Stay tuned for more updates!

Keynote Speaker

Kirsty Liljegren

Until recently, Kirsty was the teaching Director of Cornish College Early Learning Centre, in Victoria, Australia where she worked for ten years. Many educators from around the world visited the early learning centre as a place of provocation, innovation and inspiring practice. Kirsty was awarded a national excellence in teaching award for innovative practice together with a State and Territory award for Victoria for her contribution to the early childhood sector.

Kirsty has been a long-standing committee member of the Reggio Emilia Australia Information Exchange (REAIE) and has undertaken two study tours to Reggio Emilia, together with visits to the Forest Schools in Denmark and the Nature Kindergartens in Scotland. The philosophy from the Reggio Emilia Educational project has had a profound influence on Kirsty both professionally and personally, continuing to fuel a hope for children, all children to be respected and valued as they deserve to be.

Kirsty now consults and lectures in a variety of contexts both nationally and internationally, with insight shared from both a practitioners and leadership perspective. She is particularly passionate about the all-important question- how do we as educators enable children to flourish?

Keynote topic and description will be available soon.

Peer Presenters

More presenters' profile and presentation description will be available soon.

Stay tuned for more updates!

Clare Campbell and Beth Gavel - Canadian International School of Beijing

Clare Campbell and Beth Gavel
Canadian International School of Beijing

Clare and Elizabeth both come from Canada and attended Crandall University in New Brunswick. They are both on their 3rd year of teacher at the Canadian International School of Beijing.

Power of Language in an Play-Based Classroom
Universality of play. Play and discovery in the classroom extends language in an international setting. Students play and communicate with each other beyond their words through art, integration of mentor texts, dramatic play, exploration of nature, and through manipulative learning. Power of developing a good language base in pre-school through shared reading, read alouds, and intention use of vocabulary will prepare students as they move forward into kindergarten and practice expressing themselves even further through language. Students during this stage begin to practice using their words to develop their identity and express themselves in an international setting. Through their language and their identity they begin to build relationships and self-awareness, realizing what makes them different and what is the same. During early years language can help them to become more independent through expression of their needs and interests.

In Kindergarten and exploration of UOI’s it is integral to use particular vocabulary when expressing conepts and ideas. Through practicing students begin to foster confidence to use these terms independently and connect them to situations in their own world. For example, in our UOI “How We Organise Ourselves” we will often use the term “systems”. This would be expected to be above the kindergarten level of understanding, however through examples and bringing it to the level of the students we are able to help the students develop an understanding of their term and how it connects to their own world, seeing systems in their own communities.

In Preschool students are introduced to the idea of language through a variety of means beyond oral language. For example in our UOI “How We Express Ourselves” students learn they can share their ideas through painting, drawing, and MakerSpace areas. Students also begin to learn terminology for simple tools they may use to create and begin to integrate them into their daily works.

Target Audiences:
1. Early Years Teachers
2. Leaders wanting to integrate more play in their environment
3. Any international Educator with many languages within their classroom

"Take-away" for the audience:

Language can been achieved through many means in a play based environment

Annie Choi - The International School of Macao

Annie Choi
The International School of Macao

I’ve taught six years in a Kindergarten as a homeroom teacher with American curriculum and Montessori, and five years in high school for teaching AP Computer Science, IB Korean Literature, and Technology. Since I moved to Macau in 2015, I’ve been teaching Junior Kindergarten (4-5 years old) and practice Reggio Emilia approach at TIS (The International School of Macao).

Reggio inspired documentation in the kindergarten classroom
When I started to teach kindergarten students with Reggio Emilia approach, it was not easy to shift from the Montessori style which is set with all developmentally prepared materials to inquiry and project-based and play-based learning without specific learning materials. The teacher’s role has been changed, and the parents’ involvement and outreach to the community have been extended. This workshop will give teachers some idea of how to work with children in Reggio inspired classrooms and help some teachers who struggle with pedagogical documentation in the classroom.

Target Audiences:
I hope this presentation could help teachers who want to support students’ learning with documentation. Teachers will share ideas and get inspired by each other, and learn how to support their teaching assistants at play and communicate with their children to promote the students’ learning as well.

"Take-away" for the audience:
  1. Benefit of using documentation
  2. Ways of supporting children’s learning

Lorene D'Alterio and Julie Garner - QSI International School of Shenzhen

Lorene D'Alterio and Julie Garner
QSI International School of Shenzhen

(Lori) Originally, from the United States, I have lived in 7 different countries during my almost 30 year teaching career. Early Childhood Education, primarily 5 year olds, are my passion and I have worked towards a deeper understanding of the educational development of this specific group of young people. I am married and have 2 children. Our son recently graduated from NYU Abu Dhabi and will begin his international school career, while our daughter is attending college working towards her degree in education. I love to travel and explore new places and cultures, and an avid reader and lover of literature.

(Julie) Currently in my 15th year working overseas for QSI, I taught high school and middle school English literature classes and was an IB Coordinator before moving to my current position in Admissions. I am currently pursuing certification in Glasser’s Choice Theory and Reality Therapy. My husband and I are originally from California and are raising our 3 sons (ages 5, 8, and 10), two of whom came to our family through adoption. Apart from the applications of Glasser’s theories in the school setting, I find them particularly useful in parenting, especially in parenting young children who come from “hard places.”

Glasser’s Choice Theory and Play: Supporting Cognitive and Emotional Development in Young Learners
Video footage of free choice time in an early childhood classroom that demonstrates students getting their needs met (love and belonging, power, freedom, fun, security). We will also discuss choice theory and how understanding children’s needs can help teachers form better relationships which fosters increased learning in classrooms.

Target Audiences:
Anyone who works with young children will learn theory and practical approaches to better understand the importance of play and free choice.

"Take-away" for the audience:
1. Better understand how play can help students get there needs met (Choice Theory)
2. See practical examples that can be used in the teacher’s own setting
3. Will be able to explain with confidence to parents and others the importance of play and choice

Vanessa Ellison - Beijing City International School

Vanessa Ellison
Beijing City International School

Vanessa Ellison is originally from the UK and has taught in various school across the UK, teaching all grade levels. Her teaching career spans 20 years and she has benn an Early Year Leader, Literacy Consultant and Deputy Headteacher during this time. She is most passionate about Early Childhood Teaching and welcomed the opportunity to join Beijing City International School in 2013 with her family. She is currently the Pre-Kindergarten teacher at the Early Childhood Campus and shares the role of Team Leader for Langugage Arts.

How do we support the development of language for our early learners in a play-based setting?
At the Early Childhood Centre, we intentionally plan our play-based learning areas to support the language development of our young learners. It is our everyday interactions, our observations of what we hear and see them do, which allow us to make interpretations of their learning in order to plan their next steps and goals. The planning and organization of our learning areas and provocations, as well as high-quality small group games are designed to explicitly support langauge development and speaking and listening skills.

Adults know the importance that talk plays in a child's development and it is crucial that their role during a child's play is one in which scaffolds, supports, extends and is open-ended. The role of the TA is a particularly important one in a setting in which the mother tongue is predominantly Chinese and the process of interacting, observing, interpreting and translating sudent conversation and learning provides invaluable information, in which the class teacher can plan next steps for their langauge development.

We believe student agency is a powerful tool and is at the heart of our play-based curriculum. How we empower student voice from Toddler to Kindergarten to enable them to make choices in their own learning is very much dependent on the environment (the third teacher).
Today's children are becoming familiar with a range of digital technology. Through play opportunities, we cna see how IT plays an important role in early langauge acquisition whilst enhancing confidence and other skills such as reading, viewing and presenting.

Target Audiences:
All educators, especially those working in an Early Childhood setting.

"Take-away" for the audience
1. Ideas for creating exciting learning environments, which supports and promote language development in a play-based setting.

2. Examples of documentation such as planning, observations and interpretations.

3. A list of Ipad applications and other high-quality ICT resources, which support speaking and listening and language development.

Helen Everitt and Ines Suanzes - Beijing City International School

Helen Everett and Ines Suanzes
Beijing City International School

Ines Suanzes and Helen Everitt have been working collaboratively for a year at BCIS Early Childhood Center. Ines and Helen have over twenty years teaching experience between them. Ines specialized in teaching ESL students prior to coming to BCIS, and Helen specialized in teching young children (age 2-5). Together, they have devised system and strategies in order to ensure that all of the learning experiences the student choose are purposeful and rigorous in targeting language development. They also have knowledge and experience of creating a positive, beneficial co-teaching classroom.

Strategies for language teaching through play-based learning
This workshop is about the role of observation-based assessment and skills-based planning for teaching language with young children. We will describe how we make effective use of the observations we make in order to assess, plan and deliver language outcomes for young children through play-based learning. We will talk about the different methods we have found effective in recording observations which identify children's strengths and learning needs. For example, using vocabulary and skills checklists which relate to the learning areas in the classroom. We will talk about how best to use assessment data to scaffold language needs, and the value of setting personal language goals and next steps for each student in a primarily ELL classroom. We will also explain how to set up learning areas and experiences which support language development. For example, providing opportunities for language learning in the construction area and role play area. We will describe how to plan for the teacher and teaching assistants to lead activities and scaffold conversations, targeting specific vocabulary and language skill development, which is relevant and differentiated for each child. By the end of this workshop, participants will have developed their understanding of making effective observations and using these for assessment. this means that participants will know how to set up learning areas and utilizing adults so that each area of the classroom and outside environment purposefully provides for langauge development.

Target Audiences:
Teachers and teaching assistants in early childhood centers working with ESL students

"Take-away" for the audience:

Techniques and strategies for assessing and scaffolding language learning through a play-based approach.

Karen Fidler - International School of Beijing

Karen Fidler
International School of Beijing

As a fiercely child centered teacher of small children for many years, my pedagogy focuses on learning through inquiry-based play. I am always seeking new and innovative ways to include authentic discovery in all areas for my students’ experiences. I collaborate with others to use technology to facilitate new forms of inviting play in the classroom.

Mountains to the Sea: Indoor Adventure
Wanting to bring the energy and benefits of outdoor play indoors, this workshop explores the journey of transforming ordinary outdoor bikes into globetrotting indoor adventure vehicles. The partnership of tech, design and school services enabled the children to pedal through varied locations around the world, which brings engaging opportunities for high energy gross motor play. Come and find out the detailed process we went through to bring this adventure about and the wonderings that came afterwards.

Target Audiences:
Teachers. team leaders, teaching assistants, tech and design facilitators, school admin

"Take-away" for the audience:
Outdoor equipment can be brought inside to invigorate play through a sense of discovery just by purposefully adapting the learning environment.

Jodie Fong and Margaret Pao - The International School of Macao

Jodie Fong and Margaret Pao
The International School of Macao

Jodie is from Calgary, Canada. She has a Bachelor of Arts in Psychology and a Masters of Arts in Education, specializing in Assessments. She has been teaching in early years settings for 8 years in Asia.

Margaret is from Toronto, Canada. She has a Bachelor of Arts in Psychology and a Master's of Teaching in Primary/Junior Years. She has been teaching for 8 years in various educational settings.

Jodie and Margaret are co-teaching partners at The International School of Macao

Stories & Imagination: Beyond the Storybook
In this workshop, we will take you through the journey of how we went beyond the storybook to create a meaningful and engaging learning experience for young learners. We will share our experienceof how we took the ideas of our students and transformed our classroom into a living storybook. This led to the students creating their own stories in various formats and showcasing it to the peers and parents. There will be discussions on how teachers can transform their classrooms and reflect on how to embrace student ideas by empowering them to create their own learning environment.

Participants in this workshop will have the opportunity to experience the student's learning journey from idea to final project. Examples of student's work will be shared, and we will incorporatae how teachers can use various tools to support students with their creative pieces including iMovie, iPads and file sharing. We will also address the challenges that we may face as educators and explore ways for you to adapt our idea into your classrooms.

Join us as we use the power of stories to foster the love of reading and writing through imaginative and creative play.

Target Audience:
Teachers, TA's, Curriculum Coordinators/Developer

Through imaginative play and storytelling, children of all ages, and abilities can create stories that can take them on all sorts of adventures.

Ria Charisse Hennigar - Shekou International School

Ria Charisse Hennigar
Shekou International School

Ria Hennigar is a TCK with 15 years of experience teaching in Mexico, Japan, Nepal and China. Ria employs service based learning opportunities for children of all ages. She believe in empowering young children in finding a voice to create positive change in the world.

Small but Mighty! Service Learning in the Early Years through PBLs
Little people can make a BIG impact in the world. Service learning is possible at all ages, even the youngest learners. They may be small but they are Mighty!

In this session, participants will explore the process of taking classroom curriculum a step further through Project Based Learning (PBL) to integrate service learning with core objectives.

With examples with studnets from 4-6 years old, this workshop will provide concrete examples of how the strands of the curriculum can be woven into meaningful service learning experiences for young children. Participants will walk away with a beginners toolkit for integrating service leanring into PBL's.

Target Audiences:
Teachers and Leaders

"Take-away" for the audience:

A toolkit of how teachers can integrate service learning and project based learning into their curriculum.

Ann Lopez-Toyoh - Shekou International School

Ann Lopez-Toyoh
Shekou International School

I'm originally from the Philippines. I have been in early childhood educator for 16 years. I completed my M. Ed. In Reading and Writing in Prek-6. I have attended and presented various workshops and trainings internationally. Using technology to enhance learning in early years is one of my passion. I like tinkering and exploring with new ways that can increase children's engagement in inquiry. I believe that, "Who dares to teach must never cease to learn - Dana."

iPad in the Early Years: Using apps to increase student agency
This workshop will allow participants to explore and use different apps to increase student agency, motivation, and introduce digital literacy skills in young learners.

Target Audiences:

Audiences will be able to:
1. Learn strategies to personalize student learning and develop digital literacy skills.

2. Learn three simple apps you can use on the iPad which give young learners agency and allow them to represent their thinking.

Ann Marie Luce, Kevin O'Shea, Silvia Jimenez - Canadian International School of Beijing

Ann Marie Luce
Kevin O'Shea
Silvia Jimenez
Canadian International School of Beijing

Ann Marie Luce is originally from Ontario, Canada where she worked first as a teacher and then as an administrator for 18 years. She is currently the preschool/elementary principal at The Canadian International School of Beijing. Ann Marie is passionate about leadership, teaching and learning. She is a reflective practitioner and strives to grow in her practice so that she can best support teacher growth and development.

Kevin O'Shea is from Nova Scotia, Canada and has worked internationally as an educator for 15 years. He is currently an elementary school teacher at CISB. He is passionate about nature education and connecting children with the natural world. He created the CISB Nature Club and regularly connects with conservation groups in Beijing and beyond to help improve and advocate nature and outdoor education. Kevin believes that if we can teacher children to love nature, they will grow up to care for it.

Silvia Jimenez is originally from Spain. She holds a Bachelor of Arts in Psychology, and is a certified Early Childhood Educator. She is currently a preschool teacher transitioning to be the new Art and Outdoor Learning Integrator at CISB. She is passionate about education and learning with children as they discover themselves through new experiences in nature.

Reimagining What's Possible: Urban Outdoor Learning Spaces
Urban educational settings pose a challenge for students to access outdoors. Take a journey with us and learn what is possible. We will share our inquiry of how we reimagine and use our limited outdoor spaces to create purposeful and engaging outdoor learning environments. Our goal is to transform our learning community in order to open our students' eyes to the wonder of their natural world by creating meaningful spaces to explore, experiment and inquire.

Discover with us how we followed the inquiry process to:
  1. Tune In: It all started with a question: How do we create opportunities for students to connect with nature in our urban environment?
  2. Find Out: What spaces did we have? How could we use them? What will it take to transform these environments?
  3. Sort it Out: How did we prioritze? How did we divide the planning?
  4. Go Further: What did we research? How did we design the space? What did we need?
  5. Make Conclusions/Reflect: What did it take to make it happen? What are our next Steps?
  6. Take Action: How do we explore the possibilities for our space with our staff and community? How do we collaborate with colleagues and outside experts to fully utilize the new spaces?
The interaction and appreciation of nature is essential for students as well as educators. When connecting education to the natural environment, students have context in which to place learning, motivation and a sense of freedom. Establishing an authentic connection to the environment offers the opportunity to cultivate students' awareness about their place in the natural world.

Target Audiences:
Early Years Educators, Elementary Teachers, Administrators, Teaching Assistants, PYP coordinators, Instructional Coaches

Open the mind of our audience to the opportunities contained within the spaces they have, and reimagine the possibilities for learning.

Aleksa Moss - Shanghai Community International School - Pudong Campus

Aleksa Moss
Shanghai Community International School - Pudong Campus

Aleksa Moss is an early childhood specialist at the Shanghai Community International School Pudong campus. She has 12 years of teaching experience, half are international. She is currently working toward a doctorate in international leadership. Action research is a daily part of Aleksa’s teaching practice, supporting both students and professional growth in the classroom.

The Seesaw App: Communication, Assessment, and Accountability
This workshop will cover the basic components of using the Seesaw app as a communication tool between teachers, parents, and students. It will go on to breakdown methods of using the See Saw app as a data collection tool. By using the app to collect exemplars and student data, teachers can track student progress towards their learning objectives. This workshop will highlight features of the app that can be tailored for data tracking, and give classroom examples based on action research.

Target Audience:
All teachers Nursery - 5th grade

This presentation has direct applications to classroom use of the Seesaw App. Hints and tips for ease of use will be provided along with a QR code for a free month of premium use for schools who are not using the paid service.

Emily Putnam - Shanghai Community International School - Pudong Campus

Emily Putnam
Shanghai Community International School - Pudong Campus

Hi there! I'm Emily Putnam!
I've been an Early Childhood Educator for thirteen years in the US, Thailand, the Philippines, and currently in Shanghai, China at Shanghai Community International School in Pudong. I am an avid hiker and have successfully climbed Mt. Kilimanjaro in Tanzania, spent a summer exploring the Inka Trail in South America and am constantly on the lookout for new and exciting trails to explore around the world. I also enjoy spending time on my bike and have bike toured around multiple countries in Asia. When I'm not hiking or biking I enjoy arts and crafts, reading, and of course traveling the world!

Alexis' Successes: A Learning Support Journey
I will never forget the 2017/2018 school year. It has been one of the most rewarding and inspiring teaching and learning experiences of my career. Here's why:
Early Childhood Educator do not often have the opportunity to work closely with learning support teachers in the classroom. EC teachers are typically the ones who start the paperwork trail and data collection for students we believe may benefit from learning support. This year was my first ever to have a student in my class with a special needs diagnosis. This diagnosis meant that I would be working with a designated learning support teacher to modify and accommodate for my student, Alexis. Little did I know just how much I would learn about myself as a teacher as a human being through my journey working with learning support and focusing on keeping a growth mindet for my students (and for myself!).

What happens when things don't go as planned? What happens when the data doesn't magically give you the answers? Let me share what happened when I shifted my mindset and decided that even if things don't always go as planned, that's okay!

Through a play-based inquiry approach, allow me share how we created an environment which allowed our students to learn and grow in their own way and how the language of growth mindset helped us to create a classroom that celebrates inclusion.

Target Audiences:
School Leaders, classroom teachers, as well as teachers' assistants could all benefit from this presentation.

The power of inclusion model and how a change in mindset can change your experiences in and outside of the classroom.

Leah Rawlings - The International School of Macao

Leah Rawlings
The International School of Macao

I am an elementary music specialist at the International School of Macao. Prior to teaching music, I was a French Immersion teacher in Alberta and have also taught I the Czech Republic before moving to Macau. I have a passion for literature and for incorporating literature into all areas of my teaching.

Bridging Literacy and Music
In this session, we will explore ways in which music and picture books can be combined to engage students in literacy. We'll add rhythms, melodies and instruments. Come prepared to sing and play.
Note: this session is not exclusively for music specialists. Classroom teachers are also welcome.

Target Audiences:
Early Childhood, Division 1, Music Specialists

4 or so ready to go lessons on incorporating music and literacy based off of 4 books appropriate for ECE or division 1

Hosting School

Shekou International School (SIS) is the first international school in Shenzhen, celebrating its 30th founding anniversary in 2019. SIS has a tradition of excellence, committed in its mission of "providing a rigorous education in a caring community and inspiring our students to become principled, innovative contributors in a transforming world."

Shekou International School serves the educational needs of expatriates in Shenzhen and nearby cities. It has over 900 students in nursery to grade 12, representing about 40 different countries. SIS has more than 140 world-class faculty and staff members hailing from 15 different countries.

SIS is an IB World School offering the Diploma Programme and is currently a candidate PYP school. It is accredited from preschool to grade 12 by the Western Association of Schools and Colleges (WASC) and is a member of the East Asia Regional Council of Overseas Schools (EARCOS), the Association for the Advancement of International Education (AAIE), a founding member of The Association of China and Mongolia International School (ACAMIS) organization, and the Southern Delta Region Conference (SDRC).

Greg Smith
Head of School

Shekou International School

Address: Jing Shan Villas, Nanhai Blvd, Shekou, Nanshan, Shenzhen, Guangdong 518067 PRC
Phone: +86-755-2669-3669


Click here for information about Traveling to Shenzhen

If you plan to staying over after the conference - Click here for Things to Do in Shenzhen

Planning Committee

Frances Lond-Caulk

Frances Lond-Caulk, International School of Beijing
Frances have worked in international schools for 24 years, the last 4 of them in China. She has been a member of the planning committee for the ACAMIS Spring Conference and Technology Conference and recently joined the ECE planning group. This is her third ECE conference, having attended them in Beijing and Shanghai.

Inspiring young children to learn has been Frances's focus for most of her teaching career. Planning for inquiry, developing independence and supporting language learning are key to her. Recently she has worked with a team at her current school to plan for and implement a dual language programme. This has provided her with great professional learning opportunities.

It’s exciting to spend time with other early years teachers. She hopes we all make some great connections during the conference.

Rebecca Maxwell

Rebecca Maxwell, Yew Chung Education Foundation

Rebecca has significant experience in schools in a wide variety of education systems within Australia, the Middle East, Hong Kong and China. She has worked as a classroom teacher, school Principal, systemic curriculum consultant and is currently the Senior Fellow at the Chor Hang Educational Research Institute. Rebecca’s educational passion lies in enabling teachers to be the best that they can be as they strive to empower children to meet the challenges of the future.

Leda Cedo

Leda Cedo, Shekou International School

Leda is the PYP Coordinator at SIS, her fourth IB World School. She has been in education for the past 23 years, working in the Philippines, Japan, South Korea and China. She has been in the international school circuit since 2005 and has devoted a significant portion towards working in the early childhood classroom and curriculum development. Together with the SIS and ACAMIS planning teams, Leda is looking forward to meeting more early years educators in the next ECE conference at Shekou International School!

Nick Chignall

Nick Chignall, The International School of Macao
This is Nick's 6th year at the International School of Macao. As Kindergarten Coordinator, he strives to have students develop socially, emotionally, cognitively and physically through play-based learning. Nick believes we are here to guide our students and learn and explore alongside them as they build their knowledge, skills and attitudes. A school is first and foremost a community of teachers, staff and parents that work collaboratively to provide the best possible environment for our children to grow. ECE is a crucial part of a child's life and we as teachers within this field are constantly learning how to support our youngest learners. Nick is proud to be a part of this committee of dedicated educators in the ECE field and hope to meet many more of you at the conference.

Hotel Reservation

Notes with hotel reservation:
  1. You need to make your own hotel reservation (or for your colleagues who are going to attend the conference/workshop).
  2. Transportation will be provided only between the following hotel(s) and the host school during the workshop or conference days.
  3. There are other hotels available in the area, but there will be no buses provided to other hotels. You (and/or your colleagues) will need to make your own way to the host school during the conference days.

The host school will provide transportation for the following hotels during the conference days:

1. Fraser Place Shekou Shenzhen
Address: No.1033, Nanhai Road, Shekou, Shenzhen 518067, China
Contact Person: Miro Zhang
Reservation Email:**
Phone Number: Miro Zhang - 135 1062 1664**; Reservation - 2688 7331/2688 7354

**Please mentioned "ECE Conference at SIS" to enjoy the room rates below

Room Rate with King Bed:
One bedroom deluxe, CNY828/day
One bedroom premier, CNY994/day
Two bedroom deluxe, CNY1380/day
Two bedroom premier, CNY1656/day
Three bedroom deluxe, CNY2222/day
Three bedroom premier, CNY2645/day
All above rate inclusive, breakfast, service charge and VAT tax.

2. Honlux Hotel
Address: Sea world Taizi Road, Shenkou, Shenzhen, China
Contact Person: Willson Xiong or Lily Zhang**
Phone Number: 0755 26816666-1062

**Please mentioned "ECE Conference at SIS" to enjoy the room rates below

Room Rates:
- Room Rate with King Bed: business single room (RMB580, including 1 breakfast)
- Room Rate with Twin Bed: business twin room (RMB580, including 1 breakfast)

Register Here!

If notification of cancellation from a registered participant is received:
30 days or more prior to a conference or workshop - 80% of registration fee is refunded
Between 15-29 days prior to a conference or workshop - 40% of registration fee is refunded
Less than 15 days prior to a conference or workshop - no refund
In the unlikely event of cancellation of the conferences and workshops due to circumstances beyond our control, we will give full refund of the registration fees. However, we will unable to refund any travel, visa or accommodation expenses incurred from registering the conferences and/or workshops.