Choosing Schools When Repatriating

This is the time of year when families often think about repatriation, and for those with school aged children the prospect of another separation from friends, in and of itself, is daunting.  Making sure that they begin next year in an environment which minimizes curriculum differences, where teachers understand the process of re-entry, that builds on the positive changes that children have undergone when abroad and where they are able to engage with peers both socially and intellectually requires that the prospect is taken seriously.

Over the past several years there has been considerable research, literature, and subsequently, corporate policy revision in recognition of the fact that repatriation brings major challenges. Employees may return to less interesting jobs and families may struggle to make ends meet after having been on an expatriate budget.  Suddenly having to purchase a home, cars, and having to pay for all living expenses again simultaneously can be difficult.  Friendships change as both parties have moved on during the intervening years and former friends are not interested in hearing about the expat life.

Despite greater awareness of adult repatriation, there has been limited recognition of the difficulties children experience when repatriating.  The conventional wisdom maintains that children can be returned to their former school and will be happy and successful.  However, children who have lived overseas have changed along with their parents.  They have studied different curricula and may have been learning in a different language.  In some subjects they may be ahead and in others, they may be behind.  Advancing them or having them repeat a grade can lessen some academic problems but may make others worse.

Although parents typically focus on the academic adjustments, a child returning from abroad also is likely to experience social ones.  Children who have traveled extensively develop sensitivity to people of other cultures, respect for different customs and view the world as their community.  They find themselves thinking about global problems much as their peers may focus on sports, TV or video games.  They are more mature and more serious than their contemporaries at home, and may be viewed as odd or strange.  For repatriating children, home can be a foreign place rather than a welcoming one.

Tips for Finding the Right School When Repatriating

1) The first step in identifying a suitable school for a repatriating child is to recognize that she has changed, and the ways in which she is different.  Acknowledge new interests, identify characteristics of current friends, and discuss what is important to her at this point in her life, as well as where she sees herself in the future.

2) Visit his former school, and look at it in light of the qualities identified in #1.  Does this feel like a place where he can be happy, successful, and himself?  Although small schools can be more nurturing, large schools offer opportunities to engage in a broader range of activities, and therefore are more likely to satisfy newfound interests.  In addition, in a larger environment he undoubtedly will have access to a greater number of children from which to select new friends, rather than being relegated to the "old crowd."

3) Identify some characteristics of her expatriate school that worked well - was it more structured, quieter than the school at home?  How can you replicate those features that encouraged her to be her best?

4) Visit schools in addition to your child's former school, both public and private.  If possible, try to include international schools on your list.  Even if your child was in a local public or state school when you moved abroad, both you and he may be more comfortable, at this juncture, in a more heterogeneous environment.

5) If your child is old enough, be sure to involve him or her in this decision.

The most important thing about a school search on repatriation is to recognize the need for one.  Some children will thrive in their former school, while for others, the return home can be traumatic.  As long as parents examine the question, review alternatives and talk with their children, a positive solution always can be found.

By Elizabeth Perelstein

School Choice International

+1 914 328 3000

www.SchoolChoiceIntl.com

www.GlobalEducationExplorer.com

Relocating Abroad? A Primer On International Schools

Internationals schools were originally founded to serve expatriate populations. Many of the first international schools were founded as a result of a foreign state department or military presence in a country. In today's global economy, there is now also demand from multinational companies for these kinds of schools. There were various impulses behind the creation of these schools. Most obviously, the schools provided instruction in a specific language if that language was not that of the host country. They also provided choices for families who preferred a curriculum and school-leaving qualification not offered in the local school system. In addition, the schools were a response to families' desire to preserve their home culture in some sense. They wanted to ensure that their home culture influenced the nature of their child's education. The schools also provided a built-in community for expatriates.

Although international schools usually cater mainly to foreign nationals, they also often attract local students. The majority of international schools are located in or around major cities and centers of business and government. They are most often privately funded institutions, and can be non-profit or for-profit.

International schools can be defined by their curricula:  they either offer a national curriculum other than that of the host nation, and/or they teach a specifically international curriculum, such as the International Baccalaureate. Many international schools will combine these offerings to provide a choice of different "tracks" to their students, which can also include following the curriculum of the host nation.

National curriculum schools provide instruction in the language of the school's affiliation, and offer continuity of curriculum for nationals of that country. In practice, many of these international schools in fact attract a wide range of nationalities, although the nationality of the school's affiliation is usually the majority. (There are notable exceptions to this, however, in international schools which teach a foreign curriculum but are populated mainly by students of the host nation.) Of the international schools which follow a specific national curriculum, American and British curricula are the most common. The list below indicates some of the national systems most commonly found amongst international schools:

National Curriculum Schools:

American:

The United States does not follow a specified national curriculum, but the term refers to schools which follow the American style of education. This emphasizes breadth of study, and usually requires that students study all main subject areas (such as math, science, literature, and social studies) through all years of schooling. Students following a college preparatory curriculum take Advanced Placement (AP) exams in the final years of secondary education, as well as the SAT Reasoning Test and SAT Subject Tests required by American universities.

Australian:

The Australian education system is patterned after the British system. Students begin to specialize in certain subjects at age 16, and they take examinations in four to six subjects at the end of the next two years to earn the Higher School Certificate (HSC) school-leaving qualification.

British:

The British national curriculum emphasizes an early start to formal academic work, at age four or five, and progressive subject specialization through the school years.  Students usually study three to four subjects in depth in the last two years of school before university. Examinations are emphasized, and students undertake national public examinations at regular intervals from the age of 7, the most important of which are taken at 16 (GCSEs) and 18 (A Levels, which are required for university entry).

Canadian:

There is no Canadian national curriculum, as this is under the jurisdiction of the provinces. A Canadian education requires breadth of study. Students following a university preparatory curriculum usually take Advanced Placement (AP) exams in their final years of secondary education.

French:

The French national curriculum provides breadth, but also requires specialization in the teen years. At age 16, those who intend to go to university pursue the general Baccalauréat in one of three tracks:  sciences, economics and social sciences, or literature and languages. Examinations are important and rigorous: students take the diplôme national du brevet exams at age 15 before going on to preparation for the Baccalauréat examinations at age 18.

German:

There is no German national curriculum; instead each Länder, or province, follows its own. However, the basis structure of a German education emphasizes breadth of study until age 16, and then requires specialization in preparation for the Abitur examination taken at age 19 to enter higher education. There are no national public examinations before this.

Indian:

The Indian education system is patterned after the British system.  It emphasizes an early start to formal academic work, at age four or five, and progressive subject specialization through the school years. The language of instruction in Indian international schools is English, and Hindi is studied as a regular subject. Examinations are emphasized, and students undertake national public examinations at age 16, the Indian Certificate of Secondary Education (ICSE), and at age 18, the Indian School Certificate (ISC), which is required for entrance into university.

Japanese:

The Japanese national curriculum provides a broad foundation, with specialization in the teen years. Students earn the Kotogakko Sotsugyo Shomeisho, or Upper Secondary School Leaving Certificate. Examinations drive the system, and schools prepare students for high-stakes entrance examinations to Japanese universities.

Other International Schools:

Other international schools are not affiliated with one particular country, and these often will serve a still more diverse population. These schools usually follow the International Baccalaureate (IB) curriculum.

However, it is important to clarify the distinction between international schools and International Baccalaureate curriculum schools. The IB curriculum, although initially established for use in international schools with no particular national affiliation and diverse nationalities, has grown in popularity and is now used in a variety of schools.

The IB curriculum can sometimes be offered as a "track" within national curriculum international schools, and increasingly, it is offered in some local schools in certain countries.

The International Baccalaureate incorporates three different programs:  the Primary Years Program (PYP), for students ranging from age 3 to 12, the Middle Years Program (MYP), from age 11 to 16, and the Diploma Program, for those from age 16 to 19.  Schools may not have accreditation in all three programs. The Diploma Program is the most commonly found. The PYP and MYP programs may be taught in any language, while the Diploma Program is offered in English, French, and Spanish.

The International Baccalaureate program aims to develop global citizens who are internationally-minded. The content of its courses are international in scope and second language acquisition and development is emphasized. The curriculum also emphasizes study across disciplines. The IB stresses the importance of creating life-long learners, and seeks to develop critical thinking skills so that students "learn how to learn.

Culture of International Schools:

International schools are defined by their transient population. This can be an advantage in helping new students and families to assimilate, as everyone else remembers being a newcomer. It often creates a particularly friendly and welcoming environment. Teachers and administrators are attuned to the needs of internationally mobile children and families, and are often more flexible in accommodating a new student. However, students who stay on at the school for some time would need to adapt to significant change, and friends who come and go.

International schools vary in the influence of the host culture. Some national curriculum schools will strongly reflect the country with which the school is affiliated, with a student body and a faculty in which that nationality is the significant majority. Schools which are not affiliated with one country may have a more diverse population. Schools will also differ in the number of host country nationals which they enroll. In many countries, local students may choose to attend an international school for a variety of reasons, such as the language of instruction of the school, or the particular curriculum and the qualification for higher education offered.

Admissions:

There is generally high demand for places at international schools. It is common for schools to have waitlists. However, because of the transient population places shift regularly, and it is often easier to enter an international school in the middle of the school year than a local private school, for example.

General application requirements typically include:  a transcript from the previous school, teacher recommendations, and the results of standardized testing. Priority in admission may be given to the siblings of current students.

Key Considerations in Choosing International Schools:

Families choose international schools for different reasons. Families who plan to repatriate to their home country may choose to follow their national curriculum to provide as smooth a transition as possible upon re-entry. Those who anticipate many relocations may choose a school that offers the IB program. International schools also provide a valuable opportunity for students to experience a multicultural environment and to meet and befriend students from around the world. However, families should consider the level of immersion they wish to have in the host culture. International schools can sometimes feel like a "bubble," somewhat removed from the local schooling and culture.

By School Choice International

Relocating With Teenagers.

There is no perfect time to move a child, or no specific age at which a child becomes too old to relocate.  At each year, the decision of whether or not to move a child presents trade-offs.  Sometimes parents of secondary school children are unwilling to move their children to another country.  But for many families, the age cutoffs seem quite arbitrary, and can come as early as four years old or as late as 18.  But in these economic times, when families are asked to move, they need to be clear about whether or not they are comfortable moving their children without making arbitrary decisions.  The intent of this article is to spell out the pros and cons of moving children at various ages.

Costs and Benefits:

Younger children are more malleable, and therefore easier to move.  Older children resist leaving friends more vocally and experience more complicated issues in terms of curriculum.  But they understand a great deal more about different cultures, retain far more, and therefore gain much more from the experience.
Employees thinking about undertaking an expatriate posting always should think about how an international relocation will affect their children before agreeing to the assignment.  Here are some factors to consider to help evaluate how easily a child will adapt to school in a new country.  These are particularly important when a child is getting closer to the teenage years.  Thinking about the unique qualities of an individual child is far more valuable than focusing on an age or year level.

Who is your child?

• What kind of student has the child been academically?  In what educational circumstances has s/he thrived and where has s/he struggled?
• What kind of person is the child socially?  Does s/he make friends easily or is it particularly difficult for him/her to do so?  Does the child have special interests that can be continued in the new country that will make it easier to make new friends? Does s/he have interests that will have to be abandoned in the new country?  Can you find a way to continue these on assignment?
• Is the child doing well academically as well as socially at the present time?  Ironically, it is easier to move a child doing well rather than when he or she may be running away from something.

What are the values of the employee and his/her spouse?

• What kind of person do the parents want their youngster to become?  Do they feel strongly that they want their child to be open to new cultures, to taking on new challenges and to confronting risks?  Can they effectively support him or her during this difficult period?  If the employee and the spouse's answers to all of these questions are yes, then age or timing may be less important than welcoming a move as an opportunity at any age.
• On the other hand, if your employee moved a great deal as a child, he or she may have promised him/herself not to do this to his/her own children.  If, for any reason, your employee (or spouse) has a strong commitment to having their children complete secondary school in one place, you may not want to move this family.  No potential benefits may outweigh the disadvantages according to their value system, and the result may be a failed relocation.

What are the academic considerations for a child the age your employee will be relocating, those s/he will encounter when repatriating, and how do they fit the long-term plans of the family?

Timing

From the standpoint of the educational program alone, there clearly are certain times that are better to move a child than others.  This is not only true of the teenage years.  For example, a British child who has completed reception class is not at an ideal stage to embark on an American curriculum.  Unless the child moves to a school where the reading program is individualized, children who already are reading will be taught phonics again.  A British child educated in the United States who returns at the age of 14 or older, during study for the GCSE (General Certificates of Secondary Education) will be behind his or her peers in test preparation.   The same issues come into play for a repatriating child.

Coordination of Curriculum

At any age, but particularly for a teenager, it is essential for a parent to consider the curriculum that the child is leaving and try to coordinate it with the curriculum he/she is going to, unless the family makes an informed decision that they wish for their child to experience the local education.  It is wise, although not always possible, to anticipate the educational program that he/she will attend upon repatriation or the next move.

Parents moving abroad generally have three kinds of curricular choices in the destination country, all of which should be explored by your employees before making any decisions:

• International schools;
• National schools of the employee's culture;
• Local schools.

Despite their importance, curriculum considerations never need be the reason for an employee to forgo an overseas assignment.  International schools have been established all over the world to allow for continuity of program and coordination of schooling.  As a byproduct, teenagers will find peers who are accustomed to moving regularly and faculty trained to understand and accommodate varied curricular backgrounds.

What HR Professionals Can Do To Help

• Understand your employees and what is important to them. Traditionally, relocation packages have focused on housing and moving of household goods, when education is of higher priority to many parents.

• Maintain a list of other parents from your company who have had positive experiences moving school aged children to each destination country. Many welcome being contacted by new employees taking on overseas assignments. You may want to consider building a virtual community of parents and former parents. Nothing can be more reassuring than talking with other parents who have been through it successfully.

• HR professionals may be able to put families in contact with international school personnel to have them reassure families directly. These teachers and administrators have a wealth of experience and can be extremely comforting.

• Allow your employees time to visit a number of schools during their look/see trip to the new country. Try to time the look/see visit when school is in session to give the employee and the family the best sense of what the experiences of their children will be like.

• Hire an educational consultant to walk your families through the process. It is extremely stressful and difficult for families to research and apply to schools from afar. This is particularly true when considering local schools where the rules, both written and unwritten, are culturally different from those your employee will understand, and the timetable is pressured.

The decision for an employee to move his/her family abroad during a child's teenage years forces parents to reconsider their definition of education.

Those who think of education simply as schooling are likely to have difficulty confronting their youngsters and encouraging them to embark on an overseas move.  It certainly will require many adjustments, both of a social and academic nature.  Particularly if local schools are under consideration, these are difficult to help children with unless your employees are entirely confident about the opportunity they are affording their offspring.  If, on the other hand, your employees can be helped to view their children's education as the total experience rather than the hours in school alone, it is never the wrong age to expose them to new customs, to teach them to adapt to change and to seize an unanticipated opportunity.  If your employee can be encouraged to think of education broadly, problems related to schooling, both on assignment and on repatriation always can be solved.  Resolution of these issues in creative ways is part of the journey, part of the learning.

When we returned on home leave, from our first year of living in London, my daughter said to me "now I know, Mom, that there is nothing I can't do."  If that isn't education, what can we teach our children?

• whether it is feasible to expect children to attend local schools in another country
• assessing competition for school places in destination countries
• the politics of the waitlist
• the difficulty of moving families at non-entry point times and grades
• evaluating the need for funding the high costs of private education
• balancing the needs of schooling and housing
• juggling the tight timetable of relocation with lengthy admissions cycles
• accommodating the learning needs of each child, including special needs
• making the choice between private, public (state) and boarding
• the differences in curricula between countries

As an employer, you cannot afford to ignore your relocating employees’ concerns about their children’s education.  The statistics make it clear:

• 84% of assignees cite worries about their children's education as a reason for not accepting an overseas assignment.
• 71% of assignees cite difficult family adjustment as a reason for an early return.
• 51% of assignees have children accompanying them.*

*(Figures: Cendant Mobility 2004, Cartus 2007 Policy and Practices Survey and GMAC Global Relocation Trends 2008)