Eteach caught up with Mary Langford, Deputy Executive Director of the European Council of International Schools (ECIS), to find out why the organisation is such a leading player in the world of international education and to learn more about its events, professional development programmes and its significance for anyone considering a career working overseas.

Firstly, could you explain what ECIS is and what it actually does?

To paraphrase our mission statement, ECIS is the leading collaborative global membership organisation that promotes and supports the ideals and best practices of international education.

ECIS is unique in that it has over 30 professional committees, consisting of volunteers from member schools who are at the coal face of current practice and pedagogical development.

They keep us informed and recommend important innovations in their particular area that we should highlight, such as potential topics, speakers and workshop trainers. They also source and supply articles for our publications. ECIS school membership supports everyone in the school; senior leaders (heads and directors, board members and proprietors, business managers, advancement directors); class, subject and specialist teachers (for example, ESL/Mother Tongue, ICT, Librarians, SEN, Science) and support staff such as Administrative Assistants, ICT Technology Directors, etc. The range of professional development activities is comprehensive.

We also have Affiliate Members representing other organisations and NGOs (such as the International Award Association, University of Cambridge International Examinations and Eteach International) involved in the delivery of international education or training and supporting members who are suppliers of other services to international schools (such as Follett International, Pearson Education and Sodexo). Individuals may also join ECIS and use many of these services.

While access to the professional development programmes is the focus of membership, we always hear from our members that it is the fantastic ECIS network of like-minded professionals that they most appreciate. When conferences are planned, the location and the cultural amenities that international educators may experience are part of the equation. The collective wisdom and experience of the ECIS membership is impressive.

What are the main benefits of membership for schools, organisations and individuals?

The main benefit is access to ECIS conferences, certificate programmes, benchmarking statistical survey and the opportunity to benefit from our strategic partnerships through our Affiliate and Supporting Memberships. An example of this is the newly launched ECIS iTunes U with Apple Computer, which enables members to access and interact with online courses and presentations.

ECIS also publishes IS Magazine, the International Schools Journal (ISJ) – now in its 30th year and highly regarded by researchers in the field of international education – and the Effective Series with books on a range of topics relevant to international schools.

ECIS Fellowships make financial grants available to educators doing research. The most recent project was the design of a generic International Individual Education Plan (IIEP) for international schools with students with special needs, that can be downloaded for free from our website.

There is an ECIS Outreach Grant for students working in worthy projects promoting community service learning, and the Peter Ustinov Fellowship granted through ECIS similarly is awarded to students working in projects that break down barriers of prejudice. We also offer international awards for adults and students to honour their ‘international mindedness’ and contributions to international education and international schools.

Could you tell us about some of the events you organise?

Our major conferences are the first that come to mind. The November conference is aimed at teachers and administrators and held in a different European city each year. They attract up to 2000 participants from all over the world and feature inspiring keynote speakers such as Professor Sugata Mitra. He’s an Indian professor, now at Newcastle University, whose famous ‘Hole in the wall’ longitudinal research project, installed computers in the slums and villages of India and other impoverished settings and sheds light on how students evolve as independent learners. Professor Mitra was the inspiration for the story behind Slumdog Millionaire. In addition to keynote speakers, there are approximately 240 workshops offered over the course of the three days.

Our April conference is for the senior leadership of our schools and attracts about 600 participants. This is for heads, boards and governors, business managers, development directors and even spouses (a sometimes lonely and challenging role in the school community). This year we had several keynote speakers, including Dr Kyung Hee Kim, a Korean professor of education at The College of William and Mary in Virginia. Her ground-breaking empirical research has changed what we know about diagnosing and nurturing creativity in children and was the feature cover story for Newsweek Magazine last summer. Dr. Kim told us she had turned down invitations to appear on CNN and Oprah Winfrey’s show, but was keen to come to ECIS to speak to international educational leaders!

These major ECIS conferences feature pre-conference workshops offered by organisations such as the Global Issues Network, Martin Skelton and his team at Fieldwork Education, amongst other major players in the field of international education.

Our subject committees also organise their own specific conferences that attract up to 400-500 participants. Especially popular are Librarians, or ESL/Mother Tongue that feature top speakers and workshop leaders, such as the ever-popular Jim Cummins from University of Toronto at ESL or the English Poet Laureate Children’s Poet Michael Rosen at the Early Childhood Conference.

Please tell us about some of your certificate programmes, and in particular your International Teaching Certificate, which is currently open for enrolments.

ECIS has responded in recent years to recommendations from our members to develop more sustained ongoing professional development opportunities, and here we have been strengthened by our collaborative partnerships. With Fieldwork Education and the National Association of Head teachers, we have developed the International Leadership and Management Program (ILMP) for senior school leaders. The Sustainable International Governance Diploma Program (SISG) is a fresh and dynamic approach for training those people responsible for the strategic oversight of the school. Unlike previous programmes that have tended to draw heavily on ‘national’ governance models, the SISG reflects the diversity that characterises our member schools.

Diversity means in terms of nationality and culture of the governing body, diversity in ownership models such as state-funded, not-for-profit, and for-profit schools (the biggest growth sector in the international schools market), diversity in terms of size and student population, or new schools and well-established schools. Our collaboration here has been with the London Business School and IMD in Switzerland, top business schools that provide speakers for our SISG modules who help to attract key international school governance stakeholders to our programme.

The International Teacher Certificate is a blended professional development programme that ECIS has developed in partnership with University of Cambridge International Examinations, who are the independent examiners. It seeks to take experienced teachers and challenges them to become more internationally-minded, reflective practitioners. The ITC’s merit is being recognised by universities in the UK, USA and Australia which offer master’s credit for the ITC, by AdvancED – a US accrediting agency that regards the ITC as teacher certification for their overseas teachers, and most recently by the International Baccalaureate who have made it a pathway to the IB Level 1 Teacher Award. The ITC is the only non-university pathway to the IBL1, and is one of four institutions in the world authorised to prepare teachers for the IB Primary Years Programme, IB Middle Years Programme. There are still places available for the next ITC – there’s more information and an application form on our website here.

To read the rest of Mary’s interview, come back in a few days when we will be posting part two …

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Eteach had the pleasure of attending the 30th Annual COBIS conference from the 7th – 9th May 2011. ‘Stakeholders for Successful International Schools’ was held at the very impressive Royal Horseguards Hotel in Central London and we were very excited to be exhibiting in such beautiful Victorian surroundings.

The COBIS conference gave us the opportunity to talk to head teachers of British International schools about their current recruitment strategies and needs. Many of the schools that we spoke to were in agreement that their ideal International teacher would be one who has trained in the UK and has a minimum of 2 years classroom experience. A positive international attitude to life, a passion for travel and teachers who could offer more than just their subject to the school were also high up on the list.

International Account Manager at Eteach, Gerry Manolas, was extremely fortunate to be able to attend several of the keynote speeches and seminars whilst at the conference. She found all of the talks to be highly informative and gave head teachers the latest up to-date developments in the UK education system.

The main issue that dominated the conference was the discussion around school inspection and which teams have now been, or are in the process of being accredited by the government. Only schools that have passed a recognised inspection are allowed to be fully fledged members of COBIS, thus ensuring a quality mark that parents can trust when choosing a school abroad for their children.

This mark is also something that prospective teachers should look for when deciding where to teach as it gives them the confidence that the school they may eventually join follows strict COBIS guidelines for quality assurance.

Howard Kennedy, Non-Executive Director of the Foundation, Aided Schools and Academies National Association was the first speaker and he outlined the current government’s plans for raising standards in State schools and trying to close the gap between deprivation and attainment.

The talk focussed around the fact that, unfortunately, there is still a link between postcode and what a child’s educational outcome will be. The association wants to make a curriculum which is ‘Fit for Purpose’ where children can achieve regardless of their background and where only the best graduates are recruited to become teachers.

The hot topic was the developing idea of student teachers completing the majority of their degree courses in Teaching Schools. The teaching schools would be selected from those who have received outstanding results across the board in their Ofsted inspections. It is hoped that a network of these schools will be created which will provide professional development to teachers as well.

Do you as teachers and current student teachers agree with this or do you feel the courses you have experienced through university prepared you for life in the classroom?

This was all backed up by Nick Gibb, Minister for Education who in his session said that one of the greatest exports we have in the UK is the Independent Education System with £12 billion being brought into this country by overseas students studying here in the UK. Mr Gibb wants to give the state sector more independence to do what is best for their schools and children in order for them to raise standards and he also believes that the Academies and Free Schools programme is the way forward.

Are you teaching in one of these schools? Can you see a difference and do you feel it is the way forward for your pupil’s attainment?

Over the coming weeks we will be bringing you other highlights from the COBIS Conference including information about SEN and Gifted and Talented, Safeguarding Children, Developing Leadership Skills through Sport and Safe Student Broadcasting, which was a new initiative about making children aware of how to keep themselves safe when using Social networking sites.

What were Gerry’s personal highlights? Having the opportunity to have coffee with the England Rugby World Cup scrum half Andy Gomarsall and listen to his plans for life after his testimonial year and saying a brief hello to HRH Princess Alexandra KG GCVO as she left the reception.

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Moving abroad is an exciting time which promises to open up many new friendships and opportunities. However, it’s essential to understand the full financial implications and to review insurance, pension and savings arrangements as early as possible – writes Tim Cox, Director of Star Capital Finance.

Expat teachers can often access much needed cash tax-free by transferring their frozen UK pensions to an offshore QROPS

The opportunity to work abroad is both exciting and sometimes a little worrying, as you experience a new social and work environment. Often, the decision to move abroad has to be made quickly and there is not enough time to plan everything properly.

For the fortunate, they will arrive at a school where they already have a well-grooved program that helps new arrivals settle in quickly. This can include everything from helping to open a bank account in the new country, to providing a ‘buddy’ who can help them settle in and answer any queries. Many of the better schools will even go out of their way to provide help with accommodation and understanding the new work environment.

Unfortunately however, some new teachers are left to either sink or swim on their own.

UK pension will cease

Often when teachers move abroad, very little thought is given to what they need to do about their personal financial situation. Many do not realise that their UK pension will automatically stop and they will cease to be a UK resident and therefore not need to pay tax in the UK. Instead, they will invariably end up paying tax in the new country and have very little understanding of how this works. It’s also very likely that the new country will not provide any pension for expat teachers working on short term contracts abroad. Unless teachers make their own arrangements, they may end up with a large gap in their pension planning.

Teachers, like all expats, move away for the excitement, the opportunity to experience different cultures and people and the option to potentially save more. This is, however, not often achieved, as once in the new role, teachers are often too busy to review their new financial situation and years can go by without any planning taking place. This can be disastrous, as with the UK pension frozen and with no new contributions being made, there can be a large gap in their pension planning.

In the past, where teachers have worked abroad in places like the Far East and Middle East, these postings were often only for a few years and were very well paid as they were considered ‘hardship’ postings. Nowadays this is not the case and many head to destinations in Europe and the Far East, possibly remaining there for many years. Some never return to the UK. Salaries in many locations are no better than in the UK, so it’s necessary to stay out of the UK longer to cover the moving costs and to make the posting financially viable.

‘Consider your long-term financial needs’

Clearly a move abroad needs careful financial, as well as logistical planning. Before moving to the new position you need to establish if your new job provides you with medical cover, life insurance and a pension. You also need to work out how you will be paid and whether you need to open a new bank account in your new country. Once these points have been resolved, careful thought then needs to be given to your long-term financial needs. This can only really be achieved by sitting down with an ‘Internationally Experienced Independent Financial Adviser.’

Finding such a person is never easy and it is essential that you find someone who has been recommended by friends or an organisation you can trust. Teachers are fortunate in this regard as they have organisations like the Council of British International Schools (COBIS) to help them. COBIS can vet companies and make sure that advisers have the experience and qualifications to provide valuable help and support to teachers, and advice based on the needs of the teacher concerned.

At the moment there is much concern in the UK around the whole topic of pensions and how the current government is tackling this. Already they have slashed the values of teachers’ pensions and are increasing the retirement age. It is clear that this is just the beginning, as pension schemes like the Teachers Pension (TPS) are unfunded by the government and monies are provided to teachers when they retire through taxes that are paid at the time. Governments around the world are now beginning to understand this is not sustainable and are trying to figure out ways to save money. As the populations in Europe and the US get older and with fewer workers to fund the retirement needs of the elderly, the pension problem will only get worse.

Taking out a ‘QROPS’ could be the way forward

Those moving abroad have the opportunity to do something about this. In fact, for many it could prove to be incredibly financially beneficial. Due to changes in financial legislation brought about by the EU regarding free movement of labour and pensions, an opportunity for expats was created called a ‘QROPS’.

QROPS, short for ‘Qualifying Recognised Overseas Pension Scheme’, gives those who take up residence outside the UK the ability to also transfer their pension out of the UK. Although the scheme has been slow to catch on, it has now become one of the most talked about topics in the expat world. For teachers it means they can write to the TPS, who are then legally obliged to quote them a transfer value.

Once a valuation is obtained, things become more complicated as there are so many different QROP options dependent on personal circumstances. This is where the help of a professional is needed and again, it makes sense to use someone who is recommended.

Taking control

For many, this has been life changing as it has enabled them to access cash earlier than anticipated. This can be helpful in paying off any debts in the UK, helping kids with school/university fees, deposit for a property and many other possibilities. The greatest benefit is probably the ability to take the pension out of the TPS and take control. With what is happening regarding pensions in the UK now, it is clear that the situation will only get worse and that the real value of teachers’ pensions will continue to decline as the government ‘engineers’ cunning ways to reduce this liability which they know they cannot meet.

One benefit for those teachers who can take advantage of QROPS when they move abroad is that it locks in the current value of their pension NOW, before this amount is further reduced by government meddling. For those with significant pension pots, it also enables them to hand down any balance to loved ones when they die, rather than leaving it to the government, which is what happens if the pension stays in the UK.

This article was written by Star Capital Finance (SCF) who is supporting members of COBIS and work closely with them in helping to provide teachers with the kind of advice discussed above. SCF also regularly attend COBIS conferences and speak at various events to highlight key financial issues of concern to teachers. SCF offer teachers free impartial advice either before or after moving abroad. They can be contacted via email: t.cox@scfinance.cz or phone: +420 731 375 850

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With over 90 schools in more than 40 countries around the world, the Council of British International Schools (COBIS) fosters an active and vibrant network which promotes good practice and helps to reduce the elements of risk for anyone considering moving overseas to live and work. Colin Bell, COBIS Executive Director, took time out to tell us more about the organisation, and what it does.

So firstly, what is COBIS and what does it actually do?

COBIS is a global membership association of quality British schools worldwide and this year the association is celebrating its 30th year. The association, which is a constituent member of the Independent Schools Council (UK) supports school heads, teachers, support staff and governors by offering conferences, training courses, guidance and professional networking opportunities. COBIS is committed to representing ‘Brand UK’, promoting quality assurance by providing formal British accreditation to British Schools overseas. A COBIS accredited school has undertaken an inspection approved by the DfE (UK); this provides quality assurance for pupils, parents and members of the school workforce.

What are the main benefits of membership for British schools?

Well, where do I start? The main benefit is being part of an active and vibrant network which directly serves the needs of member schools worldwide. Benefits include representation to the British Government, educational bodies and the corporate sector, access to information about trends and developments in the UK and international education, professional development, support for good governance, CRB checks for overseas staff and of course formal British accreditation.

What kind of institutions are members and whereabouts are they?

COBIS has member and affiliate schools in each of the five continents worldwide, with large schools of over 1,500 pupils, to smaller schools with less than 100 pupils. Some schools are cross phase, others are linked to international consulates and embassies, and all cater for a mix of host country pupils and overseas nationals. Overall there are over 45,000 pupils being educated in the COBIS network with large number of school leavers returning to the UK to continue studies at university level. COBIS schools are based in major cities including Beijing, Ho Chi Minh, Sao Paulo, Abu Dhabi, Prague and Ulaanbaatar. When looking to work in a COBIS school the world is your oyster…

What are some of the main issues for these schools and how does COBIS help?

British Schools overseas enjoy being part of a professionally supportive network which enables them to share good practice covering a wide range of areas including curriculum development, pupil assessment, expansion of school buildings, professional development and, of course, links with the British Government, education and corporate sectors. The COBIS network has many ‘experts’ in the field and requests for support and advice are always met with many ready, willing and able responses. COBIS is also proud to work with over 60 corporate supporting members; each of these have their own areas of specific expertise. For example Eteach is always available to offer recruitment solutions for COBIS schools. 

What’s the significance of COBIS for those thinking about working overseas as teachers?

Moving overseas to teach at an international school can be a daunting task. However by choosing to work in a COBIS school, candidates can be assured that their institution has been quality assured and COBIS member/affiliate status has been awarded following a robust membership application process which focuses on pupils, staff, curriculum, examinations, school finances, employment contracts, facilities, inspections and policies including pupil safeguarding, child protection and health and safety. All COBIS schools have agreed to work in accordance with the COBIS code of ethical practice which again helps to reduce the elements of risk connected to moving overseas to live and work. Also, such is the reputation of COBIS schools, teachers will find the transition back to the UK a simpler route as curriculum knowledge and pedagogy can be developed via quality professional development opportunities.  

Representatives from Eteach have recently returned – enthused – from the COBIS conference in Prague. There are several pieces on the Eteach blog relating to this. What went on, and how was it for you?

The conference was excellent – judging from the evaluations we certainly addressed the theme ‘Moving Good Schools to Great Schools’. Lots of stimulating key note speakers and workshops which really engaged delegates. The conferences are such a delight to be involved with, as the energy and quest for knowledge is infectious. It’s great to meet colleagues from COBIS and non-COBIS schools and to be able to create a learning environment for international school staff which enables them to interact, have fun, enjoy a new city and of course sample some fine dining: the COBIS Gala Dinners are always special, and this one was no exception. We are already planning the next COBIS Teachers’ conferences in Madrid and Prague next academic year. Further details are on the COBIS website.

You have your annual conference coming up in London in 7-9 May for heads, governors and members of school senior leadership teams. What will the main highlights be?

Again, the programme includes talks and seminars on developments in British and international education and gives delegates an opportunity to meet and listen to leaders of education. Speakers include Nick Gibb MP, Schools Minister, Marin Davidson, Chief Executive of the British Council and all six DfE approved inspectorates responsible for Inspecting British Schools Overseas.

Highlights also include being able to introduce new COBIS school members and corporate members to one another. We are also delighted that this year the COBIS Patron, HRH Princess Alexandra KG GCVO will be joining us at the annual reception to help celebrate the COBIS 30th anniversary year. Again, the conference is open all: non-members are welcomed. For full details and delegate booking forms, please visit the COBIS website  for the latest information.

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The major benefit to working in Nigeria is the welcoming people who are apparently the happiest in the world. Then there are weekends off in the huge metropolis of Lagos, the warm tropical climate and the children who are a delight to teach. So says Jeni Sayer, Principal of Day Waterman College. We caught up with her to find out more about the reality of working in Nigeria.

How do teachers benefit from taking on an international post?
Everyone knows the value of travel to one’s own education. A two week trip as a tourist cannot hope to give the depth of knowledge and understanding that living and working in another culture offers. One makes friends, learns about customs and culture and gains insight into different political and economic systems. It becomes a privilege to connect with other nationalities and see the common humanity that we all share.

What are the major plus points about living and working in Nigeria?

Quite simply the people. As you leave the airport there is a large sign stating “we are the happiest people in the world” – a statistic derived from a global poll. Movement around the school is interspersed with conversations dotted with laughter. Nigerians are open, fun loving and generally extrovert in nature. Families give their children a disciplined framework, strong moral values and encourage them to observe their religion. Education is highly valued so motivation and expectations are high. Nigerian children are a delight to teach.

Are there any negatives?

Traffic congestion, bad roads in the rainy season and generally poor infrastructure, especially with power. This is the same as in many other parts of Africa.

Please tell us a little bit about your school.

Day Waterman College is an impressive new purpose built school development incorporating student, staff and guest housing. The 100 acre site is located in the peaceful area of Abeokuta, Ogun State, Nigeria, one hour’s drive from Lagos. Visitors express amazement at the facilities and environment, which they tell us are far more impressive than those shown on the website.

The boarding only school for 11 – 18 year olds is in its third year and at full capacity will accommodate 700 students. The school is very much a community with all the teaching staff housed in comfortable apartments on site. Students follow the English National curriculum in KS3, sit the Cambridge Checkpoint examinations in Year 9, IGCSEs in Year 11 and the International Baccalaureate Diploma is planned for Years 12 – 13. The majority of the students are Nigerian coming from families residing in Nigeria, UK and USA.

Is it easy for teachers from the UK to adjust to the curriculum you teach?

Nigeria’s early education system was built upon the British system. A number of schools offer IGCSEs so teachers are generally familiar with these courses. Nigerian teachers are very open minded, keen to improve on their practice and learn quickly. I enjoy working with them.

What kind of lifestyle can they expect in Nigeria?

Life is busy in a boarding school. Boarding schools attract teachers who enjoy interacting with students outside of the classroom, developing stronger and more rewarding relationships with them. For weekends off there is the huge coastal metropolis of Lagos to enjoy, with its surprising abundance of entertainment activities. Together with the warm tropical climate and the welcoming nature of Nigerians, the attractive side of life in Lagos is a well-kept secret.

Further afield there are nature reserves, game parks, sites of cultural interest and access to the fascinating arts and cultural history of West Africa, in not only Nigeria but also neighbouring countries.

What would your advice be for someone contemplating teaching overseas and in Nigeria specifically?

Forget the sensational press reports and listen to what the recruiters tell you. Ask questions about all the issues that concern you. Most schools are honest about the conditions. Once they have successfully recruited they want staff to stay as it is difficult to replace teachers who leave shortly after arrival. Nigeria is a huge country and areas of unrest are restricted to a couple of small pockets in the east and north of the country. Each country has its own particular issues. Work out what is important to your lifestyle and ensure that the country you choose can offer that.

Is there a lot of paperwork involved for someone coming over to teach?

For a resident permit you will be asked for your professional certificates, CV and to complete a form. This takes a couple of weeks prior to your arrival and the school will guide you through the process.

As a recruiter, what do you generally look for from candidates?

Most of all flexibility, adaptability and a positive attitude. I have seen teachers experiencing exactly the same circumstances yet having very different reactions. How you choose to respond to your environment will dictate the success of your stay, not the environment itself. Remember that schools try very hard to do the very best they can for their staff within the school environment – they are their most import asset – but issues outside the school are usually not within their control.

What would you say to teachers who are considering living and working overseas?

Over the past 30 years I have worked with many teachers who have come to West Africa as their first overseas posting. After that first experience almost all of them have stayed overseas and made a rewarding career in international schools. Being open minded and adaptable, and willing to embrace and work within cultural attitudes and traditions different to your own will reap its own rewards. I urge you to explore.

Find vacancies for Day Waterman College and other African schools following this link.