Abstract
International schools appear to form isolated islands in a country’s education landscape. Traditionally, they have been so in many places. However, with the corporatization of international schools and efforts to attract local students, international schools have been brought into greater contact with local education policy. In many places, parents wish to send their children to an international school; those schools have been only too eager to pursue local students. These factors place a great deal of pressure on barriers separating national education systems from international schools. Governments have been forced to respond. Should international schools be separate from the education system? Or should they be incorporated into it? Should local students be allowed to attend? What defines “local” versus non-local students? States now grapple with these questions.
This chapter draws on Hyejin Kim and Erik Mobrand (2019), Stealth Marketisation: how international school policy is quietly challenging education systems in Asia, Globalisation, Societies and Education. The journal can be found at www.tandfonline.com.
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Notes
- 1.
Article 10 of the Regulations on the Establishment and Operation of Schools and Kindergartens for Foreigners, revised July 26, 2016.
- 2.
There are other examples. The British International School was established in 1974 and the British and Australian embassies were founding members. The school still invites two Council members. But they also changed the name to the British Intercultural School. The Australian Independent School is a foreign entity and non-profit organization. It accepts foreign passport holders who are interested in receiving an Australian education.
- 3.
This information comes from the websites of Dulwich International High Schools in Zhuhai and Suzhou.
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Kim, H. (2019). Government Policies and the Shifting Place of International Schools in the Education System. In: How Global Capital is Remaking International Education. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-32-9672-5_4
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