It is always a privilege to travel to facilitate an in-school workshop, offering the chance to share leadership experiences while immersing oneself in the richness of a new cultural context. This weekend, I have the extraordinary opportunity to be in Addis Ababa, Ethiopia, to lead the IB workshop Leading and Managing Teams as part of a cluster workshop with participants from Egypt and Ethiopia.

Ethiopia

Ethiopia and its capital, Addis Ababa, hold a unique and profound significance in world history. Ethiopia is one of the world's oldest nations. It is renowned as the cradle of humanity, as evidenced by the discovery of Lucy (Australopithecus afarensis), one of the oldest human ancestors. Ethiopia's ancient civilizations, such as the Kingdom of Aksum, were influential in trade and cultural exchanges across Africa, the Middle East, and beyond. Aksum was also one of the earliest nations to adopt Christianity, contributing to the development of a distinct cultural and religious identity.

Ethiopia's unyielding resistance to colonialism sets it apart as a symbol of African sovereignty and resilience. Its victory against Italy at the Battle of Adwa in 1896 inspired anti-colonial movements globally. Addis Ababa, founded in the late 19th century, has since become a focal point of African unity. It hosts the African Union's headquarters and is often called the "Diplomatic Capital of Africa."

Especially memorable was a visit to the Merkato in Addis Ababa, one of the largest open-air markets in Africa, is a vivid tapestry of life in all its fullness. It pulsates with energy, as thousands of vendors. From the aroma of freshly ground coffee to the colourful displays of spices, textiles, and handmade crafts, the Merkato showcases the essence of Ethiopian daily life and traditions. The market reflects the resilience, resourcefulness, and interconnectedness of its people, offering a profound glimpse into the richness and diversity of human experience.

International Community School Addis Ababa

The IB ecosystem of schools contains schools of all variations. ICS is a great example of a school existing to serving the international community. In 1964, Emperor Haile Selassie I donated 15 acres of land to establish a school aimed at supporting diplomacy and Ethiopia's development. Originally tied to the US Embassy, ICS continues to thrive, contributing to Addis Ababa's status as a global diplomatic hub while fostering cultural diversity and international collaboration.

A mobile international school faces several key challenges that stem from the transient nature of its population, both among students and staff. These challenges can significantly affect the stability and continuity of the school community, as well as its ability to deliver high-quality education. Challenges include:

• Students who move every three years:
  • academic gaps and adjustments: students transitioning in and out of the school every few years may face difficulties in maintaining consistent academic progress. Different curriculums, teaching styles, and even language barriers can create gaps in learning, making it harder for students to adapt quickly and stay on track with their peers.
  • emotional and social impact: constant movement can affect students’ emotional well-being, creating challenges in forming long-lasting friendships. They may experience a sense of instability, struggle with leaving friends behind, or feel disconnected from the school community. This can lead to a sense of isolation or difficulties in adapting to new social environments. How do we ensure, in such schools, that students feel they 'belong', and that it is 'their school?' You might like to explore Are we inclusive? 
  • cultural adaptation: moving across countries and cultures means students must frequently adjust to new environments, learning different languages, customs, and ways of life. These transitions can be stressful, impacting students' academic performance and personal development. You may like to explore How to celebrate the diversity of cultures? 
• Mobile and transient teaching community:
  • inconsistency in teaching quality: with teachers often moving every few years, the school faces challenges in maintaining a stable, experienced teaching staff. Each new teacher brings different approaches and methods, which can disrupt the learning environment. You may like to explore How to engage staff with approaches to learning? and IB Approaches to Teaching 
  • professional development: teachers in mobile international schools may not always have the opportunity for long-term professional development or mentorship, as their time at the school may be limited. This can affect their ability to build expertise in the specific needs of the students or the culture of the school community.
  • building relationships: frequent turnover of teaching staff can also affect the relationships between teachers and students. Strong, lasting bonds are harder to establish when teachers are only present for short periods. this lack of continuity may lead to challenges in effectively supporting students’ academic and emotional growth.

A mobile international school faces significant challenges in terms of continuity, stability, and community-building. addressing these issues requires careful planning, ongoing support for both students and staff, and strategies to ensure smooth transitions, academic consistency, and emotional well-being in a transient environment.