Inglés de los Andes School Historical Note

 
Ingles de los Andes School was born on September 8th 1985, when the FINDEC foundation takes on the task of configuring the necessary programs to offer Santiago de Cali a new bilingual school. A year later the legal status is acquired, and a year after that, the approval for the regular start of classes is also achieved.
 
Rapidly, the educational institution was projected in the city, and such development allowed for the consideration of obtaining a definite campus for the school. In October 1988 the Yerbabuena Hacienda located on Kilometer 4 on the way that goes from Cali to Puerto Tejada was acquired for such purpose, where after modification work was done, institutional work began in 1990, in a wide and charming countryside campus.

That same year the school was transferred to a new legal status: THE CORPORATION OF PARENTS OF “INGLES DE LOS ANDES SCHOOL” as a non for profit entity and with a clearly defined mission, where the social objective of “INGLES DE LOS ANDES SCHOOL” will be: “Build values for citizen coexistence and to produce culture, understood as study discipline, civil ethics, social behavior, free time and recreation”.
 
The institutional historical process finds a new push from that renewing idea, the first statement of the educational goal of the institution. From then on the configuration of a genuine educational project begins, with projection to the year 2010.
 
The Preschool and Primary levels were the first ones to see this dream fulfilled (Preparatory, 1st  to 5th grades); afterwards, Basic Secondary (6th to 9th grades) and Middle School (10th and 11th grades) in the academic modality.
 
In 1993 the first Ingles de los Andes School Senior Class graduates, seniors 1993, with the Academic High School Graduate Diploma. The dream was complete and new dreams strived to improve our institutional reality.  
 

In the year 2000, wanting to innovate in the search for an integral formation through meaningful learning, that would take into account the diverse learning Rhythms and the necessary personalization of the learning process, as well as that of the being and the knowhow within formation, the pedagogical model of Teaching for Understanding is implemented supported by the Multiple Intelligence Theory.
 
In the same way, as of the 2008 – 2009 school year, French appears as an extracurricular possibility which is currently part of the school program as a subject from 4th grade to 11th grade. In such way, by the time our students finish middle school, they will be in condition to begin their professional education with the guarantee of having an efficient handling of the third language.
 
The academic effort, strengthened with the new pedagogical model, harvests its best fruits by being acknowledged in the Very Superior level in the state ICFES exams from the year 2005 until today. This fuels a new search and enlarges the dream of becoming a high quality international school.
 
In that manner, after November 26th 2008, the school certifies its quality management system under the ISO 9001:2000-NTC-ISO norm, Certificate Number CO-SC 5749-1 ICONTEC-IQNET, whose scope is:
  • Design and deliver educational services with a bilingual formation in the Preschool, Basic Primary, Basic Secondary, and Middle School levels.
  • Certifying the Directive Management, Human Resources, Academic Management, Administrative and Financial Management, Community Management, and Quality Management processes.
On October 26th 2009, the quality management system certificate is updated to the new ISO 9001:2008 version.
 
On October 30th 2009, realizing a new illusion, the school was accepted as a member of the CAMBRIDGE International Programme by the University of Cambridge International Examinations (CIE), and from the 2012 – 2013 school year, our students participate with superior performance in the IGCSE    (International General Certificate of Secondary Education) processes for international certification as well as the Cambridge Checkpoints, as exams to measure international performance.
 
Today the educational community enjoys a school with a pedagogical model that allows for the integral development of its students, qualifying them to assume the challenges that society demands of them, forming themselves in a harmonic manner in contexts that favor the experiencing of the Arts, Sports, Science, and values, at an individual, group and family level, always in permanent contact with nature. 
 

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