Insight Education’s Post

The popularity of American model schools in Central Asia has risen significantly in recent years, providing a viable alternative to the well-established IGCSE and IB schools in the region. So, what sets these schools apart? Firstly, American model schools typically follow an emphasis on critical thinking, creativity, and practical skills development, catering to students' individual strengths and interests. They also offer a diploma that is recognized by universities worldwide, providing students with greater opportunities for higher education and future career prospects. Moreover, these schools foster global-mindedness and prepare students for the digital landscape of the 21st century by integrating technology into everyday learning. However, it's important to recognize the strengths of IGCSE and IB schools in Central Asia, such as their rigorous academic standards, international networks, and university recognition. Ultimately, the choice between these educational models depends on individual preferences, career aspirations, and learning styles. As the educational landscape continues to evolve, it's fascinating to witness the growing popularity of American model schools in Central Asia, competing with IGCSE and IB schools. Each educational approach offers unique advantages, catering to the diverse needs and aspirations of students in the region. #internationaleducation #internationalschool

Academic papers on international K12 education, especially about China, are often neglected from discussions about the sector; however, they offer a valuable and rigorous lens into key areas of interest in the sector. For our subscribers, Venture has listed, summarised and analysed 47 academic papers written on international K12 education in China in the past 5 years; and some of the key academics working in the space. Such as Adam Poole and Tristan Bunnell Their recent paper “Diluting, decoupling, and dovetailing: Considering new metaphors for understanding the changing international school landscape in China” examines the changing landscape of international schools, particularly the rise of 'non-traditional' international schools in China. In summary: The landscape • There has been huge growth in international schools in China, with around 1,000 now in operation. About two-thirds are 'Chinese Internationalised Schools' (CIS) catering largely for Chinese students. • CIS deliver a mix of Chinese and international curricula, have around 60% Chinese teachers, and are influenced by Chinese regulations. • The co-existing of CIS and traditional international schools (TIS) requires new concepts and metaphors to understand this diversity. New concepts • Two existing metaphors are 'diluting' (seeing the changes as problematic) and 'decoupling' (viewing the new models as distinct from traditional international schools). • A third proposed metaphor is 'dovetailing' to suggest pragmatic fusion of global and national forces. Exploring the 'Dovetailing' Metaphor • At a conceptual level, dovetailing involves combining national and international curricula. • In practice in China, dovetailing is happening through 'segmented incorporation' of international features within tighter state control. • The metaphor helps conceptualize interactions between global and national forces in international schooling. An interesting area for you? Why not undertake a postgraduate degree and contribute to this nascent area of research? Or subscribe to Venture… because we are about to release some truly incredibly ground-breaking papers to our subscribers! #academicpapers #internationaleducationinchina

Globalization of Education The impact of globalization on education is profound and far-reaching. It facilitates international collaborations and exchanges, enriching the learning experience and broadening perspectives for students and educators alike. By embracing culturally responsive teaching practices, we can create more inclusive and effective educational environments. These practices acknowledge and value the diverse backgrounds of students, fostering a more equitable and dynamic learning atmosphere. The benefits of such an approach include improved academic outcomes and the development of a global mindset among students, preparing them for a rapidly evolving world. For a deeper exploration of these ideas and practical steps to implement culturally responsive teaching, you can read more in this comprehensive article from iResearchNet: Multicultural Education https://lnkd.in/gnWBfPDf

I recently attended the Times Higher Education Asia Summit (April 29-May 1, 2024). One theme resonated a lot--transnational education (TNE). I found these discussions particularly interesting--how universities are offering education across borders, the challenges they face, the impact at the student and the societal level. There is so much potential... for students, for faculty exchanges, for global advancement...I have summarized some key takeaways in today's Scholarly Kitchen Post https://lnkd.in/dcpdKHxq The Scholarly Kitchen

Check out this interesting blog post by Kathleen Fairfax on managing up in international higher education.

This morning, I finished a quick course on ‘Developing Critical Global Perspectives’ by ECIS, the Educational Collaborative for International Schools. It is a very good course and I highly recommend it to all teachers. Thank you ECIS and thank you Dwight School Hanoi and Nasreen Ikram. At the end of the course, I was compelled to share what I have learned, especially as a BIPOC navigating through international education. At the moment, there are initiatives from international schools to become more diverse and inclusive, and thank goodness we have moved each other to make progress. However, we can also recognize that there is definitely a lot more meaningful work to do in various areas- from attitudinal to systemic structures. The course tackles what is at the heart of what it means to have a critical global perspective, including themes that reflect on issues of identity and power. It also defined, made connections and differentiated global competency, international-mindedness, intercultural understanding and global citizenship. Two things I love about this course: 1) They provided sufficient engagements, academic resources (eg. journal articles, websites) and framework to understand the themes and content of the course; 2) They provided powerful reflection tasks at the right moments. The made me reflect about my own identity, perspectives, biases, experiences, current situation in my school and action planning. My current actions to take are to continue reading the recommended resources and to inquire more about activities and initatives that inculcate and develop responsive interactions across cultures, values and identities that are applicable in my school context. If this is something you might be interested in, message me and maybe we can do something together.

International School Educators: Former students of mine and alumni from SAS are expanding on a research project they started in school. Please read below and respond to their email if interested. Ansel Natarajan Current Individual Education Service Plans (IESPs) are not as effective at helping students with special learning needs -- we want to change that. We're looking to connect with international school teachers for a brief interview (10-15 minutes) to dive deep into your experiences. Here's an example of who we're looking to talk to: 1. Teachers from International Schools in Singapore (e.g., Stanford American School) 2. Teachers at IASAS Schools (e.g., Taiwan American School) 3. Teachers at American Schools in Asia (e.g., American School Hong Kong) 4. Teachers from Non-US International Schools (e.g., International School Bangkok) We'd love to hear from you if you fit this profile or know someone who does. Your insights could help shape a tool to transform educational outcomes for students with special learning needs. Reach out on Linkedin: @Ansel Natarajan Reach out through email: [email protected]

The Transnational Education Success Scorecard My latest Higher Education Policy Institute blog introduces the Transnational Education (TNE) Success Scorecard, a strategic tool designed to help universities assess and enhance their TNE initiatives and align their TNE programmes with broader internationalisation goals. The scorecard aids in identifying both opportunities and risks, helping institutions make informed decisions and ensuring long-term success in global engagement. I'd be very interested in feedback, especially on key factors I've missed. https://lnkd.in/eU6_4wdK

Having navigated the diverse landscapes of teaching thousands of international and domestic students, I am often asked about the nuances of 𝐭𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐢𝐧𝐭𝐞𝐫𝐧𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬. So, here is my perspective. → International students come from different cultural backgrounds and bring diverse perspectives and experiences to our learning institutions. 🌏 Their unique journey involves adapting to new cultures, languages, and educational systems. As educators, embracing the unique needs of international students is not just a choice but a necessity in crafting truly inclusive educational experiences. So, here are some points to consider in tailoring pedagogy for our international students: 🗣️ 𝐀𝐝𝐨𝐩𝐭 𝐚 𝐬𝐮𝐢𝐭𝐚𝐛𝐥𝐞 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧 𝐬𝐭𝐲𝐥𝐞: Language proficiency varies among students. Striving for clarity, using diverse instructional methods, and encouragong active participation to ensure everyone feels heard and valued is critical. [This always tops my list and is what students remember the most.] 🔍 𝐔𝐧𝐝𝐞𝐫𝐬𝐭𝐚𝐧𝐝 𝐜𝐮𝐥𝐭𝐮𝐫𝐚𝐥 𝐧𝐮𝐚𝐧𝐜𝐞𝐬: International students may have diverse learning styles influenced by their cultural backgrounds. Acknowledging and integrating these nuances into our teaching methods not only enhances their academic experience but also promotes cross-cultural understanding among peers. 🌐 𝐈𝐧𝐭𝐞𝐠𝐫𝐚𝐭𝐞 𝐠𝐥𝐨𝐛𝐚𝐥 𝐩𝐞𝐫𝐬𝐩𝐞𝐜𝐭𝐢𝐯𝐞𝐬:  Infuse global resources, case studies and literature into the L&T activities to resonate with the international student body. This broadens their worldview and facilitates dynamic discussions that draw from a wealth of cultural insights. 🧠 𝐀𝐝𝐝𝐫𝐞𝐬𝐬 𝐦𝐞𝐧𝐭𝐚𝐥 𝐡𝐞𝐚𝐥𝐭𝐡 𝐚𝐧𝐝 𝐰𝐞𝐥𝐥-𝐛𝐞𝐢𝐧𝐠 𝐜𝐨𝐧𝐜𝐞𝐫𝐧𝐬:Recognise the additional stressors that international students may encounter, such as homesickness, language barriers, acculturation stress and adjusting to an unfamilair educational system. Consistently touch base with students facing challenges. Extend your support, and approach mental health issues with the attention and care they deserve—𝐧𝐞𝐯𝐞𝐫 𝐝𝐢𝐬𝐦𝐢𝐬𝐬 𝐭𝐡𝐞𝐦. In essence, adapting pedagogy for international students isn't just about meeting academic needs; it is about cultivating an environment where diversity is celebrated, perspectives are embraced, and students are empowered to succeed. 𝐓𝐡𝐞 𝐠𝐨𝐚𝐥 𝐢𝐬 𝐧𝐨𝐭 𝐣𝐮𝐬𝐭 𝐭𝐨 𝐞𝐝𝐮𝐜𝐚𝐭𝐞 𝐛𝐮𝐭 𝐭𝐨 𝐞𝐦𝐩𝐨𝐰𝐞𝐫! #academia #highereducation #lecturer #highered #pedagogy #scholarship #teach #teaching #education #internationalstudents #teachers #CQUniversity

Humanist Philosophy in Education: A Transformative Approach After 15 years of teaching in diverse settings across Brazil, my journey has brought me to an international school in the Netherlands affiliated with the IB (International Baccalaureate) programme. Here, I’ve witnessed firsthand how a humanistic approach to education empowers students, giving them the tools to thrive in a globalized world. In humanist education, the focus is not just on academic achievement, but on personal growth, dignity, and development as central tenets. As Paulo Freire emphasized, education should help students become aware of themselves and their relationship with the world around them. The principles of humanism encourage self-reflection and self-actualization, supporting students' personal and intellectual growth. What stands out most in this educational model is its emphasis on student autonomy. Students are given the freedom to make decisions about their learning, fostering not only creativity but also a deeper engagement with the material. Rather than memorizing information, they are encouraged to think critically, collaborate with peers, and work on meaningful projects that connect with their personal interests and global issues. The IB programme aligns closely with these values, promoting an education that is relevant, student-centered, and conceptually integrated. By giving students ownership over their learning and reducing the emphasis on grades, we create an environment where intrinsic motivation thrives. Humanist educators facilitate rather than dictate, encouraging inquiry, creativity, and passion. It is an honor to be part of a system that values the whole student, nurturing both their academic and personal potential. It’s here, in this international environment, that I truly feel I’m making a difference. #Education #HumanistPhilosophy #InternationalBaccalaureate #StudentCenteredLearning #TeachingTransformation