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International school leaders must balance the global vision of their educational community with a deep responsiveness to local needs. Andrew Sherman and Zakaria Laaraj explain why agility is not just an organisational asset, but a critical component of sustainable success in the dynamic education landscape.
The EU AI Act is now in force, reshaping how artificial intelligence is governed across Europe. Matthew Wemyss unpacks the implications for international school leaders and outlines actionable steps to help schools navigate this evolving regulatory landscape.
As competition intensifies in international education, schools must find new ways to communicate their distinctiveness to prospective families. Independent reviews, such as those from The Good Schools Guide, offer a credible alternative to traditional channels. This article explores how three leading schools have successfully used such reviews to elevate their global profile and build trust with parents.
Many international schools worldwide share a common challenge: ensuring their unique educational offerings gain recognition from top universities worldwide. Dr Steffen Sommer discusses Misk Schools’ pioneering diploma programme that has bridged local and international education standards.
Almost every reputable international school brand will mention the term ‘experience’ on their website, yet very few offer a complete definition of such. Tyrone Ruth offers practical advice on framing your school narrative and understanding the intricacies of your international school’s ‘experience’.
Jenny-Lee Moore and Wolfgang Soeldner discuss the evolving role of technology in education, emphasising the need for a critical examination of its use, privacy safeguards, and ethical considerations. They advocate for a more humane and value-driven approach to its integration in international schools.
In Part 2 of this two-part article series, Matthew Savage discusses how truly inclusive schools go beyond surface-level accommodations by engaging the community in reducing barriers, adapting policies for flexibility, and fostering accessible environments that empower disabled individuals with independence.
The United Nations’ Sustainable Development Goals (SDGs) create a common agenda for governments, organisations, and individuals worldwide, emphasising the need for a sustainable future. But how can school leaders apply these global goals to their leadership strategies, and what are the practical implications of integrating them into school governance?
Alistair Goold discusses Restorative Leadership in schools, emphasising respect, relationships and community. He shares tips on becoming a Restorative Leader and explores the principles of Fair Process.
In this two-part article series, Matthew Savage reflects not only upon what it means to be disabled in an ableist world, but also upon what he has learned from his disability, about schools, school leadership, and what it means to provide a truly inclusive education.
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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.