U.S. curriculum. Shared expertise.
A partnership with purpose.
Global Campus and Licensing Program are CIC’s two core school cooperation models. Teaching and educational exchange support can address additional school needs.
01 / Ways to work together
The right model depends on how much your school wants to deliver itself, and where it needs curriculum or teaching support.
Global Campus
A shared-delivery model for a school developing an international department or school program.
A starting point for Schools seeking substantial support to introduce an international program.
See the responsibilitiesLicensing Program
A school-led delivery model supported by U.S. curriculum resources and academic review.
A starting point for Schools with an existing U.S. curriculum foundation that want to retain operational responsibility.
See the responsibilities02 / From model to delivery
These models are examples from CIC’s work in China. An international proposal needs to define the scope for your country, school and U.S. partner.
Shared operations · Curriculum delivery · International teachers
Provide the teaching premises and facilities, and participate in school operations.
Deliver the U.S. high school curriculum, support its implementation and manage international teachers, with both parties involved in operations.
School-led delivery · Academic review · Curriculum resources
Take responsibility for facilities, day-to-day operations and curriculum implementation.
Provide curriculum resources and teaching-quality review, with U.S. academic records and diploma eligibility governed by the agreed program requirements.
Supplementary school support
In addition to the two core models, schools can discuss targeted teaching, curriculum and exchange needs.
Teacher support · Curriculum design · School exchange
Identify the teaching needs, subjects and support required within the existing school program.
Discuss international teacher placement, curriculum design and teacher training, as well as sister-school connections and teacher or student visits.
03 / A partnership in practice
The Wuhan No. 2 High School and St. Mary’s program combines Chinese and U.S. high school curricula, including honors and AP courses, with teachers from both schools.
It is one specific example of how curriculum and teaching responsibilities can come together in an existing school.
Explore the Wuhan caseBefore we talk
A first conversation should clarify your school’s needs, not assume that every school needs the same program.
Some partnership models include a diploma pathway after students meet the relevant requirements. This is not an automatic benefit of every service. The awarding school, courses, assessments and local requirements need to be confirmed for each proposed program.
The Licensing Program describes a school-led model: the local school handles operations and teaching, while CIC provides curriculum resources and teaching-quality review. It is aimed at schools with a foundation in U.S. curriculum delivery.
Yes. Supplementary support can cover international teacher placement, curriculum design, teacher training and school exchange. The specific services and staffing arrangements are agreed for the project.
Your country and school location, student age groups, existing curriculum, intended start date and the support you need. These details provide a useful starting point for discussing feasibility and responsibilities.
For school leaders worldwide
Tell us where you are, who you teach
and what you would like to build.
