The international schools in Luxembourg are full. And it is not just expatriates who are pushing up the demand for admissions. Some Luxembourg natives feel that an international education is more relevant and offers a competitive advantage to their children.
The International School Luxembourg (ISL), in particular, has been feeling the pressure. In March 2006, the ISL Board hired Evalueserve, a custom research, analytics and intellectual property firm, to undertake an independent study to assess whether the growth in demand is likely to continue.
In December 2006, Clayton Lewis, current ISL Director, revealed that, based on the conclusions of the study, presented to the Luxembourg government in April 2006, a solution of sorts for expansion had been proposed. The ISL has now received final confirmation from the Minister of Finance (as agreed between the State and the City of Luxembourg) permitting the use of a strip of land adjacent to the current school site.
Lewis has spent the last eight years as ISL Director. Prior to this, he held leadership positions at the American School of The Hague and the American School in London. At the time of this interview, to solicit his reaction to the expansion and discuss education in general, it was revealed that Lewis - diplomatic and pro-Luxembourg - will be leaving his current post to serve as the sixth Head of Washington International School, adding a sense of poignancy to his responses.
Mr Lewis, are you pleased with the agreement to expand on the current ISL site?
"It is important for us to have one location, but we could not expand (i.e. by just adding a building to our courtyard) without a decrease in quality in terms of space and density. We discussed all of our options - such as different locations - but we can all see the problems that can cause (editor's note: as in the case of the European School and the huge dissatisfaction over their split campus). This solution allows us to remain one school in the eyes of our community.
The short-term solution will increase the amount of admittance in the lower levels but not by a huge amount. The "temporary building" will be used until the long-term building is ready, which could take eight or nine years. Does this seem a satisfactory solution?
"Clearly, there is a demand for international education in Luxembourg, not just for expatriates, but also for people living in Luxembourg who want to offer it to their children.
We have had to consider demographics and our priorities. If you weigh up all of the factors - the demand, the willingness to find a solution and the Board thinking, 'let's do it,' I have no reservations that this expansion is the right decision.
This is especially true since our vision was always that we would have a primary school (for students 3-11) in the main building and a school for older students in a separate building. The two schools would still be coordinated and share certain infrastructures but we could take on more of a 'two-school system'.
I think that once the government here decides to do something, things move very quickly. Eight or nine years is really the average - from conception to completion - for a school. I think it could be even earlier than this. 2011 is seen as an earliest possible date.
Why did the ISL commission a professional study?
"Anyone can look at the growth curve and say there is a need to expand, but how can you be sure that growth will be sustained? Evalueserve looked at both qualitative and quantitative data. This study was also done with the inclusion of the European School, St Georges, etc. Their data helped to make the case. The basic conclusion was that there would continue to be an increase in demand for international education into the foreseeable future.
If there is a problem with education demand in Luxembourg, shouldn't the government have initiated an investigation?
"We considered all of the options, including doing nothing and letting 'the market take care of it'. But we know that we have the expertise, and a very good relationship with the government. For us to say, 'it's not our problem', just didn't make any sense.
When we commissioned Evalueserve, we had a very specific goal. If the curve were shown to be likely to continue to increase, we would take this report to the government. To say, 'this is what is happening. Are you thinking this through?' The government was happy to receive it.
The ISL Board asks the right questions. Expansion is for whom? The reason we are so full is not just because we have an increase in the expatriate population but also thanks to our promotional activities. The truth is, we are victims of our success. We have been quite successful in getting across to the public whom we are, even though there are still people who insist on calling us The American School. We think we have successfully changed that perception. In fact, only about 18% of attendance is American. English is the medium of instruction but international is more the reality. We have books from Canada, Australia as well as the US. State Street, for example, has made a significant donation to support a Human Rights Collection for the ISL library, which is an international and neutral subject.
Is there ever any pressure to favour certain applicants or influence the curriculum?
"Our curriculum is independent. In terms of any kind of 'gift' or support the school has been given, in particular from the Luxembourg government, there have never been any strings attached. We have no corporate ties. The onus is on us. We understand that our fundamental raison d'être is the expat community.
Would it not be better for the future of Luxembourg if the school systems integrated more?
"There is a good relationship with the campuses, in particular with the Lycée Aline Mayrisch, which philosophically is close to us. The obvious opportunity to meet would be after school and Saturdays, which already poses problems with different schedules and sports, etc. However, the International Schools across the globe have the same issues. The students themselves can be the barriers to integration. Cross-relationships exist of course (neighbours, sports in common) but for a number of reasons - because the kids might not be here a long time, because they have their maternal language in common, etc. - they tend to form a tight unit. Almost all of their social activities revolve around the school community.
Why is Luxembourgish not introduced in the International School system? Is the national language not taught in other International Schools?
"Yes, when I was at The Hague, Dutch was introduced as a second language. In Germany they study German. All kids at the ISL have to take a second language and in some cases take a third. We teach French, German and English at the highest level, but Luxembourgish is not a language for the International Baccalaureate (IB). Our students here won't have a problem communicating with other students because they can do it in French, German or even English.
Do you believe that the international school(s) in Luxembourg should be working more closely with the local schools to analyse what can be done better? Perhaps to make the local curriculum more relevant and competitive?
"I think that all schools in all places should be benchmarking themselves. In this 'flat world' all kids are 'in competition' with all other kids in all parts of the world. What do schools need to be teaching our kids? There are good efforts being made to see what kids need on behalf of the OECD, which has a reputable status among countries in the developed world. The Australian Council for Education Research (ACER) designed an assessment programme for students in international schools based on the OECD's Programme for International Student Assessment. PISA is the closest thing to a world standard.
If people are increasingly viewing international education as attractive, should the national school system be taking notice? To what extent can the international schools influence change?
"One thing I will say in terms of an exchange between Luxembourg and the ISL is that about three or four years ago Luxembourg recognised the IB diploma as being equivalent with the local BAC. And now there is even a Luxembourg Lycée Technique that offers the French IB. If you are able to import such a programme to a country, then it is safe to say you are bringing about change."
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The International Education Pressure Cooker
Out of a total population of close to 459,500, the amount of foreign residents is upwards of 39.6% and the percentage of foreigners in the workforce (resident and cross-border) is even higher. Many expatriates (transient and permanent) view with dissatisfaction the Luxembourg school system due to either curriculum or continuity issues that can arise when (if) their children return to the home country. In addition, others see integration into the local trilingual system as a non-viable option for children after they reach a certain age.
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Evalueserve Study Findings
In the 2006 Evalueserve study, from 81 interviews conducted from a variety of groups (expats, parents, senior executives, relocation agencies, embassies, trade bodies and the Ministry of Economy):
- 80% of the persons interviewed listed admission to an international school as a pre-requisite to relocation.
- 67% listed as "extremely important" the availability of international schooling options for companies planning to enter /expand operations.
- The shortfall in seats in English-medium international schools in Luxembourg will reach between 2,000 and 4,400 seats by 2009.
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The Proposed Short-Term and Long-Term ISL Expansions:
- Short-Term - A plan has been submitted for the construction of a 2,600 m2 two-storey building for 200 5-7 year-olds, plus extra parking space for 93 cars.
The construction would be designed to last 15-20 years, with work starting as soon as the winter is over, and opening in time for the next school year starting in autumn 2007.
- Long-Term - Although no final plans have been drawn, further permanent expansion to the ISL will be undertaken on the land adjacent to the current campus with a proposed time frame of 8 or 9 years.