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Ghana International School (GIS) is a not-for-profit, private, non-sectarian, coeducational day school established in September 1955 to provide international education to students of all races and creeds, at a time when Ghana was yet to achieve full independence and international schools were a rarity. Dr Mary Ashun explains the need for international mindedness and how GIS is on a mission to confront this.
Beccy Fox, Director of Teaching and Learning at KIS International School, Bangkok, shares her recent thoughts about women in leadership in international schools.
Diversity, equity and inclusion (DEI) work is change management work. Embedding DEI practices in one’s institution requires knowing what accelerates change, and what impedes it. In this article we draw on Lippitt’s Managing Complex Change model and Powell and Powell’s NFI Inclusive Toolkit, to introduce a Total Inclusivity Change Components Model.
Danau Tanu, Author and Japan Foundation Research Fellow at the Waseda University Institute of Asia-Pacific Studies in Tokyo, shares her experiences of internalised racism, helping to raise awareness around the issue.
Identifying, planning for and meeting the needs of SEN students in an international setting throws up an array of unique challenges. Recognising SEN in countries such as Thailand, where a stigma around those with learning difficulties and/or disabilities still exists, is often the first hurdle to overcome.
Everyone needs a role model. The smallest of children naturally find someone they look up to, and seek out those they most relate to, and this continues throughout life. Professor Dr Ger Graus OBE shares insights into how to develop an empathic community within international schools.
Mariona Coderch López shares insights into her journey of taking GEMS International School – Al Khail (GIS) through the accreditation process of the International Baccalaureate Career-related Programme (CP).
Jessica Fortin, Admissions Director at the International Community School of Addis Ababa, shares insights into the implementation of transitions-care learning.
Modest estimates suggest that at least 1% of the global population currently identify as trans or non-binary. This means that, even in smaller schools, some of your students will be questioning their gender identity and, in private if not in public, many of these students will be taking their first steps towards transitioning from the sex that was assigned to them at birth.
At UWCSEA, for over 50 years we have acknowledged that our vision of a peaceful, sustainable future would only be achieved through the combined strengths and differences of many, working together and committed to deliberate actions for greater equity and inclusion on our campuses.
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We are dedicated and committed to supporting the broader international schools community by providing data, trends and intelligence. Since 1994, we have guided schools with their growth plans, informed investors on new school development, helped universities to engage with international schools, and advised education suppliers that are supporting the market.
