PGCE PROCESS WORK- MODULE 1- UNIT 2 TASK 4B- A PERSONAL DEFINITION OF AN INTERNATIONAL SCHOOL

PGCE Module 1 PROCESS WORK UNIT 2 TASK 4B- 

A PERSONAL DEFINITION OF AN INTERNATIONAL SCHOOL

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My definition of an International school is one that contains a multicultural mix of pupils and staff. It adheres to an equal opportunities’ policy for staff and pupils both in it’s admission procedure and within the school and has a curriculum that embraces International-mindedness. It should provide a facility that helps with the transition process for new and departing pupils, parents and staff, networking with other schools, both local and international, to assist with this process and also to enable an exchange of teaching ideas.

I feel that the general parental perception of what is deemed to be an International school is probably largely aligned to the IASL criteria for International Schools below:

IASL Criteria for International Schools 

1. Transferability of students’ education across international schools 

2. A moving population (higher than in national public schools) 

3. Multinational and multilingual student body 

4. An international curriculum (i.e. IB - DP, MYP, PYP) 

5. International accreditation (e.g. CIS, IBO, North Eastern ASC, Western Ass. of Schools and colleges, etc.) 

6. A transient and multinational teacher population 

7. Non-selective student enrollment 

8. Usually English or bi-lingual as the language of instruction 

I would also add the following:

9. Fee-paying

Nowadays, however, by virtue of the fact that we live in a multicultural world, many schools, whether given the title International’ or not, are operating in an international way through necessity if not by choice. This is reflected in the UK’s education system which now includes “Citizenship” in an attempt to bring an awareness of different cultures to all pupils. 

Many state schools, especially those operating in a city, will be faced with a classroom which encompasses different nationalities and in which several languages are spoken. Therefore, I believe that, providing the values of IM are inherent within the ethos of the school and contained somewhere within it’s curriculum, any school could be deemed to be ‘international’. 

The distinctions between ‘International’ schools and those not given this title have, I believe, become blurred and in the future, there may not be a need to make this differentiation. Perhaps, a better way of informing parents of the type of education on offer is to erase this title of ‘International’ altogether and instead produce a very clear mission statement and curriculum guide that makes it clear how the school operates.