The Team and Its Expertise Paul Loranger is our team leader and is a curriculum dynamic implementation expert who has worked on projects such as “Curriculum Design and the Yearly Dynamics” U.S, “The Multicultural Classroom” Alberta, “The Multizones and Multiple intelligences” China , “Implementing Inspired Education for the 21st Century Child”, Alberta , “The new waves in education” Italy, “Can schools teach wisdom in what students learn on their own? Teaching beyond the test” (London), and most recently (May, 2015)“; Global education through the grades (Ontario). Tricia Jenkins was appointed in 2010 as the first Director for Excellence in Educational Opportunities at the University of Liverpool. From 2011 – 2014: Principal Investigator of SiS Catalyst: Children As Change Aget for Science in Society, and from 2011-date is President of EUCU.NET, European Children’s Universities Network The European Children’s Universities Network (EUCU.NET) connects organizations and people involved with Children’s Universities and recently co-author of Children As Change Agents for Science and Society, published February 2015. Dr. Denis Sekiwu comes to us from Africa, his scholarly work centres on education administration and management, educational philosophy, counselling education, values education, and issues of inter-cultural education. He has recently published Global Educational Values: Critical Dimensions in Ugandan Schools. Of particular relevance to this project is the question of whether values will increase in schools if IDEALLS is implemented, and if so, which values are being promoted through including listening in one’s curriculum. We are also fortunate to have Dr Roma Smart Joseph, a senior lecturer in teacher education from India. She is presently organizing webinars, workshops, and seminars to acquaint teachers and students with the meaningful and purposeful use of ICT, by promoting the use of Blended Learning amongst teachers and students to enhance and upgrade learning. She is also the founder of the Online forum of Blended Learning. In shifting from communication to action within a workplace, we can then turn to John Mergendoller, who in 2015 published Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction” which comes from his earlier work on The effectiveness of problem based instruction: A Comparative Study of Instructional Methods and Student Characteristics. We are also glad to have Vilmos Vass who in 2003 and 2007 was the head of the revision of the National Core Curriculum in Hungary. In 2004 he was the director of the Centre on the Curriculum Development called SuliNova Kht. Between 2007 and 2009, he was the head of the Teachers’ Training Centre at University Pannonia, Veszprém. Most importantly, he now works at the University of Applied Sciences, Centre for Pedagogy, Budapest and the J. Selye University, Faculty of Education, Department of Pre-School and Elementary Education, Komarno where knowledge and skills are applied in real life. Dr. Edmund W. Gordon is the cofounder and chairman of The Gordon Commission (2013), which, in evaluating assessments within our schools, questioned the lack of critical thinking. Is doing what you are told to do and using strictly objective scientific measurement sufficient in assessing the human manner in which it is being done? What distinguishes you from a machine in your real life performance Dr. Eero Ropo, from Finland is member of the International Association for the Advancement of Curriculum Studies. National representative 2009-2012 and Chair of the Organizing Committee and Chair of the Conference, WCSC 2006: The Second World Curriculum Studies Conference, Tampere 2006. At the latest conference in Ottawa (2015)where he was a keynote speaker on Curriculum for Identity: Enhancing Identity Negotiations in School Education where students recall their stories on their learned experience in interacting with life. Nicole Fournier-Sylvester is currently part of a Canadian national project to develop a web portal of multimedia educational tools to prevent hate speech. To this end, she is creating a curriculum for youth that uses online forums to develop critical thinking skills. Amongst her many writings are (2015). NewsActivist: Using globally networked writing to facilitate cross-campus dialogue and engagement and (2014). From the chat room to the voting booth: The potential of using online discussion forums to develop civic skills. We were pleased to recruit Dr.Timothy F. Slater, Ph.D., whose research focuses on student conceptual understanding in formal and informal learning environments, inquiry-based curriculum development, and authentic assessment strategies, with a particular emphasis on non-science majors and pre-service teachers. To say as a student that one got the job done while making everyone angry in the process, puts into question the effort one has made in practicing one’s science and social skills which each student needs to evaluate through some form of portfolio assessment. Professor Stephen McKinney looked at policy in his articles: Pupil Participation (Learning and Teaching Scotland) 2008, Searching for Meaning (E. Fairbairn) 2011-2013, “Knowledge into Action” (Scottish Government) 2014-2015 and The relationship of child poverty to school education. We particularly look to his contribution as to how we should define the teacher of today from his recent book on How “The Teacher” is Presented in Literature, History, Religion, and the Arts: Cross-Cultural Analysis of a Stereotype. Todd Alan Price is Director of Policy Studies in the National College of Education, National Louis University. With a University of Wisconsin-Madison Ph.D. in Curriculum and Instruction, specialising in Education Communications Technology, his scholarly work centers on the implications of educational policy and education reform at all levels with regard to the individual. Dr. Price has lectured and presented his work in Braga, Portugal; Rio de Janeiro, Brazil; Beijing, Shanghai, Chifeng, and Qingdao, China; Hanoi, Vietnam; Oxford, Great Britain; and in Tutzing, Germany. Avijit Sarkar has a Life membership in the International Forum for Research in Education (IFORE) , All India Association for Educational Research (AIAER)and International society for teacher education (ISfTE) demonstrates this to us in his published work A new approach for‘ teacher education in India-A public private partnership (PPP) model Andreas Demetriou is Professor of Psychology and President of the University of Nicosia Research Foundation since 2011. He recently wrote a Unesco booklet on the need to expand our thinking to prepare the child for the 21st century from his experience of serving as Minister of Education and Culture of the Republic of Cyprus (2008-2011) and as editor or board member of many journals, including Advances in Learning and Instruction, Learning and Instruction: The Journal of the European Association for Research on Learning and Instruction to name a but few. His underlying question is whether we are developing the “cognitive competency” of the student. Dr Peter Gray is European Projects adviser, Programme for Teacher Education (PLU) at the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway. He is currently link convener of the Teacher Education Research Network within the European Educational Research Association, and is coordinator of TEQUILA (Teacher Education Quality through Integrating Learning and research). Dr. Michael Giangreco University of Vermont, Center on Disability & Community Inclusion 208 Colchester Ave., Mann Hall 301A, Burlington, VT 05405-1757 who has done extensive work in inclusiveness with special educational students in using creative problem solving model Dr.Cindi Burnett, Assistant Professor, International Center for Studies in Creativity creativity.buffalostate.edu who recently wrote “ Weaving Creativity into Every Strand of Your Curriculum“ and foremost expert on models of problem solving to engage students. Dr. Peggy King-Sears is a Professor in the Division of Special Education and disAbility Research at George Mason University in Virginia, USA. Among her research interests are teaching students self-management skills, a foundation from which students can target self-determination goals. She is lead author for Collaborative Teaming, which focuses on how school personnel and other stakeholders work together toward shared goals for students.