Abstract:
International education is an ambiguous term often used interchangeably as comparative education, development education and multicultural education. However, research shows that little attempt has so far been made to demarcate the boundaries of international education and clarify the concept. Consequently, most international schools who claim to provide international education all too often end up in providing just the
same ‘education’ as any other school, because they fail to focus on the key components of international education which originally inspired the very concept. Therefore, in this paper, various paradigms for defining ‘international education’ and its original aspirations are explored in the light of historical accounts of international education and contemporary literature. The review showed that the concept was initially inspired by the need to promote mutual understanding among different countries, and the desire to enable socioeconomic mobility in the face of increasing globalization. Based on these concepts, ‘international education’ has been defined as education geared towards developing global citizenship by promoting internationalism and international-mindedness, and facilitating mobility of human resources in an increasingly global world by enhancing the competence and confidence of students. It is concluded that any educational programme or system that claims to be international must concentrate on the ideology of internationalism and the pragmatics of globalization.
