School, often with foreign students or with an international curriculum
International schools are private schools that promote education in an international environment or framework. Although there is no uniform definition or criteria, international schools are usually characterised by a multinational student body and staff, multilingual instruction, curricula oriented towards global perspectives and subjects, and the promotion of concepts such as world citizenship, pluralism, and intercultural understanding;[1] most are private schools. Many international schools adopt a curriculum from programmes and organisations such as the International Baccalaureate, Edexcel, Cambridge International Education, FOBISIA, International Primary Curriculum, or Advanced Placement. International schools often follow a curriculum different from the host country, catering mainly to foreign students, such as members of expatriate communities, international businesses or organisations, diplomatic missions, or missionary programmes. Admission is sometimes open to local students to provide qualifications for employment or higher education in a foreign country, offer high-level language instruction, and/or foster cultural and global awareness.[2]
The first international school can be traced back to the International School of Geneva, founded in 1924 by Arthur Sweetser and Ludwik Rajchman with an emphasis on bilingual education (English and French). Later that year, the Yokohama International School was established in Yamate, Yokohama, Japan.[3] These schools catered to children of expatriate families. These could include diplomats, missionaries, military members, business workers transferred to foreign office locations, etc.
At a conference in Italy in 2009, the International Association of School Librarianship came up with a list of criteria for describing an international school, including[4]
Transferability of the student's education across international schools
A moving population (higher than in state schools or public schools)
Usually, the English language of instruction, plus the obligation to take at least one additional language on
However, educators disagree on what the exact criteria should focus on. Factors such as international history, culture, and perspective within the education curriculum make a school "international". Although students' nationality plays a big part, how the education is delivered is just as important.[5]
Languages of instruction
While English-language international schools are the most numerous, many international schools teaching primarily in other languages exist.
For instance, there are 140 "German Schools Abroad" which are accredited and partly funded by the German federal government through the Central Agency for German Schools Abroad(Zentralstelle für das Auslandsschulwesen) and teach a curriculum at least partly based on German schools. According to the German Foreign Office, the government's support of these schools "helps to overcome cultural barriers, to convey a modern, diverse image of our country and to strengthen German language skills in other countries."[6]
Other examples of non-English international schools include:
French schools abroad accredited by the French government's Agency for French Education Abroad (Agence pour l'enseignement français à l'étranger).
Curricula in English-language international schools are most often based on education in the United Kingdom, education in the United States, or curricula specially designed for international schools, such as the International General Certificate of Secondary Education or the IB Diploma Programme. These international curricula are committed to internationalism, developing the global citizen, providing an environment for optimal learning, and teaching in an international setting that fosters understanding, independence, interdependence, and cooperation.
Like other schools, international schools teach language arts, mathematics, the sciences, humanities, the arts, physical education, information technology, and design technology. More recent developments for primary school include the IB Primary Years Programme (PYP) and International Primary Curriculum (IPC). Secondary education is provided through the relaunched IB Middle Years Programme (MYP) and redeveloped International Middle Years Curriculum (IMYC). Most recently, the launch of the International Early Years Curriculum (IEYC) in 2016 has provided an international curriculum for early years learners aged 2–5, growing to 500 schools and early years settings between 2016 and 2021. In 2013, 3063 schools were offering the international baccalaureate curriculum in the world,[7] and over 1000 schools offering the IEYC, IPC and/or IMYC around the world.[8]
The curriculum could also be based on the school's original country education. Schools that are a part of the International Schools Consortium (iSC) deliver an International Standard Classification of Education (ISCED) curriculum. This is the standard curriculum for American schools. High school education includes core classes such as English, Foreign Languages, Mathematics, Physical Education, Science, Social Studies, and Fine Arts, with the addition of ESL (English as a second language) classes for students who may need them. In addition, students may select Advanced Placement (AP) programmes to prepare for college-level education, specifically in the United States.
International school teachers
An international school teacher or educator is someone engaged in the education of pupils in schools other than their country of citizenship. The term generally refers to teachers who are teaching in private schools or public schools.[9] While these schools are private, there is an important distinction between private for-profit and private non-for-profit schools.[9]
Faculty at international schools are usually from or certified by the standards of their country of origin.[9]
Hiring is frequently done at large international job fairs, such as the ones held by the Council of International Schools (CIS), where schools can interview and hire several teachers at once.[10] There are also a handful of agencies that specialize in recruiting international teachers. Over the years it has become more difficult to recruit young international teachers, partly because of security concerns and the trend towards less attractive compensation packages. In some countries, such as South Korea, recent visa changes have also made it more difficult to obtain both qualified and unqualified teachers.[11]
Education
As of 2020, 33% of international schools are categorised as bilingual, with English as the main language.[12] 52% of international schools offer a UK style of education, around 20% offer the International Baccalaureate Programme, and 21% offer US-style education.[13]
Statically, international school students have achieved higher examination marks compared with the global average:
The average point score of the IBDP in international schools was 33.6 out of 45. The global average for all IBDP students was 29.63.[13]
In the US Advance Placement qualification, international school students scored an average AP exam score of 3.54 compared to a global average of 2.91. The maximum score is 5.[13]
In International A-Levels, the percentage of A grades was 34%, while the UK average was 25.5%.[13]
There has also been an increase in The National Curriculum of England and Cambridge Curriculum as a curriculum choice over the past 10 years.[13] Schools are also adopting a hybrid model of teaching and learning moving forward to provide more flexibility.[13]
Growth
With the increase in situations such as diplomat relocation or missionary travels, there has been an increase in the demand for international schools.[3] Especially within the start of the 20th century, there has been a massive growth in international schools worldwide. In 2011 alone, 345 new International schools were established.[5] According to the ISC Research Data, there were a total of 7,655 registered International schools worldwide. That number has since risen to 12,373 registered international schools in July 2021.[14] The number of students attending international schools has also increased from 3.54 million to 5.68 million since 2011.[14]
In April 2007, there were 4,179 English-speaking international schools, which was expected to rise with globalisation. In New Delhi, worldwide entries for the University of CambridgeInternational General Certificate of Secondary Education (IGCSE) June 2009 examination session are up by almost 20% on the same session last year. The strong growth confirms the status of Cambridge IGCSE as the world's, and India's, most popular international curriculum for 14- to 16-year-olds.[15]
With rapid globalization, these numbers will most likely continue to grow. Asia and the Middle East are the leading geographical locations in international school growth. Enrollment in international schools located in the Middle East alone has grown by 20% since 2015, reaching 1.7 million enrolled students.[12] Southeast Asia has grown by 35.5% and East Asia has grown by 33.3% since. South Asia experienced the largest jump in growth by 64.6% since 2015.[12] Since international schools also tend to offer bilingual education, it is a fitting opportunity for attending students to acquire a second language. International schools have also risen in popularity with the fast-paced growth of globalisation.
Criticism
Hannah Smith of The Guardian wrote in 2013 that many students of international schools move between countries and places constantly. Several reported that they feel they have no one place where they have roots or background.[16] Many international students are often referred to as third culture kids (TCKs). A phenomenon they experience is having their identity shaped mainly through people instead of place.[17]An online survey by Denizen shows that over 200 participants first moved before nine years old and, on average, lived in four countries. These reccurring moves mean children continuously leave friends and relationships, which can bring about stress and anxiety.[17] The transition to a completely new environment and culture can be burdensome as well. However, most international schools understand these circumstances and help students with this transition period through counselling programmes.[17]
The International School of Curitiba (ISC), founded in 1959, is located in Curitiba, Paraná, Brazil.
Yokohama International School (横浜インターナショナルスクール) is a co-educational international school located in Naka-ku, Yokohama, Japan.
Utahloy International School Guangzhou (UISG) is a school with English-language class instruction in Baiyun District, Guangzhou. UISG serves students aged 2 to 19 from over 50 different countries. There are seven major native languages, including English, Chinese, Korean, French, Japanese, German, and Spanish. The school offers three types of programs: Primary Year, Middle Year, and Diploma. An average of 18 students per class, with a teacher-to-student ratio of 1 to 8.
The Academia Británica Cuscatleca (ABC) is an established and highly regarded international bilingual school in El Salvador. It is a community of some 1400 students and is fully accredited by Council of International Schools (CIS), the International Baccalaureate Organisation (IBO), the International Primary Curriculum (IPC) and the Values-Based Trust for Education (VBFT).
Yew Chung International School, is a private international school in Hong Kong for boys and girls ages 6 months to 18 years. The campuses are located in Kowloon Tong and Kowloon City District. YCIS educates children from Kindergarten to Secondary. YCIS is operated by Yew Chung Education Foundation. At YCIS, they support learning through Chinese and English as well as French and Spanish.
Private education in Dubai is regulated by the Knowledge and Human Development Authority. The UAE Ministry of Education is responsible for public schools in Dubai. Currently, more than 90% of school education in Dubai takes place in the private sector, served by 194 private schools offering 17 different curricula to more than 280,000 students from 182 nationalities. Dubai has 26 international branch campuses of universities from 12 different countries - including the UK, Australia and India. More than 30,000 students attend these universities, with the majority studying business, engineering and media & design. The Knowledge and Human Development Authority (KHDA) was founded in 2006 to develop education and human resource sectors in Dubai, and license educational institutes.
Pechersk School International (PSI) is a school located in Kyiv, Ukraine. It provides education ranging from the early childhood-level, to the end of the IB diploma-programme. PSI is a dynamic, diverse, not-for-profit international school community.
The Taipei European School is a European international school in the Shilin District of Taipei, Taiwan. It includes a British section, a German section, and a French section.
GESS is an international, multi-lingual, co-educational school in Singapore. GESS provides education to 1,800 students from more than 65 nationalities.
The Lycee Français de Chicago is a private, French international school located in Lincoln Square, Chicago, Illinois. It offers a dual French and English curriculum. The Lycée is founded on the French National Curriculum as defined by the French Ministry of Education and complemented by an English language program in addition to foreign language courses.
Warwick Academy is the oldest school in Bermuda, established in 1662. It is located in Warwick Parish.
Beijing City International School (BCIS) is an independent co-educational not-for-profit day school offering an international curriculum for toddler to twelfth grade students.
Lycée Condorcet Sydney is a French-based independent co-educational early learning, primary, and secondary day school, located in Maroubra, an eastern suburb of Sydney, New South Wales, Australia.
St Andrews International School Bangkok is a British International School founded in 1997 that provides a British-style education and curriculum to children ranging from Foundation Stage 1 to High School. St Andrews is a Nord Anglia Education operated school and part of a network of 78 schools that spans across 31 countries. St Andrews has over 2000 students representing an international community of 50+ nationalities. St Andrews is an inclusive school that welcomes students of all abilities to be ambitious and learn in a diverse and safe environment.
International School of Nanshan Shenzhen, formerly the International School of Sino-Canada, is a part of the Taoyuan Sub-District, Nanshan District, Shenzhen, China.
Xi’an Hanova International School is an international school established in Xi'an, China in 2012.
The British International School Bratislava (BISB), established in 1997, is one of the oldest international schools in Slovakia. The school educates over 770 students between the ages of 3 and 18 years from over 45 countries. BISB educates children at pre-school, primary and secondary level and it is located in Dubravka. The school follows a curriculum based on the National Curriculum of England, International General Certificate in Secondary Education (IGCSE) and the Baccalaureate Diploma Program (IBDP).
DSK International is an international school on Rokkō Island, in Higashinada-ku, Kobe, Japan. DSK International is an International IB school in Kobe for ages 2 to 12. The school provides curriculum in three languages: German, English and Japanese in two branches. DSK International offers three programmes for learners ages 2-12: Playgroup, Early Years and Primary Years Programme (PYP).
The British International School Hanoi, commonly referred to as BIS Hanoi, is an international school in the Vinhomes Riverside neighbourhood of Hanoi, Vietnam. It is also a part of the Nord Anglia Education group and is one of four British International schools in Vietnam. The school provides a British-style education for children aged two to eighteen.
Taejon Christian International School is a Pre-K to Grade 12 international school located in an area known as Techno Valley, a neighborhood in the northern part of Daejeon, South Korea. TCIS is a Three-Programme IB World School and provides boarding care through on-campus dormitory facilities. The school accepts foreign families living locally for work, families living abroad and looking for education in Korea, and local Korean families with connections to foreign culture and education abroad. Taejon Christian International School also plays a partnership role in globalization efforts in the city of Daejeon.
1 2 3 Savva, M. (2013). "International schools as gateways to the intercultural development of North-American teachers". Journal of Research in International Education. 12 (3): 214–227. doi:10.1177/1475240913512589. S2CID147492246.
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