I’ve thought a lot about my own educational journey — and one word stands out — faithfulness. That’s how I’d describe my path from becoming an educator to becoming the Head of Humanities at Braeburn Mombasa International School. It’s certainly not been linear. Rather, it’s been one of faith, perseverance, and the absolute certainty that being an educator is so much more than merely a job.
Finding the World of International Education
My own story really begins well before I arrived at Braeburn. I initially learned about international curriculum training via the Braeburn Schools; Catholic University of Eastern Africa (CUEA) collaborative initiative. In this program, educators would be introduced to the philosophical underpinnings and best practices of international education; student-focused learning, inquiry-based learning, and global citizenship.
I recall attending these sessions as a young educator wanting to grow, and being fascinated by how different the international curriculum was from what I’d previously seen in other forms of education. As soon as I saw how important creativity, critical thinking, and inclusion were in international education, I knew that I was going to become the kind of educator that helped children learn who they are and what contributions they could make to society; and not simply help them get good grades to pass tests.
Before My Success
I cannot say that my experience to my success was easy. Following my training I applied to many internships and teaching jobs filled with optimism and enthusiasm. However, the feedback I received was limited, and most of it was silence. I can vividly picture me printing countless application letters, hand-delivering them to various schools, and anxiously awaiting responses to my applications that never came.
That season was challenging to my patience and resilience. I have to admit that I also questioned if I was on the correct course; however, every disappointment taught me something about perseverance. Now, looking back, I believe that was a preparation phase — building strength, humility, and faith.
Finally, after months of searching, my persistence paid off. I was offered an internship at a local private school. I learned the real-world aspects of classroom management, differentiation, and the importance of establishing connections with each child in the class. While it may not have been glamourous, I know that I gained invaluable knowledge and strengthened my passion for educating.
Braeburn Mombasa International School Experience
In 2023, a new opportunity emerged for me at Braeburn Mombasa International School (BMIS). When I joined BMIS, it was a mix of excitement and humility. I believed that Braeburn’s mission of providing holistic education and fostering global-mindedness reflected all that I had studied and all that I had hoped for.
At BMIS, I discovered a truly diverse community — students from many cultural backgrounds, teachers from around the world, and a supportive environment that encourages innovative thinking and ongoing growth. For me, teaching is not only about transmitting information; it’s also about cultivating curiosity, empathy, and self-confidence in young learners.
Through my work in the Humanities department (History, Geography, and Sociology), I was able to see firsthand how international perspectives shape students’ understanding of themselves and the world. Whether I’m supporting a group of Year 13s during a presentation or mentoring a group of Year 8s on their research projects regarding abolitionists, every lesson reminds me that education has the power to transform lives.
As I reflect on the last year of growth and gratitude, I am reminded of the moment I received the news that I would be named the Head of Humanities Department. This was an honor, but also a humble experience. In just a few years, I have risen from sending in unanswered applications to now serving as the leader of the dynamic Humanities Department at one of Kenya’s top international schools. The perseverance, passion, and faithfulness of God to this journey are a testament to how His will can be accomplished in the lives of those who trust Him.
The journey I have experienced also reminds me that growth often occurs quietly and through a series of steps which include: waiting, learning, and trusting even when the future seems uncertain. For that reason, I am grateful to each of the mentors, colleagues, and students who have been part of this journey.
Reflections for fellow educators who aspire to join or grow within the international school system, I offer the following advice:
Be patient, but be persistent. Sometimes opportunities arise when you least expect them, and are ready to accept them because of the preparation you have done.
Continue to learn. Seek out training opportunities, read about topics beyond your current area of expertise, and remain curious. International education is constantly evolving, and there is no better way to stay relevant than to continually develop yourself.
Remain committed to your mission. Teaching is not simply a job; it is a journey of impacting the lives of others while allowing their influence to shape your own.
Value every step you take along the journey. Small schools, short contracts, and unpaid internship experiences may seem insignificant; however, they can serve as a springboard to larger opportunities.
In the coming months, as I continue to lead the Humanities team at Braeburn Mombasa International School, my hope is to encourage students and staff alike to see education as a means of bridging the gap between the past and the present, between cultures and ideas, and ultimately between individual and collective development.
The journey has taken a long time, but I do not regret anything that has occurred. Each of the challenges I have faced has clarified my vision, and each success has reaffirmed my call to this ministry. And through it all, I remain convinced of one unchanging reality – God has been faithful.
This article was submitted by ISC member and guest author, Samuel Nyabuto, who currently lives in Mombasa, Kenya and words at Braeburn Mombasa International School.
What ISC Members Are Saying: 10 Must-Read Comments from October 2025
This blog series reviews the most informative member-submitted comments from a specific month. This article looks at the ones submitted in October 2025.
We ask our members to submit detailed and valuable comments. With these informative comments being submitted in our 73 comment topics, ISC is the place to get the information you are looking for!
Here is the list for October 2025 that we thought stuck out as the most informative comments:
Details about new teacher orientation.
“New teacher orientation is a good process to get started in Kuwait, but last year, most teachers came from Kuwait, the GCC, or close to Europe. Expect to land in Kuwait and have to start the next day…”
American United School of Kuwait (36 total comments) in Kuwait City, Kuwait
Describe their hiring policies and procedures. Share your interview experience. Any hiring restrictions? is there a particular curriculum experience required? How about single parents/number of dependents sponsored?
“Braeburn Schools follow a rigorous yet supportive recruitment process aimed at ensuring the highest teaching and learning standards across the network. The process typically involves two interview stages—an initial online or in-person interview with the Headteacher or HR department, followed by a classroom demonstration lesson to evaluate pedagogy, subject mastery, and classroom engagement. The procedure is transparent and merit-based, focusing on experience, qualifications, and alignment with Braeburn’s inclusive and child-centered philosophy. Candidates with experience in the British or International curricula (Cambridge IGCSE, A-Level, or IB) are highly preferred, reflecting the school’s global orientation. There are no hiring restrictions related to marital status or dependents, and Braeburn is notably family-friendly. The school offers a 75% tuition fee remission for up to two children, which provides excellent support for educators with families. Overall, the hiring process is rigorous but fair ensuring that those appointed are not only skilled professionals but also committed to the school’s mission of nurturing confident individuals, responsible citizens, and successful learners…”
Braeburn Mombasa International School (31 total comments) in Mombasa, Kenya
Is the student population declining, staying the same or increasing? Give details why.
“Student population has decreased further since last year, with many parents sending their rising seniors to a school out of country for their final, senior year. Some have done so with their juniors as well. This is primarily due to the political/military situation, and the fear that if they student stayed in Myanmar long enough to graduate, they might not be allowed to leave the country to attend college. While actual conscription is a legitimate fear of the poorer population, having to avoid it/get permission to leave the country is an expensive battle that parents are wanting to avoid.
Additionally, several new international schools have opened in the city (which already has an amazing number of international schools in it!), which is further drawing some of the students and staff away…”
Ayeyarwaddy International School (156 total comments) in Mandalay, Myanmar
Details about the staff housing or the housing allowance. If there is no housing allowance, how much are rent costs and utilities?
“The Head of School and Principals get a housing allowance, unlike the rest of the staff. For a school that lauds itself as celebrating diversity, equity, and inclusion, the leadership does not truly embody this. Totty Aris, who thankfully left last year, was the worst of all. She made sure she was very well taken care of whilst watching as many staff struggled to make ends meet. The greatest irony is that she left the school in a bad financial situation. I’m sure her personal finances are tickety-boo…”
Verdala International School (76 total comments) in Pembroke, Malta
Describe their hiring policies and procedures. Share your interview experience. Any hiring restrictions? is there a particular curriculum experience required? How about single parents/number of dependents sponsored?
“This year people have been a bit rattled by early intentions being sought, I think there was a misunderstanding when people started seeing lots of posts being advertised but it was just early intentions to increase the pool…”
The British School Manila (144 total comments) in Manila, Philippines
What insider information would you give to a teacher considering working at this school?
“We will be hosting Tri-Association in September 2026. This is a regional collaboration with professional development led by teachers in the region and external speakers. The edition from this year was held in Costa Rica with the keynote speaker being Trevor Makenzie…”
Carol Morgan School Santo Domingo (86 total comments) in Santo Domingo, Dominican Republic
Average class size for primary and secondary. Describe any aide support.
“Lower elementary is about 10-15 students, upper up to 22 I think. MS and HS can be up to 24ish, but many classes in HS are considerably smaller due to the large course selection. There is push in and pull out ELL support and two SEL counsellors…”
Korea Kent Foreign School (92 total comments) in Seoul, South Korea
Describe your experience bringing pets.
“I brought my cat in and it was fairly straightforward. You need up to date vaccines and the blood test for rabies. When coming in to the country you have to go to the desk and declare your animal, they will fill in paperwork and give you a receipt. Most landlords are fine with small pets – dogs more than cats…”
Lycee Francais de Shanghai (97 total comments) in Shanghai, China
Are the expectations high of teaching staff? Are there extra curricular responsibilities? Describe workload details.
“Expectations are what you would expect at any international school and are reasonable. At current teachers are no longer required to host a CCA as they are mainly outsourced. Duties are reasonable. One are for improvement is that teachers do internal sub coverage and the Fedo campus has half the amount of teachers so do coverage more often than the teachers at the Mav campus…”
International School of Kazan (153 total comments) in Kazan, Russia
Health insurance and medical benefits. Describe your experiences using these benefits and going to the local hospitals.
“The medical insurance package, whilst still good compared with many other international schools in Chiang Mai, increasingly falls short of that found in premium international schools. The main omission are the lack of maternity related cover, the absence of cover for preventative treatment (such as pre-cancerous treatments) and the low out patients cover of 2,000 Baht (£49, $62). per visit…”
Lanna International School (LIST) (171 total comments) in Chang Mai, Thailand