{"content":[{"text":"What I find remarkable is the extent to which founding families and corporations are investing in \n reputation, status, and long term staying power and marketing competitively to ensure strong \n results. I have a new found respect for some of these schools and their founders.","bbox":{"left":0.031498,"top":0.219235,"width":0.907176,"height":0.056255}},{"text":"The same trends that I described in China, I have seen in India even though India's booming growth \n lags a few years behind that of China and its economic results are more uneven. But here too, I have \n found a few entrepreneurs and founding companies/families whose impressive success in \n commercial and residential development have provided the impetus to move into other areas such \n as international education. By \"international\" I mean providing resident children holding national \n passports with the same opportunities and benefits of a global education that expatriates and some \n nonresident local passport holders receive.","bbox":{"left":0.031498,"top":0.285158,"width":0.935157,"height":0.13227499999999998}},{"text":"I found the same in Jordan, where there are a number of family and corporate (as well as traditional \n international) school models. Here the Royal Family has also formed two new \"international\" \n schools.","bbox":{"left":0.031498,"top":0.427101,"width":0.930681,"height":0.056255}},{"text":"The Challenges","bbox":{"left":0.031498,"top":0.493024,"width":0.146814,"height":0.018244999999999956}},{"text":"Language and Identity","bbox":{"left":0.031498,"top":0.520937,"width":0.215716,"height":0.018244999999999956}},{"text":"One challenge in these more corporate/family/sponsor models is the enrollment mix of expats \n versus locals. Or, stated differently in terms of identity and vision: Are we an \"international\" school \n or a local school with an international curriculum? Often this is related to languages spoken in the \n hallways and at recess and/or in the home.","bbox":{"left":0.031498,"top":0.548851,"width":0.9217099999999999,"height":0.07525899999999996}},{"text":"Where any language, (for example, Korean, Japanese, Chinese, or Arabic) is the primary and \n dominant language spoken at home by 25% to 50% or more of the school population, we begin to \n hear the question \"How 'international' is the character of the school?\" It may have English as the \n primary language of instruction; offer the IB; place its graduates primarily in universities out of \n country, but it may still feel either uncomfortable to non native nationals or too \"local\" for expat \n families.","bbox":{"left":0.031498,"top":0.633779,"width":0.9099579999999999,"height":0.11326899999999995}},{"text":"These questions of enrollment mix can be complicated and subtle. For example, the student \n population of one client school is 25% local Chinese nationals; 14% Koreans; 25% with Chinese \n ethnic background but perhaps speaking excellent or moderately competent English; and another \n 15% speaking several other languages from around the world. The flavor of the School seems \n \"international\", but how can one know for certain or monitor which language(s) are spoken in the \n hallways or after classes?","bbox":{"left":0.031498,"top":0.756716,"width":0.916288,"height":0.11326999999999987}},{"text":"An interesting observation from my recent visits is one School's view that it is impossible to enforce","bbox":{"left":0.031498,"top":0.879654,"width":0.934048,"height":0.018244999999999956}}],"images_bbox":[{"left":0.033141,"top":0.010969,"width":0.932785,"height":0.200968},{"left":0.033141,"top":0.918084,"width":0.932785,"height":0.07061}],"images_bbox_not_text_overlap":[{"left":0.033141,"top":0.010969,"width":0.932785,"height":0.200968},{"left":0.033141,"top":0.918084,"width":0.932785,"height":0.07061}]}