| In an interview with Time magazine, Peter Drucker, | | | | British educational system as the model. The |
| one of America's foremost management theorists, | | | | educational program of this school would permit full |
| when asked "What kind of a century are we in, | | | | equivalency throughout all forms with the Portuguese |
| then?" responded: "In this 21st century world of | | | | educational system and other international schools |
| dynamic political change, the significant thing is that | | | | and universities. CLIP - Cologio Luso-Internacional do |
| we are in a post-business society. Business is still | | | | Porto is designed to achieve the following goals: |
| very important, and greed is as universal as ever; but | | | | 1 - To offer a student - centered, thoroughly |
| the values of people are no longer business values, | | | | modern, academically challenging, and internationally |
| they are professional values. Most people are no | | | | focused program of studies; |
| longer part of the business society; they are part of | | | | 2 - To offer Portuguese students the opportunity to |
| the knowledge society. | | | | acquire an international education that will prepare |
| The greatest changes in our society are going to be | | | | them for attendance of both local and foreign |
| in education." When the journalist later suggested | | | | universities; |
| whether the world of the 21st century would be | | | | 3 - To provide foreign students with the opportunity |
| characterized by the competition among the three | | | | to continue their education in a sequential, |
| great trading blocks --Europe, North America, and | | | | comfortable fashion; |
| Asia --Drucker answered: "Yes, and the activities of | | | | 4 - To offer students of Portuguese parents, who |
| three big trading blocks will have political | | | | have attended schools in other countries, a proper |
| consequences. I think we are already in the midst of | | | | process of school reintegration; |
| this, and the pattern is not going to be fair trade or | | | | These objectives could be implemented by the |
| protectionism but reciprocity." When asked: "Do you | | | | following instruments: - A curriculum based on current |
| think we and our institutions are ready to cope with | | | | British secondary programs, allowing pupils to s it for |
| what you call "new realities"? Drucker affirmed: "Many | | | | G.C.E. (General Certificate of Education), G.C.S.E. |
| are still stuck in the world of 1960. What we face | | | | (General Certificate of Secondary Education), I. G .C.S. |
| now is totally new and dynamic -and we are quite | | | | E. (International General Certificate of Secondary |
| unprepared for it." | | | | Education) at O - Level, but complemented with |
| These statements from a man calloused in the world | | | | studies of Portuguese language, history and social |
| of business reveal a reality of the present | | | | studies, granting equivalence to the Portuguese |
| characterized by dynamic change on all fronts, by the | | | | secondary education forms 9 and 10; - A higher |
| power conferred by the possession of information | | | | education access curriculum based on and in |
| and knowledge, by the primacy of education in that | | | | accordance with the LB. (International Baccalaureate, |
| context of profound alterations, by relationships | | | | Geneve, Switzerland) curriculum, which is currently |
| among persons, institutions, and peoples based on | | | | accepted by most universities across the world, and |
| the concept of reciprocity. with determination Europe | | | | is also equivalent to form 12 of the Portuguese |
| searches for the attenuation of centuries old | | | | secondary educational system. |
| divisions; the nations of the Pacific, led by Japan, try | | | | CLIP will furthermore develop its activities around |
| to find a common understanding which may grant | | | | seven basic educational principles: |
| them a more condign place in the international forum; | | | | * Academic Excellence: The attainment or the highest |
| the Sultanates of Islam search desperately for a | | | | academic standards through a stringent and fully |
| more cohesive and forceful expression of their | | | | integrated curriculum that stresses individual |
| influence in today's world. | | | | excellence and group achievement; |
| The progress attained in the technology of | | | | * Learning how to learn; the content or the various |
| communications has made the international system of | | | | disciplines is developing at such a rate that makes an |
| borders almost irrelevant. The quest for new | | | | encyclopedic approach to education quite unviable. By |
| markets has given birth to supra-national economic | | | | focalizing on how to learn, our aim is to prepare |
| colossuses, capable of exerting a deep influence in | | | | students for a lifetime of learning and personal |
| the lives of peoples and nations. The rending of the | | | | development; |
| iron curtain seems to have stolen the last visible and | | | | * Cooperative Learning: The instructional program of |
| palpable barrier from a world forced to accept more | | | | CLIP is based on the premise that students can and |
| and more, with less and less understanding. This | | | | should learn from each other, and that they must |
| vertigo of political and technological change has | | | | shoulder the greatest responsibility for their |
| fostered a constant movement not only of people, | | | | education; |
| but mostly of ideas and of information. | | | | * Diversity and Cross-Cultural Education: The |
| Knowledge of things and events has been made | | | | underlying concept of International Education is a |
| instantaneous, the volume of information has been | | | | learning process that positions the study of the |
| suffocating, our capacity for absorption tested to its | | | | diverse expressions of human life at the core of its |
| limits. Peoples and cultures, which some years ago | | | | program of studies; |
| could have been known only through the power of | | | | * Individual Needs and Concerns: The program |
| the imagination, visit us daily in our living rooms, so | | | | focuses on the needs and differences of each |
| that, what was foreign, exotic, adventurous, has | | | | individual student. The central programmatic focus in |
| become common place. The need for a new private | | | | this regard is a Teacher Advisor Program coordinated |
| international school in the Oporto area is self evident. | | | | by a Guidance Counselor; |
| At the end of the twentieth century we are | | | | * Participatory Decision-making: The governance of |
| witnesses to an accelerating trend towards cultural | | | | CLIP is based on a democratic model for decision |
| globalization and a growing need for unhindered | | | | making as articulated in its Charter. CLIP recognizes |
| mobility for professionals and their families. In | | | | the preeminent role of parents teacher and students |
| particular, the internationalization of northern Portugal | | | | in the educational process; |
| due to the country's present EU membership status | | | | * The Arts: The arts are essential to a complete |
| has created new educational needs for both local | | | | understanding of our nature as human beings and as |
| foreign children. | | | | members of cultural groups. In this regard the arts |
| This need could be adequately answered by a high | | | | must be taught as independent cl discipline and |
| quality school, from the primary through university | | | | integrated on the entire program of studies. |
| entry level, with English as the base language and the | | | | |