Relocating Abroad? A Primer On International Schools

Internationals schools were originally founded to serve expatriate populations. Many of the first international schools were founded as a result of a foreign state department or military presence in a country. In today's global economy, there is now also demand from multinational companies for these kinds of schools. There were various impulses behind the creation of these schools. Most obviously, the schools provided instruction in a specific language if that language was not that of the host country. They also provided choices for families who preferred a curriculum and school-leaving qualification not offered in the local school system. In addition, the schools were a response to families' desire to preserve their home culture in some sense. They wanted to ensure that their home culture influenced the nature of their child's education. The schools also provided a built-in community for expatriates.

Although international schools usually cater mainly to foreign nationals, they also often attract local students. The majority of international schools are located in or around major cities and centers of business and government. They are most often privately funded institutions, and can be non-profit or for-profit.

International schools can be defined by their curricula:  they either offer a national curriculum other than that of the host nation, and/or they teach a specifically international curriculum, such as the International Baccalaureate. Many international schools will combine these offerings to provide a choice of different "tracks" to their students, which can also include following the curriculum of the host nation.

National curriculum schools provide instruction in the language of the school's affiliation, and offer continuity of curriculum for nationals of that country. In practice, many of these international schools in fact attract a wide range of nationalities, although the nationality of the school's affiliation is usually the majority. (There are notable exceptions to this, however, in international schools which teach a foreign curriculum but are populated mainly by students of the host nation.) Of the international schools which follow a specific national curriculum, American and British curricula are the most common. The list below indicates some of the national systems most commonly found amongst international schools:

National Curriculum Schools:

American:

The United States does not follow a specified national curriculum, but the term refers to schools which follow the American style of education. This emphasizes breadth of study, and usually requires that students study all main subject areas (such as math, science, literature, and social studies) through all years of schooling. Students following a college preparatory curriculum take Advanced Placement (AP) exams in the final years of secondary education, as well as the SAT Reasoning Test and SAT Subject Tests required by American universities.

Australian:

The Australian education system is patterned after the British system. Students begin to specialize in certain subjects at age 16, and they take examinations in four to six subjects at the end of the next two years to earn the Higher School Certificate (HSC) school-leaving qualification.

British:

The British national curriculum emphasizes an early start to formal academic work, at age four or five, and progressive subject specialization through the school years.  Students usually study three to four subjects in depth in the last two years of school before university. Examinations are emphasized, and students undertake national public examinations at regular intervals from the age of 7, the most important of which are taken at 16 (GCSEs) and 18 (A Levels, which are required for university entry).

Canadian:

There is no Canadian national curriculum, as this is under the jurisdiction of the provinces. A Canadian education requires breadth of study. Students following a university preparatory curriculum usually take Advanced Placement (AP) exams in their final years of secondary education.

French:

The French national curriculum provides breadth, but also requires specialization in the teen years. At age 16, those who intend to go to university pursue the general Baccalauréat in one of three tracks:  sciences, economics and social sciences, or literature and languages. Examinations are important and rigorous: students take the diplôme national du brevet exams at age 15 before going on to preparation for the Baccalauréat examinations at age 18.

German:

There is no German national curriculum; instead each Länder, or province, follows its own. However, the basis structure of a German education emphasizes breadth of study until age 16, and then requires specialization in preparation for the Abitur examination taken at age 19 to enter higher education. There are no national public examinations before this.

Indian:

The Indian education system is patterned after the British system.  It emphasizes an early start to formal academic work, at age four or five, and progressive subject specialization through the school years. The language of instruction in Indian international schools is English, and Hindi is studied as a regular subject. Examinations are emphasized, and students undertake national public examinations at age 16, the Indian Certificate of Secondary Education (ICSE), and at age 18, the Indian School Certificate (ISC), which is required for entrance into university.

Japanese:

The Japanese national curriculum provides a broad foundation, with specialization in the teen years. Students earn the Kotogakko Sotsugyo Shomeisho, or Upper Secondary School Leaving Certificate. Examinations drive the system, and schools prepare students for high-stakes entrance examinations to Japanese universities.

Other International Schools:

Other international schools are not affiliated with one particular country, and these often will serve a still more diverse population. These schools usually follow the International Baccalaureate (IB) curriculum.

However, it is important to clarify the distinction between international schools and International Baccalaureate curriculum schools. The IB curriculum, although initially established for use in international schools with no particular national affiliation and diverse nationalities, has grown in popularity and is now used in a variety of schools.

The IB curriculum can sometimes be offered as a "track" within national curriculum international schools, and increasingly, it is offered in some local schools in certain countries.

The International Baccalaureate incorporates three different programs:  the Primary Years Program (PYP), for students ranging from age 3 to 12, the Middle Years Program (MYP), from age 11 to 16, and the Diploma Program, for those from age 16 to 19.  Schools may not have accreditation in all three programs. The Diploma Program is the most commonly found. The PYP and MYP programs may be taught in any language, while the Diploma Program is offered in English, French, and Spanish.

The International Baccalaureate program aims to develop global citizens who are internationally-minded. The content of its courses are international in scope and second language acquisition and development is emphasized. The curriculum also emphasizes study across disciplines. The IB stresses the importance of creating life-long learners, and seeks to develop critical thinking skills so that students "learn how to learn.

Culture of International Schools:

International schools are defined by their transient population. This can be an advantage in helping new students and families to assimilate, as everyone else remembers being a newcomer. It often creates a particularly friendly and welcoming environment. Teachers and administrators are attuned to the needs of internationally mobile children and families, and are often more flexible in accommodating a new student. However, students who stay on at the school for some time would need to adapt to significant change, and friends who come and go.

International schools vary in the influence of the host culture. Some national curriculum schools will strongly reflect the country with which the school is affiliated, with a student body and a faculty in which that nationality is the significant majority. Schools which are not affiliated with one country may have a more diverse population. Schools will also differ in the number of host country nationals which they enroll. In many countries, local students may choose to attend an international school for a variety of reasons, such as the language of instruction of the school, or the particular curriculum and the qualification for higher education offered.

Admissions:

There is generally high demand for places at international schools. It is common for schools to have waitlists. However, because of the transient population places shift regularly, and it is often easier to enter an international school in the middle of the school year than a local private school, for example.

General application requirements typically include:  a transcript from the previous school, teacher recommendations, and the results of standardized testing. Priority in admission may be given to the siblings of current students.

Key Considerations in Choosing International Schools:

Families choose international schools for different reasons. Families who plan to repatriate to their home country may choose to follow their national curriculum to provide as smooth a transition as possible upon re-entry. Those who anticipate many relocations may choose a school that offers the IB program. International schools also provide a valuable opportunity for students to experience a multicultural environment and to meet and befriend students from around the world. However, families should consider the level of immersion they wish to have in the host culture. International schools can sometimes feel like a "bubble," somewhat removed from the local schooling and culture.

By School Choice International