Table Of ContentSPRINGER BRIEFS IN EDUCATION
Hyejin Kim
How Global Capital
is Remaking
International
Education
The Emergence of
Transnational Education
Corporations
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Hyejin Kim
How Global Capital is
Remaking International
Education
The Emergence of Transnational Education
Corporations
123
HyejinKim
Faculty of Arts andSocial Sciences
National University ofSingapore
Singapore, Singapore
ISSN 2211-1921 ISSN 2211-193X (electronic)
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For my son, who teaches me more than any
teacher I have met, and for my husband, who
made me realize how education and life go
together.
Preface
Inthepastdecade,transnationaleducationcorporationshaveburstontotheprivate
schoolingscene.Privatefirms,publiclylistedfirms,andprivateequitygroupshave
transformedinternationaleducationintoanindustryvaluedatoverUSD30billion.
Nowhere is the impact stronger and more sudden than in Asia. The top three
internationalschoolfirmswithapresenceinAsiarunmorethan20schoolsinEast
and Southeast Asia with another six in India. Ten years ago they had none. Each
educates tens of thousands of students around the world and earns annual revenue
over USD 300 million. The quiet rise of transnational education corporations—or
TECs—has implications for education systems around the world, as private inter-
ests gain a greater stake in the future of how schools operate. We need to under-
stand who these firms are, how they have grown, and what they do.
Privately financed education has been a major topic in national debates about
education, especially in the United Kingdom and the United states. A study of
international schools may seem peripheral to those concerns. After all, these are
fee-charging schools that enroll mostly the children of high-income expatriates
outsideofpubliceducationsystems.TheprimaryandsecondaryschoolsinEastand
SoutheastAsiathatarethefocusofthisbookeducateonlyasmallpercentageofthe
region’schildren.Theseschoolsdonotfeatureprominentlyinpublicdebatesabout
education.Thisinvisibility, though,ispreciselycausefor concern.Corporatization
and transnationalization of international schools have meant a spatial division
between investors and financial beneficiaries, on one hand, and those directly
affected,ontheother.TheoverseasoperationsofaUK-basededu-businesswillnot
gainmuchattentionineducationdebatesinBritain,nordoesthefactthateducation
reformsinthatcountryhelpedspawnfirmsthatlaterwentglobal.Atthesametime,
foreign acquisition of elite international schools may seem peripheral to public
concerns in, say, Cambodia or Vietnam. Globalization in many fields works pre-
cisely through these divisions. Without arousing controversy, TECs have grown.
Now, having swelledinstature, thelargest are assuming publicprofiles and subtly
raising challenges to public education in Asia.
vii
viii Preface
Chapter 1introducesthesubject andits significance. InChap.2,“TheCreation
of an International Education Sector,” I give an overview of the transformation of
international schooling from an area of education to a business activity. It is now
common to describe education as a “sector.” This vocabulary makes it easy to
forgetthateducationisnotnecessarilyasector.Theinternationalschoollandscape
has only very recently become a sector, and it is a specific set of actors that have
propelled that change.
InChap.3,“TheOriginsofInternationalSchoolGroups,”Iintroducethreesetsof
forcesthathavecontributedtothemakingoftransnationaledu-businessesspecializing
in international schools. One is a supply-side factor: “school choice” reforms in the
West, especially in the UK, fostered for-profit school operators who have since gone
global. This far-reaching effect of Western education reforms deserves attention.
Another factor is demand-side: rising wealth in Asia, plus particular approaches to
achievingsocialmobility,havehelpedcompaniescreateacustomerbase.Afinalfactor
might be called logistical: the de-nationalization of education enables firms to offer a
product that makes sense in multiple cultural contexts.
The next two chapters focus on the role of the state in making space for cor-
poratized international schools. Chapter 4, “Government Policies and the Shifting
Place of International Schools in the Education System,” situates international
schoolpolicyinawidercontext.HereIarguethatpoliciesoninternationalschools
are fundamental to the integrity of public education systems. Because policies on
international schools address issues such as student eligibility for enrolment, these
policies guard the boundary around public education systems. I show how several
statesinAsiahavegrappledwiththeproblemofwhethertoallowmorechildrento
opt out of public and national education systems in favor of international schools.
Whilegovernmentsresponddifferently,nonehavepreventedtheprotectionsonthe
education system from being breached by international schools.
Chapter 5, “Economic Planning, Education Policy, and International Schools,”
placesinternationalschoolpolicyinthecontextofeconomicplanning.Stateshave
actively promoted corporatization and globalization of international schools. For
purposes of making the national economy competitive against other countries,
stateshaveencouragedthedevelopmentoftheinternationalschoolbusiness.Drives
toattractforeignbusinessandtodevelop“knowledgeeconomies”haveledstatesto
take actions that welcome edu-businesses for international schools.
In Chap. 6, “The Business of International Education,” I turn squarely to the
operation of TECs. I outline the reasons that make international schools attractive for
investment, as well as the ownership structures of prominent firms in this area.
Idescribepathwaysfromotherbusinessareas,suchasfromotherfieldsofeducationor
from property development, into international schools. I introduce strategies for
expansion as well as marketing activities. In all these areas, I argue, the corporatized
organizationencouragesschoolstodevotemoreresourcesandenergytobusinessthan
toeducatingyoungpeople.Thepointisnotthatresultsforchildrenarepoor,butrather
that educating becomes a secondary focus to primary revenue-generating tasks.
Preface ix
Chapter 7, “International Education Goes Global: Transnational Education
CorporationsasGlobalActors,”offersacloserlookathowedu-businesseshavean
impactona“global”scale.Ishowthatthesebusinesseshaveappropriatedthenotion
of “global” for themselves. Corporate understandings inform the idea of global
educationthattheyembrace.Edu-businessespresentglobalschoolsasonesthatare
similarindifferentpartsoftheworld,justasacoffeechainmightpresentitsproduct.
These meanings of global—for which alternatives could be imagined—form the
basis for the ideas that TECs propagate in global forums. I show how the most
prominent international school operators are tied up in wider dialogues about edu-
cation.TheseoccurateventssuchastheWorldEconomicForum,throughcharities
andlinkstomajorphilanthropicinitiatives,andwithinternationalinstitutionssuchas
theUnitedNationsandtheWorldBank.Inotherwords,international schooloper-
atorsareincreasinglyinfluentialinshapingpublic,globaldiscussionsofeducation.
While this book is based on social scientific research, it is also shaped by my
backgroundworkingininternationalschoolmanagement.Iworkedfor4yearsfora
government-supported international school in Singapore. In the positions I held
there, finally as managing director, I observed first-hand many aspects of the
operations of international schools. Moreover, my period with the school, from
2007 to 2010, coincided with a period of rapid change. Foreign firms were
acquiring international schools. Existing ones were expanding and rolling out
luxuryfacilities.ProgramslikeInternationalBaccalaureate(IB)werejuststartingto
become known by parents. Potential buyers were circling around rising schools.
That moment was foundational to the creation of an international school sector.
IgainedfurtherinsightintothisfieldwhenIwasrecruitedtojoinoneofthelargest
TECs. Working in admissions and marketing, I witnessed from the inside how the
firm operated. I stayed with the company for nearly a year before resuming my
academiccareer.Mostofthematerialpresentedinthisbookdoesnotcomedirectly
from my experiences, but I am able to verify, or triangulate, findings from the
material I have gathered with what I learned through direct experience.
My experience also made me think that the subject of international school
corporatization and globalization is one deserving greater attention. My concerns
about the implications of trends in this field for public education systems, for
inequality, and for social solidarity prompted me to look more closely at this
subject.Ihavepreparedthisbookwiththreesetsofaudiencesinmind.First,Ihave
written it for specialists in comparative education, particularly those who study
education management and policy. The book complements existing research on
education’s globalization and corporatization. Second, social scientists who are
interested in globalization can read the book as a study of a lesser known field of
globalization.Thebookaddstothecritiquesofneoliberalism.Third,Ihavewritten
the book for nonspecialists who are concerned about the future of education. This
book offers an introduction to a set of organizations that may feel remote to most
readers, but that can have implications for us collectively.
Singapore Hyejin Kim
April 2019
Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Why Study International School Operators? . . . . . . . . . . . . . . . . . . . . . 1
International Education and Elite Schools. . . . . . . . . . . . . . . . . . . . . . . 2
The Global Education Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Neoliberal Globalization and the International School Industry . . . . . . . 6
Modes of Change in the International School Landscape. . . . . . . . . . . . 7
State Policies Weaken State Regulatory Capacities. . . . . . . . . . . . . . 7
International Schools Become Side-Businesses
for Other Investments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Internationalization Becomes Co-Opted by Corporate Forces . . . . . . 9
Consumer Cultures of Education Deflect Critical Engagement. . . . . . 10
Scope and Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2 The Creation of an International Education Sector . . . . . . . . . . . . . 15
Traditional International Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
The Creation of an International Education Sector . . . . . . . . . . . . . . . . 17
Competition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Building “Global” Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Growing the Market: Recruiting Local Students. . . . . . . . . . . . . . . . 19
Entrance of School Corporations. . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Shifting International Education Landscape in Singapore . . . . . . . . 22
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3 The Origins of International School Groups. . . . . . . . . . . . . . . . . . . 29
International Schools and the Global Education Industry. . . . . . . . . . . . 30
Education Reforms and the Rise of Education Firms . . . . . . . . . . . . 31
De-nationalization as a Force for Edu-Business Entry into
International Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
xi
