International Education Localization Development And Implementation

In the previous decade, international education programs started to approach China market. Among those programs, IBPYP became one of the most booming ones. However, along with the penetration of PYP, as an international education program, it is hard to find the right position in China, a country with solid cultural background. Some issues became more critical such as lack of understanding in theoretical knowledge, disconnection with local curriculum in practice. Therefore, we found it necessary to deep dive PYP as a program in order to better localize and implement it in China. What is IBPYP's theory and core content? How to integrate PYP with local education to make it more adaptive? Questions were discussed in the localization process of international education and require educators to find answers.The main focus of my research is to summarize the conflicts or obstacles that PYP will confront when it is under the procedure of localization and find out the solutions of each conflict accordingly. The action research and the case study are the two main methodologies applied in the paper. Deep diving the framework and core value of PYP, analyzing issues and conflicts in the process of localization, rinding the root cause and solutions will provide the theory reference when to make the right strategy of seeking sustainable and broader development of PYP and other international curriculums in China.There are six chapters in the research focusing on five aspects:Nature and core value of PYP, conflicts and solutions in "character education goals of learners, the written curriculum, the taught curriculum and the assessed curriculum". As an introduction of the paper, the first chapter contains the background, the main focus, the methodologies that are adopted and the researches that have already been done. From chapter 2 to chapter 5, the author use 4 chapters to illustrate and analyze the conflicts in four key elements of the localization of PYP, which are the character education goals of learners, the written curriculum, the taught curriculum and the assessed curriculum, and to summarize the solutions to each conflict based on the daily practice. The conclusion of my work is that PYP is a program dedicated in educating a learner with international mindedness set with transdisciplinary content, implemented on exploration basis and assessment for learning. The localization of P YP is influenced by many factors that are required further research and practice.