Monday, May 7, 2012
The role of international schools in preparing our students for the 21st century Dr. Mark A. English
T
he nature and role of international schools today is multi-faceted and can engender a variety of expectations both real and imagined. Here in Jeddah for example, many international schools have student populations with a variety of different nationalities and cultures. Although English is the primary language of instruction in some of these schools, there are many languages spoken with Arabic being chief among them. As the superintendent of the American International School of Jeddah (AISJ), this notion of internationalism and cultural diversity is of
At the core of the current dialogue in education circles is the notion of 21st century skills. In 2012 we can no longer afford the luxury of “preparing for the 21st century,” we must be actively engaged now.
considerable interest to me as well as other international school heads as we try to position our international schools as being representative of some of the best schools in Jeddah. We are very proud of the fact that at many international schools there are sizable student populations who are Saudi nationals. We believe this reflects our strong support for the objectives of Saudi educational policy by ensuring that education becomes more efficient, to meet the religious, economic and social needs of the country and to help in the eradication of illiteracy. At the core of the current dialogue in education circles is the notion of 21st century skills. In 2012 we can no longer afford the luxury of “preparing for the 21st century,” we must be actively engaged now. International Schools play an important role in this engagement. Whether American or British or French or Pakistani or German, etc., all international schools agree that they exist to provide excellence in education for all. By that I mean we are all committed to establishing a learning environment where every student has the opportunity to excel and achieve at their own pace in order to eventually become contributing and productive members of society once they graduate.
How do we go about doing that? What is the reality of our role in terms of the expectations from community members, investors, owners, and board members? By answering this critical question we can also address the roles and responsibilities of international schools as they confront the realities of educational policies of the Kingdom. All of our actions at the international school level are guided by the Ministry of Education and we work diligently to maintain full compliance with all the appropriate directives, policies and procedures as transmitted to us from the ministry. This is not always an easy task but through constant communication with the Ministry of Education to include regular visits, we remain transparent in our school operations which include but are not limited to: Student achievement, professional development for our faculty and staff, and the development of a safe and secure educational environment. On this last point let me emphasize that safety in our educational facilities and the school environment is one of our primary responsibilities. At the American International School of Jeddah for example, we have made extensive renovations in our facilities to comply with ministerial and Civil Defense safety and security requirements. The measures we have taken to insure the safety and security of all of our students, faculty and staff is also reflective of other international community schools which have similar policies and procedures in place. Central to the international school ethos is the expectation of ensuring that our students and our graduates possess those core competencies they will need to thrive and not just survive in the 21st century. Some of these competencies include the following: • Worldview – Students must have a perspective guided by a thorough knowledge of current global issues and an understanding of individual responsibility on the local, national, and international levels as a global citizen. • Emotional and Social Intelligence – Students must have internal motivation and self-direction. They must have empathy and respect for others. Each student has a responsibility to self and others. Each student must practice self-discipline, self-assessment and proper social skills. • Academics in balance – Students must have project based learning experiences that foster the development of multiple intelligences, creating lifelong learners who are inquiring, knowledgeable. It is a hands-on approach to teaching, where students create schoolwork that demonstrates core subject knowledge. • Creativity – Students must have a mindset characterized by a willingness to generate new ideas, possibilities and outcomes. It is multi-faceted, ranging from cognitive to aesthetic.Creativity is stimulated by asking new questions while generating new ideas to apply to various situations and challenges. • Technology – Students must have the tools which allow an individual learner to enhance or to facilitate his or her learning process.Technology expands our ability to communicate through a wide range of media. Technology supports self-directed and differentiated learning. To a large extent these expectations have been met and are being realized at many of our international schools. However, there are several realities with which we must confront in the implementation of these expectations. One of those realities is the need for more resources in terms of teacher education programs to help our locally hired staff become more qualified and certified in their respective teaching fields. (Continued on Page 16)
All international schools agree that they exist to provide excellence in education for all.
14
Monday, May 7, 2012
A, b, c ... e-learning in schools: The new trend Jeddah: Afifa Jabeen Quraishi ARAB NEWS STAFF
Have a computer glitch? Move over geekylooking IT guys, our little ‘Einsteins’ are here. It is quite likely that your average school-going sibling or child knows more about the functioning of a computer than you, thanks to their early exposure to electronically supported learning in schools, among other factors. As more and more schools across the Kingdom embrace technology in their classrooms, the knowledge of technological aspects of learning is fast becoming a standard part of the educational curriculum. The aim is not just to enhance computer literacy and integrate technology into schooling but also to remain competitive in the global advance of technology in education. Mohammed Al-Faqeeh, manager of an e-teacher company, who specializes in the field of e-learning and has extensive experience in the implementation of e-learning in Saudi universities, estimates that around 10 percent of local schools have opted for integrating e-learning into their curriculum. “However, in my experience, most schools have no online-centric programs. Most of these schools have smartboards, laptops and, LMS, which are not actively used and instead are there only for propaganda.” E-learning comprises both out-of-classroom and in-classroom educational experiences via applications and processes such as Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or videotape, satellite TV, and CD-ROM. In addition to virtual classroom environments, social networks have become an
important part of E-learning, where students and teachers have online portfolios, and are part of online learning communities. Some of the international schools in Jeddah that have instituted e-learning include the Philippine Sunrise International School, where classrooms from pre-elementary to high school are equipped with LCD projectors, computer screens and laptops with DSL connection for online discussions. Al-Bozouq International School, International Indian School Jeddah, which has introduced interactive Smart Board technology in its classrooms and the American International School Jeddah (AISJ), one of the first schools in the Kingdom that initially introduced e-learning during the 2009 swine flu pandemic to ensure that the educational process continues despite any emergencies that would require the school to close. “All of our students are required to be online with their respective teacher at some point during the academic week either for homework or other assignment issues. Both teacher and student can communicate through our virtual school system. Most of our teachers have their own web link where they can carry out classroom instruction and provide resources for students. Our Pre-K and early years grades (1-2) students do not do this. It is primarily from Grade 3 and up to Grade 12,” said Dr. Mark A. English, superintendent of AISJ. The school’s primary delivery platforms are RenWeb and Google Apps. RenWeb is a Student Management Suite, which among many other things, allows students, teachers and parents to communicate about grades, assignments, absences, homework etc. Google Apps is used to send and receive documents, have simultaneous chat and to
complete actual classroom work. YouTube is also utilized for video clips to help illustrate or augment a particular assignment. According to English, teachers “enjoy the ability to stay connected to students and parents so that critical assignments or information can be transmitted at different times of the day and week even if school is closed.” As for students, “Most of them love it! But some complain that because of e-learning there is no way they can get away from school!” he quipped. A study titled, “The incorporation of school library e-resources within an elearning environment and the satisfaction levels of e-resources: A case study in Saudi Arabia” to investigate the satisfaction levels of students using e-resources, carried out at Al-Bayan Model Girls’ Secondary School, Jeddah, during the 2007-2008 academic year, showed that 92.2 percent of the students gave an “excellent” rating to e-resources, while only 1 percent of the
IPS hosts re-accreditation team
The International Programs School (IPS) is accredited by the Middle States Association of Colleges and Schools (MSA) based in Philadelphia, Pennsylvania, US. As a part of ongoing re-accreditation, IPS hosted a visiting team from MSA on April 15-19, 2012 and this team has recommended that IPS be re-accredited for the next seven (7) years. All members of the IPS community are proud of this accomplishment. IPS is an American curriculum school serving students from kindergarten through Grade 12 with a college preparatory program focused on continuous improvement. The school actively seeks ways to advance and has developed a culture of planning for improvement that involves students, parents, and staff. IPS Plans for Growth and Improvement are published on the website www.ipsksa.com. IPS is constantly seeking ways to ehance student learning and to develop sophisticated organizational capacities to meet the needs of children. IPS is accepting applications for the 2012-13 school year and details of that process may also be found on the school’s website. As a growing school, IPS seeks qualified students, families, and staff throughout the year to join this exciting community.
students rated e-resources as “unfavorable.” Girls at Al-Bayan School come with a tablet PC and use a program that is centered on an “e-class” server that gives them access to the Education Ministryapproved curriculum, which is completely electronic. When asked to identify features that make an online tool favorable, 50 percent of the students said “fast” and “easy,” indicative of the natural behavior of youngsters to prefer speed and easiness to do their tasks, while 40 percent of the students said “accurate information.” For both instructors and students to adapt to e-learning, they must confront and overcome the challenges that come with it. “For students the main challenge is to ensure they are regularly checking their respective teacher’s websites or chat correspondence; for teachers, the major challenge is keeping their information updated so that both students and parents can have a real time display of information,” said English.
15
ISG nurtures young leaders for the future Dhahran: Arab News International Schools Group (ISG) students are welcomed by the world’s finest universities with over 95 percent of our students attending fouryear universities. A not-forprofit educational organization, ISG (www.isgdh.org) is guided by a Board of Trustees representing various stakeholder groups situated in the Kingdom of Saudi Arabia. ISG began in 1962 with a handful of American students in a one-room building. Today we are as dynamic as ever; with over 3,800 students representing 40 nationalities across our seven schools. ISG offers a rigorous academic culture and an accredited global education program guided by American and British curriculums. Our proven Advanced Placement, IB Diploma and (I)GCSE preparatory courses are enriched by a wide array of extra-curricular, artistic, exploratory and humanitarian programs to help each student reach their fullest potential and
give back to our global community. Offering 50 years of educational excellence, ISG educators are committed to developing life-long learners and strongly support the values of our families. To meet the needs of our growing community and offer 21st century schools, ISG District is engaged in ongoing infrastructure investments. A new campus for ISG Dammam and a new building for DGBS are currently under construction with new campuses planned for ISG Jubail and anticipated for Yanbu International School in the very near future. ISG American and International Division schools are accredited by the Middle States Association (MSA) of Colleges and Schools. Our SAT10 and OLSAT8 standardized scores are well above the US national norm. Advanced Placement pass rates exceed 85 percent. DBGS is accredited by the Council of International Schools (CIS) and is in its 12th year of offering (I)GCSE examinations with 92 percent of DBGS students achieved 5 or more A* - C grades. As we celebrate our 50th anniversary, ISG schools are better than ever!
Monday, May 7, 2012
16
Why Saudi parents prefer international schools over government schools for their children Jeddah: Fadia Jiffry
An increasing number of Saudis are admitting their children to international schools. Arab News asked parents why they made this decision. English is one of the most-used languages in the world and is so vitally important. It is the band-aid to the troubled, who find it hard to communicate with someone from another part of the world. It is the stairway to international business and it is also the answer to why most Saudis prefer educating their children at international schools rather than at local schools. The curricula that government schools follow here in the Kingdom are way behind compared to those of international schools. An additional disadvantage is that the medium of instruction at these state-owned schools is Arabic only. “Students benefit more when they are taught at international schools. For instance, they can learn both English and Arabic whereas at local schools, students are taught only the basic alphabet in English and the rest continues in Arabic. I also think the curriculum and way of teaching is much more advanced at international schools which is a benefit to every student in today’s world,” said Afnan Hamza, a Saudi mother who chose to educate her child at an international school in the Kingdom. When seeking to travel to another country, be it for pleasure or higher studies, one needs to possess the education requirements at an international level. Saudi parents are aware of the demands to educate their children at an international level in today’s world. The King Abdullah Foreign Scholarships program, inaugurated by the Custodian of the two Holy Mosques, gives Saudi parents another reason to choose the education system followed by international schools. The program gives Saudi students an opportunity to study at the best universities in various countries around the world to continue their education at a higher level. The program is mainly concerned with the rehabilitation of the Saudi youth to play their role in the development of both the public and private sector. Classes at international schools, apart from being taught in
English, follow the British or American syllabus and are internationally recognized. Despite the tutoring being free for Saudi students at local schools in the Kingdom, Saudi parents are willing to pay a fee for their children’s education at international schools, only to meet the requirements of today’s world. Some 90 percent of pupils at international schools are Saudis, even though these institutions were principally set up to educate the children of the expatriates residing in the Kingdom. The debate arises whether parents still feel the need to educate their children solely in their native language. Some suggest that government schools should consider adopting the same policy as international schools by introducing the English language along with the present Arabic. Parents who are against giving their children interna-
Dunes School: The future is here Riyadh: Ghazanfar Ali Khan arab news staff
Dunes International School has made a momentous beginning under the initiative and leadership of Dr. Ibrahim H. Al-Quayid, chairman of Dunes’ board of directors. He is a prominent Saudi academician, who is proud to create an educational facility in Saudi Arabia that provides its students with a comprehensive system of education to help them to develop well-rounded personalities and grow into smart, confident young people. Nadeem Tarin, managing director and a prominent Indian expatriate who has promoted several schools globally, believes that the mission of Dunes is "to enhance the skills of students to the highest level of competence and thereby making the world an emancipated and enlightened place”.
The school is governed by a board of directors chaired by Al-Quayid, who was a member of the National Society for Human Rights and an elected member of the Riyadh municipality. Highly experienced educationist D. Manon, who had the distinction of serving as principal of Army School in Jammu and Singhania School in Rajasthan in India, has been appointed as principal. Well-known academic Dr. S. U. Rahman is honorary director for academics at the school. Well-known management expert Amjad Khan, who holds a management degree from India's Aligarh Muslim University, is the director for operations and finance and Awad Al-Qahtani is director of the school. Dunes takes pride in its excellent advisory board. Dr. Shomie Das, a veteran in school education,
served as the principal of The Doon School and tutored Prince Charles. Dr. Nigat Shamsi, experienced in training academics; Mrs. Linda Amin, speaker coordinator for TARA and associate of the National Association for the Education of Young Children; and Dr. Anna Marie Amudi, English department supervisor at Dhahran Ahliyya School, are other members of the board. The latest and a very modern educational center of excellence on the educational canvas of Alkhobar promoted by Daratassalam , Dunes International School has come a long way in the last year. In its very first year the school had an enrolment rate of 500 plus students. The school brings the best available educational practices and blend them with the national curriculum (CBSE) with time tested values and ethics. It believes in and aims for total quality education, which ensures developing children who make excellence in all endeavors a habit and a way of life. At Dunes the emphasis is more on understanding a concept rather than simple memorization of facts, rules and formulae. The school is committed to grooming every child into a role model for the society of tomorrow by providing the children holistic education for the growth of mind and body. It makes use of the latest technology, multimedia and audiovisual tools in teaching. Enthusiasm, awareness, creativity, responsibility are just some of the qualities that the school’s qualified, dedicated and experienced teachers bring to the classroom to help mold the children into the global citizens of tomorrow. From advanced classrooms to various sports infrastructure, Dunes School is equipped with every facility that it needs to deliver world-class education. The campus is planned bearing in mind the needs of the children and their future. More than 18,000 square meters of land has been transformed into a learner’s paradise.
tional education argue that being taught a foreign syllabus can destroy the pure culture of the youth in Saudi Arabia. They also criticize the little knowledge an increasing number of Saudi youth have of the Arabic language, while that is still their mother tongue. A few parents also fear that these adolescents may lack in knowledge of the Qur’an since most international schools don’t teach the subject. “A class in an international school holds up to thirty five students while in a local school only around twenty students are accommodated in a class,” comments Saudi parent Fahad Al-Gabir, who disagrees on educating his children at an international school. When a child needs more attention at school, parents might opt for local schools because of this.
The role of international schools in preparing our students for the 21st century (Continued from Page 14) International schools have qualified teachers both male and female in their Arabic Language Departments for example who are doing an exceptional job. But they need more resources for growth, training and development in the current educational pedagogies to enhance our overall programs. Investors, owners, and board members can play an important role in providing the necessary resources to enhance these training and development programs. Another reality is the need for assistance in helping school administrators navigate the bureaucracy of governmental institutions in terms of things such as the allocation and processing of Visas for teachers. Many of our faculty members come from the international environment to include the United States, the United Kingdom, France, Germany, Canada and many other countries. Sometimes we experience delays in obtaining certain visas and this is a reality for which we must continually make adjustments. Accountability, transparency and clarity in our school operations and our strategic plans is another critical juncture where reality and expectations meet on the same level. Through our accreditation process we work closely with the Ministry of Education as well as other outside monitoring agencies to insure that what we say we do we actually do. It is this combination of self-assessment and evaluations from international accrediting bodies that help us stay engaged with the Ministry of Education on matters of operational effectiveness that help us grow as a international school. All of this is to say that from the Ministerial level to the interna-
tional school administrative level we all have a role in shaping our youth here and now. The world today obviously has to prepare young citizens to develop a perspective beyond national boundaries, to understand the impact of individual citizenship behaviors upon the other parts of the world, and to enhance the awareness of the need to promote peace and justice across nations. To keep abreast with the rapid pace of globalization, there is now momentum within the international schools arena that focuses on developing an international perspective among the youth, increasing their awareness of global development, and urging them to assume their responsibilities as citizens of their local, national, and global communities. Therefore, how to implement and strengthen the element of global citizenship education in the school curriculum has become an important educational issue. We are all gratified that the Ministry of Education is aware of these trends and has implemented programs such as the King Abdul-Aziz Public Education Development Project in order to build upon this model of Global Citizenship Education. The world is undergoing unprecedented changes, and Saudi Arabia is no exception. We are seeing substantial changes in the economic structure and the knowledge-based economy is here to stay. At the most recent International Exhibition and Forum on Education (IEFE), in which Education Minister Prince Faisal bin Abdullah was in attendance, it was reiterated that the shift toward knowledge-based learning systems means that knowledge is viewed more as a tool than a repository of information with a greater emphasis on the development of attitudes and skills that enable learners to become more self-directed and in
charge of their own knowledge development. International schools are at the forefront of utilizing and indeed expanding upon this notion of a knowledge-based learning system. To cope with the challenges of the 21st century, education in Saudi Arabia must keep abreast of the global trends and students have to empower themselves to learn beyond the confines of the classroom. The school curriculum, apart from helping students to acquire the necessary knowledge, should also help the younger generation to develop a global outlook, to learn how to learn and to master lifelong skills that can be used outside schools.
As we embark on this unique journey together, we will succeed in challenging our students to become engaged citizens of the 21st century who possess the knowledge for critical thinking and the motivation for keeping their minds actively engaged in learning for the rest of their lives. This is truly an exciting time to be in education. With the energy, focus and commitment already demonstrated from all the international schools in Jeddah, we can continue to have a positive and lasting impact not only on the lives of our current generation but also on those generations that follow. Dr. Mark A. English is the superintendent of the American International School of Jeddah
Monday, May 7, 2012
17
Hala International students Yara School ranks among the best excel in performance Riyadh: Ghazanfar Ali Khan arab news staff
Jeddah: Arab News
Hala International School (H.I.S.), a K-12 school with NWAC accreditation, has currently more than 1,500 students divided equally among the kindergarten, girls’ and boys’ sections. The students range in age from 3 years at the pre-KG level to 18 years at A-level. Hala International is home to 24 different nationalities, successfully promoting tolerance and unity in diversity. It empowers its students with the strength of character to face and overcome the trials and tribulations of life. H.I.S has been successfully preparing its students for the Cambridge IGCSE and A-level examinations. Its first batch of IGCSE examinations was in 2000, and of A-level in 2007. The strong foundation laid right from kindergarten and strengthened throughout their journey towards the IGCSE and A-level examinations has resulted in Halaites’ outstanding achievements in top world and KSA rankings. This is the fourth consecutive year that H.I.S students have achieved top rankings in Cambridge AS/A-levels. A-level student Suhaib Ali Kamal has achieved the top rank in Saudi Arabia in both economics and accounting. He has also been declared the second best A-level performer in the Kingdom. He has scored A*s (A stars) in all subjects he wrote an exam for, namely economics, accounting, ICT, and business studies. Suhaib Ali Kamal is the same student who had achieved the fifth rank in the world and top rank in Saudi Arabia the previous year for AS-level accounting. Maham Ovais of the AS-level has scored a top rank in Saudi Arabia in
Hala International students who won prizes in a Karate event pose with their trophies.
accounting. Both have been students of Hala International School from the beginning of their educational journey. The school, which just celebrated its 21st anniversary, is known for its high educational standards. Excellent Cambridge AS and A-level results are not its only hallmarks. Its students are also known for their stellar performances in the IGCSE (International General Certificate of Secondary Education), where, apart from the innumerable A*s and A’s, they have also consistently returned a hundred percent passing result to date. Hala International School does not just ensure that the brightest of its student receive the best support and guidance, but also that the average students realize their potential, and thus that the school succeeds in its mission of “Helping the present, forming the future.” The highly competent and dedicated staff who place the success of the students at the
heart of every instructional decision are to be credited for the laurels achieved. Academics are not the only field H.I.S excels in; its students are active and enthusiastic participants in cocurricular and extracurricular activities. A range of activities including debates, quizzes, elocutions, spelling bees, storytelling, and recitation encourage a strong sense of healthy competition. Students compete for individual honors and for their teams. The four houses, Bluettes, Greenettes, Rosettes and Yellowettes, vie with each other for the top honors. Students also participate enthusiastically and win at interschool events. Today’s children are tomorrow’s leaders. Keeping this in mind, H.I.S conducts fiercely contested elections for the students’ cabinet. A head boy, head girl and a school captain head the cabinet comprising of house captains and sports captains.
Excellent IGCSE and A Level results with Top World and Saudia Arabia Ranking
Over 1500 students Independent Boy’s & Girl’s Section Highly Qualified & Experienced Staff
Video Conferencing Facilities Well Equipped Science & IT Labs The only Green Grass Cricket Academy in the Kingdom Northwest Association Accreditation is awarded for grades KG to A level 6715543 • www.halaschool.com • info@halaschool.com
The capital city of the Kingdom is particularly blessed with a rich menu of choices for parents seeking to ensure that the learning doesn’t stop when their kids close their books at the end of a school day. Yara International School (YIS) is one among them. The YIS is a frontrunner in terms of providing a conductive learning environment. “Yara School today ranks as one of the best schools in the Kingdom, and was established to provide quality education to its students,” said YIS Principal Aasima Saleem. The YIS is an English medium institution and follows the educational pattern of India’s Central Board of Secondary Education (CBSE), she added. It is fully devoted to provide quality education and aims at all-round development of the students. The YIS, Aasima Saleem said, had scored 100 percent results for the last three consecutive years in the CBSE board examinations. In the year 2012, eight out of 26 students scored A1 with a 10 CGPA, creating a new record among private schools in the Kingdom. “Our students also performed exceptionally well in NSTSE, Mathematics and Science Olympiad,” said the principal, adding that the school’s performance at the CBSE Cluster Meet is reaching greater heights year after year. Spelling out the features of YIS, which distinguishes it from other city schools or other international schools in the Kingdom, Saleem said that the school has been able to maintain the momentum of growth and progress on all fronts, ranging from academics to sports and creative activities. The school has emerged in a short span as an “Institute of Excellence”, she added. She pointed out that the curriculum is action-based, wherein the students are not just passive learners but active participants. Projects, seminars, and educational field trips are integral parts of the curriculum, in line with the recommendations made by the CBSE, said Saleem. The maximum number of students in each class is limited to 30 to ensure that indi-
vidual attention is paid to every student. The “Teachers Development Program” is an ongoing process at Yara to keep teachers abreast with the changes in the education field. Students are also encouraged to participate in the ASSET examination, which is a sort of diagnostic test by virtue of which one understands the weaknesses of the students in a particular subject, Saleem observed. Counseling sessions for students and parents are also organized from time to time, she added. Moreover, the faculty and the staff of YIS have been meticulously chosen to ensure that there is no gap between the school’s vision and its implementation, said the Yara principal, adding that the teachers’ efforts are closely guided and monitored through performance evaluation process, which incorporates parents’ feedback as well as objective assessment by the top school officials. Annual excellence awards are bestowed on teaching and non-teaching staff to motivate our staff, she said. The school, she said, also runs a Canadian-based “Computer Education and Certification Program”. YIS can also boast of a well-equipped science laboratory and computer laboratories as well as a well-stocked library, which has a rich catalogue for students and teachers. “The introduction of Educomp Smart Classes across the grades in the new, state-of-the-art campus is a giant leap forward in the shift from traditional teaching to the futuristic education of e-learning,” noted the principal, while referring to the adoption of new IT tools and techniques and to make the school digital-friendly. Also, a fleet of airconditioned buses owned by the school is yet another strength, said Saleem. Activity clubs for public speaking, science and mathematics, heritage, health and wellbeing, music, dance and art & craft provide a platform to draw out latent talents in the students. In a short span of eight years, Yara has become a name to reckon with. “For an institution, which started with a modest beginning, the journey of success has been extraordinary in every sense of the word,” she said. YIS Principal Aasima Saleem