Understanding the Philosophy of Schools

According to the ISC (International School Consultancy), an international school is one that, “delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English speaking country or one that is in a country where English in one of the official languages, it offers an English-medium curriculum other than the country’s national curriculum and the school is international in its orientation” (ISC 2019). This definition of an international school would closely match my own, with the exception of an international student body. I think to truly be considered an international school, a school must be diverse in both its student and staff population (Hill 2015). While this may be difficult in some countries, especially those where English is predominantly spoken, schools can still make an effort to submerge the students in a globalized world.

However, Nick Brummit, a managing director of ISC Research, disputes my assumptive definition by stating, “Privately, I simply feel that there are many different types of international schools and that a school full of Chinese children studying an international curriculum is one type." Of course, not all international schools look the same or follow the same curriculum. There are a variety of different schools found around the world, making it almost impossible to truly define. American, Canadian, and British international schools follow their home country curriculum while IB programs offer an additional “gold standard” curriculum in many schools across many countries.

International schools first started popping up in the late 19th century for the children of globally mobile families such as missionaries, diplomats, wealthy elites, international business people, and military personnel. These families wanted to continue teaching their children in their native language and thus a need for international schools was created. Today, international schools look and feel very different from their early predecessors. Now, international schools are teaching students all over the world so that they may fully immerse themselves in the English language and learn it to better help them in a globalized market and workforce. 

Kurt Hanh was a German-born (1886) educator that helped create and change the international school movement. His educational pedagogy and philosophies still influence international school curriculums today. Hanh helped found many organizations over the span of his lifetime, but maybe none more substantial than the United World Colleges. The UWC is a force within the international school community with a mission to, “unite people, nations, and cultures, for peace and a sustainable future” (KurtHanh.org 2019). Hanh believed that adolescents had a youthful innocence and moral compass that could be preserved through education. He emphasized hands-on learning experiences and Samaritan serves, in which all students learned to give back to each other. Today, we can see Hanh’s values alive and well in 21st century and project-based (PBL) learning. There is a major emphasis on practical learning and real-world application of knowledge that stems from his ideas of hands-on learning.

According to the ISC, there are currently 9,605 English-medium international schools around the world, enrolling over 5 million students.  There are plans for another 104 new schools to open during the 2018-2019 school year. Over the last 5 years, international schools have grown at a consistent rate of about 6 percent a year. The ICS does not anticipate these trends to slow down anytime soon. In fact, they predict that over the next 15 years, that number will grow from 6 percent to somewhere over 10 percent. The regions seeing the most growth in international schools are the Middle East (Dubai and Abu Dhabi) and China (Shanghai and Beijing). As these countries continue to grow and play a major factor in the world market and economy, the demand for English speaking citizens with 21st century and globalized skills will only continue to grow. According to Richard Gaskell, ISC Schools Director, the growth in these regions is, “fuelled by increased wealth and parents aspirations to prepare children in the best way possible to study at universities overseas and for careers that will take them around the world” (ICEF 2018). In other areas, such as Africa and South America, the growth of international schools is hindered by political instability and stagnant economies. In the future, as countries in these regions begin to develop, there will be major opportunities for international education growth. International organizations such as NAFSA, AIE, and UNESCO help provide support for international educators. These valuable organizations are important to the success of international education because of their dedication to providing professional development, networking events, and social awareness. It is clear that international schools are no longer just for wealthy, nomadic English-speaking families. More and more, local indigenous families are choosing international schools for their children because they see it as the best possible educational opportunity available.

Sources

Hill, Ian. “What is an International School?” November 2015. Retrieved from https://drive.google.com/file/d/0BwgYlY1O2AV2UHhHa25ta1JvakE/view

ICEF Monitor “Annual Survey Finds Continued Growth” April 2018 Retrieved from http://monitor.icef.com/2018/09/annual-survey-finds-continued-growth-in-international-schools/

ISC Research “Data and Intel” Retrieved from https://www.iscresearch.com/

KurthHanh.org “The Legacy of Kurt Hanh” Retrieved from http://www.kurthahn.org/