international education in a national context the australian experience and the role of...
TRANSCRIPT
International Education in a
National Context
The Australian Experience and the role of international accreditation in identifying and promoting international education
in Australian Schools.
Definition: ‘International Education’The provision of opportunities for students to become
internationally minded. (International Learning)
NOT The provision of opportunities to attract overseas students
to Australian schools, colleges and universities. ($15.5 billion 2008)
Definition: National ContextSchools that to a greater or lesser extent have their
operations and curricula regulated by national government.
For the purpose of this presentation this includes Australian government, independent and religious
foundation schools.
Council of International Schools A not-for-profit membership organisation.
690 member schools in 120 countries plus 420 Colleges/Universities.
Variety of services on offer, including accreditation (now 440 schools).
295 schools currently accredited.
145 more schools actively seeking accreditation.
In excess of 750,000 students in CIS Members schools
Worldwide Organisation:a) Global Headquarters in Petersfield, UK, b) Accreditation Office in Madrid, Spain, c) Higher Education Services in New Jersey, USA. d) Regional Office Australia. a) & b) to relocate to Netherlands.
Collaborates with other agencies e.g. NEASC, WASC, IBO ,IPC, national and state governments; Thailand, China, Australia, U.A.E.
Associated with Regional International School Associations, e.g. EARCOS, FOBISSEA, LAHC, BSME, ECIS, AAIS, Tri Association.
Recognised in the USA through the National Association of Independent Schools.
CIS Australia51 Member schools of which: 42 Accredited 6 In Accreditation Process 3 Member Only
61,354 students in CIS schools in Australia
Why do so many Australian Schools find it important to
provide opportunities to develop internationally minded
students?
The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century:...1999promotes understanding of the value of cultural and linguistic diversity, and students possessing the knowledge, understanding, values and skills to contribute to, and benefit from, such diversity in the Australian community and internationally.
April 1999
Global integration and international mobility have increased rapidly in the past decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship – India, China and other Asian nations are growing and their influence on the world is increasing. Australians need to become ‘Asia literate’, engaging and building strong relationships with Asia.
Melbourne Declaration on Educational Goals for Young Australians Dec 2008
Greater interest in developing internationally relevant experiences for students in Australian Schools:
Growth in number of schools seeking CIS accreditation. Growth in number of schools adopting IB programs. Growing interest in Education Departments about developing
internationally minded programs for students. International Education department Victoria. Development of internationally minded education support
organisations. Asia Education Foundation AusAID – Global Education Project
Why is International Mindedness Education Important?
Citizens must be able to competently negotiate cultural differences, manage multiple identities, comfortably interact with people from different cultures and confidently move across cultures as well as the physical and virtual worlds. To do so, they need a deep understanding of the interconnectedness and interdependence of humans, cultural knowledge and linguistic abilities that enable them to appreciate and respect other cultures and peoples, and emotional and psychological capacities to manage the anxiety and complexity of living in a globalised world
Yong Zhao 2008.
…respect other cultures and peoples and emotional and psychological capacities to manage the anxiety and complexity of living in a globalised world.
Negotiate cultural differences Manage multiple identities Interact with different cultures Move across cultures Move across physical and virtual worlds
Understanding of interconnectedness and interdependence Cultural knowledge Linguistic ability
Defining Internationalism through Standards THE CORE STANDARDS for INTERNATIONALLY
ACCREDITED SCHOOLS All accredited schools will be ‘good’ schools, providing a
high quality education. For those striving to offer an ‘international’ education there is an emerging collective mission:
‘… to develop young people equipped and disposed to make difference in a world of daunting complexity and increasing challenge.’
These ‘products’ of our schools will have the requisite understandings, knowledge and skills and, critically, the sense of moral purpose required to listen to diverse opinions, know their own minds, make a stand for what they believe.
Our schools, through their mission, curriculum, policies and practices will provide opportunities for learners to develop:
ETHICSa personal code of ethics, through meaningful engagement
with issues of principle explored from multiple perspectives and through experiencing their school as a model of ethical practice.
GLOBAL PERSPECTIVEUnderstanding of issues of diversity, peace and conflict,
sustainable development, and social justice and equity.
DIVERSITYEmpathy, perspective and self-knowledge through meaningful
engagement in their own beliefs, values and perspectives and those of others.
COMMUNICATIONCompetency in the medium of instruction, another language, and,
with as much support as the school can offer, their mother-tongue.
COMMUNITYThe disposition to participate actively and responsibly in their local
and global community through meaningful, reflective experiences.
LEADERSHIPCompetency in collaborative problem-identification and solution
through meaningful experiences of leading, supporting, responding to different opinions and reaching constructive resolution.
FoodFashion
Language
Festivals
Visual Arts
Performing Arts
Flags
Beliefs ValuesPerceptions
Assumptions Rules
Expectations
NormsThought Processes
Learning Styles
Time-Orientation
StatusGender Roles
Space-Orientation
Non-Verbal Communication
Notions of:
• Beauty• Self• Modesty• Courtesy• Aging• Friendship• Cleanliness
What is the CIS Accreditation Process ?
Why have so many Australian Schools entered the CIS Accreditation Process?
The Evaluation Process and the actions it generates provide an opportunity to improve the quality of education offered at the school …………
…….. and the Award of Accreditation recognises the quality of the evaluated school.
Evaluation – Action – Recognition
☼ FOCUS: Quality of students’ learningand/or well-being. ☼
CIS ACCREDITATIONThe Evaluation & Accreditation Process: Rationale
8th Edition Concept DiagramCourtesy: Jonathan Evans, April 2009
School is evaluated in the light of:
1. Its own Guiding Statements (Vision, Mission, Objectives, etc.)
2. The Standards for Accreditation (Now 8th Edition; CIS/NEASC Co-Authored.)
Most important features are :
Internal evaluation ~ a rigorous self-study and report.
External evaluation ~ visits and reports by peers and Accreditation Officers.
Continuous improvement ~ actions to address recommendations at all stages ~ frequent, collaborative contact between the school and the accrediting agency.
Principles and Main Features
Benefits of Accreditation(As identified by Australian CIS Schools)
Benchmark against WORLD standards.International validation of programs and quality of teaching
and learning.Externally validated proof of quality to the school and the
wider community.Demonstration of commitment to providing opportunities for
students to gain international mindedness.Marketing to overseas students and their families.Provision of whole school improvement protocol.Access to other services and opportunities to network with
like-minded professionals.
The school is devoted to its mission. It cares enough about what it does to seek validation by a recognised accreditation authority.
The school knows itself. It has thought deeply about the services it offers to students, family and community.
The school is student-orientated. Its philosophy of education is suitable for the students on roll, and encompasses the development of the whole individual.
CHARACTERISTICS OF ANACCREDITED SCHOOL
The school keeps its promises. It promises only what it can deliver.
The school accepts objective assessment. It is prepared to open its doors to regular evaluation by the school community and by outside experienced evaluators.
The school is constantly seeking to improve its performance in curricular and other areas.
The school plans for the future. As part of the on-going nature of the evaluation process, accredited schools are continually planning future developments.
CHARACTERISTICS OF ANACCREDITED SCHOOL (contd.)
Recognition in AustraliaRecognition by State Education Departments?
VRQA – Victorian Registration and Qualifications Authority.
Recognition by individual schools.
The Debate moves from
‘What is an International School?’to
‘What is International Learning?’
How do we further promote and extend understanding of education that promotes international mindedness and international learning within Australia?
