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11/12/20202020/12/11

David Mansfield: BISE is creating a new normal in the Chinese education marketDavid Mansfield:在学校生活了一辈子,改向教师培训是个有趣的转变

David Mansfield: BISE is creating a new normal in the Chinese education market

David Mansfield is a respected Headmaster and educator in the UK and internationally. He has successfully led four different schools, most recently the Chinese international school in Shanghai, YKPao School. Before that he was headmaster of Dulwich College Beijing. 

David is now CEO and Dean of Buckingham International School of Education and the Senior Advisor to Pao School. David has been a Director of Cambridge Assessment, which owns Cambridge International Examinations. He completed his undergraduate degree in history at Cambridge University, his postgraduate studies in education at Oxford University and continued his studies with a MBA in International Education Leadership. 

 

Written by | David Mansfield

Edited by|BISE

Shifting to a role in teacher education after a lifetime in schools has been an interesting transition. I've been head of four schools over the years and throughout my career have been fully involved in professional development work.  It is obvious to any school leader that the better the staff are trained, supported and given a broader understanding of the professional skills required to be a great educator, the more likely is the school to thrive.

It has therefore been a privilege to have joined the Buckingham International School of Education (BISE) as its first CEO and Dean, especially as it seems China is at a landmark stage in its educational history. Since the 19th century international educators have come to China and have supported the indigenous systems by offering alternatives and indeed allowing the permeation of new ideas to integrate alongside traditional Chinese pedagogies.

From the beginning of the 21st century a new phase of international education reasserted itself in China and many schools for foreign passport holders began to crop up. I was privileged to be the headmaster of one of these, Dulwich College Beijing, which was very attractive to returning Chinese parents wanting to ensure an international English language focused education was available to their children.

However, from the second decade of the century, the Chinese market became a little more sophisticated. Not only did returning Chinese realize that their children needed to develop Chinese language skills and we're missing out on the rigours of the Chinese National Curriculum, but also PRC citizens themselves we're hungry to offer an international dimension to their children's educational diet. So, a new generation of bilingual schools that combined the CNC with international pedagogy and content began to spring up. I was again very fortunate to become the first Executive Headmaster of one of the earliest and pathfinding of these schools, YK Pao School in Shanghai.

The staffing balance of these new schools was originally 50% Chinese and 50% internationals, with the Chinese National Curriculum covered by the Chinese staff, and international English language aspects granted to expats. This is an expensive model and complicated to timetable, but when it works well provides an incredibly challenging and stretching curriculum. It produces bilingual, bicultural students with a very significant understanding of both their Homeland of China and its language and culture, but also of the global world into which they will be entering as they transition to higher education and the world of work.

As we move into the third decade of the 21st century we see the scene shifting again. This is particularly so with the exacerbating effects of COVID-19.  The market is changing as increasingly large numbers of Chinese begin to consider keeping their children in China, at least for longer before they study overseas, thus demanding more international style provision in China. The growing number of bilingual schools and school groups demands more quality expat teachers than the market can sustain (even more so as entering China is so tricky at present). In addition, the cost of staffing for these bilingual schools is becoming prohibitively high on a 50/50 basis. Quite rightly parity of remuneration between Chinese and expats is becoming an increasingly realistic and necessary target for many school owners and the market for highly qualified, well-trained Chinese teachers who can deliver bilingually is growing, hence they can demand quite significant salaries.

It is not surprisingly therefore that many of the new bilingual schools which have recently opened or will open in the near future, seek to employ fewer expats and more Chinese staff. These Chinese staff need to be well qualified and hence BISE is offering high-quality British Initial Teacher Training products that will fill this vacuum. We currently offer an iPGCE (International Post Graduate Certificate in Education), taught and delivered in English. This is the same course that is being provided to the many trainees in the UK. But from 2021 we will also be offering a bilingual version of this IPGCE, so Chinese teachers can be trained in their own language in the various strategies and philosophies that underpin international education.

One of the biggest hurdles for many of the Chinese graduates who would wish to teach in bilingual schools is that their English level (an English iPGCE requires an IELTS score of 6.5 or better) makes the accessing of the course very difficult. By offering it in Chinese, many teachers can develop international pedagogies which they will take into their own Chinese language classrooms as well as when delivering international curricula like the IGCSE, the A level, and the IBD as Chinese citizens in bilingual settings. This scenario is becoming increasingly common and BISE is very well positioned to be serving this growing market.

Nothing stands still in China. Things move fast. The changing market in education and the sophistication of the Chinese parents, influenced significantly by international geopolitics and ongoing global pandemic, mean we must remain flexible and adaptable as teacher trainers, as well as teachers and school leaders. My role as the Dean and CEO of BISE is to support schools and school groups in providing the quality of teaching that young people deserve and require. If we can be of any service to you, please be in contact.

80年代初,David Mansfield在剑桥大学获得学士学位后,又在牛津大学完成了研究生学习。纵有着“天之骄子”的履历,David一毕业后就开始从教,几十年来,因对教育纯粹的热爱和执着,David成为业内德高望重的校长,也是经验遍及全球的教育家。在中国,他曾成功地领导了两所“明星”学校 ---上海包玉刚学校和北京德威学校。

David现任白金汉大学国际教育学院院长兼CEO,以及包玉刚学校的资深顾问。在学校生活了一辈子,David觉得转向教师培训既是必然也是有趣的新篇章。

作者 | David Mansfield

编辑|BISE

在学校生活了一辈子,改向教师培训对我来说是一个有趣的转变。这些年来,我先后担任了四所学校的校长,在整个职业生涯中一直在全力参与职业发展的工作。对于任何一位学校领导来说,员工得到的培训学术支持越多,对成为教育工作者所需的专业技能了解越广泛,学校就越可能有更好的发展。

因此,我很荣幸能够作为第一任CEO和院长加入白金汉大学国际教育学院(BISE),尤其是在中国似乎正处于教育史上具有里程碑意义的阶段之际。自19世纪以来,国际教育者来到中国,提供替代方案和新思想与中国传统教学法相结合以支持本土教育体系。

进入21世纪以来,国际教育在中国进入了新的阶段,许多针对外籍学生开设的学校开始涌现。我有幸成为其中一所学校的校长---北京德威学校。对那些想确保孩子接受英语教育的海归父母来讲非常有吸引力。

然而,从本世纪第二个十年开始,中国教育市场开始变得更加复杂。回国的父母意识到他们的孩子不仅需要发展汉语能力,维持国内教育的严格性,还要提供国际化的规格。因此,新一代的双语学校开始出现,它将国内与国际的教学法和内容相结合。我又一次非常幸运地成为这些学校中最早和最具先驱性的学校---上海包玉刚学校的第一任校长。

这些新学校的教师配比最初是50%的中国教师和50%的国际教师,分别负责国内和国际课程。这种运营模式昂贵,时间分配复杂,但如果它运作良好,提供了一种难以置信的具有挑战性和延伸性的课程。它培养的是双语双文化背景的学生,他们对自己的祖国的语言和文化,以及他们即将进入的国际高等教育和工作领域都有着很深的了解。

当我们进入21世纪的第三个十年时,我们看到形势再次发生变化。特别是由于COVID-19产生的恶化效应,越来越多的中国家长开始考虑把孩子留在中国,所以至少在他们出国留学之前,需要接受更多国际化的教育。越来越多的双语学校和教育集团对高质量外籍教师的需求超出了市场的承受能力(目前进入中国的难度更大)。此外,这些双语学校的人员成本,以50/50中外教师比例会很高。中外教师的同薪同酬逐渐成为许多学校现实和必要的目标。对高质量、训练有素、能双语授课的中国教师的市场正在增长,因此他们可以要求相当可观的薪水。

许多新建校或即将建校的双语学校将雇用更少的外籍教师和更多的中国教师,这并不是一个奇怪的现象。这些中国员工必须具备良好的素质,因此BISE提供高质量的英国初级教师培训项目,以填补这一空白。我们目前提供iPGCE(国际教育研究生证书),以英语授课,这是与英国所开设同样的一门课程。但从2021年起,我们将提供双语的IPGCE课程,这样中国教师就可以用自己的语言接受各种理念的培训,这些理念是国际教育的基础。

对于许多希望在双语学校任教的国内毕业生来说,最大的障碍之一是他们的英语水平(英语IPGCE要求雅思成绩6.5分或更高)使课程的理解变得非常困难。通过提供中文课程,许多教师可以拓展国际教学法到自己的中文课堂,以及在双语环境中提供一些国际课程,如IGCSE、A level和IBD。这种情况将会变得越来越普遍,BISE完全有能力为这个不断增长的市场服务。

在中国,一切瞬息万变,没有什么是静止的。不断变化的教育市场,在很大程度上受到国际地缘政治和正在持续的全球流行病的影响,这意味着作为教师培训者,教师和学校领导必须保持高度灵活和适应性。我作为BISE的院长和CEO,职责是支持学校和教育集团为年轻人提供应得和所需要的培训。如果我们能为您提供支持,欢迎与我们联系。

BISE寄语:很多人认为最佳实践离实际教学很远。月亮很远,但月光很近。我们希望帮助在中国学校任职的老师从实际教学中找到最适合自己发展的方式;希望通过点亮老师来点亮改变世界的人。

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