Factors influencing the making decision of parents in choosing international schools system in ho chi minh city

RESEARCH PROJECT
FACTORS INFLUENCING THE MAKING DECISION
OF PARENTS IN CHOOSING INTERNATIONAL
SCHOOLS SYSTEM IN HO CHI MINH CITY

STUDENT FULL NAME:

NGUYEN TRAN THIEN LY

STUDENT ID:

CGS00018490

INTAKE:

SEPTEMBER 2014

ADVISOR NAME AND TITLE: Dr. NGUYEN PHAN

Ho Chi Minh City
December, 2015


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RESEARCH PROJECT

FATCTORS INFLUENCING THE MAKING
DECISION OF PARENTS IN CHOOSING
INTERNATIONAL SCHOOLS SYSTEM IN
HO CHI MINH CITY

Ho Chi Minh City
2015 -2106


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ACKNOWLEDGEMENTS
This reseacrh could not have been done without the contributions and support of
many individuals. That means the success and final outcome tody of this project required
a lot of guidance and assistance from many people and I extremely fortunate to have got
this all along the completion of my research project work. Whatever I have done is only
due to such guidance and assistance and I would not forget to thanke them. It is my
proud privilege to release the feelings of my respect to several organizations and
individuals who helped me directly or indirectly to conduct my final research project for
my MBA Program 2014-2016. In the thesis done time, I received the help and guidance
devotedly of lectures of HUTECH International Training Institue, Business
Administration Department of Hutech University, Open University of Malaysia,
Executive Boards and emplyees of International schools system in Vietnam. I am very
appriciated the help of everyone has helped me fulfill my thesis.
Besides that, I am using this opportunity to express my gratitude to everyone who
supported me throughout the course of this MBA Research Project. I am thankful for
their aspiring guidance, invaluably constructive criticism and friendly advice during the
project work. I am sincerely grateful to them for sharing their truthful and illuminating
views on a number of issues related to the project.
First of all, I would like to express my deeply special thanks of gratitude to my
profeesor, Dr. Phan Dinh Nguyen, as well as our professional prefessor profoundly – the
instructor guides directly for me in the process to implement the research. He gave me
the golden opportunity to do this wonderful project on the topic: “Fators influencing
the making decision of parents in choosing international schools system in Ho Chi

Minh City” which also helped me in doing a lot of Research and I came to know about
so many things I am really thankful to him. During the making of the research, he has
carefully guided me the necessary knowledge so that I can fulfill my research. The
knowledge I learned from him not only helpful for my thesis but also very usedful for
my career in the near future. With the guidance of dedicated lecturer, I did completed my
research well and on time.
I would also like to thank Executive Board and employees of International School
System in Vietnam has guidedlines and gives me the neccessarry documents about the
business situation of the International Schools System. I express my warm thanks to all


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the people who privided me with the facilities being required and conductive conditions
for my MBA Reasearch Project.
Finally, I would like to thank all customers, students, parents and individuals helped
me answer the questions in the survey. Thanks to the answer of everybody that I had
accurate data for research. I could complete the research project “Fators influencing the
making decision of parents in choosing international schools system in Ho Chi Minh
City” which depends on the enthusiastic response from everyone.
I also thank all my freidns who have more or less contributed to the preparation of
this project report, I will be always indebted to them.
The study has indeed helped me to explore more knowledgeable avenues related to
any topocs and I am sure it will help me in my future.
Kind Regards,

NGUYEN Tran Thien Ly
MBA Program

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Advisor’s assesment
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Advisor’s Signature

-----------------------------------------


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ABSTRACT
My research topic: “Factors influencing the making decision of parents in choosing
international schools system in Vietnam” was conducted survey:
The place: Ho Chi Minh City
The time: From 09th October 2015 to 09th December 2015
The objects:
International Schools System
The needs and the wants of parents and children
A. Objectives of the study:
1.

Identify the needs and wants of parents and children in education forwards the
international schools system today in Vietnam

2.

Develop research models to measrue tend to put children into the international
schools in Ho Chi Minh City based on finding out the differences between the
International Schools System and Public State Schools System

3.

Evaluate the trend of choosing the school in particular and in education in
general of parents today in Ho Chi Minh City

4.

Propose some measures to attracts parents and children enroll into the
international schools system in Ho Chi Minh City.

B. Research Methods:
To understand the use of statistics, one needs to know a little bit about experimental
design or how a researcher conducts investigations. A little knowledge about
methodology will provide us with a place to hang our statistics. In other words,
statistics are not numbers that just appear out of nowhere. Rather, the numbers (data)
are generated out of research. Statistics are merely a tool to help us answer research
questions. As such, an understanding of methodology will facilitate our understanding
of basic statistics.


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Using mainly two methods:
1. Qualitative research:
A method of inquiry employed in many different academic disciplines,
traditionally in the social sciences, but also in market research, in business, and
other contexts including service demonstrations by non-profits
Including: Data collection, analysis and field research design, discussion,
interviews, edit scale and model
2. Quantitative research:

Quantitative research is the systematic empirical investigation of observable
phenomena via statistical, mathematical or computational techniques.
Including:
a. The generation of models, theories and hypotheses
b. The development of instruments and methods for measurement
c. Experimental control and manipulation of variables
d. Collection of empirical data
e. Modeling and analysis of data
C. Limitation of the topic
1. Research objects indicates that those who have intended to let children enroll into
the international schools system in Ho Chi Minh City
2. The scope of research is limited to the area of Ho Chi Minh City should not be
evaluated extensive customer groups in the other provinces and potential customers
ever know about information of international schools.


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CONTENTS
ACKNOWLEDGEMENTS ......................................................... Page 3
ABSTRACT .................................................................................... Page 6
CHAPTER 1.

INTRODUCTION

1.1 Rationale ................................................................................. Page 9
1.2 Research Objectives ................................................................ Page 10
1.3 The importance of research problem ...................................... Page 11
1.4 Object and scope of research .................................................. Page 11
1.5 The structure of research ......................................................... Page 12

CHAPTER 2.

LITERATURE REVIEW

2.1

International education ........................................................... Page 13

2.2

The international school process system ................................ Page 15

2.3

Theory of consumer behavior ................................................ Page 15

2.4

Model of consumer behavior ................................................. Page 19

CHAPTER 3.

RESEACRH METHODOLOGY

3.1 The reason ............................................................................... Page 31
3.2 The scope and limitation of study ........................................... Page 32
3.3 Population and sample ............................................................ Page 32
3.4 Module and variables ............................................................... Page 34
CHAPTER 4.

DATA ANALYSIS AND DICUSSION

4.1 Cronbach’s Alpha ...................................................................... Page 48
4.2 KMO and Barlett’s Test ............................................................ Page 57
4.3 Correlations analysis ................................................................. Page 61
4.4 Regression analysis ................................................................... Page 63
4.5 Descriptives analysis ................................................................. Page 66


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CHAPTER 5.

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ............................................................................. Page 68
5.2 Suggestions ............................................................................. Page 69
5.3 The choice is yours ................................................................. Page 69
5.4 Limitations of research ........................................................... Page 70

REFERENCES .............................................................................. Page 71
APPENDIX 1 ................................................................................. Page 73


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CHAPTER 1
INTRODUCTION
1.1 Rationale
Nowadays, we have to mention about the development of international schools

system which come in many different shapes and sizes and the term itself, includes a
variety of schools systems encompassing a wide variety of formats and curricula, with
some being more international than others. In order to be considered an actual
international school, it is widely agreed that a school generally follows a national or
international curriculum different from that of the host country, especially in Vietnam.
Talking about the rapid growth, in general, the international school market has
experienced explosive growth over the past 10 years in with the number of international
schools more than doubling across the globe. This past year alone, 345 new schools were
added to the network of thousands of international schools worldwide. According to ISC
Research, a UK-based organization dedicated to analyzing, researching and tracking
developments in the international school market, calculates that there are currently over
2.8 million students enrolled in international schools around the world. In particular, in
Vietnam, in 1990s, at that time, there are not many international schools, or even just only
one or two schools for foreigner children living in Vietnam to study. The basic reason is
that most of Vietnamese people at that time do not have enough condition to let children
study in one high quality environment. However, along with the development of social
life and integration of countries over the world such as America, French, Australia,
United Kingdom, Korea and so on, at this time, educational concern is heeded carefully.
All Vietnamese people realize that we have to start with a good education background so
we can change our life better in the future. Education, on the other hand, is defined in
Wikipedia as any act or experience that forms the mind, character or physical ability of an
individual. Education is helping someone learn how to think and how to solve problems
by themselves. Most education would be transferable and you will climb the corporate
ladder a lot faster. Achieving the education peek is just not a paper certificate, also
mention about the knowledge and investment. How can we can education is a good
investment? In the same way we would save money to buy something special – we have
to plan and invest money or time to get that dream job or reach our goals. In uncertain


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economic times, we may hesitate to spend money to advance our career. But the correct
investments in the form of money and time can really pay off.
“As we enter the twenty-first century, it is clear that education is, indeed, the best
investment that we can make, for an information economy depends upon a
knowledgeable, skilled, educated workforce. The better educated our students are, the
better we will perform economically.” Bill Gates
Because of understanding the reason that an education also improves us overall as a
person, parents do not hesitate to invest for our children to reach the best education when
they were young. We are going to think about Vietnamese public schools with the high
quality schools from primary schools to until universities. We really forget some schools
with the low ranking at small district or city because it will not give our children a good
challenge for the next step in future. After that, we think of foreigner language issue of
our children and hopefully, out children can use English or another foreigner languages
well as possible. It cannot be provided well in public state schools, therefore, all parents
have to let children study more language classes at well-known language centers. Besides
that, for a long time, parents really realize some troubles of the pressure and the teaching
quality in public state schools that our children are bearing. They have a lot of subjects to
study and after schools they have to get some tutor class in order to improve knowledge
and their marks. That means, children can stay up late at night and get up earlier
tomorrow morning for the next class day. Their language ability does not improve
because they do not have more time to study and practice in class with a large number of
students. Day by day, it occurs many problems in Vietnamese public state schools system
that all parents have to think about.
1.2 Research Objectives
! Overall objectives
“To define the FACTORS when parents enroll children into international schools system
in Vietnam”
! Specific objectives
1. To find out the differences between the international schools system and Vietnamese

public state schools system.
2. To find out the factors influencing the making decision of parents in choosing
international schools system in Ho Chi Minh City


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3. To suggest the best solutions some parents who make a decision to enroll children
into international school system in Vietnam.
1.3 The importance of the research problem
Problem statement: Nowadays, it is said that there are many debates parents about
choosing international schools system or Vietnamese public state schools system. The
subject is an important documentation source to help leaders of International Schools
System accurately assess the trends of enrolling children to study in International Schools
in Ho Chi Minh City from which to decide whether to invest in project build and develop
international schools or not. And once the company deploys the project, it will have the
original database to build up standards for academic programs and teaching services will
provide to attract customers. Concurrently, through data obtained from research subjects,
the subject author will propose the solutions to attract parents and children to study at
international schools in Ho Chi Minh City. These solutions would like to contribute to
increase feasibility of the research project.
Research Question:
1. What are the differences between international schools and public state schools in
Vietnam?
2. What are the factors influencing the making decision of parents in choosing
international schools system in Ho Chi Minh City
3. What are suggestions for the parents to make a good decision in enrolling children
into the best suitable place to study?
1.4 Object and scope of research
! Research objects

" Almost parents have one child and more than
" Parents who have a financial condition and not have enough financial condition
" Children who are in school-time
" Male and female are over 20 years old
Establishment to select research objects:
" For almost parents have one child and more than who can totally understand
and make a serious concern about education for their children


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" For parents who have enough financial condition who can have thoughts to let
their children into the international schools. For parents who do not have
enough financial conditions who can make a good comparison about
international schools system and public state schools system and have a good
decision for their children
" For children who are in school-time, they can know exactly what they wants
from their schools including facilities, teaching methods, improving languages
and so on
" For male and female are over 20 years old, people have enough consciousness
and awareness to understand their hobby and have choices independently their
entertainment activities. They can know what they want and need.
Scope the research
" The research object is currently residing in Ho Chi Minh City
" The parents have at least one child studying at international schools or they are
thinking about letting their children enroll into international schools in the near
future
1.5 The structure of research
Chapter 1: Introduction
Chapter 2: Literature review

Chapter 3: Research methodology
Chapter 4: Data Analysis and Discussions
Chapter 5: Conclusions and Suggestions


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CHAPTER 2
LITERATURE VIEW
2.1 International education
Education
! Education is a concept, referring to the process in which students can learn
something:
! Instruction refers to the intentional facilitating of learning toward identified
objectives, delivered either by an instructor or other forms.
! Teaching refers to the actions of a real live instructor designed to impart learning
to the student.
! Teaching refers to learning with a view toward preparing learners with specific
knowledge, skills, or abilities that can be applied immediately upon completion.
International Education
International education can mean many different things and its definition is
debated. Some have defined two general meanings according to its involvement of
students. The first refers to education that transcends national borders by the exchange
of people, for example, by students travelling to study at an international branch
campus, as part of a study abroad program or as part of a student exchange program.
The second is a comprehensive approach to education that intentionally prepares
students to be active and engaged participants in an interconnected world.
Understanding of a broad array of phenomena is enhanced and deepened through
examination of the cultures, languages, environmental situations, governments,
political relations, religions, geography and history of world. While definitions vary in

the precise language used, international education is generally taken to include:
! Knowledge of other world regions & cultures;
! Familiarity with international and global issues
! Skills in working effectively in global or cross-cultural environments, and
using information from different sources around the world;
! Ability to communicate in multiple languages; and
! Dispositions towards respect and concern for other cultures and peoples.


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2.2 The international schools selection process
McMahon (1992) examined the expansive phase of international study that occurred
during the 1960s and 1970s. Mazzarol and Soutar (2002) suggested that the decision
process of a student wanting to pursue international education in a foreign country
consists of at least three distinct stages. In stage one, the decision to study
internationally, rather than domestically is made. The second stage involves the selection
of a host country. Finally, in the third stage, the student decides the university at which
to pursue a international education.
Figure 1: International schools selection process

Decision to study internationally rather than
domestically
Selection of a host country

Choosing a international
school
2.3 Theory of consumer behavior
! Consumer demand
Students are viewed as educational customers. The focus of business today has shifted

away from selling products and services to creating a great overall customer experience.
Customers are now in the driver’s seat, expecting an experience that is targeted to their
demands. They’re better informed today, as technology has made it easier for them to do
their homework.
Customers know more about an item’s strengths and weaknesses, and even what the
seller’s costs are, than ever before. They are also acutely aware of how many other
suppliers they can acquire the same item from.
Adapted from the book “Selling Through Someone Else,” by Robert Wollan, the
Global Managing Director of, here are the factors that contribute to a customer’s overall
buying decision:


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! Transaction orientation:
Customers buy according to how well a salesperson meets the customer’s expectations
regarding the buying process. Some customers may want an easy, intuitive transaction that
is predictable and hassle-free. Others may desire a more engaged and consultative buying
process.
! Reliability orientation:
Reliability of products and services is paramount, often because the customer’s operations
depend on it. These customers will invariably choose the most reliable offerings over those
with the lowest price.
! Quality and performance orientation:
Customers desire the best product and service quality and are willing to pay a premium for
it. High reliability is assumed. Customers place a premium on the supplier’s sustainability
record.
! Brand and image orientation:
Customers place a lot of trust in the supplier’s brand, reputation and market history.
! Relationship orientation:

Customers appreciate their history with the supplier and the knowledge the supplier has of
their business. Long-entrenched relationships between various parts of the customer and
buyer organizations are key, and these relationships act as a barrier to the entry of new
suppliers.


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Talking about Maslow’s hierarchy of needs

Maslow’s hierarchy of needs

Maslow's hierarchy of needs proposed in 1943
The earliest and most widespread version of Maslow's (1943, 1954) hierarchy of needs
includes five motivational needs, often depicted as hierarchical levels within a pyramid.
This five stages model can be divided into basic (or deficiency) needs (e.g.
physiological, safety, love, and esteem) and growth needs (self-actualization).
The deficiency, or basic needs are said to motivate people when they are unmet. Also,
the need to fulfill such needs will become stronger the longer the duration they are denied.
For example, the longer a person goes without food the more hungry they will become.
One must satisfy lower level basic needs before progressing on to meet higher level
growth needs. Once these needs have been reasonably satisfied, one may be able to reach
the highest level called self-actualization.


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Every person is capable and has the desire to move up the hierarchy toward a level of
self-actualization. Unfortunately, progress is often disrupted by failure to meet lower level
needs. Life experiences, including divorce and loss of job may cause an individual to

fluctuate between levels of the hierarchy.
Maslow noted only one in a hundred people become fully self-actualized because our
society rewards motivation primarily based on esteem, love and other social needs.
1. Biological and Physiological needs
[air, food, drink, shelter, warmth, sex, sleep]
2. Safety needs – protection
[from elements, security, order, law, stability, freedom from fear]
3. Love and belongingness needs
[friendship, intimacy, affection and love, - from work group, family, friends, romantic
relationships]
4. Esteem needs
[achievement, mastery, independence, status, dominance, prestige, self-respect, respect
from others]
5. Self-Actualization needs
[realize personal potential, self-fulfillment, seeking personal growth and peak
experiences]

! Consumer motivation and behavior
Consumer motivation is the drive to satisfy needs and wants, both physiological and
psychological, through the purchase and use of products and services. Some motives are
simple—we need food, water, warmth, and shelter in order to survive. Others are more
complex, such as the yearning for love or the desire for status and admiration.
Talking about Freud’s Psychoanalytic Theory:
Learn how Sigmund Freud's theories helped shape our modern understanding of
human motivation and personality development. The actual psychological forces shaping
human behavior is largely unconscious. According to Freud, people have to repressed
desire during the grown up process and accepted the social norms. These desires never


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disappear or are controlled completely. They appear in the dream, when the faux pas, in
sudden behavior.
Sigmund Freud is one of the most famous names in psychology. Even though most of
his ideas have been abandoned by modern psychology, his psychoanalytic theory formed
the basis for many current psychodynamic theories. Freud was the first to discuss the
unconscious mind and its role in human behavior.
Consumer Behavior (Wikipedia), is the study of individuals, groups, or
organizations and the processes they use to select, secure, use, and dispose of products,
services, experiences, or ideas to satisfy needs and the impacts that these processes have
on the consumer and society.
2.4 Model of consumer behavior
# Marketing Factor
-

Product (Academic Programs)

-

Prices (Tuition fees)

-

Location (Location of international schools)

-

Promotion

-

Distribution
# Other factors

-

Economy

-

Technology

-

Politic

-

Culture
# Customer features

-

Culture

-

Society

-

Personality

-

Psychology
# The decision of process of customers

-

The problem awareness

-

Information search

-

Evaluate the solution


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-

Purchase decision
# Decision for the customers

-

Product selection

-

Select Brand

-

Select Agents

-

The time

-

The number of goods

! Model of consumer behavior
# Culture
-

Culture

-

Culture branch

-

Social class
# Society

-

Reference Group

-

Family

-

The role and position
# Personal

-

Age and stage of life cycle

-

Job

-

Economic situation

-

Life style

-

Personality and self-consciousness
# Psychology

-

Motivation

-

Awareness

-

Knowledge

-

Beliefs and attitudes

Nations have an interest in student mobility, but what motivates individual students to
go abroad? Students are “pushed” from their home countries by a variety of forces.
Case study: Use Vietnamese Australia International School – Ho Chi Minh City as
a case to study


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An international school is a school that promotes international education in an
international environment, either by adopting a curriculum such as that of the International
Baccalaureate, or Cambridge International Examinations or by following a national
curriculum different from that of the school's country of residence.
In the past, rooting in thoughts of all people, it is said that having an education would
like to give us a better opportunity of getting a great career that pays an above high wage.
Formal education, together with a lot of work by the student can produce qualifications and
credentials that would land us that promotion or management position. Obviously, an
education also improves us overall as a person. It helps us develop to our full potential.
Learning is the most powerful tool in the world. The more we the better we will achieve in
the world. It is mentioned that “all people” in the first line means all parents and even us
over the world in general and for Vietnamese in particular. Many years ago, when we were
young, our parents always did care about our study and many years later, we would be same
with our children in the future. Because we could understand the essential role of education
in life is very important which could be change our life status and even give more. That is
the reason why people, especially all parents still have plenty time to think about our
children education path. Yet we are worried and concerned about what we should do.
In Vietnam, along with the development of society, nowadays, there are many education
systems have flourished successfully. This makes us having a lot of choices beside
Vietnamese traditional public state and international schools systems. Most of parents really
work so hard and try to earn living as much as possible in order to guarantee our children to
have the best education now and in the future. Therefore, technically, we have to spend
plenty of time to consider and make a useful comparison between public schools and
international schools in Vietnam. Obviously, making a decision to enroll children into
international schools is not quiet easy because of both of the high tuition fees and another
related issues in social life of children. This thesis would like to accompany with all
concerns of parents, analyze a part of confusing and hopefully particularly it is going to
contribute to making a good decision enroll children into international schools or not.
Introduction to the school

-

Full name: Vietnamese Australia International School

-

Abbreviated name: VAS

-

Contact Details:


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Website: www.vas.edu.vn
Address
! District 7: Him Lam Residence Area, Tan Hung Ward
! District 10: 594 Ba Thang Hai Street
! District 3: 32 Le Quy Don Street
! District 1: 23 Tran Cao Van Street
! Binh Thanh Street: 1L Phan Xich Long District
! Phu Nhuan District: 202 Hoang Van Thu Street
History of information
Established in 2004 and licensed by the Vietnamese Government, Vietnam Australia
International School (VAS) is a private school group within the national education system
offering a K–12 educational programs. At present, VAS is offering educational services to
some 4,500 students from K through 12 at 6 campuses in Ho Chi Minh City.
In the 2013-2014 school year, VAS officially implemented the Cambridge International
Program in parallel with the National Program. With some 400 teachers teaching the National

Program by the Ministry of Education and Training of Vietnam and some 200 teachers
trained and certified to teach the Cambridge International Program, the school offers 3
choices for students from grade 9 comprising of attending either the international program to
prepare for the International Cambridge A Level, or the bilingual program to get the
baccalaureate diploma by the Ministry of Education and Training and IGCSE certification
(secondary school graduation certificate) and English certificates, or the bilingual integration
program to get the baccalaureate diploma by the Ministry of Education and Training and
English certificates. With any choice, the students are also fully equipped with knowledge,
skills and confidence to get ready for higher learning.
! Vision and Mission
VAS Vision
To be a growing school group of excellence, preparing students to be successful in life and
higher education, whilst preserving Vietnamese values through a combination of National
and International education programs.
VAS Mission
VAS will transparently set out it’s core values and empower all its stakeholders to fully apply
themselves to achieve the highest standard in each of these values in a culture of continuous


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improvement.
VAS will deliver a harmonious combination of national and international education
programs with high level of English and Vietnamese language proficiency.
VAS will create a community of national and international managers, teachers and staff who
passionately and efficiently deliver VAS’s education programs.
VAS will excel in communicating and engaging with parents to create a partnership where
parents support teachers and staff to ensure that their children achieve their full potential.
VAS will provide its education programs to a growing number of students and in a growing
number of locations in a sustainable and responsible manner.

INTRODUCTION ABOUT INTERNATIONAL SCHOOLS SYSTEM IN HO CHI MINH

! Introduction about international schools system in Ho Chi Minh
Not all international schools follow the same curriculum and with thousands of
international schools located around the world, there are a variety of systems designed to
service the various expatriate constituencies. There are American, Canadian, British and the
more generic, “international” schools, that follow one of these systems or a combination of
them in their curriculum. In addition, many of these schools offer the prestigious
International Baccalaureate (IB) Program which can lead to an IB diploma.
! Types of International Schools
Teachers who are interested in teaching overseas for the first time will find it easier to
teach in the curriculum for which they already have experience (i.e. American, British, etc.),
but with experience and training, teachers will find that they are qualified to teach in a variety
of formats. The following provides a sampling of the most common types of international
schools worldwide.
American Schools
American schools, located in capital cities around the world, were originally created
to service the educational needs of American citizens working abroad at the embassies or in
private companies overseas. Surprisingly, many teachers find that these schools follow a
similar curriculum to that of their local districts.
There are currently 197 American overseas schools in 138 countries that are directly
or indirectly assisted by the U.S. State Department to promote an American-style program for


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citizens abroad.
These schools, while incorporating American educational programs, are truly
international. According to the US State Department’s website, enrollment in the schools at
the beginning of the 2010-2011 school year totaled 126,510, of whom 34,602 were U.S.

citizens. Of 15,687 teachers and administrators employed in the schools, 6,809 were U.S.
citizens. Combined annual operating budgets of the 197 schools total over $500 million.
Tuition payments are the principal source of financing for American overseas schools.
In addition, many schools receive further support from gifts and contributions from
businesses, foundations, individuals, and local governments. Assisted schools receive some
funding from the Office of Overseas Schools.
In addition, there are hundreds of other American schools around the world that are
not assisted or do not have endorsement by the US Dept of State. The majority of these
schools are private, non-profit institutions with considerable parental involvement in their
governance. All offer instruction in the English language and there are usually Americantrained teachers represented on the faculty.
Many American schools are accredited by a U.S. regional accrediting body such as
the Middle States Association of Colleges and Schools, New England Association of Schools
and Colleges, Southern Association of Schools and Colleges, etc. As a result, American
teachers report that they are able to jump right into their new school’s curriculum, without
too many adjustments because they are already familiar with it.
American international schools are designed to provide a core curriculum that
prepares students to enter schools, colleges, and universities in the United States. Bambi
Betts, CEO of the Academy for International School Heads, reminds us: "In reality, there is
no such thing as an ‘American’ curriculum since each state (and even district) in the US
makes its own decisions and sets its own standards." Despite this lack of uniformity in the US
educational system, Betts explains, "there are certainly some common themes and practices
that teachers in ‘American’ style overseas schools will be familiar with."


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Canadian Schools
Similar to the American schools abroad, there are many elementary and secondary
schools around the world that offer the curriculum of one of Canada's provinces. For
example, there are schools with accreditation from Ontario, British Columbia, New

Brunswick, Alberta, etc. At these schools, mostly Canadian teachers and staff utilize
Canadian educational materials providing the children of Canadian expats an excellent
quality of education, in dozens of schools in over 30 locations throughout the world.
British Schools
The old expression that the sun never sets on the British Empire is still true if one
looks at the number and location of British schools around the world. There are more than
2,200 British schools in every corner of the world contributing to the large number of
international schools worldwide. This can be misleading, however, since these schools do not
actually receive formal recognition or support from the British government.
While many of these schools follow the British national curriculum there is wide
variance in their structure and quality. This is because British schools outside the UK are
private entities with no governmental monitoring of their programs. This is where COBIS
comes in.
COBIS (Council of British International Schools), is a membership association of
British schools of quality and is a member of the Independent Schools Council (ISC) of the
United Kingdom. According to Colin Bell, Executive Director of COBIS, the 30-year-old
non-profit organization, “provides accountability for the British schools abroad by working
with the British Independent Schools Inspectorate (ISI), to accredit British schools all around
the world.”
Teachers looking for guidance on navigating the varied terrain of British international
schools (whose ownership can fall in the hands of private companies, charities or
individuals), would be well served by checking whether the school in question is accredited
by COBIS. COBIS has been instrumental in working with the U.K. Department of Education
in getting British Overseas Schools inspected under OFSTED (Office for Standards in
Education). OFSTED reports directly to Parliament and inspects and regulates services in
education and other related matters.