Growth of international schools gives students a new experience

With the globalization of education, the number of international schools in China has greatly increased in recent years. At the same time, the COVID-19 pandemic has also spurred a growing prevalence of online courses by such institutions.

Among those providing such courses is international online school Crimson Global Academy, which recently announced that it has started accepting applications for the upcoming fall semester.

To date, nearly 400 students from more than 20 countries and regions have enrolled into CGA, which offers ESOL, IGCSE A-level and AP courses for students from grades 6 to 12.Each course costs about 20,000 yuan ($3,107) per semester, and students can take one to five courses per semester depending on whether they are studying full time or part time.

"We hope to provide more learning options for Chinese students aspiring to excel on a global stage," says Jiang Fangzhou, co-founder and China CEO of Crimson Education, parent company of the academy.

"At CGA, Chinese students will be able to learn and communicate with teachers and peers from around the world and develop a global mindset that would lay a solid foundation for furthering education at top global universities."

Jiang noted that every student is provided a customized curriculum that is best suited to their strengths after passing the interview and related tests.

To cater to their Chinese clientele, CGA China assigns two teachers that have high English proficiency to classes-one teacher speaks only English, while the other speaks both English and Mandarin, allowing for more effective communication with students.

David Mansfield, former executive headmaster of YK Pao School and an academic member of CGA's global advisory board, says China currently has over 1,000 international schools, with many being opened in second- and third-tier cities in recent years.

"International education will continue to develop rapidly in China, and it will soon become one of the fastest recovery areas in the world after the COVID-19 pandemic," he says.

Mansfield also notes that online schools are becoming more common because this mode of education allows teachers from different countries to come together without incurring huge costs.

John Morris, executive principal of CGA, points out that many schools have started to expand their international network. One of these schools is Dulwich College, which has more than 10 branches in Asia and some private schools in the United Kingdom.

"The most obvious trend is the expansion of online education in many countries, especially since COVID-19 has resulted in the shutdown of campuses," Morris says.

Though online schools afford a continuity of education despite the pandemic, there are several concerns about this form of education, such as how it could be less immersive than conventional classroom learning, the health implications on children caused by long hours of computer usage, and the lack of campus life experience.

To address these concerns, Jiang says CGA will seek to make the learning process more interesting through technology and gamification. He argues that the medium is not as important as one's willingness to learn.

Events will also be held on site for students. CGA has cooperated with schools in New Zealand to use their laboratories. There have also been arrangements made for students to take part in community events and sports activities such as basketball and soccer.

"Even though their social experience might be limited, their online social links will be stronger," Jiang says.

"Establishing CGA is not because international education can make money, but to fulfill our mission in transforming the way education is delivered. Cultural exchange and vision transcend politics, finding jobs, and many other things," he says.

"Before the pandemic, we had just started the business of helping overseas students to study in China. We hope to send more people from different countries to schools in other countries."