International Education Policy


Lehigh University campus – July 2017 


Today I completed an intensive, 8-day course in International Education Policy at Lehigh University as part of my doctoral program. The class focused on tools researchers use to analyze policy. In my job as head of school, I deal with policies coming from the international, national and school levels, either implementing or making them. The course gave me a new perspective on the importance of policy in education. It was my first class in the Comparative International Education (CIE) department. From Lehigh University’s website. The class had a good mix of researchers, teachers and NGO employees.

Graduates completing their degree in the CIE program may move into positions as government officials and education policy makers, research/policy institute scientists, development program officers, or work in various non-governmental and educational organizations either in the United States or in countries around the world.

The culminating project for the eight days was a policy analysis. I chose the adoption of the International Baccalaureate Diploma Program (IBDP) by government schools in Japan. The Ministry of Education, Culture, Sports and Technology (MEXT) set a goal of 200 local schools to be authorized the IBDP by 2018. I read many reports and looked at data to come up with my recommendations. I am indebted to Dr. Beverly Yamamoto of Osaka University and her work with the IB and MEXT. You can read her full research report.  I would also like to thank Dr. Emily Anderson of Centenary University who taught the course and my classmates. You can read my case study analysis below.

The International School Surge


TCK’s Enjoying Baseball and BBQ


Alan Wechsler wrote an excellent article about international schools earlier this month in The Atlantic. The International School Surge: Increased demand for a “western” education around the world has reshaped whom these institutions serve. The piece gives a great overview of the pros and cons of international education and how it fits in with the global economy.

The photo above captures a bit of international school culture. I hosted a BBQ for the school elementary baseball team after a parent-student game to culminate the season. In the photo are citizens from six different countries.

I have worked in international schools since 1992.  I have seen the growth of the number of schools and the switch to local families instead expatriates enrolling in them. When I started there were around 1,000 international schools, today there are over 8,000 and it is expected to grow to 16,000 in the next ten years. That is good for my future job prospects! Locals now make up 80% of the student population. Driving the demand are two factors. First is the quality of higher education in the USA and other western countries. Rich people want to send their children to the best universities in the world. They also want fluent English, which has become the world’s language of commerce and culture. My third culture kids (TCK) have more in common with international school students throughout the world than they do with students in my home of Northern Michigan.

All of these international students taking up spaces in American universities does have some downsides. They take spaces from US students and create competition for jobs afterward. Researcher Monica Gallego Rude points out in the article that this system is increasing inequality in the world, with a small group of rich families paying for access to the English-speaking global economy while most of the world does not have this access. Tuition can be quite high in international schools. Our tuition is over $20,000 US per year.

I am really interested in the future of international education and where it is headed.


Welcome Back Dr. Heiman!

Students at the Kasuga Shrine in our neighborhood of Minoh

OIS alumna (graduating class of 1996) Dr. Kimberly Heiman, Dr. Kammie Takashashi and a group of students from Muhlenberg College in Allentown, Pennsylvania spent the day with SOIS students on Thursday May 25, 2017. The visit was the culmination of a trimester-long project of collaboration between the students. The students focused on ecology and religion in the Japanese context and how it compares to the USA. The students shared their views via online forums leading to the visit.

Dr. Heiman gave a lecture on climate change and its impact on Japan and Dr. Takashashi spoke about the effect religion has on environmental issues. SOIS students were impressed with the Japanese language skills of the Muhlenberg students. OIS biology teacher Paul Stone gave the students a walking tour of the local historical sights. They walked through the bamboo groves to Saigoku road and finishing at the Kasuga shrine. Mr. Stone also presented a sustainability report focusing on electricity usage on our campus. Our average electricity consumption has dropped from 100 Kilowatts-hours (x 1000) in 2009 down to 68 in 2015. This is mostly due to LED lighting and improved efficiency in air conditioners.

We would like to thank Emi Tsudaka, Super Global High School director at SIS for her efforts in facilitating the visit. We are also very proud of Dr. Heiman and wish her continued success in her research and teaching at Muhlenberg!