Pathways To Learning... Since 2005 Hong Kong Registered School 566985 & 600733
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Danny Harrington

Co-founder & Director

Qualifications :

M.A. (Oxford), DipHE (London), CELTA (RSA/Cambridge)

Subjects :

Philosophy, Geography, Religious Studies, TOK

Danny has a Masters in Geography from the University of Oxford where he took a 2:1 in his BA(Hons). In more recent times he has completed, with Merit, a Diploma of Higher Education (equivalent to 2 years of bachelor) in Divinity from the University of London. He has the world's top EFL qualification from RSA/Cambridge in which he was in the global top 10% of his graduating year.

He has taught since 1997 and specialises in Geography, English, Theory of Knowledge, Philosophy and Religious Studies. In addition, he acts as a counsellor for students making subject and course choices both at school & university, and helps prepare applicants to Oxbridge. Danny is one of the two founders of ITS Education Asia (founded 2005).

invigilation

Why I set up ITS the way I did: 
In the vast majority of schools, the learning model remains fairly close to what it was a hundred and fifty years ago: pupils watching a teacher at the front of a room. That is the reality of learning for most children. At ITS Education Asia, however, the idea is that education should be truly learner-centred and not just compatible with modern life but effective preparation for it. In Hong Kong (in 2005), you only had two kinds of education going on. One was to go to a mainstream school, a standard kind of school that we see all over the world, where you sit in a class with 30 to 40 pupils and you just go through that curriculum, all very rigid and traditional. The other kind of education was private tutors and private tutorial schools, like one I was working for. But they are not able to provide full time education, so they are only ever providing support to children in their mainstream schools. So my co-founder and I would think to ourselves, ‘what about all the people that cannot get a good education from a mainstream school? And what about the fact that most children in a mainstream school are not maximizing their potential?’ So the idea of ITS and its purpose was born out of creating more options for learners in Hong Kong so that they could find ways to go through their learning and schooling that were more suited to them as individuals, but still get all of the important qualifications that they needed to be able to continue their education, perhaps, at university or college, or even just to go to the workplace. Hence our two ‘slogans':

If it's education, it's ITS
Pathways to Learning

 

Our biggest development: 
We went online in 2012 because the potential of online learning used correctly is that we can fit education into modern life and into the way that modern children actually experience life. The ITS model allows us to be much more accommodating to what a current learning generation is actually doing and how they need to be prepared for the future, using technology, leading things, being able to collaborate, using social media. We cannot run away from these things, we have to embrace them and work out how we can effectively educate people without holding them back for the future.

My biggest inspiration: 
The tutorial system at Oxford which uses the FLIP pedagogy with tailored, individual, support to produce an intense and incredibly effective experiential learning method.

What lies ahead?: 
I want ITS to continue to expand access to good quality education. I want to see us helping students regardless of age, ability, gender, income, mobility, location, or any other impediment, so that the circumstances of your birth are in no way a barrier to the learning you receive.

Who I most admire: 
Anybody who follows their dreams. People who choose everything. Those that take risks - whatever that may entail, it is all relative.

Parting thought: 
Never forget the Golden Rule (look it up if you have to).

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