A wave of expansion is sweeping through the Indian education sector, with British public schools racing to capitalise on a market reshaped by geopolitical shifts and regulatory changes. Harrow School and its sister institution, Bedford School Mohali, have become flagship examples of this trend, establishing their first all-girls international campuses and seeking to replicate success across the country. This strategic move comes at a time when traditional growth engines in China have stalled, while new economic pressures in Britain are pushing elite institutions to look overseas for growth opportunities. The expansion strategy reflects a calculated response to a complex landscape where traditional markets are cooling, fees are being taxed, and local competitors are intensifying their own ambitions.
Market Drivers and Challenges
The decision to set up operations in India is rooted in several converging factors that are reshaping the global education landscape. China’s market has seen a dramatic slowdown following the introduction of a 2024 law requiring schools to integrate patriotic education into all subjects, a move that has led to several planned campuses being cancelled and forced operators to reconsider their locations. Simultaneously, Britain’s introduction of a 20% VAT on private school fees from January 2025 has created a financial squeeze for institutions that once enjoyed predictable revenue streams. According to Naomi Atkins, the founding principal at Bedford School Mohali, the tax has been a catalyst for rapid expansion, with schools that previously hesitated to look overseas now actively seeking opportunities in India.
These external pressures have been partially offset by a significant shift in demand within India’s own middle and upper classes. The country’s burgeoning population of newly wealthy families—often referred to as the “new millionaires”—is increasingly seeking global exposure for their children, viewing British schools as a conduit to international standards and networks. Caroline Pascoe, head of school at Harrow in Bengaluru, notes that the international curriculum is a major draw, offering an education that blends British traditions with local cultural elements. This demand is not limited to the affluent; non-resident Indians who have returned home after studying abroad, as well as those still based in the UK or the Middle East, represent a substantial and growing market segment. The Bengaluru campus, for instance, employs sixty percent international staff, ensuring that the unique traditions of the British educational system are preserved even as the school operates in a distinctly Indian context.
The Bengaluru Campus Experience
The Harrow School in Bengaluru stands as a testament to how British institutions are adapting to their new environment while maintaining the core values that define their identity. Located on the outskirts of Chandigarh in Punjab state, the campus features purpose-built academic blocks that contrast with the Gothic-style central building on the Bedfordshire grounds, yet it proudly retains a red-brick clock tower as a visible link to its British heritage. Students continue to wear the traditional Harrow hats and uniforms, and the school participates in The Long Ducker—a cross-country race that takes place across its global network of schools—reinforcing a sense of community that transcends geography.
Beyond the preservation of British customs, Harrow’s Bengaluru campus has successfully woven local traditions into its fabric. Indian national anthems are sung every morning, and students celebrate Ganesh Chaturthi, a major Hindu festival that adds vibrancy to the school calendar. The distinctive house system, a hallmark of traditional British education, ensures that students are integrated into small, supportive communities that foster personal development. These quirky elements are not merely decorative; they serve as a bridge between the old and the new, helping students navigate the cultural differences they encounter while maintaining a sense of belonging to their school’s legacy.
Policy Shifts and Financial Pressures
The economic realities of operating in India have forced British schools to rethink their financial models and operational strategies. The introduction of VAT on private school fees has been a watershed moment, turning what was once a predictable revenue stream into a significant challenge. Harsimran Singh Kocchar, whose family runs a chain of schools across India, explains that the financial margins have been squeezed to an unprecedented degree. In some cases, margins have dropped to as little as one percent, forcing operators to become more selective about their international expansion plans.
Profit figures from the satellite campuses highlight the scale of the business, yet also underscore the caution required in the new regulatory environment. Between 2011-12 and 2022-23, the British schools’ satellite campuses in India generated £152.4 million in profit according to the Private Education Policy Forum (PEPF). This robust performance has provided a foundation for growth, but the numbers now reflect a more measured approach. Growth in India is likely to be steady rather than explosive, as the market matures and operational complexities increase. The colonial roots of British education in India, combined with the new money from affluent local families, afford these institutions a significant opportunity to expand. However, the loss of the Chinese market—previously home to half of Britain’s 151 international campuses—represents a substantial setback that is unlikely to be fully offset in the immediate term.
Why it Matters
The story of British schools expanding into India is more than just a tale of globalisation; it is a reflection of broader economic and cultural shifts in both nations. As China’s education sector becomes less attractive due to new patriotic mandates and regulatory hurdles, the Indian market is emerging as a viable alternative, offering British institutions a chance to diversify their revenue streams. At the same time, the Indian middle and upper classes are increasingly viewing British education as a pathway to international mobility, connecting them to global networks that extend far beyond the subcontinent. This exchange of students and ideas has profound implications for the future of education, as schools adapt their curricula and teaching methods to meet the diverse needs of their international pupils. The success of Harrow and Bedford Mohali demonstrates that British institutions can thrive in new environments while preserving the traditions that have defined them for centuries. Ultimately, the expansion into India signals a new era in global education, where borders are becoming less relevant and the quest for quality learning is driving institutions to look beyond their own shores.
