SPRING 2017
Vol. 44 No. 123
InterED (Print) InterED (Online) ISSN 2158-0618 ISSN 2158-0626
InterED THE JOURNAL OF THE ASSOCIATION FOR THE AdvANCEmENT OF INTERNATIONAL EdUCATION
International Schools: Some Issues for the Future
IN THIS ISSUE
Executive Director's Message --- 2 President's Message-------------- 3 Editor's Desk ---------------------- 9 Insites ---------------------------- 10
FEATURES
The Future of
International Schools
Educating for Global
Citizenship --------------------- 13
ISS's Strategic Plan: Making a World of Di erence----------- 18
Intercultural Learning
and Questions of Identity---- 22
Leading Change and Innovation: The SAS R&D Story----------- 24
The Future of International Schools: Fostering Global Competence ------------------- 29
SPECIAL REPORTS
The Refugee Crisis Project:
An Athens Journey------------ 32
Global Education Leadership: Connection, Creativity and the Capacity to Lead -------------- 35
GIN News & Reports ------- 37-44
By Mary Hayden and Je   ompson
mobility of families following professional parents’ employment and a growing need for appropriate schooling, they would be accompanied by two other major factors that have changed the nature of the inter- national school sector overall; a growing as- pirational “middle class” in many countries with ambitions for their children to develop a competitive edge by attending a school o ering an English-medium education and curriculum di erent from that of the na- tional education system, and the identi ca- tion of English-medium education o ering internationally recognised curriculum and examinations as a commodity ripe for de- velopment on a commercial basis.
While what we have elsewhere termed “tra- ditional” or “Type A” international schools catering largely for globally-mobile children (Hayden &  ompson, 2013) have con- tinued in recent years to grow in number.  eir growth has been accompanied both by an enormous growth in international schools largely catering for “host country nationals” and the associated appearance of “groups” of international schools established on a commercial basis, sometimes located in one speci c region and sometimes with a more global spread.  e previous “typical” model of international school, established in response to a local need and, usually, not- for-pro t, has been overtaken by groups of schools established on a for-pro t ba- sis (what we have previously described as “Type C” international schools) that are, in many cases, e ectively in competition with the local education system (Hayden
continued, page 4 
hat exactly is meant by the GW
not been well-de ned in the past, and the lack of de nition appears to be growing rather than diminishing as the 21st cen- tury progresses. In writing some 20 years ago about international schools and inter- national education (Hayden &  ompson, 1995), we had no inkling of the remark- able way in which the international school sector would grow and change in the fol- lowing two decades; though growth could certainly be anticipated, the nature of that growth was not predicted by ourselves or other authors either then or in subsequent years. Our predictions, and those of others, were until recently based on an assumption of growth being “more of the same”; larger numbers of multinational corporations, greater numbers of employees relocating globally for work and expecting to take families with them, increased numbers of expatriate children in the new location for whom for a variety of reasons the national schooling system would be inappropriate, and thus growing numbers of international schools being established to respond to the need for an alternative form of education. What was not predicted, either by ourselves or by others, was that while the forces of globalisation would indeed lead to increased
rowth in the International School Sector
term “international school” seems to be changing by the week.  e term has