mission

a vision for society through coaching

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.

United nations 2030 Agenda

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.

MISSION STATEMENT

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.

Values and the united nations

Our core values
The Academy's core values are as follows:
- loyalty
- respect for others
- hard work
- the spirit of adventure
- resilience
-quality

Our educational values
- encouragement of the "scholar practitioner"
- encouragement of a questioning spirit
- encouragement and development of quality self-reflection
- encouragement and development of critical thinking

Our team's values

- We value professionalism and fair assessment.

EDUCATION AND EXPERIENCE
Our team has an educational background giving us an advantage over competition. We value teaching and assessment. We have been teaching with love to the youth and adults for more than 30 years.

COACHES AND INTELLECTUAL PERFORMANCE ENHANCEMENT AGENTS
No teacher can teach coaching or IPE principles if they are not professional coaches or IPE agents themselves. For us, theory is only the tip of the iceberg. True teaching methodology stems from practical knowledge and how this is translated into a lecture or lesson that actually conveys this knowledge.

SUSTAINABLE DEVELOPMENT GOAL 4: QUALITY EDUCATION

"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"
The Academy is committed to supporting and promoting the following targets:  

  • 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 2020, 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.

international coaching programmes

In this world that evolves technologically faster than our brain, Intellectual Performance Enhancement is one way of helping neurological paths get the right pressure at the right time for this enhancement to take place. But this is not a task that anyone can undertake.

So we aim to provide our students with the training they need to become intellectually enhanced and disciplined individuals themselves before becoming capable of effecting this enhancement on others who choose to take their intellectual performance one step further.

Executive and Professional Education
  • 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

  • Profiler Coach Level - Master in Enhancement

Continuing Education
  • 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

academy terminology

One of the first things that we learn at the Academy is that every human being views life based on their own perceptions. The same goes for the language we use. It is perceived according to what meaning we choose to give to it. To help our students adopt a common language, we present here some key terms and their definitions.

  • 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.

teaching philosophy in short

In Sparta, the old men were spectators of the performances of the youth, and often raised quarrels and disputes among them, to have a good opportunity of finding out their different characters. Our Academy observes, challenges and shares insights with its students as a form of pedagogy that leads to self-empowerment and self-leadership.

Education has value when the student is willing to learn. An ideal student for our Academy, while completing the first part of their training, also develops as a samurai: bravery to admit their need to change, honesty, honour and personal loyalty; and then they are more than ready to develop their coaching competencies and offer their services to our society.

THE BRAIN ATTIC
A new concept that we are establishing at our Academy as an integral part of the course is the Brain Attic. We train our learners in the Sherlock Holmes Level and the Forensic Enhancer Level. The combination of skills required by a Master level coach can only be found in what Sir Arthur Conan Doyle described as the Brain Attic.

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student assessment

We know that great talent is developed through great learning. We also know that great competence is the result of constant personal development and continuous learning. So, we want to make sure that our students feel confident that they have reached their optimal level of performance during the course. Assessment at the Academy can provide this kind of confidence. To learn more about our assessment processes please click the READ MORE button to visit the respective page.

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