Chinese International School (Singapore), after more than three years of exploration, innovation, construction and harvesting, has gained achievements and success. This shows that China's education, not only can go to the world, but also can contribute to upgrading of China's soft power, a school principal has said.

The school was established by Beijing Huijia Educational Institutions in September 2006. Based on international Baccalaureate (IB) standards, the school is characterized by the Chinese culture and integration of Eastern and Western culture.

Chinese International School (Singapore) was established by Beijing Huijia Educational Institutions in September 2006. Based on international Baccalaureate (IB) standards, the school is characterized by the Chinese culture and integration of Eastern and Western culture.

In an exclusive interview, School Principal Shi Mingpei said his school has become a bridge between East and West cultural exchange and bonds. "Parents of many students come from Western countries said, they send their children to the international school just for the fancy of a Chinese cultural tradition and the atmosphere of cultural integration."

Shi said: "Students' parents from the Chinese mainland and Taiwan region highly praise the cross-cultural characteristics and the reservation of Eastern cultural traditions in school."

He said that education is a country's "soft power", international schools established by educational institutions can play a role in promoting and spreading Chinese culture.

"Education, as a form of cultural transmission, is more intimate, natural, and easy to accept. For young students, the life in our school can sow the seeds of friendship in their mind, which may have life-long impact on them," Shi said.

He stressed that the influence of cultural transmission may be extended to relatively more people, and often involving several generations of a family, their friends and relatives. This is a broad social impact.

Classical Chinese poetry is an important carrier of Chinese culture, including the literature, philosophy, aesthetic and other cultural elements. Through different kinds of activities, like reading, reciting classical poetry, and representing scenes and stories described in classical poetries in the form of painting, Chinese language teaching in kindergarten really offers a good opportunity for children not only to learn Chinese language but also to understand Chinese culture.

In order to help students learn more about Chinese traditional culture and modern China, the school has organized three batches of "Chinese Culture Trip" study tours, sending students to China for short-term language learning and culture exchanges. "They visit traditional attractions in China, live in the families of Chinese students, so that students experience Chinese culture on their own," Shi said.

Students are taught in ancient and modern Chinese language to read a large number of Chinese classical and modern literature masterpieces, thus they can get to understand Chinese philosophy, literature and history.

"From the perspective of cross-cultural comparison, the school also guides students to study and better understanding of Eastern and Western traditional cultures, so as to learn a variety of different types and different forms of world cultural heritage," the principal said.

The Chinese International School has a kindergarten, primary, secondary and high school, and college preparatory school. In this sense, it is the first overseas international school established by Chinese educational institutions.

China's education going to the world is facing both opportunities and challenges. Speaking of challenges, Shi said the challenges faced by Chinese educational institutions' overseas schools are as followed. First, they should be adapted to local laws and regulations. Second, the cost of running a school is greatly increased, which includes human resource costs and management costs. Third, they face much fiercer competition.

The school has about 300 students from 28 countries and regions, and more than 60 staff from about 20 countries and regions. Chinese language teachers come mainly from Chinese mainland. English language teachers come mainly from the United States, Britain, Canada, Australia, New Zealand and other countries.

(Xinhua News Agency August 10, 2010)