The Coalition 

to Honour All Learning


Representing over 100 thousand students in national, independent and international systems

The Coalition To Honour All Learning is a federation of schools across the world that aims to influence the discussion on school leaving certificates. 

We represent over 100 thousand students in national, independent and international systems in Australia, Canada, Colombia, China, Eswatini, France, Georgia, Ghana, Greece, Hong Kong, Hungary, India, Jamaica, Japan, Jordan, Kenya, Kyrgyzstan, Malaysia, Peru, Poland, Senegal, Singapore, Spain, Sweden, Switzerland, Thailand, the United Arab Emirates, the United Kingdom and the United States. 


ACS International Schools, UK and Qatar

Aiglon College, Switzerland

Al-Rayan International School, Ghana


American International School of Budapest, Hungary

American School of Warsaw, Poland

Bishkek International School, Kyrgyzstan

British-Georgian Academy, Georgia

British International School of Stockholm, Sweden

British School of Barcelona, Spain

Cheadle Hulme School, UK

Colegio Colombo Británico, Colombia

Cornell University, USA

Dallas County Promise, USA 

Dulwich College International, China 

Economic Mobility Systems

English Schools Foundation, Hong Kong

European School, Georgia

Fountainhead School, India

Geitonas School, Greece

German Swiss International School, Hong Kong

Gresham's School, UK 

Hillel Academy, Jamaica

Holy Trinity School, Canada 

Hong Kong Academy 

Ibn Rushd National Academy, Jordan

Ilim College, Australia

International Academy Bordeaux, France

International Baccalaureate Organization

International School of Boston, USA

International School of Dakar, Senegal

International School of Geneva, Switzerland 

International School of Zug and Luzern, Switzerland

Jumeira Baccalaureate School, United Arab Emirates 

Leysin American School, Switzerland

Lilima Montessori High School, Eswatini

Lycée Français de New York, USA

Lynn University, USA

Markham College, Peru

Melbourne Metrics (University of Melbourne), Australia

Nahar International School, India

Naisula School, Kenya

NIST International School, Thailand

Nomadic Learning, USA & UK

Pathways Education, UK

Prague City University, Czechia

Rethinking Assessment

Sancta Maria International School, India

Sotogrande International School, Spain

St Aloysius' College, Australia

St George's British International School Rome, Italy

St Joseph's Institution International, Malaysia

Steps, Thailand

Tema International School, Ghana 

The Education University of Hong Kong

Thuringia International School, Germany

Trinity Grammar School, Kew, Australia

UCSI International School Springhill, Malaysia

United World Colleges

University of Toronto, Canada

United Lisbon International School, Portugal

UWC Atlantic College, Wales

UWC, Canada 

UWC Changsu, China 

UWC Li Po Chun, Hong Kong 

UWC Mahindra College, India 

UWCSEA, Singapore

Wellington College International Hangzhou, China

Wesley College, Australia

Western Academy of Beijing, China

Westminster School, UK 

Woodleigh School, Australia 

Yokohama International School, Japan 

Our Five Principles

The Coalition’s Five Principles describe what we have in common as schools: 

We believe that while academic knowledge has a crucial role in the development of the child, the development of competences is equally important. Competences are more than knowledge: they also represent skills and dispositions. Our schools are all focussed on the development of competences that equip young people not just for academics, but for life. 

We see that the vast majority of universities, colleges and post-secondary institutions require students to submit grade transcripts to make them eligible for further studies. While some institutions are prepared to look beyond this to the whole child, the majority of post-secondary institutions request academic subject grades only. 


We contend that this has the effect of narrowing the curriculum to a limited and restrictive experience that forces students and teachers to prioritise academic subject achievement above all else. Hence, as students progress towards the end of schooling, the experience becomes less and less inclusive. Furthermore, the end of Secondary / High School is at odds with our broader curriculum objective of educating the whole child for lifeworthy competences. 

This situation puts tremendous stress on students since terminal assessments, in order to meet post-secondary admissions requirements, are both narrow and high-stakes; they exclude those who are gifted in ways that these assessments do not capture. 

Therefore, we invite all post-secondary institutions, including universities, colleges and industries across the globe, to open their admissions criteria beyond academic subject grades and to recognise competences as captured in alternative school transcripts. 

Representing the whole person

There are different ways of drawing out these competences that tell a much richer story than grades alone and each of our schools does this in a manner that is fit to context. 

Among the various alternative transcripts that we request post-secondary institutions to recognise are:

We ask that these be looked at carefully when assessing a student’s admissions eligibility and that these alternative transcripts be encouraged by all post-secondary institutions. 

Our roadmap

This coalition aims to: 

Increase our membership (schools and universities) 

Present all universities, formally, with our vision

Continue to collaborate on the way that we are celebrating and curating student competences across our various systems 


Design an interactive matrix celebrating alternative transcripts and corresponding post-Secondary institution interest 


Distribute our work through conferences and media releases  


Publish the interactive matrix

Joining forces

We ask that universities join this coalition. Our aim is to agree on a fuller recognition of competences for a more inclusive, human gifts-centred approach to  education. 

By joining the coalition, universities can help us design an approach that honours all learning.