chapter  1
Introduction
Pages 28

One of the underlying premises of this book is the belief that the increasingly complex connections created by the forces of globalisation have led to a diminishing difference between what were once described as international schools and national schools. It is evident that the movement of people globally has changed the face of schools both nationally and internationally. This increased level of mobility may be a result of several factors. The forced movement of refugee families and their children moving from war, famine, and other extreme circumstances is one group. The willing movement of students and their families with a desire to create a better life in another country is another sector. These movements ebb and flow as the economies of the world continue to grasp the realities of a planet that is both constantly changing and irrevocably interconnected. The ISC Research group1 claims that in March 2013 there were over 6,500 English-medium schools globally catering for over 3.3 million students. This does not include the large numbers of international schools using alternative languages of instruction, such as the schools of the French, German, and Japanese.