TRANSITIONS CARE
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As international assignment policy continues to
evolve, education support is likely to change. Employers will be trying to balance talent attraction and retention alongside cost control. Greater individualisation of policy application has the potential to be of benefit to the business and families on the move.
FURTHER READING
The references below provide further information on research carried out linking the effects of children’s education to aspects of global mobility.
Shortland, S. (2018) ‘International assignment reward policies: the importance of compensation and benefits to women’s expatriate participation’, in Routledge Companion to Reward Management, Perkins, S. J. (ed.), Routledge, London, pp. 309-318.
Shortland, S. (2018) ‘What seals the deal? How compensation and benefits affect women’s decisions to accept expatriation in the oil and gas industry’ Personnel Review, Vol 47 No 3, pp. 1-19.
Shortland, S. (2013) The Effects of Children’s Education and Supporting Organizational Policy and Practice on Corporate Expatriation in International Education and Schools: Moving Beyond the First 40 Years, Pearce, R. (ed.) Bloomsbury, London, pp. 37-57.
Tharenou, P., 2008. Disruptive decisions to leave home: gender and family differences in expatriation choices. Organizational Behavior & Human Decision Processes. 105 (2), pp. 183-200.
UCL/CBI ERC, 1991. Survey on stress and international mobility. London: University College London/ CBI Employee Relocation Council.
Warneke, D. and Schneider, M., 2011. Expatriate compensation packages: what do employees prefer? Cross Cultural Management: An International Journal. 18 (2), pp. 236-256.
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GLOBAL MOBILITY
INTERNATIONAL ASSIGNMENT POLIC Y : EDUCATION
GLOBAL EDUCATION MINI FACTSHEET: EDUCATION & SCHOOLS
Language & culture
When families relocate abroad with their children and schooling is needed, language and cultural differences need to be factored into education choices. Adaptation to the new environment is essential if families are to thrive and their assignments are to be successful.
LANGUAGE DIFFERENCES Children are generally able to learn languages quickly, particularly at a young age. Notwithstanding this, the difficulty of entering a different education system where the host country language differs from their native tongue and/or where their peers speak a range of different languages reflecting their varied home country backgrounds should not be underestimated. Finding a common ground for sharing understanding and building peer relationships is not easy. Even in countries which on the
GLOBAL EDUCATION MINI FACTSHEET: EDUCATION & SCHOOLS
surface speak the same language, there can be differences in both the written and spoken word resulting in confusion or misunderstanding of meaning and intention. The expression “two countries divided by a common language” can prove to be a truism that results in difficulties in adaptation.
Global mobility policy: Early years to higher education
Organisations may provide financial and/ or practical educational support for families who relocate abroad including early years, schooling and further/higher education. Documented relocation policies may articulate the allowances and benefits available or cash sums may be provided to support educational options.
EARLY YEARS Organisations may provide support for childcare, nursery provision and/or pre- school places. Such early years support helps families relocating to new countries to pursue dual careers and also provides social and cultural embeddedness for young children. Children develop their cultural
understanding at a young age – typically before around age 6 when they will have
entered the school system. It is helpful for young children to develop
social
bonds and cultural competencies. Young children also learn languages easily and so taking part in educational
settings
prior to formal schooling is beneficial for their linguistic abilities. Organisational support given may
include financial help towards the costs involved and/or the engagement of specialists who are able to identify and help to secure appropriate places for young children.
CHILDREN’S SCHOOLING Assignees relocating abroad are concerned about the effect of their posting on their children’s education. It is usual for global mobility policy to address schooling from the start of school age (typically from ages 4-5) through junior and senior school years until school leaving age. Organisations selecting assignees for
international work can find that their talent pool becomes restricted by family circumstances. Parents with teenagers are less likely to be willing to move abroad if this means disrupting their children’s education. The problem for organisations is that
LANGUAGE TRAINING Living and working in an unfamiliar language is reported as a stressor for international assignees and their families. Organisations can assist through the
provision of language training. While this is frequently offered to employees, partners and children can also benefit from this form of assignment support. Language is an artefact of culture.
Being able to speak the local language enables faster adaptation. This helps families to feel more at ease, aids their wellbeing, and helps to reduce culture shock. Schools can help children to build relationships through shared language understanding – for example some schools offer English as a second language. This not only teaches children a widely spoken language which is beneficial for their future careers but also provides a common ground to build friendships.
CULTURE DIFFERENCES Children entering a new school abroad can face a bewildering range of different cultural traditions. Their host country will have its own societal culture; the school will have its unique organisational culture, and the teachers will bring their own professional cultures into the mix. For example, in some countries,
teaching delivery involves active student participation, including questioning of ideas. In others, the reverse is true and students are
expected to absorb
information without challenge. Students moving between countries that embrace these different academic approaches are likely to suffer anxiety and confusion as to what is expected of them. In respect of organisational cultures,
each school will be unique. Leadership teams should ensure that the ethos of the school is articulated such that teachers, parents and students understand the school’s values and how these are translated into and delivered as teaching and learning practice. Given that teachers in international schools often come from different
cultural backgrounds and each of these has different approaches to teaching and learning, it is important that school leadership embeds an agreed overarching approach so that the students do not face different expectations in subject delivery across the curriculum. Schools should ensure that their
transition care programmes include understanding cultural differences and academic expectations.
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to manage creating negative work-life balance. Schools must support children’s wellbeing. Excellent transition care will be needed to ensure a positive settling-in experience. Special education needs must also be addressed.
FURTHER & HIGHER EDUCATION Organisations may provide some support for older children to access further and higher education opportunities
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either
abroad or in their home country. This might include, for example, the provision of information on the implications for those who no longer hold home student status. Some financial support may be available. For example, parents may be able to use some money from cash lump sums towards supporting aspects of older children’s further/higher education. Assignees, particularly those who single status international
undertake
assignments, may wish to further their education while abroad by enrolling for
Masters Degrees. Organisations
may support these via payment/partial payment of course fees and/or through the provision of study leave.
the group of personnel most
typically required to move internationally are middle and senior managers. Yet, it is these people who tend to be of the age where they have children in critical stages of education. Organisations therefore often focus financial provision for educational support at the senior school level. A number
of factors must be
considered in finding an appropriate school place
for relocated children.
Language and curriculum issues will be important, especially for those at senior school. The location of the school must be appropriate to the housing situation for the family; long school or employee commutes are unwelcome and difficult
To access the Mini Factsheet series visit
thinkglobalpeople.com and find out about events, webinars and podcasts. Contact us
info@thinkglobalpeople.com
For comprehensive information on International Education & Schools visit our sister website
relocateglobal.com
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© 2025: Relocate Global & Think Global People
© 2025: Relocate Global & Think Global People
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