Expat education: distance learning ideal for broadening your horizons

The first cohort of students on the MSc in Major Programme Management course, who have just completed their studies, numbered 33, the second 53 – an increase of more than 50 cent. About half the students are from the UK. The others come from far and wide. North America, South Africa, Australia...

Mainly they come from the private sector, but ￡1 billion-plus programmes are certainly not a private sector monopoly. One Said student worked for the International Atomic Energy Authority. Others have come from high-spending London boroughs.

With a median age of around forty, the students all have first degrees, or the equivalent, and about a third already have MBAs. But they need the additional management know-how that Said can give them.

The two-year course is designed to enable them to continue their careers uninterrupted, while devoting about ten hours a week to developing the intellectual and financial skills needed to manage. The course consists of eight taught courses, each one requiring an intensive four-day programme in Oxford, and a 10,000-word dissertation – perhaps, though not necessarily, focussing on issues specific to their own workplaces.

"Every student is different, with different major spending programmes for which they need to prepare," says Chapman. "But they are not doing their studies in isolation. Each student has a tutor at an Oxford college as a mentor. They also form contacts will fellow students that span the globe – from Sydney to Santiago, in the case of two of our students. And we learn from them. We have recently had to tweak our course as a result of input from a student who was working on a major development programme in Afghanistan."

If the Said programme specifically targets big spenders, there are management courses geared to just about every manager in every sector of the economy, with new courses becoming available every year and more and more universities and business schools recognising that this is a market they should try to tap.

For Jo Downing, a clinical coding manager at King's Hospital in London, a MA in Management Studies from Kingston University in Surrey was just the fillip she needed in her NHS career. She already had a degree in business studies and modern languages, but despite more than ten years of hands-on experience of hospital management, realised that a masters degree offered the likeliest route to future promotion. Since qualifying earlier this year, she has already applied for a position two grades above her current job.

"There is a big drive within the NHS to improve efficiency and effectiveness," says Downing. "King's Hospital recognised that I would be more valuable to them if I was better qualified, so I received a modicum of financial help with the funding for the course. I also got study leave when appropriate."

The Kingston course took three years to complete and consisted of a postgraduate diploma followed by a dissertation. Attendance at the university was necessary about once a month, which was not a problem for Downing, who lived in the vicinity. But many of her fellow students came from much further afield. Some worked in the private sector, while others worked for local government, the NHS or other public bodies.

"It was quite a while since my days as a full-time university student, and it took a while to pick up the habits of study again," says Downing. "But Kingston was good at helping us structure our studies and get the most out of individual assignments. Its many online resources also made it easy to study at home at the weekends."

If at one level she was going back to school, she was also acquiring management skills that stood her in good stead in her day job. "I wasn’t interested in purely theoretical learning," says Downing. "I deliberately sought out assignments that would have a practical application in a hospital environment – and my employers appreciated that."

One such assignment helped her develop management tools for quantifying the workloads of different hospital workers – a perennial challenge within the notoriously complex administrative structure of the NHS. Another led to some improved procedures in relation to stem-cell transplants.

Outstanding managers are like gold-dust, whether they are overseeing the expenditure of billions of pounds of money or simply making hospitals run more efficiently, to the benefit of patients. If they need to spend bit of time away from the office studying the art of management, it is generally a sound investment.

Case study: Chiara Dottorini McCormack, 37, a programme manager at ST Micro-Electronics, Bristol, has just completed an MSc in Major Programme Management with the Said Business School in Oxford.

"I took my first degree at the University of Milan, moved to England and have been working for my present company, ST Micro-Electronics in Bristol, for just over ten years. I am both a team leader and a major programme manager, in charge of developing a software programme costing millions of pounds.

“The main reason I wanted to take a masters degree was to acquire new skills and competences that would both help me deliver the current programme successfully and further my long-term career. I discussed options with various business schools and universities and, after careful consideration, ruled out the MBA option. Too much of the content of MBA programmes dealt with broad-brush strategic issues that were not relevant to my career. I wanted something more targeted, concentrating on the practicalities of financing a major programme rather than on the kind of financial issues that dominate the banking world.

“The Said Business School’s MSc in Major Programme Management was perfectly tailored to my needs. I had to meet the costs of the course myself, as my company does not fund such courses for its employers as a matter a policy, but it has been money well spent. It has been hard work at times – I was told I would need to devote about ten hours a week to the course, but seem to have spent closer to fifteen – but the content was first-class, both challenging and focussed.

“As well as studying from home, I had to come to Oxford every two or three months for an intensive four-day session of classes and seminars with fellow students on the course. They were an interesting lot, ranging in age from thirty to fifty, and it was useful to swap experiences with other major programme managers, even ones working in different fields to me. Informal get-togethers in the evening were often as productive as the classes themselves.

“The final element of the course was a dissertation on a subject of our choice. I chose a general topic, major programme success, rather than something specific to my company, but the course as a whole has certainly benefited me in my day-to-day work, notably in re-engineering the software of the company.

“As for the future, I am certainly far more marketable, now that I have got a masters degree under my belt, and the feedback from recruiters has been very positive. But there have been other benefits, too. The course has opened my mind to more strategic ways of looking at old problems. It has given me far greater self-confidence in dealing with people in senior management positions. Last but not least, in putting me in touch with other high-level professionals in other fields, it has significantly broadened my horizons."

Case study: Henk Nagel, 38, Director of Professional Services, Northern Region, for the software company CommVault, is doing an Msc in Management with Ashridge Business School

"I took my first degree in information technology at Utrecht University in the Netherlands and am now based in the same city, working for CommVault, a multinational software company. I used to be director of customer services, which was when I acquired my interest in management as a vital tool for a company striving to improve its overall performance.

"In view of my executive responsibilities, it seemed a good idea to acquire a masters degree of some kind, so I weighed my options carefully.

“The problem with a traditional MBA, as I established through discussions with a colleague, is that its content was likely to be overly academic. I wanted a course with a more practical application to my working environment, where a lot of day-to-day problems have a high technical content.

“I had done a short internship with Ashridge Business School in 2009 and been impressed with the standard of their teaching and with their practical approach to management problems. In 2010, with the support of my employers, who agreed to pay half my fees, I enrolled in Ashridge’s new virtual Masters in Management. There was supposed to be a few days’ face-to-face teaching in the first part of the programme, but Ashridge waived this in view of the time I had already spent at the business school. I appreciated their flexibility.

“I have now completed the first element of the masters degree, a three-term postgraduate certificate. There were three separate modules, each taking three months and involving two distinct assignments. It was a significant time commitment – around 15 to 20 hours a week, studying at home in the evenings and at weekends – and with a wife and two young children, I had to manage my time very carefully. Luckily, that is a skill I have always had. Without it, I think I would have struggled.

“Mainly, I was working on my own. There was some scope for interacting with fellow course members through learning groups and on social media sites, but the Ashridge course focuses on individual rather than group assignments, and that suited me fine. I work in quite a specialist field, with challenges specific to it.

“Even though I have only completed the first part of the course, I have already been able to reap the benefits at work. The services side of a company like ours tends to be seen more as a cost rather than as a potential source of profit. I hope that, by analysing our operations in a different way, I have been to improve our bottom-line performance.

“As I move on to the two remaining parts of the course, the three-term diploma and the special project, I want to broaden my horizons into general management and achieve a greater comfort level when dealing with issues of strategy and finance."

Expat guide to Russia: schools

Background:

The International School of Moscow, not to be confused with its near-namesake, is also a comparatively young and fast-growing school, having been founded in April 2007. It is part of an association of nine schools, in locations ranging from Tashkent to Sao Paolo, run by the British Schools Group.

TISM, in a well-to-do area of west Moscow, is situated on the site of the 1980 Olympic Games: the ice hockey stadium is opposite. It operates from two adjacent sites, the recently opened upper campus complementing the original lower school site, which caters for foundation stage to lower primary age pupils.

The school currently educates pupils from the age of two to 13, with GCSE courses for older children due to start next year. Currently, around half of the school’s 400 pupils are in the younger age group (ages two to eight) on the lower school site.

For the past two years, the school has been attracting pupils from British embassy families, along with children whose parents are working in business and commerce. The largest national groups are Britons, who make up about 30 per cent of pupils, followed by Russians at 15-20 per cent, with 35 nationalities represented overall.

Facilities on the lower school site include playing fields, library, and computer suite, and on the upper site, a gym, basketball court and golf driving range.

Curriculum:

The school offers the English national curriculum and its associated tests, with local adaptations including daily Russian lessons, with French also taught. Children are taught to play a musical instrument from year one (age five).

Provision progresses from pre-nursery, where children aged two and three learn through play, through the English key stages one, two and three. Children’s progress is assessed and tracked closely. Teaching is usually in mixed-ability classes, although the school may offer tuition in smaller groups if it feels more support is needed.

Sporting and artistic activities range from dance and gymnastics to ultimate Frisbee, basketball, skiing, plays and musicals and extra music tuition while golf, a specialism of the school, is offered to all pupils during curriculum time.

Results:

Marks from key stage two English national curriculum tests, set at the age of 11, have been consistently well ahead of English averages, with all pupils achieving at least the UK Government’s target level four in reading, writing and science in 2010, and 64-73 per cent achieving the higher level five. The school does not yet have any GCSE results.

Admission:

TISM is selective, with academic assessments taking place at the school from reception (age four) upwards. The school likes children to spend a day in the classroom before joining, during which time most will take a written test. In the past, the school has not stressed special educational needs (SEN) provision, but has now appointed a SEN co-ordinator to cater for those with individual needs.

Fees:

Annual charges range from €11,970 (￡10,251) for pre-nursery to €19,665 (￡16,841) for years seven to nine. There is also a one-off €200 (￡171) application fee, a charge for “capital” of €6,000 (￡5,138) per family, a compulsory annual lunch charge of €1,222 (￡1,047) and uniform costs of €250 (￡214). Fees for the optional bus service are €2,205 (￡1,888) per year.

What the school says:

“The thing that parents often comment on when they come into the school is the atmosphere around the place. Although we have high expectations of the children, the relationship between the parents, students and staff is really very good.” Paul Seedhouse, headmaster.

What the parents say:

“When we arrived on our first day, the staff lined the corridors greeting the students with huge smiles and even the odd 'high five’. The children couldn’t have felt more welcome. What has impressed me most has been the holistic approach the school takes to learning: rather than being spoon-fed facts, TISM’s approach has resulted in far greater inquisitive behaviour and motivation from our children.” Sara Slim, whose two boys and a girl started at the school in August.

“Everyone has a great sense of belonging, whether it be the children, parents or teachers. The fact that our children all look forward to going to school, finish the day smiling and have gained so much confidence sums up the school for us.” Lucy Cranfield, who has had three children at the school since it opened.

ENGLISH INTERNATIONAL SCHOOL, MOSCOW

Highly international institution that emphasises a caring ethos

Background:

The English International School, Moscow prides itself on its small-school ethos: there are only 150 pupils here, spread over the ages of three to 18 with classes typically numbering 14-15.

Nevertheless, the school has grown rapidly since its foundation five years ago, when it had only 36 children. Next summer, the first group of students – five of them – will sit A-levels and this is also the first year when meaningful numbers are taking their International GCSEs.

The school, one of a group of five established in locations ranging from Majorca to Seoul by the private operator Orbital Education, is situated on a one-hectare site in Moscow’s eastern suburbs, a quarter of an hour’s journey from the city centre by Moscow’s underground system.

Sports facilities include provision for tennis, badminton and basketball, a small gym and a running track.

This is a truly international school, with 40 nationalities represented. A substantial minority speak English as a second or third language.

Curriculum:

The school offers an adapted version of the English national curriculum, followed by International GCSEs and then A-levels. One of most significant ways in which the curriculum is adapted is that children are routinely “accelerated” through their lessons from year five onwards, meaning that they go on to take IGCSEs in English, maths and one or two more subjects in year 10 rather than the more conventional year 11.

Unless they are learning English, all pupils here will study Russian from year one, and French from year three.

The EIS says that, because of its size, it can tailor its curriculum to suit the individual child. That said, the small numbers overall mean the school focuses on the core IGCSE subjects: English, maths, science, history, geography, French, Russian, art and religious studies. At A-level, eight subjects are offered, with a further one or two to be taught from next year.

EIS is said to be the only international school in Moscow playing sports fixtures against local Russian schools, while inter-school drama, dance and cultural events also feature. Last month, the school offered Russian Culture Week, with events ranging from classes in Cyrillic rune writing to a trip to the former royal palace of Kolomenskoye.

Results:

There are few to report, because next year will be the first that the school has pupils taking A-levels, while only three pupils have so far completed GCSEs. However, last year’s year 10 took a range of IGCSEs early, with a 100 per cent A*-C rate recorded in maths and seven out of 10 gaining Cs or better in English.

Admission:

Non-selective, or “all-enveloping”, as the school puts it. It is proud of its work to support children with special educational needs.

Fees:

Annual charges range from €13,900 (￡11,917) in nursery to €20,400-21,400 (￡17,490-￡18,348) in the senior school. There is also a one-off assessment fee on entry to the school of €2,000 (￡1,715). All meals, stationery, materials and exam fees are included, with bus service (€1,000, ￡857) per term and school uniform (about €200, ￡171) costing extra.

What the school says:

“We do not pretend to compete with the St Paul’s, Westminsters or Manchester Grammars, but we seek to be like a middle-ranking UK independent school. We have an absolutely lovely bunch of children here, everyone knows everyone and this means we are absolutely focused on individuals.” Ross Hunter, headmaster.

What the parents say:

“From the first time I visited the school, my experience was so positive that I thought I’m not going to look anywhere else. I liked the fact that the teachers were not bothered in trying to sell me what the school could do for me as a parent; they were interested in how they could help my children. They work out what each child’s needs are and work from that, at the child’s own pace.” Tina Lindsay, who has boys aged 11, 10 and six at the school.

This piece was originally published in the Telegraph Weekly World Edition

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Expat guide to Kenya: schools

Aga Khan Academy, founded in 2003, is the first in what is predicted to be a group of 18 schools across east Africa, the Middle East and central and southern Asia operated by the charitable fund of the Aga Khan, which finances health, education, cultural and economic projects.

The school is on an 18-acre site overlooking the Indian Ocean in this southern port city. Facilities include a striking outdoor amphitheatre, a 550-seat dining hall, a swimming and diving pool, a sports hall, three squash courts and an artificial turf pitch.

It has a multinational staff and pupil roll, and trades on its position offering International Baccalaureate programmes from primary school to pre-university.

The academy aims to take on pupils with strong academic and leadership potential from a wide range of socio-economic backgrounds: a fifth of pupils receive subsidised fees, including some full scholarships.

The school currently has 625 pupils from the kindergarten to year 12, of whom around half are from Indian backgrounds, 40 per cent are from African families, while the remaining 10 per cent are from Europe and other parts of the world. The school recently added a boarding section.

Curriculum:

The school, which once ran IGCSE courses, now offers the International Baccalaureate throughout: the IB’s primary programme is followed by its middle years course, and then the IB diploma for the final two years.

IB programmes require pupils to pursue wide-ranging study right to the end of their schooling (the IB diploma requires a breadth of study which a student wanting to specialise could avoid at A-level), emphasising critical thinking, civic responsibility, project work and internationalism, alongside conventional subject teaching.

Results:

Average annual IB Diploma points scores have so far ranged between 32.2 and 32.4 points out of 45, says the school. This compares to a worldwide average for all schools of 29.5 in 2010.

Admission:

Pupils at all levels are expected to demonstrate potential for high academic achievement. For the IB Diploma course, they must be “outstanding” academically, says the school, while also being committed to community service.

Children are expected to provide reports from previous schools, will be tested in subjects, including non-verbal reasoning and creative writing, and will also be interviewed.

Fees:

Tuition fees for day students are relatively low, ranging from 189,000 to 376,000 Kshi (￡1,286-￡2,558) annually. Boarders from Africa pay 554,400-806,400 Kshi (￡3,772-￡5,498) annually, while those from outside Africa are charged US $10,920-$16,140 (￡6,771-￡10,009) a year.

What the school says:

“We are the first of 18 academies to be established, providing a world-class education to students of high academic ability who display strong leadership ability, regardless of religious, cultural or socio-economic background. The aim is to grow leaders of tomorrow.” Rob Burrough, headteacher.

What the parents say:

“The school has got a campus and facilities which are second to none. I also personally think there are problems with International GCSEs and A-levels, in terms of preparation for university. The IB offers something completely different, which is attractive.” Julian Fay, who has a son and a daughter at the school.

BRAEBURN, NAIROBI

Braeburn is a day school for three- to 18-year-olds, comprising separate prep and high schools.

Background:

Located in an expat suburb about three miles west of the city centre, Braeburn is part of a group of 13 schools, educating 2,700 pupils, in Kenya and Tanzania. Senior staff say this scale offers extensive resources on which the school can draw, including shared teacher development programmes.

The group’s origins date to 1968, with the establishment of Braeburn House International School, set up by an English expat and taking the residential area’s colonial name. It passed to the present owners in 1979.

The school’s 870 pupils come from a remarkable 88 different nationalities. Kenyans make up 26 per cent of the roll, followed by Britons on 17 per cent, with around nine per cent from Indian families.

The prep and high schools are on neighbouring sites, which have been extended in recent years. Facilities include two theatres, a sports complex, a new sixth-form block, two swimming pools, five computing labs and a dance studio.

Traffic congestion is an issue in Nairobi and, while the school lays on efficient buses, many families choose to live near the school. Braeburn recently gained the Council of International Schools accreditation.

Curriculum:

The school follows the English national curriculum from the early years through to key stage three. The foundation stage for three- and four-year-olds is followed by national curriculum teaching across 12 subjects, from English, maths and science to drama, religious education and French. Students move on to International GCSEs at the high school. Since 2010, they have been able to follow this with A-level studies in the sixth form.

Results:

Last year, the school had 38 per cent of entries graded A* or A in its International GCSE exams, with 94 per cent of pupils gaining five or more A*-Cs.

The school’s first A-level group are taking the exams this year.

Admission:

Non-selective, although pupils can be tested to determine their needs. The school takes some special educational needs pupils, and has an additional learning support unit, as well as language support and a gifted and talented programme.

Fees:

These range from 327,600 to 962,500 Kshi (￡2,229-￡6,549) annually for tuition, with extra charges for lunch and transport. A deposit of 5,000-15,000 Kshi (￡34-￡102) is also charged when a child joins the school.

What the school says:

“We value and celebrate diversity. We develop and nurture a successful blend of creativity, confidence and courtesy, which will equip young people to cope with the demands of life in the 21st century”. Andy Hill, headteacher.

What the parents say:

“Not only does the school strive to make the overall package a happy one, but efforts have been made to push our kids to excel in academic, sporting and performing pursuits. All three children are ready for the forthcoming challenges, partly as a result of having had such a great learning experience.” Stewart Johnson, who has two boys and a girl at Braeburn, and is preparing to return to the UK.

BROOKHOUSE, NAIROBI

Popular day and boarding school, where younger children learn in a “castle”

Background:

Situated about six miles to the south-west of Nairobi and with a 30-year history, Brookhouse was reputedly the first English national curriculum school in Kenya to apply and gain accreditation from the Council of International Schools.

It may also be the only school in Kenya where pupils are taught in buildings which look like a castle. This is the prep section, and the design came after pupils were asked four years ago what kind of school they wanted.

John O’Connor, the school’s director, said: “I’ve always believed that the physical environment can make a lot of difference to the children’s educational experience, but seeing this crystallised that, in how excited they are to come to school every day.”

The school caters for two to 19 year-olds. There are currently 700 pupils, including 200 boarders, housed in separate boys’ and girls’ houses. There are 41 nationalities; around a third of pupils come from European families; around 45 per cent are from Africa; and most of the rest are from Asian backgrounds.

Facilities include a 400-seat auditorium which the school says is “the finest theatre venue in the country” and an indoor sports centre.

The school’s ethos is heavily influenced by its membership of Round Square, the international organisation, founded by the German educationist Kurt Hahn, which emphasises community service and social responsibility.

Curriculum:

Brookhouse teaches an adapted version of the English national curriculum up to year eight. Pupils can also opt to study two languages. In year nine, pupils prepare for their International GCSE studies, which then follow in years 10 and 11. Pupils with good IGCSE results then proceed to A-level.

The school offers the BTEC Business and Technology National Diploma in Music, run by Britain’s Edexcel exam board, which can be taken alongside A-levels.

Results:

82 per cent of pupils’ entries were at A*-C in International GCSE exams in 2010. The corresponding figure for A-level was 69 per cent.

Admissions:

Children have to present reports from their last school and may be interviewed and/or asked to take an entrance exam. The school caters for children with less severe special educational needs and also educates many for whom English is a second language.

Fees:

360,000-1,140,000 Kenyan Shillings (￡2,451-￡7,762) annually for day pupils. Boarding fees range from 1,635,000 to 1,875,000 Kshs (￡11,132-￡12,760) a year. There is also a non-refundable registration fee of 25,000 Kshs (￡170), while the charge for bus transport (optional) is 97,500 Kshs (￡664) annually.

What the school says:

“Brookhouse offers the celebration of all the cultures of Africa for students from all around the world. We are very proud that we are an international school that happens to be in Africa. Nairobi is also a wonderful place to grow up: it’s an incredibly cosmopolitan environment.” John O’Connor, director.

What the parents say:

“It’s an excellent school. It’s got a good social mix, and a strong teaching staff, who really look at the whole child, rather than just the academic side of things.” Ashton Towler, who has two daughters and a son at the school.

This piece was originally published in the Telegraph Weekly World Edition

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Expat guide to India: schools

The school, which is not-for-profit and managed by a parent body called the British School Society, is in the diplomatic district of New Delhi. Many of its British pupils have parents working for the British High Commission.

About one third of the 700 pupils here are sons and daughters of diplomats, and by nationality the school breaks down into one third Indian pupils, one third British citizens and one third “other”, with more than 50 nationalities represented overall.

It is perhaps unsurprising, then, that the school seems very committed to internationalism. Graham Ranger, the director, says the “Indian spirit” pervades school life, with plentiful references in the curriculum to the local context.

Voluntary work against the backdrop of poverty among local people also important.

Mr Ranger also stresses the British School’s current “small school” feel, with a maximum of 60 in a year group ensuring personalised attention for pupils.

The school’s six-acre site is, Mr Ranger admits, “not massive”, but houses facilities including a multi-purpose sports field; an auditorium; and art, photography, music and performance workshops.

However, the buildings are due to be replaced over the next five years, with construction work starting within the year. The new campus, on the same site, will feature a sports centre including a swimming pool and an arts centre. Eventually, 1,300 pupils will be educated here.

Curriculum:

The British School operates a curriculum model which will be familiar to anyone with children recently educated in England, with the English Early Years Foundation Stage followed by Key Stages 1 and 2. There are, of course, local variations, with Hindi taught along with French at Key Stage 2.

Key stage 3, for 11 to 14 year-olds, is also modelled on the English system, again with Hindi offered as one of three language options (pupils take up to two languages from Year 7), with International GCSEs then following. Finally, in the sixth form, students take the International Baccalaureate diploma. Extracurricular programmes include the student council; Model UN; art, music, drama and sport; and a high achievers programme.

Results:

The school’s results are good, bearing in mind that it is not highly selective, it says. Some 45 per cent of entries at IGCSE were awarded A* or A this year. For the International Baccalaureate diploma, the average points score was 31 in 2011, which was down slightly on the 33 figure for 2010.

Admission:

The school is full, operates a waiting list and getting in can take some time for some families and some year groups. Applications are prioritised through a series of rules including nationality, with British families put first.

Although not stressing academic selection, the school asks children to take admissions tests. The school offers both special needs and language support.

Fees:

Tuition charges range from 284,000 Indian Rupees (￡3,664) a year for younger children to Rs456,000 (￡5,884) annually for sixth formers. Parents also pay one-off capital expenditure and admissions charges of Rs435,000 (￡5,611) and annual fees of Rs5,450 (￡70) for items including insurance and the parent-school organisation. Exam fees, meals and transport cost extra.

What the school says:

“The Indian spirit of the school is very important: it pervades everything we do. For example, within the curriculum, the backdrop is global, with as much reference to India as to the UK.” Graham Ranger, director.

What the parents say:

“It is very easy to take the school out of context and expect it to be a mini-England, which it is not. It has an English curriculum, but the context is Indian. My kids’ experience is that they are very happy, and the teaching has been really solid.” Lucy Phillips, who has a 12-year-old daughter and a 10-year-old son at the school.

THE INTERNATIONAL SCHOOL, BANGALORE

High-achieving boarding and day school in expansive setting serving “India’s Silicon Valley”.

Background:

TISB, as it is known, sits in verdant surroundings on a huge – 120 acres – site 15 miles outside Bangalore.

The school was founded in 2000, and is said to have been the first in India to offer the International Baccalaureate diploma. It is one of a chain of nine institutions in India and Singapore set up by the education entrepreneur K? P Gopalakrishna.

TISB has 950 pupils, of whom nearly 400 are boarders. About 30 nationalities are represented, with American citizens – many of them the children of Indian-born parents who have been living in the US – the largest group. Americans form about a quarter of the roll, there is a sizeable contingent from East Asia and there are just over 50 British children enrolled.

Booming Bangalore is home to a host of IT companies, including IBM, Hewlett Packard and Cisco, plus other household name firms including Goldman Sachs and Shell, meaning the school attracts plenty of internationally minded families.

The facilities, described as resembling a “five-star resort” by parent Claudia Philips or a “botanic garden” by TISB’s principal, are spectacular. An athletics track, cricket pitches and pavilion, football and hockey fields and two auditoriums — including one seating 1,400 people — are among the attractions.

Curriculum:

Children in the school’s early years and primary phases (ages three to 11) follow an adapted version of the English national curriculum, incorporating the English Early Years Foundation Stage and then the Cambridge International Primary Programme. The latter offers an international take on England’s curriculum for English, maths and science.

In the middle years (11-15), the school has its own curriculum, building on the foundations of the Cambridge primary programme and preparing the pupils for the next phase: International GCSEs. These are followed by the International Baccalaureate diploma for 16 to 18 year-olds. The IB provides a broader, less specialised approach to sixth form study than A-levels, with students required to study the arts, sciences, a language and to carry out community service and write an extended essay.

The school stresses its extra-curricular work, including music, art and drama and a deep commitment to the “Model United Nations” activity, which sees students travelling abroad every year.

Results:

The school says it is one of the top institutions for IGCSE and IB results in Asia. Latest figures show 67 per cent of exam entries gaining A* or A grades at IGCSE, compared with a figure of 23 per cent for UK domestic exams in 2011, while the average IB performance was 35 points out of 45 (the worldwide average in recent years has been 29.5 points). It also highlights the leading UK and US university destinations of recent alumni. Last year these included Oxford, Cambridge, MIT, Stanford and leading London University colleges.

Admission:

The school sets entrance tests for children in grade 1 (for six and seven year-olds) upwards, while prospective pupils are also interviewed and TISB may ask for references from previous schools. The school says “students should be of good academic ability and good character”. There is a waiting list, with admissions usually completed by June for each academic year, which begins in August. The school has a few pupils with moderate special needs.

Fees:

US$ 4,500-$11,000 (￡2,846-￡6,957) a year for day pupils, and $11,000-$11,500 (￡6,957-￡7,273) annually for boarders, plus one-off admissions and registration charges of $2,900 (￡1,834), a “materials and maintenance” charge of up to $1,260 (￡797) a year and extras including exam fees and optional transport costs.

What the school says:

“Our structure is not so different from that of a top UK boarding school. We provide strong pastoral care and a very strong academic programme. We deliberately create a culture which welcomes students from all backgrounds.” Matthew Sullivan, principal

What the parents say:

“It’s an Indian version of an English school, in a much better setting. ” Claudia Philips, who has a son and a daughter in the primary section.

This article was originally published in the Telegraph Weekly World Edition

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Expat guide to France: schools

Now, this 840-pupil institution in a wealthy area of west Paris is much more international, with 51 nationalities — mainly European —on its roll. Some 35 per cent of pupils are British.

The school says it emphasises the rounded qualities of a traditional British education, including sport, the arts and the pastoral system. Results are very good, despite the school being non-selective. Its pastoral structure sees each year’s cohort divided into tutor groups, and tutors track children’s progress closely.

BSP is situated on two campuses on the banks of the river Seine, in an area well known for its links with the Impressionists: Monet, Renoir, Van Gogh and Pissarro all painted nearby. The primary school is located in a modern building on a three-acre site, while facilities at the secondary school include a small theatre, an indoor sports hall, and a rock climbing wall.

BSP differs from some international schools in catering for children with special needs (SEN): each section of the school has an SEN department with qualified staff.

Curriculum:

The school follows the English national curriculum throughout, with children progressing from the Early Years Foundation Stage — which operates in English primary schools — through key stages 1 and 2. At the end of the primary phase, pupils go on an activity week in the Ardeche, in the south of France, which offers outdoor activities and the chance to complete a geographical study of the area.

In the secondary section, key stage 3, featuring a broad range of academic subjects for 11 to 14-year-olds, is followed by GCSEs and A-levels.

Results:

Appear to be outstanding, and in line with leading selective independent schools in the UK, the school says. In 2010, 60 per cent of GCSE entries were at A* or A, compared to a UK average of 22 per cent. At A-level, 55 per cent of BSP grades were at A*-A (UK figure: 27 per cent).

Admission:

The school is non-selective, so there are no entry tests. Parents visit the school, and must complete an application form, and provide previous school reports.

Fees:

Range from €10,000 (￡8,673) annually for the nursery class to €22,583 (￡19,586) for the sixth form. Parents must also pay a €1,000 ( ￡867) (€500 in the nursery) registration fee, and there is a one-off, non-refundable charge of €5,000 (￡4,337) for the school’s development fund. Compulsory school trips are charged at around 1,000 euros.

What the school says: “We are delivering a very British education, here in France. The perception of British education here in France is excellent at the moment, as we teach our pupils to be successful in a 21st century society which is constantly changing.” Steffen Sommer, headmaster

What the parents say:

“This is our seventh year at the school, so we are very happy. I’m lucky, because all four of my children are academically quite strong, and the school offers them the challenge that they need. The school also balances this academic focus with after-school activities: all of my children are, for example, learning at least one musical instrument.” Sofie Ameloot, who has children at the school aged nine to 17

Visit the school's website here

MOUGINS SCHOOL

“Happy” school in beautiful wooded surroundings on the Cote d’Azur

Background:

Mougins is another day-school teaching the English national curriculum to an international clientele.

Founded in 1964, it has been at its current home, in wooded, hilly countryside to the north of Cannes and to the west of Nice, since 1987.

It is close to the high-tech science park of Sofia Antipolis, which was designed to become a European version of Silicon Valley, and whose companies once employed the majority of Mougins parents. However, only four per cent of its pupils now have their fees paid by these companies.

Some 32 per cent of its 450 pupils are British, while a further 20 per cent are French, with 36 nationalities represented. Some British parents work in the UK during the week and live here at the weekends; the school is only 25 minutes from Nice airport.

The school’s wood-clad buildings include a library, a large gym, art studios and science labs.

Curriculum:

Children follow the English national curriculum until they are 14, with adaptations, such as studying local aspects of geography. Pupils generally take at least eight subjects at International GCSE, followed by A-levels.

Results:

In 2010, 45 per cent of the school’s IGCSE entries were at A*-A, while at A-level, the corresponding A*/A figure was almost the same, at 44 per cent.

Admission:

Non-selective. The school asks for children’s school reports, but there are no entrance tests. The school has a special needs teacher. Teaching is in English at secondary level.

Fees:

Vary from €5,400 (￡4,683) a year for the early years class for three-year-olds to €14,800 (￡12,835) annually for years 10 to 13. There is also an application fee of €800 (￡694) for the first child, reducing to €600 (￡520) for the second child, €400 (￡347) for the third and nothing for any further children.

What the school says:

“We are like a large family. We do not just develop the academic side of things, which is important, but we develop the pupils culturally, socially and in terms of sport, so we create a happy child within that family.” Brian Hickmore, headmaster

What the parents say:

“It’s not a very pushily academic school, and they take in pupils from all walks of life, but the results are very good. It has a very good drama and music department, and languages are quite strong. The site is beautiful. As a school, I’d say it’s a good all-rounder.” Carol Mueller, who has boys aged 17 and 14 at Mougins.

Visit the school's website here

BORDEAUX INTERNATIONAL SCHOOL

An unusual school catering for parents wanting tuition in both English and French

Background:

This is a very small school of only 99 pupils, offering a highly distinctive programme of truly bilingual education.

In the primary section, half of each day is taught in English, and half in French, with maths taught in both languages; English and science taught in English; history and geography in French, and so on. Even a third language features in a small way, as music is taught in Spanish. In the secondary school, the teaching is in English (see below).

The school says it is the smallest to have won accreditation from the Council of International Schools, and the only bilingual private school to be recognised by the French state.

Class sizes run to a maximum of 12 children, with youngsters sometimes taught ahead of their age group if they are making good progress.

Founded in 1988, BIS is situated near the centre of Bordeaux, its buildings grouped around an enclosed courtyard. Around half of the pupils are French, while 30 per cent are British.

The school offers boarding — with a local French host family — as well as day provision.

Curriculum:

In the early years, (ages 2? to five) English-speaking pupils follow an adapted version of the English national curriculum, while French children follow the French national programme, with all pupils spending an equal amount of time in both languages.

In primary and early secondary (ages six to13), bilingual instruction continues under a programme which blends the English and French curricula.

For the rest of secondary school, pupils are taught in English as they prepare for International GCSEs, which are offered in 14 subjects, and A-levels, available in 10 disciplines.

Results:

Some 36 per cent of pupils gained A* or A at GCSE in 2010. At A-level, 40 per cent achieved an A or A* grade last year.

Admission:

The school is non-selective, although it does look at previous school reports, and says it will not accept children for International GCSE courses who have a history of poor behaviour. Pupils will need a minimum of a GCSE grade B in a subject to study it at A-level.

Fees:

Day charges range from €3,042 (￡2,638) a year for early learning (morning) classes to €15,500 (￡13,442) annually for A-level courses. Registration fees run from €500 (￡434) for the first child to nothing for the fourth. Boarders are charged €8,220 (￡7,129) extra.

What the school says:

“We are a strong community. Parents are attracted here not so much because of the English curriculum — we offer the core of both the English and French systems - but because of the attraction of learning a second language.” Christine Cussac, school director

What the parents say:

“It’s exactly what my daughter needed, because it has given her very good French, which she did not have when joining the school. They get the children to a top level in both French and English. She will now take the 11-plus for schools in England.” Charlotte Stewardson, who is French and married to an Englishman, and whose daughter, Margaux, nine, joined the school two years ago.

Visit the school's website here

This article was originally published in the Telegraph Weekly World Edition

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Expat guide to China: schools

Set amidst tree-lined boulevards in an expat area around 10 miles east of the city centre, the school boasts rugby pitches and a cricket square alongside other facilities ranging from a 350-seat theatre to art, music and design and technology studios.

It was established in 2003 and is now one of four schools using the Dulwich College name in China through a franchise arrangement with its near 400-year-old parent institution.

Dulwich College Shanghai has 1,350 pupils, from toddlers to 18-year-olds, of which Americans (18 per cent) are narrowly ahead of Britons (17 per cent) as the largest group. The school is also popular with Australians and families from Hong Kong and Singapore. Overall 42 nationalities are represented.

The youngest children start out in “Ducks” – Dulwich College Kindergarten, Shanghai – before moving to the main campus nearby for primary and secondary education.

Curriculum:

The school follows the English national curriculum from the early years until the end of key stage 3, at 14. In addition, pupils must take Mandarin from year one onwards. There are also local adaptations, particularly in history and geography.

“The English national curriculum lends itself to adaptation very well,” says the headmaster Paul Friend. “The core skills that are required throughout are the cornerstone of our curriculum.”

In the latter years of secondary school, International GCSEs are followed by the International Baccalaureate Diploma.

Results:

Some 75 per cent of IGCSE entries were at A* or A in 2010, which was slightly above the rate for UK independent schools last year. At IB, the average points score was 34 out of 45, with 15 per cent of students scoring more than 40, compared with a worldwide average of 29.5.

Admissions:

Selective. All students are tested from year two upwards, with maths, English and non-verbal reasoning tests to the fore. Second language speakers undergo an assessment in English as a second language.

Children are not selected only on the basis of academic ability, however, says the school, with aptitude for the arts, sport and all-round contribution to school life also considered.

Fees:

Annual tuition charges range from 27,700 Chinese yuan Renminbi (RMB) (￡2,619) for toddlers attending two days a week to 220,600 RMB (￡20,855) for full-time sixth formers. There is a 2,000 RMB (￡189) application fee and an 18,000 RMB (￡1,701) deposit. Lunches and transport are extra, with uniforms and exam fees included.

What the school says:

“We stress academic excellence, but we also recognise that in order to maximise the academic potential of each child, you need to develop them holistically. So sport, music, drama and the arts are very important.” Paul Friend, headmaster.

What the parents say:

“DCS has an 'English’ feel and promotes 'English’ school values, whilst at the same time embracing and integrating Chinese culture.

“The teachers, the support staff and the pupils are extremely capable, polite and welcoming. The standard of tuition and the facilities are excellent. And our children are happy.” Barry Price, who has children aged 17 and seven at DCS.

THE BRITISH SCHOOL OF BEIJING

School emphasising traditional manners, with striking facilities.

Background:

The British School of Beijing is said by its head to be the hub of its expat community, attracting parents from British and other embassies as well as those working for major multi-nationals. It presents itself as stressing old-fashioned courtesy and not tolerating poor behaviour.

Like DCS, the school was established in 2003. Since 2009, it has been operated by Nord Anglia, the British-based company which runs 12 schools internationally, including four in China.

It operates on two sites, one in the central Beijing embassy district of Sanlitun which educates children aged 18 months to 11 years, and a more recently opened campus in the northern suburb of Shunyi, which offers education from age one to 18.

It has 1,150 pupils, the largest group of which are British, who make up about a quarter of the roll. Some 30 per cent are from mainland European families, with North Americans the next largest group among around 50 nationalities.

The Shunyi campus is the more spacious, with a 230-seat theatre, outdoor amphitheatre, an indoor swimming pool and tennis courts among the facilities. The Sanlitun campus is said by the school to have a “cosy” family feel, with a rooftop football pitch and an Astroturf play area among the attractions.

An Independent Schools Inspectorate report has been published on the school this year. It found that “pupils are well educated and their achievement is good”, that “pupils are happy and proud to be part of the school” and documented an outstanding performance by younger pupils in a recent World Maths Day contest.

Inspectors also found some limited options for students in the school’s small (and new) sixth form. The school says it is addressing this through the introduction of a new sixth form centre and new courses.

Curriculum:

The school follows an adapted version of the English national curriculum, from the early years through to the end of key stage 3 at age 14. All pupils study Mandarin in the primary and secondary sections, have the option of after-school classes in another modern language in primary and must study a language in addition to Mandarin in secondary.

International GCSEs at 16 are followed by A-levels in the sixth form. The school also offers more than 40 extra-curricular activities.

Results:

Above the world average at IGCSE last year, and impressive by UK standards. Some 71 per cent of grades were awarded at A*-A, while 89 per cent were at A*-C. Last year, 78 per cent of AS level grades were awarded at A-C.

Admissions:

The school conducts interviews and tests to check it can cater for incoming pupils; some pupils with special needs are referred to a local special school.

It also selects on behaviour: children who have been expelled from other institutions are not admitted.

Fees:

Annual fees range from 87,416 RMB (￡8,264) for children attending each morning in the pre-nursery section to 200,490 RMB (￡18,954) for sixth formers. There is also a one-off 1,600 RMB (￡151) application fee and a 16,000 RMB (￡1,513) deposit.

What the school says:

“The school is proud to be very slightly old-fashioned. We place a great deal of emphasis on the importance of behaviour and social graces, and equally on academic progress.” Mike Embley, executive principal.

What the parents say:

“For me it’s really important that the kids are well behaved and there’s no bullying. The kids are generally happy and really like coming to school. We also valued the fact that the school has a recent good Independent Schools Inspectorate report. Charlotte Davids, who has children aged 14, 11 and seven at the school.

WELLINGTON COLLEGE INTERNATIONAL, TIANJIN

New school about to open in China’s third city, modelled on the famous Berkshire institution.

Background:

This is the first school to be opened with Wellington’s blessing abroad, in what is likely to be a franchise operating in several countries over the next few years.

Situated in the centre of Tianjin, a port city of 10 million some 120km south-east of Beijing, Wellington College International has been billed as a “clone” of its 150-year-old parent school.

“It’s quite amazing when you first spot the school,” says its founding headmaster, David Cook. “It looks like a little bit of England in the middle of Tianjin.”

The school will open in August, with a roll of an expected 500 pupils, rising to 1,200 over the next few years. Initially a day school, it also plans to offer boarding options “when the time is right”.

Facilities include a 500-seat theatre, artificial sports pitches, a swimming pool, art and music rooms and a dance studio. The school, all on one site, also has 90 classrooms.

The school is likely to be popular with the East Asian market, with Korean and Japanese families, alongside Chinese pupils with foreign passports, expected to provide the largest national groups. European pupils will also be well represented, with Britons expected to make up about 15 per cent of the pupil body.

Curriculum:

The original Wellington College has been a very strong advocate of the International Baccalaureate, introducing its programmes throughout its senior school in recent years. Accordingly, the IB approach, blended with the English national curriculum, is strongly favoured in Tianjin.

Children will start at the school following a version of England’s foundation stage. This is followed by the English national curriculum at key stages 2 and 3 (ages five to 14).

Throughout, adaptations will be made to reflect both the locality – children are taught Mandarin from the early years – and by elements of the IB primary and middle years programmes.

Pupils will then study International GCSE courses. Schools must be open before they can be approved to offer the IB diploma course in the sixth form, so initially the school will offer A-levels, then teach the IB as soon as it has permission.

Results:

As this is a new school, these are not yet available.

Admissions:

Selective, although the college says it will take students “with a wide range of talents and abilities”.

Admissions tests, supplemented by interviews, are given to pupils from year two upwards. The school also runs a scholarship programme for those talented in sports and the arts. It also accepts pupils with “mild learning difficulties” on a case-by-case basis.

Fees:

Annual tuition fees range from 140,000 RMB to 195,000 RMB (￡13,235-￡18,434). There is a 2,000 RMB (￡189) registration fee and an 18,000 RMB (￡1,701) placement deposit. Items for which parents must pay extra include school lunches, uniform, transport, individual music tuition and public exam fees.

What the school says:

“We have possibly the best facilities that I have seen in any school in China. The name of Wellington has also attracted the best teaching staff. This will be a success.” David Cook, headmaster.

What the parents say:

“I have attended the Wellington College, Tianjin open days and have a lot of confidence that the school’s vision for their students is much more than a mission statement.” Robin Maivusaroko, who has a 10-year-old son and an eight-year-old daughter about to start at the school.

This piece was originally published in the Telegraph Weekly World Edition

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