International school partnerships often begin with discussions about contracts, governance, financial models and due diligence. These are all essential. Yet, after working with school leaders, operators, investors and advisors across the international schools sector, I’ve become convinced that they are rarely what determines long-term success. More often, partnerships succeed or fail because of the quality of the relationship behind them. Trust, shared values and a common purpose ultimately provide the 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 (ISC, 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 global citizenship and deepen cultural understanding. They also allow schools to learn from, and contribute to, educational practice in different parts of the world. Successful partnerships are built not on the export of a British model, but on the exchange of ideas, expertise and perspectives across cultures and contexts.
Developing An International Strategy
When developing an international strategy, most UK independent schools will expect certain risks to dominate their thinking. Many will anticipate spending much of their time assessing territories, reviewing regulatory environments, evaluating market opportunities, and considering governance structures, organisational capacity and risk management processes. These areas are certainly important and should not be overlooked. Schools need frameworks to assess potential markets, evaluate prospective partners, identify and mitigate risks and understand the level of investment and support that any international venture will require.
However, once international development work begins, schools may be surprised by how frequently discussions return to people rather than processes. While market conditions, contracts and governance structures undoubtedly matter, the long-term success of an international partnership depends more heavily on trust, shared values, aligned objectives, effective communication and 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 risks actually lie? In my experience, once a strong market has been identified, four areas consistently emerge as 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, operational capability and long-term commitment. Thorough due diligence should work both ways, ensuring both organisations share realistic expectations, clear responsibilities and a mutual commitment to building a successful, sustainable partnership.
Relationship Breakdown
Many projects encounter difficulties not because of weaknesses in the business plan, but because of poor communication, unclear responsibilities, misaligned expectations or cultural misunderstandings. Once a partnership reaches the point where parties are repeatedly referring back to contractual clauses to resolve disagreements, the underlying relationship is already likely to be under great strain.
Capacity and Governance
International development should not be treated as a side project. Schools often underestimate the time, expertise and leadership capacity required to support overseas partnerships successfully. Clear governance arrangements are essential, combining executive ownership with a governing body sub-committee that has sufficient delegated authority to guide the work, provide challenge, oversee risk and support effective decision-making.
Regulatory Reality
Educational ambition alone cannot overcome regulatory barriers. Planning permissions, licensing requirements and 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 risk and 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 assurance processes and intellectual property protections also play an important role and should not be overlooked.
However, none of these mechanisms can directly create trust, shared purpose or 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, shared purpose and mutual respect.
“Schools often underestimate the time, expertise and leadership capacity required to support overseas partnerships successfully.” – Dave Bates
International expansion is ultimately an exercise in institution-building rather than deal-making. Schools that invest as much time 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, mandates and decision-making processes from the outset.
- International development is ultimately about people; 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 than attempting to replicate schools exactly.
By Dave Bates
Dave Bates is Director of International Education and Enterprise at Barnard Castle School in the UK. He leads the school’s international strategy and partnership development, working with schools, investors and education organisations on international school projects.
