International schools are private schools that promote education in an international environment or framework. Although there is no uniform definition or criteria, international schools are usually characterised by a multinational student body and staff, multilingual instruction, curricula oriented towards global perspectives and subjects, and the promotion of concepts such as world citizenship , pluralism , and intercultural understanding ; most are private schools. Many international schools adopt a curriculum from programmes and organisations such as the International Baccalaureate , Edexcel , Cambridge International Education , FOBISIA , International Primary Curriculum , or Advanced Placement . International schools often follow a curriculum different from the host country, catering mainly to foreign students, such as members of expatriate communities, international businesses or organisations, diplomatic missions, or missionary programmes. Admission is sometimes open to local students to provide qualifications for employment or higher education in a foreign country, offer high-level language instruction, and/or foster cultural and global awareness.
41-599: Yokohama International School ( 横浜インターナショナルスクール ) is a co-educational international school located in Naka-ku, Yokohama , Japan . The school consists of a pre-school (Early Learning Centre), a kindergarten / elementary school (grades K-5), a middle school (6-8) and a high school (9-12), covering a total of 13 academic years. The language of instruction is English although Japanese , French, Spanish, and German language options are also offered to interested students according to language proficiency. The school offers
82-796: A Reggio Emilia program for the early learners, and a year later became the first school in Japan authorized to offer the IB Primary Years Programme . Currently, the school has a student body of over 750 comprising over 50 nationalities and faculty and staff of over 120 spanning 15 nationalities. The school caters primarily to the foreign community in Yokohama and the nearby Tokyo suburbs as well as Japanese students that have spent extended periods overseas. Previously located in Yamate Yokohama, on an elevated ridge overlooking
123-559: A big part, how the education is delivered is just as important. While English-language international schools are the most numerous, many international schools teaching primarily in other languages exist. For instance, there are 140 "German Schools Abroad" which are accredited and partly funded by the German federal government through the Central Agency for German Schools Abroad (Zentralstelle für das Auslandsschulwesen) and teach
164-536: A conference in Italy in 2009, the International Association of School Librarianship came up with a list of criteria for describing an international school, including However, educators disagree on what the exact criteria should focus on. Factors such as international history, culture, and perspective within the education curriculum make a school "international". Although students' nationality plays
205-581: A curriculum at least partly based on German schools. According to the German Foreign Office, the government's support of these schools "helps to overcome cultural barriers, to convey a modern, diverse image of our country and to strengthen German language skills in other countries." Other examples of non-English international schools include: Curricula in English-language international schools are most often based on education in
246-554: A different character from the preexisting buildings of solid, heavy, traditional masonry construction. Instead his work surprises the eye by slimming down and dissolving the walls in an effort to express a certain “lightness” and immateriality, suggesting an illusion of ambiguity and weakness not common to the solidity of stone construction. In parallel, Kuma showed material innovation to support local traditional craftsmanship through his works. Collaborating with Japanese craftsmen specialized in wood, earth or paper, he helped in maintaining
287-493: A handful of agencies that specialize in recruiting international teachers. Over the years it has become more difficult to recruit young international teachers, partly because of security concerns and the trend towards less attractive compensation packages. In some countries, such as South Korea , recent visa changes have also made it more difficult to obtain both qualified and unqualified teachers. As of 2020, 33% of international schools are categorised as bilingual, with English as
328-409: A keen interest in the manipulation of light with nature through materiality. Although remaining in continuity with Japanese traditions with the clarity of structural solutions, implied tectonics, and importance of light and transparency, Kuma does not restrain himself to the banal and superficial use of ‘light’ materials. Instead, he goes much deeper, extending to the mechanisms of composition to expand
369-465: A private residence in Nagano, Japan, built in 2010, consists of a roof which is meant to spring from the ground, providing a complete enclosure to the home. A local stone was chosen to intimately relate itself to the preexisting natural environment of the mountainside. The exterior stonework is made light and airy by cutting each stone into thin slices and bracing each slice as a pivoting panel. In this way,
410-749: A wide variety of curricula; it offers the International Baccalaureate Primary Years Program , the International Baccalaureate Middle Years Program (MYP) in its first two years of high school, and then the International Baccalaureate Diploma Program (IB DP) in the latter 2 years of high school. The SAT is another external exam offered at the school. Yokohama International School was established in 1924, shortly after
451-718: Is a Japanese architect and emeritus professor in the Department of Architecture (Graduate School of Engineering) at the University of Tokyo . Frequently compared to contemporaries Shigeru Ban and Kazuyo Sejima , Kuma is also noted for his prolific writings. He is the designer of the Japan National Stadium in Tokyo, which was built for the 2020 Summer Olympics . He is married to architect Satoko Shinohara , and they have one son, Taichi, also an architect. He
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#1732765601693492-814: Is a Research Laboratory headed by Kuma based in the Department of Architecture, Faculty of Engineering at the University of Tokyo 's Hongo Campus that was started in 2009. In 2012, Kuma Lab published the book Patterns and Layering, Japanese Spatial Culture, Nature and Architecture , including the research from various Doctoral Candidate Lab members. The lab's research topics consist of: a comprehensive survey of architectural, urban, community, landscape, and product designs; survey of structural, material, and mechanical designs; and methodology for bridging sustainable, physical, and information designs. Its activities include participation in architectural design competitions, organization and management of regional and international design workshops, joint research with other departments at
533-517: Is a fitting opportunity for attending students to acquire a second language. International schools have also risen in popularity with the fast-paced growth of globalisation. Hannah Smith of The Guardian wrote in 2013 that many students of international schools move between countries and places constantly. Several reported that they feel they have no one place where they have roots or background. Many international students are often referred to as third culture kids (TCKs). A phenomenon they experience
574-516: Is an advisor for Kitakyushu-city in Japan. Kuma was born in Kanagawa , and attended Eiko Gakuen Junior and Senior High School. After graduating in architecture from the University of Tokyo in 1979, he worked for a time at Nihon Sekkei [ ja ] and Toda Corporation [ ja ] . He then moved to New York City for further studies at Columbia University as a visiting researcher from 1985 to 1986. In 1987, Kuma founded
615-467: Is an important distinction between private for-profit and private non-for-profit schools. Faculty at international schools are usually from or certified by the standards of their country of origin. Hiring is frequently done at large international job fairs, such as the ones held by the Council of International Schools (CIS), where schools can interview and hire several teachers at once. There are also
656-413: Is focused on the connection spaces; on the segments between inside and outside, and one room to the next. The choice of materials stems not so much from an intention to guide the design of the forms, but to conform to the existing surroundings from a desire to compare similar materials, yet show the technical advances that have made possible new uses. When dealing with stone work, for example, Kuma displays
697-792: Is having their identity shaped mainly through people instead of place. An online survey by Denizen shows that over 200 participants first moved before nine years old and, on average, lived in four countries. These reccurring moves mean children continuously leave friends and relationships, which can bring about stress and anxiety. The transition to a completely new environment and culture can be burdensome as well. However, most international schools understand these circumstances and help students with this transition period through counselling programmes. International school associations and services: International schools International school teachers Examinations and qualifications Kengo Kuma Kengo Kuma ( 隈 研吾 , Kuma Kengo , born August 8, 1954)
738-405: Is ‘to recover the place’. The place is a result of nature and time; this is the most important aspect. I think my architecture is some kind of frame of nature. With it, we can experience nature more deeply and more intimately. Transparency is a characteristic of Japanese architecture; I try to use light and natural materials to get a new kind of transparency.” In many of Kuma’s projects, attention
779-478: The 1923 Great Kantō earthquake by a group of foreign residents in Yokohama. The first class was held on 27 October 1924 in a local YMCA facility with six enrolled students. Yokohama International School was the second school in the modern era to use the word ‘international’ in its name behind the International School of Geneva which opened its doors just weeks before. In 1936 the school principal,
820-582: The ISC Research Data , there were a total of 7,655 registered International schools worldwide. That number has since risen to 12,373 registered international schools in July 2021. The number of students attending international schools has also increased from 3.54 million to 5.68 million since 2011. In April 2007, there were 4,179 English-speaking international schools, which was expected to rise with globalisation . In New Delhi , worldwide entries for
861-416: The University of Cambridge International General Certificate of Secondary Education (IGCSE) June 2009 examination session are up by almost 20% on the same session last year. The strong growth confirms the status of Cambridge IGCSE as the world's, and India 's, most popular international curriculum for 14- to 16-year-olds. With rapid globalization, these numbers will most likely continue to grow. Asia and
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#1732765601693902-534: The Yokohama International School was established in Yamate , Yokohama , Japan . These schools catered to children of expatriate families. These could include diplomats, missionaries, military members, business workers transferred to foreign office locations, etc. An example would be children of American military personnel attending Department of Defense Dependents Schools (DoDDS). At
943-554: The 1960s and 1970s, and initiated its first International Baccalaureate Diploma Programme (IBDP) from 1986. It became fully accredited in 1991 by the European Council of International Schools (ECIS) and the New England Association of Schools and Colleges (NEASC). Building on the school’s progressive track record in curriculum development, in 2000 the school became the first institution in Japan to offer
984-502: The Middle East are the leading geographical locations in international school growth. Enrollment in international schools located in the Middle East alone has grown by 20% since 2015, reaching 1.7 million enrolled students. Southeast Asia has grown by 35.5% and East Asia has grown by 33.3% since. South Asia experienced the largest jump in growth by 64.6% since 2015. Since international schools also tend to offer bilingual education, it
1025-535: The Rev. Roger Pott, opened a boarding facility that drew in expatriate students from across Japan. Echoing the routines of a British public school of the period, students began each day with a mandatory chapel service and boys and girls alike wore grey school uniforms with jackets trimmed in red. Students would typically spend a portion of the summer months at hostel facilities in Karuizawa . Student demographics reflected
1066-781: The Spatial Design Studio, and in 1990, he established his own firm, Kengo Kuma & Associates. He has taught at Columbia University , the University of Illinois at Urbana-Champaign , and Keio University , where in 2008, Kuma was awarded a Ph.D. degree in architecture. As a professor at the Graduate School of Architecture at the University of Tokyo , he runs a variety of research projects concerning architecture, urbanism and design within his laboratory, Kuma Lab. Kengo Kuma & Associates employs over 300 architects in Tokyo, China (Beijing and Shanghai) and Paris, designing projects of diverse type and scale throughout
1107-839: The United Kingdom , education in the United States , or curricula specially designed for international schools, such as the International General Certificate of Secondary Education or the IB Diploma Programme . These international curricula are committed to internationalism, developing the global citizen, providing an environment for optimal learning, and teaching in an international setting that fosters understanding, independence, interdependence, and cooperation. Like other schools, international schools teach language arts, mathematics,
1148-520: The addition of ESL ( English as a second language ) classes for students who may need them. In addition, students may select Advanced Placement (AP) programmes to prepare for college-level education, specifically in the United States. An international school teacher or educator is someone engaged in the education of pupils in schools other than their country of citizenship. The term generally refers to teachers who are teaching in private schools or public schools . While these schools are private, there
1189-754: The associated building techniques while modernizing them, bringing his know-how in modularity. This work led Kuma to win a Global Award for Sustainable Architecture in 2016. Key projects include the Suntory Museum of Art in Tokyo, Bamboo Wall House in China, LVMH ( Louis Vuitton Moet Hennessy ) Group's Japan headquarters, Besançon Art Center in France, and one of the largest spas in the Caribbean for Mandarin Oriental Dellis Cay . Stone Roof,
1230-556: The city, in January 2022 the school moved to a new campus in Naka-Ku with expanded school buildings and athletics facilities designed by the office of Yokohama architect Kengo Kuma . International school The first international school can be traced back to the International School of Geneva , founded in 1924 by Arthur Sweetser and Ludwik Rajchman with an emphasis on bilingual education (English and French). Later that year,
1271-521: The diversity of the Yokohama foreign community with a wide mix of nationalities represented. By March 1937, the number of students had reached 102 compared to 52 in the previous year instructed by a teaching staff of twelve. In the same year the Yokohama Country and Athletic Club agreed for the school to use its field on Wednesday afternoons for cricket and football. By 1939, the school had 110 enrolled students from 21 nationalities. The school
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1312-474: The heavy quality of the stone is diluted and provides the eye with an illusion of lightness, allowing light and air directly into the space within. With this choice of material and construction, a new kind of transparency emerges; one that not only frames nature the way a glass curtain wall would but also deeply relates itself to the mountainside. In 2016, Kuma also delved into designing pre-fabricated pavilions in partnership with Revolution Precrafted. He designed
1353-570: The launch of the International Early Years Curriculum (IEYC) in 2016 has provided an international curriculum for early years learners aged 2–5, growing to 500 schools and early years settings between 2016 and 2021. In 2013, 3063 schools were offering the international baccalaureate curriculum in the world, and over 1000 schools offering the IEYC, IPC and/or IMYC around the world. The curriculum could also be based on
1394-587: The main language. 52% of international schools offer a UK style of education, around 20% offer the International Baccalaureate Programme, and 21% offer US-style education. Statically, international school students have achieved higher examination marks compared with the global average: There has also been an increase in The National Curriculum of England and Cambridge Curriculum as a curriculum choice over
1435-550: The mobile multifunctional pavilion named The Aluminum Cloud Pavilion. The structure, composed of aluminum panels joined using Kangou technique, can be used as a teahouse or a space of meditation. As a part of the Time–Space–Existence video interview series Kengo Kuma collaborated with the European Cultural Centre to create a video documentation discussing the topics Time Space and Existence. Kuma Lab
1476-478: The past 10 years. Schools are also adopting a hybrid model of teaching and learning moving forward to provide more flexibility. With the increase in situations such as diplomat relocation or missionary travels, there has been an increase in the demand for international schools. Especially within the start of the 20th century, there has been a massive growth in international schools worldwide. In 2011 alone, 345 new International schools were established. According to
1517-467: The possibilities of materiality. He utilizes technological advancements which can challenge unexpected materials, such as stone, into providing the same sense of lightness and softness as glass or wood. Kuma attempts to attain a sense of spatial immateriality as a consequence of the ‘particulate nature’ of the light and establishing a relationship between a space and the natural round around it. Describing his practice, Kuma said “You could say that my aim
1558-495: The school's original country education. Schools that are a part of the International Schools Consortium (iSC) deliver an International Standard Classification of Education ( ISCED ) curriculum. This is the standard curriculum for American schools. High school education includes core classes such as English, Foreign Languages, Mathematics, Physical Education, Science, Social Studies, and Fine Arts, with
1599-405: The sciences, humanities, the arts, physical education, information technology, and design technology. More recent developments for primary school include the IB Primary Years Programme (PYP) and International Primary Curriculum (IPC). Secondary education is provided through the relaunched IB Middle Years Programme (MYP) and redeveloped International Middle Years Curriculum (IMYC). Most recently,
1640-718: The world. Kuma's stated goal is to recover the tradition of Japanese buildings and to reinterpret these traditions for the 21st century. In 1997, he won the Architectural Institute of Japan Award and in 2009 was made an Officier de L'Ordre des Arts et des Lettres in France. Kuma lectures extensively and is the author of numerous books and articles discussing and criticizing approaches in contemporary architecture. His seminal text Anti-Object: The Dissolution and Disintegration of Architecture written in 2008, calls for an architecture of relations, respecting its surroundings instead of dominating them. Kuma's projects maintain
1681-693: Was forced to close at the outbreak of wartime hostilities in December 1941. During the Second World War the school site initially became a refugee centre for German nationals and later, an air defense training school. The original school structures were destroyed during the aerial bombing of Yokohama on 29 May 1945. After the war, the school was reopened in September 1955 as a non-denominational day school close to its original site. The school continued to expand in both facilities and enrolment through