Fostering and Maintaining
International-Mindedness in a
Helen Morschel and Andrew Vivian
For participants to develop strategies to
foster and maintain international-
mindedness in their schools.
The people chosen for the
introductory activity have
origins in one country or
culture, but spent most of their
life, and became well-known, in
a different setting.
In your group consider
• What is International Mindedness?
• Are these people internationally
• What were your criteria for making
What is the difference between:
What is the difference between-
• A national School
• An international school
• An international standard of education
• An international education?
• Offers the curriculum of the
country that it is in, or represents.
• Usually established to provide an
education for expatriate students
living outside their home country.
• Often established to deliver a curriculum
from another country, (eg: America, Britain
or Singapore) using teachers
predominantly from this home country.
• The curriculum is often tailored to meet a
specific audience, especially those who
will return to the home country at some
time during their education.
• Some international schools choose a
varied curriculum, delivered by teachers
from diverse educational and cultural
An International Standard of Education
• A term used to describe a school
which may, for example
• Teach a franchised/licensed program
• Teach in English or another foreign
language (taught by native-speaking
• Uses resources and equipment
brought from overseas
An International Education
• Includes a focus on global issues, not just
those of one particular country or culture.
• Encourages students to understand that
all cultures have equal validity and to
practice tolerance and understanding,
leading to a peaceful world.
• Adopts values both across cultures and
within each culture.
An International Education
Has characteristics which should include-
- Exposure to different cultures within the
- Exposure to different cultures outside the
- Teachers who demonstrate international-
- A balanced, formal curriculum
- Leadership that incorporates the values of
• NOT teaching groups of students of different nationalities
• NOT studying the history, geography and
customs of other countries
• NOT arranging for foreign exchanges
• NOT having a strong foreign languages
An International education is:
… though each of these might help
- Prof. George Walker,
former Director General, IBO
In groups consider -
• What will international mindedness
look like in my classroom/school and
in my students?
• How do we build curriculum around
the principles of internationalism as
expressed in the IBO mission
IBO Mission Statement
The International Baccalaureate Organization aims to
develop inquiring, knowledgeable and caring young
people who help to create a better and more
peaceful world through intercultural understanding
To this end the IBO works with schools, governments
and international organizations to develop
challenging programmes of international education
and rigorous assessment.
These programmes encourage students across the
world to become active, compassionate and lifelong
learners who understand that other people, with
their differences, can also be right.
Characteristic Evidence of
• “What does it Mean to Educate the Whole Child? –
Nel Noddings, Educational Leadership – vol 63 No 1
• “Framework for a Curriculum that is International” –
Kathy Short – IB World, November 2003
• “Becoming International” - Niki Singh, Educational
Leadership, October 2002
• “International Education in Practice” - Mary
Hayden, Jeff Thompson, George Walker – Routledge
• “Why a Global Curriculum Makes Sense” – Irene
Davy, Dialogue for Canada’s Independent Schools –
Spring 2006 (online)
Thank you for your participationThank you for your participation