1.  “The
illiterate of the 21st century,” Alvin
Toffler famously said, “will not be those who
cannot read and write, but those who cannot
learn, unlearn, and relearn.”

2. Putting resilience and sustainability at the
center of planning and teaching.
Prince E.

4. To manage changes, theorists have found it
necessary to categorize it.
 Developmental,
 Transitional and
 Transformational change.
Change could either be Planned and unplanned.

5. The model highlights three stages of transition
that people go through when they experience
change. These are:
 Ending, Losing, and Letting Go.
 The Neutral Zone.
 The New Beginning.
People will go through each stage at their own
pace –

7.  It
can give us that push into pain and
discomfort that we so often avoid. And
although it may not feel positive, the role of
change is ultimately to move us toward
personal evolution. To take us to our next
chapter in life - a chapter that we can truly
write ourselves.
We must let go of the life we have planned, so as to accept the one that is
waiting for us.
- Joseph Campbell
When we are no longer able to change a situation - we are challenged to
change ourselves.
- Viktor E. Frankl

8. How can education, at all levels, best
contribute to the Transition process, building
resilient individuals, resilient communities and
resilient learning institutions?
There is no space for anything else in the school timetable.

9.  There
is an urgent need to embed Transition in
students activities in order for them to become a
powerful force in the Transition of the wider
community.
 Forging
them to effectively occupy the seven
mind movers and pillars of the society.

11. 1)Have a clear understanding of local and
global issues ; The Past, The Present and
changes on the future world for which it is
preparing its pupils; speak openly and often
about that future and its challenges and
opportunities; use that insight and vision to
govern and shape its curriculum choices
and, crucially, its teaching and learning
methodologies.

13. 2) Focus on developing resilience as a key
concept and skill for all, with selfknowledge, empathy, flexibility, adaptability, c
ollaboration, communication and engagement
as some of the key components.

14. 3) Empower students to take a full and active
part in the leadership and organization of its
school and community.

15. 4) Empowering students and teachers on how
to connect and partner with the world around
them.

16. 5) Regularly assess and address the
temperature of the school community’s
health, well-being and happiness.
6) Creating a morally sound mind and
spiritually enlightened generation.

17. 7) Help birth the local economy of the future

18. 8) Make space for inner Transition. As the
school, along with the society, enters times of
uncertainty, staff and students will need the
inner tools to support and nurture each other.

19. 





The emergence of a deeply interconnected global
economy.
The emergence of a planet-wide electronic
communications grid connecting the thoughts and
feelings of billions of people and linking them to
rapidly expanding volumes of data.
The emergence of a completely new balance of
political, economic, and military power in the world.
The emergence of rapid unsustainable growth—in
population; cities; resource consumption.
The emergence of a revolutionary new set of
powerful biological, biochemical, genetic, and
materials science technologies.
The emergence of a radically new relationship
between the aggregate power of human civilization
and the Earth’s ecological systems. –By Al Gore.

20. YES!!!
But why?
 The
prevalence of depression among young
people is shockingly high worldwide.
 A third good reason is that greater wellbeing enhances learning, the traditional goal
of education. Positive mood produces
broader attention, more creative
thinking, and more holistic thinking.
* But all too often schools emphasize critical thinking and
following orders rather than creative thinking and learning new
stuff.

21.  The
major goals of this global program are
(1) to help students identify their signature
character strengths and (2) to increase their
using these strengths in their daily lives.(3)
To increase students’ ability to handle dayto-day problems that are common during
adolescence and other coping skills using
PRP. In addition to these goals, the
intervention strives to promote
resilience, positive emotion, meaning and
purpose, and positive social relationships.

22. For the process of change to be effective, change
must be planned and managed systematically.
The future
We strive towards the day when nations will be
judge not by their military- economic
strength, nor by the splendor of their capital
cities and public buildings but by the well-being of
their children.