Llana Reece: Revolutionizing The Special Education Space Through Visionary Leadership

Llana Reece

Founder & Director

In the recent decade, there’s been a great impetus to learning in Indonesia giving high priority to early education, improving participation in basic education, creating a better system for the allocation of funds, developing a better system of vocational training, and increasing emphasis on adult education. No doubt, the growing popularity of unconventional disciplines of education through deeper integration of technology, and a shift towards skill-based learning is revolutionizing learning too, however effective education leadership is the need of the hour now, with greater emphasis on not only innovative curriculum but inclusive culture and ecosystem for students and learners.

Effective educational leadership inspires a positive learning environment encouraging collaboration, inclusivity, and a clear vision of the future. When education leaders and professionals work together in a supportive environment, students benefit from a more enriching educational experience. Recognizing the value of education as such, aiming to revolutionize the realm of education with a focus on special education amidst many watershed moments in the past few years is Llana Reece, Founder & Director, PROED Global School.

Llana Reece is an experienced educator with a strong background in special needs education and a commitment to inclusive learning environments.She graduated from Deakin University with a Bachelor of Arts, followed by a Diploma of Education from Victoria University, specializing in high school education. Her dedication to professional development is further demonstrated by her pursuit to pursuing a Master's program in Special Needs, currently.

With over 20 years of experience in the education sector, she has worked in both Australia and Indonesia. Having lived in Indonesia for 17 years, she has founded two international schools and one learning center during this time.

The Defining Curve

Llana’s educational philosophy centers on promoting access, inclusion, and support for students with diverse needs. As a mother of two children, she brings a personal commitment to providing quality education and strong foundations for all students. She is particularly passionate about special needs and inclusion, believing that all students should have equitable access to education. It was the time at the Australian International School in Bali, when she recognized a significant need for differentiated student learning and support for special needs.

This inspired her to explore this area further, and she discovered a deep passion for helping students with special needs. Her venture on this trajectory began with establishing a learning center that included diagnostic capabilities, where she flew in educational psychologists, occupational therapists, speech and language therapists, and other specialists from around Southeast Asia, as well as from Africa, Europe, America, England, Australia, and different regions of Indonesia, such as Jakarta, Semarang, Bali, Java, and Flores.

She built a team to help diagnose students with diverse learning needs and collaborated with many international schools during her time in Bali. During this process, she identified a real demand for a school that could provide differentiated services for students. Hence driven by a desire to make a positive impact she founded PROED Global School.

She opened the first campus of PROED Global School in Umalas, and since then, she has partnered with several entities, the most recent being Wooden Fish Village. Furthermore, together with Rafael Peters (Co-Founder & Managing Director, PROED Global School), she built the school at Nuanu and expanded the Umalas campus.

Llana Reece leads the school with a vision that transcends the ordinary. As a dedicated educator, she has always been drawn to teaching and supporting both neurodiverse and non-neurodiverse students. Her current endeavor is to develop PROED Global School, establishing it as a leading educational provider in Indonesia and globally, known for its high level of care, well-being focus, love, support, kindness, and generosity towards the community.

The Keen Initiative- PROED Global School

PROED Global School is not just a school, but a progressive institution that fosters diversity and inclusivity. It has been offering a seamless learning journey for exceptional education to students with special needs. The learning year levels here are classified as Primary (Ages 5-12), Secondary (Ages 12-17), and Towards Independence (Ages 4-19). Llana says, “The educational environment I aim to create at PROED Global School is one of inclusivity. Our brand represents strong values, namely kindness, respect, and striving for excellence. We strive to build communities that embrace diverse needs, whether related to nationality, religion, or disability. Our goal is to foster harmony and cooperation, ensuring that everyone can work together”.

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Llana Reece leads PROED Global School with a vision that transcends the ordinary, hence it is not just a school, but a progressive institution that fosters diversity and inclusivity
– Llana Reece , Founder & Director

At PROED Global School, a variety of curriculums are offered, including the British Cambridge curriculum, the ASDAN curriculum from the UK, and BTECs from Pearson. The Cambridge curriculum provides a structured education through programs like IGCSE and A-levels, which serve as excellent pathways to further education. In contrast, BTECs focus on hands-on, skills-based learning and practical project work. Additionally, the ASDAN curriculum is designed for students with profound learning needs and emphasizes life skills, making it relevant to real-world challenges and applicable to the working world. By providing these three distinct curriculums, PROED Global School ensures it meets a wide range of educational needs, particularly for its senior and special needs students. While the majority of students follow the Cambridge curriculum, alternative pathways are also available to support academic success.

The school has deployed an exceptional team of national and international teachers who align with the vision of the school. Especially, the support ecosystem designed to help children thrive at PROED Global School includes onsite specialists, speech and language therapists, occupational therapists, counselors, special educational needs coordinator (SENCo), and expert teachers. Everyone at PROED Global School wears its values t-shirt, reinforcing its commitment to its shared principles. As the school holds more of a student-centric approach, small class sizes and a high teacher-to-student ratio form the cornerstone of its educational model.

Llana says, “Both of our schools have unique focuses. At Umalas campus (250 students) which is more urban and has a greater emphasis on integrating technology into the secondary school curriculum, we have 23 classes, five of which are dedicated to special needs education, creating a school within a school. At the Nuanu campus (300 students) favoring less screen time and more engagement with the environment, we offer 14 classes, with a small program focused on English as an Additional Language (EAL). I believe it's important to incorporate these diverse niches within our school, as it fosters an understanding of diversity among students, letting them become more accepting and open-minded. For clear progression, we also value communication and encourages feedbacks”.

The Leadership

In addition to her role at PROED Global School, Llana is also an Educational Consultant at her company, Reece Global Ventures. Llana’s leadership style is extensively mirrored by her journey across education now. She values being empathetic, transparent, and prioritizing education & learning for all. Llana says, “If I were to write my own obituary, I would want to be remembered as a progressive leader who is honest, generous, and willing to challenge conventional education methods, ensuring all learners’ needs are being considered. I hope to provide leadership not only to international expats but also to local staff members”.