Abstract
This thesis describes the creation and evaluation of a model for the education of expatriate secondary age children in an international setting. The model allows each student to follow a course of study which permits easy re-entry into the student's parental culture, yet takes advantage of the unique learning environment created through learning in a multinational group in an exotic culture. Three interactive variables or components of the international supported self-system are described; Technology - the learning materials, resources and physical surroundings, Structure -the management, control and assessment systems, and People -the students, staff, parents and community. This leads to the development of some theory of learning within the system and a function and practice for the various components. Finally the need for the development of an international network of supported self-study centres is identified. Further research is suggested for the improvement of learning materials, for the development of sophistication in learners and for the identification of the crucial role played by teachers in the maintainance of an innovatory learning system.