The Ministry of Education promotes local international education, and rural small schools allow children to go global through resource integration and overseas service learning.

"The more local, the more international." Rural primary schools can also allow children to learn about the world. The National Education Bureau of the Ministry of Education held a training camp for international education administrators in primary and secondary schools yesterday and today to share international education examples from various places. Bitou Elementary School in New Taipei City integrated rural school resources through the Northeast Point Strategic Alliance, allowing international exchanges to move from online to physical; Huiwen High School in Taichung City took students to India for overseas service learning and developed it into a cross-field international micro-course.

Sun Minyi, leader of the National Education Administration, pointed out that international education is not just about exchanges abroad, but also requires the joint investment of local governments, international education centers and schools to combine international exchanges with local courses. This time, Peili invited Wang Yusheng, vice-principal of Haileybury in Australia, to share the practice of exchanges between Taiwan and Macao, including the Australian education system, partner selection, exchange activity planning and how to connect with the curriculum.

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Different schools have also developed their own characteristics. Bitou Elementary School takes "More Local, More International" as its core and integrates resources through the Northeastern Strategic Alliance to allow rural schools to break through scale limitations; Dawan Junior High School in Kaohsiung City uses the United Nations Sustainable Development Goals (SDGs) as the main curriculum theme to guide students to think about the actions the school can take from global issues; Huiwen High School uses India's Life Skills overseas service learning as an example to extend international exchanges to cross-disciplinary courses, field observations and transnational teachers to develop international micro-courses with sustainable applications.

Local international education centers also try to make "locality" the starting point for connecting to the world. Chiayi City International Education Center develops bilingual audio-visual teaching materials for local-based international education courses to cultivate students' local identity and international perspective; Yunlin County International Education Center signed an MOU for educational cooperation with Humboldt County, California, USA, and trained teachers through community workshops before exchanges to build confidence in "how to let the world see Yunlin."

Sun Minyi said that she hopes to connect central policies, local promotion and school practices, so that educational administrators can combine policies, international exchange experience with school practices, support schools in developing international education with local characteristics, and increase students' opportunities to understand multiculturalism and participate in international exchanges.