World Schools: The New International Schools?
By John Stiles Ph.D., Ruam Rudee International School
When one thinks of an "international" school, the vision may likely be of students from a variety of countries, spending the day together in classes taught by-in general-professional educators from somewhere else. This interesting scenario exists mainly because curricula used in international schools have traditionally been developed in Europe or North America. Japanese international schools are increasing in number as corporations from Japan open schools for their executives in the North America, Europe and Asia, essentially reversing the original blueprint in which American corporations demanded U.S.-based curricula for their children, joined quickly by British and other European nationals as well as Australians, Swiss and Canadians among others, who opened schools for their compatriots. Since the early years of "American schools," the international scene has become muddled. So much so, that the school names no longer give an accurate picture of the students or curricula within.
Today, international schools still have a mix of students from around the world, but specialize based on the intended university destination of their students. American curricular international schools today look very much like public and private schools in the U.S. as demographics become more global. And so it is with French, British, Chinese, Australian, Canadian and Japanese public schools: The student body is much more international in general than it was just a few decades ago, reflecting the global nature of our increasingly interconnected world. Indeed, when adding host national children to a mix that in many places banned their presence in international schools not long ago (Thailand is an example), the look of an international school has changed dramatically since its inception in the mid-twentieth century.
International schools now are the domain of the affluent foreigners and wealthy hosts. The profile of an international school student, with a few exceptions, is one of privilege. This more than any other factor characterizes the international school and distinguishes it from its public-based counterparts. Curriculum is much the same, whether it is an IB school in San Francisco or Hong Kong, or an AP school in Des Moines or Bangkok. One would be hard-pressed to see a great difference superficially between an urban public school in Minneapolis and International School of Brussels, for example. Difficult, that is, until one follows the students home.
There exists a misconception that an international school must be very expensive to attend. Naturally, much depends on the school's mission, whether or not it is governed by an independent board or is proprietary, or by what organizations or public entities fund it. However, there are instances of world-class schools that come into existence that challenge the economic mystique of international schools. A wonderful example is a new public school in one of the poorest regions of Thailand that is supported by businesses, boasts cutting edge computers for all students (no textbooks-just internet research and a library!), has traditional architecture among beautifully landscaped grounds with ponds, and includes community-based experiences for all students and a school garden tended by students from which comes vegetable for student meals. An independent Australian University has ranked it the number one primary school in Thailand. International by nearly every indicator, yet it has only Thai children attending, and the cost to run it is $1,000 US per child per year. How many international schools can say the same?
It is my contention that in this new century of internet technology and distance learning, most schools around the world are already de facto international schools. There are exceptions, of course, but even in developing countries, ministries of education are moving slowly toward education in a global context. To exist in this world one must have a global education, or what I like to call the new international school experience. It will be interesting to see what differences exist between international schools and public schools as we move through the upcoming decades. I suspect that eventually, the only difference will be the language of instruction, and even then it is likely that there will be more than one tongue spoken throughout the school day, no matter where the school may be.
