Case Study
BARRY KEMPSTER comments on teaching in Egypt
I joined the British International School in Al Rehab, Cairo in the January of the academic year on a two term contract. Having previously been made redundant the previous summer I had been undertaking supply teaching near to where I lived and had been kept busy in that role, and enjoyed it greatly but wanted stability in what I was teaching and in the schools location. The opportunity of six months work overseas appealed to me and gave the opportunity of an extended holiday at the same time. With a home and family to support in the UK I was never going to be in the same financial situation as other teachers there, be they young or towards the end of their teaching career and thus able to live and save on their income without having financial commitments back in the UK.
What has been your experience of teaching abroad? The highs and lows? As a British School teaching was in English, and students were all very proficient in the language. This came as a surprise to me as the majority of students were from Egyptian families. Class groups were generally much smaller than in the UK, never more than 20 and sometimes less than 10. In years 8 and 9 the social dominance practised by the boys frequently led to disruption, which I had not expected, but in year 7 and later, in years 11 and 12, behaviour and commitment to learning were extremely good. Ability, compared to students in most UK schools, was generally very high. The only drawback as a teacher was the very long day practised, starting at 7:15 a.m. and not finishing till 3:00 p.m.which is not typical of overseas schools.
What have you enjoyed the most about your new school? The schools was, by UK standards, very small with a small cohort of teaching staff, mostly of UK origin though including French, Canadian and American nationals. The general isolation from other UK and English speaking nationals encouraged a close friendship between teachers and sharing in evening, weekend and holiday activities. In early spring of the year the temperatures in Cairo were similar to those in the height of UK summers, and these increased as the year progressed making it possible to enjoy the local sports complex with swimming pool, membership of which was provided by the school. This made for a feeling of a permanent 'holiday' together with the proximity to areas of antiquities, such as the pyramids.
What cultural differences surprised you the most? Being an English speaker in a country where the local language was Arabic it was most surprising, and helpful, that most of the locals spoke English sufficient to hold a sensible conversation; including the shopkeepers and stall holders. Other surprises were the large number of security staff and ground workers in the city; also the high visibility of armed soldiers, though this was also reassuring if abnormal compared to the UK.
Did you engage in any cultural learning such as learning the language or any customs? Since I was only expecting to stay at the school for the six month period I did not make attempts to learn the local language though most of my colleagues who were staying longer were working hard, supported by Arabic staff working for the school, to learn both the language and cultures. Had I been staying I would have made the effort.
What was your new home like? The city? The School? The students and colleagues? The school provided a two bed-roomed furnished flat in the city of Al Rehab. This was comfortable and adequately furnished in the local style. The city itself was fairly new with a central area with many blocks of flats, a 'shopping mall' of indoor shops and cafes, and a 'souk' with a large number of indoor/outdoor stalls and small supermarkets. Round this area were villas, typical of those found in Mediterranean countries, and a large sports complex. Round the outside of the city was a wire fence with entry through manned security checkpoints. The school itself was built in Mediterranean style with three floors, a flat roof and small sports field which served as playground during breaks. Class rooms were spacious and equipped adequately, though such luxuries as interactive-white-boards were only just being considered. Adequate computer facilities were provided in the staff room and reprographics were staffed by Egyptian staff.
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