The history, development, and future trends in international schools

According to ISC Research (2021) international schools are identified as “English-medium schools that deliver their curriculum wholly or partly in English outside an English-speaking country.” My personal interpretation of what an international school is, is based more on the “pure international school” definition, which is that an international school is a school which is established for internationally mobile parents.

When comparing the two definitions above, they are both valid definitions of an international school but from different viewpoints. The ISC focuses on international curriculum and how it is delivered. Whereas my interpretation focuses on the practical side of being an international school. A school filled with students of different nationalities coming from different backgrounds working with each other everyday, instead of only doing it in theory. This is where real-life connections can be made, and I believe when an issue becomes personal, and involves someone you have formed a bond with, that is when students can, for example, feel empathy for people from other cultures and collaborate together towards a solution .

These are the skills that the IBO seeks to develop in students “compassionate thinkers, lifelong learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life.” (Hill, 1997, p.7, as cited in IBO, 1996)

International schools started to form around the early 1900’s, to cater for children of parents who worked outside their home countries, specifically children from parents in the United Nations (UN) agencies and outposts.

One of the oldest of these types of international schools, was the International School of Geneva, founded in 1924, which was established predominantly by UN employees (Hill, 2002). It’s vision (Hill, 2002, p.2 as cited in Maurette, 1948) was for students to have “a complete and rounded view of the world, not only knowledge and understanding but the desire for peace, the feeling of the brotherhood of man”.

A key figure in the development of such an education was Kurt Hahn. Kurt Hahn founded many schools such as United World College (UWC), Gordonstoun, Outward Bound and Salem. His ideas and philosophy inspire many institutions to this day, such as the Atlantic Challenge and Round Square (Kurt Hahn, 2021). We can see his contribution and vision to education through one of his international schools today, UWC. On their website they state that “education is more than just about personal advancement, or securing a place at university. It can inspire students to discover what connects us all as humans, and to act as champions for a world of peace, collaboration and understanding” (UWC, 2021). Their aims echo the sentiments of Kurt Hahn by challenging each student to make use of what they learn to help others. Today, there are 18 UWC schools and colleges, with almost 60 students from over 180 countries which have studied at UWC schools and colleges and on their short programmes.

I currently work at an international school. However, this international school consists of students solely from the same nation the school is in. It operates as a school that has educational roots that are from the host nation, with an international perspective. From personal experience, this transition between east and west can be quite confusing for students as to which approach they have to take towards education, as both curriculums can sometimes have differing, if not contrasting pedagogies. International schools that do not have a percentage of its population originating from countries other than the host nation. This, in my opinion, fails to offer culturally diverse perspectives on issues and topics which would promote international understanding and collaboration. This is supported by Hill (2002, p.2) when commenting on the reasons for IB Diploma programmes, “to provide a perspective which would promote international understanding, prepare students for world citizenship and promote peace.”

Programs such as the IB would hugely benefit international schools such as the one that I work at. The IB programme was made for 3 reasons: (1) preparing students with the mindset for global citizenship and international understanding; (2) a qualification that is recognised by universities around the world; (3) and to promote critical thinking. I believe all of the reasons stated above are valid for students at my international school. When asked, the majority reply with aspirations to study overseas. If we adopted The IB programme at my international school, it would equip students with the necessary global knowledge and skills, as well as a route to study and work internationally.

According to The Pie News (2021) international schools have enrolled 5.6 million children around the world. Reports by ISC Research (2021) reveal that the international education sector shows signs of sustainable global growth, as the number of international schools have more than quadrupled in the past 20 years, from 2,584 to 10,937. (The Pie News, 2021). Richard Gaskell, ISC Research schools director, told The Pie News (2021) “International school development in most countries is expanding at sufficient pace to satisfy the increasing demand for places, but a few countries have a serious shortfall, particularly China and Hong Kong.”

In these countries the demand is expected to exceed the supply. It is forecasted that several countries are expecting considerable growth in the future. Namely, Saudi Arabia which is looking encouraging due to an emerging sector for foreign investment, while Qatar’s National Vision for 2030 “could boost demand for international education in the country.” (The Pie News, 2021). Meanwhile in the west, British independent schools dominate the market.

References

Hill, I. (2002) The history of international education: an international baccalaureate perspective. In Hayden, M., Thompson, J., & Walker, G. (Eds.), International Education in Practice: dimensions for national & international schools (pp. 18-29). Kogan Page, London. https://www.researchgate.net/publication/283344961_The_history_of_international_education_an_International_Baccalaureate_perspective

ISC Research. (2021, September 21). Home. https://iscresearch.com/

KurtHahn.org | Devoted to the Education Philosophy of Kurt Hahn. (2021). Kurt Hahn. https://www.kurthahn.org/

Maurette, M-T (1948) Techniques d’éducation pour la paix: existent-ils? (Réponse a une enquete de 1 ' UNESCO ). Monograph. International School of Geneva, Geneva

The PIE News. (2019, August 28). Sustained growth for the international schools’ sector - ISC.

https://thepienews.com/news/sustained-growth-international-schools-sector-isc/

UWC History & Founding Ideas. (2021). UWC. https://www.uwc.org/history