Category: International schools

International mindedness: measuring skills that go beyond the classroom

“There is still a lack of understanding about what students can expect from an international education”

A new report by ISC Research highlights the importance that today’s students place on a global mindset; a demand which has led to a dramatic increase in the number of applications to schools which offer an international education, says Johanna Sale, vice-principal of Impington International College.

However, this growing popularity is of no surprise to me. At Impington, we have received more than 250 applications to join our Sixth Form this year alone!

While the desire for an international education is clearly growing, the ISC Research suggests that there is still a lack of understanding about what students can expect from an international education and how the phrase “international-mindedness” is measured to ensure that students have the skills that they need to succeed beyond the classroom – and their country’s borders.

“Embracing language learning does not mean simply widening access to modern European languages”

In 2021, Ofsted published a report into the state of languages in UK schools. It begins with lofty ambition – the second line declares that learning a language is ‘a liberation from insularity and provides an opening to other cultures’ – but soon runs aground on the grim statistics of student disengagement, writes Barry Mansfield of Halcyon London International School, Marylebone.

“International students in the UK directly contribute to cutting edge research and the development of new technologies”

Britain is one of just five countries in the world to have developed a WHO-approved vaccine against Covid-19, a triumph that would not have been possible without the countless hours contributed to the project by international students, says Study Group’s James Pitman.

The UK has earned its place as a global science hub, but the government plans to go even further, turning the country into a “science and technology superpower”. This ambitious goal is achievable, but only if we continue to welcome international students and empower them to work side by side with the top British minds in academia and research.

“One of the greatest limitations that has undoubtedly been felt within schools across the board has been the removal of opportunities for young people to broaden their horizons beyond the classroom”

For the past 18 months, lockdown restrictions have had a huge impact on young people, arguably more so than any other generation, with schools for the first time in living memory closing their doors in 57 countries across the world. In March 2020, 682 million students worldwide had to continue their studies from home, writes Keith Birch, Principal of Westminster Campus at Southbank International School.

“With such a heated clash between nationalist and global identities, many young people may feel forced to pick a side. As an educator, I feel it is part of my job to help them not to make such a false binary choice”

Debate about the nature of globalisation and its impact is never far from the news these days. Populists have drawn on the frustrations of those who have seen globalisation halt progress in their communities, and antipathy has been directed to those that are seen to have benefited most from it, writes Katerina Vackova, UFP Chief Examiner for Humanities, CATS Global Schools.

“I see global citizenship as involving a sense of open-mindedness and adaptability”

Global citizenship has become quite a political and controversial concept. In 2016, the UK Prime Minister at the time, Theresa May, declared “today, too many people in positions of power behave as though they have more in common with international elites than with the people down the road, the people they employ, the people they pass in the street…. But if you believe you’re a citizen of the world, you’re a citizen of nowhere. You don’t understand what the very word ‘citizenship’ means”.

And then, in 2019, Donald Trump told the United Nations General Assembly that “the future does not belong to the globalists. The future belongs to the patriots”.

I don’t agree with either of these statements, writes Martin Hall, head of school at ACS International School Hillingdon.

June 4, 2021
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International schools, Internationalisation

Translation is the key to success when it comes to international students

“Streamlined digital e-learning programs available in the native language of the user are proven to be significantly more effective in increasing engagement”

Pre-pandemic, there were reports that the global online education market would reach a value of $350bn by 2025, writes The Translation People‘s Alan White.

With 1.38bn students affected by the forced closure of schools, colleges and universities around the world, some online learning providers are reporting a 200% increase in usage in their platforms since March.

Earlier this month, Uganda’s First Lady and education minister Janet Museveni instructed the country’s universities to start online teaching if they hadn’t already done so.

“No continuing learner should be left behind or excluded” because of their Covid-19 response, she said.

For the 16,000 international students who come to Uganda each year, this move provided a level of accessibility to education that risked being compromised the longer lockdown continued.

July 15, 2020
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Crisis management, Edtech, International schools

How international schools can soothe back-to-school panic

“It is important that schools show a willingness to hear the worries and fears of parents.”

Many teachers might soon be asked to put away their computers and webcams and return to reality at the front of the classroom, writes Katie Harwood of Haut-Lac International Bilingual School in Switzerland. Naturally, this restoration of normality might not be so simple as it seems on the surface, and students and staff alike will likely feel a little daunted by it. Many might even have to return from their home countries, having sought comfort from familiarity during the pandemic. However, there are a few simple things schools can do to make their teachers and students feel more comfortable about the situation.

June 19, 2020
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Boarding schools, Europe, International schools

International universities adopts GLOCAL mantra

“The world is rapidly transforming, and with it, our education systems need to evolve to”

In the past, it was accepted that an education system which revolved around competitive exams would prepare students for the job market. Accumulating knowledge was the driving force behind success, but now after digital disruption, (where information is available at your fingertips), this is not the case anymore. The world is rapidly transforming, and with it, our education systems need to evolve to.

Jobs today are fluid, requiring an array of skills ranging from critical thinking, communication and domain knowledge. Further, with the advent of artificial intelligence, Internet of Things and other technological advancements, nobody knows what the careers of the future will look like, what activities will be uniquely human and how organizations will find a balance between automation and human delivered output.

November 4, 2019
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Higher education, India, International schools, Skills

Looking for a Pathway Partner? Maybe Check in the Mirror

“Even without a partner, you can still benefit from emulating the best elements of outside pathway providers”

If you are looking for a pathway partner, it is probably also true that you are looking for some kind of overarching structure to guide your international student management on campus.

You’re also not alone; in 2009, only two outside pathway partnerships existed in the US, while seven years later, there were 55*. Why such interest in partnering? Pathway Providers are most often selected by universities because they bring added value to a university’s international student lifecycle, from student recruiting to student support and career success.