International school partnerships often begin with discussions about contracts, governance, financialmodelsand due diligence. These are all essential. Yet, after working with school leaders, operators,investorsand advisors across the internationalschoolssector,I’vebecome convinced that they are rarely whatdetermineslong-term success. More often, partnerships succeed or fail because of the quality of the relationship behind them. Trust, sharedvaluesand a common purposeultimately providethe strongest foundation for sustainable international growth.
“International development is ultimately about people; relationships matter as much as processes.” – Dave Bates
The Opportunity Facing UK Independent Schools
Building on the foundations established by UK independent school brands in the international schools market, which are now associated with 136 overseas campuses educating more than 90,000 students worldwide (鶹ý, 2026), an increasing number of UK schools are exploring international school development as they respond to changing economic conditions, evolving educational priorities and sustained demand for high-quality English-medium education. Financial diversification is an important consideration. However, as charitable organisations with a mission to advance education, international partnerships also provide opportunities to extend educational reach and support bursary provision.
Importantly, internationalisation also creates opportunities for genuine mutual learning. The strongest partnerships enable students to develop international connections, strengthen their sense of globalcitizenshipand deepen cultural understanding. They also allow schools to learn from, and contribute to, educational practice indifferent partsof the world. Successful partnerships are built not on the export of a British model, but on the exchange of ideas,expertiseand perspectives across cultures and contexts.
DevelopingAnInternational Strategy
When developing an international strategy, most UK independent schoolswillexpect certain risks to dominate their thinking. Manywillanticipatespending much of their time assessing territories, reviewing regulatory environments, evaluating market opportunities, and considering governance structures, organisationalcapacityand risk management processes.These areas are certainly important and should not be overlooked. Schools need frameworks to assess potential markets, evaluate prospective partners,identifyand mitigaterisks and understand the level ofinvestment and supportthat any international venture will require.
However, once international development work begins, schools may be surprised by howfrequentlydiscussions return to people rather than processes.Whilemarket conditions, contracts and governance structures undoubtedly matter, the long-term success of an international partnership depends more heavily on trust, shared values, alignedobjectives, effectivecommunicationand a genuine commitment to working together. In practice, these factors often prove to be the most effective form of risk management.
“A strong market cannot compensate for the wrong partner.” – Dave Bates
So, if relationships are often the most effective form of risk management, where do the greatest risksactually lie? In my experience,once a strong market has beenidentified,four areas consistentlyemergeas the most important: partner selection, relationship management, governance and capacity, and local regulatory realities.
The Risks That Matter Most
Partner Selection
A strong market cannot compensate for the wrong partner. Beyond financial capacity, schools should assess alignment of values, educational vision, operationalcapabilityand long-term commitment. Thorough due diligence should work both ways, ensuring both organisations share realistic expectations, clearresponsibilitiesand a mutual commitment to building a successful, sustainable partnership.
Relationship Breakdown
Many projectsencounterdifficulties not because of weaknesses in the business plan, but because of poor communication, unclear responsibilities, misalignedexpectationsor cultural misunderstandings. Once a partnership reaches the point where parties are repeatedlyreferring backto contractual clauses to resolve disagreements, the underlying relationshipisalreadylikely tobe undergreatstrain.
Capacity and Governance
International development should not be treated as a side project. Schools often underestimate the time,expertiseand leadership capacityrequiredto support overseas partnerships successfully. Clear governance arrangements are essential, combining executive ownership with a governing bodysub-committeethat has sufficient delegated authority to guide the work, provide challenge, overseeriskand support effective decision-making.
Regulatory Reality
Educational ambition alone cannot overcome regulatory barriers. Planning permissions, licensingrequirementsand land approvals can delay or prevent projects altogether. Experienced local partners who understand the regulatory landscape,and have secured key permissions where possible,can significantly reduce riskand improve the likelihood of a successful school opening.
Relationships Matter More Than Contracts
Contracts are important. They provide clarity, define responsibilities over the long term, and help protect all parties when circumstances change. Governance structures, quality assuranceprocessesand intellectual property protections also playan important roleand should not be overlooked.
However, none of these mechanisms can directly create trust, sharedpurposeor effective communication.The strongest international school partnerships are those in which both parties are committed to a common vision, communicate openly and work collaboratively to overcome challenges as they arise. Positive relationships should certainly not be seen as an alternative to robust contracts. However, contracts are most effective when built upon a foundation of trust, sharedpurposeand mutual respect.
“Schools often underestimate the time, expertise and leadership capacity required to support overseas partnerships successfully.” – Dave Bates
International expansion isultimately anexercise in institution-building rather than deal-making. Schools that invest as muchtime in understanding their partners as they do their contracts are more likely to build relationships capable of lasting decades.
Lessons for Schools Considering International Growth
- Choose your partner carefully; no market can compensate for the wrong partner.
- Be clear about responsibilities, governance arrangements,mandatesand decision-makingprocessesfrom the outset.
- International development isultimately aboutpeople; relationships matter as much as processes. Manage relationships as deliberately as you manage due diligence.
- Build sufficient internal capacity to support international work over the long term.
- Adapt educational values to local contexts rather thanattemptingto replicate schools exactly.
By Dave Bates
is Director of International Education and Enterprise atin the UK. He leads the school’s international strategy and partnership development, working with schools,investorsand education organisations on international school projects.
