The problem and the aim of the study. The British Columbia (BC) offshore schools deliver the provincial curriculum in international contexts under the oversight of the BC Ministry of Education. Despite their established presence, particularly in China, there is limited empirical research on how these schools function within diverse regulatory and cultural environments. This study aims to examine how BC offshore schools implement the curriculum, meet governance and staffing requirements, and adapt to host-country educational contexts while maintaining provincial standards.
Research methods. The study employed a qualitative content analysis of 37 official inspection reports released in 2024 by the British Columbia Ministry of Education. These reports, which evaluate curriculum implementation, staffing, governance, and compliance, were systematically coded to identify key themes and recurring issues. A comparative lens was applied to examine differences and similarities between BC offshore schools operating in China and those in 11 other countries, allowing for the exploration of region-specific challenges and implementation strategies.
Results. Findings show that most schools maintain curriculum fidelity and meet certification expectations, with approximately 80% of schools in China reporting full or near-full compliance. However, region-specific constraints persist. These include enrolment caps (typically 50–80 students per grade), teacher shortages, sometimes requiring exemptions for up to 30% of staff and high turnover, with some schools hiring as many as 27 new teachers in 2024. Chinese schools tend to be smaller (ranging from 9 to 347 students) and often share campuses, while larger institutions in Egypt, Bahrain, and Qatar report enrolments exceeding 700, driven by favourable local policies and feeder systems. Despite staffing and infrastructure challenges, several schools in China reported enrolment rebounds of up to 19% in 2023.
Conclusion. BC offshore schools operate at the intersection of public accountability and private international education, balancing curriculum integrity with local adaptation. The study recommends streamlining teacher certification, improving leadership continuity, enhancing infrastructure support, and strengthening parent communication. These findings contribute new empirical insight into Canada’s expanding but underexamined offshore school sector.
Keywords: BC offshore schools, curriculum export, international schooling, transnational education, school inspections
For Citation: Marković, M., & López-Carratalá, J. (2025). Profiling British Columbia Offshore Schools: A Comparative Analysis of Inspection Reports. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (6), 814–827. https://doi.org/10.32744/pse.2025.6.52
Authors:
Miloš Marković (Spain, Murcia) — Universidad Católica San Antonio de Murcia. E-mail: mmarkovic@alu.ucam.edu
Jorge López-Carratalá (Spain, Murcia) — Universidad Católica San Antonio de Murcia. E-mail: jlcarratala@ucam.edu
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