EXPLORING INTERNATIONAL EDUCATION
She suggests that the IB curriculum offers some answers to the complex questions that are being asked in the wake of recent political upheavals.
“Less than ever before are we in a position to make predictions about the future,” Ms Ademi says. “Parents are therefore worried about the future of their children. What is the firm ground that can be the basis for a happy and successful life for the next generation? Is the new local, the new patriotism, or even nationalism an answer to protect us from the storms of globalisation?
“International schools strongly believe that this will not work. Limiting opportunities will not increase chances. “Intercultural competences and critical thinking are
key to learning in international schools, and, if they use IB curricula, even more so, as the IB learner profile describes the curious, resilient and still empathic type of person who is so much needed.
“While knowledge remains important, information and data can be drawn from online sources everywhere. But even more key are skills, attitudes and the readiness for action – and maintaining curiosity, because things keep moving. Once a question is answered, we move on to the next one.” Kim Burgess, external relations director of the British School of Brussels, believes that international schools have
a vital role to play in fostering understanding between people of different nationalities and belief systems.
“They are a model of how we can all live and work together in a positive, purposeful and happy environment, with mutual respect at its heart,” she says.
“When our students leave us, wherever they go and whatever they do in the future, we trust that they will take this model out into the world and lead by example, proving that it is possible to live in peace and cooperation with everyone. You could say that they are all the diplomats of the future!” Language learning and the ability to communicate in a second language are also key facets of international schools. Says John Ridley, director of learning at Tanglin Trust School, in Singapore, “In the senior school, we have launched a mother-tongue programme that facilitates tuition for native speakers of a wider range of languages. The response from parents has been very positive, and we have a network of parent volunteers who are keen to represent their language and culture within the school community.” The school now plans to expand its mother-tongue programme into the junior and senior schools. Students who are fluent in two languages also have the opportunity to study the Bilingual Diploma in the IB pathway of the sixth-form college.
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