief that girls’ schools have a vital role to play in developing confident, capable and compassionate young women who are ready to make a meaningful contribution to the world.

Ms Narelle Umbers
Principal