These emerged during interviews with those responsible for implementing one part of the International Baccalaureate Diploma Programme: Creativity, Activity, Service. Views of parents on this growing trend will be sought in a separate study, but in this paper we approach the problem through international school staff perceptions of issues relating to parents. The perception that international education affords children access to social advantages has been established in the school choice literature, but there has yet to be an examination of this trend in relation to parental engagement in international schools. Recently, increases in numbers of international schools have been fuelled by a growth in numbers of aspirational families selecting them. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum.

One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core.

However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. The international network of 'Round Square' schools declare themselves guided by his educational philosophy ( Round Square, 2017) although Hahn has no philosophical oeuvre rather, he was concerned about the impact on children from education systems which he felt valued scholars and sportsmen, leaving others feeling that their interests and passions were unimportant ( Hahn, 1934).Īcademic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. In attendance at one of the earliest meetings of Heads of International Schools, considered by some to be one of the earliest events in the international education movement ( Hill, 2010), Hahn believed experience was integral to education, as is evident in his educational association with Salem school in Germany, Gordonstoun in Scotland, Outward Bound, the Duke of Edinburgh's Award, and Atlantic College in Wales. A progressive educator credited with having directly influenced the development of CAS in the earliest days of the IB Diploma was Kurt Hahn ( International Baccalaureate Organization, 2009 Peterson, 2003).

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