Building connections through education

Educators valued their firsthand experiences in partner schools. They observed teaching and learning, engaged with leadership teams and participating in daily school life.

We had an incredible welcome on the first day. The school put on an amazing display of their clubs, which inspired us. After returning home, we began implementing a similar initiative through recess clubs.
Penny Denton, Assistant Principal, Quarters Primary School, VIC (Vietnam)

We just had the best time. My colleague and I now want to move to Brunei and teach there. From the moment we arrived we felt so welcomed. Ani, who is coming to our school in June, the principal and a few deputy principals all made us feel at home. We loved every minute.
Melanie McGown, Educator, Port Lincoln High School, SA (Brunei)

The warmth of the welcome, the depth of professional dialogue and the evident pride across the school community reinforced the importance of relationships as the cornerstone of effective international partnerships. This visit to Chiang Rai and Samakkhiwittayakom School deepened my understanding of education as a profoundly cultural and relational practice. The professionalism of staff, the leadership shown by students and the generosity of our hosts affirmed the enduring value of the ASEAN‑Australia BRIDGE Program partnership.
Jacquie Sandhu, Deputy Principal, Kelmscott Senior High School, WA (Thailand)

The experience continued to be valuable, even when circumstances required some creative adaptability:

Although the school was closed during my visit, the efforts of provincial officials and school staff greatly deepened my understanding of the Lao education system and local context. Their warm welcome and commitment to the partnership strengthened my positive impression of the country and its people.
Sharni Silvestri, Assistant Principal, Our Lady of Good Counsel, WA (Lao PDR)

The experience also enabled educators to reflect on differences and shared strengths across education systems:

Laos tends to be more teacher‑centred while Australia is more student‑centred - and both approaches have merits.
Sharni Silvestri, Assistant Principal, Our Lady of Good Counsel, WA (Lao PDR)

Observing classes, speaking with staff and participating in activities made this understanding much deeper than what could be gained from documents or online research.
Wendy Qasem, Educator, Lakeland Senior High School, WA (Brunei)

 

Image: Australian Educator Penny Denton during her visit to Thach That Lower Secondary School in Vietnam.

Beyond school immersions, cultural experiences played a vital role in shaping educators’ understanding of their host countries. Visits to heritage sites, galleries and community spaces revealed how culture, identity and education intersect.

Engaging with the Central Chiang Rai Art Gallery helped me appreciate how traditional Lanna influences are preserved and re‑imagined in contemporary settings.
Jacquie Sandhu, Deputy Principal, Kelmscott Senior High School, WA (Thailand)

I was impressed by the harmony between Islam and Roman Catholicism. Faith is central to school and home life…  it is one of the most peaceful and harmonious places I have visited.
Vanessa Newbery, Head of International Programs, Hills International College, QLD (Malaysia)

The cultural experiences reinforced the importance of cultural literacy and relationship-building:

My biggest takeaway is the importance of genuine, sustained relationships in international school partnerships. Meaningful collaboration is built on trust, shared purpose and mutual understanding.
Wendy Qasem, Educator, Lakeland Senior High School, WA (Brunei)

Image: Australian educators Mel and Casie visiting Maktab Sains Paduka Seri Begawan Sultan in Brunei

Professional learning and exchange are core outcomes of the visits. Educators identified new approaches, insights and opportunities to adapt their practice back home.

I joined a session on project‑based learning in Malaysia and will definitely share this with our staff. I was also impressed by the inclusive‑education unit, which taught life and employment skills to students - an area we could explore further.
Vanessa Newbery, Head of International Programs, Hills International College, QLD (Malaysia)

Samakkhiwittayakom School delivers the Thai national secondary curriculum in a way that meets national requirements and is strategically differentiated through specialised academic pathways. This enables students to pursue personalised learning trajectories aligned to their interests and future aspirations, while maintaining strong academic rigour across learning areas.
Jacquie Sandhu, Deputy Principal, Kelmscott Senior High School, WA (Thailand)

Image: Australian Educator Wendy visiting Sekolah Menegah Sultan Hassan Temburong in Brunei

The BRIDGE program supports sustained engagement beyond the initial exchange period. Educators identified the potential for ongoing collaboration across a number of areas:

I plan to bring more global and regional perspectives into my lessons, using examples and contexts from my host country. I also hope to create opportunities for my students to connect with students from my host school through shared projects or virtual exchanges.
Ria, Educator, Muhammadiyah Australia College, VIC (Brunei)

There is clear potential for curriculum collaboration, particularly in STEM, languages, the arts and global citizenship. Ongoing leadership dialogue supports professional learning and the exchange of practices in student leadership, wellbeing and future‑focused pathways. Together, these directions position the partnership as a sustainable relationship that benefits students, educators and school communities in both countries.
Jacquie Sandhu, Deputy Principal, Kelmscott Senior High School, WA (Thailand)

I am confident we will continue collaborating beyond the initial 18‑month commitment. This partnership has been enriching for me personally, for our school and for Catholic Education Western Australia. It has inspired me to explore shared learning opportunities, small collaborative projects and future visits.
Sharni Silvestri, Assistant Principal, Our Lady of Good Counsel, WA (Lao PDR)

The ASEAN‑Australia BRIDGE Program builds a global learning community. By strengthening relationships between educators, students and school communities, the program supports improved wellbeing, learning experiences and educational outcomes across ASEAN countries and within Australia, while fostering enduring regional understanding.