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CCG releases Bluebook report on Chinese international schools in 2018

Thursday,Nov 29, 2018

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On Nov. 3, CCG and South-south International Education Research Institute jointly released the Bluebook Report on Chinese International Schools in 2018 at the 3rd Integrate to Innovate International Education Forum in Dalian. Based on the survey of Chinese international schools and their faculty, the report provides an analysis about the concept of “localized international education” and recommendation on China’s international education in the future.

The report looks into the localized international education from the aspects like course design, education outcome and school management. It also provides comparative studies on the localized international studies in the English-speaking countries like the US and Canada and non English-speaking countries like Turkey.

 

The survey finds that nearly 79% of the parents polled hope their children can have life-time learning capability to cope with the world change, and 59% emphasize the communications capabilities in the multicultural environment. Also, the faculty in international schools noted the importance of critical thinking and judgement capability.

Regarding the course design under the concept of “localized international education,” the survey result shows that 67.46% of parents agree it is important to impart China’s local knowledge to students, and the percentage is bigger among higher-income parents. More than half of the parents believe content of the textbooks should comply with China’s laws and regulations, and over 1/3 call for more Chinese classes in international schools.

Also, the survey finds that foreign teachers in international schools are well received by most parents while around 60% of the parents are concerned about the impact on students’ recognition of their national identity.

Based on the findings, the report identifies some implications on Chinese international schools’ future development, such as that the time has come for Chinese international schools to improve their overall quality; international schools need to strike a balance between international and localized education; more efforts are needed to improve course composition to integrate Chinese and foreign knowledge; China shall establish certification system for the teachers in the Chinese international schools; and the Chinese government can implement some pilot projects to trial localized international education.