International student perceptions on Ontario overseas OSSD-Granting Program

Abstract

This study investigated the perspectives of graduates from Ontario Secondary School Diploma (OSSD)-granting Ontario International Schools. These institutions, numbering 19 globally, implement the Ontario curriculum outside of Canada. The research utilized a mixedmethods approach to gather comprehensive insights into graduates' opinions on their educational experiences. The study aimed to provide a nuanced understanding of these international schools' strengths and areas for improvement, informing policy and practice in the field of Canadianinternational education.Background information is provided on previous research and data about international schools and the field of international education. More specifically, the history of modern international education is explored, the different types of international schools and their curricula are outlined, and previous research done in the field of international education is expanded upon. International schools use curricula from different nations or an international system. Perspectives from academics, curriculum developers and documents, and educators and students are examined. Together, these factors determine the purpose of international schools and the Ontario education system’s role in international education. The findings of this study are generally positive. Eighty-one (81) participants from at least sixteen (16) nations from eight (8) of the nineteen (19) overseas OSSD-granting schools participated in the study. Student graduates found that their respective OSSD-granting international schools had, on average, a good quality of education regarding curriculum, resources, teaching methods, student outcomes, discipline policies, academics, and overall educational environment. The mean scores for the quantitative questions were generally positive for the results of the survey. The qualitative section results of the study further confirmed positive opinions of the overseas OSSD-granting schools. Of the aforementioned sections, curriculum, teaching methods, student outcomes, academic policies, and overall educational environment all had mostly positive responses. The resources and discipline policies sectionsoften had graduates offering feedback or advice to improve the OSSD overseas program in these areas. The qualitative responses shared important insights into OSSD-granting institutions, where student graduates generally praised the system. Some qualitative responses also gave pertinent suggestions for further considerations for the future of the program.