The field of international education is a complex and changing one. Since the creation of the “original” international schools in Geneva, and arguably in Yokohama, the role of the international school has developed in a fashion that mirrors the myriad and complexity of change in our society. It has met needs and it has been been built to accommodate the mobility of our society. It has been created as being part of a whole regarding globalization. International education has brought forth expected education standards from clients home countries, and it has promoted a unique “world-mindedness” that is separated from nationalistic views. It has promoted peace and brotherhood however it has also been privatised and exploited. Business and enterprise has crept into the international education field with schools becoming centres and opportunities for marketing and product use. Though there are vast and different benefits of international education there also challenges and issues which need addressing and further discourse in the effort to keep students education,and the improvement in education, at the forefront of academic debate.
Quite a bit of criticism aimed at international education surrounds itself with the thinking that students receive a ‘western’ education rather than an international education. Hayden and Thompson (1995) interviewed subjects about their experiences in international education. One subject concluded,
“..because everything I was taught was delivered in a western point of view since all the teachers were from the west” p.341
As the main medium of instruction in international schools is English, and most international schools are from English (western) speaking countries, I am certain this view is quite a popular perspective.
How an international school, especially one in a non-western country, considers its placing and contribution to its local community is vitally important to building a positive relationship ‘outside the school fence’. As Bunnell (2005) states,
“Some schools seemed to prefer to take a ‘fortress’ stance, while others were trying to build links with the local community by offering the use of their facilities. Many schools also expressed concern over the lack of communication with immediate neighbours who often complain of noise and traffic.” p56
Offering the use of the facilities is a common approach many international schools take to build links with the local community. However, now more than other time in recent history, schools are extremely concerned about security.
“There is a view that international schools may want to make more contact within the local community but prefer not to be disturbed for security reasons.” p.57
and
“This argument has probably gathered pace since the ‘Bali bombing’ of October 2002 when at least four international school educators were killed (Calef, 2002: 1). An editorial piece in the International Educator (2002: 9) stated that international schools are now more open to terrorist threat than previously.” p.57
It is undisputable that, due to factors such as mobility and globalisation, international schools have been increasingly concerned about the possibilities of terrorism. This is particularly so when a school identifies itself with a particular country, for example, Stamford American International School or Australian International School of Singapore.
International schools often concern themselves with their image and how they are looked upon by others. This is more prevalent in more of marketing terms but when referring to the local community, they are often confronted with the typical problem,
“The counteracting view seems to agree that international schools ought to be more visible and involved with the local community, while arguing that it is morally wrong to assert and impose the school’s value system locally” p.56
Schools do want to make connections with their local community but do not want to be seen as overbearing. Bunnell does offer up a solution however.
“In terms of making better links with the local community, maybe greater community service is the answer. Or maybe schools ought to concentrate on making more contact with other local schools.” p.57
In my experience, authentic community service establishes quality links with the local community and, thus international schools ingratiate themselves to their hosts, breaking down whatever preconceived ideas they have of each other.
The International Baccalaureate has long been argued as an indicator of the globalisation that is allegedly sweeping our education sector. Hill (2006) argues that an international school embraces internationally mindedness. That the internationalisation of the school is not due to the make-up of the staff or the curriculum it follows, but the
“…attitude of mind reflected in both the teaching and administration of the school, rather than the cultural composition or location, which is important.” p.99
He goes on to compare and clarify that,
“..globalisation as an imposition of ideas involving a dominant recessive relationship. Internationalisation occurs when there is a sharing of ideas, where ideas are utilised, agreed upon, and mutually accepted.” p.104
Hill finally concludes that,
“The IBO furnishes an un-imposed, international education whose philosophy and pedagogical approach stem from western traditions but which explores and legitimises non-western modes of expression and thought. This is internationalisation, not globalisation.” p.110
The International Baccalaureate is not without its challenges or issues however it is my opinion the best possible framework for our students at this time. Hill (2012) describes it most aptly as
“…the principle of educating for a life of active, responsible citizenship, both local and global. Underlying the three programmes is the concept of education as a lifelong process—a fundamental plank of a world-class education. “ p.18
Another ongoing issue of international education involves the recruitment process. International schools spend spend exorbitant amounts of money on recruiting and settling in new teaching staff. Schools see hiring the right staff as an investment in the future of the school. Having the right people in the right positions is conducive to effective student learning.
Joslin (2002) explores the phases of teacher adjustment when joining an international school. She writes,
“Essentially they all describe the `honeymoon’ phase involving emotions of euphoria and optimism, followed by a second phase of confusion and anxiety, leading eventually to a recovery phase at which time the individual heads for readjustment.” p.49
This is by no means new or unexpected when teachers are settling in their new communities. What Joslin does outline is the ‘contentment point’ of a teacher,
“Successful adaptation to an international environment may therefore require the teacher to cope with the stress of the transition to a point of personal contentment, to facilitate the development of a way of thinking that is culturally and socially effective in the particular context.“ p.50
This means that there is a point where the teacher must recognise that where they are is socially and culturally different from where they are from, and that they are fine with that. Teachers must acknowledge the stress that goes along with relocating and when to finally accept their position and to make the most of the opportunities of living and working in a new community.
Joslin goes on to detail two opposing views of teaching in the globalist and internationalist school. The ‘encapsulated view’,
“Teachers who wish to teach in an encapsulated school that offers, for instance, the national curriculum of England and Wales may find that their work experience and teacher training `fits’ the encapsulated school mission.” p.57
And the inclusive view,
“..inclusive international school requires, in addition to technical and professional expertise, the motivation to embark on a journey of self-discovery and adaptation to develop qualities conducive to an `international’ mindset.” p.57
In conclusion, teachers need to decide which view suits them most to achieve professional contentment. A teacher with an internationalist view appreciates the diversity and richness of living in a community where the mindset may be different to what they are familiar with. A teacher with a globalist view, can take what they have learnt and apply it to the same system but in various parts of the world.
Due to the rapid growth of international schools, and in particular the Asia pacific area, international education leaders are also facing increasing issues and pressures in their day to day operations. Blandford and Shaw (2001) detail a list,
“High but diverse parental expectations;
High rate of staff turnover and student mobility;
Unclear roles or inappropriate involvement of school owners and board members in school operations;
Conflicting pressures emerging from the need for compliance with host country education laws and policies and the educational goals and processes guiding international education;
Cultural diversity of staff, students and board members;
Conflicts between local and global curriculum standards and expectations
Competitive pressures for student intake (pp. 24–25).”
All are equal in their importance and effect, but item 4 is certainly a huge challenge for the those who are establishing a school in a ‘non-western’ environment. Moosung, Hallinger and Walker (2012) conclude that leadership issues from international schools can be divided into
“..the environment of the schools, while others are related to internal organizational features of these international schools.” p.304
And that issues that are facing most Asia Pacific I.B schools are,
1) achieving coherence and consistency across the three IB programmes;
2) managing the complexity of the formal organization;
3) recruitment, selection, and deployment of staff;
4) ongoing professional development of teachers and
5) managing parental expectations.” p.305
One could safely and accurately say that leadership issues in international schools are more complex, but no less demanding, than those faced in national schools. In an effort to relieve leadership pressure on a select few, international schools have chosen a process of ‘distributive leadership’. This concept has become more and more common in international schools.
Lee and Hallinger (2012), in their study, conclude that,
“This assertion was supported by our findings, which suggest that the perceived quality of IB program implementation is related to leadership in general, and the distribution of instructional leadership practices and responsibilities in particular. “ p.481
In a globalized, capitalist society, opportunities continually arise for businesses to make money, and exploit, education and schools and students in particular. According to “8 Things You Should Know About Pearson…” (2013), the profiteering of test taking materials is rampant.
“In order to execute these policies that significantly expanded testing, school districts needed test providers. This, in turn, made some educational corporations very rich. Bob Schaeffer, public education director of FairTest, a nonprofit advocacy organization working to prevent the misuse of standardized testing, said he is inclined to blame politicians, rather than corporations, for the testing boom.”
This is an obvious indicator of opportunity by companies like Pearson to take full advantage of a gap in the market. Pearson is the world’s largest education and test-taking company despite the many criticisms listed in “8 Things You Should Know About Pearson…” (2013)
“1. The tests are full of errors.
2. The corporations encourage new standards, to make new tests, to make new money.
3. They profit from testing teachers, too.
4. They have lobbying power.
5. Their test content is absurd.
6. They give students with the ‘proper’ textbooks an advantage.
7. They make students take additional tests for their company research.
8. They use product placement.”
These factors are enough for any educator, and to question purchased assessments. How they remain unchecked, and unaccountable, is an indicator of the lack of foresight and care for the well being of our students. However there is hope, as parent groups are becoming more and more vocal in their displeasure of the standardized testing practices.
The globalisation of education means the mobility of students and teachers has increased. Originally this was predominantly limited to higher education however this has now spread downward into secondary and elementary education. As Arber, Blackmore and Vongalis -Macrow (2014) point out,
“Education, across all levels, has become a globalised business.” p.1
In their introduction, they refer to Stier (2010), who identified three ideologies that were applicable to schooling. They are,
“Instrumentalism is where student mobility is about economic gains and acquiring employability attributes,…”
“Idealism is premised upon the notion of internationalisation as an intrinsically good thing in terms of fostering ‘good, morally conscious citizens…”
“Educationalism stresses the notion of lifelong learning and values of learning for its own sake…”
Arber, Blackmore and Vongalis -Macrow (2014) argue that nationalistic bounds of education are becoming obsolete as now we are seeing a more mobile and transnational population. In regard to teachers, they state,
““International education, therefore, has significant implications not just for the organisation of schooling, curriculum and pedagogy but also for teacher career paths and professional identities…” p.3
They refer to ‘fast mobility’ as the transformation of occupations, identity of self and life and career goals and lament that,
“Education has itself become increasingly commodified, exchanged as a ‘product’ that provides individuals and groups with comparative advantage over others. “ p.5
They refer to the term ‘portable personhood’ which captures the ‘multiplicity’ of teacher mobility factors that define the international educator in competitive international markets. They finally contend that a teacher’s professional identity is not tied to any institutional loyalty, but to the actual profession of teaching, and to the relationships that are built within the school.
Im my opinion there will always be issues and challenges in international education. The increasing slide toward a fully globalized market economy will present problems and hurdles for institutions, teachers and families to overcome, or to the very least adapt to. The mobility of teachers presents not only positive additions to international schools, but a degree of risk in hiring a teacher who may not have the appropriate mindset for the school community. A teacher who is flexible and adaptable to the new community, who is willing to listen and enjoy new experiences will be more beneficial than a teacher who comes with a ‘suitcase’ of ideas and methodology of how one should teach in an international setting.
Leadership, in profit and not for profit international schools, face increasing pressures on enrolments as well as establishing a relationship with the local community. No school, I believe, wants to see itself as a beacon of ‘western democracy’ but rather an outpost of cultural significance, open-mindedness and adaptability. Opening the international school to the host country inhabitants will form the base of positive and hopefully everlasting relations.
The International Baccalaureate Organization creates the best current framework for international education. It’s internationalist view promotes a caring, peaceful and service-oriented education for all that is free of judgment, discrimination and bias. It can be accused of being centred toward western values however I firmly believe its appreciation of diversity and promotion of action holds in good stead as one of the preferred frameworks of choice for international education.
References
8 Things You Should Know About Corporations Like Pearson that Make Huge Profits from Standardized Tests. (2013, June). Retrieved June 1, 2016, from http://www.alternet.org/education/corporations-profit-standardized-tests
Arber, R., Blackmore, J., & Vongalis-Macrow, A. Mobile teachers, teacher identity and international schooling.
Blandford, S., & Shaw, M. (2001). Managing international schools. London: Routledge/Falmer.
Bunnell, T. (2005). Perspectives on international schools and the nature and extent of local community contact. Journal of Research in International Education, 4(1), 43–63. http://doi.org/10.1177/1475240905050290
Hallinger, P., & Lee, M. (2012). A Global Study of the Practice and Impact of Distributed Instructional Leadership in International Baccalaureate (IB) Schools. Leadership and Policy in Schools, 11(4), 477–495. http://doi.org/10.1080/15700763.2012.700990
Hayden, M., & Thompson, J. (1995). International Schools and International Education: a relationship reviewed. Oxford Review of Education, 21(3), 327–345. http://doi.org/10.1080/0305498950210306
Hill, I. (2012). An international model of world-class education: The International Baccalaureate. PROSPECTS Prospects, 42(3), 341–359. http://doi.org/10.1007/s11125-012-9243-9
Joslin, P. (2002). Teacher Relocation: Reflections in the Context of International Schools. Journal of Research in International Education, 1(1), 33–62. http://doi.org/10.1177/1475240902001001268
Lee, M., Hallinger, P., & Walker, A. (2012). Leadership challenges in international schools in the Asia Pacific region: evidence from programme implementation of the International Baccalaureate. International Journal of Leadership in Education, 15(3), 289–310. http://doi.org/10.1080/13603124.2011.605475
Stier, J. (2010). International education: trends, ideologies and alternative pedagogical approaches. Globalisation, Societies and Education, 8(3), 339–349. http://doi.org/10.1080/14767724.2010.505095
