Canadian offshore schools in China: a comparative policy analysis

Abstract

Internationalisation is no longer a well-recognised feature unique to higher education. It has permeated K-12 education. However, little research has been done on internationalisation at the K-12 level, particularly on offshore schools. This study examines how Canadian and Chinese policies regarding offshore schools have developed over the years, what values and objectives underlie such policies, and how they affect present and future development of Canadian offshore schools in China. The study identifies in/consistencies and priorities in policy-making and implementation and uncovers the trend of policy development through comparing stipulations on international cooperation of both countries. It shows that both countries are making policies and action plans based on their national interest in the international context without giving adequate attention to the legal, political, and social cultures of the other country. This leads to inconsistencies and confusions in their international educational cooperation and creates potential hindrance to its further development.

Keywords:

• Internationalisation
• offshore schools
• policy
• transnational education

Acknowledgement

I’d like to express my sincere thanks to my colleague Dr. Hans Schuetze who encouraged me to take on this interesting and important project.

Notes

1. The Education Law was revised in 2009 and underwent major revisions in 2015.

2. This is consistent with the four goals for education outlined in Achieving Excellence: A Renewed Vision for Education in Ontario, released in April 2014.

3. The 2014 updated version is called Handbook for Alberta Accreditation of International Schools.

4. The other four areas are internationalisation, international students, projects and contracts, and mobility of students and faculty.