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An International academy is loosely defined as a academy that promotes international education, either by adopting an international curriculum such as that of the International Baccalaureate or Cambridge International Examinations, or by following a national curriculum different from that of the country the academy is located in. More specifically, at a conference in Italy in 2009 the International Association of Academy Librarianship[1] came up with a list criteria for describing an international academy . They are as follows:
a. Transferability of the students education across international academies.
b. A moving population (higher than in state academies).
c. Multinational and multilingual student body
d. An international curriculum.( e.g. IB - DP, MYP, PYP)
e. International accreditation (e.g. CIS, IBO, North Eastern ASC, Weston Ass. of Academies and colleges were mentioned by the group).
f. A transient and multinational teacher population.
g. Non-selective student enrollment.
h. Usually English or bi-lingual as the language of instruction
These academies cater mainly to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these academies to learn the language of the international academy and to obtain qualifications for employment or higher education in a foreign country. In April 2007 there were 4,179 ‘English-speaking international academy's. with this number set to rise with globalization. Already in New Delhi worldwide entries for the Cambridge IGCSE (International General Certificate of Secondary Education) 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 14-16 year olds, indicating that despite the global financial crises education is still a valued investment. International schooling allows children to become global citizens by providing a rigorous and comprehensive education with full immersion into multiple languages and cultures. In April 2007 there were 4,179 ‘English-speaking international academies’
The first International academies were founded in the latter half of the 19th century in countries such as Japan, Switzerland and Turkey. Early International academies were set up for those who are constantly on the move, like children of personnel of international companies, international organizations, NGOs, embassy staff with the help of nations having large interests in the hosting nation: for instance, American diplomats and missionaries often set up academys to educate their children; children of American military and army families often attended Department of Defense Dependents Academies (DoDDS); French diplomats and business families founded similar academies based on the French curriculum. Over time globalization has proven that education no longer can exist solely on a national level. “In a global economy, it is no longer improvement by national standards alone. The best performing education systems internationally provide the benchmark for success,” said OECD Secretary-General Angel Gurría launching the annual ‘education at a glance’ report in Paris.[3] Increased movement of people around the globe has created a generation of children growing up and residing in foreign countries, creating and expanding this market for international academies that can cater for their educational needs.
International academy
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