The international dimension in schools

The Education and School Improvement Service (ESIS), for a number of education authorities in Wales, recently conducted a course for teachers under the Comenius 2.2, a system on the international dimension and international projects in Schools. The course director was Dr Brian George, associate adviser for modern languages and international understanding.

By the international dimension we mean exposing our pupils to knowledge of other countries and cultures to foster attitudes of openness and respect for diversity. In a world where prejudice and intolerance are rife, one immediately realises the importance of such an education.

Breaking down barriers between peoples is the main aim of the international dimension in education. Other aims of such education are to prepare children to take part in the economic and social development of their own region and the wider world, and to provide a vehicle for raising achievement in key skills such as communication, using foreign languages and ICT.

For children on a small island such as ours this preparation is indispensable as they will need to learn how to interact with the rest of the world and take part in its development.

On a more concrete level, by the international dimension, we mean learning about other countries' geography, and history, discussing important world events, learning about other cultures, learning about the different art forms in other countries, learning foreign languages, helping people in other countries through fund-raising and linking the school with schools in other countries through international projects.

This is a very effective way of introducing the international dimension to the classroom. As many schools in Malta are already doing, schools find partners in other countries and work on a theme for the duration of the project. Schools exchange materials produced throughout the project and visit each others schools.

A very important premise on which international dimension education is built is that all work should be based on the existing curriculum. Curricula are already loaded but the international dimension can be easily incorporated in the existing work.

The work produced as part of the lesson can then be exchanged with pupils in schools abroad. When teachers meet to plan work for an international project they should aim to find common curriculum areas and work on those. Projects should lead to joint learning, and materials received should be used as a learning resource. Pupils then respond to what they receive in different forms and media.

This kind of education has a number of benefits for pupils. Pupils are motivated and excited. They learn with a purpose and they will be able to see a greater link between what they learn at school and the outside world.

Children develop new interpersonal skills and they make new relationships. Their self-esteem and confidence increases and they show greater maturity. They learn to cope with new situations. Students also put on their best behaviour in front of visiting adults and peers. They explore their own community to be able to tell others about it and in the process come to appreciate their own culture.

The impact of the international dimension and international projects on specific curricula areas can be significant. In literacy, children will need to learn to communicate with an audience. They will need to read, write and speak with confidence, fluency and understanding. They will need to read, understand, use and write a range of non-literary texts. They need to plan draft, revise and edit their own writing and suit the language to different audiences, contexts and purposes.

An example of how literacy could be improved using the international dimension is using story sacks. Schools from Europe, Kenya, India, China and New Zealand contributed to a sack of stories which were then read in class or at home. Another example is producing a book. Primary classes in different European countries wrote a chapter each of a thriller which takes place in a supermarket (an environment which is familiar to most European pupils). This book was actually published.

In geography and in science joint surveys and projects on weather data, water, rock, maps, flora and fauna can be conducted by the students. Mathematical skills can be used to present data. Children can learn about their home area and country and the home areas and countries of partner schools.

This personal contact with schools and countries will bring the geography, science and maths to life. In history children can compare the histories of their countries for a given period and find out what repercussions events in one country had in others.

In personal and social development, the children's self-respect can be enhanced as pupils prepare materials about themselves, their family, their school and their community. Perhaps for the first time, pupils investigate and celebrate what it means to be Maltese.

Their knowledge and understanding of aspects of their cultural heritage as Maltese children increases. They will also value and celebrate cultural difference and diversity as foreigners become friends, partners in learning. Pupils learn to value difference whether in customs or religion. This is most important in insular communities such as ours. Children also learn different interpersonal skills. They will need to learn to communicate effectively and collaborate on projects. When they visit other countries and stay with families or have other children stay in their own family they will need to learn to live with others in harmony.

Through projects and lessons they learn to empathise with the experiences of others and feelings, express their feelings and respond to others.

Another curriculum area were achievement may be raised through the international dimension is in ICT. Children learn to use e-mail effectively. They learn how to use word-processing and desk-top publishing to produce high-quality, professional work. They use the Internet for research. They may use video-conferencing, design a Webpage, and make videos.

In art and music, pupils have many opportunities to exchange a wide range of creative work with their peers. Pupils are exposed to new styles of music and artistic creation. Pupils are then asked to respond to work received from other countries.

There are also benefits of international dimension education for teachers. Pupil-teacher relationships are enriched through shared experiences. Corresponding and meeting with teachers from other countries gives new opportunities for professional development.

New methods of teaching and learning are explored and joint development and exchange of teaching materials may take place. There is a wider perspective and professional refreshment that comes from visiting schools abroad and making new contacts. Short staff exchanges or work shadowing may take place.

Through the international dimension, the school develops the expertise, motivation, achievements and skills of pupils and teachers. It increases awareness of the local area and culture in the community outside the school and raises the profile of the school locally. The school also becomes more aware of funding opportunities.

The introduction of the international dimension in the classroom is a must if we want to give a complete education to our pupils. Funding is available for such projects through Comenius Action 1 - School partnerships, but we must also look inwards towards our curriculum to find out where this dimension can be strengthened and further afield to find new ways of taking part in projects around the globe.