A Background on International Colleges

International colleges in the Philippines are institutions that do not follow their originating country’s national curriculum. They promote an inclusive exposure of cosmopolitanism to each and every one of their prestigious students. The curriculums that they adopt are that of International Baccalaureate, Edexcel, or that of the standards of Cambridge International Examinations.  

The most distinct aspect of any international college in the Philippines is that international education is fostered and instilled through the cultivation of global environments. Another common feature of international colleges in the Philippines is that they mainly consist and cater to students that are not national citizens of the country.

The children of various members and employees of international organizations, international businesses, foreign embassy bases, and missionary programs that are stationed in the Philippines usually comprise a significant amount of the overall student population of these international colleges in the Philippines.

But in a similar regard, the children of many local Filipino citizens are also enrolled in these institutions for various reasons. The most common reason is their desire to let their children be exposed to and guided by an exemplary education.

Another common reason why children are enrolled in one of these institutions is for them to be trained in attaining an excellent grasp of foreign languages.

The higher education that is provided in these reputable institutions offers a variety of certifications that open opportunities for students to achieve qualifications for employment purposes, as well as being the initial stepping stones to a student’s desired career path—most especially careers that fall in line with foreign affairs.

A Brief History of International Schools

In the late period of the 19th century, international schools emerged. They began their visionary mission of spreading interconnected educational systems.

Among the first countries to set up official international schools are Switzerland, Japan, Turkey, and so on. These first international schools were founded by members of families that often traveled for work purposes.

Government organizations and non-government organizations that called their employees for constant travel necessitated that their people set up schools for their children.

American missionaries, as well as diplomats, set up their schools following an American system of education while the French adopted their own national curriculum of education. This case is the same of military and army personnel who were stationed in various foreign lands.

To match the globalization on the rise, the international market created a sector for a global standard system for education. The growing interconnectedness of world economics entailed that following strictly individually-specified national curriculums would no longer sustain the propelling international standard.

It has been well-established throughout the century that the highly improved standards of success are from the well-executed performance of students bred through the educational systems of the international curriculum.

The modern developments of world travel have made journeying from one country to another more and more convenient and accessible—this led to the expansion of numerous generations of children that grew up and were raised in foreign lands. The market for establishing an international educational standard, therefore, was needed and was developed.

In this day and age, there are over 4,000 international schools that use English as their primary language for communication. With the evident notions of globalization, the overall statistic percentage of well-established international schools will be expected to rise in number and generate even more reputable attention in terms of success. The meticulous and comprehensive education that is followed in these institutions is built on a multilingual, multicultural foundation that is all-inclusive.

The Criteria for International Schools

In 2009, at a conference in Italy, the International Association of School Librarianship established some descriptive criteria for the qualitative characteristics of international schools. Below is a rough overview of the factors that were brought to light and elaborated on:

•    A student enrollment program that is non-selective.
•    Primarily utilizes French or English as the primary language for instructive purposes and requires the addition of at least one more language.
•    A faculty population of teachers that are multinational in background and transient in nature.
•    A curriculum that follows an international framework.
•    International accreditation from Council of International Schools, North Eastern Accrediting Commission for Schools, International Baccalaureate, Western Association of Schools and Colleges.
•    A student body that is multilingual and multinational.
•    The ability of students to transfer their education across to other international schools.
•    A population that moves at a higher rate than that of state schools, private schools, or public schools.

The general curriculum of international schools is mainly centered on promoting internationalism. They aim to foster and develop globalized citizens. This is done by pro

viding them with the most optimal learning environments and teaching methodologies that exhibit and instill core virtues such as empathy through understanding, independence, interconnectedness, and coordination.

Similar to other schools, international educational institutions also teach arts, language, sciences, mathematics, humanities, physical education, and design and information technology, among others.

In this day and age, international schools now also provide for post-graduate studies and certification programs. Most international school students are constantly moving from one country to another and often have stated difficulties in terms of feeling a firm grasp of their national background and roots.

International School Faculty and Teachers

The teachers of international schools are educators instructing pupils who are not from their country of originating citizenship. These teachers are, in most cases, also trained and educated in private institutions that are both profit as well as non-profit.

The common scenario is that majority of the faculty population in international schools receive their teaching certification and licenses from their actual country of originating citizenship.

But there’s also a significant number of cases wherein an international school strictly requires that a teacher accepted into their faculty be trained from an international syllabus or specifically trained and certified in foreign languages.

Most of the teachers of international schools find their options in the halls of international job fairs. There are annual job fairs held by the Council of International Schools or CIS. This gives international schools an excellent opportunity to process several interviews and hire teachers simultaneously and immediately (if needed).

Besides the services and events held by the Council of International Schools, there are also agencies that function with specialties in the recruitment of teachers for international schools. Throughout the years and decades of international schools, there has been a clear observation that there is an increasing difficulty in recruiting younger teachers who fit for international school systems.

Established in 1947, the United Nations International School or UNIS was founded by a select group of parents working for the United Nations. They were passionate about nurturing their children through the promotion of international education standards, but at the same time, to still have a strong sense of preservation for individuality, cultural heritage, and diversity.

The International Baccalaureate Program had the United Nations International School as one of their initial twelve schools. The most significant aspect of the United Nations International School is the embracing and appreciation of other persons and cultures.

That is, they provide an environment that is the epitome of world-class learning and teaching. The global curriculum that the United Nations International School follows is aimed at inspiring students through the core roots and ideologies of the United Nations Charter.

After the founding of the United Nations International School, three more schools were established under the directions of the United Nations: Vienna International School (1959), United Nations International School of Hanoi (1988), and NIST International School (1992).

International College Programs

Many international colleges in Manila—and the Philippines in general—offer common programs that follow an international standard. They have course programs that offer bachelors in science degrees in a wide range of specificities.

One of the most common and prestigious routes to esteemed careers are in the realm of international hospitality management. This is inclusive of globally-ranked faculties, internships, and offerings.

On the other hand, there’s also business administration programs. They encompass a significant number of subsequent specializations such as financial management, marketing management, operations management, technology management, sustainability, and so on.

Lastly, a lot of international schools in the Philippines have entrepreneurship in their curriculum. Aside from this, they also offer great programs for economics. At the same time, they furnish their students with several opportunities for various certification Programs. These internationally-sculpted education paths are available for pure vocational paths, as well as the pursuance of post-graduate degrees.

The Impeccable Education System of Enderun Colleges

Enderun is an international college in the Philippines that is one of the most formidable and highly reputable educational institutions that propel their students to the highest levels of excellence.

Enderun is centered on guiding their students and equipping them with the academic tools and approaches that lead to utmost professionalism—professionalism that is deeply necessary in the contemporary standards of the world. The internationally-structured degree programs optimize the richest value-centered environment for learning through highly advanced theories in management, operation, as well as an efficient grasp of practical exposure.

Enderun is an institution that upholds the best and most globalized policies in terms of quality. The astounding modernity that Enderun brings to the world of international colleges in the Philippines definitely sets them apart from other educational institutions.

The conceptual knowledge that is mastered in Enderun shines a bright light on the general exposure of international interconnectedness to their students.

The learning environment is effectively blended with actual industry experience from top employers on a global scale. The managerial and entrepreneurial students are surely led to a secure path of internationally-based business opportunities.

The satisfaction of Enderun’s clientele is all built on exceeding the expectations of families and their students. This is accomplished by putting them through a meaningful and fulfilling experience of education and application.

Enderun is exceptional in terms of meeting and exceeding the demands and expectations of their different highly-esteemed shareholders and investors.

Enderun is consistent in assuring development by means of the most cohesive strategies in planning, as well as an optimal implementation of systems in quality management.

The most awestriking aspect of the Enderun experience and teaching methodology is that it is shaped by the educational structures of the most reputable Ivy League schools in the United States.

The different curriculums of Enderun are well-merged with industry specified exposure and guidance. It’s this brilliant mixture of both intellectual prowess and practical knowledge that gives the students a more advanced hold of technicalities.

Today’s business environments call for more dynamic individuals, and Enderun makes this their primary concern for their students. Enderun’s exceptional use of international education is taken to an even more nuanced and holistic level by training their students in theory, sciences, arts, philosophy, and the general humanities.

Aside from the technical, theoretical, and practical excellence, the expertise of Enderun’s graduates is built from their comprehensive understanding of world culture and cosmopolitanism.

Enderun’s framework is an eclectic application of different learning styles based on the best learning systems in the world. The richness is found in the heart of their student-centered learning values. The greatest accomplishment of Enderun’s world-class education system is evident in its ability to adapt to each individual student case; and at the same time, instilling in them the universal principles that are needed from the demands of global economics.

The root value system of Enderun is fulfilled through a connective tissue of academic excellence on an international board. Their approach to teaching and all-encompassing learning is one-of-a-kind, especially in terms of analytical expertise and a strong and empathic character building.

It also goes without saying that Enderun spares no expense with regards to their facilities. The campus environment is designed and engineered for the utmost convenience and learning optimization of each and every one of their students.

Finally, Enderun offers a variety of co-curricular and extra-curricular programs for sports and the arts—these assure only the most fruitful growth for their students.

For more information on Enderun, especially regarding their overall background as an international college in the Philippines, then click here!