Completing initial teacher training does not necessarily mean that you have to remain in the classroom for the rest of your career in the profession. There are myriad opportunities for qualified teachers to take "career breaks" at just about any stage of their teaching careers. It may take careful planning, particularly when it comes to finances, but according to those who have done it, the benefits far outweigh any possible disadvantages.

The impetus behind the decision to take a gap year, or career break, seems to rest at least in part in the desire to create work-life balance; a phrase that has become a mantra for this new millennium, yet remains tantalisingly beyond reach in both definition and reality for many. Perhaps this helps to explain why such numbers now are seeking to explore the options available to them for broadening their experiences and remembering why they entered the teaching profession in the first place.

Gap years are not at all solely about travel. They are about creating choices and developing life skills.

"Gap Year" trends
There are currently approximately 30-50,000 people taking gap years prior to attending university, and 150,000 taking gap years after attending university. In total, approximately 200,000 people each year from the 18-24 age bracket take a significant period of time out, with the majority seeking near-to-home experience. However, the fastest growing market is the career gappers - 25-35 year olds; the portfolio career generation, content with the notion that it's OK not to do one job for life.

Interestingly, according to the folks at the website www.gapyear.com, the second fastest growing group of gappers is those just pre-retirement; the so- called 'saga-louts'!

Is "career break" the right term to describe a Gap Year?
Actually, neither "gap year" nor "career break" adequately describes the act of taking time out of one career in order to pursue work and leisure elsewhere. The time span, too, can be anything from weeks to years. The essence, though, is rejuvenation, and the desire to be challenged and valued, regardless of the label given.

Can this work in the teaching profession?
Absolutely! Many teachers have taken time out to work abroad or in this country on education-related projects and have found the experience to greatly enhance enjoyment and effectiveness in their career on returning. There are certain practicalities to consider, not least the financial implications of altering your earning patterns, and whether or not you have the opportunity to take unpaid leave from your current post, but these need not be insurmountable.

Putting life on hold?
This needn't be as complex as it seems. If you decide to take your career break with one of the organisations that specialises in finding placements for volunteers, such as Community Service Volunteers (CSV) or Voluntary Services Overseas (VSO) you will be given expert advice on how best to organise your life before you leave.

What future benefits can be expected?
In order to maximise future benefits, you have to consider what it is you want to get out of it. Many report gaining tremendously in confidence and in their ability to gain positively from each experience life presents. Simply experiencing a shift in perspective can have a domino effect on goals and aspirations as well as recognition for past achievements. As long as you remain open to the possibilities, the benefits needn't be limited.

Returning to teaching
If you take time out from the teaching profession to work elsewhere, and feel that you are not quite up to speed on your return, there are specific courses that you can attend before going back into the classroom. These are often heavily subsidised, are geared specifically to returners and are run by LEAs and some initial teacher training institutions. The Recruitment Strategy Manager in your LEA would be able to tell you what is going on near you. Alternatively, visit the Teacher Training Agency's website: www.canteach.gov.uk, or the Teaching Information Line: 0845 6000 991 for information on returning to the teaching profession. Although your experience outside the British classroom may not be directly related to the path you perhaps would have followed had you stayed put, you can be sure that your professional and personal development will be continuing nonetheless. The key is to be proficient at determining which of your newly acquired skills will transfer back to your work in education on your return.

Further information

• www.vso.org.uk
• www.csv.org.uk
• www.gapyear.com
• www.yearoutgroup.org

CASE STUDY
David Tomlinson, 33, taught for two years at a primary school in Stratford, London. At the age of 31, he took two years out of teaching in this country to work as a volunteer in Nigeria.

"I had thought about doing VSO about ten years earlier when I was commuting to a job I didn't like. I saw a VSO stall on Victoria Station and the thought of doing something like that stayed with me in the back of my mind for all those years. I then trained to be a teacher and, although when I applied to do VSO the school I was working in was tremendously supportive, I knew that the time was right to take the step. I wanted to consolidate what I had learned in a new place.

"I was sent to work for a Nigerian education NGO to set up a new magazine called Junior Scientist. This involved doing a needs analysis initially, and then building up the trust of the teachers in schools. Some were suspicious about what the magazine promised, others were mistrustful of my involvement, suspecting that I might be an inspector. But the project was a great success, even though it was a real stretch for me at times.

"On the success of the magazine, we produced a book called Junior Scientist Discovery Book. We got a recommendation from Unicef and the British Council bought up every copy of the book. I was so fortunate in being able to get the magazine up and running and training my successor to take over from me so that the project is still continuing. We also used local artists for the book and were able to get it into classrooms and see it being used.

"The whole experience did so much for my confidence, particularly in my writing abilities. I had the freedom to do what I felt needed to be done and was utterly rejuvenated by spending time in a different culture. I felt valued for the contribution I could make.

"VSO prepared me as much as they could for the experience. Every step of the way there was someone to ensure that my needs were met. But nothing can totally prepare you for getting off a plane in a continent that you have only read about. I had perceptions of what Nigeria would be like, but the discrepancies between rich and poor and the whole culture shock takes time to sink in. But then, that's part of the thrill. You have to bite the bullet and get on with it.

"It was not a walk in the park by any means, but it was so rewarding. I made true friends while I was there, who I am still in contact with. It boosted my confidence, enhanced my willingness to try new things, and, although this sounds like a huge thing to say, gave me a whole different perspective on the world.

"It was such a privilege to be involved in a project where people were helping themselves and valuing the contribution I was able to make. There are so many diverse opportunities for teachers out there and I cannot recommend it enough. I gained so much for my career. You can get fatigued in this country with the pace of life and this is a great way of recharging. Yes, it is really hard work, but life outside work was more straightforward than it is here. It threw up extremes in emotions at times from the highest highs to feeling homesick and frustrated by cultural differences. But then, you get bad days even at home! It taught me how to cope with the down times more successfully and that is a skill I'm trying to hold on to since my return. I'm also paying more attention to the way I pace myself and to living for the moment in a healthy way.

"I'd love to do VSO again, around the time when I would be thinking of retiring, but for now I'm back in the classroom teaching years 5 and 6 at Goodrich Community Primary School in Peckham. Although my presentation and methodology remain the same, I'm definitely more willing to try new things with my classes. I'm teaching part-time and for the remainder of the week I use my experience gained in Nigeria writing teaching materials. Since I returned from I've had a great response from the materials I've written and plan to pursue these two careers for the moment.

"If there's one message I'd like to pass on it's that there is a wealth of opportunities out there for trained teachers. We're not always good at valuing teachers in this country and that can be soul-destroying. So much commitment goes unrecognised, but to re-inject enthusiasm into why you want to teach through sharing your skills with others in the world can be a great gift to yourself."

Originally published in 2003