1. ASK IF IT IS RIGHT FOR YOUR SCHOOL AND COMMUNITY Before thinking about countries and curriculums, start with a 360-degree analysis of what you are trying to achieve and its possible impact on your school, says Andy Homden, founder of start-up specialist Consilium Education. This involves looking at the risks, as well as the opportunities, with the board and the senior leadership team. “Many schools see it as a panacea for developing a new income stream, but it has to fit in with their overall development strategy.” Once a school is clear on its objectives, it is easier to recognise the right opportunity and partner when it comes along. Where to start? Homden suggests talking to other
schools who operate internationally and seeking information from the Department for Business and Trade’s education team, which works with UK independent schools to identify international opportunities and provides free support on market intelligence, demand and supply trends, and partnership models.
Students from Epsom College in Malaysia
2. CHOOSE YOUR LOCAL PARTNER CAREFULLY Every school operating internationally needs an in- country partner. Finding the right one is crucial. “There is a huge range of potential partners including investment companies, real-estate developers and commercial school operators looking at bringing out UK brands,” says Ross Barfoot, a partner at Clyde & Co. “Which one is right for you depends on what you, and
they, want to achieve.” Most independent schools enter into a licensing
agreement with an in-country partner. “The partner will own and operate the international campus, and the school provides remote support and management services to protect their brand,” says Barfoot. Ten years ago that partner was probably in real estate, but is now more likely to be in education, probably with its own schools, says Ashwin Assomull of LEK Education. “They’re backed by educators, so they know about delivering in their own markets, but they may not know about premium British education.” “Don’t underestimate the value you bring,” adds
Barfoot. “The investors have the cash, but they need your brand.” Bob Ukiah, chief executive of RGS Guildford
International, has worked with both education companies (Cognita in Dubai and Sama in Oman) and property companies in Qatar and China. “There’s a huge advantage in working with
an education company because they immediately understand what you’re trying to do,” says Ukiah. “In Dubai, I was initially concerned our brand would be strong enough to hold up as part of a company with 100 schools, but the partnership we have is really good.” What to look for in a partner? They need to
understand education, be aligned with a school’s values and be serious about protecting its brand and reputation. Once a partner has been identified, schools need to do their due diligence, including spending time in the country. “Get to know them and don’t rush into anything,” cautions Barfoot.
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GLOBAL EDUCATION INTERNATIONAL GROWTH
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