Article in The Australian (Jan 22 2014) on International Education as Big Business (

Phil Honeywood's article describes the $15 billion (yes, Billion -- with a b) international education industry as searching for a more effective and wefficient form of management than the one presently existing, which appears fragmented among agencies, governmental groups and others. Honeywood does a good job of describing the situation in Australia and presenting some of the conversations underway about the solutions for improvement. Read the whole article at: http://www.theaustralian.com.au/higher-education/international-students/a-big-business-in-search-of-a-strategy/story-fnahn4sk-1226807012260#

24/7 Support in Language Instruction from Barcelona, Spain School (PIE News, Feb 6, 2014)

"A unique service has opened in Barcelona offering students Spanish classes by day and a local “host” to show them around the city in the evenings. Barcelona Host also has a unique 24/7 service allowing students to send questions via Whatsapp or email at any time of the day or night and receive a prompt reply," according to The PIE News.  With all of the conversations in education, whether virtual or face-to-face (F2F), about student engagement and interaction, the role of technology has to be examined. In this case, the interactivity of the technology and the use of mobile tools reflect a very real and current trend. The idea that 'education' is defined by a time and place has to be called into question.

What issues do you see if you wanted to implement some kind of interactivity via mobile technology for time outside the traditional 'school day' (a concept that is also being called into question)?

The 70-year wait for primary school (BBC Report, Jan 28 2014) by Sean Coughlan

This article is powerful in terms of the numbers shared but also in the ability of Coughlan to put a face on the numbers describing the state of primary education around the world.According to the report, the world will fall far short of the UNESCO goal of providing access to primary schools for all children by 2015. Coughlan quotes the report in saying that at the present rate of growth in access to primary schools, it will be 2086 before the goal is achieved, leaving 57 million youngsters without access. Among other things, Coughlan says "In poor countries, one in four young people is unable to read a single sentence." The article, found at http://www.bbc.co.uk/news/business-25811704, is worth the time you would spend reading it. It will raise a long list of issues that all cultures and societies should consider as implications from this situation.  All of these are interesting, but one particular issue cited stands in strong relief: Wasted Funds and Resources. That one alone should attract each of you as readers of the whole article.  (I owe a big thanks to one of my graduate students for sharing this with me: thanks, Heather Joann).

What would you say, from the list provided by the report, would you say will present the greatest challenges to parents? society? teachers? schools?

International School of Louisiana (USA) Receives State Certification

On Feb 8, 2014, Jessica Taylor posted this announcement on the UpTown Messenger (http://uptownmessenger.com/2014/02/international-school-of-louisiana-receives-state-certification/) and thereby announced that this school, International School of Louisiana (ISL) became one of that state's first World Language Immersion Schools. The posting continues:
"ISL was also commended as a school that consistently adheres to guidelines governing time of daily instruction in the immersion language, protects the written and oral forms of the immersion language, employs teachers who possess native-like fluency, offers professional development on best practices for immersion language, and creates written policies that enhance the immersion learning and teaching."  

Are any readers of this blog employed in such an immersion school? Have any of the readers had any experience with such an immersion school, regardless of its location?

South China Morning Post Article on Growth of International Schools- Feb 13 2014

"International education remains a growing global trend, with Asia leading the way - and it looks set to stay that way", writes Linda Yeung of the South China Morning Post on 2/13/2014.  In the article Yeung chronicles the career path of Simon Giddings, an expat, who arrived in 1997 as a young educator. Now Giddings leads the Kellett School in continued expansion. "As senior school head and deputy principal, Giddings expects more expatriate teachers to follow in his footsteps by opting for a career in international education" says Yeung.

Moving into leadership positions in an international school as an expat is sometimes tricky business if that school is in another country and culture. Giddings chose to spend the time and effort to become part of the local culture and landscape as he continued his career. Many international educators go abroad to teach a year or two (or a few) and find themselves fully engaged in international education. Sometimes the journey has included employment in various locales, with some landing that first leadership position in a totally new culture and country. Either way, the transition from educator in an international school to an administrative position can present its own challenges. Are there any that immediately come to mind as you read this posting and the original story by Yeung: http://www.scmp.com/lifestyle/family-education/article/1407743/international-education-growing-global-trend-and-asia ?

Local or international school: Which way? A Question from Uganda

"Local or international school: Which way?" was an article published Feb 6, 2014 in the Education Section of New Vision, a daily newspaper in Uganda; the article, written by Owen Wagabaza, describes how options have changed greatly for types of education in Uganda in the last 10 years. Wagabaza says there are, at the time of the writing, 17 international schools in Uganda serving 3000 students and will soon be joined by the GEMS Cambridge International School System, serving over 100,000 students around the world through the network of Cambridge International Schools (CIS). Wagabaza describes the decisions that local parents now have to make concerning their choices in schools, listing both advantages and disadvantages of both choices (local or international).   The changes in the educational landscape in Uganda in the last decade are probably mirrored in other countries around the world.

What factors, aside from cost, would you consider if deciding about placing your child in an international or local school in your own country?
 

Director of Innovation, An Interesting Position in Corporate Schooling Culture

"GEMS Education, one of the world’s largest international school groups, has appointed Jeffrey Beard as Group Director for Innovation. Mr Beard served as Director General of the International Baccalaureate (IB) for the past eight years", according to Rebecca Marriage in Re:Locate Magazine on Feb 3, 2014 (http://www.relocatemagazine.com/relocation-news/major-international-school-group-appoints-exib-head/1086) . What is of interest to those of us in emTech is the name and nature of the position: Director of Innovation.  GEMS is a corporate entity consisting of international K-12 schools serving 142,000 students from 51 countries and employs 11,000+ professional educators, according to their website (http://www.gemseducation.com/about-us/).

Ms. Marriage quotes Beard as saying, "GEMS is uniquely positioned to implement novel programmes to cultivate global learning and lead innovation. For parents and students, it can open a world of learning and growth built round the skills that everyone will need in a modern knowledge economy. I am excited to join such a forward-looking company.”  The nature and title imply that this group can be expected to embark on a journey of continued improvement and change. Director of Innovation is not totally uncommon in today's economy, but we have not encountered such a title in an educational organization, though it certainly may exist.

What appeals to us about this title and GEMS' action is that it places open and obvious emphasis directly on innovation -- right out front!-- and in the statement ties the innovation planned to their students' ability to live and work in today's global economy. While this is also part of the vision of many (or implied in all international schools), the assignation of a position to just such purposes reflects two trends: 1) an acknowledgement of entrepreneurial education activities in a world class education (to quote Yong Zhao, World Class Learners), and 2) a merging between business and quality educational institutions' trends in management and planning.

Director of Innovation - pretty cool! If you had such a title in your own international school, what kinds of things would you do and consider?

The fourth International Education Fair 2014 will be held in the Tbilisi Exhibition Centre Expo-Georgia on February 14-15.

(source: http://en.trend.az/regions/scaucasus/georgia/2241847.html)  We are posting this in the hopes that folks anywhere near this location can attend. It looks very interesting.

Human Resources Item Documents Growing Demand for International Education

This article, posted on ReLocate Magazine (http://www.relocatemagazine.com/relocation-news/new-data-suggests-big-growth-imminent-international-schools/1103) summarizes what many educators working international schools have been saying for some time; namely, that there is an ever growing demand for places in international schools, especially from local parents. These local parents want their youngsters to have what they perceive to be the best preparatory, educational experience so their children can join the global workplace.  The writer, Rebecca Marriage, includes this quote: "The latest figures published by the International School Consultancy Group (ISC) indicate that by the end of this year there will be 7,200 international schools teaching over 3.7million students using English as the language for learning."  She goes on to support the contention that local, affluent parents are taking up to 80% of the seats in these schools. This growing interest in the local 'international' school, coupled with a growing global economy, also seems to support the position held by some that there is an ever-growing demand for options in international education.  These data may also cause some to ask the question, "If 80% of the seats in a school are taken by local, albeit talented youth, is it still an international school?".  What are your thoughts on this?

Dr. Peter Bishop's Keynote to the 48th Annual Conference of the Association for the Advancement of International Education

Dr. Peter Bishop, futurist, recently spoke to a conference for the leaders of international schools around the world. "My vision is that we teach the future as we do the past," he told educators in his address to the 48th Annual Conference of Association for the Advancement of International Education(AAIE) in Boston on Feb. 8, 2014 (from Pamela Schied, Houston Futures Examiner). 
Dr. Bishop shared with the group the details of his organization called Teach the Future (www.TeachTheFuture.org) which he created as a vehicle to help educators actually teach the future.  He intends to enroll educational leaders, educators, and community partners in other organizations in the movement fostered by his organization; the primary purpose is to teach what he calls "futures thinking" in schools.

The presentation was well received by the educational leaders in attendance, and I suspect it did what Dr. Bishop hoped: it generated a good deal of conversation about what this means and how to do it. As content for instruction, this topic presents some new thoughts and opportunities for international educators, while at the same time raising questions about the precise meaning intended by Dr. Bishop's group.

What questions would you have asked Dr. Bishop if you had attended this session?