Prague International Schools

Written by Robert Landau
Director, ISP

Few professionals get to have their children at the “office” every day of the week! As an educator and parent, I get to enjoy this pleasurable experience. Now I have no illusions that my two boys will become educators, but I hope that the schools they have attended will prepare them for the challenges and opportunities that the world has in store for them. Though I come from a national or state system, I have never worked in a public or state school. My oldest son did attend a local school in California for one year and I remained a critical observer and consumer. Returning to an international school, here in Prague, was like coming home again.

There can be few in the developed world that are not aware at some level of the increasing interdependence which characterizes trade, business, and social activities today. The term most often used for this interdependence is globalization, defined broadly as “. . .widening, deepening and speeding up of world-wide interconnectedness in all aspects of contemporary social life.” With growing global mobility, the number of international schools worldwide has increased in an attempt to cater to the international needs of children who may return to their home country, or another location, for further education.

The foundation for any school, including international schools, is their curriculum approach. As described by Hayden et al., “. . . as the number and variety of schools have grown . . . it is clear that many are attempting to strike a balance between pragmatic and ideological dimensions in the experience they offer to students. It is against this backdrop that a number of different curricula have been developed which attempt to cater for students´ needs in a variety of different ways.” These curricula may be categorized under four main approaches:

The more progressive and prominent international schools, like ours, believe that the third category, integration, can accommodate the majority of our diverse population. After all, aren´t many of the world´s political systems shaped by a variety of converging philosophies? Don´t medical doctors use techniques taken from best practice and current techniques? Most professional practitioners draw from relevant and appropriate methods. Shouldn´t schools do the same? A school like ours is not bound by one country´s system. We are able to take from the UK, USA, Australia, Canada, and other systems to develop a significant program. A combination of national and international standards combined with contemporary teaching philosophies and methodologies ensure students the best of all worlds.

Employ teachers from a number of different cultures; Offer examinations that are acceptable for university entrance in a number of countries; Use standardized tests that have been designed without cultural bias and piloted internationally; Develop links between the school and other locations outside the host country; Ensure a school environment where a number of languages are spoken; Teach tolerance and understanding of cultures whose practices are different; Sponsor projects in less developed countries; Students study subjects through more than one language; Instruction includes learning about other countries (history, geography, politics); Students learn about the local culture, and develop links with the host country; Classes undertake extended projects on topics related to a number of cultures; Students take part in activities related to the work of international organizations, such as debate, role-play, speech contests, and Model UN; Students are exposed to a number of cultures through films and TV programs; Students visit other countries as members of a school group or team and participate in exchange visits organized with schools in other countries; Students mix with a number of cultures within classes, activities, and clubs at school; Students participate in community service in the local community.

My children´s future does not resemble my past. The concepts, skills and attitudes they need go far beyond a content-driven education based on national standards. This school, like many others, has made a conscientious and concerted effort to develop and maintain an international school environment. Our global nomadic students will be better prepared to handle the challenges caused by globalization, technology, conflict, and environmental conditions. Possessing just knowledge will not be sufficient, in a world where the amount of information is escalating at a rapid pace. They will need to be problem solvers, decision-makers, and creative thinkers.