People and places
Reflections on the international boarding school market in Asia Gabriel Ernesto Abad Fernández explores some current trends
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Much has been written about the meaning of ‘international education’, with the editors of this journal having contributed significantly to this academic debate. In what follows I will use the three type classification of international schools they offered in a book edited by Richard Pearce to mark the 40th anniversary of the International School of London: • Type A, ‘Traditional’: ‘established principally to cater for globally mobile expatriate families’ (such as the International School of Geneva or Yokohama International School). • Type B, ‘Ideological’: ‘established principally on an ideological basis, bringing together young people from different parts of the world to be educated Summer |
Winter
The title of Denry Machin’s article (International boarding schools in Asia – a white elephant?) in the last issue of International School caught my eye, as I have worked in boarding in an international school in Asia for the last fourteen years. Machin explores why some of the traditional British schools that have opened up campuses in Asia have not been as successful as they were planned to be in terms of enrolment. I read the article and then re-read it, as something did not quite sit right with me. I found what it was when I went back to the title and the subheading, which seemed to imply that international boarding schools in Asia equate to traditional UK boarding: ‘Denry Machin considers whether the traditional UK boarding experience can be replicated across the world’.
| 2018
