At UWC ISAK Japan, our goal of empowering transformational leaders comes alive when students engage directly with global communities. Recently, English teacher Jared Keddy supervised a CAS (Creativity, Activity, Service) trip to Kuala Lumpur, Malaysia, an experience that reshaped his perspective on leadership development, resilience, and community engagement.
Background and Inspiration
Jared, originally from the small seaside hamlet of Kingsport, Nova Scotia, in Canada, has always seen education as deeply personal and mission-driven. Growing up in a rural community, he witnessed firsthand the effects of poverty, drug abuse, alcoholism, and social barriers. Jared’s personal experience instilled a strong belief in education as a force for positive change. “Education enables us to climb out of poverty, overcome social barriers, and learn how to give back,” Jared reflects, sharing his own journey candidly
While not managed by the school itself, the Fund represents the deep connection between UWC ISAK’s vision and the entrepreneurial spirit of our alumni and founders. It is the result of collaboration between a group of alumni, including B (Vietnam ‘17), Dylan (Philippines ‘17), Shin-ji (Malaysia ‘17), Shota (Japan ‘20), So (Japan ‘20), and Viktor (Slovakia ‘18), alongside several of the school’s founding members. Together, they’ve built a framework that offers not just capital, but mentorship and long-term support.
Shaping an Educational Philosophy
Before joining UWC ISAK Japan, Jared spent nearly ten years teaching at an international school in Kuala Lumpur, Malaysia, a period that profoundly influenced his educational philosophy. Immersed in Malaysia’s diverse and vibrant culture—where Indigenous, Malay, Chinese, and Indian communities coexist—Jared developed a deep appreciation for diversity, equity, and inclusion (DEI). “Malaysia taught me the importance of cultural preservation and engaging thoughtfully with people of diverse backgrounds,” Jared shares. This shaped his commitment to integrating DEI principles into his teaching practices.
About the EduforHope Project
The CAS trip to Kuala Lumpur featured EduforHope, a student-founded initiative dedicated to educating refugee children. With approximately 120 million refugees globally, many of whom lack access to formal education, EduforHope seeks to bridge this critical educational gap. Jared admired the initiative and independence shown by the UWC ISAK Japan students: “It was inspiring to watch our students manage everything independently, from lesson planning to handling logistics. They truly led the entire project.”
Memorable Moments and Unexpected Lessons
One memorable experience for Jared was seeing his students deliver a Theory of Knowledge lesson to refugee students from West Asia, primarily Syria and Yemen. The UWC ISAK Japan students anticipated a subdued classroom but encountered lively and engaged learners instead. Jared humorously recalls, “It was a fantastic moment of surprise—they quickly discovered they had to step up their game! It showed essential leadership qualities like adaptability and quick thinking in action.”
The Value of Real-World Experiences
Jared emphasizes that real-world experiences outside traditional classroom settings are indispensable. These experiences help students transform theoretical concepts into practical insights. Jared elaborates, “Trips like these create memorable lessons that stick. Students learn to genuinely connect with diverse communities, applying their classroom learning in meaningful ways.”
Leadership Skills at UWC ISAK Japan
Reflecting on what makes UWC ISAK Japan students unique, Jared praises their independent leadership and proactive nature. “Our students independently organize workshops, conduct detailed research, and lead international service projects. Their initiative is genuinely impressive and distinguishes them clearly from students at other institutions,” he notes.
Life in Karuizawa: Coming Full Circle
Beyond his teaching role, Jared deeply appreciates life in Karuizawa, often noting the similarities to his hometown—right down to the apple blossoms each area is known for. He affectionately describes his experience as “coming full circle,” sharing that he and his wife enjoy participating in local community activities, such as playing pickleball at Kazakoshi Park. “Karuizawa feels like home, and that connection means a lot to me,” Jared adds warmly.
Final Reflections
Jared’s CAS trip experience underscores UWC ISAK Japan’s commitment to nurturing compassionate, insightful, and resilient leaders. Reflecting on his own learning, Jared concludes, “At UWC ISAK, education is more than academics—it’s about shaping leaders who truly make a difference.”
