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We are here to "challenge the people with more power than us and defend the people with less power than us" through coaching, education and knowledge.
The mission of the Coaching Evolution International Academy is to contribute to society through the pursuit of mental strength, learning, and intellectual performance enhancement. Our goal for 2030 is to create positive behaviours globally with the great coaching provided by our talented graduates.
As an educational institution, the Academy is committed to supporting and promoting of the Sustainable Development Goal #4 on Quality Education. Read more about how we do it in our values section.
The Coaching Evolution Int’l Academy aspires to create a high achieving environment for all our staff and learners, that supports learning, critical judgement, openness, academic integrity and ethical standards. It is committed to the pursuit of excellence, the involvement of all staff and students in the educational experience and its improvement where necessary.
It is also committed to the EMCC (European Mentoring & Coaching Council) and ICF (International Coaching Federation) Codes of Ethics and the maintenance of the high professional standards of coaching internationally.
The Academy aspires to instil the coaching values to all its graduates and ensure that all coaching competencies as defined by the ICF and the EMCC have been mastered in relevance to the course of study chosen.
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all.
By 2030, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.
Spartan Level - 2030 Agenda Coach© Core Training
Spartan Level - Elementary Coaching Skills: Level 3 on the European Qualifications Framework
Samurai Level - Practitioner in Action: Level 5 on the European Qualifications Framework
Sherlock Holmes Level - Advanced Coaching Skills: Level 7 on the European Qualifications Framework
Human Hacker Coach Level - Master in Enhancement
Microexpressions in Coaching
PsyCap: an Executive Coaching Tool
Solution Focused Coaching
Business Coaching
Appreciative Inquiry as a Coaching Tool for Organisations
Effective Team Coaching
What ROI you can provide in Coaching
Marketing & Communication for your Coaching Practice
Linking Coaching to Talent Management: FYI Framework
Cohort
A group of students who enter a program together and typically proceed through their coursework in the same sequence, at the same time. What they share is the timing as it replaces the expression referring to incoming students as a "Class of" some year or another primarily due to the fact that our Academy may accept two groups within the same calendar year. Students who enter at a given time can expect to work under the guidelines promulgated in that year's handbook, although they may be shifted to later sets of rules.
Admission
The process of applying, taking the placement test, being interviewed and admitted by our Academy.
Matriculation
New students of the Academy are given official permission to join a course of study while signing a declaration that they will obey the Academy regulations.
Diploma
An official document used to prove that you have successfully completed a course of study at level 7 following examination.
Certificate
Certificate of Completion: an official document used to prove that you have successfully completed a course of study at levels 3 and 5 following examination.
Certificate of Attendance: an official document used to prove that you have been to a class or course for special training such as Continuous Professional Development courses.
Verification of studies: If you have not completed your studies yet, but need to prove the current course of your studies to a third party.
Competence
The ability of a person to generate behaviour in simple and complex open-ended situations that is causally related to effective or superior performance and a positive output.
Scholar Practitioner
An ideal of professional excellence grounded in theory and research, informed by experimental knowledge, and motivated by personal values, political commitments, and ethical conduct (Charles McClintock, 2004:393).
Consciousness
[UNDERSTANDING] the state of understanding and realizing something (Cambridge Dictionary).
[NOTICING] the fact of noticing the existence of something (Cambridge Dictionary).
Mindfulness
The practice of being aware of your body, mind, and feelings in the present moment, thought to create a feeling of calm (Cambridge Dictionary).
Awareness
Knowledge that something exists, or understanding of a situation or subject at the present time based on information or experience (Cambridge Dictionary).
Appropriate responsiveness
Appropriate responsiveness involves doing what is necessary to produce positive or beneficial change, dependent on the perspective of the approach and final purpose of the alliance. Appropriate responsiveness is, therefore, a fluid activity and highly dependent on the client’s emerging needs, their resources, setting, approach and purposes. Appropriate responsiveness distinguishes two types of elements: volitional actions and achievements (Newman et al., 2006).
Volition
The power to make your own decisions.
REFLECTION
Students are invited to continuously appraise their development via Coach Reflective Sheets and Client Feedback Forms. Video-recorded sessions and written reports analysing these in coaching terms and experience are key to their assessment.
PRACTICUM
Students are asked to provide evidence of specific hours of coaching beyond the course contributing to a total of the required hours per course. Part of these are from in-class coaching.
FIELD PROJECT
Students are expected to read further and perform research on means, methods and outcomes and provide a written essay on a given topic.
FITNESS TO STUDY
Life is full of unexpected situations that might affect the course of study. We want to make certain that no student faces the dilemma of dealing with a serious condition or situation or continuing to study. The same stands true for any occurrence of behaviour that is unacceptable and which might stem from external factors as much as from a particular mindset.