The International Careers Feastival [ICF] is a multi-disciplinary, multi-national, Science Based event. Its principal objective is the knowledge and innovation based development of profession specific attributes and attribute groups for emerging achievers and leaders.
· The ICF philosophy bridges all national, political, geographic, cultural and economic borders.
· The ICF Mission focuses on the establishment of emerging achievers and leaders as competitive in Global context.
· The ICF is a competitive learning community where emerging achievers and leaders are able to develop profession specific attribute groups
In The Classroom knowledge is transferred by Government accredited educators and tested through Government approved tests. Government approved criteria are used as measuring tool.
Individual attributes, such as the ability and skills to (i) memorize information, (ii) communicate and (iii) do projects are developed on basic, grade specific levels.
Profession specific attribute development in respect of achiever/leader development is not part of the average school curriculum, and attributes [= profession specific knowledge and technical skills] that apply to the professional workplace are not taught, tested [= measured] and certified officially.
Profession specific areas of expertise are not developed at school level om internationally accredited basis and generic attribute development is done indirectly on ad hoc basis.
Knowledge Transfer [= Education] on school level is not subjected to universal international accreditation and endorsement, and is only subjected to country specific compliance [Each country as has its own regulations].
Official training of school teachers is primarily aimed at Knowledge Transfer, and is Government regulated. Any qualification that applies to profession specific attribute development has to be obtained through different, non-Governmental means.
Applicable resources and infrastructure are provided by schools, through Government and/or private sector intervention. Such resources and infrastructure are strictly relevant to the Discipline of Education.
In The Boardroom [= the professional workplace] profession specific knowledge and technical skills/abilities are officially transferred, assessed and certified on in-house basis.
by trained practitioners who are trained and accredited by qualified staff
in terms of profession specific assessment criteria, with each profession having different criteria
At professional employment level the development of profession specific attribute groups is a critical efficiency factor
On this level the prior development of attribute groups is - in general - a critical requirement, specifically as far as advanced professions are concerned [Eg brain surgeon, astronaut, fighter pilot, F1 racing driver: Certain attribute groups with the emphasis on generic skills, have to be developed at school level. Examples include computer literacy, hand-eye coordination, and the skills required to manage advanced technologies, eg electron microscopes, deep sea diving equipment and light aircraft].
Applicable resources and infrastructure are provided by the applicable employers, through Government and/or private sector intervention, mostly in terms of employment contracting. Such resources and infrastructure are strictly relevant to the profession specific areas of expertise.
Profession related attribute development in respect of managerial development is part of the employment contract. This mostly applies to technical, compartmentalized [= workplace related] skills training. Training, testing and certification is mostly task-specific.
Training is subjected to national Government intervention and universal international accreditation and endorsement only in case of certain professions.
In general, a significant qualitative and quantitative gap exists between The Classroom and The Boardroom in terms of
in profession specific context
The development of attributes that relate to internationally accredited and endorsed achiever and leader development, in profession specific context, has become a critical requirement in recent times.
As neither areas of development has jurisdiction over this discipline, educational development [= EduDevelopment] as bridging discipline has become Globally relevant.
The EduDevelopment mission is aimed at the establishment of emerging achievers and leaders as competitive in Global context. EduDevelopment consists of the following interrelated and integrated compartments:
Profession specific achievement, and primarily the design of content and opportunities for
The acquisition of Knowledge
The development of attribute groups
The gaining of relevant experience
The design of a competitive learning community environment to establish them as competitive in Global context.
The design of a relevant development programme for practitioners who act as coaches, mentors, evaluators for emerging
EduDevelopment activities are - in essence - Science Based and are subject to the establishment of internationally academic Standards and operational ethics.