Our Objects

NEXUS is a newly formed Community Interest company whose main objects are to carry on activities which benefit the community (community regeneration) and in particular (without limitation):

1. to act as a resource for young by providing advice and assistance and organising programmes of physical, educational and other activities as a means of:
  • advancing in life and helping young people by developing their skills, capacities and capabilities to enable them to participate in society as independent, mature and responsible individuals
  •  advancing education
  • relieving unemployment by provision of classroom coaching, mentoring and work-based training to youth to develop their employability and entrepreneurial skills
2. to work with local communities, in developing countries, experiencing or vulnerable to a range of externally induced problems. That challenge is particularly marked in the education sector, natural resource management, climate change, gender equality, sanitation and health
3. carrying out research and consultancy related to its CIC Objects

Vision, Mission & Values 

We want to help everyone we work with to be the best they can through mindful learning and meaningful change. We do this by guiding them to:

  • See possibilities for improvement,
  • Develop ideas that move them and help them change and grow,
  • Share what they learn so that others can do the same.

Our values are reinforced by the Sikh philosophy of progressive ideals, humility and equity.


Asking people what they want and working together to make it happen is important in what we do. Learning, applying and sharing knowledge are at the heart of the NEXUS strategy. There is much more information to handle, more decisions to make and more life-changes to adjust to. Thinking for yourself, connecting different ideas, searching for more information, understanding how you learn and communicating your ideas effectively…all help learn more meaningfully. Learning mindfully encourages us to seek a variety of perspectives and an awareness of different approaches and answers.

Our approach to learning is grounded in three key principles: learning conversations, critical thinking skills, a whole systems approach and “learning by doing”.

Learning conversations focus on the perspective of the learner, rather than that of the trainer. They validate the learner’s experiences and ideas, allowing the learning process to start from where the learner is, rather than where the teacher thinks they should be. Learning conversations can take many forms, but all share a common theme: the learner is at the heart of the process.

Learning conversations are envisaged as a scaffold to help learners reflect constructively and are applicable to any learning situation, discursive, adaptive, iterative and reflective.  These conversations operate at task and/or topic level and relate to the learner’s immediate context (Harri-Augstein and Laurillard)

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcoming our native ego-centrism and socio-centrism (http://www.criticalthinking.org)

We strongly believe that a whole-system approach to meet society's evolving needs is vital. A system is a set of elements that function as a whole to achieve a common purpose. A list of the habits of systems thinking (Peter Senge, Daniel Kim, Linda Booth-Sweeny and Jay Forrester) that constitute a systems thinking capacity include: seeking to understand the big picture, recognising that a system’s structure generates its behaviour, considering both short and long-term consequences of actions, changing perspectives to increase understanding, understanding how mental models affect current reality and the future and observing how elements within systems change over time, generating patterns and trends.

Aristotle stated, “One must learn by doing the thing, for though you think you know it, you have no certainty until you try.”Thisinvolves a careful design of activities that allows learners to have meaningful, relevant learning experiences that they are then be able to use in the future. We strongly believe that this plays an important role in teaching skills that learners can use in their careers and everyday lives.