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)
“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
“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
“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
“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!continue reading
I learned about International Schools in the early 1980’s. A Principal whom worked with in the States mentioned he had just returned from two years of teaching in Jedda. He explained International Schools to me and I thought, “Are you kidding?” I tucked the information away in my ‘mental pocket’.
About ten years later, I was working with a successful juggling, magic and music ‘Medicine Show’. I had created this show with a partner and it became quite successful. Nonetheless, I was feeling ‘stale’ in my work and in fact, in my life and felt the need to be challenged and indeed, ‘confused’. I decided to travel… to India. I remembered that Principal and thought that it would a good idea to get short-term work at an International School to help pay for a trip or to simply get a tax write-off. I sent letters to every International School in India. I was invited to come to Kodaikanal International School in Tamil Nadu.
It was, by then, the mid to late ’80’s, a time before the Indian economy had opened to global trade. My arrival at the airport startled me, filled with both confusion and a complex smell of multiple ingredients. My bus trip from the airport left me far from my eventual destination of Colaba, the old Victorian section near the original Taj. It was around 2am. I walked towards my destination. The streets were filled with sleeping people. I walked filled with the alert caution I cultivated from growing up in New York City. In spite of anticipating potential ‘trouble’ I couldn’t ignore the fact that the vibe was actually quite tranquil and not in the least confrontational. My shoulders relaxed, my gait slowed and I realized I had just received the first lesson of my journey, never judge what you see, from what you’ve seen.
That has been one of the many gifts I’ve received from 35 years of visits to International Schools in over 65 countries. There have been others…stories of the world’s endless diversity, opportunities to work with intelligent and dedicated people, the chance to see how an education blessed with abundant resources, time, space and adventures effects students and their teachers. While working, I have always tried to carve out time to travel… a few days here and there, a dip into Lake Malawi, Christmas time in Ethiopia’s Lalibela, hiking the Steppes of Mongolia driving the mountain roads around the ‘Grand Canyon’ of Oman and simply being a flaneur in the streets of Paris, Rome, Sofia, Gothenburg, Lima, etc.
I’ve been lucky with what I’ve been able to see and learn. I purposely placed myself in circumstances previously unexplored by me and where I had to trust my instincts and the world I was temporarily immersed in. The results has been one gift after another; the experience and appreciation of the essential goodness and abundance of the planet; its physical beauty and its diverse inhabitants.
However, I can’t deny that part of working with the International School community is also a discomfort that comes from an awareness that the world that supports International Schools is often one supported by economic inequality and resource and human exploitation. Working in International Schools helps all of us understand that we, the privileged, walk ‘roads’ around the world occupied by a very small percentage of the Earth’s inhabitants. It can feel like a contradiction when we teach about the importance of supporting our planet’s social and ecological diversity while realizing that the system that supports our profession often consciously or inadvertently contributes to the very things we are trying to erase; inequality and unsustainable use of resources.
How do we resolve this? We probably never fully do. I probably haven’t, but being part of International School Community has convinced me that the education we share must now move towards one that is not oblivious to these contradictions. Nor, in my opinion, should we assuage our discomfort through charity or a sense of ‘noblesse oblige’; an attitude that leads to ‘top down’ benevolence. The true nature of our engagement with the world must begin with the idea that ‘We are all in it together’ Only when we understand that our fates and the fates of those who are much less economically privileged than us and who so often provide the food and services that privileges us, are the same.
In this ‘next era’ of International School education, we know that colonialism is not the system that should define our engagement with the world. We understand that ‘charity’ no longer is enough or even smart. Our engagement with the worlds of our ‘host’ countries, must be based on respecting the intelligence and often unacknowledged ways these countries have traditionally negotiated complex problems of social and ecological diversity and limited resources. In the International School Community, we must now see ourselves as partners with our host countries and not as overlords; partners in the struggle for a sustainable and more egalitarian world.
I have learned first hand that this understanding is not the one that has been dominant. One year, I was brought to a school in India to work with non-violence issues. Next to the school was a settlement of poor folk living in crowded and incredibly trying circumstances. I wondered how they get along with each other in these trying situations, so I suggested going into this community and finding out how they dealt with conflict. Previously, the only contact the school had with this community was a charity based, where the children of the community were invited in to do art, receive food and to play with the children in the International School. The leadership of the school nixed the kind of exploration I proposed.
A shift in this perspective to one of mutual learning will point us to creating a shared practice with those who are our neighbors and colleagues; a shift that will allow us to learn from those who have lived in our ‘adopted’ countries much longer than we have. Their practices, often part of our host countries historical agricultural techniques, their water use policies, waste disposal and construction methods, are things we can learn from. Living within limits are often part of many people’s cultural heritage, philosophy and behavior. To learn from and participate with others in taking care of all of our environment and population leads to an investigation of how the industrialized world sometimes promotes practices with the opposite effect. Understanding and learning about locally based wisdom can be a big step in moving our relationship with our host countries to one of equality and sharing and an understanding that inequality, exploitation and the imposed destruction of the ‘locally grown’ aren’t smart for anybody. The result of not taking advantage of learning about local wisdom can result in everyone being vulnerable to its effect.
This kind of education, one that understands that everyone teaches and everyone learns, can help to resolve the discomfort we feel living and working in worlds seemingly isolated from the problems of the multitude of people who live outside our gates. International Schools can be part of a vanguard movement in International Education that learns as well as it teaches, shares as well as takes and helps the planet moves forward to an acknowledgment of the fragility of our Earth and how our ‘boat’ is ultimately shared by all…a good way to educate for the future, I think.
This article was submitted to us by guest author, Marc Levitt. Marc Levitt is a filmmaker (Stories in Stone, Woven in Time and the ‘in process, Triple Decker, A New England Love Story), author (Putting Everyday Life on the Page, Changing Curriculum Through Stories, A Holistic Approach to Culture Change), storyteller, radio host (www.ActionSpeaksRadio.com) and has been working in the International School Community as a Key Note speaker, workshop leader and storyteller for over 35 years. He is currently the ‘Scholar in Resident’ in a working class community’s school system in Rhode Island, USA. Marc can be reached at www.MarcLevitt.org or MarcJoelLevitt@gmail.com
The journey to work is indeed an important one. The journey though is not so clear for international school teachers when they are looking for jobs at schools in cities/countries to which they have never been. So let’s share what we know!
One of our members, who works at the American Embassy School New Delhi (India), described her way to work there as follows:
I have been working at the American Embassy School (AES) in New Delhi for the past year. My journey to school starts every morning at 7:45am (March 2018) when I leave my apartment. I consider myself pretty lucky because the whole commute takes less than ten minutes and I can walk.
I am currently living at the Embassy of Bulgaria. apparently, Bulgaria had a huge delegation in India in the late ‘80s/early ‘90s, but due to some financial issues, the delegation has shrunk considerably in recent years. Thus, many of the apartments at the Embassy that used to be occupied by Bulgarians are now occupied by teachers from my school. Out of twenty-one apartments in the complex, eleven are occupied by AES teachers and ten are occupied by Bulgarian diplomats.
The grounds of the apartment complex are quite beautiful. When I leave my apartment, I can hear birds chirping and see the sun shining (at least, I can in the spring and summertime – in the fall and winter there is quite a bit of pollution). But, this time of year, March, the sky is blue and there is bougainvillea blooming everywhere. The bright pink flowers bring a profusion of color to the landscape.
The gardener waves to me as I walk past. He’s busy feeding some of the many cats that live on the compound. There is a mama cat with four kittens who always say hi. They like to hang out in the backyard of the building. Every apartment comes with a terrace and garden, which is quite nice. There is also a pool that we can use, some barbecue grills, and a playground with a trampoline for kids.
The apartment complex is a walled compound and there is a guard at the entrance 24/7. On my way out of the complex, I say to the guard “Namaste, Aap kaysayhey?” and he replies “Mayen tikh hoon.” I step out of the quiet of the Bulgarian and on to the street. There is color everywhere and the bees are humming around. It’s warm and breezy, maybe 70 degrees fahrenheit, and the high for the day will be close to 90F.
I turn right and start walking. Along the way, I pass yellow and green auto-rickshaws (the traditional mode of transport in Delhi, very similar to the tuk-tuks of Bangkok), city taxis, motorbikes, and the ever ubiquitous white Suzukis that are used by Uber drives. Uber has recently become the preferred method of transport in Delhi and the white cars are everywhere. That’s one of the reasons why the traffic in the city is so bad. The proliferation of Uber. Thankfully, I don’t have to drive to get to school.
The walk is lovely. I pass the grounds of the Russian Trade Federation and the Ravi Shankar Foundation. There are bushes and yellow flowers and everything has been newly trimmed and smells like cut grass. I think most people who come to Delhi would be surprised by how green the city is. Although it’s home to twenty-five million people, there are quite a lot of trees.
A sweet yellow dog comes up to me and says hello. Delhi has lots of street dogs and they are, for the most part, super cute and very friendly. I give yellow dog a pat on the head and continue on my walk. I pass a giant banyan tree, it’s roots all twisted and gnarly. I like the way the sunlight looks when its coming through the leaves. Everything is golden and shimmering.
The traffic on the street in the morning is heavy because the British School is on this street. It’s across the street from my own school and parents and drivers are dropping their kids off for the day. I side step the traffic and continue along the street. Like I said, the whole walk only takes about 10 minutes. But sometimes I dawdle and daydream.
Across the street from the British School is Vivekanand Camp. The people living in this community have been there for generations. It’s a miracle that the camp hasn’t been torn down yet – it’s the only one still left in the Embassy area, Chanakyapuri. It’s estimated that as many as 2,000 people live in the camp. They don’t have running water. Sometimes, on my way home from school, I see the municipal water truck parked outside the camp entrance. The women come outside with buckets to fill up from the spigot on the side of the truck.
There are always kids from the camp hanging out on the street. In the morning, they are headed to school. They wear the white pants and red sweaters that signal the government school uniform. In the afternoon, the boys play cricket. They harbor dreams of being the next Virat Kohli. He’s the current captain of the Indian national team. The camp is a stark reminder of the wealth inequity that persists in India and other countries in the developing world to this day.
I cross the street after passing Vivekanand Camp and I am at the entrance to my school. The school is surrounded by high walls and security guards. Men stand patrol at the gates and there are armed soldiers present. The campus is secure and safe. It’s right next to the American Embassy. I go in gate number 4.
Once inside, it’s a short walk for me to the middle school building. The AES grounds are approximately eleven acres, and it feels a lot like a college campus. There are separate buildings for the elementary, middle, and high schools, athletic fields, a theatre, a cafe, a gymnasium, a pool, and even a climbing wall.
The campus is known for being home to many different species of butterflies and birds. The biodiversity is incredible. Especially if you are used to living in a grey urban landscape. The number of gardeners who work on campus must number close to fifty. There are so many flowers to water and plants to take care of – they do an amazing job.
I consider stopping to sit on a bench and enjoy the sunshine, but it’s close to 8am already. Teachers have to be at work at 8:00, although classes don’t start until 8:30. I’ll go to my classroom to do some prep and get ready for my classes.
I’ve made it to the entrance to my building. I give thanks for the nature that surrounded me on my walk, blink once more in the sunshine, and go inside to greet my day.
This Journey to School article was submitted to us by guest author, Megan Vosk. Megan Vosk is a middle school MUN and Humanities teacher at the American Embassy School in New Delhi. She loves helping young people become more compassionate and engaged citizens. When she is not teaching, she likes to spend her time reading, watching movies, practicing yoga, and dining out with her husband.
What to know more what it is like to visit and live in Asia? Out of a total of 201 international schools we have listed in Asia, 59 that have had comments submitted on them. Here are just a few:
American International School Dhaka (53 comments)
American Embassy School New Delhi (39 Comments)
Good Shepherd International School (411 Comments)
Indus International School (Pune) (43 Comments)
Kodaikanal International School (53 Comments)
Oberoi International School (36 Comments)
SelaQui International School (36 Comments)
Woodstock School (58 Comments)
Nazarbayev Intellectual School of Astana (53 Comments)
Abraham Lincoln School (Nepal) (36 Comments)
Colombo International School (64 Comments)
The British School in Colombo (41 Comments)
So what is your journey to the international school you work at? Earn one year free of premium membership to our website if you participate in this blog series – ‘The Journey to School’. Email us here if you are interested.continue reading
RoboRAVE is a growing Robotics education program to teach teachers and students how to design, build, program and test robots to perform a variety of tasks. It is also a competition for teams of kids, ages to 8 to adults, to test their design in one or more RoboRAVE Challenges. Kids have the choice to use any hardware and software.
RoboRAVE focus on STEM education.
Here kids learn to use what they have learned in Science (mass, velocity, forces, friction etc) along with Maths (Variables, functions, formulas etc.) to develop Engineering skills (design, materials, systems) using Technology (programs, sensors, computers) in order to get the best results. Learning is fun. It is sharing of information and above all teamwork.
“ROBORAVE HAS CREATED THE FOLLOWING VALUES – THAT FORMS THE FOUNDATION FOR SUCCESS”
1. COMMUNITY > COMPETITION
2. SHARING > WINNING
3. TEAMWORK > INDIVIDUALS
Kids have to build robots in order to perform tasks in a stipulated time (3 minutes). Kids need to build and use autonomous robots, so they become familiar with the mechanical parts, electronic boards and software programs.
One of the challenges is Robotovate – Entrepreneurial challenge. Here kids present their idea and develop the idea into wonderful products.
Kids compete in their own divisions in challenges like Line Following and A-Maze-ing.
1. Elementary School – 3 to 5 Grades
2. Middle School – 6-8 grades
3. High School – 9 to 12 Grades
4. Big kids – College & Above
Fire Fighting and Robotovate are open challenges. Everyone plays in One division. Robot Performance and Team Presentation performance are graded separately.
HOW TO PARTICIPATE
Now for the first time, we are organizing RoboRAVE in India. This year we have Kochi, Kerala as the venue. The competition is coming up during 5th & 6th November 2016.
It is a two-day event. Kids can practice and tune their robots on actual challenge tracks on the first day. They can conduct demos and score bonus runs while the second day is the actual competition.
In order to participate this year, Schools can register online on http://www.roboraveindia.org
First they have to register their coach and then their team.
For further details and support, mail to firstname.lastname@example.org
Contact: Jisha Sera Joji, National Coordinator, RoboRAVE INDIA at +91 9847322999continue reading
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
Schools Found: 3
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.continue reading