© WISE Education
The session also discussed that the dominant culture of
international schools may sometimes be a mismatch and that review and reflection on learning methods was always needed to give students the optimum environment to thrive in. “Our school represents 75 nationalities. The key benefit is the
international perspective you get, the different religions and cultures and what’s beautiful about that is that a student can finish their education without having any judgements. Living among different cultures is also normalised,” added Ms Al-Aghbar.
BENEFITS OF AN INTERNATIONAL EDUCATION With the theme of the conference being ‘Unlearn: Relearn – What it means to be human’, some attendees felt the event echoed the benefits of attending an international school. “This year’s theme of what it means to be human resonates so
well because life is like a globalised classroom and you’re always learning from each other; how to collaborate and appreciate. Students at our schools leave knowing how to capitalise on diversity. When you enter an international school you are unlearning original perceptions and relearning a new way of thinking,” said Ms Gare. After participating in the workshop, Barbara Carolissen, an
IB coordinator at ACS International Doha shared her experience of international schools. She said, “As a third culture kid myself, I have been working abroad for 19 years, both my children were born abroad and there are definitely pros and cons to being an expat. My children have grown up in an international system and consider themselves to be global citizens. They are open-minded and respectful of culture, religion, traditions and beliefs. Some people find it easy to adapt to life like this, but it can be difficult leaving family friends behind. Our family has learned to be flexible and adaptable, and know that home is where we are.”
MEA LEARNING TRENDS A separate workshop led by the Tariq Bin Ziad School looked at the trials and tribulations of running a dual-language programme. While an invigorating talk from Bhutan’s former minister of education, Thakur S. Powdyel, highlighted the value of ‘green schools’ that focus on green politics and green skills that cater to understanding and solving global ecological concerns. Other sessions reviewed how international schools in the
Middle East are embracing technology and teaching digital skills, and the necessity to prioritise real-world problem-solving was continually raised. Offering a regional perspective on the quality, availability and
direction of schools in the Middle East, Sudeep Laad, principal at LEK Consulting said, “International schools in the Middle East are demonstrating growth. Despite the economic softening, the premium segment has continued to show strong growth. However, the supply has also kept pace and is a lot more than what it used to be five years back.
“As a result of this market reality, schools are trying to
differentiate by using strong British branding (e.g. NLCS, Brighton) and are using other themes such as bilingual education (Swiss International School) or ecological education (Arbor School). Though technology in K12 is more do with teachers than with students, schools are also trying to embed technology as an enabler. There’s a set of parents who want to avoid too much screen exposure, so tech is being used with caution. As more and more employers require 21st-century skills, the Middle East’s elite schools are adapting their programmes.”
MASTERY GRADING Another seminar looked at how progressive schools are disrupting the educational system in Qatar, with an alternative assessment method that takes a less test-centred approach to study. Sam Abrams, a principal at international school Qatar Academy
of Science and Technology in Doha went on to explain the disruptive method called ‘mastery grading’ that is being used at his school to boost motivation and achievement simultaneously. “Traditional education has always produced results, but those results are historically focused on high-stakes testing. But is this ultimately what education is meant for?” asked Mr Abrams. He suggested that educators in attendance review their grading
structures and ask five key questions: 1.
Is it fair and student-centred?
2. 3.
5.
Is it accurate and does it communicate what the child has learned?
Is it consistent and does the grading match predetermined outcomes?
4. Does it support learning and help the student know how to improve?
Is it meaningful and does it provide value for the subject?” In conclusion and perhaps, more importantly, was
the need for conversation shifts between parents, students and educators to jointly advocate a more supportive and motivating type of school environment.
For in-depth coverage of International Education, see our highly rated Guide to International Education and Schools. Now available as an eBook! Visit
bit.ly/ relocate-international-guide-2019. Visit relocateglobal. com/education-schools for regular editorial coverage.
Join the ‘future fit’ debate between employers and schools at the Festival of Global People
Enter the Education and Schools categories of the Relocate Awards. Both events on 12 May 2020
2020 THINK
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