基业长青，引领未来｜京领-青苗联合发布《2021中国双语学校发展研究报告》
2022年4月29日，京领与青苗教育集团联合发布《2021中国双语学校发展研究报告》。
青苗教育集团
青苗教育集团已在双语教育领域深耕20余年。作为一所由中国人创办的国际双语教育品牌，青苗最早开创中西方教育结合办学新模式，提出“中西合璧”的办学理念。秉承“采中西合璧之萃，品文化融合之美”的核心价值观，致力于将学生培养成为具备民族自信、时代精神和世界眼光的未来力量，让青苗的孩子“走得出、回得来”，其双语教育理念为寻求优质双语教育的家庭提供了方向。“生命常青，从苗到藤”，二十余年的办学经历使青苗积淀了深厚的底蕴与品牌内涵，形成了强劲的办学实力。
研究背景
如今，随着国际教育的升级，越来越多中国家庭开始寻求与传统教育模式有所区别的国际化教育。在教育国际化成为大势所趋的背景下，双语学校数量不断增加、市场竞争愈发激烈，品牌竞争力在未来必将成为双语学校发展的关键，具有历史沉淀的老牌双语学校将会得到更多家长青睐。
在此背景下，京领与青苗教育集团携手探讨、分析与判断在后疫情时代、中国国际教育发展新阶段，中国双语学校的发展现状、未来发展趋势与提升路径。
报告亮点
基于数据分析，
揭示中国双语学校发展规律
本报告共包含中国国际学校体系、中国双语学校、中国双语国际学校的师资体系、中国双语国际学校的课程体系、中国双语国际学校的文化融合、青苗国际双语学校的实践探索与经验方法与中国双语学校未来发展趋势七个章节。
这份长达144页的研究报告以中国双语学校为研究对象，从发展历史、师资课程、文化融合等维度对中国双语学校的现状和未来发展趋势进行了分析和判断。
青苗在中国双语国际教育领域的
成功探索与实践经验
本报告第六章节以青苗在中国双语国际教育领域的探索与实践经验作为主要内容，旨在分享知名品牌学校的办学经验，促进中国国际教育升级，帮助家长更加科学地选择适合孩子的双语学校。
基于案例研究，
透视中国双语学校未来发展趋势
跨文化交流与理解力成为未来学生的核心竞争力
品牌竞争力将成为双语学校发展的关键
国际高中将成为双语学校向品牌名校跨越的核心学段
中国传统文化融入国际课程成为新趋势
具备历史底蕴、文化传承的双语学校更受家长信赖
下文为《2021中国双语学校发展研究报告》内容精选，点击左下角“阅读原文”获取完整内容。
左右滑动查看目录
第一章 中国国际学校体系与双语学校
一、中国国际学校介绍与分析
01
国际学校的定义
International Association of School Librarianship(IASL)在2009年于意大利召开的国际会议上对国际学校进行了标准描述，按照IASL的定义，拥有以下特点的学校可以被定义为国际学校：
学生教育具有可转移性；
学生和教职员工具有高于本地学校的流动性；
学生结构有多国和多语种特征；
采用国际课程，如 IB，A-level/IGCSE 等国际化课程；
得到国际认证，如得到 CIS、IBO、CIE、WASC、NEASC 等国际教育相关机构认证；
教师结构具有多国性以及变化性；
一般在学位充足的情况下，招生方面对学生具有非选择性；
授课语言一般为英语或双语。
本报告中参考了IASL的定义及国际教育领域共识，将国际学校定义为：在K-12阶段采用国际课程体系，为学生出国留学做准备，并可以在相应阶段获得学历证明的教育机构。
02
中国国际学校类别
中国的国际学校大致可以分为三种类型——外籍人员子女学校、公办国际学校和民办国际学校：
1
外籍人员子女学校是指在中国境内合法设立的外国机构、外资企业、国际组织的驻华机构和合法居留的外国人依法设立的专门为外籍人员子女提供教育服务的学校，涵盖幼儿园、小学、初中和高中。
2
公办学校国际部是公办学校依法依规开设的公办学校国际部和国际班的简称。公办学校国际部是指公办学校向省、自治区、直辖市教育行政部门及同级外事、公安部门申请取得接受外国学生资格，获批并报教育部备案后，可以接受适龄外国学生入校学习。公办学校国际班是指公办高中以中外合作办学模式为高中学生开设国际课程，提供国际教育，由所在地的省、自治区、直辖市教育行政部门审批。
3
民办国际学校是指国家机构以外的社会组织或者个人，利用非国家财政性经费，面向社会举办的以申请海外大学为主要出路的学校。民办学校由县级以上人民政府教育行政部门按照国家规定的权限审批。民办国际学校主要包括经国家教委批准的可以冠名“国际”字样的民办学校和未经国家教委批准但以双语、外国语、实验等形式冠名且提供国际教育的民办学校。
03
中国国际学校发展现状
步入二十世纪后，外籍人员子女学校在国际教育市场中的占有率大幅减少，面向中国本土的国际学校开始迅速崛起。民办国际学校、公办学校国际部开始面向大众市场。
据京领研究院统计，公办学校国际部、民办学校的增速分别自2000年和1990年超越外籍人员子女学校。
从2002年到2020年，全国共增加了695所民办国际学校，平均每年增长36所。仅在2018年一年，民办国际学校就增长了80所。
公办学校国际部和民办国际学校的高速增长，带动中国快速成长为全球第2大国际教育市场。据京领研究院统计，2021年中国国际学校的数量达到1588所（含新建校），其中，民办国际学校是最多的一种，占比58%，公办学校国际部、外籍人员子女学校分别为32%和10%。
图1.2 2010-2021年中国国际学校数量统计
图1.3 2021年中国国际学校类型分布
二、双语学校的定义
如今，双语教育、双语学校是一个相对热门的话题，双语教育常谈常新。本研究报告所指的“双语国际学校”，主要限定为在高中阶段开设国际课程的民办国际学校，并且需要满足三个要素：
01
民办国际学校，对学生国籍不做要求
02
开设IB、A-Level、AP等国际课程
03
招收学生含高中非义务教育阶段
三、双语学校的发展历程
在国际教育过度西化，以追求最纯粹的西方教育、不开设中国课程、使用原版英文教材为最高使命的时期，不少教育界人士便已意识到了这一发展的局限性，他们依靠自身及社会力量，创办出既包含国际课程、又融入中国元素的国际学校，也就是第一批中国双语学校。
自1993年起，中国双语学校逐步发展。1993年，中国拥有双语学校的数量为4所，分别位于北京（2所）、上海（1所）和广州（1所）。2010年后，国际学校的需求相比从前更为旺盛，而此时的公办学校国际班面临整顿，双语学校所代表的民办国际学校开始越来越多地受到市场的关注。2011年，双语学校增长数量破20所，在2014年到2019年，双语学校数量每年平均增加40所，在最高峰的2015年，双语学校数量足足增长了46所。据京领数据库数据显示，截止到2021年8月，中国双语学校数量总计504所，占中国国际学校总数的31.7%。
图1.4 1993-2021年中国双语学校数量统计
四、中国双语学校教育
理念及办学优势与特色
京领收集整理了68所学校的办学理念，并将其归纳、提炼为13组关键词。
图1.5 双语学校办学理念关键词
课程的根本价值在于育人，国际课程的优势在于其着眼于国际化人才素养的培养和提升。双语国际学校将“国际的、跨文化或全球的”融入高中办学目标、课程、教学、活动、服务等方面，所要追求的功能可概括为三个方面，即：
1
提升学校的办学影响力，乃至国际影响力；
2
增强学生的国际交往能力和国际理解能力，为其今后全球就业奠基；
3
借鉴国外的教育模式改善教学，增强教师的专业能力。
第二章 中国双语国际学校的师资与课程
一、中国双语国际学校的师资
一所学校拥有三大群体，包括教师、学生、家长。师资力量是影响家长择校的重要因素。师资团队可以说是中国双语国际学校的顶梁柱，并且优秀的师资团队是双语国际学校培养优秀学生，实现优质教学的前提条件。
01
双语国际学校多元化教师结构组成分析
双语国际学校培养的是具有国际化视野的学生，学校的教师大多曾在西方国家留学或工作过，或接受过不同文化的熏陶和教育背景，为学生提供了多元的文化盛宴。目前中国双语国际学校师资由外籍教师、海归和本土中籍教师构成。本土中籍教师多数是师范专业毕业或国内重点大学优秀毕业生。多数国际学校以有海外求学经历的优秀毕业生为主要招聘对象。外籍教师多数来自英国、美国、加拿大等以英语为语言的国家。不同的教师通过不同的渠道进入学校，有着不同的教育背景、不同的教学实践经验、不同的视野等特点。
02
师生比对比分析
京领研究院调查了中国大陆1588所国际学校，全国国际学校平均师生比为1：4.9，其中双语国际学校全国平均师生比为1：4.72，公办学校平均师生比为1：4.77，外籍人员子女学校平均师生比为1：6.03，国际双语学校平均师生比最高，即双语国际学校的一位教师平均教授的学生更少，教师可以对学生有更高的关注度。
二、中国双语国际学校的课程
01
三大主流课程总体概述
（1）IB课程项目总体概述
IB课程项目是由国际文凭组织（IB）制定的一套为各国际学校所通用的国际课程，目前已经有150多个国家的超过5000所学校加入了国际文凭全球共同体。
IB推出的第一个教育项目是大学预科项目（Diploma Programme）；从1994年开始，IB又推出了它的第二个教育项目，即中学项目（MYP）；于1997年推出了它的第三个教育项目，即小学项目（PYP）；后又于2012年推出了它的第四个教育项目，即职业教育项目（CP），至此形成了一个完整连贯的教育体系。
（2）AP课程总体概述
AP课程全称为Advanced Placement，是美国高中开设的大学先修课程，由美国大学理事会主办，主要为学有余力的十一年级、十二年级学生提供大学水平的课程，避免高中和大学初级阶段课程的重复。本质上，AP是高中体系之外的选修课程，AP课程开设的数目也是评估学校学术能力的一项指标。
（3）A-Level课程总体概述
A-Level全称是General Certificate of Education Advanced Level，是英国本土教育普通教育证书高阶课程，也是英国大学入学考试课程，属于英国全民课程体系，适用于16-19岁学生。
国际学校的认证和授权资质都是由政府或第三方机构授予，第三方机构主要包括相关考试委员会和国际教育认证机构认证。
02
双语国际学校课程的现状分析
据京领研究院统计，全国（大陆）现开设的双语学校共计504所，分布在全国的28个省/直辖市，主要分布在北、上、广、深等城市和沿海地区。
全国双语学校数量最多的20个城市分别为：上海、北京、深圳、广州、苏州、成都、南京、青岛、武汉、东莞、杭州、合肥、南昌、佛山、宁波、天津、贵阳、无锡、长沙、郑州。其中上海市双语学校数量最多，共有75所；北京市共有67所双语学校；深圳市有31所双语学校；广州市和苏州市分别有21所双语学校；成都市有18所双语学校；南京市有17所双语学校；青岛市有16所双语学校；武汉市有10所双语学校；东莞市、杭州市、合肥市和南昌市分别有8所双语学校；佛山市、宁波市、天津市分别有7所双语学校；贵阳市、无锡市、长沙市和郑州市分别有6所双语学校。
图2.1 中国双语学校城市分布情况
图2.2中国双语学校地域分布情况
（1）主流国际课程在中国
国际双语学校的市场占有率
据京领研究院统计，截止到2021年9月，中国大陆开设国际课程、招收含高中非义务教育阶段学生的民办国际学校共有504所。其中，有118所双语学校开设IB课程项目，245所学校开设A-Level课程项目，207所学校开设AP课程项目，有29所双语国际学校同时开设了三种主流国际课程。
图2.3 国际课程项目在中国双语学校的开设情况
对于国际学校来说，开设三种国际课程为学生的升学提供了更多选择，让学生能够以更具竞争力的成绩进入心仪国家的大学。
（2）中国双语国际学校课程认证情况
双语学校的认证通常分为对于课程的认证和双语学校教学质量的认证，课程认证大多由课程的开发机构或监管机构负责。
据京领研究院统计，中国共有118所双语学校开设IBDP课程，但IBDP项目通过IBO认证的双语学校数量为71所；中国共有245所学校开设A-Level课程，其中获得CIE认证的双语学校共有29所，获得Edexcel认证的双语学校共有89所，获得AQA认证的双语学校共有23所，没有被这三大主流英国考试局认证的双语学校有127所；中国共有207所双语学校开设AP课程项目，其中被CollegeBoard认证的双语学校共有120所。
第三章 中国双语国际学校的文化融合
从20世纪末开始，全球化——一个以经济全球化为核心的过程，犹如一股不可阻挡的潮流，将世界上所有的国家紧密地联系在一起。在此过程中，相应地出现了文化、价值观念、生活方式等精神力量的跨国交流、碰撞、冲突与融合。可以说，由全球化的经济问题所引发的文化问题、价值观问题席卷世界的各个角落。
在多元文化的冲击下，比较敏感且可塑性较强的青年群体很容易受到诸多外来文化的冲击，导致其产生文化认同上的偏差，即“文化认同挑战”。
文化认同受到挑战的现象，在中国双语国际教育行业萌芽和发展初期表现的最为明显。直至2015年，中国国际化教育步入3.0发展阶段，随着对于双语国际教育的探索与实践，大量具备发展眼光的学校对于自身的定位愈发清晰，也愈发注意到文化融合在文化认同培养方面所具有的重要意义。
文化融合对于培养文化认同有着关键性的作用，中西方文化融合不仅有利于促进学生对于本国、本民族文化的了解，提高学生的文化自觉、文化自信、文化认同，也利于促进学生学习西方文化，建立起国际视野。
自20世纪90年代中国双语国际教育初步发展以来，中国国际双语国际学校逐渐进入大众视野，受到越来越多有留学需求的家庭的青睐与认可。对于以留学为目的的家庭与学子而言，与中国传统学校相比，双语国际学校显然更符合其教育需求，有着较为明确的办学优势——文化融合，中国双语国际学校在多元共生理念的指导下，在管理上遵循中西融合的办学理念、在课程与教学等方面开展中西融合的教育。
在我国，国际学校的人才培养也随着国家需求、时代需要而不断调整着。如今，中国双语国际学校的教育理念创新之处就在于：紧密结合中西方教育文化的优点，发展符合中国国情的国际化教育事业。
许多具有长远发展眼光及前瞻性思考的双语国际学校早就意识到文化融合的重要性，明确提出将学生培养成为具有国际化意识，拥有国际观念和爱国情怀，能够更好的适应全球化发展趋势的国际化人才，使之成为中国文化对外的发声者、传播者。
以北京地区双语国际学校为例，京领针对北京49所双语国际学校的培养目标进行统计整理，其中有21所学校的培养目标中明确提出融合中西教育理念与文化，致力于培养具有爱国精神、中华文化根基与国际视野的人才。
图3.1 北京双语国际学校（部分）培养目标
比如，作为20世纪90年代开设的第一批中国双语国际学校中的一员，青苗在1998年建校之初即意识到中华文化的重要性和必要性，开创了中西方教育结合办学的新模式，办学至今二十余载始终秉承“采中西合璧之萃，品文化融合之美”的核心价值观，致力于将学生培养成为具备民族自信、时代精神和世界眼光的未来力量，让我们的孩子既能“走得出”，在国际舞台上展现中国年轻一代的风貌与竞争力，也能“回得来”，为中国的新时代建设贡献力量。
中国双语学校从学校人员、制度文化建设，到校园内的环境建设，课程体系建设、校园活动、国际交流合作等方面全方位地进行着文化融合。
一、双语学校人员构成及制度文化建设的多样性
从中国双语国际学校人员构成来看，学校成员由来自不同国家、拥有不同文化背景的领导团队、教职员工与学生共同组成，多元文化的交织、融合对于学校而言是一种极为珍贵的差异文化资源。
在不同学校，外籍教师、学生占比也各不相同，以外籍教师比为例，根据京领研究院对全国有公开外籍教师数据学校所做的研究显示，全国双语国际学校外籍教师比平均值为38.67%，其中，外籍教师比在50%以上的学校占比29.74%，外籍教师比在20%-50%之间的学校占比45.52%，外籍教师比低于20%的学校占比23.66%。
图3.2 中国国际学校外籍教师占比阶段分布
而相较于教师、学生国籍与背景较为单一的学校而言，拥有较多高质量外籍教师、学生以及外籍教师、学生占比较高的学校的多元文化融合现象也会更为突出和明显。在中国双语国际学校，有相当一部分的高素质中外籍管理层及中外籍教师，他们往往拥有多个国家教学和管理的经验，真实体验过不同国家的教学环境，对于多元文化有着充分了解，对于不同国家与文化保持积极、尊重与包容的态度与观念。
二、双语国际学校校园环境建设的中西融合
许多双语国际学校对于校园环境建设十分重视，校园环境的建设首先便体现在学校建筑上。
在西方，建筑是“石头的史书”，对神灵的崇拜、对宗教的敬畏影响了西方建筑艺术，在以石头为原料的基础上，西方建筑旨在突出建筑本体、风格多样变化、整体建筑直指苍穹。而在中国，建筑是“木头的史书”，中式建筑注重“天人合一”，体现中国人含蓄内向的民族性格。
浸润于建筑、细节之中的文化是千百年各国人民的智慧与劳动结晶，不同特点的建筑及元素设置能够有效激发学生对于不同文化的兴趣与了解。“中西结合”的校园环境中既有国际形象又有地方文化特色，也能让学生体会文化融合之美。
三、文化融合在双语学校课程中的体现
课程是学校实现教育目的、体现教育宗旨、完成教育任务的基本途径与重要手段，是学校发展的核心。
目前，中国双语国际学校所实行的主流课程为IB、A-Level及AP课程，这些课程的制定者及评估者也为中国双语国际学校在课程体系层面进行文化融合提供了一定的保障。无论是国际文凭组织或全球评估证书机构，还是一些国家的会考权威资质认证机构，之所以在全球得到承认，都得益于它们拥有一套比较完善并严格执行的管理制度与管理架构，同时也允许各个地区根据本地区的特点重新修订课程，这种既强调标准化，又强调灵活性的管理制度，不仅提高了管理效率，而且保证了教学质量。同时也支持着中国双语国际学校将本土文化、课程与之相融合、创新，催生出融合课程体系。
四、双语学校学生活动的跨文化属性
在“全人教育”理念下，学生个人的全面发展是培养过程中最为关键的一环，通过学生活动，学生能够对自身兴趣及爱好进行充分的探索与尝试，不断挖掘自身潜力、提高自身能力、开阔自身视野；同时，学生活动也是学校教育过程及结果的展示平台，让学生有一个提高素质、展示自我的空间与平台，增进跨文化的理解力和适应性，并在多样的活动中增强自信。
在双语国际学校，学生活动最为明显的属性就是“文化性”。双语国际学校的重要使命之一是让学生广泛地了解多元文化，增强跨文化理解力与沟通力，进而形成正确的价值观和国际视野，同时带动综合素质的整体提升。
而在多元文化氛围中，学生首先应充分了解本国文化，建立起对于本国文化的文化自信。通过直接参加丰富的文化体验和交流活动如中国传统文化汇演、中外节日庆祝、研学、海外游学等特色活动，在活动中收获“民族情怀”与“国际视野”，对于不同文化进行体验、沟通、比较和反思，进而受到文化熏陶、创造文化成果和传播文化。
第四章 青苗国际双语学校的实践探索
青苗始创于1998年，至今已走过20多个春秋。作为一所由中国人创办的国际双语教育品牌，青苗最早开创中西方教育结合办学新模式。秉承“采中西合璧之萃，品文化融合之美”核心价值观二十年，现如今，青苗已发展成为拥有全国20余所校区、涵盖从幼儿园到初高中的教育集团。先后获得国际文凭组织（IB）认证、美国西部院校联盟（WASC）资格认证等国际权威认证，拥有托福、SAT、牛津AQA三大考试中心，是国际双语教育的先驱者和领航者。
从左至右、从上至下依次为青苗顺义、海淀、怀柔、常营、上东、威海、成都、昆明校区
1998年，青苗教育集团的创始人施华女士创办了一所国际幼儿园——“青苗国际幼儿园”，这所幼儿园便是如今青苗国际双语学校的前身。在双语教学仍处于萌芽状态的20世纪90年代，青苗就开始了对“西学中用”教育的发问和探索。对于教育发展有着前瞻性的思考及敏锐，在创始人施华校长的领导下，青苗成为了“国内最早由中国人创办的国际双语教育品牌”。
从2000年初至今，经过多年的探索，青苗对于文化交融的思考与实践越发成熟。从青苗的办学理念与培养目标出发，作为一所从建校之初便对文化融合有所思考的双语学校，青苗多年来始终秉承文化融合理念，致力于将学生培养成为具备民族自信、时代精神和世界眼光的未来力量，让青苗的孩子既能“走得出”，在国际舞台上展现中国年轻一代的风貌与竞争力，也能“回得来”，为中国的新时代建设贡献力量。
为了践行这一理念，青苗在校园物质文化建设、师资队伍构建、课程体系、学生活动、国际合作交流等方面均做出尝试与探索，二十余年的实践为青苗在各方面的发展提供深厚的经验，如今，在青苗双语国际学校，文化融合处处可见、时时可感。
“在我们看来，无论前面的定语有多少，中心词一定是“中国”。如果丢了中国传统教育，那只是西方教育的照搬而已。作为真正的国际化教育，应该让中西方教育血脉相融。”青苗的创始人施华校长的这句话完美地诠释了青苗国际双语学校一直以来的使命与愿景，在学校的发展历程中，无论是在过去、现在还是在将来，青苗都将用中国情怀做世界上最好的国际学校，担负起更多为中外孩子提供优质教育的责任——这将始终是青苗人的教育梦想，也将是一代代青苗人为之不懈努力的方向。
自1998年建校以来，青苗已培养上千名学生，并帮助他们顺利进入海外优秀学校就读，实现了国内外学历无障碍对接。青苗作为中国双语学校的领头羊，将继续引领双语教育的未来。
青苗历年升学成果：
自1998年建校以来，青苗已培养上千名学生，并帮助他们顺利进入海外优秀学校就读，实现了国内外学历无障碍对接。
在疫情影响最为广泛的2020年、2021年，青苗毕业生在相比往年更加激烈的录取中依旧成绩优异：
美国方向录取结果中90%进入全美排名前50！
英加澳方向录取结果中95%进入全球排名前50！
欧盟方向录取结果中100%进入全欧专业排名前5！
亚太方向录取结果中100%进入全球排名前30！
学术类90%毕业生获得世界排名前50大学录取！
艺术类100%学生获得世界专业排名前3的大学录取！
历届的诸多毕业生的录取结果中，既有位居世界前十的海外名校，也不乏以清华、北大为代表的国内高等学府。毕业生们所选择的专业涵盖经济、计算机、音乐、艺术、体育等多个领域，除多所全球排名靠前的综合性大学以外，在伦敦艺术学院、伯克利音乐学院这类世界顶尖艺术学院里青苗学子一样发光发热。
截至目前，2022届毕业生也取得了耀眼的录取成绩：在美本录取明显缩招的情况下，青苗学子平均每人拿到4个以上offer，并斩获藤校布朗大学录取和美国第一文理学院威廉姆斯、圣路易斯华盛顿大学、UCLA、UC伯克利分校等顶尖名校录取；英加澳方向全员被QS世界排名前100大学录取，早申奖学金共获得人民币约1252000元。
第五章 中国双语学校未来发展趋势
一、跨文化交流与理解力
成为未来学生的核心竞争力
当今世界，全球化已经是不可逆转的发展潮流，国际合作与交流日益广泛，跨文化沟通与交际日益重要，对于未来的学生，尤其是国际学生而言，跨文化能力将成为最具价值的必要技能和核心竞争力。
二、品牌竞争力将
成为双语学校发展的关键
在国际学校数量不断增加，出国留学群体不断扩大的大背景下，国际教育行业的市场竞争愈发激烈。面对激烈竞争的众多学校，旧时“酒香不怕巷子深”的观念在当今社会已很难发挥作用。学校需将自身优势充分外显于社会各界人士，打造良好的学校声誉，成为客户心目中的领军学校，从而获得更强的市场竞争力，因此，品牌重要性愈发凸显。对如此庞大且更加多样化的学生群体，双语学校更需要做出独有特色，让自己的品牌理念深入人心。因此，品牌建设是大势所趋，是双语学校未来的核心竞争力，也是双语学校想要获得持续发展的必由之路。
三、国际高中将成为双语学校
向品牌名校跨越的核心学段
双语学校的学生结构分为学前教育阶段、九年义务教育阶段和高中阶段，根据京领研究院分析，从长远来看，未来国际高中将会成为双语学校的重要学段。九年义务教育阶段，随着政策对国际学校课程体系的审核制度推行，此阶段生源面临一定的调整期，预计整体趋势相对是较为平缓的增长，但实现高速增长可能性较小，国家政策层面也不鼓励低年龄段学员留学。
新《民办教育促进法》通过，允许营利性民办学校举办者取得办学受益。分类管理实施后，新设的国际学校小学和初中部，直接登记为非营利性的，而且最主要的区别体现在课程上，按照法律要求，小学和初中要开设中国的课程，高中可以开设国外课程。高中阶段招生不属于九年义务教育阶段，资本兼并扩张并不限制，且办学自主性更强，无论从政策还是经济增长趋势上，未来国际学校高中阶段生源会有较为高速的增长。
四、中国传统文化融入
国际课程成为新趋势
一直到2015年左右，中国国际化教育才进入3.0时代，随着对于双语国际教育的探索与实践，大量具备发展眼光的学校对于自身的定位愈发清晰，也愈发注意到文化融合在文化认同培养方面所具有的重要意义，母语母文化的重要地位和意义越发凸显，中国传统文化融入国际课程成为新趋势。将传统文化融入至国际课程中，将带给更符合中国学生发展的几大优势。
五、具备历史底蕴、
文化传承的双语学校更受家长信赖
品牌是学校的灵魂，人才培养是学校的使命。品牌定位则是为了实现学校品牌差异化。如何在学校的受众群体以及社会大众眼中凸显品牌特色，是双语学校所面临和需要思考的问题。一所品牌双语学校并不仅仅在办学时长上有优势，更重要的是在长时间的发展过程中积累下来了办学经验、凝聚了优秀教师和探索出了发展路径。
中国国际学校及国际教育在探索中曲折前进，其教育规模、教育理念、教育方式都在与时俱进，不断迭代优化，品牌国际学校不仅拥有更完善的教学体系，在办学经验的巩固、创新之路上，品牌国际学校也更具发言权。并且，品牌国际学校输出的毕业生数量，拥有多年发展历史的双语学校已经培养出了数届优秀毕业生，毕业生的录取成绩极大体现着学校的办学实力。
| English version |
On April 29th, 2022, the "2021 Research Report on the Development of China Bilingual Schools" was officially released jointly by KingLead and Beanstalk Education Group.
Beanstalk Education Group
Beanstalk Education Group has been deeply engaged in bilingual education for more than 20 years. As an international bilingual education brand founded by the Chinese, Beanstalk was the first to create a new model of combining Chinese and Western education, and put forward the school-running concept of "combining Chinese and Western". Adhering to the core value of "collecting the best of Chinese and Western cultures, and enjoying the beauty of cultural integration", Beanstalk is committed to cultivating students to become future talents with national self-confidence, the spirit of the times and a global vision, so that young children can go out and come back. The bilingual education concept provides direction for families seeking quality bilingual education.
"Evergreen life, grows from seedlings to vines". With more than 20 years of school-running experience, Beanstalk has accumulated a profound heritage and brand connotation, forming a strong school-running strength.
Research Background
Nowadays, with the internationalization of education becoming a major trend, the number of bilingual schools is increasing and the competition in the market is getting fiercer, brand competitiveness will become the key to the development of bilingual schools in the future, and the old bilingual schools with history will be favored by more parents.
In this context, KingLead and Beanstalk jointly discussed, analyzed and judged the development status, future development trends and improvement path of Chinese bilingual schools in the post-epidemic era and the new stage of China's international education development.
Highlights of the report
Based on data analysis, reveal development rules of Chinese bilingual schools
This report includes 7 chapters which are Chinese International School System, Chinese Bilingual Schools, Teacher System of Chinese Bilingual International Schools, Curriculum System of China Bilingual International Schools, Cultural Integration of Chinese Bilingual International Schools, Practical Exploration and Experienced Method of Beanstalk International Bilingual School and the Future development trends of Chinese Bilingual School.
This 144-page research report takes Chinese bilingual schools as the research object, analyzes the current situation and future development trends of Chinese bilingual schools from the dimensions of development history, teacher curriculum, and cultural integration.
Beanstalk’s successful exploration and practical experience in the field of Chinese bilingual international education
The sixth chapter of this report focuses on the exploration and practical experience of Beanstalk International School in the field of bilingual international education in China. It aims to share the experience of running schools of well-known brands, promote the upgrading of international education in China, and help parents to choose bilingual schools that are suitable for their children more scientifically.
Based on case studies, perspectives on the future developmental trends of Chinese bilingual schools
Intercultural communication and understanding become the core competitiveness of future students;
Brand competitiveness will be the key to the development of bilingual schools;
The high school stage will become the core stage for international bilingual schools to grow into famous brand schools;
The integration of traditional Chinese culture into international courses has become a new trend;
Bilingual schools with historical and cultural heritage will be more trusted by parents;
The following is a selection of the content of the "2021 China Bilingual School Development Research Report", click "Read the original text" in the lower-left corner to get the full content.
Swipe left and right to view the contents
Chapter 1: The International School
System and Bilingual Schools in China
Classification and Current Status of International Schools in China
1
Types of International Schools in China
International schools in China can be broadly divided into three types - schools for children of foreign personnel, public international schools and private international schools.
1
Schools for the children of foreigners are schools legally established in China by foreign institutions, foreign-funded enterprises, international organizations' institutions in China and legally resident foreigners in China that are specifically designed to provide educational services for the children of foreigners, covering kindergartens, elementary school, junior high schools and high schools.
2
International Department of Public Schools is the abbreviation of International Department and International Classes opened by public schools according to the law and regulations. The International Department of a public school means that a public school applies to the education administrative department of a province, autonomous region or municipality directly under the Central Government and the foreign affairs and public security departments at the same level to obtain the qualification of accepting foreign students, and after being approved and reported to the Ministry of Education for the record, can accept foreign students of the appropriate age to study in the school. International classes in public schools refer to public high schools that offer international courses for high school students in the mode of Chinese-foreign cooperation to provide international education, and are approved by the educational administrative department of the province, autonomous region or municipality directly under the Central Government where they are located.
3
Private international schools are schools organized by social organizations or individuals other than state institutions, using non-state financial resources, and are primarily intended for the community to apply to overseas universities. Private schools are approved by the administrative department of education of the people's government at or above the county level in accordance with the authority prescribed by the state. Private international schools mainly include those approved by the State Education Commission can be named "international" private schools and those that are not approved by the State Education Commission but are titled as bilingual, foreign language, experimental and other forms, and provide international education.
2
Current Status of International School Development in China
As the twentieth century progressed, the share of the international education market for schools for children of foreign personnel declined significantly, and international schools for local Chinese students began to emerge rapidly. Private international schools and public international schools began to reach the mass market.
According to the Kinglead Research Institute, the growth rates of public and private international schools have surpassed those of schools for children of foreign personnel since 2000 and 1990, respectively.
Figure 1.1 Growth trend of the number of different types
of international schools in China, 1980-2020
From 2002 to 2020, a total of 695 private international schools were added nationwide, an average of 36 schools per year. In 2018 alone, the number of private international schools grew by 80.
The rapid growth of international departments in public schools and private international schools has driven China's rapid growth to become the 2nd largest international education market in the world. According to the Kinglead Research Institute, the number of international schools in China reaches 1,588 (including new schools) in 2021, of which private international schools are the most numerous type, accounting for 58%, while international departments of public schools and schools for children of foreigners are 32% and 10%, respectively.
Figure 1.2 Statistics on the number of international schools in China, 2010-2021
Figure 1.3 Distribution of International School
Types in China, 2021
Definition of Bilingual School
Today, bilingual education and bilingual schools are relatively hot topics, and bilingual education is often talked about. The "bilingual international schools" referred to in this study are mainly limited to private international schools that offer an international curriculum at the high school level. Three elements need to be met:
01
Private international school, no nationality requirement for students
02
IB, A-Level, AP and other international courses are offered
03
Enrollment includes students in non-compulsory high school education
The Development History of
Bilingual Schools
At a time when international education was overly westernized, with the pursuit of the purest Western education, no Chinese curriculum, and the use of original English textbooks as its highest mission, many educators had already realized the limitations of this development and relied on themselves and society to create international schools that included both an international curriculum and Chinese elements, the first Chinese bilingual schools.
Since 1993, bilingual schools in China gradually developed. In 1993, the number of bilingual schools in China was 4, located in Beijing (2), Shanghai (1) and Guangzhou (1). After 2010, the demand for international schools was more robust than before. At that time, the international classes in public schools faced consolidation, and the private international schools represented by bilingual schools began to receive more and more attention from the market. In 2011, the number of bilingual schools grew by 20, and from 2014 to 2019, the number of bilingual schools increased by an average of 40 per year, with a peak of 46 schools in 2015. According to Kinglead database, as of August 2021, the number of bilingual schools in China totaled 504, accounting for 31.7% of the total number of international schools in China.
Figure 1.4 Statistics on the number
of bilingual schools in China, 1993-2021
Ⅳ. Educational Philosophy, Advantages and Characteristics of Chinese Bilingual Schools
Kinglead collected and organized the school philosophy of 68 schools, and summarized them into13 groups of keywords.
国际视野International Perspective
社会责任感Social Responsibility
中西融合East meets West
面向未来Facing the future
Figure 1.5 Keywords of the bilingual school philosophy
The fundamental value of curriculum is to nurture people, and the strength of international curriculum lies in its focus on the cultivation and enhancement of international talent literacy. Bilingual international schools integrate international, cross-cultural or global aspects into high school goals, curriculum, teaching, activities and services, and the functions they pursue can be summarized in three areas:
1
to enhance the school's influence and even international influence;
2
to enhance students' international communication skills and international understanding, and lay the foundation for their future global employment;
3
to learn from foreign educational models to improve teaching and enhance the professional capacity of teachers.
Chapter 2：The Faculty System of
Bilingual International Schools in China
A school has three groups, including teachers, students, and parents. Teachers are an important factor in the selection process of parents. The faculty can be said to be the backbone of the China Bilingual International School. In addition, an excellent team is a prerequisite for bilingual international schools to cultivate outstanding students and achieve high-quality teaching.
Analysis of the Composition of Diversified Teachers in Bilingual International Schools
Bilingual international school cultivates students with an international perspective. Most of the school's teachers have studied or worked in Western countries, or have received the edification and educational background of different cultures, providing students with a multicultural feast. At present, the teachers of China bilingual international school are composed of foreign teachers, oversea returnees and local Chinese teachers. Most of the local Chinese teachers are graduates of normal colleges or outstanding graduates of leading domestic universities. Most of the recruitment targets are outstanding graduates with overseas study experience. Most of the foreign teachers are from English-speaking countries such as the United Kingdom, the United States, and Canada. Different teachers enter the school through different channels, and have different educational backgrounds, different teaching practice experiences, and different perspectives.
Comparative Analysis of Teacher-Student Ratio
The Kinglead Research Institute surveyed 1,588 international schools in China (except Hong Kong, Macao, Taiwan). The average teacher-student ratio in international schools nationwide is 1:4.9, of which the national average teacher-student ratio in bilingual international schools is 1:4.72, and the average teacher-student ratio in public schools is 1:4.77. The average teacher-student ratio of the school for children of personnel is 1:6.03, and the average teacher-student ratio of the international bilingual school is the highest, that is, a teacher of a bilingual international school teaches fewer students on average, and the teacher can pay more attention to the students.
Chapter 3: Curriculum System of
Bilingual International Schools in China
The Overview of the Three Mainstream Courses
1
The Overview of the IB Program
The IB curriculum project is a set of international curriculums developed by the International Baccalaureate Organization (IB) that are common to all international schools. Currently, more than 5,000 schools in more than 150 countries have joined the IB Global Community.
The first educational program launched by the IB was the Diploma Programme. In 1994, the IB launched its second educational program, the Middle School Program (MYP). In 1997, it launched its third educational program, the Primary Education Program (PYP). the Vocational Education Program (CP) as its fourth education program, was launched in 2012. A complete and coherent education system has been formed.
2
The Overview of the AP program
The AP course (Advanced Placement) is a pre-university course offered by American high schools. It is sponsored by the College Board. It mainly provides college-level courses for 11 and 12 graders who have spare capacity to learn, avoiding the repetition of the course in high school and the primary stage of college. Essentially, AP is an elective course outside the high school system, and the number of AP courses offered is also an indicator of a school's academic ability.
3
The Overview of the A-Level Program
A-Level (General Certificate of Education Advanced Level) is an advanced course of the British General Education Certificate of Education and a British University Entrance Examination course. It belongs to the British national curriculum system and is suitable for students aged 16-19.
The accreditation and authorization qualifications of international schools are granted by the government or third-party organizations. The third-party organizations mainly include accreditation by relevant examination boards and accreditation by international education bodies.
Analysis of the Current Situation of Curriculum in Bilingual International Schools
1
Market Share of Mainstream International Courses in Chinese International Bilingual Schools
According to Kinglead statistics, as of September 2021, 504 private international schools in China (except Hong Kong, Macao, Taiwan) offer international courses and enroll students including high school non-compulsory education students. Among them, 118 bilingual schools offer IB courses, 245 schools offer A-Level courses, 207 schools offer AP courses, and 29 bilingual international schools offer three mainstream international courses at the same time.
Figure 3.1 The international curriculum programs
in Chinese bilingual schools
For international schools, the establishment of three international courses provides more choices for students to further their studies, allowing students to enter universities in their preferred countries with more competitive grades.
2
The Accreditation of Chinese Bilingual International Schools
The accreditation of bilingual schools is usually divided into the accreditation of courses and the accreditation of the teaching quality of bilingual schools. Course accreditation is mostly the responsibility of the curriculum development agency or regulatory agency.
According to the statistics of Kinglead Research Institute, a total of 118 bilingual schools in China offer IBDP courses, but the number of bilingual schools whose IBDP programs have passed IBO certification is 71; A total of 245 schools in China offer A-Level courses, of which 29 are CIE-certified bilingual schools. There are 89 bilingual schools accredited by Edexcel, 23 bilingual schools accredited by AQA, and 127 bilingual schools that have not been accredited by the three major British examination boards; A total of 207 bilingual schools in China offer AP courses. Among them, there are 120 bilingual schools accredited by CollegeBoard.
Chapter 4: Cultural Integration of
Bilingual International Schools in China
Since the end of the 20th century, globalization, a process centered on economic globalization, has been an unstoppable trend that has closely linked all countries in the world. In this process, transnational exchanges, collisions, conflicts and fusions of spiritual forces such as culture, values, and lifestyles have appeared accordingly. It can be said that the cultural and value issues caused by the economic problems of globalization have swept all corners of the world.
Under the impact of multiculturalism, more sensitive and highly malleable youth groups are easily impacted by many foreign cultures, resulting in cultural identity deviations, that is, "cultural identity challenges".
The phenomenon of cultural identity being challenged is most evident in the germination and early development of China's bilingual international education industry. Until 2015, China's international education entered the 3.0 development stage. With the exploration and practice of bilingual international education, a large number of schools with development vision have become more and more clear about their own positioning, and have also become more and more aware of cultural integration in the cultivation of cultural identity. the importance of the aspect.
Cultural integration plays a key role in cultivating cultural identity. The integration of Chinese and Western cultures is not only conducive to promoting students' understanding of their own country and national culture, improving students' cultural awareness, cultural self-confidence, and cultural identity, but also promoting students to learn the Western culture. Build an international perspective.
Since the initial development of China's bilingual international education in the 1990s, China International Bilingual International School has gradually entered the public sight, and has been favored and recognized by more and more families who need to study abroad. For families and students who aim to study abroad, compared with traditional Chinese schools, bilingual international schools are obviously more in line with their educational needs and have a clearer school-running advantage - cultural integration, the guidance of Chinese bilingual international schools in the concept of multiple symbiosis. It follows the school-running concept of Chinese and Western integration in management, and carries out Chinese-Western integration education in terms of curriculum and teaching.
In China, the talent training of international schools is also constantly adjusted according to the needs of the country and the times. Today, the innovation of the educational concept of the China Bilingual International School is: to closely combine the advantages of Chinese and Western educational culture, and to develop an international education that is in line with China's national conditions.
Many bilingual international schools with a long-term vision and forward-looking thinking have long realized the importance of cultural integration, and clearly proposed to cultivate students with international awareness, international concepts and patriotism, which can better adapt to the development trend of globalization of international talents, making them the voices and disseminators of Chinese culture to the outside world.
Chinese bilingual schools carry out cultural integration in an all-around way from school personnel, institutional and cultural construction, to campus environment construction, curriculum system construction, campus activities, and international exchanges and cooperation.
Chapter 5 :The Practical Exploration of
Beanstalk International Bilingual School
Founded in 1998, Beanstalk Education Group is regarded as one of the leading international bilingual education pioneers in China. It is committed to providing young learners with a well-rounded international education that integrates Chinese and Western educational philosophies, cultural elements, and best practices. With accreditation by internationally acknowledged authorities including the International Baccalaureate (IB), the Western Association of Schools and Colleges (WASC) and the British Council, Beanstalk already has more than 20 campuses across China, with its 15-years education system covering from kindergarten to senior high school. With three major test centers of TOEFL, SAT and Oxford AQA, BIBS is the pioneer and leader of international bilingual education.
From left to right and from top to bottom are BIBS Shunyi, Haidian, Huairou, Changying, Shangdong, Weihai, Chengdu and Kunming campuses
In 1998, Ms. Kathy Shi, the founder of Beanstalk Education Group, opened an international kindergarten, "Beanstalk International Kindergarten", which is the predecessor of today's Beanstalk International Bilingual School. In the 1990s, when bilingual teaching was still in its infancy, BIBS began to consider and explore the education of blending both Chinese and Western educational best practices. With forward-looking thinking and a sense to educational development, under the leadership of founder President Kathy Shi, BIBS has become the earliest international bilingual education brand founded by Chinese in China.
Since 2000, BIBS's thinking and practice of cultural integration have become more and more mature after years of exploration. Starting from BIBS's educational philosophy and training goals, as a bilingual school that has been thinking about cultural integration since the beginning of its establishment, BIBS has been adhering to the concept of cultural integration for many years. Beanstalk committed to cultivating students to become future power with national self-confidence, the spirit of the era and a global vision, so that its students can not only "walk out" and show the competitiveness of China's younger generation on the international stage, but also can "return back" to China and contribute to the construction of a new era in China.
In order to practice this concept, BIBS has made attempts and explorations in the construction of campus material culture, the construction of the faculty team, the curriculum system, student activities, international cooperation and exchanges, etc. The more than 20 years of practice have provided experience for the development of BIBS in all aspects. Now, in BIBS, cultural integration can be seen everywhere and can be felt at all times.
“In our opinion, no matter how many definite words there are in front of the education, the central word must be ‘China’. If you lose traditional Chinese education, it would just be a copy of Western education. As a truly international education, We should integrate Chinese and Western education”. What the President Shi Hua, the founder of BIBS, said perfectly interprets the mission and vision of BIBS. In the development of the school, whether in the past, now, or in the future, BIBS will use Chinese feelings to form the best international school in the world, and assume more responsibility for providing quality education for Chinese and foreign children - this will always be the educational dream of BIBS people, and will also be the direction of the unremitting efforts of generations of BIBS people.
Since its establishment in 1998, BIBS has trained thousands of students and helped them successfully enter excellent overseas universities, realizing barrier-free access to academic qualifications at home and abroad. As a leader in Chinese bilingual schools, BIBS will continue to lead the future of bilingual education.
Chapter 6 The Future Development
Trend of Bilingual Schools in China
The Core Competitiveness of Students in the Future: Cross-cultural Communication and Understanding
In today's world, globalization has become an irreversible development trend. International cooperation and exchanges are becoming more and more extensive, cross-cultural communication is increasingly important. For future students, especially international students, the cross-cultural ability will become the most valuable necessary skill and core competitiveness.
The Key to the Development of Bilingual Schools: Brand Competitiveness
Under the background of the increasing number of international schools and the study-abroad students, the competition in the international education industry has become increasingly fierce. Regarding this situation, the old concept of "good wine needs no bush" has been difficult to play a role in today's society. The school needs to fully expose its own advantages to people to build a good school reputation, become a leading school in the minds of customers, and thus obtain stronger market competitiveness. So, the importance of brand is becoming more prominent. For such a large and diverse student body, bilingual schools need to create unique features and make their brand concept deeply rooted in the hearts of people. Therefore, brand building is not only the trend of the times, but also the core competitiveness of bilingual schools in the future. It will be the only way for bilingual schools to achieve sustainable development.
The Core Stage of the Bilingual School Becoming Brand's Prestigious: International High School
The student structure of bilingual schools is divided into preschool education stage, nine-year compulsory education stage, and high school stage. According to the analysis of KingLead Research Institute, in the long run, international high schools will become an important section of bilingual schools. In the nine-year compulsory education stage, with the implementation of the policy review system of the international school curriculum system, the source of students at this stage is facing a certain adjustment period, and it is expected that the overall trend of growth will be relatively flat, but the possibility of achieving high-speed growth is small, and the national policy does not encourage students of low age groups to study abroad.
The new version of Non-governmental Education Promotion Law was passed, which allows for-profit private school organizers to benefit from running schools. After the implementation of the classification management, the primary and junior high schools of newly established international schools are directly registered as non-profit. The most important difference is reflected in the curriculum. According to the legal requirements, primary and junior high schools should open Chinese courses, and high schools can open foreign courses. High school enrollment does not belong to the nine-year compulsory education stage, capital merger and expansion are not limited, the autonomy of running schools is stronger. In the views of both the policy and economic growth trend, the international high school stage students will have a relatively high-speed growth in the future.
A New Trend: Integrating Traditional Chinese Culture into International Curriculum
China's international education entered its 3.0 era around 2015. With the exploration and practice of bilingual international education, a large number of schools with developmental vision have become clearer about their own positioning, and they have paid more attention to the importance of cultural integration in the cultivation of cultural identity. The status and significance of mother tongue culture have become more prominent, and the integration of traditional Chinese culture into the international curriculum has become a new trend. The integration of traditional culture into the international curriculum will bring several advantages that are more in line with the development of Chinese students.
Bilingual schools with historical and cultural heritage will be more trusted by parents
Brand is the soul of a school, and talents-cultivation is the mission of a school.Brand positioning is the key to achieving brand differentiation for schools. How to highlight the brand characteristics among the school's audience and the general public is a problem that bilingual schools are facing and need to think about. An old bilingual school not only has advantages in terms of running time but more importantly, it has accumulated experience in running a school, gathered excellent teachers, and explored a development path in the long-term development process.
Chinese international schools and international education in China have been experienced a long way filled with turns and twists, their educational scale, educational concepts, and educational methods are all advancing with the times and are constantly iteratively optimized. Brand International Schools not only have a more complete teaching system, but also could represent other schools to some extent in the consolidation and innovation of school experience.In addition, old bilingual schools with many years of development history have produced several sessions of outstanding graduates, and the admission scores of graduates greatly reflect the school's strength in running a school.
【点击进入京领国际学校大数据平台，
为孩子选择美好人生】
【京领服务】一键获取京领定制化服务
【品牌专栏】点击下方名校查看专辑
北京 | 丨人大附（ICC）丨北师大实验国际部丨四中国际校区丨十一学校丨八一学校丨北京中学丨京西丨ISB丨鼎石丨哈罗丨耀中丨青苗丨汇佳丨世青 | 海嘉丨二十一世纪丨爱迪丨朝阳凯文丨新英才丨耀华丨新府学丨德闳丨橘郡美高丨诺德安达丨启明星丨 |
上海 | 平和丨世外丨哈罗丨SSIS | 中芯 | 七德丨光剑丨wlsa丨惠灵顿丨宏文丨光华启迪丨诺科丨诺思兰顿丨美高丨新纪元丨诺美丨 |
广东 | 深国交丨华附丨深高级丨哈罗深圳丨德胜国际丨贝赛思丨瑞得福丨深国预丨云顶丨广外AP&AL丨珠海一附丨珠海英华丨清澜山丨哈罗珠海丨 |
其他 | 天津英华丨天津惠灵顿丨武汉英中丨领科武汉丨长沙雅礼丨梅尔顿 | 成都树德丨成实外丨西安铁一中丨西安高新一中丨法拉古特丨常外双语丨大庆剑桥丨海南中学丨哈罗海口丨哈罗南宁丨苏州三中融合课程中心丨苏州中学丨苏州一中丨苏州领科丨 |
【京领家长圈】家长的圈子影响孩子的人生高度！和10万+家长一起，学习现代化国际教育理念和方法；与数百位牛爸牛妈畅聊教育；参与海内外专家学者的讲座。
【加入方式】长按复制ID：Kinglead-edu，或扫描上方二维码添加京领助手，申请加入。
【入群权益】同时您将免费获得定制化科研、升学方案，与藤校专家一对一交流的宝贵机会！
本文为京领原创出品
未经授权，请勿转载
转载或商务合作请联系
电话：010-82362348
微信：Kinglead-edu
京领排名
京领传媒
京领说
京领专访
京领报告
京领数据
京领研究
京领论坛
京领资源
专家学者资源库
海外大学资源库
海外中学资源库
行业人才资源库
国际学校资源库
国内大学资源库
京领服务
京领会员
藤校计划
高端实习
战略咨询
藤校科研
京领择校