280213 Education

7/28/2019 280213 Education

http://slidepdf.com/reader/full/280213-education 1/60

INTERNATIONAL

EDUCATION

2013

86550_01-60_M4.indd 1 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 2 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 3 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 4 21/2/255

7/28/2019 280213 Education


CONTENTSInternational Education: An overview 6

Looking Throug the Number: A fad or a promising future 12

AEC: Why it matters 16

Building International Character: Learning stages 24

Making a Choice: 30

• InternationalSchools 32

• EnglishProgrammeorBilingualSchools 36

International Curriculums: 38• BritishSystem 39

• AmericanSystem 41

• InternationalBaccalaureateSystem 42

College: 46• DomesticInternationalCollegeProgrammes 47

• AmericanCollegeSystem 51

• BritishCollegeSystem 54

Standardised Tests: TOEFL,IELTS,SAT,GMAT,GRE 56

InternatIonal educatIonal

P bCreative+SpecialPublications

text PostPhotograPhs Post/Supplied

desIgn & layout Arthit Kannikar Project ManagerSangsoamBunyasakdi

edItorSimonKinddePuty ManagIng edItorRatchadapornLunchaprasit

sPecIal PuBlIcatIons adVertIsIngTel+66(0)22403700Ext1464Fax+66(0)22403649

<[email protected]>VIce PresIdent, sPecIal PuBlIcatIons sales J aruda J antraporndIsPlay adVertIsIng & sPecIal PuBlIcatIons sVPVoravadhanaJulajitvachara

ProductIonAlliedPrinters

Bangkok Post iseditedbyPattnapongChantranontwong

forThePostPublishingPublicCompanyLimited,Printer,PublisherandOwner

http//www.bangkokpost.co.th

offIceBangkokPostBuilding136NaRanongRoad,KlongToey,Bangkok10110

Tel+66(0)22403700nFax+66(0)22403666

n 0213n

TheviewsexpressedinthissupplementarethoseoftheauthoranddonotnecessarilyrepresentthoseoftheBangkokPost.

86550_01-60_M4.indd 5 21/2/255

7/28/2019 280213 Education


International Education:

The world is getting smaller… that adage has never been closer to the

truth than what we are witnessing right before our eyes — especially for

Thailand and neighbouring Southeast Asian countries, where this notion

is about to unfold its full effect when AEC takes effect in late 2015.

The way of the old days when people could still achieve much of what

they had set out to do in their individual endeavours with simple sets of tools,

academically and socially, will inevitably become inadequate for any person tothrive in this changing world.

The world today is all about globalisation and its drive for change is

overwhelming. Every country whose economy depends heavily on global

trade has adopted the nascent ideology of global community as the driving

force behind their public policy.

Theworldisnotliterallygettingsmallerbut,inagurativesense,itdoes

become a whole lot easier to communicate across the globe. It has become,

moreorless,thenormtondtransnationalcompaniessettingupbusinesses

in countries other than their own to gain competitive edge over competitors,

bothfornancialreasonsand,ofcourse,skilledworkforcewhereavailable.

What transpires after the fact that leading global conglomerates are

crisscrossing the world, looking for accommodating places for new business

opportunities and sustainable investments, is the need for a better-equipped,

internationally oriented workforce.

It should come as no surprise to anyone that the most obvious indicator to

assess human resource development is education. Not for the sheer academic

adequacy but how well the education system prepares the entering workforce

– and by how well it implies being internationally competitive.

Education plays the most important role in preparing an individual for

being a productive member of society, and language is one of the more

prominent features education is assigned with. Humans learn their primary

language through family and interactive parenting. Yet the actual linguistic

competency can only be obtained through formal education channels.

Beinguentinanylanguagedoesrequiremorethanjustgoodspeaking

and understanding: it requires the ability to linguistically contemplate such

language with ease and to a certain level of complexity. Knowing that language

is the crux of the whole idea of being adequately equipped in this changingworld, the sooner a child is placed in accommodating surroundings the better

chanceheorshewilldevelopamoreinternationallyadjustedpersonalityand

thinking pattern.

English is arguably the most important language if you wish to succeed in

any business endeavour. That is quite a claim, especially when there has been

a growing argument for learning Chinese in recent years due to the economic

inuenceChinahasovertheworld.

An overview

6 INTERNATIONAL EDUCATION

86550_01-60_M4.indd 6 21/2/255

7/28/2019 280213 Education


7INTERNATIONAL EDUCATION

86550_01-60_M4.indd 7 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 8 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 9 21/2/255

7/28/2019 280213 Education


Let’s look at the statistics, shall we? Respectively, there are 1.05 billion

Chinese speakers with 873 million native speakers, 510 million English

speakers with 340 million native speakers, 490 million Hindi speakers with

370 million native speakers, and 420 million Spanish speakers with 350

millions native speakers. According to these numbers, Chinese is the most

widely spoken language with English a distant second. Be that as it may,English is the most published and adopted as formal language in the world.

Understandably, English also has the greatest number of non-native speakers,

250 million to 350 million non-native speakers.

Pragmatically, given the staggeringly higher number of native Chinese

speakers, the prospect of being competitive with Chinese language does not

look very promising. Evidently, when most parents make their decision which

language should be the primary track for their child, English always pre-empts

the decision-making process. Anyhow, it is undoubtedly also a good idea to

help your child take up a second language like Chinese or Spanish if possible

(and if your child is willing, of course), as shown in the aforementioned

statistics.

It bears repeating that the cost of getting a child into international school

issignicantlyhigherthanplacingachildinthetraditionalsystem.Iamvery

much aware of the notion that you cannot put a price on education. Yes. But for that to be true, it would require all international curriculums to be inherently a

better academic track by and in itself. Except in reality, like most of everything

in life, there is no guarantee whether the international programme or institution

thatyouchoosetoentrustyourchild’seducationwithisdenitelythebetter

choice than placing your child in a traditional school.

According to the survey, the average expenditure for placing a child

in an international curriculum is 4-5 times higher than traditional Thai

language programmes. When comparing average cost between three school

groups (from elementary to high school), categorised by offered academic

curriculums, currently available in Thailand, the numbers show that average

costs for each group are: 50,000–600,000 baht for Traditional Thai language

school, 1.8-3.0 million baht for English language programme and 7-9 million

baht for international school.

With those exorbitantly high tuition fees that parents will have to bear,asidefromwealthyparentswhosenancialwellbeingcancomfortablycope

with higher cost, it is not hard to imagine that most parents will have to resort

tomorethanjustthenotionthatyoucannotputapriceoneducation.

Still, even putting a child through the best International school in the

country does not guarantee your child a life of success and prosperity. There

will always be other variables outside of education. The question most parents

have in the back of their mind, even when they are not saying it, is ‘Is this a

worthy investment?’ It sounds somewhat out of place mixing investment with

education. But when that much money is involved, it is inevitable.

Given the cost of international education, this is not a decision to be taken

lightly. We will be examining the process and variety of international education.

How should one go about deciding what is best for their child’s international

education? Due to the varied global educational standards, each international

education curriculum has its own merits and limitations. Educating yourself

with a basic understanding of the system could prove to be critical when

makingthenaldecision.

Do not invest your thoughts purely in the language

prociencyaspect.Giveequalconsiderationtothe

character building development of your child as

well, as international education should also

be about building mindset and vision.

Accordingto the survey, the

average expenditurefor placing a child

in an internationalcurriculum is

4-5 times higherthan traditional

Thai languageprogrammes.


86550_01-60_M4.indd 10 21/2/255

7/28/2019 280213 Education



โรงเรยนสองภาษาลาดพราว

โรงเรยนสองภาษาลาดพราวตระหนักถงความส�าคัญของการจัดการศกษาท มคณภาพซ งจะสงผลใหเดกไทยเปนทรัพยากรท มคณคาและเปนก�าลังส�าคัญในการพัฒนาประเทศในวันขางหนา ประกอบกับการตระหนักถงความตองการของผ ปกครองท ม งหวังใหบตรเตบโตอยางมคณภาพ มความพรอมทั งดานรางกาย อารมณ จตใจ สังคม สตปญญา และวัฒนธรรม

เปนผ มทักษะหลากหลาย มความสามารถดานภาษาและสามารถปรับตัวเขากับสังคมท เปล ยนแปลงไปอยางรวดเรว รวมทั งเปนคนดของสังคม

จงไดรเร มการเรยนการสอนในหลักสตรสองภาษา (BilingualThai-English) ข น โดยเปดท�าการสอนตั งแตระดับเดก

เลก อนบาล จนถงระดับประถมศกษาปท 6

โรงเรยนสองภาษาลาดพราว โรงเรยนระบบสองภาษา(ไทย-อังกฤษ) ท ดท สดแหงหน งในประเทศไทย

หลักสตรเนนการเตรยมความพรอมดานภาษาอังกฤษโดยไดประยกตเอานวัตกรรมการสอนภาษาไทยและอังกฤษแบบธรรมชาต (Whole Language) เขามาใช โดยเปนการสอนท ใหเดกซมซับจากสภาพแวดลอมรอบตัว โดยใชภาษาอังกฤษเปนส อในการเรยนร ภายใตการดแลของครตางชาตเจาของภาษา นอกจากน ยังมการ

จัดการเรยนการสอนแบบโครงการซ ง เน นความสนใจของผ เ รยนเปนส�าคัญ โดยเปดโอกาสใหเดกเปนผ ลงมอปฏบัตกจกรรมตางๆดวยตนเอง ซ งจะท�าใหเดกๆ ไดเรยนร ผานการเลนอยางสนกสนานเพลดเพลน สงผลใหเกดประสทธผลในการเรยนมากข น

โรงเรยนสองภาษาลาดพราว401 ซ.ลาดพราว 126 ถ.ลาดพราว เขตวังทองหลาง กรงเทพฯ 10310 โทร: 0-2530-3030

www.lbs.ac.th

86550_01-60_M4.indd 11 21/2/255

7/28/2019 280213 Education


Looking Through the Numbers:

Going back just 10 or 20 years ago, the thought of international

education, or to be more precise, international schools, was almost

exclusivelylimitedtothosewithincertainsocialcircleswithnancial

status to back it up. Most parents didn’t give it serious consideration because

of limited availability and information.Fast-forward to today and it is a whole different ballgame. International

education has become the veryrst thought parents have inmindalmost

the very second their kids begin to read the alphabet. One question persists,

though:isthisjustafadthatcomeswiththeboomingeconomyThailandhas

been seeing for the last decade or is international education actually a better

academic route in the global culture dominated world?

As stated earlier, even though international education has become

unprecedentedly more visible in Thailand’s education system, it still requires

majornancialcommitmentanditcouldpotentiallybecomeparents’nightmare

if not planned elaborately.

Many parents have second thoughts whether international education is

fortheirchildandisitworththenancialrisktheyaretakingon.Onecould

go on to explain how international education can be an optional necessity by

listingalltheprosandconsbut,tobehonest,itisstilljustabstractpromising

words and persuasion.

To get down to what matters, what paints the image of how international

education gives a leg up to those who have gone through it, we have to look at

the statistics and numbers that illustrate the advantage international education

can provide over the traditional system.

First, let’s say you want to send your kids to college abroad. We all know

getting into college abroad means that your kids have to prove themselves

more than native students. This is especially true for those students who study

in their native language curriculum since all the academic credentials need to

be re-evaluated and more standardised tests need to be taken.

This is where international education provides easier stepping-stones for

higher education abroad. According to a survey by The New York Times in

2012, of all the international applications submitted to 12 leading Americancolleges in 2012, 54% were admitted. Of the 54% international applications

that were admitted, only 14.1% were applicants who graduated from local

schools with a curriculum taught in the native language. That is where the

difference starts taking shape. The statistics simply tell us that, on average,

of all international applicants who are admitted into leading colleges in the

United States, students who graduated from international curriculum schools

A fad ora promising future


86550_01-60_M4.indd 12 21/2/255

7/28/2019 280213 Education



2 Silom Road, #1801 Silom Center Tel: 02-632-8880

86550_01-60_M4.indd 13 21/2/255

7/28/2019 280213 Education


make upalmost 86%. See the picture here?At 54% admission rate, just

getting admitted is already hard enough for international students. But when

you throw in the fact that only 14% of students graduated from local schoolswith native language curriculum make the cut, you have to feel the need for

some advantage. And that is why international education is essentially the

smoother academic pathway for students or parents who are looking for more

opportunities, both academically and professionally, in the future.

Now, what about the career aspect? How does international education

play a role even after the schooling years have ended and students have to

make it in the real world? A survey by The Human Capacity Building Institute

(HCBI)andSripatumUniversityclaimsthattheaveragerst10yearssalary

for an employee with a bachelor degree in private sector is 35,000 baht.

Referring to the numbers in the overview section, this means that to recoup

the money you spend on your kid’s education takes 1-2 years for Traditional

Thai School, 5-10 years for English language programme and roughly 18-20

years for international school. This is without taking college education into

account. Another interesting survey was conducted by the Faculty of Commerce

and Accountancy, Thammasat University. The study collected data on

employmentofclassof2009graduates.ItndsthatwhilegraduatefromThai

language programme schools have median starting salaries of 17,835.11 baht,

graduate from English programme has the median starting salary of 22,012.07

baht. That roughly translates into a 20 percent difference. Also, the survey

nds that23.82% of graduates from traditional Thai languageprogramme

schoolshavetroubleapplyingforajobbecauseofalackofEnglishlanguage

skills. So a study from renowned domestic institution shows that there are

differences between traditional and international curriculums.

Still, some might make the case that this study’s sampling is too

homogeneous. The difference between the two programmes is marginal at

best considering the tuition fee per semester (29,000 baht for Thai language

programme and 149,000 baht for English programme.) And more importantly,withthedifferencethatissomewhatnotverysignicantandthemuchhigher

cost of international education, is it still a better academic path? Well, if we

werestrictlytalkingfromnancialpointofview,Iwouldsayitisnotthesafest

betyoucouldplaceforyourchild.However,jumpingtothatconclusionstraight

from comparing the numbers is a rather short-sighted approach.

At 54 per centadmission rate,

just gettingadmitted is

already hard

enough forinternational

students.


86550_01-60_M4.indd 14 21/2/255

7/28/2019 280213 Education


Let’s have a look at another set of data. This comes from a survey on

Thailand Market Salaries as of January 2013, conducted by Gemini Personnel,

aConsultant rm based inHongKong.This survey shows the differenceinsalariesbetweeneachlevelofEnglishProciencyforeachjobcategory,

andthe differenceis highly signicant. Iwillpick justone jobcategory for

comparison. For example, for engineers, the starting salary without English

prociencyis22,500bahtwhilethestartingsalaryforengineerswithuent

English is 50,000 baht: the difference is more than 100%! Imagine how this

difference will play out throughout the entire career for those with uent

English?

Evidently, this argument relies heavily on the employment opportunities

aftertheacademicyears,andittakesquitealongjourneyforinternational

education to actually pay off, but, at the very least, the numbers to support

parents’ decisions to go for it are there. And when you have the number

tofallon,claiminginternationaleducationisjustaparentingfadisablind

assumption at best. International education could be your kid’s key to future

success in life, both academically and professionally.


86550_01-60_M4.indd 15 21/2/255

7/28/2019 280213 Education


AEC:

We mentioned in the preceding section the importance of the upcoming

AEC, or ASEAN Economic Community, which will take effect in late

2015. AEC is a proposed free trade economic zone comprising of the

following 10 ASEAN countries: Thailand, Myanmar, Laos, Vietnam, Malaysia,

Cambodia, Singapore, Brunei, Philippines and Indonesia.

Similar to the EU, or European Union, what will happen once the AEC

takes effect is that it will turn these 10 ASEAN countries into a free trade zone

where trades between these member countries are conducted without the red

tape of the usual government tax policy and regulations such as import tariffs

and immigration controls. The AEC agreement is supposed to create more

weight for ASEAN countries to negotiate in global trade since the total GDPof AEC members even outweighs the EU. Coupled with the fact that AEC

member countries, all together, will represent the third largest population in the

world, this makes AEC an even better economic boost for the region.

Why it matters


86550_01-60_M4.indd 16 21/2/255

7/28/2019 280213 Education


Why should Thailand’s becoming an AEC member concern parents

considering international education? Well, to put things into perspective,

whenwetalkaboutfreetradezones,justliketheEU,itisnotjustabouttrade

ingoodsthatwillenjoyfreemovementwithinthefreetradezone.Thisfree

trade zone will also create free movement of the labour force. This means

that the working population will no longer be stagnant: it will become moremobile since new human resources can be more easily sourced within the

region. There will be less unfavourable regulations concerning cross-national

labour issues between AEC members. The labour market should therefore

become more eclectic and considerably more competitive, since the talent

pool will signicantly expand. Employers can choose to hire from other

member countries if they deem that the local labour market cannot fully drive

their business growth. Likewise, local labour markets need to be on their toes

and keep adapting to the needs of businesses, in order to be competitive with

other AEC countries’ market. It’s all related.

Nowthinkabouthowtheinuxofnewlabourmovingtoworkbetween

these member countries’ markets and the new business opportunities that

will arise once the AEC becomes the norm. There will be huge changes in

the business environment and, of course, human resources. This is where

international education comes in as a preparation for this close-to-homechanging world.

When people from many nations come to work together, as they will with

theAEC,theveryrstissuethatneedstobeaddressedislanguage.Andwhat

languagewouldbemostwidelyused?DenitelyEnglish.Itisexpectedthat

Englishprociencywillbecomemoreofanecessitythanaqualicationinthe

future AEC labour market and everyone who keeps their eyes peeled should

see why.

Why does it matter to prepare for AEC? Shouldn’t this be adequately

addressed by the government sector alone? Well, let’s see how well prepared

Thailand is for becoming an AEC member, and one of its leading nations, in

termsofEnglishprociency.

When people from

many nations come

to work together,

as they will with the

AEC, the very first

issue that needs

to be addressed is

language. And whatlanguage would be

most widely used?

Definitely English.


86550_01-60_M4.indd 17 21/2/255

7/28/2019 280213 Education


English Proficiency Index (EPI):

Not a very promising pictureEducation First (EF), a British company specialised in language training,

hasbeenconductinganannualsurveyregardingEnglishProciencyofNon-

English speaking countries and the results of its 2012 survey are not very

encouraging for Thailand, to say the least. The survey is on a voluntary basis,

so not every country opts to be included in it. Of the total 54 countries included

inthe survey, ve arefromtheproposedAECmembers, and they all are

leading member nations, including Thailand, Singapore, Indonesia, Vietnam

and Malaysia. Those countries that opt out are Laos, Cambodia, Brunei,

Myanmar and Philippines.

Let’s have a look at the result

Of all AEC member countries that participate in the survey, Singapore

ranked the highest at 12th, follow closely by Malaysia at 13th. Both are in

theHighProciencygroup.IndonesiaandVietnamrankedinthesameLow

Prociencytierat27th and31strespectively.AndThailand?Well,it’s53rd.

Yes, Thailand ranks almost dead last at 53rd. This does not even include the

Philippines which traditionally is known to have a relatively strong English

Thailand israted as having

a very lowproficiency

when it comesto conducting

business inEnglish.


86550_01-60_M4.indd 18 21/2/255

7/28/2019 280213 Education


prociencyamongASEANcountries.By being ranked at53rd,Thailand is

ratedashavingaverylowprociencywhenitcomestoconductingbusiness

in English.

A very low prociency. Let that sink in for aminute. Even China, a

country that spent half a century defying all Westernisation, ranks higher than

Thailand, at 36th. This survey shows that despite the clamour and facade

of being a modernized country, when it comes to things that count for being

internationally savvy like English, Thailand is greatly lacking.

Toaddinsulttoinjury,in2011,theThaigovernmentmadea decision

NOTto developEnglishasanofcialsecond languageprogramme in the

government-run school system. The Ministry of Education said that Thailand

has neverbeen subjected toothernations’ hegemonyand todevelop an

English language programme would suggest otherwise. Well, that pretty much

explains why Thailand is 53rd in the rankings.There is a reason why so many international corporations have their

Asian base set up in Singapore: Singapore ranked the highest on the EF EPI

at 12th. Now think about what could become the norm once AEC takes effect.

WhatifinternationalcompaniescometoThailandtoenjoyourcheaplabour,

butinsteadof llingtheiradministrativeandexecutivejobsbyhiringlocally,

theyopttohirefromotherAECnationswithbetterEnglishprociency.That

would be an opportunity lost, no question. Any third world country can provide

cheap labour but no country can economically and socially progress by being

the cheap hire alone. We need well-educated, internationally adept personnel

to compete in a changing global economy. Logically, international education is

the most direct answer to that challenge.

Also, according to the AEC agreement, once in effect, education,

especially international education, will potentially be facing a new test. Since

the Thai government refused to develop its own English language programme,

and the availability of international schools in Thailand is still playing catch

up, there is a good chance that schools from other member countries with

betterEnglishprociencysuchasSingaporeandMalaysiawillbecomingto

Thailand. This could open up more opportunity and afford greater numbers

of parents an admission into the international education system. On the

other hand, more students from other AEC member countries could come

to Thailand for their international education, this can result in strengthening

the international education system in Thailand or making international school

availability even more scarce.

Tokeepupwiththispotentialinuxofnewgroupofstudents,international

schools in Thailand need to adapt their curricula to be even more internationally

oriented in order to compete with international schools from within AEC. But

since the Ministry of Education still enforces the regulations on Thai study,for any international school to develop their curricula to attract more students

from other AEC countries is somewhat uncertain.

Moreover, teaching personnel issues also need to be addressed.

Currently, foreigners who apply for teaching positions in international schools

need to go through Thai language and culture training in order to get their

teaching license; which is a major obstacle for recruiting new, qualied

teaching personnel in response to the expected increased demand for

international education after AEC takes effect. This needs to be looked over

byThaiGovernment’seducationagenciestoseeifanyadjustmentcouldbe

madetoaccommodatequaliedforeignerswhowanttoteachinThailand.

Singaporeranked thehighest onthe EF EPI

at 12th.


86550_01-60_M4.indd 19 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 20 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 21 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 22 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 23 21/2/255

7/28/2019 280213 Education


Building International Character:

When it comes to international education, there is no rule of thumb that

will guarantee success for your kids’ future. For a start, you need to

look back at how the whole international education system got off the

ground. It is generally known that international education got off the ground

because of expatriates who needed to raise their children in the surroundings

of their native traditional traits and values.

What does this historical fact have to do with anything? Basically, to

understand the international school environment in its entirety, you have to

accept the fact that not every international school was created the same. A

couple of decades ago, there were only a few established international schoolsoperating in Bangkok, let alone the whole country. International Schools back

in those days were functioning purely on the fact that most, if not all, students

attending would end up back in their home country eventually. Simply put,

they had no obligation to instil local culture and values into their adopted

curriculums. With this set of facts in mind, there are strong vestigial elements

from that past present in most reputable international schools in Thailand.

Learning stages


86550_01-60_M4.indd 24 21/2/255

7/28/2019 280213 Education


The difference, however, is now that international education has gained

its fair share of popularity in mainstream education. You now have international

schools popping up all over Bangkok and many well-known provincialexpatriate communities like Phuket, Pattaya and Chiang Mai. The fact of the

matter is that each international school has its own way of operation, and

selectinganinternationalschoolforyourchildshouldbemorethanjustabout

how strong the English courses are. The pickings are certainly not slim and

choicesvarybothnanciallyandacademically.

Say that after much deliberation you come to the conclusion that

international education is the right choice for your kid’s future. Now comes the

veryrstdecisionthatmostparentshaveanincrediblydifculttimemaking:

when is the right time to put their kid in the international education system?

This may come off as easy as deciding what age your kid should start

school but it could be trickier than you might think.

First off, there is the issue of early childhood to think about.

Some parents have a very tough time dealing with their kids being in

international school while keeping them attached to Thai culture. Thetrick is to strike the perfect balance between international surroundings

at school and Thai values at home.

This is not as cut and dried as it sounds There are things to

consider. For this reason, we have to go over some of the basics

of early childhood development during formative years. So, as

parents, you will know when or how you could help your kid

develop a balanced international character while absorbing

Thai culture.

Say thatafter much

deliberationyou come to theconclusion that

internationaleducation is theright choice for

your kid’s future.


86550_01-60_M4.indd 25 21/2/255

7/28/2019 280213 Education


KindergartenThere is not much academically parents can do at this level since the

concentration on a child’s development is not on education but rather on physical

and emotional development. Still, parents can always provide developmental

aidsandsupportforthechildtocreateabetter-ttingenvironmentthatwill

provide linear, undisrupted development.

The international education system for this stage varies according to

each system. The British system calls this “Early Years or Key stage 0” at the

age of 3-5. The American system uses the title “Pre School or Kindergarten” at

the age of 4-6. The International Baccalaureate system labels it “Primary Year

Programme (PYP)” at ages ranging from 3-12 years old.

In the early childhood stage, basic development (physical/social/

emotional/intellectual/language) is of the most importance and requires the

undivided attention of parents. Observing your child’s behavioural development

closely would help guide you on how to interact with your child and what your

child’s natural interest tendencies seem like.

Theoretically, a child’s development can be systematically represented

and observed according to age period. Nevertheless, it is also imperative

to note that all the suggested activities and resulting achievements, whichare grouped by time specic periods, presented here, represent average

children from observed data. Not all children have to strictly follow the same

development pattern.

ElementaryIt has been academically proven that elementary years are the most

important period in shaping your child’s characteristic traits and thought

processes. Thus, having your child placed in international education

surroundings should help develop behavioural traits and values. These

schools maintain their curricular following the international systems accepted

worldwide; British System, American System or International Baccalaureate.

In the British system, levels start at the Primary or Key Stage 1 and 2. The

prior one falls into Year 1-2 at the age of 5-7 years old. The latter one falls into

Year 3-6 from the age of 7-11 years old. The American system is equivalent to

Elementary school or Grade 1-5, at age 6-11 years old.

For the IB system, the course starts from Kindergarten under the Primary

Year Programme (PYP) at the age of 3-12 Years. The PYP focuses on the

development of the whole child in the classroom but also in the world outside

through other environments where children learn. It offers a framework thatmeets children’s several needs: academic/social/physical/emotional and

cultural. The good news is that, at this stage there is little difference between

each international curriculum. Therefore, no matter which curriculum your

school adopts, it is unlikely to cause any disruption in your kids’ academic

development down the line.


86550_01-60_M4.indd 26 21/2/255

7/28/2019 280213 Education


High SchoolAt this stage, it is crucial to make your decision on which academic

track you deem most appropriate to the student’s academic contingency.

After all, these are the formative years of building academic stepping stones

towards international education for your child in the truest sense. How well

the student will do in their college education depends heavily on these high

school years. Whether the student is choosing the right international education

curriculum will have an enormous effect on their college application. Thus,

parents’ involvement is encouraged but should never be the decisive factor.

Most students in international school continue their college education abroad,

sochoosing the rightinternationalhigh-school curriculumthat benets the

planned college system takes the highest priority. Comparatively, international

high school programme is equivalent to Matthayom 4-6 in the Thai education

system, Key Stage 4-5 (Year 10–13) in the British system and High School

(Grade 9-12) in the American system. The appropriate age for this stage falls

between 14-18 years old.

Understanding the basics of how the international education system works would be resourceful in making the

choiceofinternationalschoolandthettingcurriculumsthatmatchtheeducationalpathforyourchild.Theseinternational

schoolshavebeencontinuouslyadjustinganddevelopingtheircurriculumstobeacceptedbothinternationallyand

domestically and they are accredited by Thailand’s Ministry of Education. These international programmes are aiming

at giving students the opportunity to earn their high school diploma in an international environment that will also

afford students academic credentials for university admission abroad. It is an attempt to standardise the process of

continuing study for both international and local institutions in our rapidly changing world.

These international

schools have been

continuously adjusting

and developing

their curriculums

to be accepted both

internationally and

domestically and they

are accredited by

Thailand’s Ministry

of Education.


86550_01-60_M4.indd 27 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 28 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 29 21/2/255

7/28/2019 280213 Education


Making a Choice

So you have made the decision that international education is the best

academic path for your kid’s future. Now comes the step where you

have to make another crucial decision: which school is the right one for

you, as parents, and your kid, for their academic success? Given the growing

availability of international programmes being offered from both international

schools and Thai Schools with English language programmes, there will

certainly be a long check list to go through. Before we go on to making the

decision on what type of school you should place your kid in, let’s have a

rundownofthissimplechecklistrst.

1. your k id’s age. how old are te? Because sometimes, like statedin the previous section, a student too young could be confused when

placed too early in a multiple-language environment. At the early age of

1-4 years old, a child is still developing their own identity and it could

potentially cause a disruption in the child’s development if they are to be

confused by the different languages spoken at school and home. Thus, if

you would like to place your kid in international surroundings early, a more

ttingoptionwouldbeprogramsthatofferasmoothertransitionwhere

English is used primarily in the learning process with Thai as a secondary

common usage.

2.Yournancialability.Howmuchdoexpecttospendonyour

kid’s tuition and fees? International education – whether English

programmes or international schools – is signicantly more expensive

than traditional Thai schools. The cost of these programmes should be

proportionate to your family income, so that it will not incur too muchburden on you as a parent. The good news is that there are plenty more

optionsforinternationalprogrammesnancewisenowthanbefore.Don’t

giveupyourhopeiftherstschoolyoundisnanciallyunviable.Keep

looking. However, this cannot be stressed enough: don’t put too much

nancialstrainonyourincome.Yourkid’seducationisalongrunning

process; you can always opt for the more expensive choice when you are

ready.

Which schoolis the right

one for you, asparents, and

your kid,for their

academicsuccess?


86550_01-60_M4.indd 30 21/2/255

7/28/2019 280213 Education


3.Gatheringinformation, here is where most parents make the veritable

mistake: they don’t do it. You would be surprised how many parents

choosingtheirkid’sschooljustbytakingwordsoutoftheirfriends’mouthsor their friends’ suggestions. It seems good enough since many parents

claim this school or that school is best, so it should be good enough for your

kid, right? Wrong. The bottom-line is that the school that is right for other

people’s kid isn’t necessarily perfect for your kid too. If your kid has to get

up at 4 in the morning and be on the road for 2 hours for school everyday,

I don’t care how people say that school’s international programmes can

turn an ordinary kid into a genius, it is not right for my kid. What if your

wanting your kid to be able to stay in close contact with their Thai roots

is as important as developing their English? What if you want your kid to

grow up and learn in natural surroundings? What if you want your kid to

study in the most technologically advanced school possible? What is the

percentage of Thai students to international students ratio? What does

the school serve for lunch most frequently? Does the school offer summer

programs. If it does, is it domestic or abroad? Most importantly, whichinternational curriculum does the school adopt? Yes, every aspect of the

school should be considered. Never take anything for granted or because

people claim the school is good enough.

4.Wementioned thisoneinpassingon therstchecklist: do

you want your kid to keep their Thai identity? This last checklist is the

mostimportanttothemajorityofThaiparents.Whiletheywanttheirkidto

have the best international education they can afford, most parents hate

seeing their kid abandon their Thai identity. This is a tough nut to crack

as parents. This is why we have the third checklist: because not every

parent wants their Thai kid to grow up to be a foreigner in their homeland,

do they? While some of the most prestigious international schools, whose

programmes are deemed the best in the region, are offering the best

academic opportunity for your kids, how might their academic philosophy

and culture cause your kid to lose their Thai identity? Does it come withthe territory? Thus, as parents, these seemingly best international schools

may not be the best for you if your priority is to keep your kid grounded in

Thai culture and values.

Assuming you have gone over the checklist and you

aresettomakethenalcallofschoolchoice,nowweare

going to look at the type of schools that offer international

education and what are the differences between them.

Generally speaking, schools that offer international

curricula can be cast into two categories: international

schools and English programme offering schools. What

differentiates these two main providers of international

education are mainly how they operate and their academic

philosophy.


86550_01-60_M4.indd 31 21/2/255

7/28/2019 280213 Education


International Schools

According to International Schools Association of Thailand (ISAT), there are

currently 133 international schools in Thailand. The number has grown from

about 40 in 1992. Approximately, 40,000-50,000 students are studying in

theinternationalschoolsystematthemoment.Also,the latestguresfrom

theOfceofPrivateEducationCommissionshowthatthenumberofprivate

schools with English Programme (EP) increased from 144 in 2008 to 162 in

2012, while the number of EP students rose from 35,800 in 2008 to 54,800

in 2012. Altogether, 400 state and private run schools across the country

are offering EP and Mini-EP to hundreds of thousands of students. Ten

percent of those students are foreigners. Also, according to research done

by the International School Consultancy, global international education has

increased dramatically and will keep growing. The total number of English-

medium international schools in the world is more than 6,400 with more

than 3.2 million students. By 2022, it is expected that there will be 11,300international schools and 6.2 million students.

Generally, international schools in Thailand can be categorized into two

different subcategories as follows:

•Non-ProfitBoardGovernedInternationalSchools

These schools represent the image of international school from the early

days. Some of the schools in this faction have been operating in Thailand

continuously for longer than 50 years. That is an achievement in itself by

any standard. Schools in this subcategory were developed in response to

the demand of high standard education for English speaking students whose

parents were those of government employees from overseas and business

expatriates during the halcyon days of globalisation. Some were even founded

with partial funding from foreign governments or organisations. Therefore,theseschools’operationhasnotbeenaboutmakingprotfromthebeginning.

These schools operate under school board of trustees which typically

consisted of elected parents and representatives from funding governments

or related organisations.


86550_01-60_M4.indd 32 21/2/255

7/28/2019 280213 Education


•BusinessOwnedFor-ProfitInternational

Schools

IfBoardGovernedNon-ProtInternationalSchoolsrepresent

globalisationinitshalcyondays,thesefor-protschoolsrepresent

globalisation at its veritable apex. The waves of these international

schoolsowingintoThailand’seducationsystematthemoment

are unprecedented. Only during these past two decades have

international schools of this pedigree made their presence felt. The

signicantcharacteristicforthesefor-protschoolsisobvious:they

operate as business organisations. Some of these schools are

branches of reputed institutions overseas, some are of the most

prestigious ones from Europe, and some are locally run as family

businesses. The cost of getting your kid into these schools is also

in the highest bracket but that comes with the territory. It is worth

notingthat,recentlytherearemoreBritishafliateinternational

schoolsopeningupinThailandthananyotherafliations.


86550_01-60_M4.indd 33 21/2/255

7/28/2019 280213 Education


International schools in both categories offer international academic

curricula allied to their country of afliation i.e. Advance Placement for

the American system, A Level for the British system and InternationalBaccalaureate (IB) for the international educational system. Which curriculum

is offered at school could be a factor in your kid’s college education. Parents

should take time to consider the advantages of each curriculum.

If you are expecting the most authentic sense of international education,

this is probably as close as it can get. Since the schools operate on the basis

that it does not necessarily need to integrate local culture into their curriculum.

TheschoolsthatcanjustgetbyincludeThaiStudyCoursesasmandatedby

the Ministry of Education. Also, at least half of school board members must

be Thai nationals, due to the regulations pertaining to foreign investment in

education. English is, of course, the primary language used both in academic

settings and social surroundings. Some schools may have introduced a third

language, like Chinese, into their curricula due to growing popularity. These

schools generally are the most costly of all international education alternatives.

Academic settings in these schools are closer to international standard,whether evaluation, class setting, teaching method or extra curricula activities.

Forexample,unliketraditionalThaischoolswherestudentsaregivenxed

course schedules and elective programmes, these international schools let

students choose their own academic courses using a credit system. This helps

when students go onto college level since it better prepares them to be more

responsible for their academic decisions.


86550_01-60_M4.indd 34 21/2/255

7/28/2019 280213 Education


Some schoolsmay have

introduced a

third language,like Chinese,

into theircurricula due

to growingpopularity.

Also, in order for these international schools to maintain their international

school status, they have to maintain the international-to-local-students ratio at

a certain number, according to a predetermined admissions policy. As you

might expect, this admissions policy caters more to international students.

Hence,gettingyourkidintotheseschoolscouldtakemorethanjustadequate

fnanceandgoodplanning.

Lastly, there are internationally accepted accreditations for internationalschools you should get familiar with. Here are some of the more widely known:

Western Association of Schools and Colleges (WASC), The New England

Association of Schools and Colleges (NEASC), AdvancED – for American

organisations. The Council of International Schools (CIS): The European

Council of International Schools (ECIS), The International School Award

(ISA) – for European and British organisations: The International Schools

Association of Thailand (ISAT) – domestically accreditation: And, International

Baccalaureate World School (IB World) – operated in tandem with International

Baccalaureate Program. These accreditations should provide the baseline for

making your decision.


86550_01-60_M4.indd 35 21/2/255

7/28/2019 280213 Education


English Programme (EP) or Bilingual

Schools

Due to the increasing demand for English teaching schools while

the supply for international schools is still catching up rather slowly, these

English programme schools serve exactly those spilled over demands. Aswe discussed in the last section, international schools need to maintain their

local-to-international-student ratio, thus, as fast as the growth of international

schools in Thailand seems, it is still far outmatched by demands.

English Programme School or Bilingual School means a Thai school run

and operated by a local owner or, in some cases, the state, that offers optional

English language programme as an academic alternative for students whose

parents are willing to carry additional cost. The curriculum in these

school is an MOE approved Thai curriculum which in some cases

may have been slightlyadjusted but isstill within the allowed

context.CoursesaretaughtinEnglishonlyforcertainsubjects

and the rest are in Thai. All the extra curricula activities

are in accordance with the Thai curriculum without any

adjustment.Someschoolsmayevenofferprogrammes

that are designed in cooperation with reputableschools from abroad in order to obtain some

form of international credential. For example,

some schools offer tailored programmes or

jointprogrammeswithinternationallyknown

schools from English speaking countries

like Canada or Australia. This seems

to be the trend for English programme

schools at the moment.


86550_01-60_M4.indd 36 21/2/255

7/28/2019 280213 Education


Mostly Thai teachers make up the teaching faculty with adequate

numbers of English speaking teaching staff in charge of courses that are

taught in English. The strength of English programme schools is the variety.

Youdon’tneedtolimityourchoicetoafewinternationalschoolsthattyour

criteria. Think how many Thai schools are highly competitive academically?

The good news is that today most of those schools offer English language

programmes. Language aspect of the programme may not be as intense

as those offered in international schools but when it comes to academic

excellence, you will have far more choices and maybe even higher quality. In

sciencesandmathematics,Thaischoolsaredoinganejobproducinghigh

qualitygraduatesintermsofacademicprociency.Also,itgoeswithoutsaying

thatthecostoftheseschoolsissignicantlylowerthanfull-edgeinternational

schools. English programmes in Thai schools may not sound like the most

ideal international environment but for academic excellence, they are as good

as any international school in the country.

Thai schoolsare doing a fine job producing

high qualitygraduates

in terms of academic

proficiency.


86550_01-60_M4.indd 37 21/2/255

7/28/2019 280213 Education


Programmesoffered in

internationalschools are

set up toafford students

credentialsfor college

applicationabroad.

International

Curriculums

Understanding the difference between international curriculums would

betherststepintherightdirectioninchoosingtherightschooland

likelywillbenetyourkid’scollegeeducationinthefuture.Respectively,

international education programmes are equivalent to Matthayom 4-6 in the

Thai education system, Key Stage 4-5 (Year 10–13) in the British system and

High School (Grade 9-12) in the American system. The appropriate ages fall

between 14-18 years old. Each international curriculum is designed in regard to its afliated

education system, i.e. British System, American System and International

Baccalaureate System. It is strongly advised that students and parents should

plan their course of study in advance before picking one curriculum over

another. Because choosing the right curriculum for the prospective higher

education system can provide a student with a better chance with their college

application and a smoother transition if the student continues their college

abroad.Presently,mostinternationalschoolscontinuallyadjustanddevelop

their curriculums, to varying degrees, to be accepted both internationally and

domestically.

All international schools in Thailand, in order to obtain their license, have

tobeofciallyaccreditedbyThailand’sMinistryofEducation.Programmes

offered in international schools are set up to afford students credentials for

college application abroad, depending on the school’s adopted curriculum.This is an attempt to expedite the students’ continuing onto college education,

for both international and domestic institutions. Therefore, parents can make

their decision, on which curriculum is suitable for their kid’s college plan, based

on which curriculum is accredited by colleges in the country. At present, there

are three international education systems adopted by international schools

worldwide i.e. the British System (IGCSE and A level), American System (AP),

and International Baccalaureate (IB.)


86550_01-60_M4.indd 38 21/2/255

7/28/2019 280213 Education


British System

British System is separated into 2 levels of academic evaluations for differenteducational purposes – IGCSE/GCSE/GCE ‘O’ Level and A Level.

IGCSE/GCSE/GCE ‘O’ Level: These are standardised courses for

students in their Key Stage 4, or Year 10-11, under the age of 14-16 years old.

IGCSE(InternationalGeneralCerticateofSecondaryEducational)curriculum

is an international programme designed to develop and prepare students for

higher education through different areas of academic interest. Student can

choosebetweenthecorecoursesreectingthestudents’academicinterests.

Byfocusingontheoverallknowledgeofthesubjects,studentswouldbegraded

from C to G. Moreover, students will have to take the extended examination,

which includes core courses with additional content. Students will be graded

fromAtoC.Coursesaredividedintovegroups:Language,Humanitiesand

Social Science, Science, Mathematics and Creative, Technical and Vocational.

Studentscanchoosetheirowncoursesofstudythatttheiracademicinterestand capability. The following are samples of the courses offered: Accounting,

Art and Design, Biology, Chemistry, Physics, Religious Studies, Sociology,

Travel and Tourism, Geography, Literature, First Language from Chinese/

French/German/Japanese etc.

GCE(GeneralCerticateofEducation)andGCSE(GeneralCerticate

of Secondary Educational) are the same academic evaluation. The only

difference is the location of the courses being offered. GCSE or British

GCSE is for students studying in the UK, while GCE is for overseas students

taking courses under the British curriculum. GCE is recognised as a British

qualicationexamination.Theprogrammeisseparatedintotwolevels:GCE

‘O’ Level is to be taken in the upper secondary level or at the age of 16. GCE

‘A’Levelistobetakeninthekeystage5orattheageof18.Subjectsarealso

placed into 5 groups, namely – Language, Humanities and Social Science,

Science, Mathematics and Creative, Technical and Vocational – albeit to asignicantlylessercoursevarietythanthoseofferedinIGCSE.

Students who take IGCSE and GCE ‘O’ level will be equivalently

recognised as British GCSE, and will be accepted in most British vocational

schools. However, admission to British universities/colleges requires three

additionalGCE‘A’Levelsubjects,inadditiontoveIGCSEpasses.These

requirements vary in each university/college, so it is a MUST to check the

admission requirements of the prospective university/college in advance for

subjectselectionpertainingtocollegeadmission.


86550_01-60_M4.indd 39 21/2/255

7/28/2019 280213 Education


InThailand,IGCSEandGCE‘O’LevelcerticationsareaccreditedbyThe

Ministry of Education as High School equivalency (Matthayom 6) and students

will be accepted by most Thai Universities, under the following conditions:• IGCSE, student have toachieve gradeC or better, in total ve IGCSE

subjects

• GCE ‘O’ Level studentshaveto achieve gradeC orbetter intotal ve

subjects,or

• acombinationofbothIGCSEandGCE‘O’LevelwithgradeCorbetterin

totalvesubjects

A-Level: A-Level (Advanced Level General Certicate of Secondary

Educational)curriculumisdevelopedforstudentswhoarespecicallylooking

to continue their education in college or university in the British System.

Thisprogrammeoffersa varietyofsubjectsforstudentstobuildthecourse

combination that respond to their academic interests. Students usually enter

the programme at Key Stage 5, known as Year 12-13 under the age of 16-18

years old.

Thecourseissetupintwoacademicyears;therstyearingrade12,knownas

“AS level” and the second year in grade 13, known as “A2 level”. Whilst each

year covers approximately the same amount of materials, the conceptually

moredifcultcourseswillalmostalwayspresentinthesecond“A2”year.A

student on this two-year course should choose up to four ‘AS’ courses in the

rstyearandthenconvertthreeoftheminto‘A2’examinationsthefollowing

year.CoursesaredividedintovegroupsofLanguage,HumanitiesandSocial

Science, Science, Mathematics and Creative, Technical and Vocational. The

curriculum comprises up to 50 varieties of courses but often selects 2-3

relevant courses from each group for the examination. Student would achieve

level 5 grading from A-E and all grades are accepted as pass.

As mentioned earlier, any grade range from A-E is accepted as a pass for

graduation requirements. Nevertheless, some British universities have their

owndistinctrequirementforadmission.Somemightacceptjust‘C’gradingfor

admission but some might only accept higher grades. Therefore, it is highly

recommended to check those requirements early on in planning for college

education. Incidentally, Thai universities normally require a minimum of three

A-Levelsubjectsat“pass”gradestobesuccessfullyaccepted.


86550_01-60_M4.indd 40 21/2/255

7/28/2019 280213 Education


American System

Due to the size of the country and its multi-level, state and federal government,

theUnitedStateshasaratherexibleacademiccurriculum.Eachof50states

has its own education board that oversees its education system. Therefore,

thereisnonationalcurriculum,onlytherequiredcoresubjectsthatareroughly

outlined by federal mandates, mainly foundation courses that are taught inschools throughout the country, e.g. mathematics, science, language (reading,

grammar, writing), social studies (including history, geography, economics) and

information technology etc. In addition to required core courses, schools are

offering elective courses that students can individually pick to meet their own

interests and expertise, such as performing arts, advanced math, science or

technology and foreign languages. Other than the highly customisable course

content, in the matter of critical thinking, the American system, arguably, is

better than other curriculum in encouraging critical thinking in students. High

school years in the American system start from Grade 9-12, at age 14-18

years old. The American system does not require any specic course of

study to achieve an academic credential. It offers a standardised version of

its own federal government sanctioned curriculum as a designated academic

model called AP, or Advance Placement. This programme is widely known

as American Curriculum. Albeit not being a requirement to complete a high

school diploma, it can prove to be useful in college education: Especially to

those who prefer to pursue undergraduate studies in the United States.

AP, or Advanced Placement, is an academic programme administered by

The College Board of New York. It has gained popularity among international

schools all over the world. This programme enables students to take the

advanced courses that are transferable for college credits or placement while

still in high school. Since these advance courses are generally more challenging

and stimulating academically, compared to typical high school courses, it does

require the student’s commitment, motivation, involvement and hard work to

complete the coursework. AP exams take place annually in May under the

College Board’s supervision. Students who do not take AP courses in their high

school still have the chance to take the examination and gain credits towards

theAPcredential.Therearemorethan30APsubjectsavailableforstudentsto

choose from, including: Art History, Studio Art, Biology, Chemistry, Computer

Science, Economics (Microeconomics, Macroeconomics), English (Language

and Composition, Literature and Composition), Environmental Science,

French (Language, Literature), German (Language), Government and Politics

(Comparative, U.S.), History, Latin (Virgil, Literature), Mathematics (Calculus

AB, Calculus BC), Statistics, Music Theory, Physics (B, C: Mechanics, C:

Electricity & Magnetism), Psychology, and Spanish (Language, Literature) etc.

Evaluation scores range from 1 (no recommendation) to 5 (extremely

qualied).Individualcollegedeterminesthescorestobeacceptedforcredit

towards bachelor degree completion, but most consider a minimum score

of three to be eligible for transferable credit. Some colleges may award

three, and sometimes six, hours of credit per test. Students should contact

the prospective colleges to nd out about the policy regarding this. The

obvious advantage for students taking the AP programme is the preparationprocess one must take on prior to college. Most American colleges take a

more favourable view of students who have passed AP courses. However,

American colleges/universities require other standardised tests, like SAT or

ACT, to be submitted as a requirement for admission as well. In Thailand, the

AP programme is still building its popularity, but some universities are offering

degree programmes that accept applicants with AP scores, together with other

standardised tests, as an admission requirement.

The American

system doesnot requireany specific

course of studyto achieve

an academiccredential.


86550_01-60_M4.indd 41 21/2/255

7/28/2019 280213 Education


International Baccalaureate System (IB) TheInternationalBaccalaureateisundeniablytheleaderintheeldof

internationaleducation.Itisanon-protfoundationthatoffersthreecoordinated

and challenging programmes for students from 3-19 years of age. This system

has been most adopted and accredited in over 120 countries around the world.

The Primary Years Program (PYP) is designed for students from the age of

3-12 years old, focusing mainly on children’s overall development. The Middle

Years Program (MYP) is for students with age ranging from 11-16 years old,

focusing on academic and social skills integration. Lastly, the IB Diploma

Program is for students from age 16-19 years. It is a two-year curriculum,

and probably the most comprehensive programme available, regarding

preparation for college education. The curriculum is also the most recognised

by leading universities around the world. The curriculum uniquely provides

balanced academic preparation and global perspective. There are six groups

ofsubjectsthatstudentshavetotakeathigherlevel(coursesrepresenting

240 teaching hours) or standard level (courses representing 150 teachinghours):

1. Language A

2. Language B

3. Individuals and Societies (Philosophy, Economics, Business and Management)

4. Experimental Sciences (Physics, Chemistry, Biology)

5. Mathematics

6. Arts and Electives (Visual Arts, Film, Music, Dance and Theatre Arts)

There are three further elements providing additional academic

specialisation, as well as interests outside the classroom. These elements are:

• Theory of Knowledge (TOK) is a course designed to encourage each

studenttoreectonthenatureofknowledgebycriticallyexaminingdifferent

ways of knowing (perception, emotion, language and reason) and differentkinds ofknowledge(scientic,artistic,mathematicalandhistorical).This

should be taken not less than 100 hours and written essay not less than

1,200 – 1,600 words.

• The Extended Essay (EE) is a requirement for students to engage in

independent research through an in-depth study of a question relating to

oneofthesubjectstheyarestudying.Requiredwrittenessaynotlessthan

4,000 words.

• Creativity,Action,Service(CAS)requiresthatstudentsactivelylearnfrom

the experience of doing real tasks beyond the classroom. Students can

combine all three components or do activities related to each one of them

separately.


86550_01-60_M4.indd 42 21/2/255

7/28/2019 280213 Education


ToobtainanIBdiploma,studentsmustchooseonesubjecteachfrom

groups 1 to 5. Thus, ensuring equal academic ability in languages, social

studies,theexperimentalsciencesandmathematics.Thesixthsubjectmaybearts,chosen fromgroup6, orthe studentmay opt for another subject

fromgroups1to5.Atleastthreesubjectshavetobetakenatthehighlevel

examination, with the rest can be taken at the standard level. Grading ranges

from1to7.Maximumcombinedscorefromsixsubjectswillbe42points.

The additional three courses (TOK/EE/CAS) reward another three points.

The highest score being awarded is 45 points, and the minimum requirement

to pass is 24 points. International schools that teach this curriculum hold

IB Examination twice yearly, and they administer the examination for their

students independently.

The IB diploma is, guratively-speaking, a universal passport to

international higher education. Universities around the world welcome the

unique characteristics of IB graduates. IB students routinely gain admission

to some of the world-renowned universities. Most leading universities have

established strong recognition for IB diploma, and those, expectedly, includeleading universities in Thailand.

Established in 1870’s, Southland Girls’ andSouthland Boys’ are the oldest schools in theSouthland province.Our learning environments provide a warm,friendly, caring community for students aged 10to 18 years, where a high standard of academic

Welcome to Southland Boys’ High School and Southland Girls’ High School

Contact

Southland Girls’ High School Yvonne Browning Principal

yvonne.browning@southlandgirls.school.nzwww.southlandgirls.school.nz

Contact

Southland Boys’ High SchoolIan Baldwin Rector

[email protected]

Contact Details:REX CAPIL EDUCATION [email protected] www.learn.southlandnz.com

S TUDY IN SOUTHLAND NEW ZEALAND

excellence and personal conduct by all students is expected.Both schools have proud academic records. Our NCEA exam resultsare consistently well above the national average.Our schools offer a choice of accommodation; a well supervisedboarding house, or carefully selected homestay. Your child’s learning is regularly monitored by qualified teachers.Each school has an International Director who is responsible for the

students’ day-to-day care. There are many opportunities for students to pursue their sporting,musical and artistic talents. SGHS and SBHS are schools that focuson excellence for all.

One of the attractions of living in Southland is the lifestyle. Residents are

typically involved in a range of sporting, arts, cultural and recreational

activities. International students who come to Southland to study realise

they receive an educational experience that encompasses internationally

recognised qualifications with an enjoyable, safe and exciting lifestyle.

Our Southland schools approach to education nurtures individuality and

fresh thinking. Southland’s dynamic but relaxed environment brings together

a unique set of conditions perfect for personal growth and learning. From

top quality educational instruction to Southland’s recreational paradise –

you will grow as an individual and become a dynamic young global citizen.


86550_01-60_M4.indd 43 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 44 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 45 21/2/255

7/28/2019 280213 Education


College

Understandably,internationaleducationimposesasignicantburdenon

parents’nancialresponsibility. However,unlikeprecedingeducation

levels, College Education is something students should be largely left to

makethatnaldecisionaboutontheirown.Because,thebottom-lineisthat

your child will be the one who puts in the actual hard work by going to school

and studying while you provide support and guidance. The fact that your kid

has made it to this point is already an achievement on the parents’ part. As

parents, the next step should be letting your kid take a more leading role in

making the decision on their higher education.

There are two viable routes to higher education for international degrees:

domestic and going abroad. For domestic options there are two types of

international college degree programmes, Joint Degree Programme and

International Degree Programme. Going abroad for college education was

once the only connotation of international education at college level for Thai students. The good news is that unlike the government’s decision on

secondary education, during the last decade, the Ministry of University Affairs

(MUA), the regulative agency overlooking policy covering most degree granting

institutions in Thailand (both public and private,) has placed an emphasis on

internationalisation and regionalisation of Thailand’s tertiary education. As a

result, Thailand’s higher education system has been seeing a healthy increase

in international programmes at college level in recent years. The availability

of international college degrees has become normalised to the point that,

today, going abroad to continue international education at college level has

substantially become less of a necessity.

Basically, we are looking at three college platforms, namely, Domestic,

American and British alternatives. This does not imply that these are the

only college tracks available, it merely shows the possibility of what type of

admission process and requirements you will be dealing with once you aresettled on the college decision. For example, some countries like Australia and

Canadaadoptamoreexiblemethodincollegeadmissionforstudentsfrom

overseas. Their admission process and requirements for international students

are often interchangeable between American and British standardised tests. It

does not make for a better understanding to have a strict descriptive label for

any country’s college system.

For domesticoptions

there aretwo types of

internationalcollege degreeprogrammes.


86550_01-60_M4.indd 46 21/2/255

7/28/2019 280213 Education


Domestic International College

ProgrammesOf all the possible options, the domestic international programme

represents the least strenuous process students have to take on. For one

thing, students are able to stay at home while taking their college courses.

That advantage alone should attract a considerable amount of interest from

concerned parents. Domestic international programmes in Thailand have

grownbothinnumbersofavailablemajorsandpopularityinrecentyears.It

used to be taking a domestic international programme was only considered

when nancially necessitated and courses of studywere limited to a few

viablecollegemajors.Thisisnolongerthecase.Accordingtothereportby

TheOfceoftheHigherEducationCommission(OHEC,)itshowsthatthe

number of international programmes offered at university level from 2005

- 2010 increased by almost 90%. In 2010, both the Thai public and private

universities offered a total of 981 English Language Programmes, of which699 programmes were offered by public institutions and 282 programmes by

private institutions. Of all the programmes offered, 342 are undergraduate

programmes, 389 are master’s degree programmes, 225 doctoral degree

programmes, and the others 25 programmes are non-degree granting.

At present, there are two options for students who want to pursue their

higher education in Thailand: International Degree Programme and Joint

Degree Program, or Collaborated Degree Programme, as some universities

choose to call it.


86550_01-60_M4.indd 47 21/2/255

7/28/2019 280213 Education


“ Launching Careers For Over 30 Years ”

86550_01-60_M4.indd 48 21/2/255

7/28/2019 280213 Education


86550_01-60_M4.indd 49 21/2/255

7/28/2019 280213 Education


•InternationalDegreeProgramme

International Degree Programme is a degree granting English programme

where each capable university or higher education institution develops the

programme and content of the degrees offered on its own. Most universities

offer international programmes through individual faculty admission. However,

in some leading universities, international programmes are offered directly by

their international college established for that purpose.

•InternationalJoint-DegreeProgramme

There could be some confusion with the “joint degree” programme

title. There are Thai language joint degree programs that combine two

degree-majorsinoneprogrammewhichusuallytakesjustoneyearlonger

than typical degree programmes. There are also the “International Joint

Degree Programme.” Here we are talking about the latter. On the surface,

International Joint Degree Programme is similar to International Degree

Programme. The most obvious difference is that while the typical InternationalDegree Programme is a degree programme designed and developed solely

by Thai universities and institutions, International Joint Degree Programme

is exclusively meant for programmes that are developed in collaboration or

in tandem between a Thai university or institution and another leading higher

education institution from another country (typically from North America,

Europe or Australia).

International college programs in Thailand have advanced in such a

way that some of the programmes being offered from leading institutions

areasqualiedasthosebeingtaughtabroador,insomecases,evenmore

internationally accredited. Quality of teaching personnel, of course, plays a

catalyzing role in achieving fast progress. Moreover, students who take college

studydomesticallybenetfromhavinglocalconnections,whichpossiblycould

become useful later in their career.

Most colleges and universities in Thailand accept all accreditedinternational curriculum graduates i.e. IB, ‘A’ or ‘O’ Level (IGCSE and GCE)

or Advance Placement. The only additional standardised test students have

to take for admission is TOEFL (Test of English as a Foreign Language). The

required score depends on the individual college’s policy but usually a score

of 500 should satisfy most undergraduate admission.


86550_01-60_M4.indd 50 21/2/255

7/28/2019 280213 Education


American College System

The United States is generally the more popular choice for studentsgoing abroad for their higher education, especially for those students with the

Advance Placement credential. In saying that, it does not mean graduating

from American system international schools limits your college choice to only

US based institutions. There are other countries where Advance Placement

graduatescanenjoysimilarbenets.ThereareplentyofCollegesinother

countries like the United Kingdom, Australia, Canada and most English

utilising colleges that honour Advance Placement. Some colleges may limit

certainbenetsstudentscouldotherwisebegrantediftheywereapplyingto

anAmericancollege.Forinstance,speciccreditsstudentsgaininAdvance

Placement curriculum sometimes can be transferred directly to college degree

credits given that the course content is equivalent.

Most American colleges and universities also recognise IB and IGCSE

diplomas but the transferable credit policy is not applied. If you decide to go to

an American college, there are also additional standardised tests you need to

take before you can submit your application.

It goes without saying that unless you are an American student or you

graduated from international school in an English native speaking country,

TOEFListhetestyouhavetotake.Ascoreof550shouldsufceallAmerican

colleges’ requirements for admission. In some highly selective institutions

TOEFL scores of 600+ are recommended.

SAT (Scholastic Aptitude Test) is the standardised test both foreign

and American students have to take prior to being successfully accepted to

their prospective college. Maximum score for SAT is 2,400 which comprises

of three parts (writing, math and critical thinking), 800 points for each part.

Required score for SAT varies according to each college, students are advised

to check with the college they are applying to what is the minimum required

SAT score. Usually a SAT Score of around 1,600 is considered acceptableby most colleges but for certain prestigious colleges, a score of 2,100 is

recommended. However, the SAT score also needs to be coordinated with

applicants’ GPA. ACT (American College Testing) is a standardised test widely

used in western states. Most of the time a SAT score is interchangeable.

ConsiderthelocalavailabilityofSATstudentsmayjusttaketheSATforthe

application process. There are also tests for specialised college degrees like

law school, which requires LSAT, or Law School Admission Test. GRE and

GMAT are both purposely for graduate school admissions but in some rare

cases these tests are required. It is best to check with the college you are

applying for to get the pertinent details.

Most Americancolleges anduniversities

also recogniseIBandIGCSE

diplomas butthe transferable

credit policy isnot applied.


86550_01-60_M4.indd 51 21/2/255

7/28/2019 280213 Education


January 2013 1081 118

86550_01-60_M4.indd 52 21/2/255

7/28/2019 280213 Education


For overseas applicants, scholarships will

include a monthly allowance and airfare.

86550_01-60_M4.indd 53 21/2/255

7/28/2019 280213 Education


British College System

British College system includes colleges within the United Kingdom and

colleges in those countries that adopt the British system like Australia and

Canada. While American colleges admission is, quite frankly, straight forward.

IntheUKsystem,therearesubtleissuesthatneedtobesatisedbeforeyouare admitted into a college. It takes less time for students graduated from

IGCSE or GCSE ‘A’ Level programs to complete their college degree, due

tothemoreexibletransfercreditpolicyoftheBritishcollegesystem.While

American colleges require four years as a standard timeframe to complete an

undergraduatedegree,intheUKcollegessystemitispossibletonishan

undergraduate degree within three years. Due to the fact that courses in the

‘A’ Level programs are considered college level, credits can be transferred

directly toward degree credits. As mentioned in the High School section, for ‘O’

Level graduates to apply for college in the UK system, an additional three ‘A’

level courses with “pass” grades are required prior to admission. UK colleges

and university also recognize IB and Advance Placement diploma.

To apply for colleges in the British system, students with an international

education diploma also need to take standardised language tests. IELTS

(International Language Testing System) is a requirement for entry intohigher education courses in the UK. There are four test modules:

Listening, Speaking, General Training and Academic Reading and

Writing. Usually, students take the same Listening and Speaking

modules and for academic purposes, Academic Reading and

Writing module is recommended whereas General Training

module is recommended for non-academic training. The most

common score is 6.5 but for more competitive colleges, a score

of 7.5 or higher is expected. IELTS score can also be applied

for colleges and universities in Australia, New Zealand and

Canada. Apart from a good IELTS score, universities also

expect a good GPA from students. In some cases, TOEFL

scores can be substituted for IELTS scores, more commonly

for colleges and universities in Australia and Canada. There

are also standardised tests that are required by specicinstitutions and programmes. For example, History Aptitude Test

(HAT) is a standardised test required for the admissions process

to Oxford University, LNAT or National Admission Test for Law is an

aptitude test for applicants who apply to eight adopted University Law

Schools. BMAT (Biomedical Admission Test) is an aptitude test required for

admission to university medical programmes.


86550_01-60_M4.indd 54 21/2/255

7/28/2019 280213 Education



Programs of study: (International programs)

Undergraduate programs

Disciplines Degree granted

Business Administration B.B.A Business Administration(Chinese Program) B.B.A English B.A.Mass Communication Technology B.A.

Graduate programs

Disciplines Degree granted

Educational Administration M.Ed., Ph.D.Communicative English M.A.Mass Communication M.A.Business Administration M.B.A., Ph.D.Business Administration(Chinese Program) M.B.A.Political Science M.A., Ph.D.Law LL.D.

86550_01-60_M4.indd 55 21/2/255

7/28/2019 280213 Education


In order to accurately evaluate millions of international students applying for

colleges from around the world, and the variance in standard of international

schools, there are tests, in the form of statistical quotient tests, designed

specicallytoevaluatestudents’academiccompetencyindifferentacademic

settings. These tests are called Standardised Tests. There are a handful

of standardised tests that are administered globally. These tests are both

designedtotestEnglishprociency(i.e.,theuseofEnglishinacademicsetting)

and other academic skills (mathematical and analytical.) Because a diploma

from an international school does not successfully guarantee that a student

hastheEnglishlanguageprociencyequivalenttothosewhograduatefrom

schools in native English speaking countries: Also, academic competencystill needs to be evaluated with the same standards for both international and

native English speaking students. The following are standardised tests that

are most often required for college admission.

1.TOEFL (Test of English as a Foreign Language) is the most

acceptedEnglishprociencytest,acceptedbyover6,000collegesand

universitiesin110countries.ThetestmeasurestheEnglishprociency

of non-English speaking students on a statistical ranking scale. Students

applying for overseas educational institutions in English speaking countries

are required to take the test. That amount triples the number of any other

English-languageprociencytest.There arecurrentlythreeTOEFLtest

formats: PBT (paper-based test), CBT (computer-based test) and iBT

(internet-based test). Which format of the test taken depends on the test

centre location. The TOEFL test consists of four distinct modules: listening,

structure (grammar), reading and writing. PBT and CBT test sections are inlistening, structure (grammar), reading and writing with total scores of 677

and 300 respectively. In 2005, iBT was introduced as a completed English

prociencytestwithanadditionalmoduleonspeaking,withatotalscoreof

120. The TOEFL score is valid for two years. For more information please

contact AES (Thailand) or Institute of International Education — Southeast

Asia (IIE).

2. IELTS(InternationalEnglishLanguageTestingSystem) is widely

acceptedastheEnglishprociencytestforinternationalstudentsfurthering

their academic programmes in the UK. This test has been designed to

measure students’ all-round English language ability (i.e. listening, reading,

writing and speaking). IELTS consists of four distinct modules in which all

applicants must take the same listening and speaking modules. But they

haveanoptiontotakeeitherjusttheacademicreadingandwritingmodules

or the general training reading and writing modules which is recommended

for students planning to undertake non-academic training. The three

modules of listening, reading and writing must be completed in one day,

whereas the speaking module may be taken at the discretion of the test

centre within a period of seven days before or after the other modules. For

more information please contact British Council or IDP Education Pty Ltd.

(Thailand).

Standardised

Tests


86550_01-60_M4.indd 56 21/2/255

7/28/2019 280213 Education



86550_01-60_M4.indd 57 21/2/255

7/28/2019 280213 Education


3. SAT(ScholasticAptitudeTest/SAT-I) is a prerequisite Reasoning

Test conducted for admissions to undergraduate programmes in the

UnitedStates.Itisathree-hourtestthatdeterminestheprociencyofthestudents in verbal, mathematical and reasoning skills. The SAT score is

required to evaluate the skills needed to complete the academic courses

successfully. Many universities also require SAT-II test scores along with a

SAT-Iscoreforadmission.ManycollegesanduniversitiesndSATtobea

more credible test for predicting students’ competence. The test scores are

validuptoveyearsofthetestdate.

4.GMAT (Graduate Management Admission Test) is a computer

based standardised test that assesses the aptitude abilities in a person for

accomplishing academically a business curriculum. This test is recognised

as part of admissions in more than 4,000 graduate programmes in 1,800

schools around the world. The GMAT test consists of three distinct modules

that determine fundamental verbal, mathematical and analytical writing

skills. The maximum score for GMAT is 800. The mean score in 2005-06 is

533. The test score is valid for 5 years.

5.GRE General Test is normally an important criterion for admission

required by many graduate programmes and professional schools in the

US, especially for scientic leaning graduate programmes, both social

sciences and applied sciences. This test is conducted to measure the

verbal reasoning, quantitative reasoning, critical thinking, and analytical

writing skills that have been acquired over a long period of time and are

notrelatedtoanyspeciceldofstudy.GREisacomputer-adaptivetest,

which means your performance on previous questions determines which

questionyouwillbeaskednext.TheGREscoreistechnicallyvalidforve

yearswithtotalscorerangeforthetestof400-1600.Forspecicelds

ofstudy,thereareGRESubjectTestsdesignedspecicallytotesteach

unique academic skills set required for specialised degrees, for example,

Mathematics, Biological Sciences, English Literature, Computer Science,Chemistry and Psychology. For more information please contact Institute

of International Education - Southeast Asia (IIE).


86550_01-60_M4.indd 58 21/2/255

7/28/2019 280213 Education



86550_01-60_M4.indd 59 21/2/255

7/28/2019 280213 Education


Documents

280213 Education