Abu Dhabi
, 77, 115, 118, 129, 156
Accredited European Schools
, 15
Advance Levels (A-Levels)
, 11, 68, 95, 139
Africa
, 21, 75, 91, 112, 120, 130, 151
Alliance of International Education
, 151, 159
Anglo-American Higher Education
, 95–96
ASEAN. See Association of Southeast Asian Nations (ASEAN)
Asia–Pacific International Schools Conference (AISC)
, 114, 115
Association of Southeast Asian Nations (ASEAN)
, 8, 21, 48, 49, 75, 94, 125, 133, 136, 144
emergence of
, 125
trade bloc region
, 75
Assumptions–Perceptions Model
, 61
Atlanta, International School
, 3
Attention
towards reality
, 31–33
towards theory
, 29–31
Attractive business model
, 114
Australia
, 58, 76, 100, 150, 164
Australian International Schools Association
, 6
‘The Avenues: World School’ in Brazil
, 108–110
Bahrain
, 42, 74, 77, 96, 117, 118, 120–122, 156, 163, 164
Bahrain Mumtalakat Holding Company (BMHC)
, 117, 118, 120
Bangkok Patana School
, 105
Baring Asia Pacific Equity
, 42
Bath, University of
, 5, 31, 105, 154
BBC International School
, 47
Bernstein, Basil
, 30, 165
BMHC. See Bahrain Mumtalakat Holding Company (BMHC)
Bourdieu, Pierre
, 30–31, 52, 53, 59, 86, 88, 89, 165–167
‘brain-drain’
, 10, 117, 126, 142, 144, 145, 148, 149, 160
Brazil
Sao Paulo
, 109
‘The Avenues: World School’ in
, 108–110
‘Brexit’
, 63, 82, 119, 127, 128, 130, 132
Brihanmumbai Municipal Corporation
, 98
British
Columbia Offshore Schools
, 6
elite private schools
, 127
Business model, attractive
, 114
Cambodia
, 67, 70, 75, 125, 158
Cambridge International Education (CEI)
, 22, 83, 95, 164
Cambridge Primary curriculum (CIPP)
, 22
Canada
, 5, 6, 13, 58, 106, 144, 150
Capital accumulation
, 86
desire for cultural
, 106
desire for social
, 103–105
desire for symbolic
, 101–103
framework
, 101–110
Career-related Certificate (CP)
, 13
CAS. See Creativity, Activity and Service (CAS)
The Changing Landscape of International Schooling: The Implications for Theory and Practice
, 33
Chicago Public Schools, Middle Years Programme (MYP) in
, 13
China
, 75, 86, 87
Beijing
, 47, 69, 71, 79, 100, 130, 148
Chengdu
, 7, 40, 79, 94, 130, 142, 148
GEMIS in
, 126
higher education institutions in
, 87
ISR Research ‘Country Report’ on
, 88
K-9 education in
, 89
national curriculum
, 6
primary education
, 88
Shanghai
, 4, 71, 76, 96, 130, 142, 148, 151
13th Five-Year-Plan on Education
, 88
Tianjin
, 130, 148
Wycombe Abbey International Schools
, 123
Yew Chung Model in
, 32
China Investment Corporation (CIC)
, 156
CIS. See Copenhagen International School (CIS)
Cities
emergence of ’tiers’ of
, 70–73
Tier-1 cities
, 4, 7
Tier-2 cities
, 85, 136
Clarendon Commission Schools (UK)
, 132
Cognita
, 36, 38, 119–121, 146, 155, 163
Coleman, James Samuel
, 53
Collins, Randall
, 30, 166
‘Common Core’ curriculum
, 6
Copenhagen International School (CIS)
, 4, 34, 47, 64
Cosmopolitan subjects
, 32
CP. See Career-related Certificate (CP)
Creativity, Activity and Service (CAS)
, 133
Cultural capital
, 9, 48, 86, 89, 106
Cultural Theory of Risk
, 50
Death of Human Capital Thesis
, 144
Demand and supply, aligning of
, 137–138
Developments in field (since 2014)
, 40–41
Dichotomy of approach
, 35
Diploma Programme (DP)
, 13
Distinction
, 8, 14, 20, 36, 49, 53, 59–61, 85–101, 103, 138, 139, 144–146, 153
personal aspect of providing
, 85–87
DP. See Diploma Programme (DP)
Dual-Guarantees Model
, 49, 50, 145
Dual-Guarantees Thesis
, 143, 145, 146, 154
emergence of
, 48–50
‘Duality of precarity,’ emergent
, 55–56
Dubai, Philadelphia Private School
, 122
Dulwich College
, 5, 8, 10, 39, 40, 72, 104, 107, 129, 131, 151, 152, 158, 160, 161
Dulwich International model
, 37
Durkheim, Emile
, 30, 31, 36, 165, 167
Economic Transformation Programme
, 116
The Economist Intelligence Unit
, 92
Educating champions of a just and sustainable world
, 4
Education
hubs
, 116, 136
Internationally British
, 22
International Schooling and
, 12–19
Education in an International and Global Context (EIGC)
, 12, 15
Egypt, BBC International School
, 47
EIGC. See Education in an International and Global Context (EIGC)
Elite English schooling growth
, 94–95
Elite International School
, 4, 32, 66, 99, 105, 121, 133
Elite private schools
British
, 127
England
, 13
English-based
, 130
Emergence of ‘One Field, Two Sectors’
, 158–159
Emergent ‘Middlemen’
, 123–124
Emerging contradictions
, 148–150
Emerging controversies
, 148–165
Emerging distortions
, 150–152
Emerging scope for inquiry
, 165–170
Emerging ‘Truth Prisms’
, 152–155
EMI-based education, quality-assured
, 143–144
The End of Ideology (Bell)
, 37
England
elite private schools in
, 13
grammar-school style education
, 68
IBDP in
, 95
English-based elite private schools
, 130
English-language medium of instruction
, 1–7
English Medium of Instruction (EMI)
, 1–7, 16–19, 92–94, 106, 108, 127, 143, 160
See also Globalised English Medium of Instruction Schools (GEMIS)
English-medium school
, 6, 11, 88
English private schools
, 32
English-speaking transformational leaders
, 13
English-speaking universities, western-based
, 106
Epsom College in Bandar
, 72
Equity
growing appeal to global private
, 111–115
private
, 36, 38, 42, 48, 49, 111–115, 117, 119–123, 139, 143, 144, 156, 157, 164
Excellent Education of Thailand (XET)
, 104
Expectation States Theory (Berger)
, 57
Expected growth period lasting until 2027
, 23–24
Extra-National Schooling
, 15
GEMIS. See Globalised English Medium of Instruction Schools (GEMIS)
GEMS
, 164
Education
, 42, 47, 68, 117–120, 123, 139, 155, 163
Geneva, International School of Geneva
, 35, 37, 39, 58, 105, 151, 159
Geneva-registered International Baccalaureate (IB)
, 4
Geographical precarity
, 73
Geo-political reality, emerging
, 73
German, overseas schools
, 15
GIAC Zone
, 75, 91, 112, 133, 135, 147, 171
Giddens, Anthony
, 30, 171
Global citizen
, 4, 82–83, 109
Global citizenship
, 82–83
Global Citizenship Education
, 1
Global competency
, 5, 9, 38, 48, 63, 114, 133, 137, 142
Global Educational Management Systems (GEMS) Education
, 117–120, 123
‘Global Education City’ hub
, 116
Global Equity Schooling, emergence of
, 155–158
Globalisation
, 7–11, 74, 86
Globalised English Medium of Instruction Schools (GEMIS)
, 2, 3, 6, 9, 16–19, 24–26, 30, 32, 34, 36, 42, 55, 57, 60, 62–63, 77–78, 80, 86, 90, 95, 98, 100, 103–104, 108–109, 113, 115, 117, 137–138, 149, 158–159, 165, 168–170
academic positioning of
, 11–12
activity, hotspots
, 8
American-ethos
, 6
in China
, 126
deliberate exporting of
, 128–132
deliberate ‘importing’ of
, 124–128
disparaging of the nature of
, 80–82
emergence of ‘tiers’ of
, 69–70
globalisation in
, 7
growth of
, 10–12, 48
in Kenya
, 112
kindergarten
, 11
in Vietnam
, 81, 125
Globalised Non-English Medium of Instruction Schools (GNEMIS)
, 14–16, 93, 136
Globally Advantaged Children
, 62
Globally Competent Kids
, 63
Globally mobile elite
, 34
Globally-Positioned Kid
, 62
emergence of
, 106
Global Middle Class (GMC)
, 2–3, 7, 14–15, 39, 48, 49, 51, 98–103, 111, 131, 136, 139, 141, 144, 145, 160, 162, 163, 167–168, 170–171
emergence of new
, 98–101
Global private equity, growing appeal to
, 111–115
Global Wealth Databook 2015
, 91
GMC. See Global Middle Class (GMC)
GNEMIS. See Globalised Non-English Medium of Instruction Schools (GNEMIS)
Gold rush market conditions
, 11
Government of Singapore Investment Company (GIC)
, 121
Grammar-school style education
, 68
GREAT Britain (brand)
, 128, 152, 161
Greater Wealth, structural aspect of
, 88–89
Growth
assumptions behind growth, weakening of
, 138–146
factors
, 139–140
in fee revenue
, 25–26
foundations for
, 146
nature of growth 2000–2017
, 19–23
in number of schools
, 24–25
in number of students
, 26–28
teaching staff
, 26
in teaching staff
, 26
Guarantees, growth rests on perceived
, 45–47
Gulf-based Sovereign Wealth Funds
, 141
Harrow School
, 8, 32, 132
HCT. See Human Capital Theory (HCT)
HEIs. See Higher Education Institutions (HEIs)
Higher Education
, 34, 36, 61, 155
Higher Education Institutions (HEIs)
, 1
Hong Kong
, 6, 10, 14, 42, 67, 68, 71, 75, 76, 80, 111, 114, 119, 138
Hong Kong-based Nord Anglia Education
, 42
Horizon International Academy
, 79
Horizon International College
, 79
Horizon International School
, 79
Human capital factor
, 106–108
Human Capital Theory (HCT)
, 53, 107
IB. See International Baccalaureate (IB)
ICPSs. See International Chinese Private Schools (ICPSs)
‘Ideal’ mode of activity
, 38–39
‘IDEALS’ (internationalism, democracy, environment, adventure, leadership and service)
, 35
India
The Association of International Schools in
, 81
Bangalore
, 101, 129
curriculum
, 16
Mumbai
, 98, 139
Rohtak
, 71
Indonesia
, 43, 44, 51, 55–57, 62, 65, 78, 82, 147
authorities in 2014
, 56
international schools in
, 43
Inquiry, emerging scope for
, 165–170
Institutional Primary Task
, 4, 34, 65, 131, 136, 153
Internal markets, growing access to
, 115–117
International and Private Schools Education Forum
, 115
International Baccalaureate (IB)
, 63
Career-related Certificate
, 13
Career-Related Programme (CP)
, 13
Diploma Programme (DP)
, 13, 133
Geneva-registered
, 4
‘IB Continuum Schools’
, 64
‘IB Educators’
, 65
‘IB World Schools’
, 64
Middle Years Programme (MYP)
, 13, 22
Primary Years Programme (PYP)
, 22
programmes
, 22
public schools
, 13
International capital accumulation
, 108
International Chinese-owned Private Schools (ICPSs)
, 51
International Chinese Private Schools (ICPSs)
, 126, 127
International curriculum
, 63
Inter-National Education
, 43, 164
Internationalised National School
, 12
Internationalised National Schooling’ territory
, 63
Internationalised Schooling and National Education (ISNE)
, 12–14
Internationally British Education
, 22, 96, 128
Internationally Canadian schools
, 6
Internationally Minded Schools
, 4
International Mindedness
, 4, 32, 65, 83, 133, 136, 142, 152, 156
International Primary Curriculum (IPC)
, 13
International School, Copenhagen
, 4
International Schooling and Education (ISE)
, 8, 14–19, 31
in postcolonial nation-states
, 75–76
reimagining of
, 135–137
International School of Europe (ISE)
, 55, 122
International Schools Association (ISA)
, 6, 35
International Schools Partnership (ISP)
, 120, 146, 156, 164
‘Investment arms’
, 111–112
Investment model, emergence of short-term
, 121–123
ISA. See International Schools Association (ISA)
ISC Research
, 11, 17–21, 24, 36, 41, 64–67, 70, 74, 86–87, 106, 107, 137, 151, 158
Oxfordshire-based
, 18
website of
, 106
ISE. See International Schooling and Education (ISE)
ISNE. See Internationalised Schooling and National Education (ISNE)
National Curriculum of England and Wales
, 2, 64, 95, 149
National Economic and Development Authority
, 72
National Education
dissatisfaction with
, 96–98
internationalised schooling and
, 12–14
Nature of growth 2000–2017
, 19–23
Neo-colonial Lens, emerging need for
, 159–162
Neoliberal educational policy-making
, 116
Netherlands, The
, 58, 106
New York, Dwight School
, 130
Non-IB Landscape, emergence of
, 63
Non-national curriculum
, 2
Non-premium sector
, 66, 67, 69, 70, 73, 78, 92, 142, 149, 152, 154, 158, 159
Non-State Education Promotion Law
, 80
Nord Anglia
, 38, 42, 43, 58, 68, 119, 139, 146, 155
Parental choice, scope for research into
, 167–168
Partners Group Holdings (PGH)
, 164
PGH. See Partners Group Holdings (PGH)
Philippines
development plan
, 72
Manila
, 71
Pisa rankings of individual schools
, 9
Pisa test
, 9, 48, 63
developing agenda of
, 132–134
Political precarity
, 77–80
‘Post-ethical’ mode of activity
, 162
‘Post-ideal’ mode of activity
, 33–43
Premium sector
, 4, 66–70, 72, 73, 82, 114, 115, 146, 152, 154, 158, 168
model
, 73
schools
, 72
Private equity
, 36, 38, 42, 48, 49, 111–115, 117, 119–123, 139, 143, 144, 156, 157, 164
Promises, foundations for growth
, 143–148
Providence Equity Partners
, 122, 156
Public school
, 12, 94
International Baccalaureate (IB)
, 13
internationalisation of
, 12–13
Japan
, 13
Safe assumptions, breakdown of
, 56–60
SAGE Handbook of Research in International Education
, 44
Satellite college
, 32, 94, 104, 127, 129–132, 151, 158, 161
Saudi Arabia
, 48, 74, 78, 96, 118, 124
Schools for Children of Foreign Workers (SCFWs)
, 126, 127
Sectors
emergence of separate
, 65–69
See also specific types of sectors
‘Semi-elite/premium’ sector
, 158
Short-term investment model, emergence of
, 121–123
Singapore
, 6, 10, 15, 64, 69, 74, 102, 121, 129, 150, 152, 161, 163
Social capital
, 53, 60, 103–105, 139, 144, 146, 160
accumulation, desire for
, 103–105
South Africa
, 91, 120, 151
Southbank International School
, 36
Sovereign Wealth Funds (SWFs)
, 38, 42, 77–78, 120–121, 141, 144, 156–157, 163
St. John’s International School
, 121
‘Structural anthropology’ model
, 58
Students, growth in number of
, 26–28
Super-elite Rugby School, Thailand
, 146
Super Global High Schools
, 13
SWFs. See Sovereign Wealth Funds (SWFs)
Switzerland
, 69, 105, 164
Symbolic capital
, 59, 89, 94, 101–103, 109, 139, 141, 154, 160