Head of International Appointments, Keith Clark, encourages a more open mind on leadership roles in China.

It is not untypical to have a conversation with a candidate that goes something like:

‘So, are there parts of the world that interest you most or that you would rule out?’

‘No, we are open to anywhere, really. The school is more important than the role. Well, except China, obviously?’

Obviously? Why?

We understand, of course, that there will be some leaders who may not be interested in roles in China for political, ethical or philosophical reasons – just as is the case with other parts of the world. Others may have had bad experiences there, and some (understandably) had their fill of the country when they were unable to leave during the pandemic. This article is not for you.

However, if none of that applies, please read on…

During a recent trip to China, I was struck by the contrast between this widespread candidate reluctance and what educators there say. The difference between reality and perception really is stark. I found the spirt in the schools I visited even more dynamic, innovative and vibrant than was the case in the mid-2010s when it was the place to be for many teachers and leaders.

An important proviso: the three schools I visited this time are well-known, premium schools. I will not name them, but all three would be regarded as among the top international schools in China. In the terminology that is now conventional but not always helpful, two are international schools and one can be classed as bilingual because it offers the Chinese curriculum up to Year 9 – but more on that later. One is British-branded.

What struck me was the sense of excitement that leaders and teachers conveyed about the opportunities in their schools and the commitment to learning they encounter – whether that is among Chinese students, Chinese non-passport holders (an important constituency in many international schools) or international students.

References to the joy of teaching peppered conversations, as did the opportunities for a vibrant co-curricular programme and the ease of getting things done. Few such sentiments would be uppermost in the minds of candidates more sceptical of China. I also noted one change since those heady pre-pandemic days: greater cohesion between Chinese and international teachers. This may be because international school teaching has become a more widely understood sub-profession in its own right among Chinese teachers, which is hardly suspiring given the proliferation of international schools – 1,124 according to this year’s ISC Research data.

Conversations with leaders from the UK, Australia, New Zealand and South Africa who had recently left their home countries for the first time made a particular impression. ‘I had no idea it would be like this,’ was a common refrain.

Equally, those with more varied international backgrounds consistently and favourably compared China – their school, at least – with their experiences elsewhere.

The positivity was about living as well as working. There are aspects of the Chinese state, society and culture that will not be for everyone. However, some of those I spoke to found it better, or at least no worse, than other countries they had experienced. Some said that they found it easier than, for example, the Middle East because the lines are clear. Many conversations took in the idea that it was fascinating to be in China at a time of such geopolitical upheaval.

Needless to say, anyone considering China needs to be choosy – to look carefully at what a school and its environment have to offer. China is no different to other markets – just bigger! – in having schools of drastically varying quality. There are undoubtedly schools with very poor governance, ownership and management structures, others with significant quality issues, and some that would struggle to live up to our definition of an international school. But there are also magnificent schools, and every shade between. Finding the right school requires diligence; working through a recruiter or a reputable group will help.

‘Curriculum restrictions’ are often cited as a factor against China. Schools enrolling Chinese students do have to conform to sometimes stringent curriculum requirements; these are the schools that have come to be labelled as bilingual schools. But good schools continue to find creative ways to do that in the context of robust international pedagogical and curricular frameworks. In some schools, the response to each wave of tightening over the last decade or so has been ever-greater innovation. The best schools have found ways to stick to their guns in delivering something authentically international, dynamic and often highly innovative. The division into international and bilingual schools conjures up very different approaches, methodologies and atmospheres. The reality – certainly at the premium end of the market – is that the differences are much less than we might expect.

We would like in the future to revisit some of these themes with some research about perceptions of international schools in China from inside and outside the country. For now, this is a personal reflection that responds to the negative comments we hear about China from candidates who have not worked there.

We work in many markets that require tough, deeply personal decisions about what to accept and what compromises are morally justifiable – that is part of the rich tapestry of international education. Some leaders will have a specific reason for ruling out China and that clarity is good. We hope that others will treat the country with the sort of open mind that they apply to other potential destinations.

Postscript: In line with the sentiments of this article, our colleagues at Wellington College Education (China) will be holding an event in London on 17 January to highlight the opportunities available in China. The focus will be on Wellington’s six bilingual and three international schools across three cities, but it should be an event of interest to anyone currently in the UK curious about the possibility of moving to China. More information and registration details are available through the Wellington College Education (China) site.