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Centre for the study of Education in an International Context (CEIC)INTERCOM ARCHIVE |
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In intercom.online 10 (February 2000), Jim Cambridge commented on the nature and purposes of international schools and international education. He discussed whether international schools exist for 'changing the world by increasing international understanding' or are 'a pragmatic response to the needs of globally mobile families'. Whatever combination of definitions suits the reader, students display a variety of needs unique to the international setting. While there is plenty of research supporting the need to assist students in transition, there is a lack of co-ordinated effort in many schools on behalf of students to ease the transition. The issue is not Why is it important for international schools to address the transitional needs of its nomadic community? but rather How is this best accomplished considering school support of transition programmes and the barriers to understanding? Many factors have the potential to inhibit or transform depending on the experience and culture of the school.
Early research on the characteristics of internationally mobile children
(often known as 'Third Culture Kids' or Global Nomads) recognised unique
characteristics compared to those of children educated in a national context.
These differences were often highlighted as problems to be solved. Recent
research has stressed the more positive aspects of an international upbringing
asserting that these children are flexible problem solvers who are open-minded,
curious and empathetic. The adoption of holistic curriculum frameworks
enhancing these skills will support the schools efforts to address
student mobility. The IB Primary Years and Middle Years programmes emphasise
the development of lifelong skills of adaptability, confidence and problem
solving, and allow for smooth transition to any environment, not just
a return to ones own national system. Understanding this adjustment process requires the knowledge of contemporary
models of transition. The Transition Experience Model developed by David
Pollock incorporates transition support activities and academic and non-academic-based
education into the school programme to augment students' ability to manage
transitions positively. The model describes a process faced by students
and adults whether it is the result of relocation, a change in job or
the loss of friend who has moved on. Being reactive to the immediate needs of new arrivals is the job of all
members of the school, not only that of the counselling staff and the
administration. A Transition Resource Team, which represents the school
community, can provide an initial framework to provide ongoing support.
Beyond meeting the immediate needs of individuals in transition, the team
can ensure that mobility is addressed in the curriculum. Management support
is necessary for the appropriate material and symbolic support. An organisation
may eventually choose to disband its Transition Resource Team as a reflection
of the institutional transformation that recognises the importance of
transition. Developing an understanding of the culture of the school is a process
that requires careful reflection and analysis. It is important to determine
whether teachers and administrators are sensitive to the diversity and
needs of the community. Strategic planning and accreditation processes
provide opportunities for teachers and administrators to understand their
school culture, as well as to define their vision and set goals for the
future. Without these reflection processes it is difficult to bring about
an institutional transformation. Furthermore, it is important that new
families and teachers have a good understanding of the school culture
before their arrival. Too often transition issues arise as a result of
a discrepancy between expectations and reality. Despite an increase in the emphasis placed upon the development of programmes
to meet the needs of internationally mobile individuals, this is not explicitly
supported in most school accreditation documentation. Schools are less
likely to put energy and resources into areas which are not recognised
by visiting accreditation teams. Could it be that this one area alone
may currently present the greatest barrier to the effective addressing
of transition in international schools? As we learn more about internationally mobile children, transition and
international education, we realise the importance of developing schools
that are both academic and pastoral in nature. In doing so, international
educators will help to ensure that their students have opportunities to
maximise their international and national experiences and in return become
well rounded and better adjusted individuals. CorrespondenceLiz Ferguson, Ashstead, Surrey, UK writes:
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