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‘A logo is the distillation of the complex, the absence of the irrelevant. It is the visual essence of simplicity’. These are the words of Paul Rand who is generally regarded as the father of the modern logo.

An artist whose work was accomplished in the same spirit inspired our choice of logo. Isamu Noguchi (1904-1988) was primarily a sculptor who brought sensitivity to the notion that ‘complexity arises from simplicity’, conveyed in everything he created, whether it was a sculpture, a garden, a piece of furniture or a stage set.

Our choice of logo is intended to convey these themes and more. A simple piece of paper has been transformed to an image of one of the most complex of machines in elegant flight. Transformation in education is also complex but the principles that underpin the change are surprisingly simple. Making paper planes is fun. We do not underestimate the seriousness or the difficulty of the task, but transformation in education calls for innovation, and those who celebrate a successful outcome invariably tell stories of the play along the way.

The image of the plane is also intended to convey a simple but powerful idea. Transformation is significant, systematic and sustained change that results in high levels of achievement for all students in all settings, especially under challenging circumstances, thus making a contribution to the well-being of the individual and of society. The expectation for achievement in educational transformation is the same as it is for the plane in flight: 100 percent success for all students in all settings in education; 100 percent success in take off and landing for the plane.

The person of Isamu Noguchi adds more to the image. He was American-Japanese and the influence of east and west is often evident in his design. Much of our work is in the Asia Pacific. We have the highest regard for the transformations that have been achieved around the region and the manner in which they have drawn on the values and cultures of their settings. Isamu Noguchi was able to cross the boundaries by drawing on a range of technologies in different aspects of the arts. There are counterparts in educational transformations that frequently achieve a seamless integration of learning technologies and the knowledge of a range of professions.

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