Over the past five years, the international school sector has expanded by around eight percent, with pupil enrolment rising by more than 13% to exceed 7.4 million globally. Much of this growth reflects the rising expectations of families, who increasingly seek schools that combine academic excellence with preparation for globally mobile careers.
For schools, the challenge is not only to meet these expectations but to articulate how their value and vision translate into meaningful outcomes. “Vision is all very well in the first place, but what you have to do is to be able to transfer it as an idea into accessible terms,” says Brian Cooklin. “The communication piece is the strongest weapon.”
In his view, one shaped by more than three decades leading schools across Scotland, Mexico, Hong Kong, India, and Europe, too many academic institutions stumble by hiding behind jargon and insider language. That kind of exclusivity, he says, alienates parents, pupils, and staff. As a head teacher in Hong Kong, for instance, he made school tours come alive by linking the mission statement directly to photographs of pupils’ achievements lining the walls. Later, while serving on government education committees, he challenged policymakers to abandon the “alphabet soup of acronyms” that often shut parents, teachers, and even newly appointed committee members out of meaningful conversations about school policy and direction.
A strong educational vision must resonate with everyone it touches, from families to faculty, and be lived daily within the school community. Drawing on his years in the classroom, Cooklin applies a straightforward test for himself across any interaction: “Have I been clear? Does everyone understand?”
Global Education with Purpose
Parents turn to international schools because they want their children to be globally minded. That expectation means schools must align their vision with pressing international priorities while also offering meaningful opportunities for young people to engage with the wider world. “At the heart of it, parents are looking for schools to provide a solution for shared problems,” he says.
For Nord Anglia Education, a leading global network of premium international schools headquartered in the UK, this has meant partnerships with global institutions such as MIT, UNICEF, and the Juilliard School. These collaborations give pupils real-world challenges, such as finding ways to remove microplastics from oceans, and the chance to present ideas to experts. “The most satisfying part of education is seeing a child’s ideas come to fruition,” Cooklin says.
Equally important are experiences that root pupils in global responsibility, such as when pupils and staff joined local communities in Tanzania to build homes for teachers and classrooms for children. For those raised in relative comfort, the experience was eye-opening and humbling : their first direct encounter with hardship, and a powerful reminder that education extends far beyond the classroom. These kinds of immersive projects do more than build structures—they build empathy and leave pupils with a lasting sense of what it truly means to be a globally minded citizen.
Staying True to Values in an Age of Technology
As education adapts to new technologies, schools must not lose sight of their purpose. The question is never whether technology is new or impressive, but whether it helps schools deliver on their values—developing compassionate, globally minded citizens who are prepared to adapt to a rapidly changing future.
“We must produce the best opportunities for learning for every child and to get the best progress you can for every child,” he says. During the COVID-19 pandemic, Cooklin oversaw the integration of AI-powered learning platforms that personalised progress for pupils in English, mathematics, and science.
Seeing technology as an equaliser, Cooklin saw that it had the power to support children with disabilities or learning differences as effectively as those already thriving. “The kind of strategies that work for children with difficulties actually work for all children,” he says.
Living the Vision
The ultimate measure of success is being able to create a movement that goes beyond one institution or generation. To achieve that, you have to practise what you teach, and Cooklin’s schools did. School inspectors once told Cooklin that the difference in his schools was that “everybody lives it,” from pupils to teachers to support staff.
This success is due in part to a leadership style that has consistently emphasised inclusivity and shared ownership. For example, he ensured that cleaning and security staff were included as part of the house system, underscoring his belief that everyone should have a stake in the welfare of the children. It is also rooted in his emphasis on real-world application through strategic partnerships. By working with organisations tackling issues such as poverty and educational inequality, schools can give real meaning to shared ownership and responsibility.
“It’s important to build a global narrative, to show where your vision comes from and what impact it has,” he says, stressing that schools prove their credibility when they connect broad ideals with concrete action. The effect is long-lasting. Alumni and colleagues often become ambassadors of this vision, spreading it across borders and industries.
A Global Advocate for Education
From teaching in some of Glasgow’s most challenging schools to helping in guiding global strategy, the transformative power of education continues to guide Cooklin’s work. He champions adaptability, storytelling, and values-driven leadership as the pillars of educational progress on a global scale.
“My focus has always been: don’t tell me a child is going to fail, tell me how you’re going to get them to succeed,” he says, encouraging schools to balance technological innovation with human-centred values.
Follow Brian Cooklin on LinkedIn or visit his website to learn more.
