Lorene Phillips believes that is far too late.

The executive leadership consultant and founder of Clarendon Wallace, who has more than 25 years of leadership experience across Bermuda, London, the United States and Europe, says students applying for scholarships should already be thinking about building professional relationships.

It is advice that comes from experience. She disliked networking early on in her career in the reinsurance industry.

“Like many professionals, I associated it with collecting business cards, making awkward small talk and pretending to be someone I was not,” she said. “It felt transactional rather than relational or meaningful.”

It was only later that she realised she needed to think differently.

Today, Ms Phillips, a finalist in this year’s ISC Women’s Excellence Awards in the mentorship category, rarely uses the word “networking”. Instead, she prefers to talk about building relationships.

“I actually think Bermuda gives students an incredible advantage,” she said. “Our community is small enough that people are often only one or two introductions away from each other. That makes it easier to build genuine professional relationships, but it also means your reputation develops quickly.”

Students often think networking is about getting a job.

“I see it differently,” she said. “It’s about becoming known for your curiosity, professionalism and willingness to learn.”

For many students, introducing themselves to senior professionals can feel intimidating. Ms Phillips believes the trick is to stop worrying about making an impression and start thinking about what can be learnt instead.

“Remember that every experienced leader was once a student,” she said. “Instead of thinking, ‘I need to impress this person’, ask yourself, ‘I wonder what I can learn from them?’ Curiosity removes pressure and creates better conversations.”

She also believes students sometimes put too much emphasis on the number of people they know instead of the quality of those relationships.

“I would much rather see someone build ten meaningful professional relationships than have hundreds of LinkedIn connections they never speak to,” she said. “Quality trumps quantity. Relationship building is a marathon, not a sprint.”

That advice should come as welcome news to shyer students.

“You don’t need to become an extrovert. Some of the best relationship builders I work with are introverts because they ask thoughtful questions, listen carefully and make people feel genuinely heard,” she said.

“Powerful presence isn’t about being the loudest person in the room. It’s about making the person standing in front of you feel like they’re the most important person in the room.”

When students do reach out to professionals, whether by e-mail or LinkedIn, Ms Phillips recommends keeping messages personal and purposeful.

“Tell me why you’ve reached out specifically to me, what you’re hoping to learn and keep your message concise,” she said. “Professional communication is often your first impression. Make it count.”

Making the initial connection is only the beginning.

Ms Phillips recommends following up with a thank-you note, connecting on LinkedIn with a personalised invitation and making an effort to stay in touch.

“Relationship building isn’t an event,” she said. “It’s a lifelong professional practice.”

She also encourages students not to overlook the people they already know.

“So often we have a network already in place and we just don’t realise,” she said. “Family, teachers, family friends and community leaders can all become valuable introductions. The people we already know are ‘warm’ contacts and therefore quicker to make a referral or share a job opportunity with you that may open the door, but your preparation and professionalism determine what happens next.”

As artificial intelligence continues to reshape the workplace, Ms Phillips believes communication, curiosity, initiative and the ability to build genuine professional relationships will become increasingly valuable.

Her advice is to start developing those skills now.

“Your professional reputation begins long before your first full-time job.”

The post Building connections that last appeared first on RG Magazines.

Thanks to the internet and social media, today’s students have access to an ever-growing range of evidence-based study techniques to improve learning and boost exam performance.

The post Study hacks appeared first on RG Magazines.

Impostor syndrome is something that affects many people, no matter where they’re from.

Some of the most famous, well-deserving, brilliant people have felt that they were not so.

Albert Einstein is quoted as saying, “The exaggerated esteem in which my lifework is held makes me very ill at ease. I feel compelled to think of myself as an involuntary swindler.”

Nobel Laureate Maya Angelou often felt like a fraud, stating, “I have written 11 books, but each time I think, ‘Uh oh, they’re going to find out now. I’ve run a game on everybody, and they’re going to find me out.’”

Tom Hanks confessed, “No matter what we’ve done, there comes a point where you think, ‘How did I get here? When are they going to discover that I am, in fact, a fraud and take everything away from me?’”

The observation made by Bertrand Russell that “fools and fanatics are always so certain of themselves, and wiser people so full of doubts” is what we call impostor syndrome now. While some of us are still faking it till we make it, there are students who never seem to make it past the “fake it” stage.

That feeling of self-doubt, that we’re not smart enough, that everyone is better than us, and we don’t belong where we find ourselves – all this despite proof of success or evidence to the contrary – is not unusual.

As a student heading into college, the irony is that many of your peers also feel this pressure, constantly comparing themselves to others, and aiming for perfection. Those feelings of inadequacy, incompetence, and/or fraudulence are far more common than many realise.

But how can you guard against it?

Some common triggers of impostor syndrome include always measuring yourself against peers, thinking everyone else succeeds without effort, transferring to a more challenging academic environment, and feeling isolated in your new space.

These triggers can cause you to experience anxiety or depressive thoughts about your ability to keep pace with your peers.

Here are some of the most easily identifiable ones:

• Being convinced that your good grades or admission status was just pure luck.
• Fearing that people will find out you are a fraud.
• Working extremely hard and dreading even a small mistake.
• Refusing to take breaks to prevent failure.
• Not sharing ideas or keeping quiet in class out of fear of sounding unintelligent.
• Putting off work because you’re afraid it won’t be perfect.

So how do you deal with this? Here are some top tips from RG Scholarship Winners:

• Use whatever resources are available to you, such as professors’ office hours, mental health support or study groups. Using them is a sign of strength.
• Repeat the realisation that making mistakes is a part of life and learning: it’s not a sign of failure.
• Track your wins by writing down daily successes, however small, to remind yourself of your actual skills or progress.
• Take breaks from social media and stop comparing yourself to others.
• Share your concerns with close friends, persons in your class, academic advisors, and/or mental health professionals.
• Give yourself a break – you’re only human. Place value in your efforts rather than striving for perfection.

Remember this: you are here because you belong here. What you have to offer can enrich the lives of others. Let your voice be heard.

The post Believe in yourself! appeared first on RG Magazines.

For perhaps the first time, you are not a constant presence in your child’s life. How will you know how they’re really doing?

One Bermudian family let us into their world when it comes to this stage in their lives. Hopefully, these tips and ideas can help you navigate this new chapter.

“Having a consistent, intimate, relationship with your child is key to this whole process,” the parents shared. “If you don’t have a good relationship with your child, these next ideas may be more difficult to initiate.”

Prior to leaving, setting up a weekly call is an easy agreement to come to. Of course, establish that a phone call is welcome anytime just to keep in touch or in case of emergency. Consistent communication is beneficial for the mental health of all parties involved.

“Communication is so much easier now,” explained the parents. “Back in the day you had to rely on snail mail or a timed phone call. Sometimes the student would have to call collect!” (Look that up if you don’t know what it means.)

“Something that meant a lot to me was receiving a care package from home,”confessed the daughter. “At the time, I thought it was a little corny, but it reminded me that someone was thinking about me. It brightened some tough times.”

Another idea that these parents insisted upon was to have someone in the area of the student who they know to keep up with them. This was especially helpful for the student.

“Bermudians are everywhere,”she laughed, “so I had classmates who went to the same school as I did, but there were also family friends who lived in the area. It was nice to know there was a ‘backup person’ in case I needed a break or some help.”

You should also encourage your student to find a trusted mentor outside of their academic advisor. Look for someone what can be a good ‘substitute parent’. An older, experienced person, such as a mature student or professor usually fits the bill. This person can help spot some warning signs of fatigue, stress, social issues or isolation.

Small tips for parents include getting your child’s permission to share their grades with you. Encourage time management skills that will undoubtedly be different from when they were in high school. Share your stories, good and bad.

“Our college stories are far more varied and memorable than what we’ve heard from our daughter so far,” chuckled the parents. “Maybe it’s because we could get away with more prior to the days of social media and the internet, but we want her to have her own positive memories of university. Now everything seems to have some sort of digital footprint, so you have to be more careful.”

Encourage your student to ask for help on academic subjects or in personal areas. Ask what their social life is like. Encourage the student to get involved in extracurricular activities. It encourages them to stay in school and get involved in an area of interest. Encourage the student to keep a diary.

Learn something new alongside your child – it may open opportunities for connection, and it keeps your brain young. Trust that your student is making wise decisions. If you can, give them a surprise by just showing up!

Trust yourselves. You’ll find that maintaining a long-distance relationship with your child as they are becoming adults will reap the benefits of having a well-balanced, engaged, citizen of life, for life. Enjoy the new versions of them and yourselves!

Academic warning signs

• Missing classes or skipping exams often.
• Sudden drops in test scores or project grades.
• Not turning in homework on time.
• Seeming overwhelmed by basic assignments.

Emotional or mental signs

• Sadness or crying that does not stop.
• Extreme mood swings or sudden anger.
• Loss of interest in hobbies and clubs.
• Talking about feeling hopeless or trapped.

Physical and social signs

• Sleeping too much or staying awake for days.
• Big changes in weight or eating habits.
• Smelling bad or wearing dirty clothes.
• Pulling away from friends and roommates.

The post A worried parent’s guide appeared first on RG Magazines.

From high school students exploring educational opportunities to university graduates embarking on professional careers in the insurance and reinsurance industry, countless people have benefited from BFIS’s invaluable contribution.

As BFIS celebrates its 30th anniversary, executive director Victoria Cunningham explained how the Foundation is investing in the next generation of Bermudian talent, adapting to the changing needs of the industry, and creating clear pathways to rewarding careers that will help shape Bermuda’s future for decades to come.

Evolving with the industry

“When BFIS started in 1996, only 10 per cent of the people employed in the insurance and reinsurance sector were Bermudian,” Ms Cunningham said.

“The intent was simply to create a pipeline of local talent by providing scholarships.

“Today, roughly 4,000 people are employed in Bermuda’s insurance and reinsurance industry, and approximately 70 per cent of them are Bermudian. BFIS has grown into a year-round organisation that offers a robust calendar of programmes, networking opportunities and professional development events designed to support students and young professionals throughout their careers.

“As the industry has evolved, so has BFIS.”

In addition to its traditional scholarship programme, BFIS now offers scholarships for mature students pursuing career changes, as well as mentoring programmes, lunch and learn sessions, networking events and continuing education opportunities that help participants build successful long-term careers.

She added: “We don’t simply provide financial support while someone is studying. We stay connected with our students throughout their journey, offering guidance, encouragement and opportunities as they move beyond their education into the workplace and continue to develop professionally.

“We now have over 300 people who have come through our programme, and many former award recipients have gone on to become mentors, serve on BFIS committees and give back to the community in many other ways.”

Summer internships

BFIS also operates a summer internship programme for Bermudian undergraduate students who are planning careers in Bermuda’s insurance and reinsurance industry, providing opportunities to visit companies in Bermuda, Chicago and London.

These structured two- to three-week programmes, offered to four groups of four Bermudian students, enable participants to gain an in-depth understanding of the industry and the wide range of careers it offers. Travel, accommodation and meals are provided by BFIS, and participating students also receive a daily stipend.

Changing perceptions

The insurance and reinsurance sector is one of the island’s largest employers and a global leader in its field – yet not all young Bermudians have a deep knowledge about it.

BFIS is working to change that by introducing students to the wide variety of rewarding careers available, from underwriting, actuarial science and catastrophe modelling to finance, technology, legal services, claims and risk management.

“We give a face to all of our award winners to demonstrate that insurance is a place where everyone belongs and that there are limitless opportunities for anyone who is serious about pursuing a career,” Ms Cunningham said.

“Almost everyone in Bermuda knows someone who works in the insurance and reinsurance industry. If you’ve never considered it as a career, one of the best places to start is by having a conversation with a friend, neighbour or family member who works within the sector.

“Ask them what they do, how they got started and what they enjoy about their career. You may be surprised just how life-changing a conversation like this can be.”

Looking forward

For BFIS, success isn’t measured simply by the number of scholarships awarded. It’s reflected in the number of Bermudians whose lives, careers and futures have been transformed through the opportunities created. As Bermuda’s insurance and reinsurance industry continues to evolve, BFIS remains committed to ensuring that the next generation of Bermudians has the knowledge, experience and confidence to thrive within it.

For more information about BFIS scholarships, internships and career development programmes, visit www.bfis.bm.

The post Investing in people appeared first on RG Magazines.

For Dr Tiontae Thomas, nursing has never been just a career. It is a calling rooted in compassion, service and the belief that every person deserves to feel heard.

The post Answering the call for kindness appeared first on RG Magazines.

But for today’s generation of teenagers who have grown up in our digital world – where electronic contact is increasingly the norm – diving into face-to-face interactions with new people can feel more daunting than ever.

This can add up to a worrying time for parents. With your guidance, however, there’s still plenty of time for any young person to develop the engagement skills they need for success.

Thaao Dill is the director of programming at the Adult Education School, where more than half the learners are aged between 16 and 19.

He said: “I’m sure that parents islandwide can relate to how much more comfortable young people feel using devices as their main method of interacting with the world.

“I’ve been to parties for the young people where they’re sitting on couches, feet, if not inches away from each other, in complete silence with the phones out, but texting to talk to one another.

“Now, that sounds bizarre – why the extra step? But it doesn’t feel like an extra step for them. This is the way that they communicate and share ideas. They feel this is the safest, most reliable, most accessible way to communicate with folks.”

Today’s older teenagers were aged 11-13 when the first Covid lockdown happened in 2020. Scientists across the world are researching the lingering impact of that isolation on their mental wellbeing today.

Mr Dill noted that young teenagers of 2020 missed out on an essential phase of their social development, which might still be impacting them.

“At that age, people are forming and maintaining healthy relationships, and engaging in reasonable interaction with their peers, resolving disagreements and pursuing fun conversations,” he said.

“It’s stuff that we take for granted, but they just lost a huge chunk of that. During lockdown, the digital space became even more their primary way to communicate.”

Learners have shared with Mr Dill that they found it easier to disengage during lockdown.

“With so many of this age group, they would say that during the pandemic period they would open their laptop, turn on their camera for a bit, then turn it off.

“They would pretend to listen while the camera was on, and while it was off, they would just stop and do whatever they wanted, which was typically just picking up their phone and going on TikTok or Instagram until the class ended.

“Then they would get back on my phone, then maybe sleep, and then repeat the process the next day. And that was their life for a couple of years.”

Even after they returned to school, digital communication remained the more comfortable option.

“When you’re primarily communicating on the phone, or a computer, if it starts to feel uncomfortable or disinteresting, or just something you don’t want to participate in, you can just scroll to a different app. And then it’s over. It’s done. The discomfort is gone.”

Parents can help by starting some old-fashioned conversations.

Mr Dill said: “Because they spent so much time disconnected from others in a meaningful way, you’ve got to connect with them that much more deeply in a meaningful way.

“Literally put the phone away. Not even in your pocket. Put it where you can’t touch it. And we gotta talk.

“I’ve got to ask you questions about what you’re thinking. And why you’re thinking of that. And I’ll tell you what I’m thinking. And then once, we get your answers, we can act on them.”

If this kind of engagement becomes normal, your teenager will be more likely to succeed in the wider world.

“So, when they walk into a building full of people they’ve never met, or into an office with a person that has information that they need to get their goals achieved, they’re able to have that conversation confidently in a forthright way,” Mr Dill said.

“They need to make eye contact with the person, tell them what they need, ask them how they can get it, ask the necessary follow-up questions, and be prepared to act on the information that they get.

“And, if we’re lucky, they can be charming in the process.”

The post Put away the phone! appeared first on RG Magazines.

Competition is fierce because the scholarships offer much more than financial support. Mentoring, networking opportunities, internships and career guidance are all part of the package.

BFIS administrative specialist Bonnie Exell, who has a decades’ long career in academic advising, shared that many students underestimate what’s needed to submit a strong application.

“Some applicants treat the scholarship application process like a sprint instead of a marathon,” she said. “My strong recommendation is for students planning to apply for scholarships to spend a couple hours a week on it, ideally starting during the summer before they plan to apply.”

Students should start building their résumé from the first year of high school by committing themselves to their studies while also developing leadership skills, volunteering, gaining work experience and taking part in extracurricular activities.

Strong grades remain important, but they are only part of what scholarship selectors are looking for.

While most BFIS scholarships require a minimum grade-point average of 3.0, and a small number require 3.5, successful applicants typically offer much more than academic success.

Leadership, volunteer service, relevant work experience and extracurricular activities all help candidates stand out, whether through sport, music, student government, community service or part-time employment.

“The strongest applicants have proven academic track records, can articulate their goals in writing and in the interview, and can speak about the industry and why it interests them,” Ms Exell said.

She added that students who take part in job shadowing or internship opportunities often set themselves apart as these experiences demonstrate a commitment to a future insurance career.

A strong personal statement can also make a lasting impression.

“Our essay focuses on having the applicants share their stories of what drew them to a career in insurance,” Ms Exell said. “Through the essay, applicants can convey what excites them about this path, and what skills they think they can bring. This is key.”

Ms Exell said many students are surprised by the range of careers available.

“One of the most common misconceptions we encounter is that the industry is not an interesting place to work,” she said. “However, when we describe the wide variety of work that takes place each day — from responding to global catastrophes to developing innovative risk solutions — students are often surprised by how dynamic and impactful the industry is.”

Another common misconception is that a business degree is required.

“We frequently meet university students studying geography, engineering, climate science and mathematics who are unsure whether there is a pathway for them into the (re)insurance sector. In reality, the industry values a broad range of academic backgrounds and relies on diverse expertise to solve complex challenges,” Ms Exell said.

Interview preparation is another area where many students can improve.

Applicants should be ready to confidently talk about themselves, what they are studying, activities outside the classroom and any personal interests. Ms Exell also recommends coming to the interview with an understanding of BFIS’ mission and programmes. This conveys respect, genuine interest and thorough preparation.

Letters of recommendation should reinforce the rest of the application rather than simply repeat it.

“The best letters of recommendation support the applicant’s overall story by speaking to their character, work ethic, leadership, academic ability and potential,” Ms Exell said. “The most useful letters are specific rather than generic.”

She recommends giving referees at least two weeks’ notice and providing them with an up-to-date résumé, transcript and details of academic achievements, volunteer work and extracurricular activities as well as the scholarship criteria, so they have the time and information needed to write a meaningful reference.

For students worried that setbacks or less-than-perfect grades will impede their chances, Ms Exell said resilience matters.

“What sets successful scholarship recipients apart is their ability to learn from those challenges, overcome them through resilience, persistence and determination, and clearly articulate how those experiences have shaped their personal growth and future aspirations.”

Her final advice is straightforward: take the time to submit the strongest application possible, find an accountability partner to help keep the process on track, and ask someone else to review the application before pressing submit.

The post How to stand out appeared first on RG Magazines.

Scholarships awarded by the professional services firm support students pursuing degrees in fields related to accounting and insurance, with a specific interest in financial services.

William Spriggs won the KPMG Scholarship, valued at $30,000 annually.

Kijali Jean-Marie was awarded the Captive Scholarship, valued at up to $30,000 annually.

Camaje Easton-Smith won the Artex Scholarship, valued at $15,000 annually for up to three years.

Scholars join KPMG’s Lift Off Program, which offers mentoring, summer internships and support toward professional qualifications. They participate in the organisation’s Global Advantage Program, a four-day leadership event at one of its global offices.

Mr Spriggs, 18, is a freshman at Hampton University in Virginia, pursuing a Bachelor of Science degree in accounting.

He said: “I’ve always been pretty good at math, and I’ve always liked working with numbers and working with people.

“My father, William, was in accounting for a while, so that influenced me as well. He has been a real inspiration in my life, keeping me tight to my moral compass, never straying from the right path, and instilling values in me that I feel like will take me very far in life.”

Mr Spriggs, who thanked his mother, Desiree, sister, Marli, and other family members, for believing in him, added: “This scholarship is more than just financial aid; it really proves to me that my hard work and my dedication to my studies and my extracurriculars have actually paid off and kind of given back to me.”

He is most looking forward to the GAP programme.

Mr Jean-Marie, 19, is in a second year at Queen’s University in Kingston, Ontario, pursuing a Bachelor of Commerce degree with a concentration in finance.

He said: “I want to do work that’s engaging and meaningful but also contributes to Bermuda as a whole. Through my internships and my school, I’ve found an interest in the insurance and finance industry. I’m excited to just feel out where I want to be in that diagram.

“I have mentors through the Bermuda Foundation for Insurance Studies and through other avenues, but my most important mentors have been my mother, Ashanti Caesar, and my grandmother, Marie-jo Caesar. They’ve had the opportunity to flourish within the industry in Bermuda, so learning from them has been really invaluable for me. My mom was at Athene and my grandma worked at CG Colonial.”

Mr Jean-Marie added: “The scholarship means a lot. It concretes the hard work I’ve done so far and encourages me to make the most of my opportunities going forward. I’m really excited.

“I’m most looking forward to the internship. The best way to develop as a young professional is to be getting practical and technical experience. Next summer, I am most excited about getting into the business and learning as much as I can.”

Mr Easton-Smith, 22, is a senior at Wheaton College in Norton, Massachusetts, pursuing a Bachelor of Business Management degree with a concentration in finance and accounting.

He said: “I grew up wanting to be a footballer, but I knew I needed a plan B. Having conversations with mentors and trusted advisors, they have put me on the route to become a CPA. They say CPAs make good CEOs, so one day that could be me.”

Mr Easton-Smith, who said he is most looking forward to the internship and being a part of the group, added: “The scholarship is not only a means of financial support and lifting a burden off of my parents, but it shows that there are people who see potential in me and believe in what it is I’m capable of achieving. It means a lot to have that support and people uplifting me and helping me achieve the goals that I set out for myself.

“I’m extremely grateful to my mom, Alicia Easton, and my dad, Colin Smith Jr and everybody who supported me on my journey.”

Felicia Wilsen, partner and chairwoman of the Lift Off Program, said: “KPMG is pleased to continue investing in Bermuda’s next generation of business leaders through our Lift Off Program offerings and the many opportunities it provides, a cornerstone of which are our multiple scholarship awards.

“We are proud of this year’s recipients, William, Camaje and Kijali, and look forward to working with them, supporting them, and being part of their educational and professional journeys in the years ahead.”

The post Three have lift-off! appeared first on RG Magazines.

That familiarity, plus living in the family home with all its benefits, can make an immediate transition to university overseas somewhat jarring.

It can also be overwhelming to live somewhere new, with the distractions that a fresh city and friendships can present – and there’s even the initial challenge of figuring out how to travel to and from campus.

Fortunately, Bermuda College offers students the perfect stepping stone between high school and university, giving young people the chance to improve their levels of independence before making the leap overseas.

Tyson Flood, recruitment officer in the Vice President’s Office of Student Affairs at Bermuda College, said students enrolled in an associate’s degree programme learn what is expected of them at the post-secondary level.

“When you’re in high school, you have homework, and you may have that teacher who gives you a detention if you don’t complete it.

“However, in college, you have to manage your time more and you don’t have someone telling you that you need to take this step, or that step. You don’t have your parents there, either, who maybe take you to school every day.

“By attending Bermuda College, you enter a new education structure with college-level courses and you’re able to become more comfortable and familiarise yourself with doing that college level of study.”

The College offers 19 associate degree programmes, including a variety of bachelor’s degree disciplines, and has 40 transfer partners in Canada, Britain, the United States and Caribbean, overseas schools that recognise the College’s status as an accredited institution and consequently accept credits, often one-to-one, for students who have completed a two-year associate’s degree.

Mr Flood said: “Our partner institutions, the schools that our students go on to have stated that they received a more capable student after they leave Bermuda College.”

He said a student who has designs on a bachelor’s degree programme overseas can transfer directly into the bachelor’s degree phase at a partner institution upon completion of the associate degree.

For overseas institutions that are not partners, students should determine what pre-requisites are required for admission. That’s true even where the full course of study overseas isn’t exactly in line with the College’s offerings.

“If someone chooses to take a more custom path, and they have identified an institution they want to attend overseas, they can identify the courses they need to take here first.

“A great example is Tariq Lynch-Wade, the Bermudian pilot at BermudAir. He was able to structure a foundation at Bermuda College that he needed to go on and pursue a degree so that he could become a pilot.”

Students at Bermuda College can also seek the assistance of professors and counsellors, who can offer educational and career guidance and support.

Mr Flood said: “Our teachers are invested in our students, and they have a network that can put students in touch with people who can give advice about certain professions they are interested in. They may have even attended a certain institution and be able to tell the student what to expect.

“Our counsellors can help students realise their capabilities and help them get in contact with other institutions through their relationships with associates at those schools. Overseas schools come to the College to recruit students so I would encourage students to attend the presentations they give.”

The College’s employment co-ordinator organises career fairs, networking mixers and other professional development events.

“Those events have connected our students with employers and industry leaders and created meaningful opportunities that have led to internships and full-time job placements,” Mr Flood said.

“Sometimes, those organisations will pay for the student to earn their bachelor’s degree. Had the student gone overseas right after high school, they would not have had that exposure.

“What our counsellors and teachers do to support our students puts the ‘community’ into ‘community college’. They really try to show our students the reality, what to expect, and the best ways forward.”

Tuition at the College runs about $5,600, which compares with about $11,000 in the UK at the home student rate, $19,000 in Canada, and $23,000 in the US.

Students who post a grade point average of 2.5 or higher get their tuition costs waived under Government’s College Promise programme.

It all adds up to Bermuda College being an ideal next step after high school.

The post Perfect stepping stone appeared first on RG Magazines.