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Abstract
This article examines the nature of international school accreditation and seeks to place it within a wider accreditation framework encompassing both internal and external evaluation. The tensions between the self-study dimension of such accreditation and the use of external standards are explored, and the article concludes by indicating that the increasing use of generic indicators has the potential to lead to international schools that are less diverse and more homogenous.
Keywords accreditation, evaluation, international schools, standards
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