Right: Students from Epsom College in Malaysia
3. JUST BECAUSE A COUNTRY IS POPULAR, DOESN’T MEAN IT IS RIGHT When the market for UK independent schools exploded in China, British schools couldn’t get in fast enough, but not all of them thrived. Just because a market is popular, like Dubai or Singapore, doesn’t mean it’s right for everyone and too much competition means seats can be hard to fill. When exploring destinations, schools should make
a checklist looking at the accessibility of the location, the regulatory environment, supply and demand and the political situation. “Precedence is key,” says LEK’s Assomull: “If there is already a large private-equity backed investor, such as Nord Anglia or Inspired Education, it is a good sign of an attractive market.” It is also important to look at a destination through
the lens of the UK school community, who could question opening in countries like China, Saudi or Qatar. “A school’s reputational risks are the strongest, and if you do move forward it is important to have a solid communication plan for your community,” says Consilium’s Andy Homden.
4. APPOINT THE RIGHT THE FOUNDING PRINCIPAL Schools often recruit their overseas founding principal from the home school in the UK, frequently the existing deputy head. It seems like a logical appointment, but it is not always the right one, says Russell Speirs of RSAcademics. “It can be a risk because often that person has never been a head before, or worked abroad, or set up a school.” Instead, Speirs encourages schools to undertake a rigorous process looking at a mix of candidates, some of whom have worked at the UK school, some who know the destination country and some who have overseas experience. “It’s only by having different candidates to compare that you become clear about what matters to you,” says Speirs. For schools moving into emerging markets it is even
more critical, says Ian Hunt, chairman of the board of governors at Haileybury, Kazakhstan. “The best founding heads are the ‘Pied Pipers’, the ones who’ve got real personality and can sell what people can’t see. But there always has to be substance alongside style. That’s the sweet spot.”
5. MAKE SURE YOUR LEGAL CONTRACT IS WATERTIGHT Most schools will not have equity in the operating company and ensuring they have contractual control over academic decisions to protect their reputation is critical. “It’s vital to have a robust legal agreement,” says
Farha Leadbetter, a senior associate in the education practice at law firm Al Tamimi, which advises schools setting up in the UAE and Saudi. “It’s helpful to have a lawyer who knows the country – there are so many differences in regulatory and licensing laws, even, for example, between the UAE and Saudi Arabia.” Leadbetter says the school’s intellectual property
– its curriculum, policies, procedures, logo, uniform and values – is the most important thing to protect, but the contract also needs to cover everything from
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objectives and liabilities to tuition fees and tax. “Dispute resolution is also important, working out how any potential disagreements would be settled and in which jurisdiction,’ she says. “Don’t leave anything to chance or a handshake.
It’s vital to protect your brand,” adds Clyde and Co’s Barfoot, who stresses the importance of a watertight get- out clause. “Termination is the part of the contract that we spend the most time negotiating,” he says. “Schools need to be able to get out if their partner does something that they are uncomfortable with, or the school comes under criticism from its governors and parents.”
6. CHOOSE THE RIGHT CURRICULUM FOR YOUR MARKET Quality is non-negotiable when it comes to curriculum, says international education consultant, Pam Mundy. “The first thing is to look at the DNA of the host school curriculum and ask what really matters. Then, look at the culture of your destination and see how you can marry the two together.” In some countries, such as China, there is a national curriculum to consider and in the UAE there is the national agenda, so schools need to carry out their due diligence. Although A levels are still the most popular pre-
university qualification, IB is gaining popularity. “Some new schools might do A level for the first four years then start a gradual transition to the IB or another curriculum. Remember, the IB and A level are not the only curriculums in the world and there are some really innovative ones coming along,” says Mundy. Even in a crowded market like Dubai, Mundy believes
there is room for innovation. There is no need to change the curriculum you offer, she says, but look at what you can add that is unique and innovative and speaks to an international parent body, without losing your DNA. “The obvious way is technology,” says Mundy, “but it is not about every child having an iPad.” She suggests schools integrate technology into what they do and are
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