CDNIS is a private, independent school with an enrolment of over 1,800 students representing 43 nationalities. Recognized as an IB World School, CDNIS is just one of seven IB continuum schools in Hong Kong to offer three IB programmes across 15 grade levels from Early Years to Grade 12. At the core of our success is our never-ending pursuit to inspire excellence, cultivate character, and empower engagement locally and globally.
CDNIS is an independent international school with currently more than 1,800 students and 300 staff, all united by the joy of learning, excellence in achievement, and shared values. Our student body represents more than 40 nationalities from Early Years 1 (3-years old) through to Grade 12. With all 15 grade levels coexisting on one campus, members of our community are able to form strong bonds and long-lasting relationships. In fact, over a third of the graduates of the Class of 2020 had been with the school for 12 years or more, a remarkable percentage compared with other international schools.
CDNIS has been a leader in international education since its inception 29 years ago and is now widely recognized as one of the world’s most innovative and cutting-edge institutions. Its future-ready programmes promote academic excellence, the development of character, and strong engagement both locally and globally. The school is fully committed to the integration of Chinese language and culture with the Ontario curriculum and International Baccalaureate programmes and is the only school outside of Canada where students graduate with both the Ontario Secondary School Diploma (OSSD) and the IB Diploma. Post-secondary institutions around the world recognise these two distinct diplomas for their rigorous assessment. Along with the focus on academics, CDNIS places a high degree of importance on the development of the whole child, which is supported by an exceptionally rich extra-curricular programme. Students are encouraged to maintain a balance between academics and extra-curricular opportunities, preparing them to thrive at the top post-secondary institutions they are admitted to around the world.
At the centre of every great school is an outstanding staff, and CDNIS is no exception. Whether inside the classroom or out, students and teachers engage in a learning process that is second to none. CDNIS faculty and staff are recruited from around the world and are part of a highly supportive educational community deeply committed to producing great scholars who are also compassionate, informed and open-minded global citizens.
As a non-profit organization, our funds are reinvested to continually upgrade and strategically improve our facilities and learning resources.
CDNIS is a school where all students can find their passion, be it in academics, the arts, athletics, community service, leadership or wherever their passion lies. The skills students acquire at CDNIS will enable them to succeed in the world of the future where they can actively contribute to building a better, globally-focused and peaceful world.
Vision
To inspire excellence, cultivate character, and empower engagement locally and globally.
Mission
CDNIS is a school united by the joy of learning, excellence in achievement and development of character. It inspires academic and personal growth in our students by encouraging inquiry, stimulating creativity and innovation, embracing cross-cultural and global perspectives and fostering meaningful participation and service.
Values
■ Responsibility
■ Integrity
■ Respect
■ Critical Thinking
■ Leadership
■ Open Mindedness
Governance
As a private and independent school, Canadian International School of Hong Kong is governed by a Board of Governors whose activities are prescribed by Hong Kong law and good practice guidelines set by NAIS (National Association of Independent Schools).
The Board is comprised of 15 elected Governors from various community stakeholder groups including alumni and current parents. Board members are selected based on their capability to dedicate time and energy to the school, their representation of school and community stakeholders, and the match between their skills and resources and those needed for effective governance of the School, including expertise in education, facilities development, finance, fundraising, human resources, information technology and law.
