WORLD YEARBOOK EDUCATION 1991 (The London Education Studies)

Nowadays, international education is not the concern solely of diplomats, foreign correspondents and missionaries seeking education for their peripatetic children. Indeed, the expansion of expatriate communities and the growing dissatisfaction with national education systems have meant that enrolment in international schools has now reached significant proportions. International education is no longer a pipedream but a reality. With the advent of the Single European Market and the demise of the Cold War, young people's futures are no longer curtailed by national boundaries. Rather, their future universities, employers and families will have an increasingly international dimension. The papers in this volume delineate those involved in these developments, point out the benefits and the drawbacks, examine the various curricula and look forward to the future of international education. They try to evaluate the influence of such education on the blossoming of internationalism as we approach the millennium. The 18 contributions to the 1991 Yearbook come from nine countries, as diverse as Tanzania and Denmark. The contributors, all key figures in the field, consider a wide range of issues grouped under the following section headings: current participants in international education, the international school experience, curricular issues in international education and schools, the interaction between national and international education, future issues. Among the subjects considered in detail are: bilingual education - dream or reality?; integration or segregation - a major shift in international attitudes; and global humanities for the 14 to 16 year olds. Brought together, this collection of international papers investigates the broader perspective of international schools and education to speculate about whether its adoption by more of us would help ensure our mutually dependent futures.