CLIP – Colegio Luso Internacional Do Porto – An Educational Project

In an interview with Time magazine, Peter Drucker, one of America’s foremost management theorists, when asked “What kind of a century are we in, then?” responded: “In this 21st century world of dynamic political change, the significant thing is that we are in a post-business society. Business is still very important, and greed is as universal as ever; but the values of people are no longer business values, they are professional values. Most people are no longer part of the business society; they are part of the knowledge society.

The greatest changes in our society are going to be in education.” When the journalist later suggested whether the world of the 21st century would be characterized by the competition among the three great trading blocks –Europe, North America, and Asia –Drucker answered: “Yes, and the activities of three big trading blocks will have political consequences. I think we are already in the midst of this, and the pattern is not going to be fair trade or protectionism but reciprocity.” When asked: “Do you think we and our institutions are ready to cope with what you call “new realities”? Drucker affirmed: “Many are still stuck in the world of 1960. What we face now is totally new and dynamic -and we are quite unprepared for it.”

These statements from a man calloused in the world of business reveal a reality of the present characterized by dynamic change on all fronts, by the power conferred by the possession of information and knowledge, by the primacy of education in that context of profound alterations, by relationships among persons, institutions, and peoples based on the concept of reciprocity. with determination Europe searches for the attenuation of centuries old divisions; the nations of the Pacific, led by Japan, try to find a common understanding which may grant them a more condign place in the international forum; the Sultanates of Islam search desperately for a more cohesive and forceful expression of their influence in today’s world.

The progress attained in the technology of communications has made the international system of borders almost irrelevant. The quest for new markets has given birth to supra-national economic colossuses, capable of exerting a deep influence in the lives of peoples and nations. The rending of the iron curtain seems to have stolen the last visible and palpable barrier from a world forced to accept more and more, with less and less understanding. This vertigo of political and technological change has fostered a constant movement not only of people, but mostly of ideas and of information.

Knowledge of things and events has been made instantaneous, the volume of information has been suffocating, our capacity for absorption tested to its limits. Peoples and cultures, which some years ago could have been known only through the power of the imagination, visit us daily in our living rooms, so that, what was foreign, exotic, adventurous, has become common place. The need for a new private international school in the Oporto area is self evident. At the end of the twentieth century we are witnesses to an accelerating trend towards cultural globalization and a growing need for unhindered mobility for professionals and their families. In particular, the internationalization of northern Portugal due to the country’s present EU membership status has created new educational needs for both local foreign children.
This need could be adequately answered by a high quality school, from the primary through university entry level, with English as the base language and the British educational system as the model. The educational program of this school would permit full equivalency throughout all forms with the Portuguese educational system and other international schools and universities. CLIP – Cologio Luso-Internacional do Porto is designed to achieve the following goals:

1 – To offer a student – centered, thoroughly modern, academically challenging, and internationally focused program of studies;

2 – To offer Portuguese students the opportunity to acquire an international education that will prepare them for attendance of both local and foreign universities;

3 – To provide foreign students with the opportunity to continue their education in a sequential, comfortable fashion;

4 – To offer students of Portuguese parents, who have attended schools in other countries, a proper process of school reintegration;

These objectives could be implemented by the following instruments: – A curriculum based on current British secondary programs, allowing pupils to s it for G.C.E. (General Certificate of Education), G.C.S.E. (General Certificate of Secondary Education), I. G .C.S. E. (International General Certificate of Secondary Education) at O – Level, but complemented with studies of Portuguese language, history and social studies, granting equivalence to the Portuguese secondary education forms 9 and 10; – A higher education access curriculum based on and in accordance with the LB. (International Baccalaureate, Geneve, Switzerland) curriculum, which is currently accepted by most universities across the world, and is also equivalent to form 12 of the Portuguese secondary educational system.

CLIP will furthermore develop its activities around seven basic educational principles:

* Academic Excellence: The attainment or the highest academic standards through a stringent and fully integrated curriculum that stresses individual excellence and group achievement;

* Learning how to learn; the content or the various disciplines is developing at such a rate that makes an encyclopedic approach to education quite unviable. By focalizing on how to learn, our aim is to prepare students for a lifetime of learning and personal development;

* Cooperative Learning: The instructional program of CLIP is based on the premise that students can and should learn from each other, and that they must shoulder the greatest responsibility for their education;

* Diversity and Cross-Cultural Education: The underlying concept of International Education is a learning process that positions the study of the diverse expressions of human life at the core of its program of studies;

* Individual Needs and Concerns: The program focuses on the needs and differences of each individual student. The central programmatic focus in this regard is a Teacher Advisor Program coordinated by a Guidance Counselor;

* Participatory Decision-making: The governance of CLIP is based on a democratic model for decision making as articulated in its Charter. CLIP recognizes the preeminent role of parents teacher and students in the educational process;

* The Arts: The arts are essential to a complete understanding of our nature as human beings and as members of cultural groups. In this regard the arts must be taught as independent cl discipline and integrated on the entire program of studies.

Creating International Education Partners for Global Transformation of Our Educational Systems

With the constantly changing environment of our communities that impact and make up our world, transformation is inevitable. The question is, are we leading this change consciously and doing what we can to ensure that our youth will be able to function as successful citizens and professionals in the future? In reality, this responsibility is shared among our school systems, parents and students to create a global platform of international education partners. Our educators and parents lead this transformational movement, which is required to connect our educational systems on a global level, as they themselves move with the winds of change to keep up with new processes and technologies to function in the changing conditions of our communities that link us to the greater world.

How can we ensure that we are the leaders required to facilitate the global transformation needed for our educational systems?

We first need to step back and ask, “What kind of life are we preparing our students for?” To take our students into the constantly changing future, we need to focus on the big picture while looking at the day to day, moment to moment here and now without losing sight of the fact that it is surely the here and now that impacts the bigger picture of the future. Our actions and efforts as leaders today will dictate the outcome of the transformation we seek. Utilizing clear personal values and beliefs to provide the purpose for setting this new direction, leaders help educators grow together to co-create the pathway to the new future.

To encourage the success of any individual or enterprise in the future, we need courageous leaders willing to push boundaries and barriers to stimulate the change needed in our global educational system and who are willing to link the local and global business communities around the world when doing so. Endurance to keep up with the required change is also a necessity for the most optimal and powerful result for our students.

The core success of this transformation that’s needed hinges on a leader’s ability to live strategically, which is different from strategic planning. Strategic living is an orientation of daily work that is driven by core values, a vision and mission, and a few big ideas. By living strategically, educators can respond to rapidly changing conditions, and become more nimble and flexible as they take advantage of emerging dynamics and their opportunities.

To develop schools as the necessary global learning centers discussed here, there are seven organic competencies that facilitate the development of leaders. The “Seven C’s” are Confidence, Commitment, Co-creation, Connection, Communication, Celebration and Course Correction, and Caring, which together represent the characteristics of mature organizations.

Leaders of this global movement towards developing our students for success requires the development of agile and responsive organisms that can only occur by discarding the elitist hierarchy, undoing the myth that it is natural for all organizations to have superiors and inferiors. This elimination of the elitist hierarchy begins with educators and parents who lead by example to emphasize this truth for our students.

By stepping out, pushing boundaries and connecting our communities on a global level, we as leaders will be able to lead the movement reviewed here to transform our students into the individuals required to positively impact and succeed in organizations of our future for our world.

How is Education Abroad Related to the College-University Mission Statement?

It is important to draw justification for a study abroad program from the college/university mission statement. Look for excerpts from mission statements and senior level administration for internationalizing the curriculum, developing students with a global perspective, preparing students for a global workforce, etc.

Write a mission statement for study abroad that makes it a priority to integrate international education services into the foundation of the college/university mission. A study abroad office mission includes an academic enhancement role and student support services. It is essential to include with your mission statement, some measurable intended outcomes for study abroad. Your statements of intended outcomes will guide your policies and practice.

It is also important to understand that every institution invests dollars and staff in endeavors that support and enhance the institutional mission and outcomes. Just as we see different levels of support for campus housing on various campuses, we also see different levels of support for international education.

Study abroad has long been considered an elective or “luxury” experience and thus has not been tied to the core values (and therefore finances) of most institutions. The closer you correlate study abroad with institutional priorities, the more leverage you will have in gaining support for your endeavors.

An example of a campus mission statement that is easily identifiable with education abroad.

Mission Statement:

We educate students to put the liberal arts into action as citizens in a global society.

And they go on to describe their core values as:

Academic Excellence, Diversity, Equity, and Shared Governance, Education of the Entire Person, Adherence to Common Ethical and Moral Standards Community Service and Global Citizenship, Environmental Stewardship.

This makes it easy to integrate study abroad into the core values of the institution.

Another example of a university mission statement is:

Our mission is to educate and nurture students, to create knowledge, and to provide service to our community and beyond. Committed to excellence and proud of the diversity of our University family, we strive to develop future leaders of our nation and the world.

However, some university mission statements require a little more work to integrate international education into the core values. For example consider the following mission statement

Our mission is to discover, create, transmit, and apply knowledge to address the needs of individuals and society. This mission is accomplished through instruction, which communicates the knowledge and values and imparts the skills necessary for individuals to lead responsible, productive, and personally satisfying lives; through research, scholarship, and creative activities, which advance knowledge and enhance the educational process; and through public service, which contributes to the solution of societal problems and enriches the quality of life in the State.

And yet other university mission statements do not lend themselves easily to integrating international education as a core value.

Our mission as a multipurpose public institution is to develop educated persons of inquiring, creative, and disciplined intelligence to be competent in careers that are fulfilling and to be socially responsible contributors to society. This University strives, therefore, to graduate people on the bachelor’s and master’s level who have had sound education in the arts and sciences and relevant specialized training built upon that base.

A study abroad office mission statement can also come in many diverse forms and visions. The following mission statement is an example of a diverse vision:

The Office for Study Abroad promotes opportunities for global education to all eligible students in order for them to gain an understanding of other countries, regions, languages, and cultures through direct overseas experience.

Some universities have taken the approach of being very explicit about their connection to the institution’s core values:

In support of the University’s mission to “promote the process of lifelong learning from both global and integrative perspectives,” the Office for Study Abroad offers international education opportunities to students through the University’s overseas study centers, international exchange partners, and affiliated organizations. As an extension of the University’s academic program, we promote academic excellence and provide access to high quality international education programs in expanding geographic destinations to serve a diverse student population representing a wide array of academic disciplines. As educators, we facilitate the academic, personal, professional, and intercultural development of students through the programs and services we provide.

And one more example of a carefully crafted mission statement that not only integrates international education into the university core value, but also sets criteria and objectives for policy:

We are a world leader in research, teaching, and public engagement. Many hands – at home and abroad – make it so, and many benefit. Study abroad is one of the ways in which our students and others build and benefit from our University’s international engagement.

Our mission is to provide and facilitate a range of study and education opportunities abroad consonant in breadth and quality with on-campus curricula, offered for short or long duration according to curricular objectives and in consideration of students’ obligations, at a range of costs and with opportunities for scholarship or subvention such that study abroad opportunity is available to all students in good standing. Attention to students’ health, safety, and well-being abroad underlies all other considerations.

Our intention is that through study abroad we and our partners prepare students for global citizenship, guiding them to a greater understanding of world and domestic cultures and encouraging them to share that understanding with their hosts abroad and communities at home; that students gain or enhance area, linguistic, subject, and cultural knowledge and competence; that students contribute to their host communities; and that students emerge wiser and more engaged citizens