Global and local ...
Caroline Ellwood outlines the evolution of international education as a concept and explains its importance in the 21st century
Whilst not all the schools in this guide have ‘international’ in
their title, it takes only a brief study to realise that they are
linked by common aspects of provision and philosophy. Here are schools
which welcome students from many different countries and provide an
educational service of particular relevance to the needs of a
rapidly-changing world.
The special qualities and values which go to make up international education
have developed alongside and because of the history of the last half
century. Global conflict has brought a yearning for peace; global
cultural homogenisation has brought an appreciation of cultural
diversity; rapid global communication with English as the dominant
language has led to the preservation of mother tongue languages and the
promotion of bilingualism; an endangered planet has produced a growing
regard for the environment.
Of course, such concerns are not the exclusive domain of international schools
– indeed they can be found in the mission statements and philosophy of
many national schools. However, being geographically scattered across
the world and having a multilingual and multinational clientele
provided an opportunity for a number of pioneer educational innovators
to explore how international awareness and intercultural understanding
could become a necessary part of learning to live together and lead to
a shared humanity.
So over the last 50 years a concept of
‘international education’ has grown in strength, developed its own
pedagogy, curricula, methodology and research base. George Walker,
Director General of the International Baccalaureate
Organization, believes that so important is its message that
‘international education has the potential to change the world’ (1).
The foundation of international schools was
originally a very practical solution to a specific need. A
rapidly-expanding and mobile work force of diplomats, civil servants,
government and international business employees needed schools for
their children. A market was created and international schools
proliferated across the world. However, this market did not just spawn
institutions; it also provided the seed bed for the growth of a diverse
but recognisable philosophy.
International education is diverse, for it has many different
starting points: the World Colleges, the International Baccalaureate
Organization, The International Schools Association, The European
Council of International Schools, The Council of International Schools
– all have made a contribution as have many individual practitioners.
A number of these early pioneers were influenced by the theories of
Kurt Hahn who in pre-war Germany had opposed the ideas of Hitler and as
a refugee been one of the founders of Gordonstoun School. Hahn saw international schools
as the hope for the future in a torn world – a place where students
from different countries working and learning together could eradicate
national, racial and religious prejudice, where the ideals of world
peace could be embedded and young people be encouraged to action in the
service of others. Indeed these ideas formed the basis of the
foundation of the World Colleges Movement and the International
Baccalaureate Organization and still influence the mission statements
and values of many schools.
If again we refer to the listings of schools in this guide and look
carefully at what they provide it is clear that international education
is much more than a statement of values and vision. It is a practical
expression through a comprehensive curriculum of how the educational
aims of a school will provide for the needs of a child of the 21st
century, a child growing up in a complex world of war, poverty, famine,
environmental destruction, prejudice and constant change.
Whether the curriculum is provided by the International
Baccalaureate Organization (Primary and Middle Years and Diploma
Programmes), the International General Certificate of Education, the
International Primary Curriculum, the National Curriculum of England
and Wales, or is focussed towards US qualifications or other national
systems there will be certain common features. Ian Hill has listed
these as:
- ‘course content which provides an international perspective...;
- ‘recognition that the world is increasingly interdependent...;
- ‘provision of activities which bring students into contact with ... other cultures...;
- ‘creation of a context for world peace by provision of
opportunities for many cultures to live together in mutual
understanding and respect.’ (2)
All schools will aim to give their students a balanced and
rigorous education and the skills necessary for their future and to
develop the potential and talents of every individual student so that
each one has a sense of identity, confidence and a willingness to
participate. Indeed international schools expect their students to be actively involved not just in the day-to-day learning process but in community action.
To return to Kurt Hahn: Peterson (3) describes how Hahn saw what he
called ‘spectatoritis’ as the great danger to society. He wanted
students not just to think but also to act – to feel that if the world
needs changing, then they can do it. And so a vital component of
international education developed – community service. Across the
continents more than a thousand schools are involved in large and small
initiatives: a major force for good is, as George Walker hoped,
changing the world.
Fundraising may often be the basis, but what is so remarkable is the
action. Students help in refugee camps, travel hundreds of miles to
build classrooms, sink wells, teach in schools in poor villages, fight
their way through jungles to help reclaim land by planting crops, do
volunteer work in hospitals and old people’s homes, take provisions and
toys to orphan children, create a scheme to help the blind have
cataract operations: the endeavour is endless. Globally and locally
young people are taking responsibility; are making a difference.
Perhaps ‘making a difference’ is at the heart of the
international-minded student, teacher and school. Whether there is
international in the title is of no importance – what matters is that
awareness of difference produces not conflict but an appreciation of a
common humanity. In celebrating our own special difference and our own
particular rights we must never forget to respect the rights of others.
Dr Caroline Ellwood is Editor of is magazine and of the International Schools Journal.
References
1 Greg Crafter, in George Walker: To Educate the Nations (John Catt Educational Ltd, 2002), p7
2 Ian Hill: ‘Internationally-minded schools’ in International Schools Journal, Vol XX, No. 1, November 2000 (European Council of International Schools, 2000), pp28-29
3 A D C Peterson: Schools Across Frontiers: The Story of the International Baccalaureate and the United World Colleges (Open Court Publishing, 1987), p2
Published in Guide to International Schools 2005
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