The increased responsibility and frequent global transitions associated with an overseas assignment almost always involve a step up the corporate ladder, but the family moving with such an upwardly mobile executive may find these relocations a bit more challenging. A frequent reaction from the children, upon hearing of an impending move, may be to dig in their heels and refuse to leave their friends, to relocate to yet another school and learn to fit into a new set of friends and social situation. Older students are often working towards acceptance into university, which presents its own set of challenges. Children’s initial concerns about a trans-continental family move may also impact the trailing spouse, who is often charged with managing the challenges of moving the household while facing having to leave a career and friends behind. In the long run, all of these circumstances impact how the entire family experiences the transition and their new lives as expatriates.

While there is no magic cure for the challenges of an international relocation, working with relocation professionals and human resource managers to properly prepare for the move ensures a smoother transition.

There are common characteristics among these globally mobile families and their children. Often labelled ‘Third Culture Kids’, these are children who have spent a significant amount of their developmental years outside their passport country. On average, they have 4.3 moves up to age 18 and 6.1 moves in the subsequent 20 years. Such children may have gaps in their education, but they are four times more likely to complete a university education. Ninety seven per cent continue with higher education, for an average of 5.4 years after leaving school. A rigorous academic programme and continuity of education are primary concerns for these families. They value education and have high aspirations for their children.

GLOBAL QUALIFICATION TAILORED FOR GLOBALLY MOBILE CHILDREN

In 1968 the introduction of the globally-transferable International Baccalaureate (IB) Diploma Programme gave internationally mobile executives their first opportunity to move their families and children overseas without interrupting their education or qualifications. The IB Diploma Programme was born of efforts to establish a common curriculum and university entry credentials for students moving from one country to another. International educators were motivated by practical considerations but also by an idealistic vision. They believed that students should share a common academic experience that would emphasize critical thinking and intercultural understanding.

The International Baccalaureate Diploma Programme

Combining the best elements of many national systems, the Diploma Programme was founded to allow students to fulfil the education requirements of their passport nation while travelling overseas. Internationally mobile students are able to transfer from one Diploma Programme school to another. The IB is now taught in 122 countries and accepted by universities in 115 countries.

The IB Diploma is an academically rigorous two-year course of study, completed by students between the ages of 16 and 18, at the same ages as American student’s final two years of high school.

To earn an IB Diploma, students are required to study and pass external/internal assessments in six subjects (three at Higher Level, and three at Standard Level) from the following groups:

A literature course in the student's native language
One additional language
Individuals and Societies
Experimental Sciences
Mathematics and Computer Science
Arts, or another subject from the previous four groups.

In addition, students must complete 150 hours of community service, write an extended research paper and participate in a Theory of Knowledge course.

Following on the success of the IB Diploma, the IB Organisation sought a framework to offer the international transferability and educational ideals of the diploma programme to younger students. The result was the development of the Middle Years and Primary Years Programmes.

The IB Primary Years Programme (PYP)

For students age three through twelve, the IB PYP focuses on the development of the whole child. Taught at 231 schools around the world, the IB PYP offers a framework to meet children’s academic, social, physical, emotional and cultural needs through a comprehensive and international approach to teaching and learning. As part of the IB PYP, children are educated around six core themes that require them to explore knowledge and inquiry in the broadest sense.

The Middle Years Programme (MYP)

The IB PYP serves as an excellent introduction to the IB Middle Years Programme, but neither are a prerequisite for either it or the Diploma Programme. Offered at 332 schools worldwide, the IB MYP’s curriculum and methodology are tailored to help young people thrive during the particularly critical phase of personal and intellectual development of early puberty to mid-adolescence. As children grow into young adults, the IB MYP provides a disciplined and challenging, but flexible, framework around which students are encouraged to develop a personal value system which can be used as a guide for their future educational pursuits and lives.

INTERNATIONAL RELOCATION DEMANDS INTERNATIONAL EDUCATION

Internationally tailored academic programmes contribute to a child’s success when they move overseas. International schools are equally prepared to support the social and emotional challenges students face when following their parents abroad. Schools frequently offer a range of support services to transitioning students and their families:

Email Pen Pals: Before students even move to their new country and school, their future classmates are available to answer questions, greet them when they arrive in their new location and ensure they are invited to outings planned for newcomers.

Orientation Visits: While a parent’s natural urge may be for their child to begin school as soon as possible after the move, we’ve found students need to settle into their new country and get over jetlag before beginning classes. Additionally, kids like to see their new campus and classrooms and to assess clothing and styles before beginning school. Extensive orientations are held for both new and returning students.

Buddy Systems: Students need a peer guide who helps them negotiate the first few days: playgrounds, bathrooms, lunchrooms, and even the transitions from class to class.

Extensive Parent Support Organisations: In the case of employment-based relocation assignments, once the transitioning employee returns to work and the children are off to school, the trailing partner needs new friends and contacts. International Schools offer buddies for parents, social organisations, international groups and a host of volunteer activities to involve newcomers.

English as an Additional Language (EAL) and Native Language Enrichment (NLE) programmes: Students may be fluent in two or more languages, but require additional resource time to improve skills or maintain fluency in a native language.

On-staff counsellors and experts in social emotional issues: Frequently students may make a successful initial transition, but then experience separation issues months later. On-staff counsellors, familiar with the needs of each developmental group can help students and their families adjust.

Teachers experienced with working with globally mobile students: Understanding how to quickly assess academic levels and working with students one-on-one to integrate them successfully into the classroom.

Helping the whole family achieve a successful transition abroad is the shared concern of all elements and factions of the relocation industry. From schools to relocation agents, education consultants and corporate HRs, family’s moving abroad should feel confident that there are vast resources available to support a successful relocation and expatriate experience.

Malcolm Kay is the Superintendent of the ACS International Schools. ACS International Schools were founded in 1967 to serve international and local communities.