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The Internationalisation of School-level Education: International Schools and the Global Nomad Dr Mary Hayden, University of Bath
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International Schools Some Issues in International Schools Teachers, curriculum, students in international schools
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Background and Context Exact origins unclear, depending on definitions (eg Spring Grove School 1866, Yokohama International School & International School of Geneva 1924) Largely post-WW1: League of Nations Growth largely since WW2 with increasing global mobility of, eg, large multi-national organisations, aid agencies, diplomatic communities (Jonietz and Harris, 1991)
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Decreasing interest in boarding schools/desire to move as a family Origins of many international schools (eg Washington International School 1965, Alice Smith School Kuala Lumpur 1946) catering for expatriates, as parent- instigated cooperatives
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Matthews (1989) estimated that approximately 1,000 schools were in existence at that time, employing 50,000 teachers and catering for around half a million students, with about 90% going on to higher education. More recent estimates (Brummitt, 2007) suggest current numbers around 4,000 international schools worldwide
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International Schools to end 20 th century Growth in numbers of international schools: Generally parent-run, expatriate clientele Mostly individual ‘ one off ’ institutions, responding to local needs of globally-mobile families Private, fee-paying, mostly not-for-profit Fees often paid by parent ’ s employer Mostly English-medium Increasingly also including ‘ host country national ’ students (where permitted by law) Often highly multicultural student population (40+ nationalities)
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Large variation in types of school Size (very small to very large) National affiliation (eg British International School of Bangkok) or ‘international’ (non-national affiliation) Student population largely from one expatriate national base vs multicultural Curriculum offered Governance (eg board or single owner)
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International schools early 21 st century Still large number of parent cooperatives Some clusters of schools sharing aims/values (eg United World Colleges, European Schools) ‘Ideology drive’ vs ‘market driven’ Some employer-sponsored (eg Shell Schools) Some state-funded (eg Netherlands: DISS & DIPS) ‘Franchises’ of English public schools (eg Dulwich, Shrewsbury, Harrow, Repton) ‘Commercial’ groupings: eg GEMS, Nord Anglia Increasing market for socio-economically advantaged host country nationals (cf Thailand)
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Some Issues re International Schools Lack of central international ‘control’/ authorisation Essentially self-regulated Lack of consistency Accreditation/authorisation voluntary Changing nature: from essentially ‘one off’ parent cooperatives for expatriates, to more commercially oriented groups of schools aimed at socio- economically privileged host country nationals Growing impact of globalisation; English as main global language; credentialism; desire for competitive edge (access to Western universities etc)
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Teachers in International Schools (often) transient short-term nature of contracts initial training for international school context? preference among parents for native English speakers short-term ‘seeing the world’ vs career international school teachers returning to ‘home’ context
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Curriculum in International Schools Originally entirely ‘ exportation ’ (Thompson, 1998) of national programmes Followed by ‘ adaptation ’ (eg International GCSE, US Advanced Placement International Diploma) Increasingly ‘ creation ’ : eg International Baccalaureate Diploma (1960s); IB Middle Years and Primary Years Programmes (1990s); International Primary Curriculum (2000)
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‘ Reverse ’ effect: international programmes increasingly being offered in national systems (eg IB Diploma in UK independent and maintained sectors, and US high schools; IGCSE in UK independent sector; IPC in maintained English primary schools)
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Students in International Schools Broadly now two main groups: Host country nationals Globally mobile expatriates
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Host country nationals attracted by: English-medium education International curriculum, recognised worldwide Desire for competitive edge Aspirations to HE in, eg, US and UK
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Global Nomads/ ‘ Third Culture Kids ’ Expatriates Mix of native and non-native English speakers Often very transient student population Often move with very little notice Relatively materially privileged, but possibly psychologically disadvantaged Unresolved grief etc (Pollock and Van Reken)
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Rootlessness: lack of geographical sense of ‘ home ’ or belonging Now 2 nd, 3 rd, 4 th generations of TCKs, where neither children, parents nor grandparents have a sense of ‘ belonging ’ to a national context Adult TCKs How can schools best support such students?
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Possible further reading Hayden M C and Thompson J J (2008) International Schools: Growth and Influence, in UNESCO International Institute for Educational Planning (IIEP) Fundamentals of Educational Planning series, Paris: UNESCO can be downloaded from: http://unesdoc.unesco.org/images/0018/001803/18039 6e.pdf#xml=http://unesdoc.unesco.org/ulis/cgi- bin/ulis.pl?database=ged&set=4A1EC006_1_464&hits_ rec=16&hits_lng=eng
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Dr Mary Hayden Centre for the study of Education in an International Context (CEIC) Department of Education University of Bath Email: m.c.hayden@bath.ac.ukm.c.hayden@bath.ac.uk www.bath.ac.uk/ceic
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