Comparing the Schools and Comments

Comparing the Schools and Comments: Working in India

December 27, 2018

Around the world, there are countries (like India) that have more than one international school. Many times there is an American school, a British School, and an international school that uses an international curriculum.

Some countries, though, have MANY international schools!  When that is the case, how do the comments about each school compare to each other?

This blog series looks at comparing some of these comments, all coming from international schools in the same country.


Currently, we have 133 schools listed in India on International School Community.

32 of these schools have had comments submitted on them. Here are some that have the most submitted comments:

American Embassy School New Delhi (39 Total Comments)
American School of Bombay (34 Total Comments)
Good Shepherd International School (409 Total Comments)
Hebron School (35 Total Comments)
Indus International School (Pune) (43 Total Comments)
Kodaikanal International School (35 Total Comments)
Oberoi International School (36 Total Comments)
Woodstock School (95 Total Comments)

Amount of Money Left to be Saved

“It depends on lifestyle. If you like the posh life, your money will be spent quickly at Mumbai’s many hotels and bars. However, if you live a more modest lifestyle and travel around India, you can easily save half of your salary. Expat couples with no kids can live on one salary.” – Oberoi International School

“Bonuses paid to expat staff who renew contracts are the main savings or opportunity to pay down student loans. Very little savings monthly, most people spend it during the generous breaks sightseeing Asia. Comfortable cost of living in India.” – Woodstock School

“See above for monthly salary – due to the unique nature of the school and it’s ethos, this really depends on your own situation, budget, and spending habits.” – Hebron School

School Campus

“The school has a beautiful green campus in the heart of Delhi’s diplomatic district. There are three elementary buildings, and separate MS/HS buildings. In addition, there are shared spaces for PE and athletics, swimming, Performing Arts, cafeterias, etc. The neighborhood features many embassies and other compounds, but there is also a “camp” with a large population of squatters across the street from the on-campus faculty housing complex.” – American Embassy School New Delhi

“The campus is beautiful. It is probably the best thing about the school. It has its flaws, but it is a terrific environment for living and learning.” – Kodaikanal International School

“Not much changes in the Fernhill Campus, the reason is that the Junior campus will soon move together with the Main Campus.” – Good Shepherd International School

Housing Information

“The school owns all the apartments and they are all beautiful safe and guarded either inside the campus or walking distance from the school” – Good Shepherd International School

“School provides furnished housing for expat teachers.” – Oberoi International School

“Cold winters with little indoor heat – wood stoves most common. Think rustic and adventure and you will not be disappointed. Some of the homes updated, others have more historic character. All require walking/hiking to work and to town. Utilities negligible, except cost of fuel for heat in winters.” – Woodstock School

“There is an allowance for housing which covers expenses as well.” – American School of Bombay

Health Insurance and Medical Benefits

“Fine for minor things. Setting not recommended if specialist consultation is required or for faculty with ongoing medical conditions. The hillside alone requires a decent level of fitness (or will soon provide an opportunity for fitness!).” – Woodstock School

“Health cover within India is included, and if need be can include arrangements for travel to home country in extreme circumstances. There is on site team of nurses who provide care in a ‘hoz.’ Local clinics and hospitals are surprisingly good for India.” – Hebron School

“They will count your absence when you are sick as deductible unless you have worked during your day off or exeats which translate to 7 days a week of work. Even the car that you used to go down to a decent hospital will be charged to you.” – Good Shepherd International School

“There is a doctor on site but in general the schools’ medical services are not well respected. Staff can now go to other local hospitals for medical treatment.” – Kodaikanal International School

(These are just 4 of the 65 different comments topics that on each school profile page on our website.)

If you work at an international school in India, share what you know. Consider becoming a Mayor for unlimited premium membership!

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Highlighted Articles

The International Education Dream

February 21, 2018

Every year, hundreds of leaders of international schools throughout India gather for professional development and share recent research in the field of international education.  It is an impressive gathering of teachers, who have an opportunity to proudly represent their school and share their exciting developments with their international colleagues. They have many reasons to be proud, as thousands of children from these schools go on to pursue prestigious university degrees all over the world, while a large percentage, have their sights set on America.

“So many of our young bright Indian students are aspiring to attend American colleges and living the dream of a college experience in America” explained a Board Chairman of a leading international school in India. However, rather than continue with glowing accolades for these students, there seemed to an air of concern in his voice. As the conversation continued it became apparent that he wasn’t concerned about the academic program but rather the location of the institutions. “What we really need here is American universities with satellite campuses in major Indian cities. We need our sons and daughters to stay here in India to study.” Upon further inquiry into his concerns, he went on to explain: “We are worried that our children who go abroad, will lose our strong cultural traditions and responsibility of family. Who will care for the grandparents?”

This pure honest expression of concern over cultural differences expressed through this conversation was one of many concerns that are starting to be voiced. Families are expressing apprehension when their children are exposed to, and influenced by, different cultural ideas regarding relationships, religion, traditions, core values and more. What happens when the culture of your home country and the cultural experience of your international education differ or even clash?

Could this potential clash already begin in your home country, before you embark on an education abroad?

One could argue that these cultural differences could start even before the student boards their flight to university. Perhaps it slowly begins the moment they enroll in an international school in their home country. The growth of international schools in India is accelerating at an exponential rate. Within the last five years, the number of international schools in India has grown by over 45%, while student enrollment has increased by over 70%. There are currently 469 international schools located throughout the country attended by 268,500 students aged between 3 and 18. (ISC Research)

international education

There is a decline in enrollment at India’s private schools as some students migrate to international schools, and several of India’s schools are moving from state examination boards (such as the Indian Certificate of Secondary Education) to international boards (such as the IGCSE, the Cambridge International Examination, and the International Baccalaureate Diploma Program) to respond to the increasing demand for more globally-recognized education and qualifications. (ISC Research)

The local kids attending the international schools are crossing cultures on daily basis. Their home environment is likely culturally different from the school’s, but it is also the dominant culture of that land. So, outside of school, the cultural values of home are being reinforced. The question we are starting to hear more and more is: “How are these children being shaped and changed by the international culture?”

In one of our presentations in an international school in India we were asked by one of the locally hired Indian teachers: “So how many of these kids still feel Indian? And how do they get along with their parents and their expectations?

Where can we look to, for help to better understand these potential cultural differences in international education? How can we try to start to understand the feelings, emotions, and cultural challenges of the students embarking on this education journey along with the parents and families of these individuals? We can start by looking at Ruth E. Van Reken and her descriptions of CCKs.

A Cross- Cultural kid (CCK) is a person who is living in-or meaningful interacting with two or more cultural environments for a significant period of time during developmental years.

Educational CCKs are: Children who attend a school with a different cultural base from the one they return to at home each night.

international education

(Ruth E. Van Reken, co-author, Third Culture Kids:Growing Up Among Worlds, 3rd edition, 2017)

These kids usually grow to be capable in areas like:

  • Cross-cultural skills
  • Observational skills
  • Social skills
  • Linguistic skills
  • Adaptability
  • Expanded Worldview, thinking “outside of the box“.
  • The potential of being less judgmental, less prejudice

All of these benefits will serve them in the future planned by the parents who enrolled them to this kind of international schools. But at the same time these kids also face some challenges that this lifestyle brings:

  • Might have complex identity or less strong typical feelings of national affiliation
  • Confused loyalties
  • Painful awareness of reality
  • Unsureness or ignorance of the home country culture,
  • Different sense of nationalism
  • Different integrated cultural identity
  • The potential to be rootless and restless

These challenges do not only impact the student themselves but their family around them. Parents, along with extended families in India can also experience challenges as their children exhibit culture norms very different from their own.

This generation, attending international schools in their home country, aiming for university in a different culture, and being technologically connected worldwide, are a “growing cultural complexity”; they are being shaped in ways previous generations never knew. But as long as they remain in India, the dominant culture likely keeps them more in tune with traditional values and a sense of identity so parents may not notice these early shifts.

When you made the decision of enrolling your children in an international education, you also make the decision that they will be influenced by other cultures; it is unavoidable. So how do parents build the base of values and all they want their kids to maintain anywhere?

Upon sharing our ideas with Ruth Van Reken, she expressed her enthusiasm for this area of CCK development, expressing, “You have just hit a brand new place in this whole discussion!”

In times of growth and change we should anticipate that this is only the beginning. There are dozens more questions that beg to be answered as hundreds of thousands of children and families in India and all over the world look towards international education and international universities as the way forward for their children and their future. The benefits of this road and journey are enormous. But, it is always better to embark on the journey with a clear idea of the obstacles and challenges that may arise.

International schools have the responsibility to be aware and educate their communities on the potential benefits along with the challenges. Parents of these children could benefit from being more aware of these challenges as their child’s journey begins and be better equipped to help their child and themselves navigate these challenges.

So let the conversation begin. We at Global Nomad’s World (GNW) will be happy to lead you through this exploration. We offer workshops for families and schools (including counselors and administrators) to help support this growing population that are dealing with this significant cross-cultural questions. The students and the families will benefit from being understood and we will offer tools to help them succeed on their journey.

How can your Cross-Cultural experiences be shared?

If you are a parent interested in these cross-cultural educational questions, please help us gather information by filling in this anonymous short survey

international education

Lisa and Daniela are the co- founders of Global Nomads World (GNW)

Lisa Murawsky is an International Educator, teaching in India and at Endicott College in America.

Daniela Tomer is an Israeli licensed Clinical Psychologist. She is a Mediator, Coach and Trainer and serves as FIGT- Families in Global Transition Program Chair, leading their global annual conference

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School partnerships valuable learning for growth: visit to International School KEF Nepal from a school in India

September 4, 2013

School Partnerships valuable learning for growth

Being in the education sector provides valuable oppurnities to learn from overseas school interactions. Our school Khaitan Public School, Sahibabad was very fortunate to have its first tie up with an International School from KEF Nepal.

On 2nd November 2012 two distinguished people honored us by visiting our school, Mr. Keshab Prasad Paranjuli (Math HOD/Academic Dean) and Mr.Purna Bhadur Rana (IT HOD) from Karunanidhi Education Foundation (KEF) Nepal.

Mr. Paranjuli and Mr. Rana being welcomed

Observing kinder garden students

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Visiting classes and interacting with students sharing information on Nepal

They viewed our student’s assignments, saw live classes while interacting with them. When the students sang our School Anthem they were very delighted and shared their school anthem with us in Nepalese. They were eager to know more about subjects taught, teaching methodology adopted by teachers, student response, extracurricular activities, special students needs, and corrective methods for indiscipline adopted by our school authorities and our school’s Entrepreneurship programme with the 11th grade students.

The Entrepreneurship programme was a new concept for learning the ropes early in life where the school provides a platform to enable students to start an enterprise thereby forming a real time company headed by a CEO and other employees as they would in a real company. The company decides its name, logo, procures items to be sold to the consumers, markets its products, issues receipts and maintains a log of all transactions executed by the organization. This activity is held on the school campus for a fixed time 1 month duration. As students get a real feel of what it is to be responsible to own something the learning is optimum.

aetnaertharfdv aertbnargr arebartgar
Inquiring about the Entrepreneurship Programme and School Staff

What I have personally learned from this rich interaction is to know about a country you need to meet the people. People who have a thirst for knowledge continuously keep learning with an open mind and heart. To truly grow as a human being you have to have an open mind with no prior perceptions about countries. Showing warmth towards someone from another country in your homeland in the heart of your educational institution matters a lot and acceptance is everything. Sharing best teaching practices employed in each other’s schools has tremendous learning. Eagerness from our partners to learn about us, our culture, methods was not only very encouraging but also very positive enabling us to have a long term fruitful partnership. I would be forever grateful and indebted to our Nepal school partners for this invaluable experience.

Charmaine Vida Tayal

International School Award Coordinator, Facilitator Projects, Khaitan Public School Sahibabad, India


Thanks Charmaine for sharing your visit with us!  Currently we have 75 international schools listed in India on our website, with many of them having comments and information that have been submitted on them.  Check them out here.

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An experience of a lifetime: visit to John Donne School (UK) from a school in India

July 10, 2013

On 25th June 2012, I was fortunate to visit a school in South East part of London at a place called Peckham. Peckham holds significance as during the London riots it was a hotbed of violence. It has a mixed racial community of Africans, Bangladeshis, Sri Lankans, and people from South East Asia.

aerharghrarf Untitled

Mr.Phil Mayo (see above photo) explained about the sign “Peace at Peckham” made creatively by the pupils of JD after the riots with all used polythene bags, rags and waste paper. The pupils from a mixed racial background strongly wanted to convey the message of peace to their community thru this sign.

John Donne School is situated in the heart of this vibrant, exciting and multi-cultural area and is a community primary school, which is part of Southwark Local Authority where the admitting body is the London Borough of Southwark. JD as it is popularly known among people is an exceptional school of London. I got to see many facets of a school and different approaches adopted by their academic faculty. The learning derived in spending half a day at JD has not only been enriching but enabled me to gain a better insight at the teacher student dynamics which I would have not explored earlier.


Let me take you thru a journey of discovery thru JD……

Reaching school at 7.15am I waited for Mr. Chris Souvlis (South London Schools Internationalism Support) who played a crucial role in coordinating this visit. As UK rules for visiting a school are very strict and without an official invite from a school no person is allowed to enter. Mr. Souvlis was a contact of another contact Mr. Chris Williams (Comenius Expert, British Council Ambassador for the East Midlands) who has been a vital link for the ISA and without whose assistance this visit would not have been possible.

Being early gave us time to discuss various school projects undertaken by Mr. Souvils. At 8am we met Mr.Phil Mayo (Pastoral Manager) at JD who was very welcoming and eager that I viewed their assembly which was scheduled for 8.30am in a large hall with no stage where about 200 pupils had gathered. The Assembly was conducted by the Deputy Head teachers Ruth Moyler & Simon Wattam on the theme London Olympics 2012 and started with a piece of music “Chariots of Fire”.  After which the pupils were asked to identify that piece of music. They showed high awareness and a lot of hands went up giving the right answers. The various sports to be played at the games were then mimed one by one by Simon and Phil. This was a very interactive assembly where all the pupils were enjoying and learning simultaneously. The energy and enthusiastic manner with which the teachers conducted this was a visual treat.

This reinforced my belief that enthusiasm in a person is not only infectious but also a energy booster for the pupils. The school provided 5 pupils with wrestling tickets for the Olympics which was a real time treat for them. Purple badges were given for full attendance; the child who was a star of the week was announced to motivate others to be regular at school. The school had also purchased new special Olympic themed tyres which were displayed on the play ground and the students were excited to explore the same.  They were asked to respect school property without damaging it.

After this wonderful assembly we wrapped up for a school tour. Seeing various creative classrooms decorated with artwork by pupils was a total “WOW moment” for me. What impressed me more was they were from the 1st-5th grade and with the help of their teachers they brought out the best of their creativity. This ability of the teachers to capitalize and bring out the best from them was awesome. By giving those options to choose from it enabled them to become independent and smarter. The teachers’ found innovative ways of teaching which boosted the pupil’s creativity.


Speaking with their 4th grade teacher was informative as she shared while teaching a particular topic for the month all other subjects would be correlated with the main theme. e.g. While she was doing Africa as the  main theme even the art and craft was correlated in which animals were made in a jungle setting.

This creativity extended to different subjects and with various teachers as I spoke with the English and Math Teacher Mrs. Jabbar. Who introduced math in the form of various games where the pupils were learning but best of all they were looking forward to the classes. Creating interest is all in the hands of the teachers by being innovative and different.

Mr.Phil shared that JD was an example of an exceptional school where the staff were very involved with the pupil’s welfare as they were coming from different multi cultural backgrounds. Some were from broken homes or having one or no parents. All pupils would eat breakfast at school and no one would attend class if they had not eaten. The councilor’s room was a place to express their feeling through drawing, colouring, writing or just talking. Parents could also join in on the discussion over there. They had a very unique way of punishing a pupil who had repeatedly been naughty. There were made to fill out a questionnaire where they would actually reflect upon their behavior. It was called the 5 W’s form. This way of punishment really worked as it enabled the child to really think about their behavior and not just brush it aside.

I learnt and saw so much in the span of half a day that the overall experience and learning was nothing short of awesome in every way.

Charmaine Vida Tayal

International School Award Coordinator, Facilitator Projects, Khaitan Public School Sahibabad, India


Thanks Charmaine for sharing your visit with us!  Currently we have 71 international schools listed in India on our website, with many of them having comments and information that have been submitted on them.  Check them out here.

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School Profile Searches

Using the School Profile Search feature on International School Community: Search Result #6

July 1, 2012

Only on International School Community will you be able to search for the perfect international school for you.  The possibility to search (using our unique search engine) for international schools based on the type of school that best fits your criteria.  There are many different kinds of schools: ones that are small in student numbers to ones that have more than 1200 students, ones that are for-profit to ones that are non-profit, ones that are in very large cities to ones that are in towns of only 1000 people, etc.  Each international school teacher has their own type of a school that best fits their needs as a teacher and a professional.  You personal life is also very important when you are trying to find the right match.  Most of us know what it is like to be working at a school that doesn’t fit your needs, so it’s best to find one that does!

Utilizing the School Profile Search feature on International School Community, you can search our 1232 schools (updated 01 July 2012) for the perfect school using up to 8 different criteria.  The 8 criteria are: Region of the world, Curriculum, School Nature, Number of Students, Country, Year Founded, Kinds of Students and Size of City.  You can do a school profile search in three different locations on our website: the homepage, the Schools List page and on the side of every school profile page.  Past search results: Search Result #1 posted in December 2011, Search Result #2 posted in January 2012, Search Result #3 posted in March 2012, Search Result #4 posted on April 2012, and Search Result #5 posted in May 2012.

Search Result #6

Criteria chosen:

  1. Region of the world (Asia)
  2. Curriculum (All)
  3. School Nature (Non-profit)
  4. No. of students (All)
  5. Country (India)
  6. Year founded (0-15 ago)
  7. Kinds of students (All)
  8. Size of city (3m-10m)

Schools Found: 3

India – Sushilhari International Residential School (0 Comments)

India – The British International School Chennai (0 Comments)

India – Stonehill International School (India) (7 Comments)
Sample comment – “Teachers get a furnished apartment with back-up power, telephone/internet, with underground parking. There is an allowance for utilities.”

Why not start your own searches now and then start finding information about the schools that best fit your needs?  Additionally, all premium members are able to access the more than 5334+ comments and information (updated 01 July 2012) that have been submitted on the hundreds of international school profiles on our website.

Join International School Community today and you will automatically get the ability to make unlimited searches to find the international schools that fit your criteria.

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