Yuvabharathi Public School

Yuvabharathi has been ranked as Number 1 in the city - Top CBSE school in Coimbatore- for three years by the EducationWorld Magazine and has made it to the prestigious list of Top 50 Schools that have been recognised as 'Future 50 Schools Shaping Success '. Having established itself as the Best Public School in Coimbatore in its first decade, it is the fourth time in a row that Yuvabharathi was conferred as one of the Top Schools in India in 2022 and won accolades for excelling in the categories namely Academic Excellence, Co-curricular activities, Best infrastructure school, Excellence in Sports Education, STEM Education, Best Happiness Quotient Index School, Excellence in Inspirational leadership, Best Online Teaching Practices and the Best CBSE School by Brainfeed School Excellence Awards.Careers360 magazine has awarded the Best Schools in India 2022 certificate with an AAAA+ grade to Yuvabharathi Public School for the academic year 2021-22.

1. October 2018 ` 60
FOR JEE/NEET 2019 PREPARATION PACKAGE CALL 011-40 360 360
Interview
Features
SCHOOLS
THAT MAKE A DIFFERENCE
ONE PLANET
ACADEMY
CAREER PATHS
After 10+2
FIGHTING THE ROTE
CBSE STEPS IN
Schools for
21st Century
TECHNOLOGY
IN EDUCATION
Heads of Schools,
Educationalists Speak to You
and More…
T K Arunachalam
Cambridge Assessment English
INDIA’S
BEST
SCHOOLS
2019
3000+ SCHOOLS' RATING
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3. INDIA’S
BEST
SCHOOLS
COVER STORY 18
60 East Zone
74 West Zone
84 South Zone
100 Central Zone
RATING
22
North Zone
CAMPUS REVIEWS
106 Ahmedabad International School
114 Pathways School Noida
118 Symbiosis International School, Pune
130 Sardar Patel Vidyalaya, Delhi
136 Mahatma Gandhi International School
148 Campion School, Mumbai
152 The Hyderabad Public School
FEATURES
110 Career Paths After 10+2
116 Fighting the Rote – CBSE’s New Move
124 Choosing IB? Things to bear in mind 
128 21st Century Schools
132 Digital Tools of Technology in Education
156 Addressing Special Needs
Cover Design: Anshul Sharma
Connect with us on
www.facebook.com/Careers360
REGULAR
4 Queries
6 Starters
184 Study Abroad: Veronica Hailey, VP of University of Bath
188 Engineering: Artificial Intelligence
194 Job Hunt
INTERVIEWS/COLUMNS
TK Arunachalam
Dr. Vandana Lulla
Dr. M Kasturi
Amy K. Marx
CB Sharma
Dr. Jagdish Gandhi
Dr. Theodore Mockrish
Anantha Kumar
Birla Balika
Vidyapeeth, Pilani
Director, Podar Group of
International Schools
Head of IPP, Heritage
Xperiential Learning School
Chairman - NIOS
Head of School, Canadian
International School
Founder, CMS Group of
Schools
Director, UNESCO-MGIEP
12
141
112
158
14
155
127
168
Regional Director, South Asia,
Cambridge English Language
Assessment
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4. 4 OCTOBER 2018360CAREERS
6783
UGC approved
colleges
across India
are
getting this
copy
courtesy
Share your opinions, bouquets ‘n’
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September 2018 ` 60
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HIRING TRENDS 2019
WHAT THE
RECRUITERS
WANT
Academic Speak | Interviews | Columns and more...
Zairus Master
Shine.com
Vijay Sethi
Hero MotoCorp
Shubhra Bhandari
Texas Instruments
Rajeev Bhadauria
Jindal Steel & Power
Sanjay Jog
Reliance Jio Infocomm
R . Uppal
Maruti Suzuki
Harpreet Kaur
Godrej & Boyce
Milind Apte
CEAT
Gajendra Chandel
Tata Motors
Manufacturing
PSUs
Healthcare
Pharmaceuticals
E-Commerce
Automobiles
Consumer Durables-
FMCG
Who is a
Best-fit Candidate?
Degree Vs. Skill
Features on
Big Recruiters
Cover Sep.indd 1 02/09/18 3:38 AM
QUERY
OF THE
MONTH
Q.
My MAT results have been declared.
Can you please guide me as to how I can
apply for colleges of my choice? Keerthi
Penumallu, Andhra Pradesh
A. Make a list of the colleges of your prefer-
ence and check whether you meet the MAT
cut-off criterion of those colleges or not. If you
are eligible, you can simply visit the official
website of those B-Schools and apply online
by filling the application form. More than 600
B-Schools accept MAT score. Every B-School
has different MAT cut-off. You need to qualify
the cut-off to get shortlisted for the admission
process. To know the colleges you’re eligible
for, you can use Careers360’s MAT Pathfinder
Tool. While using the tool, you would need to
enter your MAT score details, category, aca-
demic details and other related details asked
by the tool. Once you submit the details, the
tool will display the list of colleges as per your
percentile/score
Q. I had Computer Science in B.Com.
Should I do my Master’s in Computer
Application or Business Administration?
Mac John, Gujarat
A. Business runs on information, and in
today’s world, information is shared through
technology. An MBA in Information Tech-
nology integrates business management and
technology know-how into an advanced gradu-
ate program. While MBA programs tradition-
ally take two years’ of full-time study, some
programs may only take one year of study to
complete. Students may also have the option
to take their coursework remotely through
an online MBA program. Computer Applica-
tion is use of the computer to solve a specific
problem or to accomplish a job for an end user.
MCA or Master of Computer Applications is a
postgraduate Information Technology course.
Queries
October 2018 w Vol. X w Issue 10
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5. Pre K - Grade 12 | Day / Boarding
India’s first certified green school
Ranked #1 in India for ‘Safety & Hygiene’
Ranked #3 in India for ‘Campus & Architecture’
Listed in top 15 schools in India for ‘Day-cum-boarding’
Recognized as ‘Influential Brand and Leader in Education’
Awards & Accolades
Candor International School
Begur - Koppa Road,
E-City Phase 1, Bangalore - 560105
[phone] | [phone]
Campus:
Admissions Open. Call + 91 77602 99992
www.candorschool.com
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6. 6 OCTOBER 2018360CAREERS
Tech Mahindra, a leading provider of digital transformation and IT-based services
and solutions, recently announced its partnership with FutureSkills, an initiative by
NASSCOM. It is powered by Edcast, a leading Silicon Valley organization for per-
sonalized learning. This is a step towards reskilling and upskilling Tech Mahindra’s
workforce in next-gen technologies. The initiative will enable them to deliver inno-
vative and cutting-edge solutions for the customers. Launched by Prime Minister
Narendra Modi in February 2018, FutureSkills is a new age Learning Experience
Platform from NASSCOM for building skills in nine futuristic technology areas.
Tech
Mahindra’s
initiatives make
associates
future-ready
IIT-B TRIUMPHS SWEDEN
INDIA NOBEL MEMORIAL QUIZ
ENGINEERING
NIE Mysore:
A preferred
place for
recruiters
The National Institute of Engineering (NIE), Mysore, has stood out as a preferred
place for recruiters with the highest salary on offer being Rs 25.18 lakhs per
annum. The recruitment witnessed tripling of the numbers with 10 percent
increase as compared to the previous year. The high rate of campus placement
is being attributed to the approach of imparting knowledge and skills relevant to
industry for its students. The pre-placements this year saw participation and offers
from 42 domestic and global companies. There is a 15 to 20 percent hike in the
salary offered by several organizations.
I
IT Bombay won the Mumbai qualifying round of The Sweden India Nobel Memorial Quiz
2018 held at the SP Mandali - Welingkar Institute of Management. The team will now rep-
resent the city at the national finals which will be held in New Delhi on 1st November 2018.
Organized by the Embassy of Sweden in collaboration with leading Swedish companies in
India and other partners as well as the Consulate General of Sweden in Mumbai, it forms part
of the Sweden India Nobel Memorial programme. The winning team members. -- Anshul
Nasery, Meghomita Das and Nithin Kumar -- did their institute proud by answering the
brain-teasers posed.
Bjorn Holmgren, Consul, Consulate General of Sweden, handed
out the prizes at the Inter-Collegiate quiz competition which saw avid quizzers from
across reputed colleges and technical institutes of the city and from nearby areas.
Jadavpur University
wins NTPC Electron
Quiz
The Kolkata edition of National Ther-
mal Power Corporation’s Electron
Quiz 2018 witnessed Jadavpur Uni-
versity bagging the first position fol-
lowed by NIT Rourkela. It was a close
contest where the winner was decided
through a tiebreaker. Heritage Insti-
tute of Technology secured the third
position. The competition saw IGIT
Sarang, IIT Kharagpur and a second
team from NIT Rourkela reaching
the finals. With the best teams rep-
resenting their respective institutes,
it was an exciting contest. Adhikram
Bandyopadhyay, General Manager of
Kolkata- NTPC, was the chief guest on
the occasion. First prize was awarded
to Ayush Padia and Srijeet Basu from
Jadavpur University, the second prize
went to Swayambodha Mohapatra and
Abhishek Patra from NIT Rourkela.
IIT BOMBAY team will now represent Mumbai in the national finals of the Nobel Memorial Quiz
In the news
CAREER NEWS CAMPUS NEWS NEW COURSES EVENTS
TECH MAHINDRA'S initiative to reskill its workforceNIE MYSORE witnesses a surge in recruitment
PARTICIPANTS OF the NTPC Electron Qui
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7. CAREER NEWS CAMPUS NEWS NEW COURSES EVENTSOCTOBER 2018630CAREERS
7
IIMA ORGANISES ITS THIRD EDITION OF
HR LEADERSHIP CONCLAVE
MANAGEMENT
The Xavier School of Management, XLRI, Jam-
shedpur Campus, recently organised the 5th ‘Dr.
Verghese Kurien Memorial Oration on Sustainable
Development’.The event was organised in memory
of the founder of AMUL Dr. Verghese Kurien,
otherwise known as “the Milkman of India”. The
oration was aimed to provide a platform to learn
from thought leaders, social entrepreneurs, devel-
opment sector professionals and policymakers
who have made a significant contribution to the
idea of an empowered, prosperous and a sustain-
able society. This year, the oration was delivered
by noted development activist and economist,
Dr. Jean Dreze. The event was also graced by
Fr E Abraham, SJ Director of XLRI, Dr. Ashis K.
Pani, Dean (Academics), Dr. Madhukar Shukla,
Chairperson, and Fr Arrupe of Center for Ecology
& Sustainability, XLRI Jamshedpur. Dr. Jean spoke
on the topic of “Economic Growth and Social
Development”.
The NSE Academy Limited, a wholly owned sub-
sidiary of National Stock Exchange of India Limited
(NSE), Knowledge@Wharton (K@W), the online
journal of research and business analysis of the
Wharton School of the University of Pennsylvania
and Wharton Executive Education (WEE), have
signed a Memorandum of Understanding (MoU) to
impart financial knowledge and skills to Indian high
school students across the country. The 9th and
10th-grade students in Tier II and III cities would
get an opportunity to have access to the courses
from one of the renowned business schools, Whar-
ton School. The courses will be offered to students
in smaller towns through state of art technology.
Vikram Limaye, MD & CEO, NSE, and Dr. Michael
R. Gibbons, Deputy Dean, Wharton School, signed
the MoU at The Wharton School.
T
he third edition of IIMA’s HR Leadership Conclave was organised in Hyderabad.
The participants of the event got insights from various industry leaders on the
current practices in the context of learning and development. The event was attended
by senior level HR professionals. Prof. Errol D’ Spiza, Director, IIMA said, “As an
institute of management, IIMA researches on these topics to help organizations to
find tangible solutions. Some of these research insights come back as a part of Execu-
tive Education Programs.” IIMA proactively connects with corporate, government,
alumni and researchers over forums like HR Leadership Conclaves to discuss the most
recent and emerging trends in organizations and management.
MDI Gurgaon and The Tibet
House recently organized a
fishbowl discussion with top
business leaders for develop-
ing a framework for the com-
passionate corporation. The
thought leadership initiative
was an attempt to start a dia-
logue between industry and
academia on building a shared
understanding of the framework
for compassion at the work-
place. Indian corporations are
Corporate
barons call
for compassion-
ate approach
towards
employees
5th Verghese Kurien Memo-
rial Oration held at XLRI
Wharton courses soon for
Indian high school students
CARRYING DR. Kurien's legacy forward
PROMOTING RESEARCH through collaboration
THE EVENT was attended by top business leaders
INDUSTRY LEADERS came together in Hyderabad to discuss the trends in HR management
suffering from workplace stress and bad health
and a compassionate approach towards workforce
is urgently required. The proportion of workers at
high risk of suicide due to unmanageable stress has
grown to eight percent in 2018 from four percent
two years ago. The event was a collaborative effort
and was conceptualized and organized by a group
of faculty and students of MDI Gurgaon and two
external members, G. Ravindran, Chair Profes-
sor, TISS-Leadership.next, and Dr. Sunita Chugh,
founder, ‘On the Last mile’.
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10. CAREER NEWS CAMPUS NEWS NEW COURSES EVENTS
10 OCTOBER 2018360CAREERS
BLUE BELLS PUBLIC SCHOOL
SHINES AT DESIGN CHAMPIONSHIP
SCHOOLS
St. Andrews School, a renowned 33-year old
Hyderabad-based chain of schools, recently
announced its move to bring affordable quality
education to Bengaluru under Winmore Academy.
St. Andrews School, Whitefield, will be the first
school under this banner. According to Ashish
Emanuel, Director, St. Andrews School, “Winmore
Academy is a significant milestone in our journey
of providing high-quality affordable schooling. We
firmly believe this will further propel our vision on
a bigger platform, by taking forward excellence in
education to a larger and diversified community.”
The Winmore Academy will have every classroom
characterized with the latest Audio Visual equip-
ment to provide better learning for students. Win-
more Academy emphasizes on providing sports,
arts and other extra-curricular activities for its
students. The school will be following the CBSE
curriculum.
School students pitch in for
Kerala flood relief
An unprecedented rainfall caused havoc in Kerala
this August. With the state struggling with the
after-effects of the devastating floods, help poured
in from everywhere. Several schools, including
Daly College Indore, Canadian International School
and Mount. Litera School, pitched in to help the
people of the state. Students of the Canadian
International School donated necessary supplies
to the distressed people of Kerala. Mount Litera
School too contributed to the relief by collecting
and sending essentials such as new sleeping
mats, bed sheets, blankets, raincoats and food
supplies such as sugar, tea, salt, grains, rice. Daly
College Indore organized a fete which was called
“Rally for Kerala” to collect funds for relief.
S
tudents of Blue Bells Public school bagged the second position at the coveted
Industrial Design Championship (IDC). The students came second in Industrial
Design Category and in Graphic Design Category. The Industrial Design Champion-
ship is a platform for school students who want to showcase their talent in designing.
The competition is held across seven cities. More than 90 schools from Delhi NCR
participated in the championship. The event saw the entry of more than 630 projects.
“We are proud of our students who have performed well. We hope that by emphasizing
the importance of technology and pedagogical design principles, our students will bet-
ter understand their place in the modern world,” said Arpita Acharya, Vice Principal,
Blue Bells Public School.
Marking five years of spreading
joy across Mumbai, KidZania
celebrated the day by encourag-
ing donation of any storybook in
good condition in exchange for
10 additional KidZos. An initia-
tive shared with Harper Collins,
the books were donated to an
NGO where kids can read, learn
and empower themselves.
As part of FridayFever, Kid-
Zania also offered a free adult
ticket on every kid ticket. To
its loyal members, B.KidZanian
KidZania
Mumbai
celebrates its
5th Anniversary
Winmore Academy – The
School of Life to be launched
in Bengaluru
WINMORE PROVIDES affordable education
LENDING A helping hand in times of need
KIDZANIA MUMBAI empowers kids through books
STUDENTS OF Blue Bells Public School cam e on top at Industrial Design Championship
paZZport holders, this offer was valid on all week-
days. A special treasure hunt was organized for all
the visitors. Families participated in this treasure
hunt and the winner received a special hamper
at the end. KidZania boasts of a safe, unique and
interactive global indoor theme park that inspires,
educates and empowers kids. Their experience
at KidZania helps them understand and manage
their world better.
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11. CAREER NEWS CAMPUS NEWS NEW COURSES EVENTSOCTOBER 2018630CAREERS
11
AMITY LAW SCHOOL HOLDS CRIMINAL
LAW CONCLAVE AT NOIDA
EVENT
Indira Gandhi National Open University (IGNOU)
inaugurated the Korean Language Course at Kore-
an Cultural Centre India, New Delhi, recently. The
programme “Certificate in Korean Language and
Culture” was launched in July 2018. The course
has witnessed a registration of 800 students from
various regions. The minimum eligibility for seek-
ing admission to the course is the completion of
high school. And the programme fee is Rs. 2,500.
The enrolled students can take this course with a
range of video and audio materials for an infinite
period of time. The students can also avail time for
question and answer through a particular corner
on radio channel operated at the university itself.
The Korean language course has come into exist-
ence with the support of the Korean Embassy in
New Delhi in collaboration with IGNOU.
Indian Institute of Technology (IIT) Delhi success-
fully culminated its second Industry Day 2018
– Accelerating Innovation in Science & Technology’
recently. The one-day event brought together
academic researchers and businesses from across
sectors to forge engagement opportunities and
identify future research project ideas for develop-
ment. Speaking at the second edition of the Indus-
try Day, Prof. Ramgopal Rao, Director, IIT Delhi,
said, “Industry Day presents an ideal way to identi-
fy meaningful collaborations that will both enhance
industry and research needs. This year’s event has
been a stimulating one for the attendees and we
are happy that we will be moving towards bringing
exciting new developments to the market.” The
event focused on the themes – Healthcare for All,
Smart Manufacturing, Artificial Intelligence, and
Blockchain Technologies, Sustainable Habitat and
Strengthening the Start-up Eco-system.
A
mity Law School Noida recently organised a one-day ‘Criminal Law Conclave’
to keep the students abreast with the changing paradigm in criminal law. The
conclave was aimed at providing a unique opportunity to law students from all over
the country to cultivate their interests in criminal law. The students participated
in various competitions like legal quiz, debate, legislative drafting and essay writ-
ing. Speaking on the occasion, former Chief Justice of Kerala High Court Navniti
Prasad Singh said, “Law system is inefficient without the confidence of people.” A
‘panel discussion’ on the topic ‘Soundness of Indian Criminal Justice System to curb
White Collar Crimes’ was also organized wherein renowned legal experts, politicians
and industrialists deliberated over some of the most important contemporary issues
related to the functioning of the criminal justice system in India.
Indian students from IIT Delhi,
IIT Bombay, NIT Trichy and
Delhi Technological University
have been selected for Cargill
Global Scholars Program 2018.
The program, which is run in
six countries since 2012, has
awarded scholarships to a
total of 360 students globally
of which a sizable number, 60,
are from India. Students who
are selected as Cargill Global
Indian students
selected for
Cargill Global
Scholars
Program 2018
IGNOU begins new Korean
Language Course
Industry Day held at IIT Delhi
IGNOU PROMOTES multilingualism
A PANEL discussion in progress at the event
SCHOLARSHIP WORTH $2,500 will be given to each student
THE CONCLAVE aimed at helping students to be in tune with the trends in criminal law
Scholars receive scholarship funds of US$2,500
per year for up to two years and will be invited to
take part in a series of leadership and enrichment
activities designed to enhance their critical think-
ing skills. The program is also aimed at equip-
ping the students with tools necessary for becom-
ing leaders and decision makers in their chosen
fields. Students also gain valuable opportunities to
observe and learn from business and community
leaders in their own countries.
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12. 12 OCTOBER 2018360CAREERS12360IIndia’s Best Schools
T
echnology is having a huge
impact on education and the
way we learn, and the English
language learning sector is no excep-
tion. Technology and language learning
have a long history. If we go back to the
1980s, the boom in home computing
started to change the way we learn.
More recently, the advent of the Inter-
net and the introduction of interactive
whiteboards have also had dramatic
effects on the classrooms. At Cam-
bridge Assessment English, we’ve put
a lot of expertise into developing digital
resources and they are starting to have
an impact on our learners worldwide.
Games and social media
At Cambridge Assessment English,
we’ve produced lots of games, videos
and social networking which are prov-
ing to be great ways of helping people
to learn English. One of our most suc-
cessful developments to date is Quiz
Your English, which is a mobile app
that allows language learners around
the world to go head-to-head in an Eng-
lish language quiz. Players can chal-
lenge people via social media to see
who comes out on top for vocabulary
and grammar skills. The app covers
a range of topics and has proved to
be a fun way to practise and improve
students’ English. Launched in March
2017, 1,785,000 games had been played
by early September 2017 with around
10,000 new players installing it each
week. Millions of more games have
been played since then and it continues
to be popular. This has been a huge
success and a significant milestone
in the digital learning space for Cam-
bridge Assessment English.
Massive Open Online Courses
We’ve also successfully launched a
number of MOOCs which are Mas-
sive Open Online Courses. Again, these
have proved popular and some of our
popular courses include ‘Exploring the
World of English Language Teaching’,
followed by ‘Inside IELTS’ and ‘Teach-
ing Your Subject in English’. These have
been hugely successful and hundreds of
thousands of students have taken part in
our courses to date.
Write and Improve
Another development has been ‘Write
and Improve’, a product that allows stu-
dents to choose a topic, write about it in
English and get instant feedback. Well
over a million pieces of writing have
been submitted and checked since Sep-
tember 2016. In less than a year from
its launch it had been used by 675,981
people in 225 countries.
The teacher is here to stay!
These are just a few areas that we’re
working on but as you can see they are
having big impacts. It’s fair to say that
tech won’t replace the teacher, but it
will offer many new exciting opportuni-
ties. For example, artificial intelligence
and machine learning are starting to
offer some interesting possibilities for
language learning. If we look at artificial
intelligence for example, this could take
away some of the burden on teachers
further down the line.

One thing that will change is the skills
that teachers will need. The teacher
will have to become an expert in using
the technology as well as teaching. So,
it’s creating the need for a different sort
of teacher. With this in mind I’d recom-
mend teachers visit the Digital Teacher
website that we’ve developed in consul-
tation with practising language teachers
and trainers. People visiting the site
can use the Cambridge English Digi-
tal Framework for Language Teachers.
This provides a guide to professional
development and teachers can also use
a free self-evaluation tool and explore
the six categories of the framework to
find their unique starting point and so
they can set realistic goals.
For us, learning English is more than
just exams and grades. It’s about hav-
ing the confidence to communicate
and digital can certainly help with
this. With all of these new ideas and
approaches to learning, it’s such an
exciting time to be learning English!
TECH IMPACT ON
LEARNING: PROS
AND CONS
TK Arunachalam, Regional Director - South Asia
of Cambridge Assessment English, explains how
technology is shaking up the way people learn
English…
It’s fair to say that tech
won’t replace the teacher,
but it will offer many new
exciting opportunities. For
example, artificial intelli-
gence and machine learn-
ing are starting to offer
some interesting possibili-
ties for language learning
TK ARUNACHALAM,
Cambridge Assessment English
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13. https://t.me/Digital_Magz

14. 14 OCTOBER 2018360CAREERS14360I16nIndia’s Best Schools
Q. NIOS was originally set up to address the
dearth of regular schools in the country. How
has its role evolved with the growth of schooling
infrastructure?
A. Attending regular schools is the right process.
For overall development of a child, it is important
that every child goes to a school and grows up in the
company of a peer group. Unfortunately, the way
schools have developed, regular schooling is not
able to meet the needs of a large number of students.
On the other hand, the in-built capacity and flex-
ibility of NIOS have allowed us to accommodate a
large number of people.
Despite a provision that requires all schools to
have special educators, many of them are either
not able to or are unwilling to meet the needs
of differently-abled students. So, a large number
of differently-abled students complete schooling
through NIOS. In the last two years, the NIOS
has developed study material for five subjects in
sign language for hearing-impaired children. We
have also relaxed our norms for autistic children
who face extreme hardships in pursuing education
through normal schooling.
We also cater to ‘gifted’ students who are prepar-
ing for various competitive exams and do not want
to spend time going to regular school, or those who
excel in non-academic pursuits such as sports, act-
ing etc. Many IIT toppers, sports personalities and
film stars have completed their schooling through
NIOS. Apart from this, senior citizens, jail inmates,
army personnel – practically anyone who has not
been able to complete regular schooling for their
own reasons – can do this through NIOS.
Last year, we also launched the Diploma in
Elementary Education (D.El.Ed) programme for
untrained in-service teachers. About 14 lakh teach-
ers registered with us and appeared for their first
semester exams in May-June this year. More than
95 percent have passed the examination. The credit
for this high pass percentage goes to the effective
use of Information and Communication Technol-
ogy – lectures by the best teachers from different
institutions of the country were broadcasted on
C.B. Sharma, Chairman of the
National Institute of Open
Schooling (NIOS), speaks to
Meghaa Aggarwal on the
challenges and opportunities in
open schooling…
SCHOOLING
FOR ALL
SANS
ARTIFICIAL
BARRIERS
https://t.me/Digital_Magz

15. 143160India’For4sI00I 15
For overall development of a child, it is important
that every child goes to a school and grows up in
the company of a peer group. Unfortunately, the
way schools have developed, regular schooling is
not able to meet the needs of a large number of
students. On the other hand, the in-built capacity
and flexibility of NIOS have allowed us to accom-
modate a large number of people
This year, the Medical Council of India (MCI)
disqualified our students from applying for NEET-
2018, but the high court ruled in our favour. The
nearly 50-page judgement was made after
meticulously studying our material and processes.
I’ve personally taken the legal team through every-
thing. Even though the MCI has escalated the matter
to the Supreme Court, we are confident of winning
Swayam Prabha Channel 32 (English and Hindi)
and Channel 25 (Bengali and Assamese) on televi-
sion and were also viewed over 2,25,00,000 times
on YouTube.
Q. Many people feel that the NIOS is merely a
certification agency. Your thoughts…
A. In a way, the NIOS does serve our desperate
need for certification. In order to make our certi-
fication worthy, we have made our exams difficult.
Unlike other boards, NIOS toppers usually secure
between 85 to 90%. The pass percentage is also
lower. Our students don’t have regular access to
teachers and have to put in double the effort to pre-
pare for our exams.
Besides, schooling is not merely about attaining a
certificate claiming that you have cleared Class 12.
At NIOS, we are constantly seeking ways to broad-
en the scope of schooling – whether it is through the
language of instruction or the choice of vocational
subjects.We have a robust vocational education
programme that includes courses as diverse as
Beauty and Wellness to IT and ITES. Last year, we
launched a course for handloom workers and their
children. This includes subjects that educate them
on fabric science and introduce them to various
designs found in the country, the latest technology
in the market, and ways in which they can promote
and sell their craft. We have signed a Memorandum
of Understanding with the Army Education Core
through which army jawans posted in the far-flung
areas can study for their senior secondary examina-
tion. Soon, we are also going to offer them specially
designed subjects like Military Studies, Military
History, Yoga and Physical Education.
Q. In 2016, the NIOS introduced Class 12 cer-
tificates for vocational courses. Could you tell
us a bit more about this programme and the
response to it?
A. Under this programme, students can clear Class
12 with three vocational subjects and two academic
subjects, including one language. Apart from stu-
dents of the vocational stream at NIOS, this scheme
also helps ITI students. Through transfer of credits
for the subjects, the learners who studied at an ITI
can appear for two academic papers through NIOS
to obtain a Class 12 certificate. Since this is a new
scheme, not many students have availed of it this
year but we’re expecting a better response in future.
Q. Aren’t higher education options for students
from the vocational stream limited to B.Voc?
A. Yes. But that’s a problem of our education sys-
tem which does not have the flexibility to accom-
modate these students. Besides, many students in
the vocational stream want or need to work after
schooling and we are fulfilling this need. More than
two hundred universities have started a Bachelor
of Vocation but the learners admitted to this course
are those who never studied any vocational course.
Now, the learners who study the vocational course
at the Senior Secondary level can justify studying
for a bachelor’s degree at the graduation level.
Q. Recently, the institute was in the news over
the ineligibility of NIOS students for NEET
examinations. Even though the issue was
resolved in favour of NIOS, can you shed more
light on the matter? Are there entrance exams
or higher education courses where NIOS stu-
dents might be considered ineligible due to their
‘unconventional’ schooling?
A. There are only two national boards in India –
CBSE and NIOS. As such, NIOS students, except
those from the vocational stream, are eligible for
everything CBSE students are eligible for. In fact,
as I’ve mentioned many of our students have topped
national competitive exams.
This year, the Medical Council of India (MCI)
disqualified our students from applying for NEET-
2018, but the high court ruled in our favour. The
nearly 50-page judgement was made after meticu-
lously studying our material and processes. I have
personally taken the legal team through everything.
Even though the Medical Council has escalated the
matter to the Supreme Court, we are confident of
winning the case.
https://t.me/Digital_Magz

16. CREATING GLOBAL
CITIZENS FOR TOMORROW
Our 3D Mission –Grooming children to become Dynamic, Daring and Dedicated
in their lives thus moulding them as value driven achievers for a better world
RANKED AMONGST TOP 10
In the 2018 survey conducted by
C-fore Education World
Campus spread over more than 80 acres
Separate campus for Boys and Girls (1.5 Km apart)
I.C.S.E (Year-10) & I.S.C (Year-12)
Our Motto - Sarbat Da Bhala (Do Good To All)
6TH POSITION
ALL INDIA GIRLS
BOARDING SCHOOL RANKING
4TH POSITION
IN UTTRAKHA
ND GIRLS
BOARDING SCHOOL RANKING
9TH POSITION
ALL INDIA BOYS
BOARDING SCHOOL RANKING
6TH POSITION
IN UTTRAKHAND BOYS
BOARDING SCHOOL RANKING
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17. https://t.me/Digital_Magz

18. India’s Best Schools 18 OCTOBER 2018360CAREERS
Here is a close look at how Indian
schools fare in terms of quality. Which
one will you select?
EXPLORING
QUALITY
OF INDIAN
SCHOOLING
INDIA’S BEST SCHOOLS
by Team Careers360
I
ndia has succeeded in bringing over 20 mil-
lion children into primary school education
in just about two decades. A stupendous
achievement in terms of statistics. But when
we look at it in terms of quality, a yawning gap
appears. This is a matter of grave concern. More
so, because we are a country that has pledged to
achieve the UN Sustainable Development Goal
of quality education.
The first step in this direction would be to
improve the quality of learning. This can be pos-
sible only if we have a student learning tracking
system. The way students are assessed doesn’t
leave much option for optimism. The focus is
still on statistics. How many students pass an
exam, the scores, cut-offs for higher education
admission and so on and so forth? Nobody asks
any question on learning outcomes. There is an
overloaded curriculum and too much pressure
on students. Creativity and innovation is sacri-
ficed at the altar of rote learning and exams.
It is here that the role of schools becomes
crucial in creating a community of leaders who
will think out of the box to solve the knowledge
gaps for a country on the cusp of becoming a
superpower. We need authentic and credible
data to determine how schools fare in bettering
the learning outcomes rather than sheer num-
bers in terms of pass percentage. Challenges of
the knowledge century cannot be solved by rote
learners. The question is, are our schools impart-
ing quality education? Unless we answer this,
India will not have a credible protocol to assess
its quality of education.
What does Careers360 do in this
regard?
What we have attempted to do is to look a size-
able universe of 9000 schools and rate them
based on quantifiable parameters like infrastruc-
ture, strength of faculty, number of students and
final results etc. (For more, refer to methodol-
ogy given alongside). Through this painstaking
exercise, we have been able to rate nearly 3000
schools (10 percent of the universe) in terms of
their learning outcomes.
Interpreting the ratings
Of the 3000 rated schools, only 50 of them got
the highest ratings of 5A. This is so because
these schools are blessed exceptionally with
INTRODUCTION
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19. IndIia’s BetIB nS’aa’c 19
IB SCHOOLS have
been at the top,
when it comes to
providing a good
atmosphere for
lifelong learning
T
he objective of this research exercise
was to arrive at the a of top 3,000 good
schools in the country by adopting a strin-
gent process of shortlisting data through
questionnaire, interacting with school
administrators and teachers, and finally
analysing quantifiable data. We gathered
the basic data from the School Scorecard
website maintained by the Ministry of HRD.
Careers360 is known for rating institutions
across higher education domains on the
basis of objective parameters, and has con-
tinued the practice in the case of schools,
making use of data on students, faculty,
infrastructure or performance indicators
such as grades, pass and aggregate per-
centage. Most of the boards do not publish
the pass percentage and scores in general. A
team of researchers worked round the clock
to download the data of individual schools by
inputting their relevant codes.
In an attempt to understand the needs of
parents and students, in terms of academic
performance, our endeavour has always
been to get better each year. So, feel free
to write to us with subject heading ‘Schools’
at [email protected] regarding errors,
omissions and corrections.
Note: In the Rating Sheet select IB schools
also offer other curricula. Those offering
CBSE are identified by an asterisk and ISC
by two asterisks
Note: In the Rating Sheet select IB
schools also offer other curricula. Those
offering CBSE are identified by an asterisk
and ISC by two asterisks.
RATING
METHODOLOGY
RATING SCHEMA
Rating ThresholdsStanding
AAAAA
95-99 percentileExceptional
AAAA+
90-94 percentileOutstanding
AAAA
80-89 percentileBest
AAA+
70-79 percentileVery Good
AAA
60-69 percentileGood
AA+
50-59 percentileAcceptable
AA
40-49 percentileAverage
infrastructure, quality faculty, and students belong to
the elite International Baccalaureate program. But these
schools are quite lean in numbers compared to other
boards. The primary reason is that schools with envi-
able infrastructure do not perform well when it comes to
academic performance. The next rating AAAA+ is earned
by nearly 250 schools indicating that the challengers are
much larger in volume than leaders and that is a very
good sign for the country. Of the rated schools, 500+ have
gained the AAAA rating indicating that most schools have
a basic level of delivery capabilities.
What can be inferred from the ratings is that a basic
level of infrastructure is essential for good academic per-
formance. But there is absolutely no correlation between
over-the-top infrastructure or five-star level facilities
and student performance. Therefore, this is something
important to keep in mind when the school you approach
for your child boasts of a fully air-conditioned campus and
‘N’ number of co-curricular activities.
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21. https://t.me/Digital_Magz

22. India’s Best Schools 22 OCTOBER 2018360CAREERS
CHANDIGARH
NATIONAL BoardTypeRating
DAY-CUM-BOARDING
St. Xavier's Senior Secondary
School, Chandigarh
ISC Co-edAAA
DAY
Bhavan Vidyalaya, ChandigarhCBSECo-edAAAAA
Carmel Convent School,
Chandigarh
CBSEGirlsAAAA+
Delhi Public School, ChandigarhCBSECo-edAAAA+
Sacred Heart Senior Secondary
School, Chandigarh
CBSEGirlsAAAA+
St John's High School, ChandigarhCBSEBoysAAAA+
St Kabir Public School, ChandigarhCBSECo-edAAAA+
St. Anne's Convent School,
Chandigarh
CBSECo-edAAAA+
Vivek High School, ChandigarhCBSECo-edAAAA+
Ajit Karam Singh International
Public School, Chandigarh
CBSECo-edAAAA
Chitkara International School,
Chandigarh
CBSECo-edAAAA
Government Model Senior
Secondary School, Chandigarh
CBSECo-edAAAA
The north zone comprising the
National Capital Region and adjoining
states continues to be the envy of the
country’s education clusters...
CAPITAL
OF TOP
SCHOOLS
DAY BoardTypeRating
Government Model Senior
Secondary School, Sector 16,
Chandigarh
CBSECo-edAAAA
KB DAV Senior Secondary Public
School, Chandigarh
CBSECo-edAAAA
Pt. Mohan Lal SD Public School,
Sector 32C, Chandigarh
CBSECo-edAAAA
Ryan International School,
Chandigarh
CBSECo-edAAAA
Shishu Niketan Model Senior
Secondary School, Chandigarh
CBSECo-edAAAA
Shivalik Public School, ChandigarhCBSECo-edAAAA
Kendriya Vidyalaya, Sector-47,
Chandigarh
CBSECo-edAAA+
Mount Carmel School, ChandigarhCBSECo-edAAA+
Strawberry Fields World School,
Chandigarh
ISC Co-edAAA+
FASTER, HIGHER, Stronger: The Olympic ideals hold true for education as well
RATING NORTH ZONE
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23. IndIia’s BetIndnS’aa’c 23
DELHI
INTERNATIONAL BoardType Rating
DAY
American Embassy School,
Chanakyapuri
IB Co-edAAAA+
DPS International School,
Pushp Vihar
CIE Co-edAAAA+
The British School,
Chanakyapuri
IB Co-edAAAA+
NATIONAL
DAY-CUM-BOARDING
Delhi Public School, DwarkaCBSE Co-edAAAAA
Delhi Public School, Mathura
Road
CBSE Co-edAAAAA
Delhi Public School, RK PuramCBSE Co-edAAAAA
Delhi Public School, Vasant
Kunj
CBSE Co-edAAAAA
Modern School, Barakhamba
road
CBSE Co-edAAAAA
Army Public School, Dhaula
Kuan, Delhi
CBSE Co-edAAA+
Ramjas Public School Day
Boarding, Anand Parbat
CBSE Co-edAAA+
The Mann School, Holambi,
Delhi
CBSE Co-edAAA+
DAY
Sardar Patel Vidyalaya, Lodi
Estate
CBSE Co-edAAAAA
The Mother's International
School, Sri Aurobindo Marg
CBSE Co-edAAAAA
NATIONAL BoardType Rating
DAY
Vasant Valley School, Vasant
Kunj
CBSE Co-edAAAAA
Ahlcon International School,
Mayur Vihar
CBSE Co-edAAAA+
Amity International School,
Saket
CBSE Co-edAAAA+
Apeejay School, PitampuraCBSE Co-edAAAA+
Bal Bharati Public School,
Pitampura
CBSE Co-edAAAA+
Birla Vidya Niketan, Pushp
Vihar
CBSE Co-edAAAA+
Bluebells School International,
Kailash Enclave
CBSE Co-edAAAA+
Convent of Jesus and Mary,
Banglasahib Marg
CBSE GirlsAAAA+
Delhi Public School, RohiniCBSE Co-edAAAA+
Gyan Bharati School, SaketCBSE Co-edAAAA+
NK Bagrodia Public School,
Rohini
CBSE Co-edAAAA+
Rajkiya Pratibha Vikas
Vidyalaya, Dwarka
CBSE Co-edAAAA+
Sanskriti School,
Chanakyapuri
CBSE Co-edAAAA+
The Heritage School, RohiniCBSE Co-edAAAA+
The Indian School, Sadiq
Nagar
CBSE Co-edAAAA+
Aadharshila Vidyapeeth,
Pitampura
CBSE Co-edAAAA
https://t.me/Digital_Magz

24. India’s Best SchoolsRATING NORTH ZONE 24 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY
Ahlcon Public School, Mayur
Vihar
CBSE Co-edAAAA
Air Force Golden Jubilee
Institute, Subroto Park
CBSE Co-edAAAA
Amity International School,
Mayur Vihar
CBSE Co-edAAAA
Amity International School,
Pushp Vihar
CBSE Co-edAAAA
Amrita Vidyalayam, Pushp
Vihar
CBSE Co-edAAAA
Apeejay School, Sheikh SaraiCBSE Co-edAAAA
Arwachin International
School, Dilshad Garden
CBSE Co-edAAAA
ASN Senior Secondary School,
Mayur Vihar
CBSE Co-edAAAA
Bal Bharati Public School,
Rohini
CBSE Co-edAAAA
Bal Bharti Public School,
Rajender Nagar
CBSE Co-edAAAA
BGS International Public
School, Dwarka
CBSE Co-edAAAA
Bosco Senior Secondary
Public School, Paschim Vihar
CBSE Co-edAAAA
Brilliant's Convent Senior
Secondary School, Pitampura
CBSE Co-edAAAA
Carmel Convent School,
Chanakyapuri
CBSE GirlsAAAA
Chinmaya Vidyalaya, Vasant
Vihar
CBSE Co-edAAAA
Darbari Lal DAV Model Senior
Secondary School, Pitampura
CBSE Co-edAAAA
DAY BoardType Rating
Darshan Academy, Kingsway
Camp
CBSE Co-edAAAA
DAV Public School, PitampuraCBSE Co-edAAAA
DAV Public School, Sreshtha
Vihar
CBSE Co-edAAAA
GD Goenka Public School,
Rohini
CBSE Co-edAAAA
Gyan Devi Salwan Public
School, Rajinder Nagar
CBSE Co-edAAAA
ASN SENIOR Secondary School (below) gives good attention to sports
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25. IndIia’s BetMETnS’aa’c 25
There is no one defined strategy where a
child can be TAUGHT to think critically.
We need to create environment for the
students to observe, analyse, express
and formulate ideas. Our teachers are
skilled in asking open-ended questions
and our children indulge in ‘Pretend Play’
-- where a child’s imagination is chal-
lenged and displayed
MEETA ARORA,
Vice-Principal, Allenhouse Public School,
Ghaziabad
DAY BoardType Rating
Indraprastha International
School, Dwarka
CBSE Co-edAAAA
Indraprastha World School,
Paschim Vihar
CBSE Co-edAAAA
ITL Public School, DwarkaCBSE Co-edAAAA
KIIT World School, PitampuraCBSE Co-edAAAA
KR Mangalam World School,
Greater Kailash
CBSE Co-edAAAA
Kulachi Hansraj Model School,
Ashok Vihar Phase III
CBSE Co-edAAAA
Lancers Convent, RohiniCBSE Co-edAAAA
Loreto Convent School CanttCBSE GirlsAAAA
Maharaja Agrasen Model
School, Pitampura
CBSE Co-edAAAA
DAY BoardType Rating
Modern Public School,
Shalimar Bagh
CBSE Co-edAAAA
Modern School, Vasant ViharCBSE Co-edAAAA
Montfort Senior Secondary
School, Ashok Vihar
CBSE Co-edAAAA
Mother's Global School, Preet
Vihar,New Delhi
CBSE Co-edAAAA
Mothers Mary's School,
Mayur Vihar
CBSE GirlsAAAA
Mount Carmel School, Anand
Niketan
CBSE Co-edAAAA
Mount Carmel School, DwarkaCBSE Co-edAAAA
New Era Public School,
Mayapuri
CBSE Co-edAAAA
NK Bagrodia Public School,
Dwarka
CBSE Co-edAAAA
Pratibha Vikas Vidyalaya,
Paschim Vihar
CBSE Co-edAAAA
Queen Mary's School, RohiniCBSE GirlsAAAA
Rajkiya Pratibha Vikas
Vidyalaya, Kishan Ganj
CBSE Co-edAAAA
Rajkiya Pratibha Vikas
Vidyalaya, Mandoli
CBSE Boys AAAA
Rajkiya Pratibha Vikas
Vidyalaya, Rohini
CBSE Co-edAAAA
Rajkiya Pratibha Vikas
Vidyalaya, Shahdara
CBSE Co-edAAAA
Rajkiya Pratibha Vikas
Vidyalaya, Surajmal Vihar
CBSE Boys AAAA
Rukmini Devi Public School,
Pitampura
CBSE Co-edAAAA
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26. India’s Best SchoolsRATING NORTH ZONE 26 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY
Ryan International School,
Mayur Vihar
CBSE Co-edAAAA
Ryan International School,
Rohini
CBSE Co-edAAAA
Sachdeva Public School,
Pitampura
CBSE Co-edAAAA
Sachdeva Public School,
Rohini
CBSE Co-edAAAA
Salwan Public School, Mayur
Vihar
CBSE Co-edAAAA
Shah International School,
Paschim Vihar
CBSE Co-edAAAA
Shaheed Rajpal DAV Public
School, Dayanand Vihar
CBSE Co-edAAAA
Springdales School, Dhaula
Kuan
CBSE Co-edAAAA
Springdales School, Pusa RoadCBSE Co-edAAAA
Sri Venkateshwar
International School, Sector
18, Dwarka
CBSE Co-edAAAA
St Francis de Sales Senior
Secondary School, Janakpuri
CBSE Co-edAAAA
St George's School, AlaknandaCBSE Co-edAAAA
St Gregorios School, DwarkaCBSE Co-edAAAA
St Mark's Senior Secondary
Public School, Meera Bagh
CBSE Co-edAAAA
St Mary's School, Safdarjung
Enclave
CBSE Co-edAAAA
St Thomas' School, Mandir
marg
CBSE GirlsAAAA
DAY BoardType Rating
St. Marks Girls Sr Sec SchoolCBSE GirlsAAAA
Summer Fields School, Kailash
Colony
CBSE Co-edAAAA
Tagore International School,
Vasant Vihar
CBSE Co-edAAAA
The Frank Anthony Public
School, Lajpat Nagar
ISC Co-edAAAA
The Srijan School, Model TownCBSE Co-edAAAA
Venkateshwar International
School, Dwarka
CBSE Co-edAAAA
Vikas Bharati Public School,
Rohini
CBSE Co-edAAAA
Adarsh Public School,
Vikaspuri
CBSE Co-edAAA+
Ambience Public School,
Safdarjung Enclave
CBSE Co-edAAA+
Right choice of stream suiting one’s
aptitude at senior secondary level ena-
bles students to have brighter prospects
in future. Educational and career coun-
selling becomes particularly essential at
this stage to help students know about a
subject and its contents through school
counsellors, teachers and workshops
BHAWNA GUPTA
Principal, Sir Padampat Singhania Education
Centre, Kanpur
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27. IndIia’s BetIndnS’aa’c 27
DAY BoardType Rating
Andhra Education Society
Senior Secondary School,
Janak Puri
CBSE Co-edAAA+
Apeejay School, Saket CBSE Co-edAAA+
Bal Bhavan Public School,
Mayur Vihar
CBSE Co-edAAA+
Banyan Tree School, Lodhi
Road
CBSE Co-edAAA+
Basava International School,
Dwarka
CBSE Co-edAAA+
Bhai Parmanand Vidya
Mandir, Anand Vihar
CBSE Co-edAAA+
Bharatiya Vidya Bhavan's
Mehta Vidyalaya
CBSE Co-edAAA+
Bharti Public School, Mayur
Vihar
CBSE Co-edAAA+
DAY BoardType Rating
Bhatnagar International
School, Vasant Kunj
CBSE Co-edAAA+
Bloom Public School, Vasant
Kunj
CBSE Co-edAAA+
Cambridge School,
Shrinivaspuri
CBSE Co-edAAA+
Columbia Foundation Senior
Secondary School, Vikas Puri
CBSE Co-edAAA+
CRPF Public School, RohiniCBSE Co-edAAA+
Darbari Lal DAV Model School,
Shalimar Bagh
CBSE Co-edAAA+
DAV Public School, Ashok
Vihar
CBSE Co-edAAA+
DAV Public School, Kailash
Hills
CBSE Co-edAAA+
DAV Public School, RohiniCBSE Co-edAAA+
DAV Public School, Vasant
Kunj
CBSE Co-edAAA+
Delhi International Public
School, Rohini
CBSE Co-edAAA+
Don Bosco School, AlaknandaCBSE Boys AAA+
Dwarka International School,
Dwarka
CBSE Co-edAAA+
Faith Academy, Prasad NagarCBSE Co-edAAA+
Fr Agnel School, Gautam
Nagar
CBSE Co-edAAA+
G D Goenka Public School,
Vasant Kunj
CBSE Co-edAAA+
GD Goenka Public School,
Dwarka
CBSE Co-edAAA+
Co-curricular activities and games are as
important as academics. I am a strong
believer in promoting activities which
enhance both left and right sides of the
brain. Education should be about all-
round development. Children are curious
by nature. Let them explore and learn to
draw the line
DR. JAGPREET SINGH,
Headmaster, Punjab Public School, Nabha
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28. India’s Best Schools 28 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY
General Raj's Shankaran
Memorial School, Hauz Khas
CBSE Co-edAAA+
Goodley Public School,
Shalimar Bagh
CBSE Co-edAAA+
Government Girls Senior
Secondary School, Pandwala
Khurd
CBSE GirlsAAA+
Green Fields School,
Safdarjung Enclave
CBSE Co-edAAA+
Greenway Modern School,
Dilshad Garden
CBSE Co-edAAA+
Hans Raj Model School,
Punjabi Bagh
CBSE Co-edAAA+
Hillwoods Academy Senior
Secondary School, Preet Vihar
CBSE Co-edAAA+
Holy Child Auxilium School,
Vasant Vihar
CBSE Co-edAAA+
Holy Child Senior Secondary
School
CBSE GirlsAAA+
Jaspal Kaur Public School,
Shalimar Bagh
CBSE Co-edAAA+
JPM Senior Secondary School
for Blind, Lal Bahadur Shastri
Marg
CBSE boys AAA+
KR Mangalam World School,
Vikaspuri
CBSE Co-edAAA+
Lawrence Public School,
Janakpuri
CBSE Co-edAAA+
Laxman Public School, Hauz
khas
CBSE Co-edAAA+
Little Flowers Public Senior
Secondary School, Shahdara
CBSE Co-edAAA+
DAY BoardType Rating
Lovely Public Senior
Secondary School,
Priyadarshini Vihar
CBSE Co-edAAA+
Lt Col Mehar Little Angels
Senior Secondary School,
Paschim Vihar
CBSE Co-edAAA+
Maharaja Agarsain Public
School, Ashok Vihar
CBSE Co-edAAA+
Maharaja Aggarsain Adarsh
Public School, Pitampura
CBSE Co-edAAA+
Mahavir Senior Model SchoolCBSE Co-edAAA+
Manav Sthali School, New
Rajinder Nagar
CBSE Co-edAAA+
RATING NORTH ZONE
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29. IndIia’s BetIndnS’aa’c 29
DAY BoardType Rating
Manava Bharati India
International School,
Panchsheel Park
CBSE Co-edAAA+
Mata Jai Kaur Public School,
Ashok Vihar
CBSE Co-edAAA+
Mater Dei School, Tilak LaneCBSE GirlsAAA+
Maxfort School, DwarkaCBSE Co-edAAA+
MDH International School,
Dwarka
CBSE Co-edAAA+
Mira Model School, JanakpuriCBSE Co-edAAA+
Modern Child Public School,
Nangloi
CBSE Co-edAAA+
Modern Convent School,
Dwarka
CBSE Co-edAAA+
Modern Era Convent,
Janakpuri
CBSE Co-edAAA+
Mother Divine Public School,
Rohini
CBSE Co-edAAA+
Mount Abu Public School,
Rohini
CBSE Co-edAAA+
Mount St Mary's School Cantt.CBSE Co-edAAA+
National Victor Public School,
Patparganj
CBSE Co-edAAA+
DAY BoardType Rating
NC Jindal Public School,
Punjabi Bagh
CBSE Co-edAAA+
Neo Convent Senior
Secondary School, Paschim
Vihar
CBSE Co-edAAA+
New Horizon School, Hazrat
Nizamuddin
CBSE Co-edAAA+
Nirmal Bhartia School,
Dwarka
CBSE Co-edAAA+
Poorna Prajna Public School,
Vasant Kunj
CBSE Co-edAAA+
Pragati Public School, DwarkaCBSE Co-edAAA+
Presentation Convent Senior
Secondary School
CBSE GirlsAAA+
Queen's Valley School, DwarkaCBSE GirlsAAA+
Rabea Girls’ Public school, Lal
Kuan Delhi
CBSE GirlsAAA+
Rajdhani Public School, NarelaCBSE Co-edAAA+
Rajkiya Pratibha Vikas
Vidyalaya, Civil Lines
CBSE Co-edAAA+
Rajkiya Pratibha Vikas
Vidyalaya, Gandhi Nagar
CBSE Co-edAAA+
Rajkiya Pratibha Vikas
Vidyalaya, Karol Bagh
CBSE Boys AAA+
A good school is a learning community
of motivated students, dedicated teach-
ers and thoughtful parents working in
collaboration towards promoting inte-
gration of futuristic STEM education via
multifarious activities, strategies and
pedagogical dynamics through flipped
learning by ICT-enabled, state-of-the-art-
infrastructure inclusive of 3D labs
ANJALI KOTNALA,
Principal, Rukmini Devi Public School,
Pitampura, Delhi
CHILDREN ARE curious by nature. Schools should nurture them carefully
https://t.me/Digital_Magz

30. India’s Best SchoolsRATING NORTH ZONE 30 OCTOBER 2018360CAREERS
DAY BoardType Rating
Rajkiya Pratibha Vikas
Vidyalaya, Raj Niwas Marg
CBSE Co-edAAA+
Rajkiye Pratibha Vikash
Vidyalaya, Lajpat Nagar
CBSE Boys AAA+
Ramjas School , Pusa RoadCBSE Co-edAAA+
Ramjas School, Anand ParbatCBSE Co-edAAA+
Ramjas School, RK PuramCBSE Co-edAAA+
Rao Man Singh Senior
Secondary School, Najafgarh
CBSE Co-edAAA+
Rao Mohar Singh Memorial
Senior Secondary School,
Najafgarh
CBSE Co-edAAA+
Rosary Senior Secondary
School, Kingsway Camp
CBSE Co-edAAA+
Ryan International School,
Vasant Kunj
CBSE Co-edAAA+
Sadhu Vaswani International
School For Girls
CBSE GirlsAAA+
Saint Margaret Senior
Secondary School, Prashant
Vihar
CBSE Co-edAAA+
Salwan Public School,
Rajendra Nagar
CBSE Co-edAAA+
Shadley Public School, Rajouri
Garden
CBSE Co-edAAA+
Shri Ram Shiksha Mandir
Senior Secondary School,
Jindpur
CBSE Co-edAAA+
Sneh International School,
Vikas Marg
CBSE Co-edAAA+
Somerville School,
Vasundhara Enclave
CBSE Co-edAAA+
SS Mota Singh Senior
Secondary School, Janakpuri
CBSE Co-edAAA+
St Angel’s School,RohiniCBSE Co-edAAA+
St Anthony's Senior
Secondary School
CBSE GirlsAAA+
St Cecilia's Public School,
Vikaspuri
CBSE Co-edAAA+
St Columba's School, Ashok
Place
CBSE Boys AAA+
St Lawrence Public Sr Sec
School
CBSE Co-edAAA+
DAY BoardType Rating
St Mark's Senior Secondary
Public School, Janakpuri
CBSE Co-edAAA+
St Mary's School, DwarkaCBSE Co-edAAA+
St Paul's School, Safdarjung
Development Area
CBSE Co-edAAA+
Sumermal Jain Public School,
Janakpuri
CBSE Co-edAAA+
Suraj Bhan DAV Public SchoolCBSE Co-edAAA+
Tagore International School,
East of Kailash
CBSE Co-edAAA+
The Heritage School, Vasant
Kunj
CBSE Co-edAAA+
Titiksha Public School, RohiniCBSE Co-edAAA+
Universal Public School, Preet
Vihar
CBSE Co-edAAA+
Veda Vyasa DAV Public
School, Vikaspuri
CBSE Co-edAAA+
Vishal Bharti Public School,
Paschim Vihar
CBSE Co-edAAA+
Vivekanand School, D Block,
Anand Vihar
CBSE Co-edAAA+
VSPK International School,
Rohini
CBSE Co-edAAA+
DAV Centenary Public School,
Paschim Enclave
CBSE Co-edAAA
Government Girls Senior
Secondary School No 2,
Gandhi Nagar
CBSE GirlsAAA
Government Sarvodaya Co-Ed
Senior Secondary School,
Najafgarh
CBSE Co-edAAA
Queen Mary's School, Model
Town
CBSE GirlsAAA
St Mary's Senior Secondary
School, Ambika Vihar
CBSE Co-edAAA
Kendriya Vidyalaya — NMR
JNU campus
CBSE Co-edNR
https://t.me/Digital_Magz

31. The school with a difference...
Mission : We strive to provide strong foundation for life-long learning...
lAesthetically designed building constructed over an area of
3.42 acres
lMulti-Cultural Exchange Programme
l Individual attention to Pupil ; Teacher-taught ratio 1:18
l State-of-the-art Infrastructure: Fully Air-conditioned Smart
e-classrooms, 3D Projection Lab, Learning Lab, e-assessment
Room, IT-Lab, Maths Lab, Video-conferencing, Computer-
literacy Labs, Science Park, Language Lab, Guest Lecture
Hall, Ultra-modern Auditorium and many more.
l Life-skills integrated curriculum
lMultifarious Students' and Teachers' Enrichment Programmes
l First grade sports facilities
l High standards of Discipline, Cleanliness, Security and Safety
l GPS enabled school buses
l CCTV surveillance in the school premises.
lComplete paraphernalia dedicated to Visual and Performing
Arts Department.
T
el: 011-27314235, 27313693, Fax: [phone]
E-mail : [email protected], website : www.rdpschool.edu.in
CD BLOCK
PITAMPURA
DELHI, INDIAAccredited and Permanently Affiliated to CBSE
Under the aegis of Seth Pokhar Mal Educational Society
PUBLIC SCHOOL
ŸRukmini Devi Institute of Advanced Studies :
ŸRukmini Devi Public School, Sonipat :
ŸRukmini Devi Public School, Rohini:
ŸRukmini Devi Public School, Junior Wing:
ŸRukmini Devi College of Education:
ŸRukmini Devi Lalit Kala Kendra :
Accredited with 'A+' grade by NAAC, Appr. by AICTE, Aff. to G.G.S.I.P University, Delhi
Affiliated to CBSE (10+2), Approved by Directorate of Education, Govt. of Haryana
Approved by Directorate of Education, Govt. of NCT of Delhi
Kindergarten for the smart generation - providing strong foundation in a caring and safe environment
Nursery Teacher Training approed by NCTE affiliated with SCERT
Affiliated to Pracheen Kala Kendra, Chandigarh & Prayag Sangeet Samiti, Allahabad
Sister Institutions running under the aegies of Seth Pokhar Mal Educational Society
For details visit : www.spmes.org
https://t.me/Digital_Magz

32. India’s Best SchoolsRATING NORTH ZONE 32 OCTOBER 2018360CAREERS
HARYANA
INTERNATIONAL BoardType Rating
BOARDING
Pathways World School,
Gurgaon
IB Co-edAAAAA
Kimberley The International
School, Panchkula
CIE Co-edNR
DAY-CUM-BOARDING
Vidya Sanskar International,
Faridabad
CIE Co-edAAAA+
GD Goenka World School,
Sohna Road, Gurgaon
IB Co-edAAAA+
Lancers International School,
Gurgaon
IB Co-edAAAA
DAY
The Heritage School, Gurgaon
*
IB Co-edAAAAA
The Shri Ram School, Gurgaon
**
IB Co-edAAAAA
Pathways School (Gurgaon
NCR South)
IB Co-edAAAA+
Scottish High International
School, Gurgaon**
IB Co-edAAAA
Excelsior American School,
Gurgaon
CIE Co-edAAA+
Amity Global School, GurgaonIB Co-edNR
NATIONAL BoardType Rating
BOARDING
Vidya Devi Jindal School, HisarCBSE GirlsAAAA+
Gurukul Kurukshetra,
Kurukshetra
CBSE Co-edAAAA
Chaman Vatika School,
Ambala
CBSE Co-edAAAA
DPS, Pinjore CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Karnal
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Khunga Kothi
CBSE Co-edAAA+
When students are losing on life due to
academic pressure, we look after the
physical, emotional and spiritual well-
being of our girls by giving them self-
defence classes, incorporating best ele-
ments from ‘Universal Ethics Education’
by Dalai Lama and making them practice
mindfulness, positive psychology and
emotional intelligence
SHALINI MEHROTRA,
Principal, Vidya Devi Jindal School, Hisar
A GOOD school is characterised by good libraries
https://t.me/Digital_Magz

33. O
ver the years, Technology has
created countless opportuni-
ties with endless resources,
which is rapidly changing the Business
world around us. The change is faster
than earlier projected by the market
leaders. After all, the world is a liv-
ing thing—change and growth are only
natural.
Government, Organizations and
Institutions are trying to maximize effi-
ciency by minimizing time and work-
force. Gone are the days of traditional
management practices. The world is
shifting towards new-age operations
and processes, which is, evident by what
and how the top notch PGDM institu-
tion are teaching their students. Today,
corporates demand their workforce to
be equipped with skills of modern man-
agement and have a thorough under-
standing of their processes.
So, how do you find the best way to
be equipped yourselves with new-age
knowledge and skills of management
to handle those changes, to make sure
you are able to hit every curve ball that
comes your way, in the era of Business
Analytics and Artificial Intelligence?
EMPI Business School at New Delhi
is a ‘Modern Gurukul’ of new-age Man-
agement and Executive education - a
melting pot of cultures, nationalities,
ideas and diverse talent working and
living together to actualize futuristic
vision. As in a gurukul, EMPI lives
by the philosophy that each learner -
the’Shisya’ is unique, requiring person-
alized attention from the ‘Guru’ for indi-
vidual growth, enabling them to become
not only outstanding professionals, but
also socially responsible citizens. The
endeavour for individual nurturing is
based on scientific and modern psy-
chology concepts and tools based on the
work of Prof. Udai Pareek.
EMPI Business School Group, New
Delhi was established in 1995, by
a group of nation builders who have
been highly committed and success-
ful professionals and academicians in
their own respective domains. EMPI
conceptualized by cognitive scientist
Mr. Pankaj Saran, was initially inspired
and supported by legends such as Mr.
Ajit Haksar, Chairman Emeritus, ITC
Ltd., Col. Satsangi, Founder Chairman,
CSKM Educational Complex and
Mr. Gurnam Saran, Former Director,
BHEL; and thereafter joined in by Mr.
D.V. Kapur, Founder NTPC; Padma
Bhushan Shri. N. Vittal, Enabler of the
IT and Telecom Revolution in India;
Ms. Tara Sinha, Advertising Icon, Prof.
Udai Pareek, Father of Indian HR
Movement and Mr. P. S. Bami, Fmr.
Chairman NTPC.
Based in a sprawling green, pollution-
free, large residential campus, EMPI’s
guiding philosophy of ‘Innovating
Futures’ is the basis for it’s institutional
ethos, wherein Innovation is achieved,
not only through academic study and
research at its B-School, but also by
incubating and spinning off various
initiatives and entities that impact the
future. These initiatives are emergent
from the dynamic inter-play of Tech-
nology, Academia, Public Policy and
Civil Society, leading to the birth of
a series of ‘Firsts’ in the country. To
name a few, “EMPI has collaborated
with EnergyLab, Australia – the larg-
est energy focused incubator, setup by
Origin – the Australian energy major,
Government of New South Wales, Aus-
tralia and University of Technology
Sydney to embark on a journey together
for creating a world powered by 100%
clean energy. EMPI’s Vittal Innovation
City has a Joint venture with Andhra
Pradesh Government for develop-
ing Aerospace & Defence Electron-
ics Park.” EMPI has also developed a
reputation for innovative international
initiatives and for advocating innova-
tions in national policy and governance,
as part of its ‘Mission Innovative India’
launched by the President of India,
H.E. Dr. A.P.J. Abdul Kalam in the year
2005.
EMPI has been consistently ranked
amongst the top 25 Management insti-
tutions of the country, provides person-
alized learning through living simulated
learning environment.
With the arrival of the fourth industri-
al revolution and to meet the challeng-
ing demand of the world EMPI offers
industry focused, futuristic dual spe-
cialization management programmes,
which incorporates practical industry
applications with a rigorous, cutting-
edge critical skills and career develop-
ment curriculum in:
(The writer is Executive Director of EMPI’s
Vittal Center for Management &
Governance Informatics and Deputy
Director & Residential Mentor of EMPI
Business School, New Delhi. He is the
enabler of World’s first Post Graduate
Program in Business Analytics)
NEW WORLD OF BUSINESS
AND MANAGEMENT
Research & Business Analytics
Business Management – Marketing, Finance and Human Resource
Global Business Management
Advertising & Communication Management
EMPI not only makes their students to stand out in the crowed, but also helps
them work efficiently in their environment.
For more details contact:
EMPI Business School. New Delhi.
Toll Free Number: 1800-300-20652. Admission Helpline Number: [phone]/72.
E-Mail: [email protected] Website: www.empi.ac.in
by Dr. David Easow
https://t.me/Digital_Magz

34. VIDYA DEVI JINDAL SCHOOL
Vidya Jyoti Jeevan Jyoti
The vision of VDJS is to become a leading residential school known for providing a happy environment, encouraging
intellectual curiosity, learning through enthusiastic self-discovery and inspire a love for integrity, compassion and life
OUR USP
●●Home to 750 girls from 22 states and neighbouring
countries
●●Provide affordable quality education with a deep ethical core
●●Top-of-the-line infrastructure, both in outlook and facilities
●● Offer robust hobby programmes catering to literary,
artistic, oratorical and technological talents of the girls
●● International-class sporting facilities, offering more than 15
sports disciplines.
●● E n s u r e physical, emotional, and spiritual wellbeing of our
girls
●●Promote vibrant Community Service Programmes
●●Instil Ecological Consciousness
●●Foster Internationalism
●●Close Teacher Student relationship
●●Robust student leadership
●●International Students and Teachers Exchanges
●●National and International Educational Excursions
●● Air-conditioned classrooms equipped with Interactive
Boards in a Wi-Fi enabled campus
●● R o b u s t Academic Programmes supported by Tinkering Lab,
Universal Ethics Education, Project Based Learning, School
Cinema, Generation Global, Univariety etc.
MEMBER OF ROUND SQUARE, BRITISH COUNCIL, GENERATION
GLOBAL, IPSC, IAYP, NPSC, INTACH AND NCC
https://t.me/Digital_Magz

35. AWARDS AND RECOGNITIONS
●● Principal Ms Shalini Mehrotra received the 100 Highly
Effective Principals Award by the AKS Education Awards
●● T h e School received the Performance Excellence Trophy by
The Indian Merchant’s Chamber Mumbai under Ramkrishna
Bajaj National Quality Awards in the education sector
●● The North School Merit Award survey conducted by
Education Today conferred the ‘Girls - Academic Reputation’
award to the Vidya Devi Jindal School
●● T h e School won the British Council’s International School
Award, 2018 for the fifth consecutive term
●● R a t e d Green School consecutively for the years- 2015-16,
2016-2017, 2017-18
●●The Tony Blair ‘Face to Faith’ Foundation - Gold Award 2014
●● T h e Tony Blair ‘Face to Faith’ Foundation- Outstanding Award
2015
●● S i x members of the faculty received the Global Teacher
Award 2018 by AKS Education Awards
Scoonews Global Education Awards recognized the school
in three prestigious categories
●●Distinguished Performance in Academics
●●STEM Project of the Year
●●School with Best Infrastructure
ADMISSION NOTICE 2019-2020
REGISTRATION OPEN FOR CLASSES IV-IX AND XI
For more details regarding dates & centers for AAT, please visit our website www.vdjs.edu.in
Phone: [phone] to 02 | Fax: [phone] | Email: [email protected]
We Educate, We Enrich, We Transform
Vidya Devi Jindal School - A Trailblazer in Girls’ Education
https://t.me/Digital_Magz

36. India’s Best SchoolsRATING NORTH ZONE 36 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
BOARDING
Jawahar Navodaya Vidyalaya,
Mahendragarh
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Naultha
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Odhan
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Pabra
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Panchkula
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Rewari
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Titram
CBSE Co-edAAA+
Motilal Nehru School of
Sports, Rai
CBSE Co-edAAA+
Sainik School Kunjpura, KarnalCBSE Boys AAA+
Shah Satnam Ji Girls School,
Sirsa
CBSE GirlsAAA+
Jawahar Navodaya Vidyalaya,
Mewat
CBSE Co-edAAA
DAY-CUM-BOARDING
DPS, Sonipat CBSE Co-edAAAA+
Sehwag International School,
Jhajjar
CBSE Co-edAAAA
Delhi Public School, KarhansCBSE Co-edAAA+
Saint MSG Glorious
International School, Sirsa
CBSE Co-edAAA+
Swarnprastha Public School,
Sonipat, Haryana
CBSE Co-edAAA+
DAY
The Shri Ram School, GurgaonISC Co-edAAAAA
Bhavan Vidyalaya, PanchkulaCBSE Co-edAAAA+
Convent of Jesus and Mary,
Ambala
CBSE GirlsAAAA+
Delhi Public School, GurgaonCBSE Co-edAAAA+
Modern Vidya Niketan Senior
Secondary School, Faridabad
CBSE Co-edAAAA+
DAY BoardType Rating
Shikshantar School, GurgaonISC Co-edAAAA+
The Heritage School, GurgaonCBSE Co-edAAAA+
The Shri Ram School, AravaliISC Co-edAAAA+
Amity International School,
Gurgaon
CBSE Co-edAAAA
Amity International School,
Sector 43 Gurgaon
CBSE Co-edAAAA
Apeejay School, Charkhi DadriCBSE Co-edAAAA
Apeejay School, FaridabadCBSE Co-edAAAA
Army Public School, Ambala
Cantt
CBSE Co-edAAAA
Army Public School, HisarCBSE Co-edAAAA
Bal Bharti School,
Bahadurgarh
CBSE Co-edAAAA
Blue Bells Model School,
Gurgaon
CBSE Co-edAAAA
Blue Bells Public School,
Gurgaon
CBSE Co-edAAAA
Colonel's Central Academy,
Gurgaon
CBSE Co-edAAAA
DAV Centenary Public School,
Paschim Enclave, Rohtak
CBSE Co-edAAAA
DAV Public School, GurgaonCBSE Co-edAAAA
PUBLIC PERFORMANCES instil confidence in students
https://t.me/Digital_Magz

37. IndIia’s BetIndnS’aa’c 37
DAY BoardType Rating
DAV Public School,
Kurukshetra
CBSE Co-edAAAA
Delhi Public School, FaridabadCBSE Co-edAAAA
Delhi Public School, Refinery
Township, Panipat
CBSE Co-edAAAA
Delhi Public School, RewariCBSE Co-edAAAA
Lion Public School, GurgaonCBSE Co-edAAAA
Lord Jesus Public School,
Gurgaon
ISC Co-edAAAA
Manav Rachna International
Schools, Faridabad
CBSE Co-edAAAA
Modern Vidya Niketan,
Badkhal
CBSE Co-edAAAA
New Lahoria Vidya Mandir,
Hisar
CBSE Co-edAAAA
OP Jindal Modern School,
Hisar
CBSE Co-edAAAA
OS DAV Public School, KaithalCBSE Co-edAAAA
Salwan Public School,
Gurgaon
CBSE Co-edAAAA
SD Vidya Mandir, PanipatCBSE Co-edAAAA
Shalom Hills International
School, Gurgaon
CBSE Co-edAAAA
St Theresa's Convent School,
Karnal
CBSE Co-edAAAA
St Thomas Senior Secondary
School, Faridabad
CBSE Co-edAAAA
Summer Fields School,
Gurgaon
CBSE Co-edAAAA
West Academy, Pataudi CBSE Co-edAAAA
American Montessori Public
School, Gurgaon
CBSE Co-edAAA+
Arya Senior Secondary School,
Bhiwani
CBSE Co-edAAA+
Ashok Memorial Public
School, Faridabad
CBSE Co-edAAA+
Bal Vikas School, PanipatCBSE Co-edAAA+
DAV Centenary Public School,
Jind
CBSE Co-edAAA+
Column
RAUNAK JAIN,
Director, Tula’s International
School, Dehradun
I
t is important to have effective communication in
a classroom for any teaching to have an impact.
The message that a teacher wishes to pass to stu-
dents could be in different mediums, for instance,
lectures, presentations, do it yourself activities or
through assignments. The non-verbal cues should
also be put to best use. The other things a teacher
can do is to ask direct questions, take consistent
feedback and pay a lot of emphasis to listening to
students.
Guiding students
In order to help students make informed choices
about the right selection of their subjects, regular
sessions, webinars and interaction rounds with
career experts are held in the school. The students
and their parents are given an exposure that all
streams are equally good and have a bundle of
opportunities. This is where teacher’s training plays
an important role. Teachers’ training is an impor-
tant tool for student’s achievement. We all feel that
learning should be a continuous process for a teach-
er which ultimately enhances students’ learning.
We wish to generate competent and performance
driven teachers for which we hold regular learning
programmes for teachers. These programmes are
also important to keep the teachers motivated as
unmotivated teachers result in ineffective teaching
and learning.
Inculcating curiosity
In order to arouse curiosity and critical thinking in
any child, it is very essential to expose him to emo-
tions such as doubt, surprise and mystery. If the
students cannot connect the dots, they naturally
tend to get interested and find a solution. Also, stu-
dents should be allowed to explore freely. Students
should be allowed to make a mess, make mistakes
and look for various options for any problem.
PROMOTING
FREEDOM OF
EXPLORATION
https://t.me/Digital_Magz

38. India’s Best Schools 38 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
BOARDING
DAV Public School, Sector 14,
Faridabad
CBSE Co-edAAA+
DAV Public School, Sector 37,
Faridabad
CBSE Co-edAAA+
Delhi Public School, HisarCBSE Co-edAAA+
Delhi Public School, Maruti
Kunj, Gurgaon
CBSE Co-edAAA+
Dyal Singh Public School,
Karnal
CBSE Co-edAAA+
Dyal Singh Public School,
Panipat
CBSE Co-edAAA+
Eicher School, FaridabadCBSE Co-edAAA+
Happy Senior Secondary
School, Rewari
CBSE Co-edAAA+
HD Public School, RohtakCBSE Co-edAAA+
Hindu Vidyapeeth, SonepatCBSE Co-edAAA+
Holy Child Secondary School,
Sonepat
CBSE Co-edAAA+
Indus Public School, JindCBSE Co-edAAA+
International Bharti School,
Rohtak
CBSE Co-edAAA+
Jankidas Kapur Public School,
Sonipat
CBSE Co-edAAA+
Jiva Public School, FaridabadISC Co-edAAA+
Kendriya Vidyalaya, RohtakCBSE Co-edAAA+
KR Mangalam World School,
Gurgaon
CBSE Co-edAAA+
Little Angels School, SonipatCBSE Co-edAAA+
Maharana Pratap Public
School, Kurukshetra
CBSE Co-edAAA+
Manav Rachna International
School, Sector 14 Faridabad
CBSE Co-edAAA+
Manav Rachna International
School, Sector 46 Gurgaon
CBSE Co-edAAA+
Model School, Rohtak CBSE Co-edAAA+
Modern School, Sector 17,
Faridabad
CBSE Co-edAAA+
BOARDING BoardType Rating
Mukand Lal Public School,
Yamuna Nagar
CBSE Co-edAAA+
Parth Public Senior Secondary
School, Karnal
CBSE Co-edAAA+
Pratap Public School, Jarnailly
Colony, Karnal
CBSE Co-edAAA+
Raman Munjal Vidya Mandir,
Gurgaon
CBSE Co-edAAA+
Rao Pahlad Senior Secondry
School, Mahendergarh
CBSE Co-edAAA+
Raunaq Public School,
Gannaur
CBSE Co-edAAA+
Ryan International School,
Faridabad
CBSE Co-edAAA+
Sacred Heart Convent Sr Sec
School, Jagadhri
CBSE Co-edAAA+
Saffron Public School,
Faridabad
CBSE Co-edAAA+
Saint Soldier Divine Public
School, Panchkula
CBSE Co-edAAA+
Sant Nischal Singh Public
School, Ladwa
CBSE Co-edAAA+
PATHWAYS SCHOOL Gurugram is a good example of a ‘Green Building’
RATING NORTH ZONE
https://t.me/Digital_Magz

39. IndIia’s BetIndnS’aa’c 39
BOARDING BoardType Rating
Sant Nischal Singh Public
School, Yamunanagar
CBSE Co-edAAA+
Sarvodya Senior Secondary
School, Jhajjar
CBSE Co-edAAA+
Seth Badri Prasad DAV
Centenary Public School,
Fatehabad
CBSE Co-edAAA+
Shastri Senior Secondary
School, Bhiwani
CBSE Co-edAAA+
Shiksha Bharti Vidyalaya,
Rohtak
CBSE Co-edAAA+
Shiva Shiksha Sadan, SonepatCBSE Co-edAAA+
Shree Krishana Parnami
Public School, Siwani
CBSE Co-edAAA+
Shribaba MastNath Public
School, Rohtak
CBSE Co-edAAA+
Springfields Public School,
Yamuna Nagar
CBSE Co-edAAA+
SR Century Public School,
Jhajjar
CBSE Co-edAAA+
St Joseph's Convent School,
NIT Faridabad, Faridabad
CBSE Co-edAAA+
BOARDING BoardType Rating
St Mary's Convent Senior
Secondary School, Panipat
CBSE Co-edAAA+
St Mary's School, HisarCBSE Co-edAAA+
St Thomas School,
Bahadurgarh
CBSE Co-edAAA+
Swami Vivekanand Public
School, Huda, Jagadhri
CBSE Co-edAAA+
Tagore Academy, BallabgarghCBSE Co-edAAA+
Vaish Model Sr Secondary
School, Bhiwani
CBSE Co-edAAA+
Vijaya Senior Secondary
School, Bahadurgarh
CBSE Co-edAAA+
Yaduvanshi Shiksha Niketan,
Narnaul
CBSE Co-edAAA+
Air Force School, AmbalaCBSE Co-edAAA
Army Public School,
Chandimandir
CBSE Co-edAAA
Bright Scholar Senior
Secondary School, Sonipat
CBSE Co-edAAA
Canal Valley Public School,
Rewari
CBSE Co-edAAA
CMM Public School, DujanaCBSE Co-edAAA
Delhi Public School, KarnalCBSE Co-edAAA
DH Lawrence Senior
Secondary School, Jhajjar
CBSE Co-edAAA
HD Senior Secondary School,
Kheri
CBSE Co-edAAA
HR Green Field High School,
Jhajjar
CBSE Co-edAAA
New Happy Public School,
Yamuna Nagar
CBSE Co-edAAA
Pathania Public School,
Rohtak
CBSE Co-edAAA
RC Green Field School, RewariCBSE Co-edAAA
RED School, Jhajjar CBSE Co-edAAA
Rishi Public School, GurgaonISC Co-edAAA
RRCM Senior Secondary
School, Mahendergarh
CBSE Co-edAAA
Saraswati Public School,
Jagadhri
CBSE Co-edAAA
Shree Kali Devi Vidya Mandir,
Hansi
CBSE Co-edAAA
https://t.me/Digital_Magz

40. India’s Best SchoolsRATING NORTH ZONE 40 OCTOBER 2018360CAREERS
Our children are exposed to life
situations that replicate lesson focus,
using conversations and daily life
application right from early stages,
be it discussing housing with small
children or history with middle school
students or learning mathematics
through dance
ABHISHEK GUPTA
Director, Kimberley- The Interna-
tional School, Panchkula
HIMACHAL PRADESH
NATIONAL BoardType Rating
BOARDING
Pinegrove School, SolanCBSE Co-edAAAA+
The Lawrence School,
Sanawar
CBSE Co-edAAAA+
Bishop Cotton School, ShimlaISC Boys AAAA
Jawahar Navodaya Vidyalaya,
Dungrin
CBSE Co-edAAAA
Jawahar Navodaya Vidyalaya,
Pandoh
CBSE Co-edAAAA
Army Public School, DagshaiCBSE Co-edAAA+
Eklavya Model Residential
School, Nichar
CBSE Co-edAAA+
International Sahaja Public
School, Dharamshala
ISC Co-edAAA+
Jawahar Navodaya Vidyalaya,
Kinnaur
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Kothipura
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Nahan
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Paprola
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Pekhubela
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Theog
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Kunihar
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Sarol
CBSE Co-edAAA
Rashtriya Military School,
Chail
CBSE Boys AAA
Tagore Vanasthali Public
School, Kuthar
CBSE Co-edAAA
Tibetan Children's Village,
Mandi
CBSE Co-edAAA
DAY-CUM-BOARDING
Auckland House School,
Shimla
ISC GirlsAAAA
DAY BoardType Rating
Sacred Heart Senior
Secondary School, Sidhpur
ISC Co-EdAAAA
The Scholars Home, Paonta
Sahib
CBSE Co-EdAAAA
Aadhunik Public School,
Sidhbari
CBSE Co-EdAAA+
Akal Academy, Sirmaur CBSE Co-edAAA+
BD Dav Senior Secondary
Public School, Dharamshala
CBSE Co-EdAAA+
DAV Ambuja Vidya Niketan
Public School, Darlaghat
CBSE Co-EdAAA+
DAV Public School, HamirpurCBSE Co-EdAAA+
DAV Public School, Lakkar
Bazar, Shimla
CBSE Co-EdAAA+
DAV Public School, NahanCBSE Co-EdAAA+
DAV Public School, New
Shimla
CBSE Co-EdAAA+
DAV Public School, PalampurCBSE Co-EdAAA+
Kendriya Vidyalaya, BhanalaCBSE Co-edAAA+
Mount Carmel School, Gaggal,
Kangra
ISC Co-edAAA+
Mount Carmel School, UnaISC Co-edAAA+
Sacred Heart Senior
Secondary School, Dalhousie
ISC Co-edAAA+
https://t.me/Digital_Magz

41. IndIia’s BetIndnS’aa’c 41
JAMMU AND KASHMIR
NATIONAL BoardType Rating
BOARDING
Jawahar Navodaya Vidyalaya,
Aglar, Pulwama
CBSE Co-EdAAA+
Jawahar Navodaya Vidyalaya,
Doda
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Aishmuqam
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Badgam
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Basohli
CBSE Co-edAAA
"Jawahar Navodaya Vidyalaya,
Leh
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
samba
CBSE Co-edAAA
DAY-CUM-BOARDING
BSF School, Paloura, JammuCBSE Co-edAAAA
KC Public School, JammuCBSE Co-EdAAA+
DAY BoardType Rating
Sri Aurobindo Public School,
Baddi
CBSE Co-EdAAA+
St Luke's Senior Secondary
School, Solan
CBSE Co-EdAAA+
St Mary's High School,
Sundernagar
CBSE Co-EdAAA+
St. Edward’s School, ShimlaCBSE Boys AAA+
DAV Public Senior Secondary
School, Greyoh
CBSE Co-EdAAA
Dayanand Public Shool,
Shimla
CBSE Co-EdAAA
Vivek International Public
School, Baddi
CBSE Co-EdAAA
DAV Public School,
Ghumarwin
CBSE Co-EdNR
Column
G.S. TOMAR
Principal, Jawahar Navodya
Vidyalaya, Dungrin
N
early everyone in the field of educa-
tion believes that the knowledge given
in classrooms should be fully assimilated
by the students. This is like getting the ball
through the basket with every shot, and this
cannot happen in every attempt. The real
education is the one which triggers the mind
of a student with ripples of thoughts. Educa-
tion should open up ways for design thinking
by creating a logical relationship of abstract
concept with the discovered knowledge.
Collaborative thinking
The new knowledge in the classroom should
be created by the collaborative thinking
through the process of relating the concept
to real-life situations and establishing the
basic relationship between natural phe-
nomena. Education can only be made more
interactive by allowing the learners to think
diversely and find all possible solutions by
developing their capacity to think out of the
box and arrive at a logical conclusion. This
is possible only when the classroom learn-
ing is directed towards creative thinking
by discovering the relationship of abstract
concepts with the known concepts.
The aim of teachers in the classroom
should be to produce change makers. Con-
ducting hands-on projects with community
connection, brainstorming, going back to/
drawing board if something does not work
out, redesigning and rethinking strategies to
find a suitable solution is the real interactive
approach to education.
REAL
EDUCATION
TRIGGERS
RIPPLE OF
THOUGHTS
https://t.me/Digital_Magz

42. India’s Best SchoolsRATING NORTH ZONE 42 OCTOBER 2018360CAREERS
PUNJAB
INTERNATIONAL BoardType Rating
BOARDING
Cambridge International
School, Phagwara, Jalandhar
IB Co-edAAAA+
Day-cum-Boarding
Cambridge International
School, Dasuya, Hoshiarpur *
CIE Co-edNR
NATIONAL
BOARDING
Punjab Public School, NabhaISC Co-edAAAA
Jawahar Navodaya Vidyalaya,
Dhanansu
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Najochak, Pathankot
CBSE Co-edAAA+
St Stephen's School, MohaliCBSE Co-edAAA+
NATIONAL BoardType Rating
DAY
Burn Hall School, SrinagarState
Board
Boys AAAA+
Heritage School, JammuCBSE Co-EdAAAA
Jodhamal Public School,
Jammu
CBSE Co-EdAAAA
Presentation Convent High
School, Gandhi Nagar
CBSE GirlsAAAA
Army Public School, DamanaCBSE Co-EdAAA+
Army Public School, JammuCBSE Co-EdAAA+
Army Public School, JanglotCBSE Co-EdAAA+
Army Public School, Kaluchak,
Jammu
CBSE Co-EdAAA+
Army Public School, NagrotaCBSE Co-EdAAA+
Army Public School, SambaCBSE Co-EdAAA+
Army School, Akhnoor CBSE Co-EdAAA+
Army School, Badami Bagh
Cantt
CBSE Co-EdAAA+
Delhi Public School, JammuCBSE Co-edAAA+
JK Public School, Kunjwani,
Jammu
CBSE Co-EdAAA+
Kendriya Vidyalaya, BSF
Campus Rajouri
CBSE Co-EdAAA+
Kendriya Vidyalaya, Kishtwar CBSE Co-EdAAA+
Stephens International Public
School, Nihalpur
CBSE Co-edAAA+
Army Public School BD Bari,
Samba
CBSE Co-EdAAA
Army Public School, Jammu
Cantt
CBSE Co-EdAAA
Army School, Miran SahibCBSE Co-edAAA
Delhi Public School, SrinagarCBSE Co-edAAA
Kendriya Vidyalaya No 2,
Akhnoor
CBSE Co-edAAA
"Kendriya Vidyalaya No 2,
Udhampur
CBSE Co-edAAA
Mahavir International School,
Sambha
CBSE Co-edAAA
Sainik School, NagrotaCBSE Boys AAA
INSTILLING DISCIPLINE in students is a major goal of good schools
https://t.me/Digital_Magz

43. IndIia’s BetIndnS’aa’c 43
BOARDING BoardType Rating
Baba Farid Public School,
Faridkot
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Bathinda
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Ferozepur
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Kapurthala
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Patiala
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Sangrur
CBSE Co-edAAA
St Xavier's School, BathindaCBSE Co-edAAA
DAY-CUM-BOARDING
Montgomery Guru Nanak
Public School, Adarsh Nagar,
Jalandhar
CBSE Co-edAAAA
The Punjab Public School,
Nabha
ISC Co-edAAAA
Yadavindra Public School,
Patiala
ISC Co-edAAAA
Guru Nanak Public School,
Sarabha Nagar
CBSE Co-edAAA+
Malwa School, GiddarbahaISC Co-edAAA+
Mata Gujri Public School,
Jalalabad
CBSE Co-edAAA+
Montessori Cambridge
School, Pathankot
CBSE Co-edAAA+
Yadavindra Public School,
Mohali
ISC Co-edAAA+
Doon International School,
Mohali
CBSE Co-edAAA
Kirpal Sagar Academy,
Nawanshahar
CBSE Co-edAAA
Little Flower Convent School,
Sangrur
ISC Co-edAAA
DAY
BCM Arya Model School,
Ludhiana
CBSE Co-edAAAA+
Christ The King Convent
School, Bholath
ISC Co-edAAAA+
DAY BoardType Rating
DAV International School,
Amritsar
CBSE Co-edAAAA+
DAV Public School, BRS NagarCBSE Co-edAAAA+
Delhi Public School, LudhianaCBSE Co-edAAAA+
Sacred Heart Convent School,
Sarabha Nagar
ISC Co-edAAAA+
Delhi Public School, AmritsarCBSE Co-edAAAA
Army Public School, AmritsarCBSE Co-edAAAA
Dasmesh Public School,
Faridkot
CBSE Co-edAAAA
DAV Public School, AmritsarCBSE Co-edAAAA
Delhi Public School,
Dhanowali, Jalandhar
CBSE Co-edAAAA
DRV DAV Centenary Public
School, Phillaur
CBSE Co-edAAAA
Kundan Vidya Mandir,
Ludhiana
CBSE Co-edAAAA
Om Parkash Bansal Modern
School, Gobindgarh
CBSE Co-edAAAA
Sacred Heart Convent School,
Ludhiana
CBSE Co-edAAAA
Sacred Heart School, MogaISC Co-edAAAA
Sacred Heart Senior
Secondary School, Ludhiana
CBSE Co-edAAAA
For interactive learning, all five senses
of the child must be stimulated. We use
interactive techniques like brainstorm-
ing, question and answer sessions, smart
boards, classroom games and others
related to the subject being taught to
encourage learning among students
SR. MARY SUPREETA,
Principal, Carmel Convent School, Chandigarh
https://t.me/Digital_Magz

44. India’s Best SchoolsRATING NORTH ZONE 44 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY
Sat Paul Mittal School, DugriISC Co-edAAAA
Spring Dale Senior School,
Amritsar
CBSE Co-edAAAA
St Joseph's Convent School,
Bathinda
CBSE Co-edAAAA
St Peter's Academy, PatialaCBSE Co-edAAAA
Swami Sant Dass Public
School, Phagwara
CBSE Co-edAAAA
The British Co-Ed High School,
Patiala
ISC Co-edAAAA
Akal Academy, Muktsar CBSE GirlsAAA+
Akal Academy, Patiala CBSE Co-edAAA+
Apeejay School, JalandharCBSE Co-edAAA+
Army Public School,
Pathankot
CBSE Co-edAAA+
Army Public School, Unchi
Bassi
CBSE Co-edAAA+
BBMB DAV Public School,
Talwara
CBSE Co-edAAA+
BCM School, Basant Avenue,
Ludhiana
CBSE Co-edAAA+
BCM School, Sector 32-A,
Ludhiana
CBSE Co-edAAA+
Bhartiya Vidya Mandir Senior
Secondary School, Ludhiana
CBSE Co-edAAA+
Bhavan's SL Public School,
Amritsar
CBSE Co-edAAA+
Broadway Public School,
Sangrur
CBSE Co-edAAA+
Cambridge International
School for Girls, Jalandhar
CBSE GirlsAAA+
Dasmesh Public School,
Mukerian
CBSE Co-edAAA+
DAV Centenary Public School,
Nabha
CBSE Co-edAAA+
DAV Public School, KotkapuraCBSE Co-edAAA+
DAV Public Senior Secondary
School, Mohali
CBSE Co-edAAA+
DAY BoardType Rating
DN Model Senior Secondary
School, Moga
CBSE Co-edAAA+
Doaba Public School,
Hoshiarpur
CBSE Co-edAAA+
General Gurnam Singh Public
School, Sangrur
CBSE Co-edAAA+
Gobindgarh Public School,
Mandi Gobindgarh
CBSE Co-edAAA+
Guru Gobind Singh Public
School, Muktsar
CBSE Co-edAAA+
Guru Teg Bahadur Public
School, Sangrur
CBSE Co-edAAA+
Holy Heart Day Boarding
Public School, Fazilka
CBSE Co-edAAA+
Holy Heart High School,
Gumtala
ISC Co-edAAA+
Innocent Hearts School, Green
Model Town Jalandhar
CBSE Co-edAAA+
Lala Saran Dass Boota Ram
Aggarwal Sarvhitkari Vidya
Mandir, Fazilka
CBSE GirlsAAA+
Manav Public School, AmritsarCBSE Co-edAAA+
MD Dayanand Model School,
Nakodar
CBSE Co-edAAA+
MGN Public School,
Kapurthala
CBSE Co-edAAA+
"Montgomery Guru Nanak
Public School, Urban Estate
Phase-II,
Jalandhar" CBSE Co-edAAA+
Mount Carmel School,
Hoshiarpur
ISC Co-edAAA+
Mukat Public School, RajpuraCBSE Co-edAAA+
Ryan International School,
Patiala
CBSE Co-edAAA+
Sacred Heart Senior
Secondary School, Amritsar
ISC GirlsAAA+
Shivalik Public School,
Nawanshahr
CBSE Co-edAAA+
Shivalik Public School, PatialaCBSE Co-edAAA+
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45. IndIia’s BetIndnS’aa’c 45
DAY BoardType Rating
Shri Ram Ashram Public
School, Amritsar
CBSE Co-edAAA+
Sri Guru Harkrishan Public
School, Pathankot
CBSE Co-edAAA+
Sri Guru Harkrishan Senior
Secondary Public School,
Amritsar
CBSE Co-edAAA+
St Thomas Senior Secondary,
Ludhiana
CBSE Co-edAAA+
Swami Sant Dass Public
School, Jalandhar
CBSE Co-edAAA+
The Budha Dal Public School,
Patiala
CBSE Co-edAAA+
The Senior Study II, AmritsarCBSE Co-edAAA+
Army Public School, BeasCBSE Co-edAAA
Army Public School, FazilkaCBSE Co-edAAA
Army Public School,
Gurdaspur
CBSE Co-edAAA
Army Public School, JalandharCBSE Co-edAAA
Army Public School, PatialaCBSE Co-edAAA
Darshan Academy, LudhianaCBSE Co-edAAA
Heritage Public School,
Bhawanigarh
CBSE Co-edAAA
Imperial Public School, Sri
Muktsar Sahib
CBSE GirlsAAA
Indian Heritage School,
Pathankot
ISC Co-edAAA
Jesus Saviour's Senior
Secondary School, Sirhind
CBSE Co-edAAA
Kaintal School, PatialaISC Co-edAAA
Kendriya Vidyalaya No 2,
Pathankot
CBSE Co-edAAA
Kendriya Vidyalaya, ShikarCBSE Co-edAAA
RB Dev Senior Secondary
Public School, Bathinda
CBSE Co-edAAA
Rosemary Public School
Bishanpura, Sangrur
CBSE Co-edAAA
Sri Guru Harkrishan Public
School, Tarn Taran
CBSE Co-edAAA
St Kabir Public School,
Chandigarh
CBSE Co-edAAA
Column
ANJU ARORA,
Principal, Scholars Home,
Paonta Sahib
I
believe that in order to raise the standards of stu-
dents learning, it is important that the teachers
are effective as they are the ones who deal directly
with our students. We expect our students to grow
into responsible adults who shall be able to think
critically, analyze objectively, have a problem-solv-
ing attitude with emotional stability. This all is an
unrealistic expectation from the young minds until
it is demonstrated to them through the behaviour
and attitudes of the significant adults and teachers
are undoubtedly among the most significant adults
in their lives.
With changing times and contexts along with
an all-intrusive technology, the teachers are also
expected to rediscover their roles. How does this
all happen? The only way to make this happen is
the continuous and comprehensive training of the
teachers. We are very conscious of this fact and
invest a lot of our time, efforts and money into the
training of our teachers.
Regular teacher training
When two or more people are working together to
achieve a common goal there are challenges defi-
nitely. I have realized that and therefore made it a
practice to train and guide new team members. I
personally conduct a good number of training ses-
sions for my teachers throughout the year covering
the topics like- role of a teacher in changing times,
how to become an effective teacher, class manage-
ment techniques, people management skills, con-
flict resolution, time management, stress manage-
ment, life skills, and many more sessions.
We hire experts in the field of pedagogy and IT
integration with curriculum transaction to train our
teachers. We send our teachers for various training
courses by the CBSE, seminars and conferences,
along with certificate courses related to their sub-
jects and the nature of their work. Moreover, the
senior teachers are also engaged in training the new
teachers through observations and demonstrations.
I strongly believe the philosophy of ‘We can give
only what we have.’ We focus much on learning,
unlearning and relearning in order to have what is
to be passed onto the students.
TRAINING THE
TEACHER
https://t.me/Digital_Magz

46. India’s Best Schools 46 OCTOBER 2018360CAREERS
UTTAR PRADESH
INTERNATIONAL BoardType Rating
DAY-CUM-BOARDING
Genesis Global School, NoidaIB Co-edAAAA+
Vidya Global School, Meerut *CIE Co-edAAA+
DAY
Delhi Public School, Meerut
Road, Ghaziabad*
IB Co-edAAAAA
Pathways School, NoidaIB Co-edAAAA+
Step by Step School, NoidaIB Co-edAAAA+
Billabong High International
School, Kanpur Cantonment
CIE Co-edAAA+
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Ghazipur
CBSE Co-edAAAA+
Jawahar Navodaya Vidyalaya,
Pakdi
CBSE Co-edAAAA+
Rajghat Besant School,
Varanasi
CBSE Co-edAAAA
Vidyagyan School,
Bulandshahr
CBSE Co-edAAAA
Jawahar Navodaya Vidyalaya,
Lucknow
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Agra
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Baruasagar
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Bijnor
CBSE Co-edAAA+
BOARDING BoardType Rating
Jawahar Navodaya Vidyalaya,
Fatehpur
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Firozabad
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Gonda
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Mau
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Meja Khas
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Sitapur
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Balrampur
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Budaun
CBSE Co-edAAA
RATING NORTH ZONE
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47. IndIia’s BetMETnS’aa’c 47
We often fail to recognize true creative
potential of a child. To develop critical
thinking, help them understand how
complex systems work, allow a child to
make mistakes, encourage them to go
beyond the surface of a problem, dis-
cover things, synthesize information and
come up with solutions
Ghazala Afsar,
Principal, DPS Indira Nagar, Lucknow
BOARDING BoardType Rating
Jawahar Navodaya Vidyalaya,
Faizabad
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Gauriganj
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Hamirpur
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Jainpur
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Jaunpur
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Kanpur
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Sant Kabir Nagar
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Unnao
CBSE Co-edAAA
BOARDING BoardType Rating
Uttar Pradesh Sainik School,
Lucknow
CBSE Boys AAA
DAY-CUM-BOARDING
Apeejay School, Noida CBSE Co-edAAAA+
Delhi Public School, Greater
Noida
CBSE Co-edAAAA
Jain International School,
Kanpur
CBSE Co-edAAAA
Lucknow Public College,
Jankipuram, Lucknow
ISC Co-edAAAA
Rani Laxmibai Public School,
Jhansi
ISC Co-edAAAA
Sophia Girls School, MeerutISC GirlsAAAA
Lucknow Public School,
Lakhimpur Kheri
ISC Co-edAAAA
https://t.me/Digital_Magz

48. India’s Best SchoolsRATING NORTH ZONE 48 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY-CUM-BOARDING
Bhaktivedanta Gurukula
and International School,
Vrindavan
ISC Boys AAA+
Children Senior Secondary
School, Azamgarh
ISC Co-edAAA+
Dayawanti Punj Model School,
Sant Ravidas Nagar
CBSE Co-edAAA+
Delhi Public School, AligarhCBSE Co-edAAA+
Girls High School and College,
Allahabad
ISC GirlsAAA+
St Atulanand Convent School,
Varanasi
CBSE Co-edAAA+
Sunbeam School, Suncity,
Varanasi
CBSE Co-edAAA+
Emma Thompson School,
Lucknow
ISC GirlsAAA
Kunwars Global School,
Lucknow
CBSE Co-edAAA
DAY
La Martiniere Girls College,
Lucknow
ISC GirlsAAAAA
Amity International School,
Noida
CBSE Co-edAAAA+
City Montessori High School,
Rajinder Nagar
ISC Co-edAAAA+
City Montessori Inter College,
Aliganj
ISC Co-edAAAA+
City Montessori Inter College,
Chowk
ISC Co-edAAAA+
City Montessori Inter College,
Gomti Nagar
ISC Co-edAAAA+
DAY BoardType Rating
City Montessori Inter College,
Mahanagar
ISC Co-edAAAA+
City Montessori Inter College,
RD SO
ISC Co-edAAAA+
City Montessori Inter College,
Station Road
ISC Co-edAAAA+
City Montessori School,
Kanpur Road
ISC Co-edAAAA+
Delhi Public School, NoidaCBSE Co-edAAAA+
Dr Virendra Swarup Education
Centre, Kidwai Nagar, Kanpur
CBSE Co-edAAAA+
Loreto Convent Intermediate
College, Lucknow
ISC GirlsAAAA+
Lotus Valley International
School, Noida
CBSE Co-edAAAA+
We need to relook the content from the
relevance perspective as quite a lot of
obsolete content is still being delivered
across the schools. Another way is to
adopt learning by doing approach where
the child does not follow the conven-
tional rote learning model but learns the
concepts using hands-on experiments
NEERU BHASKAR,
Principal, DPS Jankipuram, Lucknow
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49. IndIia’s BetIndnS’aa’c 49
DAY BoardType Rating
Seth Anandram Jaipuria
School, Kanpur
ISC Co-edAAAA+
Seth MR Jaipuria School,
Lucknow
ISC Co-edAAAA+
St Joseph's College, AllahabadISC Boys AAAA+
St Mary's Academy, MeerutISC Co-edAAAA+
Amity International School,
Ghaziabad
CBSE Co-edAAAA
Army Public School, Lucknow
Cantonment
CBSE Co-edAAAA
Army Public School, Noida CBSE Co-edAAAA
Army Public School, VaranasiCBSE Co-edAAAA
Bal Bharti Public School,
Noida
CBSE Co-edAAAA
DAY BoardType Rating
Cambridge Convent School,
Powayan
CBSE Co-edAAAA
Cambridge School,
Indirapuram Ghaziabad
CBSE Co-edAAAA
Cambridge School, NoidaCBSE Co-edAAAA
Christu Jyoti Convent Senior
Secondary School, Ujjain
ISC Co-edAAAA
City Montessori Inter College,
Rajajipuram
ISC Co-edAAAA
Delhi Public School, AgraCBSE Co-edAAAA
Delhi Public School, Azad
Nagar, Kanpur
CBSE Co-edAAAA
Delhi Public School,
Bulandshahr
CBSE Co-edAAAA
Delhi Public School, GhaziabadCBSE Co-edAAAA
Delhi Public School,
Ghaziabad, Vasundhara
CBSE Co-edAAAA
Delhi Public School, Indira
Nagar, Lucknow
CBSE Co-edAAAA
Delhi Public School,
Indirapuram
CBSE Co-edAAAA
Delhi Public School, KalyanpurCBSE Co-edAAAA
Delhi Public School, VaranasiCBSE Co-edAAAA
Dewan Public School, MeerutCBSE Co-edAAAA
Dr Virendra Swarup Education
Centre, Avadhpuri
ISC Co-edAAAA
Dr Virendra Swarup Education
Centre, Kanpur
ISC Co-edAAAA
Dr Virendra Swarup Public
School, Kanpur
ISC Co-edAAAA
Students these days are digital natives,
so technology has become an integral
part of teaching. It can be a great ena-
bler in designing activities to promote
student engagement. However, integra-
tion of technology should be done judi-
ciously such that teacher remains the
primary facilitator, and dependence on
technology is need-based
RAVEEN PANDE
Principal, G.D.Goenka Public School,
Lucknow
https://t.me/Digital_Magz

50. N
urturing a child is one of the greatest responsibilities of all. Delhi Public School
Shaheedpath provides an environment that nurtures the young mind, body
and spirit, metamorphosing them into repositories of knowledge and capable of facing
the challenges of growing up with grace. DPS Shaheedpath endeavours to touch the
heights of excellence in education under the aegis of Delhi Public School Society that
has a vision to excel. DPS Shaheedpath is an English medium, co-educational school
that follows CBSE curriculum. It is a Senior Secondary level school where the teacher–
student ratio of 1:15 ensures individual attention to the pupils and caters to their
different learning styles guided by highly qualified and trained teachers. Here every
child is Appreciated, Encouraged and Ignited to imbibe, innovate, inspire, excel and
acquire skills that nurtures the thrill of growing up into a responsible and balanced adult.
OPPOSITE ANSAL’S SHUSHANT GOLF CITY, SHAHEED PATH, LUCKNOW - 226002
Phone:[phone] / 09 / 20 / 21 | Email: [email protected] | Web: www.dpslko.com
DELHI PUBLIC SCHOOL
SHAHEEDPATH
Where All Round Development Speaks
https://t.me/Digital_Magz

51. EDUCATION
DPS Shaheedpath always
believes in ‘learning by
doing’. Emphasis is always
on making students keen
learners, not rote learners.
SPORTS
Extracurricular activities
ensure wholesome devel-
opment of children that will
enable them to grow up as
responsible citizens.
TECHNOLOGY
Successful incorporation of
technology with the free-
dom to manipulate allows
learning as per individual
needs, guided by teachers.
https://t.me/Digital_Magz

52. India’s Best Schools 52 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY
Father Agnel School, NoidaCBSE Co-edAAAA
Gail DAV Public School,
Dibyapur
CBSE Co-edAAAA
GN National Public School,
Gorakhnath
CBSE Co-edAAAA
Gurukul Academy, Indira
Nagar
ISC Co-edAAAA
Gurukul The School,
Ghaziabad
CBSE Co-edAAAA
Khaitan Public School, NoidaCBSE Co-edAAAA
KL International School,
Meerut
CBSE Co-edAAAA
La Martiniere College,
Lucknow
ISC Boys AAAA
Little Flower School,
Gorakhpur
ISC Co-edAAAA
Little Flower School, Rapti
Nagar, Gorakhpur
ISC Co-edAAAA
Mayoor School, Noida CBSE Co-edAAAA
Meerut Public Girls School,
Meerut
CBSE GirlsAAAA
Meerut Public School for Girls,
Meerut
CBSE GirlsAAAA
Mercy Memorial School,
Kanpur
ISC Co-edAAAA
Mother Teresa Mission Higher
Secondary School, Kanpur
ISC Co-edAAAA
Mount Carmel College,
Lucknow
ISC GirlsAAAA
Puranchandra Vidyaniketan,
Kanpur
CBSE Co-edAAAA
DAY BoardType Rating
Ryan International School,
Noida
CBSE Co-edAAAA
Seth Anandram Jaipuria
School, Ghaziabad
CBSE Co-edAAAA
Sheiling House School, KanpurISC Co-edAAAA
Shri Gulab Rai Montessori
School, Bareilly
CBSE Co-edAAAA
Sir Padampat Singhania
Education Centre, Kanpur
CBSE Co-edAAAA
St. Anthony's Junior College,
Agra
ISC GirlsAAAA
St. Conrad's Inter College,
Agra
ISC Co-edAAAA
STUDENTS NEED good hangouts to express themselves in creative ways
RATING NORTH ZONE
https://t.me/Digital_Magz

53. IndIia’s BetIndnS’aa’c 53
DAY BoardType Rating
St. Joseph’s School,
Gorakhnath
ISC Co-edAAAA
St. Joseph's School,
Shaktinagar
CBSE Co-edAAAA
St. Mary's Convent High
School, Kanpur
ISC GirlsAAAA
St. Mary's Convent Inter
College, Lucknow
ISC GirlsAAAA
St. Patrick`s Junior College,
Agra
ISC GirlsAAAA
St. Paul's Academy, GhaziabadISC Co-edAAAA
St. Peter's College, AgraISC Boys AAAA
St. Thomas School, KanpurISC Co-edAAAA
DAY BoardType Rating
St. Agnes Loreto Day School,
Lucknow
ISC GirlsAAAA
Stella Maris Inter College,
Lucknow
ISC Co-edAAAA
Study Hall School, Gomti
Nagar
CBSE Co-edAAAA
Sumeet Rahul Goel Memorial
Senior Secondary School, Agra
CBSE Co-edAAAA
Sunbeam English School,
Lanka
CBSE Co-edAAAA
Sunbeam School, LahartaraCBSE Co-edAAAA
Swaraj India Public School,
Kanpur
ISC Co-edAAAA
The Aditya Birla Public School,
Renukoot
CBSE Co-edAAAA
The Aryan International
School, Varanasi
CBSE Co-edAAAA
The Chintels School, KanpurISC Co-edAAAA
Uttam School for Girls,
Ghaziabad
CBSE GirlsAAAA
Vishwa Bharati Public School,
Noida
CBSE Co-edAAAA
Aditya Birla Public School,
Jagdishpur
CBSE Co-edAAA+
Air Force School, AgraCBSE Co-edAAA+
Allenhouse Public School,
Khalasi Line, Kanpur
CBSE Co-edAAA+
Army Public School, FaizabadCBSE Co-edAAA+
Army Public School,
Fatehgarh
CBSE Co-edAAA+
Army Public School,
Kunraghat
CBSE Co-edAAA+
How do you express your feeling of
gratitude or happiness? An expression
is essential to heal yourself. Battered
souls are neither an asset to themselves
nor to the society. If your idea and action
are in conflict with those around you and
this conflict is disturbing you then what
is to be done by a school -- the school
should empower its students to self-heal
PROMINI CHOPRA
Principal, Seth MR Jaipuria School Lucknow
https://t.me/Digital_Magz

54. India’s Best SchoolsRATING NORTH ZONE 54 OCTOBER 2018360CAREERS
NATIONAL BoardType Rating
DAY
Army Public School, Mathura
Cantt
CBSE Co-edAAA+
Army Public School, SP Marg,
Lucknow
CBSE Co-edAAA+
Bal Bharati Public School,
Ghaziabad
CBSE Co-edAAA+
Bhavan's Kesari Devi Kanoria
Vidya Mandir, Renukoot
CBSE Co-edAAA+
Blue Bell Dr Ram Tirth Dube
Memorial School, Fatehgarh
CBSE Co-edAAA+
Children's Academy,
Lakhimpur Kheri
ISC Co-edAAA+
DAV Public School, SahibabadCBSE Co-edAAA+
Delhi Public School, Eldeco
Lucknow
CBSE Co-edAAA+
Delhi Public School,
Jankipuram, Lucknow
CBSE Co-edAAA+
Delhi Public School, Mathura
Refinery Nagar
CBSE Co-edAAA+
DLF Public School, GhaziabadCBSE Co-edAAA+
Dr Amrit Lal Ishrat Memorial
Sunbeam School, Ambedkar
Nagar
CBSE Co-edAAA+
Dr Virendra Swarup Education
Centre, Farrukhabad
CBSE Co-edAAA+
Heliger Borden Education
Centre, Kanpur
ISC Co-edAAA+
Holy Child School, GhaziabadISC GirlsAAA+
Holy Cross School, BalliaISC Co-edAAA+
Hree Sanatan Dharm
Education Centre, Kaushalpuri
CBSE Co-edAAA+
Indirapuram Public School,
Indirapuram
CBSE Co-edAAA+
Indus Valley Public School,
Noida
CBSE Co-edAAA+
IPEM International School,
Allahabad
ISC Co-edAAA+
Jai Academy, Jhansi CBSE Co-edAAA+
JB Academy, Faizabad CBSE Co-edAAA+
DAY BoardType Rating
JKG International School,
Ghaziabad
CBSE Co-edAAA+
KDB Public School, GhaziabadCBSE Co-edAAA+
Kendriya VIdyalaya No 1, Air
Force Station, Agra
CBSE Co-edAAA+
Lions School, MirzapurCBSE Co-edAAA+
Lucknow Public College,
Rajajipuram
ISC Co-edAAA+
Lucknow Public School,
Lucknow
CBSE Co-edAAA+
Lucknow Public School,
Raebareli
CBSE Co-edAAA+
Lucknow Public School,
Sector-I, LDA Colony, Lucknow
CBSE Co-edAAA+
Mariampur Senior Secondary
School, Kanpur
CBSE GirlsAAA+
Methodist High School,
Kanpur
ISC Co-edAAA+
Metropolitan School,
Gorakhpur
ISC Co-edAAA+
Modern Academy, Gomti
Nagar
ISC Co-edAAA+
Nehru World School,
Ghaziabad
CBSE Co-edAAA+
Prabhat Academy, PratapgarhISC Co-edAAA+
Success of a school is directly propor-
tional to the happiness quotient of its
students. Children are a bundle of tal-
ents who need us to untie the ribbons.
If we as educators collectively create
an environment where unnecessary
pressure and stress do not impede our
progress, we can work with unbridled
enthusiasm
ANUPAMA GUSTAV,
Principal, Kunwars Global School,
Lucknow
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55. https://t.me/Digital_Magz

56. India’s Best SchoolsRATING NORTH ZONE 56 OCTOBER 2018360CAREERS
DAY BoardType Rating
RAN Public School, Kaunsal
Ganj, Rampur
CBSE Co-edAAA+
Rani Laxmi Bai Memorial
School, Sarvodaya Nagar,
Lucknow
CBSE Co-edAAA+
Rani LaxmiBai Memorial
School, Indira Nagar Lucknow
CBSE Co-edAAA+
Rani LaxmiBai Memorial
School, Vikas Nagar Lucknow
CBSE Co-edAAA+
Renaissance School,
Bulandshahr
CBSE Co-edAAA+
Ryan International School,
Ghaziabad
CBSE Co-edAAA+
Ryan International School,
Greater Noida
CBSE Co-edAAA+
Sacred Heart Convent Higher
Secondary School, Mathura
ISC Co-edAAA+
Sacred Heart Convent School,
Chandausi
ISC Co-edAAA+
Scholars' Home, Gomti Nagar,
Lucknow
ISC Co-edAAA+
Sherwood Academy, LucknowISC Co-edAAA+
Shriji Baba Saraswati Vidya
Mandir, Mathura
CBSE Boys AAA+
Somerville School, Greater
Noida
CBSE Co-edAAA+
Somerville School, NoidaCBSE Co-edAAA+
Springfields College,
Moradabad
ISC Co-edAAA+
St. Paul's College, LacknowISC Co-edAAA+
St. Basil's School, BaSt.iISC Co-edAAA+
St. Clare's Senior Secondary
School, Agra
CBSE Co-edAAA+
St. Dominic's Senior
Secondary School, Mathura
CBSE Co-edAAA+
St. Fidelis College, LucknowISC Co-edAAA+
St. Francis' Convent Inter
College, Jhansi
ISC GirlsAAA+
St. Francis School, ShamliISC Co-edAAA+
St. Francis’ College, LucknowISC Boys AAA+
DAY BoardType Rating
St. Joseph's Academy,
Ghaziabad
ISC Co-edAAA+
St. Joseph's Convent School,
Varanasi
ISC Co-edAAA+
St. Joseph's School, NavagramISC Co-edAAA+
St. Joseph's Senior Secondary
School, Sonbhadra
CBSE Co-edAAA+
St. Jude’s School, GorakhpurISC Co-edAAA+
St. Maria Goretti Inter College,
Bareilly
ISC GirlsAAA+
St. Paul's Church College, AgraISC Co-edAAA+
St. Teresa School,
Indirapuram, Ghaziabad
CBSE Co-edAAA+
St. Thomas' English Medium
School, Meerut
ISC Co-edAAA+
St. Thomas School,
Indirapuram
CBSE Co-edAAA+
St. Dominic Savio College,
Indiranagar
ISC Co-edAAA+
Sunbeam School, MughalsaraiCBSE Co-edAAA+
Sunbeam School, VarunaCBSE Co-edAAA+
Tatachem DAV Public School,
Babrala
CBSE Co-edAAA+
Taxsila Public School, MeerutCBSE Co-edAAA+
The Lucknow Public
Collegiate, Jopling Road,
Lucknow
ISC Boys AAA+
The Pillars Public School, Civil
Lines, Gorakhpur
CBSE Co-edAAA+
Tiny Tots Convent School,
Lucknow
ISC Co-edAAA+
UP Kirana Seva Samiti
Vidyalaya, Kanpur
ISC Co-edAAA+
Delhi Public School,
Shaheedpath, Lucknow
CBSE Co-edAAA+
JP International School,
Greater Noida, Uttar Pradesh
CBSE Co-edAAA
Ramagya School, Sec-50,
Noida, Uttar Pradesh
CBSE/
CIE
Co-edAAA
https://t.me/Digital_Magz

57. WHAT'S IN THE ISSUE
India’s Most Comprehensive &
Trusted B-School Ranking
2018­19
To Advertise, Please Contact
THE BEST
B­SCHOOLS
IN INDIA
For Entries Submission, Please Contact
Ms .Priya Saraf; [phone]; [email protected]
B-School Survey and Rankings: The Best of the Best
Profiles : Top 20 B-Schools
Can India become the second best global hub after USA for B-School Education by 2018
Missing Out : Why do Top Indian B-Schools not feature on the Top Global B-School Lists?
Industrial Revolution 4.0 : How ready are Indian B-Schools?
Job Shrinkage : Are Indian B-School’s placement cells dealing with the rapid implementation of
AI and automation?
Think Business. Think BW Businessworld.
UP COMING ISSUE
Mr. Vijay Gokavi [email protected] 9820056066
bwevents.co.in/bw/best-b-schools
https://t.me/Digital_Magz

58. India’s Best SchoolsRATING NORTH ZONE 58 OCTOBER 2018360CAREERS
UTTARAKHAND
INTERNATIONAL BoardType Rating
BOARDING
Ecole Globale International
Girls School, Dehradun *
CIE GirlsAAAAA
The Doon School, Dehradun**IB Boys AAAAA
Woodstock School, MussoorieAP Co-edAAAAA
Kasiga School, Dehradun *CIE Co-edAAAA+
NATIONAL
BOARDING
Rashtriya Indian Military
College, Dehradun
CBSE Boys AAAAA
Welham Girls School,
Dehradun
ISC GirlsAAAAA
Birla Vidyamandir, NainitalCBSE Boys AAAA+
Hopetown Girls School,
Dehradun
ISC GirlsAAAA+
St George's College, MussoorieISC Boys AAAA+
The Asian School, DehradunCBSE Co-edAAAA+
Vantage Hall Girls’ Residential
School, Dehradun
CBSE GirlsAAAA+
Welham Boys School,
Dehradun
CBSE Boys AAAA+
Wynberg Allen School,
Mussoorie
ISC Co-edAAAA+
Ashok Hall Girls Residential
School, Almora
ISC GirlsAAAA
Jawahar Navodaya Vidyalaya,
Tehri Garhwal
CBSE Co-edAAAA
Model School for the Visually
Handicapped, Dehradun
CBSE Co-edAAAA
Mussoorie International
School, Mussoorie
ISC GirlsAAAA
Oak Grove School, DehradunCBSE Co-edAAAA
Sherwood College, NainitalISC Co-edAAAA
Shigally Hill International
Academy, Dehradun
ISC GirlsAAAA
Unison World School,
Dehradun
ISC GirlsAAAA
BOARDING BoardType Rating
Don Bosco Public School,
Dogaon
CBSE Boys AAA+
Guru Nanak Fifth Centenary
School, Mussoorie
ISC Boys AAA+
Jawahar Navoday Vidhyalay,
Almora
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Rudraprayag
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Rudrapur
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Uttarkashi
CBSE Co-edAAA+
St Joseph's College, NainitalISC Boys AAA+
Tula'S International School,
Dehradun
CBSE Co-edAAA+
Jawahar Navodaya Vidyalaya,
Haridwar
CBSE Co-edAAA
Jawahar Navodaya Vidyalaya,
Nainital
CBSE Co-edAAA
Mohan Lal Sah Bal Vidya
Mandir, Nanital
CBSE GirlsAAA
Sainik School, GhorakhalCBSE Boys AAA
Selaqui International School,
Dehradun
ISC Co-edAAA
The Aryan School, DehradunISC Co-edAAA
DAY-CUM-BOARDING
All Saints' College, NainitalISC GirlsAAAA
Amenity Public School,
Rudrapur
CBSE Co-edAAAA
Gen BC Joshi Army Public
School, Pithoragarh
CBSE Co-edAAAA
Summer Valley School,
Dehradun
ISC Co-edAAAA
Doon International School,
Dehradun
CBSE Co-edAAA+
Carman Residential and Day
School, Dehradun
ISC Co-edAAA
Maa Anandmayee Memorial
School, Dehradun
ISC Co-edAAA
https://t.me/Digital_Magz

59. IndIia’s BetIndnS’aa’c 59
DAY BoardType Rating
Brightlands School, DehradunISC Co-edAAAA+
St Joseph's Academy,
Dehradun
ISC Co-edAAAA+
Ann Mary School, DehradunISC Co-edAAAA
Army Public School, RanikhetCBSE Co-edAAAA
Convent of Jesus and Mary
School, Dehradun
ISC GirlsAAAA
Army Public School No 2,
Roorkee
CBSE Co-edAAA+
Army Public School, DehradunCBSE Co-edAAA+
Delhi Public School, RanipurCBSE Co-edAAA+
Doon Blossoms School,
Dehradun
ISC Co-edAAA+
Jaycees Public School,
Rudrapur
CBSE Co-edAAA+
Kendriya Vidyalaya, ONGC
Dehradun
CBSE Co-edAAA+
Koormanchal Academy,
Almora
ISC Co-edAAA+
Nirmala Convent Senior
Secondary School, Kathgodam
CBSE Co-edAAA+
DAY BoardType Rating
Rishikesh Public School,
Rishikesh
ISC Co-edAAA+
St Jude's School, MajraISC Co-edAAA+
St Lawrence School, HaldwaniCBSE Co-edAAA+
St Thomas College, DehradunISC Co-edAAA+
St Thomas Convent School,
Pauri
ISC Co-edAAA+
St. Theresa's School, SrinagarISC Co-edAAA+
The Heritage School,
Dehradun
ISC Co-edAAA+
Vision Valley School, KashipurCBSE Co-edAAA+
Doon Presidency School,
Dehradun
ISC Co-edAAA
Kendriya Vidyalaya, SSB
Srinagar
CBSE Co-edAAA
Omkarananda Saraswati
Nilayam School, Rishikesh
ISC Co-edAAA
Presidency International
School, Dehradun
ISC Co-edAAA
Seven Oaks School, Dehradun ISC Co-edAAA
Shiwalik International School,
Dehradun
ISC Co-edAAA
St Ann’s Senior Secondary
School, Roorkee
CBSE GirlsAAA
St Joseph's Convent High
School, Garhwal
ISC GirlsAAA
St Mary's Convent High
School, Nanital
ISC GirlsAAA
Swami Hariharanand Public
School, Haridwar
ISC Co-edAAA
Tibetan Children's Village
School, Selakui, Dehradun
CBSE Co-edAAA
Syllabus has increased so much that
students are under a lot of stress. To
ensure that children aren’t mentally or
emotionally stressed, we repeatedly go
back to the lessons taught and teach in
a practical manner
Chitra Saraswat,
Vice-Principal, Brightlands School,
Dehradun
A GOOD library will always be a meeting place for like-minded students
https://t.me/Digital_Magz

60. India’s Best SchoolsRATING EAST ZONE 60 OCTOBER 2018360CAREERS
BIHAR
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Birauli
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Buxar
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Darbhanga
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Jamui
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Katihar
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Madhubani
CBSECo-edAAAA
With Kolkata leading up front, this
zone has huge potential, but lacks
good infrastructure facilities...
VIBRANCY OF a school depends on how enthused the students are about the
learning atmosphere and the way they build lifelong friendship
BRILLIANT,
BUT IN
PATCHES
Shutterstock
https://t.me/Digital_Magz

61. IndIia’s BetIndnS’aa’c 61
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Nagarpara
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Supaul
CBSECo-edAAAA
Simultala Awasiya Vidyalaya,
Jamui, Bihar
CBSECo-edAAAA
Usha Martin World School, PatnaCBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Garhbanaili, Purnea
CBSECo-edAAA+
Sainik School, Nalanda CBSEBoysAAA+
Jawahar Navodaya Vidyalaya,
Araria
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Jethian
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Muzaffarpur
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Nawada
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Piprakothi
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Saharsa
CBSECo-edAAA
Jawahar Navodaya Vidyalaya, Sirsa
Biran
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Sitamarhi
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Vrindavan
CBSECo-edAAA
DAY-CUM-BOARDING
Patna Central School, PatnaCBSECo-edAAA+
DAY
DAV Public School, Patna CBSECo-edAAAA+
Delhi Public School, ShahpurCBSECo-edAAAA+
Notre Dame Academy, Patna CBSEGirlsAAAA+
St. Michael's High School, PatnaCBSECo-edAAAA+
St. Joseph's Convent High School,
Patna
ISC GirlsAAAA
Interview
B. VINOD,
Principal, Delhi Public School,
Patna
Q. What should be the teaching approach for
modern-day school education?
A. As the adage goes, a teacher is no longer meant
to be a sage on the stage but the role has reversed
to being a meddler in the middle thereby foster-
ing critical thinking among students. The teaching
approach should be inductive and not deductive
whereby learners observe, notice, question and
then arrive at conclusions.
Q. How has your school integrated technology
with teaching?
A. Our classroom teaching is supplemented by
Audio Visual Classes for all subjects. Listening
tracks are played and tests are conducted peri-
odically to augment listening and speaking skills in
students. Smart classes have been installed in labo-
ratories to engage the curious minds. However, the
school has used technology in moderation to ensure
that the benefits surpass any kind of ill-effect and
does not impinge upon students’ intellect.
Q. How do you encourage holistic development
of children?
A. We have introduced varied programmes and
practices in our school to make it a progressive
education system with a focus on fostering holistic
development in children. We have a rich Resource
Centre (Library), advanced laboratories, Computer
Labs and also the ‘Atal Tinkering Lab (ATL)’ which
give open space to students for their scientific tem-
perament, creativity and curiosity to flourish. In
our teaching methodology, we emphasise on hands-
on experience and learning by doing. Furthermore,
unique programmes like ‘Daily Mile’ wherein the
students and teachers participate in morning walk/
jog/yoga immediately after reporting to school are
organised. ‘Rural Immersion Programme’ under
which we organized camps in the rural environs
of Siwan district to acquaint students with rural
dynamics and ‘Green School’ projects to make
school a plastic free zone were also organized.
TEACHER IS NO
LONGER A SAGE
ON THE STAGE
BUT A MEDDLER
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62. India’s Best SchoolsRATING EAST ZONE 62 OCTOBER 2018360CAREERS
It is relevant to design and deliver a
learning ecosystem whereby highly per-
sonalised learning accounting is done
for each individual’s personal goals. If we
are able to accomplish those goals, we
would then be in tune with our mission.
The school staunchly believes in holistic
education and hence our students are
groomed to be global leaders
DR. HEMLATA S MOHAN,
Principal, DPS, Bokaro
NATIONAL BoardTypeRating
DAY
St. Joseph's School, NavagramISC Co-edAAAA
St. Joseph's School, NTPC
Kahalgaon, Bhagalpur
CBSECo-edAAAA
Army Public School, Danapur CanttCBSECo-edAAA+
BR DAV Public School, BegusaraiCBSECo-edAAA+
Carmel High School, Patna ISC GirlsAAA+
Carmel School, Bhagalpur ISC GirlsAAA+
Creane Memorial High School,
Gaya
CBSECo-edAAA+
Kendriya Vidyalaya, E C Railway,
Samastipur
CBSECo-edAAA+
Kendriya Vidyalaya, KhagaulCBSECo-edAAA+
Mount Assisi School, BhagalpurISC Co-edAAA+
DAV Public School, MuzaffarpurCBSECo-edAAA
Don Bosco Academy, Digha GhatISC Co-edAAA
Notre Dame Academy, JamalpurCBSECo-edAAA
Regional Secondary School,
Madhubani
CBSECo-edAAA
St. Paul's School, RourkelaISC Co-edAAA
JHARKHAND
NATIONAL BoardTypeRating
BOARDING
Sainik School, Tilaiya CBSEBoysAAAA+
Taurian World School, RanchiCBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Koderma
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Simdega
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Tenughat
CBSECo-edAAAA
DAY-CUM-BOARDING BoardTypeRating
Sapphire International School,
Ranchi
CBSECo-edAAAA
DAY
Delhi Public School, RanchiCBSECo-edAAAAA
Ramakrishna Mission Vidyapith,
Deoghar
CBSECo-edAAAAA
Chinmaya Vidyalaya, BokaroCBSECo-edAAAA+
Delhi Public School, Bokaro Steel
City
CBSECo-edAAAA+
Delhi Public School, DhanbadCBSECo-edAAAA+
Sacred Heart Convent School,
Jamshedpur
ISC GirlsAAAA+
Carmel Junior College, SonariISC Co-edAAAA
DAV Public School, Koyla Nagar,
Dhanbad
CBSECo-edAAAA
DAV Public School, NTS BarkakanaCBSECo-edAAAA
DAV Public School, Sector - IV,
Bokaro Steel City
CBSECo-edAAAA
DBMS English School, JamshedpurISC Co-edAAAA
Dhanbad Public School, DhanbadCBSECo-edAAAA
Hill Top School, JamshedpurISC Co-edAAAA
https://t.me/Digital_Magz

63. IndIia’s BetB. nS’aa’c 63
We strive to empower our learners with
the skills required to make sense of the
diversities and the potentially confusing
complexities of the world they step into.
The divisions between global and local
have become more blurred, at several
levels. Parent engagement forms inte-
gral part of the ethos at GEMS Akademia
International School
ADITI MUKHERJEE,
Principal, GEMS Akademia International
School, Kolkata
DAY BoardTypeRating
Jawahar Vidya Mandir, Shyamali CBSECo-edAAAA
Little Flower School, JamshedpurISC Co-edAAAA
Loyola School, Jamshedpur ISC Co-edAAAA
Narbheram Hansraj English School,
Jamshedpur
ISC Co-edAAAA
The Pentecostal Assembly School,
Bokaro
CBSECo-edAAAA
DAV Kapil Dev Public School,
Ranchi
CBSECo-edAAA+
DAV Public School, Bistupur,
Jamshedpur
CBSECo-edAAA+
DAV Public School, Gandhi Nagar,
Ranchi
CBSECo-edAAA+
DAV Public School, HazaribagCBSECo-edAAA+
DAV Public School, Kathara, BokaroCBSECo-edAAA+
DAV Public School, Ranchi CBSECo-edAAA+
De Nobili School, CMRI, DhanbadISC Co-edAAA+
De Nobili School, Maithon,
Dhanbad
ISC Co-edAAA+
De Nobili School, Sindri ISC Co-edAAA+
JH Tarapore School, JamshedpurISC Co-edAAA+
DAY BoardTypeRating
Kendriya Vidyalaya Shift 1, Hinoo,
Ranchi
CBSECo-edAAA+
Kerala Samajam Model School,
Jamshedpur
ISC Co-edAAA+
Motilal Nehru Public School,
Jamshedpur
ISC Co-edAAA+
Rajendra Vidyalaya, SakchiISC Co-edAAA+
Rajkamal Saraswati Vidya Mandir,
Dhanbad
CBSECo-edAAA+
St Xavier's School, Bokaro Steel
City
ISC Co-edAAA+
ADLS Sunshine School, JamshedpurISC Co-edAAA
Carmel School, Dhanbad ISC GirlsAAA
Carmel School, Digwadih ISC GirlsAAA
Dav Public School SP Mines,
Deoghar
CBSECo-edAAA
DAV Public School, Bokaro Steel
City
CBSECo-edAAA
DAV Public School, Dhori, BokaroCBSECo-edAAA
DAV Public School, Sawang CBSECo-edAAA
Dayanand Public School,
jamshedpur
ISC Co-edAAA
De Nobili School, DigwadihISC Co-edAAA
De Nobili School, Sijua ISC Co-edAAA
Kendriya Vidyalaya, SingharsiCBSECo-edAAA
Loyola School, Taldanga ISC Co-edAAA
MK DAV Public School, DaltonganjCBSECo-edAAA
PVSS DAV Public School,
Jhumritelaiya
CBSECo-edAAA
Sacred Heart School, ChiankiISC Co-edAAA
Sree Ayyappa Public School,
Bokaro
CBSEBoysAAA
St. Xavier's School, Hazaribagh CBSECo-edAAA
Tata DAV Public School, GhatotandCBSECo-edAAA
Vikas Vidyalaya, Ranchi CBSEBoysAAA
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64. India’s Best SchoolsRATING EAST ZONE 64 OCTOBER 2018360CAREERS
ODISHA
INTERNATIONAL BoardTypeRating
DAY-CUM-BOARDING
KIIT International School,
Bhubaneswar
IB Co-edAAAA+
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Cuttack
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Dhenkanal
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya, PuriCBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Belpada
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Kendrapara
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Sambalpur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Sundargarh
CBSECo-edAAA+
Vikash Residential School, BargarhCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Salbani
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Bagudi
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Landiguda
CBSECo-edAAA
DAY-CUM-BOARDING
SAI International School,
Bhubaneswar
CBSECo-edAAAA+
DAV Public School,
Chandrasekharpur
CBSECo-edAAAA
St. Mary's School, Barbil ISC Co-edAAA+
Delhi Public School, DamanjodiCBSECo-edAAA
Delhi Public School, RourkelaCBSECo-edAAA
DAY
DAV Public School, Unit VIII,
Bhubaneswar
CBSECo-edAAAA+
The Mother's Public School,
Bhubaneswar
CBSECo-edAAAA+
DAY BoardTypeRating
DAV Public School, ParadeepCBSECo-edAAAA
DAV Public School, Angul CBSECo-edAAAA
DAV Public School, BerhampurCBSECo-edAAAA
DAV Public School, PokhariputCBSECo-edAAAA
Kendriya Vidyalaya No 1, BolangirCBSECo-edAAAA
Kendriya Vidyalaya, BhawanipatnaCBSECo-edAAAA
St. Paul's School, RourkelaISC BoysAAAA
Belpahar English Medium School,
Belpahar
ISC Co-edAAA+
DAV Public School, Burla CBSECo-edAAA+
DAV Public School, CuttackCBSECo-edAAA+
DAV Public School, NTPC, TalcherCBSECo-edAAA+
DAV Public School, SundergarhCBSECo-edAAA+
DAV Public School, TalcherCBSECo-edAAA+
Delhi Public School, Kalinga,
Phulnakhara
CBSECo-edAAA+
Ispat English Medium School,
Rourkela
ISC Co-edAAA+
https://t.me/Digital_Magz

65. IndIia’s BetIndnS’aa’c 65
DAY BoardTypeRating
Jindal School, Barbil CBSECo-edAAA+
Kendriya Vidyalaya, BerhampurCBSECo-edAAA+
Kendriya Vidyalaya, DhenkanalCBSECo-edAAA+
Loyola School, BhubaneswarISC Co-edAAA+
Modern Public School,
Meghadambaru, Balasore
CBSECo-edAAA+
ODM Public School, BhubaneswarCBSECo-edAAA+
St. Joseph's Convent School,
Rourkela
ISC GirlsAAA+
Army Public School, GopalpurCBSECo-edAAA
Dalmia Vidya Mandir, SundargarhCBSECo-edAAA
DAV Public School, BalasoreCBSECo-edAAA
Dav Public School, BandhabahalCBSECo-edAAA
Demonstration Multipurpose
School, Bhubaneswar
CBSECo-edAAA
Ghanashyam Hemalata
Vidyamandir, Puri
CBSECo-edAAA
Kendriya Vidyalaya ARC, Charbatia,
Cuttack
CBSECo-edAAA
Interview
DR. KC SATAPATHY,
Principal, DAV Public School,
Chandrashekharpur
Q. How can regular school education be made
more interactive?
A. Use of interactive methods of teaching encour-
ages interest in learning, out of the box thinking,
provides high motivation and, most importantly,
contributes to the complex competencies of future
specialists. Apart from the digitalised classrooms,
teaching methods such as brainstorming, buzz ses-
sions, think – pair – share and incident processing,
which focuses on the students thinking about the
concept, its relevance in real life could be more
effective and promote interactive learning. It also
depends on the ingenuity of the educator on how to
turn the session into a thinking classroom.
Q. How do you foster curiosity and critical
thinking in a child?
A. Questions! Encourage students to ask questions.
Children are generally curious about the world and
they keep asking numerous questions when they
are younger. But gradually, they learn to fit into the
world of conformity and suppress their questioning
nature. We often have a scheduled part of the school
period dedicated to the students asking questions.
Q. How to ease student’s curriculum burden?
A. The school curriculum is loaded with informa-
tion and activities that sometimes do not seem rel-
evant to the students. Emphasis should be given to
impart relevant education to them, the knowledge
that will help them succeed in tomorrow’s world.
We, as educators, need to focus on stating the objec-
tives of the concept, the transfer of learning in real
time, the underlining of values learned and skills
taught. When the students begin to understand and
connect the dots, only then will learning become
an enriching and interesting process rather than a
mundane thing.

RELEVANT KNOWLEDGE
IS THE KEY TO SUCCESS
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66. India’s Best SchoolsRATING EAST ZONE 66 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Kendriya Vidyalaya No 2, BolangirCBSECo-edAAA
Kendriya Vidyalaya No 3,
Bhubaneswar
CBSECo-edAAA
Kendriya Vidyalaya, GopalpurCBSECo-edAAA
Kendriya Vidyalaya, INS Chilka CBSECo-edAAA
Kendriya Vidyalaya, KoraputCBSECo-edAAA
St. Joseph's Girls High School,
Cuttack
ISC GirlsAAA
St. Mary's Higher Secondary
School, Jharsuguda
ISC Co-edAAA
Vyomayana Samstha Vidyalaya,
Sunabeda
CBSECo-edAAA
WEST BENGAL
INTERNATIONAL BoardTypeRating
DAY-CUM-BOARDING
GEMS Akademia International
School, Kolkata**
CIE Co-edAAAA
DAY
Calcutta International School,
Kolkata
IB Co-edAAAA+
The Heritage School, Kolkata **IB Co-edAAAA+
NATIONAL
BOARDING
Goethals Memorial School,
Kurseong
ISC BoysAAAA+
North Point Residential School,
Siliguri
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Durgapur
CBSECo-edAAAA
St. Michael’s School, SiliguriISC Co-edAAAA
St. Joseph's College, DarjeelingISC BoysAAAA
Jawahar Navodaya Vidyalaya,
Arambagh
CBSECo-edAAA+
BOARDING BoardTypeRating
Jawahar Navodaya Vidyalaya,
Banipur, North 24 Parganas
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Paschim Medinipur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Purba Medinipur
CBSECo-edAAA+
St. Paul's School, Jalapahar,
Darjeeling
ISC BoysAAA+
Himali Boarding School,
Doomaram
ISC Co-edAAA
Jawahar Navodaya Vidyalaya,
Nadia
CBSECo-edAAA
ART AS an educator: Human expression finds it best reflection through art
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67. IndIia’s BetB. nS’aa’c 67
In tandem with the global recognition of
the value of a multilingual brain, we have
adopted a multi-pronged language pro-
gramme. Among the languages on offer
are English which is taught as the first
language, Hindi and regional language
Bengali as second languages and San-
skrit, German, and Mandarin
DAMAYANTI MUKHERJEE,
Principal, Modern High School for Girls,
Kolkata
DAY-CUM-BOARDING BoardTypeRating
Disari Public School, Purba
Medinipur
ISC Co-edAAAA+
Pratt Memorial School, KolkataISC GirlsAAAA
BDM International, Pratapgarh,
Kolkata
CBSECo-edAAA+
Contai Public School, Purba
Medinipur
ISC Co-edAAA+
Delhi Public School, Pradhan NagarCBSECo-edAAA+
Holy Child English Academy, MaldaISC Co-edAAA+
St. Augustine's Day School,
Kalimpong
ISC Co-edAAA+
St. Joseph's Convent, KalimpongISC GirlsAAA+
Dr Graham'S Homes, KalimpongISC Co-edAAA
St. Augustine School, Giddha Pahar
Kurseong
ISC Co-edAAA
The St. Xavier's School, MaldaISC Co-edAAA
DAY
Bhavan's Gangabux Kanoria
Vidyamandir, Salt Lake
CBSECo-edAAAAA
Don Bosco School, Liluah ISC BoysAAAAA
Loreto House, Kolkata ISC GirlsAAAAA
DAY BoardTypeRating
Modern High School for Girls,
Kolkata
ISC GirlsAAAAA
Our Lady Queen of The Missions
School, Kolkata
ISC GirlsAAAAA
Ram Mohan Mission High School,
Kolkata
ISC Co-edAAAAA
Birla High School, KolkataCBSEBoysAAAA+
Calcutta Girls High School, KolkataISC GirlsAAAA+
DAV Model School, DurgapurCBSECo-edAAAA+
DAV Model School, KharagpurCBSECo-edAAAA+
De Paul School, Berhampur ISC Co-edAAAA+
Don Bosco High School, Park CircusISC BoysAAAA+
Don Bosco School, SiliguriISC BoysAAAA+
Don Bosco School, SiliguriISC BoysAAAA+
Garden High School, KolkataISC Co-edAAAA+
Hem Sheela Model School,
Durgapur
CBSECo-edAAAA+
Holy Child School, JalpaiguriISC Co-edAAAA+
La Martiniere for Boys, KolkataISC BoysAAAA+
La Martiniere for Girls, KolkataISC GirlsAAAA+
Lakshmipat Singhania Academy,
Kolkata
CBSECo-edAAAA+
M P Birla Foundation Higher
Secondary School, Kolkata
ISC Co-edAAAA+
Mary Immaculate School,
Berhampore
ISC Co-edAAAA+
Nirmala Convent School, SiliguriISC GirlsAAAA+
St. Joan's School, KolkataISC Co-edAAAA+
St. Teresa's Secondary School,
Kolkata
ISC GirlsAAAA+
St. Xavier's Collegiate School,
Kolkata
ISC BoysAAAA+
The Calcutta Boys School, KolkataISC BoysAAAA+
The Future Foundation School,
Kolkata
ISC Co-edAAAA+
The Heritage School, KolkataISC Co-edAAAA+
https://t.me/Digital_Magz

68. India’s Best SchoolsRATING EAST ZONE 68 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Vivekananda Mission School, JokaISC Co-edAAAA+
WWA Cossipore English School,
Kolkata
ISC Co-edAAAA+
Adamas International School,
Belgharia
ISC Co-edAAAA
Agrasain Balika Siksha Sadan,
Howrah
ISC GirlsAAAA
Army Public School, KolkataCBSECo-edAAAA
Army School, Barrackpore CBSECo-edAAAA
Ashok Hall Girls Higher Secondary
School, Kolkata
CBSEGirlsAAAA
Assembly of God Church School,
Kolkata
ISC Co-edAAAA
Assembly of God Church School,
Sodepur
ISC Co-edAAAA
Auxilium Convent School, BandelISC GirlsAAAA
Auxilium Convent School, KolkataISC GirlsAAAA
Bhavan’s Netaji Subhash Chandra
Bose Vidyaniketan, Medinipur
CBSECo-edAAAA
Bishop Morrow School, NadiaISC Co-edAAAA
Carmel School, Durgapur ISC GirlsAAAA
Carmel School, South 24 ParganasISC Co-edAAAA
DAV Public School, Diamond
Harbour Road, Kolkata
CBSECo-edAAAA
Delhi Public School, MegacityISC Co-edAAAA
Delhi Public School, NewtownISC Co-edAAAA
Dolna Day School, Kolkata ISC Co-edAAAA
GD Birla Centre for Education,
Kolkata
ISC Co-edAAAA
Julien Day School , KalyaniISC Co-edAAAA
Julien Day School, GanganagarISC Co-edAAAA
Loreto Convent, Asansol ISC GirlsAAAA
Loreto Convent, DarjeelingISC GirlsAAAA
Loreto Day School, KolkataISC GirlsAAAA
Mahadevi Birla Shishu Vihar,
Kolkata
ISC GirlsAAAA
DAY BoardTypeRating
Mahadevi Birla World Academy,
Kolkata
CBSEGirlsAAAA
Maheshwari Girls School, KolkataISC GirlsAAAA
Mansur Habibullah Memorial
School
ISC Co-edAAAA
MC Kejriwal Vidyapeeth, HowrahISC BoysAAAA
Modern English Academy,
Barrackpore
ISC Co-edAAAA
National Gems Higher Secondary
School, Kolkata
ISC Co-edAAAA
Purwanchal Vidyamandir, KolkataISC Co-edAAAA
Salt Lake School, Kolkata ISC Co-edAAAA
Shaw Public School, KolkataISC GirlsAAAA
Sri Aurobindo Institute of
Education, Kolkata
ISC Co-edAAAA
St. Agnes School, KharagpurISC GirlsAAAA
St. James School, Kolkata ISC BoysAAAA
St. Joseph's College, KolkataISC BoysAAAA
St. Joseph's Convent,
Chandannagar
ISC GirlsAAAA
St. Joseph's High School, MatigaraISC GirlsAAAA
St. Mary's Higher Secondary
School, Cooch Behar
ISC Co-edAAAA
St. Patrick’s Higher Scondary
School, Asansol
ISC BoysAAAA
St. Xavier's InSt.itution, PanihatiISC Co-edAAAA
St. Xavier's School, BurdwanISC Co-edAAAA
Sunshine School, JalpaiguriISC Co-edAAAA
Techno India Public School,
Hooghly
CBSECo-edAAAA
The Frank Anthony Public School,
Kolkata
ISC Co-edAAAA
Vidyasagar Shishu Niketan,
Midnapore
ISC Co-edAAAA
Abhinav Bharati High School,
Kolkata
CBSECo-edAAA+
Apeejay School, Park Street,
Kolkata
CBSECo-edAAA+
https://t.me/Digital_Magz

69. IndIia’s BetIndnS’aa’c 69
DAY BoardTypeRating
Apeejay School, Sector II, KolkataCBSECo-edAAA+
Apex Academy, Purba MedinipurISC Co-edAAA+
Army Public School, BengdubiCBSECo-edAAA+
Army Public School, BinnaguriCBSECo-edAAA+
Army Public School, Sukna CBSECo-edAAA+
Auxilium Convent School, BarasatISC Co-edAAA+
Burnpur Riverside School, BurnpurCBSECo-edAAA+
Calcutta Public School, KalikapurISC Co-edAAA+
Central Modern School, BaranagarISC Co-edAAA+
DAV Public School,
DVC,MTPS,Bankura
CBSECo-edAAA+
DAV Public School, MidnaporeCBSECo-edAAA+
Delhi Public School, NTPC Farakka,
Murshidabad
CBSECo-edAAA+
Douglas Memorial Higher
Secondary School, Kolkata
ISC Co-edAAA+
Hirendra Leela Patranavis School,
Kolkata
ISC Co-edAAA+
Holy Cross School, BaruipurISC Co-edAAA+
Jewish Girls School, KolkataISC GirlsAAA+
Julien Day School, KolkataISC Co-edAAA+
KE Carmel School, Behala ISC Co-edAAA+
Kendriya Vidyalaya, BallygungeCBSECo-edAAA+
Loreto Convent School Entally,
Kolkata
ISC GirlsAAA+
Rajasthan Vidya Mandir, KolkataISC GirlsAAA+
St. AuguSt.ine's Day School,
Barrackpore
ISC Co-edAAA+
St. Helen's School, HowrahISC Co-edAAA+
St. Paul's Educational Institution,
Shibpur
ISC Co-edAAA+
Sunrise English Medium School,
Belur
ISC Co-edAAA+
The Assembly of God Church
School, Purulia
CBSECo-edAAA+
The Modern Academy ISC Co-edAAA+
Column
ALLAN JOHN SAMUEL,
Principal, St. Michael’s
School, Siliguri
N
o child dubbed ‘slow’ is slow by choice.
There is always a reason or many reasons
behind. The sad part of it is that we teachers can
eliminate these reasons, but we seem to care little
about this. A child, daydreaming with a faraway
look, will obviously show no interest in what is
going on in the class, but may not really be a slow
learner. Maybe the child has been put into a state
of shock, due to a situation he has witnessed. It
could be that the child is dreading that during the
break the bullies would pile on him. A child may
not be keeping up with the class because the very
presence of the teacher fills him/her with fear.
We cannot expect these kids to solve riders or
understand Pythagoras. The problem becomes
graver when a child for reasons unknown to the
teacher does not score well but is nevertheless
promoted to the next class. It is like taking some-
body who cannot swim in the shallow water and
forcing him to dive deep.
How do we deal with such situations?
Class teachers should be vigilant about the dis-
play of any odd behaviour or any tic in a child.
In case something springs up, a brief discussion
with the Principal can lead to the case being rec-
ommended to the school Counsellor. The school
Counsellor with love, care, diplomacy and with
support of child’s parents, in a series of friendly
chats can discover the problem which then can
be treated and solved. The problems often are
not very difficult to solve, once they are exposed.
The idea of a school clinic under the aegis of a
trained Counsellor has become indispensable to
modern day schools. I appeal to all well-wishing
schools to employ such an idea to take your
school to a higher level of functioning. Remem-
ber, a child dubbed ‘slow’ is not really slow but
often a victim of circumstances.
SLOW LEARNERS
ARE OFTEN
VICTIMS OF
CIRCUMSTANCES
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70. India’s Best SchoolsRATING EAST ZONE 70 OCTOBER 2018360CAREERS
DAY BoardTypeRating
Tribeni Tissues Vidyapith,
Chandrahati
ISC Co-edAAA+
Young Horizons School, KalikapurISC Co-edAAA+
Assembly of God Church School,
Ukhra
ISC Co-edAAA
Grace Ling Liang English School,
Kolkata
ISC Co-edAAA
Kendriya Vidyalaya, Cossipore,
Kolkata
CBSECo-edAAA
Kendriya Vidyalaya, KalimpongCBSECo-edAAA
Mahavir Institute of Education and
Research, Canal Street
ISC Co-edAAA
Methodist School, Dankuni ISC Co-edAAA
National English School, KolkataISC Co-edAAA
Orient Day School, Behala ISC Co-edAAA
Pramila Memorial Institute,
Kolkata
ISC Co-edAAA
RLJDMC DAV Public School,
Raniganj
CBSECo-edAAA
Saint Paul's School, JalpaiguriISC Co-edAAA
South End Centre EM School,
Howrah
ISC Co-edAAA
Sri Ram Narayan Singh Memorial
High School, Kolkata
ISC Co-edAAA
DAY BoardTypeRating
St. AuguSt.ine's Day School,
Shyamnagar
ISC Co-edAAA
St. James School, BinnaguriISC Co-edAAA
St. Joseph's School, NavagramISC Co-edAAA
St. Jude's High School,
Madhyamgram
ISC Co-edAAA
St. Lukes Day School, NaihatiISC Co-edAAA
St. Pauls Boarding and Day School,
Kolkata
ISC GirlsAAA
St. St.ephen's School, Dum DumISC Co-edAAA
St. Thomas Church School, HowrahISC Co-edAAA
St. Thomas Girls School, KolkataISC GirlsAAA
"The Aryans School, Kamarhati,
Kolkata
ISC Co-edAAA
The Assembly of God Church
School, Tollygunge
ISC Co-edAAA
Delhi Public School, Guwahati, where
‘Service before Self’ is the motto, all
work together as a community to pro-
vide a happy, secure and stimulating
learning environment. The school has
well-equipped laboratories for instilling
scientific temperament among the stu-
dents and provide them lifelong learning
CHANDRALEKHA RAWAT,
Principal, Delhi Public School, Guwahati
ARUNACHAL PRADESH
NATIONAL BoardTypeRating
DAY
Kendriya Vidyalaya, Kimin CBSECo-edAAA
Kendriya Vidyalaya, Tezu CBSECo-edAAA
ASSAM
NATIONAL BoardTypeRating
BOARDING
The Assam Valley School, BaliparaISC Co-edAAAA+
Miles Bronson Residential School,
Borjhar, Guwahati
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Barpeta
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Jorhat
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Nalbari
CBSECo-edAAA+
https://t.me/Digital_Magz

71. IndIia’s BetIndnS’aa’c 71
BOARDING BoardTypeRating
Sainik School, Goalpara CBSEBoysAAA+
Jawahar Navodaya Vidyalaya,
Pailapool
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Sivasagar
CBSECo-edAAA
DAY-CUM-BOARDING
Delhi Public School, GuwahatiCBSECo-edAAAA+
NPS International School,
Guwahati
CBSECo-edAAAA+
Royal Global School, GuwahatiCBSECo-edAAAA+
South Point School, GuwahatiCBSECo-edAAA+
DAY
Delhi Public School, NumaligarhCBSECo-edAAAA+
Don Bosco School, GuwahatiCBSECo-edAAAA+
Sanskriti The Gurukul, GuwahatiISC Co-edAAAA
Army Public School, Narangi,
Kamrup
CBSECo-edAAAA
Army Public School, TezpurCBSECo-edAAAA
Budding Buds Senior Secondary
School, Tinsukia
CBSEGirlsAAAA
Delhi Public School, DigboiCBSECo-edAAAA
DAY BoardTypeRating
Gurukul Grammar Senior
Secondary School, Guwahati
CBSECo-edAAAA
Maharishi Vidya Mandir Public
School, Barsajai
CBSECo-edAAAA
Maharishi Vidya Mandir, GuwahatiCBSECo-edAAAA
Maria's Public School, GuwahatiCBSECo-edAAAA
Shrimanta Shankar Academy,
Dispur
CBSECo-edAAAA
Army Public School, JorhatCBSECo-edAAA+
Delhi Public School, Dhaligaon CBSECo-edAAA+
Delhi Public School, DuliajanCBSECo-edAAA+
Delhi Public School, ONGC, NaziraCBSECo-edAAA+
Guru Teg Bahadur Academy School,
Tinsukia
CBSECo-edAAA+
Kendriya Vidyalaya AFS, BorjharCBSECo-edAAA+
Kendriya Vidyalaya AFS, ChabuaCBSECo-edAAA+
Kendriya Vidyalaya, HaflongCBSECo-edAAA+
Kendriya Vidyalaya, NagaonCBSECo-edAAA+
Kendriya Vidyalaya, NamrupCBSECo-edAAA+
Army Public School, DinjanCBSECo-edAAA
VIBRANT CLASSROOMS add to the learning experiences at any school
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72. India’s Best Schools 72 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Kendriya Vidyalaya Dinjan CBSECo-edAAA
Kendriya Vidyalaya Khanapara,
Khanapara
CBSECo-edAAA
Kendriya Vidyalaya, DholcheraCBSECo-edAAA
Kendriya Vidyalaya, KarimganjCBSECo-edAAA
Kendriya Vidyalaya, Khatkhati CBSECo-edAAA
Vivekananda Kendra Vidyalaya,
Dibrugarh
CBSECo-edAAA
MANIPUR
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Bishnupur
CBSECo-edAAA+
Sainik School, Imphal CBSEBoysAAA+
Jawahar Navodaya Vidyalaya,
Churachandpur
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Thoubal
CBSECo-edAAA
NATIONAL BoardTypeRating
DAY
Kendriya Vidyalaya, LoktakCBSECo-edAAA
MEGHALAYA
NATIONAL BoardTypeRating
DAY-CUM-BOARDING
Pine Mount School, ShillongISC GirlsAAA+
Assam Riles Public School, ShillongCBSECo-edAAA
DAY
Army Public School, ShillongCBSECo-edAAA+
Kendriya Vidyalaya Nehu, ShillongCBSECo-edAAA+
Kendriya Vidyalaya, Tura CBSECo-edAAA+
Kendriya Vidyalaya EAC, Upper
Shillong
CBSECo-edAAA
NAGALAND
NATIONAL BoardTypeRating
DAY
Jubilee Memorial School,
Mokokchung
ISC Co-edAAA+
Delhi Public School, DimapurCBSECo-edAAA
Kendriya Vidyalaya, Tuli, NagalandCBSECo-edAAA
SIKKIM
NATIONAL BoardTypeRating
DAY-CUM-BOARDING
Don Bosco School, MalbaseyISC Co-edAAA
St. Xavier's School, PakyongISC Co-edAAA
Tashi Namgyal Academy, GangtokISC Co-edAAA
DAY
Kendriya Vidyalaya, NHPC SingtamCBSECo-edAAA+
Holy Cross School, Tadong CBSECo-edAAA
RATING EAST ZONE
https://t.me/Digital_Magz

73. IndIia’s BetIndnS’aa’c 73
TRIPURA
NATIONAL BoardTypeRating
DAY-CUM-BOARDING
Bhavans Tripura Vidyamandir,
Bimangarh
CBSECo-edAAA+
DAY
Ramakrishna Math and
Ramakrishna Mission, Viveknagar
CBSEBoysAAAA
Holy Cross School, Ballia ISC Co-edAAA+
Kendriya Vidyalaya, ONGC,
Agartala
CBSECo-edAAA+
Sri Krishna Mission School,
Agartala
CBSECo-edAAA+
St. Paul’s School, AgartalaISC Co-edAAA+
Kendriya Vidyalaya, PanisagaCBSECo-edAAA
STUDENTS NEED peaceful atmosphere to learn, reflect and grow up as bright
minds in line with their true potential.
Interview
SONYA GHANDY MEHTA,
Head of School,
Assam Valley School
Q. How can school education be made more
interactive than regular teaching mode?
A. I personally believe that true education needs to
involve the students as active members of the class.
Teachers must play the role of a facilitator of learn-
ing rather than thinking they are the repository of
knowledge. By having students discuss the topic at
hand, showing them the applicability in our daily
life, makes their learning more meaningful and real.
Q. Do you give much emphasis on teachers’
training, and how do you go about it?
A. Professional development is critical to any
school and we have to encourage our teachers to be
lifelong learners. At AVS, on an average, teachers
have at least 15-20 days of professional learning,
if not more, in a year. Resource people and online
courses provide a good mix of learning experiences
for our teachers.
Q. What are your thoughts on experiential
learning?
A. Experiential learning goes a long way in foster-
ing curiosity in children. As long as teachers steer
clear of just pouring information into the child,
curiosity and critical thinking will be encouraged.
Inquiry and active learning are also effective strate-
gies to generate critical thinking.
Q. Any unique features/programmes of your
school that you would like to discuss?
A. Teaching students life-skills is very important
as there are skills that are needed to be successful
in life and your career. Since last year, inculcating
such skills has become part of our curriculum,
especially for our senior students. Encouraging
leadership in our students through Student Voice
and allowing them to be a part of the solution pro-
cess in problem-solving are also great lessons for
them to learn about life after school.
EDUCATING
MIND, BODY
AND HEART
https://t.me/Digital_Magz

74. India’s Best SchoolsRATING WEST ZONE 74 OCTOBER 2018360CAREERS
As prosperity makes its presence felt, aspiration for world class school
education is being increasingly felt in the western states, especially
Maharashtra, spurring hot competition among top schools...
WHERE THE BEST TRY
TO BE BETTER
DAMAN
NATIONAL BoardTypeRating
DAY
Coast Guard Public School, DamanCBSECo-edAAA
GOA
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Canacona
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Valpoi
CBSEDayAAA
DAY
Kendriya Vidyalaya No 1, Vasco Da
Gama
CBSECo-edAAAA+
Don Bosco High School, PanjimState
Board
BoysAAA+
Kendriya Vidyalaya, Bambolim
Camp Goa
CBSECo-edAAA+
Kendriya Vidyalaya, Ponda CBSECo-edAAA+
Navy Children School, Dabolim CBSECo-edAAA+
Sharada Mandir School, Miramar,
Panaji
ISC Co-edAAA+
Kendriya Vidyalaya INS Mandovi,
Gova
CBSECo-edAAA
Manovikas English Medium School,
Margao, Goa
ISC Co-edNR
TECHNOLOGY IS permeating the education space in a big way
https://t.me/Digital_Magz

75. IndIia’s BetIndnS’aa’c 75
GUJARAT
INTERNATIONAL BoardTypeRating
BOARDING
Mahatma Gandhi International
School, Ahmedabad
IB Co-edAAAA
The Galaxy School,Rajkot IB Co-edAAA+
DAY-CUM-BOARDING
Calorx Olive International School,
Ahmedabad
IB Co-edAAA+
Fountainhead School, SuratIB Co-edAAA+
Navrachana International
School,Vadodara*
IB Co-edAAA+
DAY
Ahmedabad International School,
Ahmedabad
IB Co-edAAAA
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Kheda
CBSECo-edAAAA+
Sainik School, Jamnagar CBSEBoysAAAA+
Atmiya Vidya Mandir, Kamrej CBSEBoysAAAA
Jawahar Navodaya Vidyalaya,
Mehsana
CBSECo-edAAAA
MCM Kothari International
Residential School, Valsad
CBSEGirlsAAAA
Sarvanaman Vidya Mandir,
Zadeshwar
CBSEGirlsAAAA
Jawahar Navodaya Vidyalaya,
Aliabada
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Kodinar
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Lanva
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Rajkot
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Ratibad, Bharuch
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Kharedi
CBSECo-edAAA
BOARDING BoardTypeRating
Jawahar Navodaya Vidyalaya,
Kutch
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Roopnagar, Bharuch
CBSECo-edAAA
DAY-CUM-BOARDING
SGVP International School,
Ahmedabad
ISC BoysAAAA+
Ambe Vidyalaya, Vadodara CBSECo-edAAAA
BAPS Swaminarayan Vidyamandir,
Vadodara
State
Board
BoysAAAA
Vallabh Ashram’s MGM Amin & VN
Savani School, Valsad
CBSECo-edAAAA
JG International School,
Ahmedabad
ISC Co-edAAA+
Vrajbhoomi International School,
Mogar
CBSECo-edAAA+
Smt. SP Patel Day Boarding School,
Valsad
CBSECo-edNR
DAY
Delhi Public School, SuratCBSECo-edAAAA+
Delhi Public School, VadodaraCBSECo-edAAAA+
Essar International School, Hazira,
Surat
CBSECo-edAAAA+
For today’s generation, interactive
learning is the most effective method
to learn. Under this, we use different
teaching techniques using latest digital
content, role play, projects, experiential
learning, motor skill activities associ-
ated with academics, audio tapes for lis-
tening skills, social interaction projects
etc. for effective learning
BHAVESHA SHAH
Director- Kindergarten
Ambe Group of Schools, Vadodara
https://t.me/Digital_Magz

76. India’s Best SchoolsRATING WEST ZONE 76 OCTOBER 2018360CAREERS
At the time of admission in Grade 9,
we have a personal assessment and an
admission test. Depending on the result
and the future career prospect, the prin-
cipal and the career counsellor decide
and suggest suitable subjects for the
students to study
MADHUMITA ROY CHOWDHURY,
Dean, Prudence International School, Panvel
NATIONAL BoardTypeRating
DAY
J H Ambani Saraswati Vidya
Mandir, Surat
CBSEGirlsAAAA+
Prakash Senior Secondary School,
Bodakdev
CBSECo-edAAAA+
SD Jain Modern School, SuratCBSECo-edAAAA+
Zydus School for Excellence,
Ahmedabad
ISC Co-edAAAA+
Agarwal Vidya Vihar, SuratCBSEGirlsAAAA
Amar Jyoti Saraswati International
School, Bhavnagar
ISC Co-edAAAA
Anand Niketan, Ahmedabad ISC Co-edAAAA
Anand Vidya Vihar School,
Vadodara
CBSECo-edAAAA
Anandalaya NDDB Campus, AnandCBSECo-edAAAA
Atul Vidyalaya, Atul ISC Co-edAAAA
Delhi Public School, AhmedabadCBSECo-edAAAA
Delhi Public School, AmbapurCBSECo-edAAAA
Delhi Public School, HarniCBSECo-edAAAA
Eklavya School, Ahmedabad ISC Co-edAAAA
KD Ambani Vidyamandir, JamnagarCBSECo-edAAAA
Lalji Mehrotra Lions School,
Ahmedabad
ISC Co-edAAAA
Maharaja Agrasen Vidyalaya,
Ahmedabad
CBSECo-edAAAA
Maharani Girls High School,
Vadodara
State
Board
GirlsAAAA
Manav Kendra Gyan Mandir
School, Baroda
CBSECo-edAAAA
Metas MCD School of Seventh Day
Adventists, Surat
ISC Co-edAAAA
Nalanda International School,
Vadodara
ISC Co-edAAAA
Navrachana School, VadodaraCBSECo-edAAAA
New Era Senior Secondary School,
Vadodara
CBSECo-edAAAA
Queen of Angels Convent Higher
Secondary School, Bharuch
ISC Co-edAAAA
DAY BoardTypeRating
Rachana School, Ahmedabad CBSECo-edAAAA
Shreeyadevi Bhagirath Rathi
Maheshwari Vidyapeeth, Surat
CBSECo-edAAAA
Smt Sandraben Shroff Gnyan Dham
School, Vapi
CBSECo-edAAAA
SN Kansagra School, RajkotISC Co-edAAAA
Sri Sri Ravishankar Vidya Mandir,
Surat
CBSECo-edAAAA
Udgam School for Children,
Ahmedabad
CBSECo-edAAAA
Aditya Birla Public School,
Kosamba
CBSECo-edAAA+
Bal Bharati Public School, JhanorCBSECo-edAAA+
Billabong High International
School, Vadodara
ISC Co-edAAA+
Delhi Public School, Kutch BhujCBSECo-edAAA+
Divine Child School, Amipura CBSECo-edAAA+
Hillwoods School, Gandhi NagarCBSECo-edAAA+
SGM Shiroiya English School,
Navsari
CBSECo-edAAA+
The Aditya Birla Public School,
Kovaya
CBSECo-edAAA+
Vapi Public School, Vapi ISC Co-edAAA+
Welspun Vidya Mandir, AnjarCBSECo-edAAA+
https://t.me/Digital_Magz

77. IndIia’s BetIndnS’aa’c 77
DAY BoardTypeRating
Bright School, Vadodara CBSECo-edAAA
Kendriya Vidyalaya No 4 ONGC,
Vadodara
CBSECo-edAAA
Navrachana International School,
Vadodara
CBSECo-edAAA
SNV International School, NadiadISC Co-edAAA
The Aditya Birla Public School,
Kesrol
CBSECo-edAAA
MAHARASHTRA
INTERNATIONAL BoardTypeRating
BOARDING
Mahindra United World College of
India, Pune
IB Co-edAAAAA
D Y Patil International School,
Nerul
IB Co-edAAAA
International School Aamby, PuneIB Co-edAAAA
Symbiosis International School,
Pune
IB Co-edAAAA
The Cathedral Vidya School,
Lonavala
IB Co-edAAAA
Edubridge International School,
Mumbai
IB Co-edAAA+
DAY-CUM-BOARDING
Fravashi International Academy,
Nashik
CIE Co-edAAAA+
Indus International School, PuneIB Co-edAAAA+
Mercedes-Benz International
School, Pune
IB Co-edAAAA+
Vishwashanti Gurukul, LoniIB Co-edAAAA+
Prudence International School,
Panvel
CIE Co-edAAAA
D Y Patil International College,
Pune
IB Co-edAAAA
Singapore International School,
Mumbai
IB Co-edAAAA
Interview
DR. VEENA SHRIVASTAVA,
Principal, Gopi Birla Memorial
School, Mumbai
Q. Choice of subjects define the students’ fur-
ther studies. How does your school guide them?
A. Choosing a career usually comes after choosing
the right subject and course. If students don’t pick
the right course, it would inadvertently affect their
career choice. GBMS has a team of established
career counsellors to explain to the students the
advantages and disadvantages of pursuing both
their interests and aptitudes and give them the clar-
ity and understanding to make the right decisions.
To make sure that students have clarity of thought,
career counselling starts from grade seven onwards
and the counsellors are available to the students at
all times while they are in high school to receive the
right advice.
Q. How has your school used technology to
impart education?
A. Technology is human knowledge which involves
tools, materials and systems. If technology is well
applied, it really benefits the students. Keeping the
pace with the latest progress in technology, GBMS
uses gadgets like electronic smart boards, desktops,
laptops, Mobile Learning, television, computer net-
working etc.
Q. Do you give much emphasis on teachers’
training, and how do you go about it?
A. A lot of emphasis is given to in-house training
and the other training programmes related to sub-
ject enrichment, soft skills and latest trends of the
modern education system. Teachers must always be
abreast of the latest trends in the education sector.
Q. How do you foster curiosity and critical
thinking in a child?
A. By patiently listening to them and by encourag-
ing and allowing them to explore their environment
and relate it to previous experience and reasoning.
Students should have the freedom to think, imag-
ine, analyse which fosters critical thinking.
THINK,
IMAGINE,
ANALYSE
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78. India’s Best SchoolsRATING WEST ZONE 78 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Dhirubhai Ambani International
School, Mumbai
IB Co-edAAAAA
Ecole Mondiale World School,
Mumbai
IB Co-edAAAAA
The Cathedral and John Connon
School**
IB/APCo-edAAAAA
American School of Bombay,
Mumbai
IB Co-edAAAA+
Oberoi International School,
Mumbai
IB Co-edAAAA+
Podar International School,
Mumbai
IB Co-edAAAA+
B.D.Somani International School,
Mumbai
IB Co-edAAAA
Tridha, Andheri (E), MumbaiCIE Co-edNR
BOARDING
Anubhuti International Residential
School, Jalgaon
ISC Co-edAAAA+
Jawahar Navodaya Vidyalaya,
Gondia
CBSECo-edAAAA
BK Birla Centre for Education, PuneCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Ahmednagar
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Akkalkuwa, Nandurbar
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Aurangabad
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya, BeedCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Dindori, Nashik
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Navsari
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Pokharapur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Ratnagiri
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Shegaon
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Wardha
CBSECo-edAAA+
BOARDING BoardTypeRating
Jawahar Navodaya Vidyalaya,
Washim
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Yavatmal
CBSECo-edAAA+
New Era High School, PanchganiCBSECo-edAAA+
Sahyadri School, Pune ISC Co-edAAA+
Jawahar Navodaya Vidyalaya,
Kagal
CBSECo-edAAA
Jawahar Navodaya Vidyalaya, LaturCBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Palghar, Thane
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Sangli
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Talodhi, Chandrapur
CBSECo-edAAA
BONDING IS integral to a good learning experience
https://t.me/Digital_Magz

79. IndIia’s BetIndnS’aa’c 79
DAY-CUM-BOARDING BoardTypeRating
The Bishop's School, Pune ISC BoysAAAA
Barnes School, Devlali ISC Co-edAAA
Hon Sharad Pawar Public School,
Nashik
CBSECo-edAAA
DAY
Campion School Fort, MumbaiCBSEBoysAAAAA
Delhi Public School, NerulCBSECo-edAAAAA
RN Podar High School, SantacruzCBSECo-edAAAAA
Smt Sulochanadevi Singhania
School, Thane
ISC Co-edAAAAA
Apeejay School, Nerul CBSECo-edAAAA+
Army Public School, Pune CBSECo-edAAAA+
Bhavan's Bhagwandas Purohit
Vidya Mandir, Nagpur
CBSECo-edAAAA+
DAY BoardTypeRating
BJB Petit High School, MumbaiCBSEGirlsAAAA+
Bombay Scottish School, MahimISC Co-edAAAA+
DAV Public School, Pune CBSECo-edAAAA+
Delhi Public School, Pune CBSECo-edAAAA+
Don Bosco High School, Matunga,
Mumbai
State
Board
BoysAAAA+
Hiranandani Foundation School,
Thane
ISC Co-edAAAA+
Jamnabai Narsee School, MumbaiISC Co-edAAAA+
Lilavatibai Podar High School,
Mumbai
ISC Co-edAAAA+
Loyola High School, Pune State
Board
BoysAAAA+
Nath Valley School, AurangabadCBSECo-edAAAA+
Navy Children School, Navy Nagar,
Colaba
CBSECo-edAAAA+
Our Lady of Perpetual Succour High
School (OLPS), Chembur, Mumbai
State
Board
BoysAAAA+
Ryan Global School, MumbaiCBSECo-edAAAA+
St. Gregorios High School, MumbaiISC Co-edAAAA+
St. Mary's School Pune ISC Co-edAAAA+
St. Mary’s School ICSE, Mazgaon,
Mumbai
ISC BoysAAAA+
St. Stanislaus High School, MumbaiState
Board
BoysAAAA+
St. Vincent’s School, PuneState
Board
BoysAAAA+
St. Xavier’s High School, Fort,
Mumbai
State
Board
BoysAAAA+
Villa Theresa HighSchool, Peddar
Road, Mumbai
CBSEGirlsAAAA+
Apeejay School, Kharghar CBSECo-edAAAA
Arya Vidya Mandir, Juhu, MumbaiISC Co-edAAAA
Atomic Energy Education Society,
Mumbai
CBSECo-edAAAA
Auxilium Convent High School,
Mumbai
State
Board
GirlsAAAA
Bhavan's Bhagwandas Purohit
Vidya Mandir, Srikrishna Nagar,
Nagpur
CBSECo-edAAAA
https://t.me/Digital_Magz

80. India’s Best Schools 80 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Birla School, Kalyan CBSECo-edAAAA
Centre Point School, Katol Road,
Nagpur
CBSECo-edAAAA
CNM School, Vile Parle (W),
Mumbai
CBSECo-edAAAA
Convent Girls High School,
Prabhadevi, Mumbai
State
Board
GirlsAAAA
Gundecha Education Academy,
Kandivli
ISC Co-edAAAA
Jamnaben Hirachand Ambani
School, Lodhivali
CBSECo-edAAAA
Jasudben ML School, MumbaiISC Co-edAAAA
Loreto Convent School, Chembur,
Mumbai
State
Board
GirlsAAAA
Matushri Kashiben Vrajlal Valia
International Vidyalaya, Mumbai
CBSECo-edAAAA
Rajhans Vidyalaya, Andheri WestCBSECo-edAAAA
St. Mary's ICSE School,
Koparkhairane
ISC Co-edAAAA
St. Anne’s Girls High School,
Kalbadevi, Mumbai
State
Board
GirlsAAAA
St. Anne’s School, Pune State
Board
GirlsAAAA
St. Francis D’Assisi High School,
Borivali, Mumbai
State
Board
BoysAAAA
Symbiosis School, Nashik CBSECo-edAAAA
The Bishop's School, Kalyani NagarISC Co-edAAAA
The Kalyani School, Pune CBSECo-edAAAA
Udayachal High School, Vikhroli,
Mumbai
State
Board
Co-edAAAA
Wisdom High International School,
Nashik
ISC Co-edAAAA
Air Force School, Viman NagarCBSECo-edAAA+
Army Public School, Devlali, NashikCBSECo-edAAA+
Army Public School, Kirkee CBSECo-edAAA+
Army Public School, MumbaiCBSECo-edAAA+
Ashoka Universal School, NashikISC Co-edAAA+
Centre Point School, Wardhaman
Nagar, Nagpur
CBSECo-edAAA+
DAY BoardTypeRating
Chinmaya Vidyalaya, BoisarCBSECo-edAAA+
DAV Public School, Airoli CBSECo-edAAA+
DAV Public School, Nerul CBSECo-edAAA+
DAV Public School, New PanvelCBSECo-edAAA+
Kendriya Vidyalaya IIT Mumbai,
Powai
CBSECo-edAAA+
Kendriya Vidyalaya No 2, ColabaCBSECo-edAAA+
NL Dalmia High School, ThaneISC Co-edAAA+
Podar International School, PimpriISC Co-edAAA+
Ryan International School, NerulISC Co-edAAA+
St. Joseph High School, RaigadCBSECo-edAAA+
Welspun Vidya Mandir, Salav,
Raigad
CBSECo-edAAA+
Hiranandani Foundation School,
Powai, Mumbai
ISC Co-edAAA+
Army Public School, AhmednagarCBSECo-edAAA
Christ Church School, BycullaISC Co-edAAA
Gopi Birla Memorial School,
Malabar Hill, Mumbai
CBSECo-edAAA
Hutchings High School and Junior
College, Pune
ISC Co-edAAA
Kendriya Vidyalaya ONGC, PanvelCBSECo-edAAA
RBK School, Thane ISC Co-edAAA
The Swaminarayan School, NagpurCBSECo-edAAA
Sacred Heart Boys High School,
Santacruz, Mumbai
State
Board
BoysNR
St. Joseph High, Pashan, PuneState
Board
GirlsNR
ASSIGNMENTS BEYOND classroom help in grooming all round personality
RATING WEST ZONE
https://t.me/Digital_Magz

81. IndIia’s BetIndnS’aa’c 81
RAJASTHAN
INTERNATIONAL BoardTypeRating
BOARDING
Mody School, Sikar IB GirlsAAAA
DAY-CUM-BOARDING
Sangam School of Excellence,
Bhilwara*
IB Co-edAAA+
DAY
India International School, Jaipur *IB Co-edAAAA+
Neerja Modi School, Jaipur*IB Co-edAAA+
NATIONAL
BOARDING
Mayo College Girls School, AjmerISC GirlsAAAAA
Mayo College, Ajmer CBSEBoysAAAA+
The Sagar School, Alwar CBSECo-edAAAA+
Birla Balika Vidyapeeth, PilaniCBSEGirlsAAAA+
Birla Public School, PilaniCBSEBoysAAAA
Jawahar Navodaya Vidyalaya,
Nagaur
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Paota, Jaipur
CBSECo-edAAAA
Mody Institute of Education and
Research, Laxmangarh
CBSEGirlsAAAA
To be a good and effective teacher, one
has to be aware of the latest trends in
the field of education, and for that the
teachers have to change their mindset.
In a classroom there are different types
of learners -- auditory, visual and kinaes-
thetic technology caters to all these in a
very interesting way
DIVYA KULSHRESHTA,
Headmistress, Thakur Public School, Mumbai
Interview
VISHNU SHARMA,
Head of Secondary School,
Mount Litera School International,
Mumbai
Q. As an IB school, what sort of learning experi-
ence do you provide?
A. We believe in holistic learning. We want our stu-
dents to become lifelong learners who have attrib-
utes such a being caring, open-minded and reflec-
tive. There are 10 values like these which we try to
imbibe in our students. We try to give that kind of
atmosphere where the students develop such kind
of values. We try to cater to the educational needs
of the group of three to 19 years.
Q. How do you involve parents in the education
process?
A. We have platforms both formal and informal
which have been created, where we invite parents
to participate. Our school has an open door policy
where we are trained to revert to parents’ queries
within 24 hours. Or if they want to meet a person,
they can approach the school and meet, but this
has to go through a proper channel and they have
to seek an appointment. Also, in an academic year,
we have seven to eight workshops where we invite
the parents and brief them about the academic pro-
gramme. And we have seen that these workshops
are quite effective. We also have parents who have
enrolled their children for the first time in IB, so we
try to answer all their questions.
Q. Each student has a different learning graph,
how do you handle it?
A. One advantage of IB is that the size of the class
is not huge, so the teacher is able to give individual
attention to students. The maximum number of
students we can have in a class is 25. This gives
an opportunity for quality interaction between a
teacher and students. We have an active counselling
department, where we have two teachers who are
experts in special education needs. They help us in
the identification of students who have difficulty in
learning. We take the technical guidance from them
and develop a system as per the IB and we develop
a process in the school, which helps the student
understand and learn.
PROMOTING
LIFELONG
LEARNING
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82. India’s Best SchoolsRATING WEST ZONE 82 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
BOARDING
Shah Satnam Ji Girls School,
Sriganganagar
CBSEGirlsAAAA
Jawahar Navodaya Vidyalaya,
Baran
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Barmer
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Bikaner
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Chittorgarh
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Dausa
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Dholpur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Jaswantpura
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Jojawar
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya, KajraCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Khairthal
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Mahiyanwali
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Pachpahar
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Patan
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Sitapur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya, TonkCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Churu
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Hanumangarh
CBSECo-edAAA
Jawahar Navodaya Vidyalaya, KotaCBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Sawaimadhopur
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Sirohi
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Udaipur
CBSECo-edAAA
BOARDING BoardTypeRating
Jawahar Navodaya Vidyalya,
Rajasmand
CBSECo-edAAA
St. Mary's High School, Mount AbuISC Co-edAAA
DAY-CUM-BOARDING
L.K. Singhania Education Centre,
Nagaur
CBSECo-edNR
Maharani Gayatri Devi Girl's School,
Jaipur
CBSEGirlsAAAA+
Springdales School, JaipurCBSECo-edAAAA+
Delhi Public School, JaipurCBSECo-edAAAA
Delhi Public School, UdaipurCBSECo-edAAAA
India International School, JaipurCBSECo-edAAAA
Nosegay Public School,
Sriganganagar
CBSECo-edAAA+
BRJD Public School, Churu CBSECo-edAAA
Sanskriti The School, AjmerCBSECo-edAAA
DAY
Birla Shishu Vihar ,PilaniCBSECo-edAAAA+
Maharaja Sawai Man Singh
Vidyalaya, Jaipur
CBSECo-edAAAA+
Mayoor School, Ajmer CBSECo-edAAAA+
Rajmata Krishna Kumari Girls
Public School, Jodhpur
CBSEGirlsAAAA+
Bharatiya Vidya Bhavan's
Vidyashram, Jaipur
CBSECo-edAAAA
Cambridge Court High School,
Mansarovar
CBSECo-edAAAA
Delhi Public School, JodhpurCBSECo-edAAAA
Jayshree Periwal High School,
Jaipur
CBSECo-edAAAA
Maheshwari Public School, AjmerCBSECo-edAAAA
Maheshwari Public School, JaipurCBSEBoysAAAA
Rukmani Birla Modern High School,
Jaipur
CBSECo-edAAAA
Sophia Senior Secondary School,
Ajmer
CBSECo-edAAAA
St. Angela Sophia Senior Secondary
School, Jaipur
CBSEGirlsAAAA
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83. IndIia’s BetIndnS’aa’c 83
DAY BoardTypeRating
St. Paul's Senior Secondary School,
Kota
CBSECo-edAAAA
St. Xavier’s Senior Secondary
School, Jaipur
CBSECo-edAAAA
Step By Step High School, JaipurCBSECo-edAAAA
Aditya Birla Schools, JodhpurCBSECo-edAAA+
Alwar Public School, AlwarCBSECo-edAAA+
Army Public School, JaipurCBSECo-edAAA+
Army Public School, Kota CBSECo-edAAA+
Bhartiya Public School, SikarCBSEGirlsAAA+
Birla Shiksha Kendra, ChittorgarhCBSECo-edAAA+
Brightlands Girls Senior Secondary
School, Vaishali Nagar
CBSEGirlsAAA+
Candlewick Public School, JaipurCBSECo-edAAA+
Dundlod Public School, JhunjhunuCBSECo-edAAA+
Hind Zinc School, ChittorgarhCBSECo-edAAA+
Jaipuria Vidyalaya, JaipurCBSECo-edAAA+
Kailash Vidya Vihar, NimbaheraCBSECo-edAAA+
Kendriya Vidyalaya, AvikanagarCBSECo-edAAA+
Maharana Mewar Public School,
Udaipur
CBSECo-edAAA+
Mahaveer Public School, JaipurCBSECo-edAAA+
Maheshwari Girls Public School,
Vidyadhar Nagar
CBSEGirlsAAA+
Maheshwari Public School, Pratap
Nagar, Jaipur
CBSEBoysAAA+
Modern School, Talwandi CBSECo-edAAA+
Saint Anselm’s North City School,
Jhotwara
CBSECo-edAAA+
Saint Paul's School, Kota CBSECo-edAAA+
Seedling Public School, Jawahar
Nagar, Jaipur
CBSECo-edAAA+
Seth Tolaram Bafna Academy,
Bikaner
CBSECo-edAAA+
Silver Oak School, Alwar CBSECo-edAAA+
DAY BoardTypeRating
Sophia Senior Secondary School,
Bhilwara
CBSEGirlsAAA+
Sophia Senior Secondary School,
Bikaner
CBSECo-edAAA+
Springfield School, JaipurISC Co-edAAA+
St. Anselm's Pink City Senior
Secondary School, Jaipur
CBSECo-edAAA+
St. Anselms Senior Secondary
School, Mungaska
CBSECo-edAAA+
St. Anthony's Senior Secondary
School, Udaipur
CBSECo-edAAA+
St. Mary's Convent Senior
Secondary School, Ajmer
CBSEGirlsAAA+
St. Mary's Convent Senior
Secondary School, Udaipur
CBSEGirlsAAA+
St. St.ephen's Senior Secondary
School, Ajmer
CBSECo-edAAA+
Swami Ramchander Memorial
International School,
Hanumangarh
CBSECo-edAAA+
The Sophia Girls Senior Secondary
School, Vallabhnagar
CBSEGirlsAAA+
Army Public School, BikanerCBSECo-edAAA
Army Public School, Jodhpur CBSECo-edAAA
Emmanuel Mission Senior
Secondary School, Jaipur
CBSECo-edAAA
Kendriya Vidyalaya BSF, AnupgarhCBSECo-edAAA
Kendriya Vidyalaya No 5,
Mansarovar
CBSECo-edAAA
Kendriya Vidyalaya, NTPC AntaCBSECo-edAAA
MSS Public School, KishangarhCBSECo-edAAA
Saint Patricks School, JodhpurCBSEGirlsAAA
Sharda Vidya Mandir, Ambabari CBSECo-edAAA
Saint Paul's School, JaipurISC Co-edNR
St. Gregorios Senior Secondary
School, Khushal Bagh, Udaipur
CBSECo-edNR
St. Mary's Senior Secondary School,
Sikar
ISC Co-edNR
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84. India’s Best SchoolsRATING SOUTH ZONE 84 OCTOBER 2018360CAREERS
The arrival of a slew of new schools with top class facilities is adding to the competition in this rich education zone...
STATUS QUO GETS CHALLENGEDANDAMAN & NICOBAR
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Panchawati
CBSECo-edAAA+
DAY
Navy Children School, Port BlairCBSECo-edAAAA
Carmel Senior Secondary School,
Port Blair
CBSECo-edAAA
Government Senior Secondary
School, Port Blair
CBSECo-edAAA
Vivekananda Kendra Vidyalaya,
Port Blair
CBSECo-edAAA
ANDHRA PRADESH
NATIONAL BoardTypeRating
BOARDING
Rishi Valley School, ChittoorISC Co-edAAAAA
Sri Sathya Sai Higher Secondary
School, Prasanthi Nilayam
CBSECo-edAAAAA
Sree Vidyanikethan International
School, Tirupati
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Kiltampalem
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Lepakshi
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya, NR
Palli
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Vennelavalasa
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Krishnapuram
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Kurnool
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Veleru
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Visakhapatnam
CBSECo-edAAA
DAY-CUM-BOARDING BoardTypeRating
DPS, Vijayawada CBSECo-edAAAA+
Accord School, Tirupati CBSECo-edAAAA
Narayana E-Techno School,
Kurammanapalem, Visakhapatnam
CBSECo-edAAAA
Ramakrishna Mission School,
Narottam Nagar
CBSEBoysAAA+
Bharatiya Vidya Bhavan,
Tadepalligudem
CBSECo-edAAA
Sainik School, Korukonda CBSECo-edAAA
SDA Higher secondary school,
Nuzvid
ISC Co-edAAA
The Peepal Grove School, Chittoor ISC Co-edAAA
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85. IndIia’s BetIndnS’aa’c 85
The arrival of a slew of new schools with top class facilities is adding to the competition in this rich education zone...
STATUS QUO GETS CHALLENGED
It is sad to note that interests and
creativity in life are replaced by coach-
ing classes and clamour for percentile.
School life is the most enjoyable and
memorable period. The basic lessons of
collaboration are picked up at this level.
Peer learning adds more value to the
process of acquiring knowledge. Hence,
it’s important that the tasks given to
students kindle the curiosity to know,
agree and disagree, to think and analyse
VALSALA GOPAKUMAR,
Principal,Chinmaya Vidyalaya,
Taylors Road, Chennai
DAY BoardTypeRating
Kendriya Vidyalaya No 1, Sri
Vijayanagar
CBSECo-edAAAA
Navy Children School,
Visakhapatnam
CBSECo-edAAAA
Tripura English Medium School,
Rajahmundry
CBSECo-edAAAA
Aditya Birla Public School, KurnoolCBSECo-edAAA+
DPS, Visakhapatnam CBSECo-edAAA+
Kendriya Vidyalaya No 2,
Nausenabaugh
CBSECo-edAAA+
DAY BoardTypeRating
Kendriya Vidyalaya No 2, Sri
Vijayanagar
CBSECo-edAAA+
Kendriya Vidyalaya, Gooty RSCBSECo-edAAA+
Kendriya Vidyalaya, KurnoolCBSECo-edAAA+
N. St. Mathew’s Public School,
Vijayawada
CBSECo-edAAA+
Shri Chaitanya Techno School,
Tirupati
CBSECo-edAAA+
Space Central School, SriharikotaCBSECo-edAAA+
Timpany School, Asilmetta ISC Co-edAAA+
VPS Public School, VijayawadaCBSECo-edAAA+
Kendriya Vidyalaya NAD,
Visakhapatnam
CBSECo-edAAA
Kendriya Vidyalaya, SrikakulamCBSECo-edAAA
Kendriya Vidyalaya, Steel PlantCBSECo-edAAA
GROUP DISCUSSIONS make learning an interactive experience for students
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86. India’s Best SchoolsRATING SOUTH ZONE 86 OCTOBER 2018360CAREERS
Technology has always been there in the
world. Rubbing of two stones to ignite
fire was a technology. Invention of paper
and ball pen was also a technology. In
modern times, technology has entered in
almost every field and education system
is no exception
The Indian education system is in the
need for immediate reorganisation. Our
current system focuses on memoriza-
tion, rote learning and passing examina-
tions. It is not encouraging our kids to
become creative, innovative and to think
critically and solve problems practically
SATYASREE GUPTA,
Academic Coordinator, Sri Chaitanya Group
of Schools, Hyderabad
LT. GENERAL ARJUN RAY
PVSM, VSM (Retd.),
CEO, Indus Trust
KARNATAKA
INTERNATIONAL BoardTypeRating
BOARDING
Jain International Residential
School, Bangalore*
IB/
CBSE
Co-edAAAA+
Sarala Birla Academy,
Bannerghatta, Bangalore**
IB/ISCBoysAAAA+
Christ Junior College - Residential,
Bangalore
IB BoysAAAA
Oakridge International School,
Bangalore
IB Co-edAAAA
DAY-CUM-BOARDING
Indus International School,
Bangalore
IB Co-edAAAA+
Canadian International School,
Bangalore
IB Co-edAAAA
Greenwood High, Bangalore IB Co-edAAAA
The International School,
Bangalore
IB Co-edAAAA
Trio World Academy, BangaloreCIE Co-edAAAA
Bangalore International School,
Bangalore
IB Co-edAAA+
Candor International School,
Bangalore
IB Co-edAAA+
DAY BoardTypeRating
Stonehill International School,
Bangalore
IB Co-edAAAA+
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Balehonnur
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Chara Hebri
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Panchavati
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Tumkur
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Bagalur, Bangalore Urban
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Dharwad
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Gajanur
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Hondarabala
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Kuknoor
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Mavinakere, Hassan
CBSECo-edAAAA
Rashtriya Military School,
Bangalore
CBSEBoysAAAA
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87. IndIia’s BetVALnS’aa’c 87
Column
VEENA SAHANI,
Principal,Army Public School,
K. Kamraj Road, Bangalore
A
t Army Public School, Bangalore,
we have a special learning lab, which
is suitably designed keeping in view of
the needs of the gifted children. We have
acupressure equipment, mind games and
puzzles kept in our classrooms for such
students. The school has appointed three
special educators. These educators with
the help of the teachers identify the slow
learners and then the parents are chan-
nelised to get the diagnostic tests done for
their ward. The learning difficulty once
diagnosed then is followed by assistance
given to such students.
The learning difficulty can be in math-
ematics, spellings, conceptual or memory
related. Once the shortcomings are discov-
ered, these students are taken from regular
classes and then given remedial lessons
throughout the year. For such students,
question papers too are also set separately.
Once the students reaches classes 9 or 10,
their registration is done with NIOS. We
have taken all these steps and the efforts
have been really fruitful. These students
perform really well within the brackets of
the inclusive school.
This entire exercise is to include slow
learners in the mainstream of schooling
education so that they can participate in
various activities like music, dance, art,
craft, and even the school band, without
being isolated on being low-grade per-
formers in academics.
PROVIDING
THE SPACE TO
GROW
AND
LEARN
BOARDING BoardTypeRating
Amber Valley Residential School,
Chikmagalur
ISC Co-edAAAA
BGS International Residential
School, Bangalore
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Belgaum
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Bellary
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Bijapur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Chikkaballapura
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Chitradurga
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Kodagu
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Mandya
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Yadgiri
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Doddaballapur
CBSECo-edAAA
Rashtriya Military School, BelgaumCBSEBoysAAA
Sainik School, Bijapur CBSEBoysAAA
Jawahar Navodaya Vidyalaya,
Narayanpur, Bidar
CBSECo-edNR
DAY-CUM-BOARDING
Ebenezer International School,
Bangalore
ISC Co-edAAAA+
The Valley School, BangaloreISC Co-edAAAA+
Little Rock Indian School,
Brahmavar
CBSECo-edAAAA
Bishop Cotton Boys School,
Bangalore
ISC BoysAAAA
Bishop Cotton Girls School,
Bangalore
ISC GirlsAAAA
Karaumbiah's Academy for
Learning and Sports, South Coorg
ISC Co-edNR
Mysore Public School, MysoreISC Co-edNR
Phoenix Public Residential School,
Belgaum
ISC Co-edNR
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88. India’s Best SchoolsRATING SOUTH ZONE 88 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
HAL Public School VimanapuraCBSECo-edAAAAA
National Public School, Indira
Nagar
CBSECo-edAAAAA
National Public School,
Koramangala
CBSECo-edAAAAA
Mallya Aditi International School,
Bangalore
ISC Co-edAAAAA
Vidya Niketan School, HebbalISC Co-edAAAAA
CMR National Public School,
Bangalore
CBSECo-edAAAA+
Delhi Public School, Bangalore
North
CBSECo-edAAAA+
Delhi Public School, Bangalore
South
CBSECo-edAAAA+
National Academy for Learning,
Bangalore
CBSECo-edAAAA+
National Public School, RajajinagarCBSECo-edAAAA+
Royale Concorde International
School, Bangalore
CBSECo-edAAAA+
Sri Kumaran Children Home,
Bangalore
CBSECo-edAAAA+
Christ Academy ICSE School,
Bangalore
ISC Co-edAAAA+
St. Joseph's Boys High School,
Bangalore
ISC Co-edAAAA+
Army Public School, Kamaraj Road,
Bangalore
CBSECo-edAAAA
DAV Public School, Wadi CBSECo-edAAAA
Kendriya Vidyalaya, AFS BidarCBSECo-edAAAA
Kendriya Vidyalaya, IISc, BangaloreCBSECo-edAAAA
Kendriya Vidyalaya, MalleswaramCBSECo-edAAAA
Lourdes Central School, BijaiCBSECo-edAAAA
Navkis Educational Centre Gokula,
Bangalore
CBSECo-edAAAA
Sindhi High School, HebbalCBSECo-edAAAA
Srivani Education Centre,
Bangalore
CBSECo-edAAAA
The Brigade School, MahadevapuraCBSECo-edAAAA
DAY BoardTypeRating
The Forbes Academy School,
Belgaum
CBSECo-edAAAA
Bethany High School, BangaloreISC Co-edAAAA
Clarence High School, BangaloreISC Co-edAAAA
Sophia High School, BangaloreISC GirlsAAAA
St. Paul's English School, BangaloreISC Co-edAAAA
St. Vincent Pallotti School,
Bangalore
ISC Co-edAAAA
Air Force School ASTE,
Murugeshpalya
CBSECo-edAAA+
Air Force School, Hebbal, BangaloreCBSECo-edAAA+
Army Public School ASC C and C,
Agram
CBSECo-edAAA+
Army Public School, JC Nagar,
Bangalore
CBSECo-edAAA+
Atomic Energy Central School,
Yelwala
CBSECo-edAAA+
Basaveshwar International Public
School, Bagalkot
CBSECo-edAAA+
Kendriya Vidyalaya No 1, HubliCBSECo-edAAA+
All the classrooms in our school are
equipped with smart boards. The teach-
ers prepare and upload the vodcast/vid-
cast and presentations in the Knowledge
Center Database and access it on the
smart board for teaching various topics.
The teacher’s café with round the clock
internet facility helps the teachers to
prepare the vodcast, question papers,
and many other things. The student café
is used for doing project work and carry
out research
FR. VARGHESE KACHAPPILLY CMI
Principal, Rajagiri Public School,
Kalamassery, Kerala
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89. IndIia’s BetIndnS’aa’c 89
DAY BoardTypeRating
Kendriya Vidyalaya No 1,
Panambur
CBSECo-edAAA+
Kendriya Vidyalaya No 2, AFS
Jalahalli
CBSECo-edAAA+
Kendriya Vidyalaya No 2,
Mangalore
CBSECo-edAAA+
Kendriya Vidyalaya Tumkur,
Amalapura
CBSECo-edAAA+
Kendriya Vidyalaya, BellaryCBSECo-edAAA+
Kendriya Vidyalaya, C V Raman
Nagar
CBSECo-edAAA+
Kendriya Vidyalaya, DharwadCBSECo-edAAA+
Kendriya Vidyalaya, HassanCBSECo-edAAA+
Kendriya Vidyalaya, Siddartha
Nagar, Mysore
CBSECo-edAAA+
Kensri School, Mariyanna PalyaCBSECo-edAAA+
Nagarjuna Vidyaniketan, YelehankaCBSECo-edAAA+
National Hill View Public School,
Banashankari
CBSECo-edAAA+
The Oxford Senior Secondary
School, Bangalore
CBSECo-edAAA+
Vagdevi Vilas School, BangaloreCBSECo-edAAA+
Venkat International Public School,
Rajajinagar
CBSECo-edAAA+
Inventure Academy, BangaloreISC Co-edAAA+
Ryan International School,
Bannerghatta
ISC Co-edAAA+
The Frank Anthony Public School,
Kolkata
ISC Co-edAAA+
The Oxford English High School,
Bangalore
ISC Co-edAAA+
Aditya Birla Public School, GulbargaCBSECo-edAAA
Kendriya Vidyalaya No 2, HubaliCBSECo-edAAA
Kendriya Vidyalaya, HebbalCBSECo-edAAA
Kendriya Vidyalaya, HospetCBSECo-edAAA
Shishya BEML Public School,
Bangalore
CBSECo-edAAA
St. John's High School, BangaloreISC Co-edAAA
DAY BoardTypeRating
Cluny Convent High School,
Bangalore
ISC GirlsNR
Kendriya Vidyalaya, AFS Sambra ,
Belgaum
CBSECo-edNR
Kendriya Vidyalaya, Donimalai,
Bellary
CBSECo-edNR
Kendriya Vidyalaya, N A L
Vimanpura, Bangalore
CBSECo-edNR
Vidyaniketan Public School, Ullal ,
Bangalore
CBSECo-edNR
KERALA
INTERNATIONAL BoardTypeRating
DAY-CUM-BOARDING
Trivandrum International School,
Trivandrum**
IB Co-edAAAA+
Dawn International School, KochiCIE Co-edAAA+
Global Public School, Thiruvaniyoor,
Kochi *
CIE Co-edNR
DAY
Sadhbhavana World School,
Kozhikode
CIE Co-edAAA+
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Calicut
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Chendayad
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Neriamangalam
CBSECo-edAAAA+
Jawahar Navodaya Vidyalaya,
Chennithala
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Kerala
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Kulamavu
CBSECo-edAAAA
St. Thomas Central School,
Thiruvananthapuram
CBSECo-edAAAA
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90. India’s Best SchoolsRATING SOUTH ZONE 90 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
BOARDING
Ebenezer International Residential
School and Junior College,
Kottayam
CBSECo-edAAA+
Jai Rani Public School, ThodupuzhaCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Kasaragod
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Kottayam
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Malampuzha
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Malappuram
CBSECo-edAAA+
Jawahar Public School,
Thiruvananthapuram
CBSECo-edAAA+
Mar Thoma Residential School,
Thiruvalla
ISC Co-edAAA+
Sabarigiri Residential School,
Anchal
CBSECo-edAAA+
Sabarigiri Senior Secondary School,
Punalur, Kollam
CBSECo-edAAA+
Sainik School, KazhakootamCBSEBoysAAA+
St. Mary's Residential Central
School, Alappuzha
CBSECo-edAAA+
Jamia Hassania Public School,
Vazhakkulam
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Mayannur
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Vechuchira
CBSECo-edAAA
TKM Centenary Public School,
Karicode
CBSECo-edAAA
DAY-CUM-BOARDING
Chavara Public School, KottayamCBSECo-edAAAA+
Choice School, Cochin CBSECo-edAAAA+
CMI Public School, Chalakudy CBSECo-edAAAA+
Kuriakose Elias School, KottayamISC Co-edAAAA+
Pallikoodam, Kottayam ISC Co-edAAAA+
Greenvalley Public School,
Kothamangalam
CBSECo-edAAAA
DAY-CUM-BOARDING BoardTypeRating
Holy Angels' ISC School,
Trivandrum
ISC GirlsAAAA
Marygiri English Medium School,
Kannur
CBSECo-edAAAA
Mother India International
Residential Public School, Attingal
CBSECo-edAAAA
Saraswathi Vidyanikethan Public
School, Elamakkara
CBSECo-edAAAA
St. Johns Residential School,
Kundara
ISC Co-edAAAA
St. Mary's Residential Central
School, Thiruvananthapuram
CBSECo-edAAAA
St. Mary's Residential Public
School, Thiruvalla
CBSECo-edAAAA
St. Thomas Residential School,
Thiruvananthapuram
ISC Co-edAAAA
The Choice School, ErnakulamCBSECo-edAAAA
Trinity Lyceum, Kollam ISC Co-edAAAA
Vijayagiri Public School, ChalakudiCBSECo-edAAAA
Alphonsa English Medium School,
Thamarassery
CBSECo-edAAA+
Ansar English School Perumpilavu,
Thrissur
CBSECo-edAAA+
Believers Church Residential
School, Kuttapuzh
CBSECo-edAAA+
Bishop Moore Vidyapith,
Mavelikara
ISC Co-edAAA+
BMM English Medium Senior
Secondary School, Pothenpuram
CBSECo-edAAA+
I think detention policy is a positive step
in school education. If No-Detention
Policy continued, when a student moves
to the next level of learning, he/she will
find it more pressurised and this will
lead to incompetency
BROTHER JOSEPH M JOSEPH,
Principal, St.Patrick’s Academy, Ernakulum
https://t.me/Digital_Magz

91. IndIia’s BetIndnS’aa’c 91
DAY-CUM-BOARDING BoardTypeRating
Citadel Residential School,
Pathanamthitta
CBSECo-edAAA+
Dayapuram Residential School, NIT
Campus, Kozhikode
CBSECo-edAAA+
De Paul Public School, KalpettaCBSECo-edAAA+
Mannam Memorial Residential
Public School, Valathungal
CBSECo-edAAA+
Mathews Mar Athanasius
Residential Central School,
Chengannur
ISC Co-edAAA+
St John The Baptist's CBSE School
and Junior College, Kottayam
CBSECo-edAAA+
Al Farook senior secondary school,
Kozhikode
CBSECo-edAAA
"Alphonsa Residential School,
Bharananganam
ISC Co-edAAA
Bethany Academy, VennikulamISC Co-edAAA
Chavara International School,
Amanakara
ISC Co-edAAA
Infant Jesus Anglo Indian Higher
Secondary School, Tangasseri
ISC BoysAAA
Mar Baselios Public School,
Kottayam
CBSECo-edAAA
MES International School,
Pattambi
CBSECo-edAAA
MGM Residential Public School,
Kollam
CBSECo-edAAA
Montfort School, Anakkara CBSECo-edAAA
Seventh Day Adventist Higher
Secondary School, Kochi
ISC Co-edAAA
St. Philomenas Public School and
Junior College, Elanji
CBSECo-edAAA
The Indian Public School, KakkanadISC Co-edAAA
The Village International School,
Kumaramangalam
CBSECo-edAAA
Viswadeepthi CMI Public School,
Adimali
CBSECo-edAAA
Vyasa Vidya Peethom, PalghatCBSECo-edAAA
Wadirahma English School,
Kodiyatur
CBSECo-edAAA
St. Peter’s Senior Secondary
School, Kochi
CBSECo-edNR
Column
LAKSHMI RAMACHANDRAN,
Mentor,Global Public School, Kochi
G
lobal Public School actively seeks to ensure
that it is at the forefront of innovations in
teaching and adapting of new technologies for use
in the classroom. This is reflected in the adopting
of a campus-wide ERP system which supports all
aspects of student-centric administration needs.
Ours was the first school in Kerala to be a part
of the Google for Education initiative and has
hosted the only Google Education Group chapter
in Kochi. The N Computing technology has found
wide acceptance in the student labs. Collabora-
tive learning is encouraged through the imple-
mentation of Google Drive and Google Classroom.
Communication systems like SMS, email, website,
Facebook and Twitter have been implemented
across the board.
The school focuses on being environmentally
friendly and has invested in a major way in eco-
friendly technologies - sewage treatment plant,
solar panels and biogas facilities.
Helping the community
The school is very focused on its social responsi-
bilities and has been providing tuition fee waiver
to deserving students every year. Since the school’s
inception, community involvement and citizenship
are a priority focus of our curriculum. The recent
floods that ravaged many parts of Kerala brought
out the best in every “Gypsite” and their generous
hearts and helping hands offered succour and safety
to those affected.

Our day boarding programme gives all students
both the time and opportunity to pursue their crea-
tive and sporting interests without compromising
on their academic pursuits. Thus year after year, the
school turns out confident, competent and talented
youngsters ready to take on the challenges of higher
education with aplomb and poise.
AN ENVIRONMENT
FOR A HOLISTIC
DEVELOPMENT
https://t.me/Digital_Magz

92. India’s Best SchoolsRATING SOUTH ZONE 92 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Loyola School,
Thiruvananthapuram
ISC BoysAAAAA
St. Antony's Public School,
Kanjirappally
CBSECo-edAAAAA
Bhavan's Varuna Vidyalaya,
Thrikkakara
CBSECo-edAAAA+
Christava Mahilayalam Public
School, Thottumughom
CBSEGirlsAAAA+
Kendriya Vidyalaya, PattomCBSECo-edAAAA+
Lourdes Public School and Junior
College, Kottayam
CBSECo-edAAAA+
Placid Vidya Vihar Senior
Secondary School, Changanassery
CBSECo-edAAAA+
Rajagiri Public School, Kalamassery CBSECo-edAAAA+
Sacred Heart CMI Public School,
Thevara
CBSECo-edAAAA+
Silver Hills Public School, ParoppadiCBSECo-edAAAA+
Sreepuram English Medium High
School and Junior College, Kannur
ISC Co-edAAAA+
St. Patrick's Academy, ErnakulamISC Co-edAAAA+
St. Peters Senior Secondary School,
Kadayiruppu
CBSECo-edAAAA+
St. Thomas Public School,
Muvattupuzha
CBSECo-edAAAA+
The Unique Academy, PerunduraiISC Co-edAAAA+
Vidyodaya School, ErnakulamCBSECo-edAAAA+
Airport School, Calicut CBSECo-edAAAA
Amrita Vidyalayam, KuthuparambaCBSECo-edAAAA
Amrita Vidyalayam, PalakkadCBSECo-edAAAA
Aravinda Vidya Mandiram,
Pallickathodu
CBSECo-edAAAA
Arya Central School,
Thiruvananthapuram
CBSECo-edAAAA
Auxilium Nava Jyoti School,
Kunnamangalam
ISC Co-edAAAA
Bharatiya Vidya Bhavan's Vidya
Mandir, Irinjalakuda
CBSECo-edAAAA
Bhavan's Vidya Mandir, EroorCBSECo-edAAAA
DAY BoardTypeRating
Bhavan's Vidya Mandir, ThrissurCBSECo-edAAAA
Chinmaya Vidyalaya, KolazhyCBSECo-edAAAA
Christ Nagar Higher Secondary
School, Thiruvananthapuram
ISC Co-edAAAA
GVHSS for Girls, Nadakkavu,
Kozhikode
CBSEGirlsAAAA
Kendriya Vidyalaya, KanjikodeCBSECo-edAAAA
Kendriya Vidyalaya, MalappuramCBSECo-edAAAA
Kendriya Vidyalaya, OttapalamCBSECo-edAAAA
Kendriya Vidyalaya, PayyanurCBSECo-edAAAA
Kendriya Vidyalaya, PuranattukaraCBSECo-edAAAA
L' ecole Chempaka,
Thiruvananthapuram
ISC Co-edAAAA
Little Flower Public School and
Junior College, Pathanamthitta
CBSECo-edAAAA
Little Flower Public School, ThrissurCBSECo-edAAAA
Marion Villa Convent ICSE School,
Thiruvananthapuram
ISC Co-edAAAA
Matha Nagar Public School, KochiISC Co-edAAAA
Matha Senior Secondary School,
Alappuzha
CBSECo-edAAAA
MES College of Engineering
Campus School, Kuttippuram
CBSECo-edAAAA
MES Udyogamandal School, KochiISC Co-edAAAA
Mount Mary Public School,
Kottayam
CBSECo-edAAAA
Navy Children School, KochiCBSECo-edAAAA
Nirmala Public School,
Muvattupuzha
CBSECo-edAAAA
Nirmalamatha Central School,
Thrissur
CBSECo-edAAAA
Palghat Lions School, KoppamCBSECo-edAAAA
Rajashree S.M. Memorial School,
East Kadungallur, Aluva
CBSECo-edAAAA
Sacred Heart Public School,
Changanacherry
CBSECo-edAAAA
Sacred Heart Public School,
Kottayam
ISC Co-edAAAA
https://t.me/Digital_Magz

93. IndIia’s BetIndnS’aa’c 93
DAY BoardTypeRating
Sanjos Metropolitan School,
Thalassery
CBSECo-edAAAA
Sarvodaya Central Vidyalaya,
Thiruvananthapuram
CBSECo-edAAAA
Sarvodaya Vidyalaya, NalanchiraISC Co-edAAAA
SDA Residential English High
School, Pathanamthitta
ISC Co-edAAAA
SDV English Medium Higher
Secondary School, Alappuzha
CBSECo-edAAAA
Seventh Day Adventist Higher
Secondary School, Thrissur
ISC Co-edAAAA
SFS Public School and Junior
College, Ettumanoor
CBSECo-edAAAA
Sivagiri Vidyaniketan Senior
Secondary School, Aluva
CBSECo-edAAAA
Sobhana Public School, ErnakulamCBSECo-edAAAA
Spring Valley School, KozhikodeCBSECo-edAAAA
Sree Narayana Public School,
Kollam
CBSECo-edAAAA
Sri Atmananda Memorial School,
Malakkara
ISC Co-edAAAA
St. John's Central School, AnchalCBSECo-edAAAA
St. Mary's English Medium School,
Kozhikode
ISC Co-edAAAA
St. Paul's International School,
Ernakulam
CBSECo-edAAAA
Viswajyothi CMI Public School,
Ernakulam
CBSECo-edAAAA
Bharatiya Vidya Bhavan, KannurCBSECo-edAAA+
Bhartiya Vidya Bhavan School,
Chevayur
CBSECo-edAAA+
Bhavan's Adarsha Vidyalaya,
Kakkanad
CBSECo-edAAA+
Bhavan's Newsprint
Vidyalaya,Velloor
CBSECo-edAAA+
Bhavan's Vidya Mandir,
Elamakkara
CBSECo-edAAA+
Bhavan's Vidya Mandir, GirinagarCBSECo-edAAA+
Bhavan's Vidyashram, ChelembraCBSECo-edAAA+
Carmel International School,
Alappuzha
ISC Co-edAAA+
Interview
SRIDHAR CHINTAPATLA,
Dean, Administration
Candor Intl School, Bangalore
Q. How has your school used technology to
impart education?
A. We have Apple TVs installed in the classrooms.
Teachers at Candor impart lessons using an iPad.
Students of Grade 7 and beyond mandatorily need
to have an iPad or laptop and bring it to class. All the
devices are inter-connected, making for a seamless
teaching and learning experience.
The only negative impact that comes out of high use
of technology is the misuse of it. We have firewalls
in place to limit the access of the Internet, to safe-
guard privacy, and to prevent any mishaps.
Q. How can school education be made more
interactive than the regular teaching mode?
A. The use of technology in learning and teaching
makes education highly interactive. From using the
Internet and inter-connected devices to leveraging
digital platforms such as mobile apps and social
media in India and elsewhere, we are seeing a rapid
transformation in how teachers are teaching stu-
dents and how the latter go about acquiring knowl-
edge and skills. Homework is no longer a work
in isolation; it has become a group activity where
teachers, students, parents and the internet work
together to complete assignments. All this naturally
leads to higher levels of interaction between all
stakeholders within the field of education.
Q. Any unique features/programmes of your
school you would like to discuss…
A. We are India’s first certified green school. Our
campus is environment-friendly with flora and
fauna. We help students learn how to coexist with
nature and her beautiful creations. At Candor, we
have several clubs that operate for better learning
of our students; our entrepreneurship club is a big
hit with students since they get to learn and sharpen
real-life business skills and get early exposure to
compassionate form of capitalism. Also, Candor
was the first school to introduce age-appropriate,
STEM-based learning, wherein students gain the
ability to integrate and apply concepts from sci-
ence, technology, engineering and mathematics.
DELIVERING
EDUCATION
IN HI-TECH
METHOD
https://t.me/Digital_Magz

94. India’s Best SchoolsRATING SOUTH ZONE 94 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Carmel Public School, VazhakulamCBSECo-edAAA+
Carmel School, Kallipadam CBSECo-edAAA+
Chinmaya Vidyalaya, PalakkadCBSECo-edAAA+
Chinmaya Vidyalaya, PallavurCBSECo-edAAA+
Chinmaya Vidyalaya, Pallavur CBSECo-edAAA+
Chinmaya Vidyalaya,
Thazhathangady
CBSECo-edAAA+
Chinmaya Vidyalaya, TripunithuraCBSECo-edAAA+
Chinmaya Vidyalaya, VaduthalaCBSECo-edAAA+
Christ Nagar Senior Secondary
School, Thiruvallom
CBSECo-edAAA+
Cochin Refineries School,
Ambalamukal
CBSECo-edAAA+
Devamatha CMI Public School,
Thrissur
CBSECo-edAAA+
Excelsior English School, KottayamCBSECo-edAAA+
Fatima Central School, PiravomCBSECo-edAAA+
Georgian Public School, AlappuzhaCBSECo-edAAA+
Girideepam Bethany Central
School, Kottayam
CBSECo-edAAA+
Good Shepherd EM School,
Kurianoor
ISC Co-edAAA+
Good Shepherd Public School and
Junior College, Changanassery
CBSECo-edAAA+
Greets Public School, ErnakulamCBSECo-edAAA+
Gregorian Public School, ErnakulamCBSECo-edAAA+
Hari Sri Vidya Nidhi School,
Thrissur
ISC Co-edAAA+
Hillblooms School, MananthavadyCBSECo-edAAA+
Holy Angels Model School,
Pathanamthitta
CBSECo-edAAA+
Holy Angels School,
Thiruvananthapuram
CBSECo-edAAA+
Holy Cross Vidya Sadan, Thellakom CBSECo-edAAA+
Kendriya Vidyalaya No 1,
Kozhikode
CBSECo-edAAA+
Kendriya Vidyalaya No 2, CalicutCBSECo-edAAA+
DAY BoardTypeRating
Kendriya Vidyalaya, ErnakulamCBSECo-edAAA+
Kendriya Vidyalaya, KalpettaCBSECo-edAAA+
Kendriya Vidyalaya, Keltron NagarCBSECo-edAAA+
Kendriya Vidyalaya, KottayamCBSECo-edAAA+
Kendriya Vidyalaya, NAD, AluvaCBSECo-edAAA+
Sreyas Public School, KottayamCBSECo-edAAA+
St. Ann's Public School, CherthalaISC Co-edAAA+
St. Dominic's Convent English
Medium School, Sreekrishnapuram
CBSECo-edAAA+
St. Joseph Public School,
Pattanakkad
ISC Co-edAAA+
St. Joseph's Public School,
Kunnumbhagam
CBSECo-edAAA+
St. Mary's Public School,
Kizhakambalam, Alwaye
CBSECo-edAAA+
The Greenhills Public School,
Moolankave
CBSECo-edAAA+
The Warwin School, Vaikom CBSECo-edAAA+
Toc H Public School, KochiCBSECo-edAAA+
Ursuline Senior Secondary School,
Payyambalam
CBSEGirlsAAA+
Vidyadhiraja Vidyabhavan Senior
Secondary School, Angamaly
CBSECo-edAAA+
Vimala Public School, Thodupuzha CBSECo-edAAA+
Vimalabika Public School, PampadyCBSECo-edAAA+
Vimalagiri Public School,
Kothamangalam
CBSECo-edAAA+
VV Niketan Central School, ThrissurCBSECo-edAAA+
Imparting quality education to every
student, coupled with inculcating the
element of curiosity about the knowl-
edge being imparted is a crucial tool for
understanding the world around us
ASHISH EMANUEL,
Director AE Group (Winmore Academy)
https://t.me/Digital_Magz

95. IndIia’s BetVALnS’aa’c 95
In order to teach values and life skills in
our students, we have taken a number of
steps and implemented ideas so that our
students have a holistic education. We
have used innovative practices and used
display boards in the classroom to teach
our students skills and values
MINOO AGGARWAL,
Principal, DAV Public School, Chennai
PUDUCHERRY
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Mahe
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Puducherry
CBSECo-edAAA+
TAMIL NADU
INTERNATIONAL BoardTypeRating
BOARDING
Chinmaya International Residential
School, Coimbatore*
IB Co-edAAAA+
Good Shepherd International
School, The Nilgiris**
IB Co-edAAAA+
Lalaji Memorial Omega
International School
IB Co-edAAAA
HUS International, ChennaiIB Co-edAAA+
The Blue Mountains School, Ooty
**
CIE Co-edAAA+
The Indian Public School,
Coimbatore
IB Co-edAAA+
DAY-CUM-BOARDING
CPS Global School, ChennaiIB Co-edAAA+
Hebron School, Ooty CIE Co-edAAA+
Kodaikanal International School,
Kodaikanal
IB Co-edAAA+
Manchester International School,
Coimbatore*
CIE Co-edAAA+
The GeeKay World School, Ranipet
*
CIE AAA+
NATIONAL BoardTypeRating
DAY-CUM-BOARDING
Aditya Vidyashram Residential
School, Puducherry
CBSECo-edAAA+
DAY
Amalorpavam Higher Secondary
School, Puducherry
CBSECo-edAAAA+
Kendriya Vidyalaya No 2,
Puducherry
CBSECo-edAAAA
St. Patrick Matriculation Higher
Secondary School, Puducherry
State
Board
Co-edAAAA
Achariya Siksha Mandir,
Puducherry
CBSECo-edAAA+
Amrita Vidyalayam, PuducherryCBSECo-edAAA+
Kendriya Vidyalaya No 1, JIPMER
Campus, Puducherry
CBSECo-edAAA+
The Study School, PuducherryCBSECo-edNR
SPORTS PLAYS a crucial role in leadership development among students
https://t.me/Digital_Magz

96. India’s Best Schools 96 OCTOBER 2018360CAREERS
INTERNATIONAL BoardTypeRating
DAY
M.Ct.M.Chidambaram Chettyar
International School, Chennai
IB Co-edAAAA
NATIONAL
BOARDING
Chinmaya International Residential
School, Coimbatore
CBSECo-edAAAAA
Good Shepherd International
School, Ootacamund
ISC Co-edAAAA+
Isha Home School, CoimbatoreISC Co-edAAAA+
St. Jude's Public School and Junior
College, Kotagiri
ISC Co-edAAAA+
Montfort Anglo Indian Higher
Secondary School, Yercaud
State
Board
Co-edAAAA
The Lawrence School, LovedaleCBSECo-edAAAA
Maharishi International Residential
School, Sriperumbudur
CBSECo-edAAA+
St. John’s International Residential
School, Palanjur
CBSECo-edAAA+
Sainik School, AmaravathinagarCBSEBoysAAA
DAY-CUM-BOARDING
JR Cambridge School, SalemISC Co-edAAAA+
Kodaikanal Public School,
Kodaikanal
ISC Co-edAAA
Chennai Public School,
Thirumazhisai, Chennai
CBSECo-edNR
DAY
Chettinad Hari Shree Vidyalayam,
Chennai
ISC Co-edAAAAA
D A V Senior Secondary School
(Boys), Mogappair
CBSECo-edAAAAA
DAV Boys Senior Secondary
School, Gopalapuram
CBSEBoysAAAAA
DAV Boys Senior Secondary
School, Lloyds Road, Chennai
CBSEBoysAAAAA
DAV Girls Senior Secondary School,
Gopalapuram
CBSEGirlsAAAAA
DAV Girls Senior Secondary School,
Mogappair
CBSEGirlsAAAAA
Maharishi Vidya Mandir, ChetpetCBSECo-edAAAAA
DAY BoardTypeRating
Modern Senior Secondary School,
Nanganallur
CBSECo-edAAAAA
PS Senior Secondary School,
Mylapore
CBSECo-edAAAAA
Shishya School, Chennai ISC Co-edAAAAA
The Hindu Senior Secondary
School, Indira Nagar
CBSECo-edAAAAA
Bala Vidya Mandir Senior
Secondary School, Adyar
CBSECo-edAAAA+
Bharathi Vidyalaya Senior
Secondary School, Perumbakkam
CBSECo-edAAAA+
Chettinad Vidyashram, ChennaiCBSECo-edAAAA+
Chinmaya Vidyalaya, Anna Nagar,
Chennai
CBSECo-edAAAA+
Chinmaya Vidyalaya, KilpaukCBSECo-edAAAA+
DAV Public School, VelacheryCBSECo-edAAAA+
Devi Academy, ValasaravakkamCBSECo-edAAAA+
Excel Central School, ThiruvattarISC Co-edAAAA+
Ida Scudder School, VelloreISC Co-edAAAA+
Jawahar Higher Secondary School,
Neyveli
CBSECo-edAAAA+
Kola Saraswathi Vaishnav Senior
Secondary School, Kilpauk
CBSECo-edAAAA+
Lakshmi School, Madurai ISC Co-edAAAA+
FIELD VISITS help students to know about living in harmony with nature
RATING SOUTH ZONE
https://t.me/Digital_Magz

97. IndIia’s BetIndnS’aa’c 97
DAY BoardTypeRating
National Public School,
Gopalapuram
CBSECo-edAAAA+
Padma Seshadri Bala Bhavan
Senior Secondary School, KK
Nagar, Chennai
CBSECo-edAAAA+
Padma Seshadri Bala Bhavan
Senior Secondary School,
Nungambakkam, Chennai
CBSECo-edAAAA+
SBOA School and Junior College,
Chennai
CBSECo-edAAAA+
Sishya School, Hosur CBSECo-edAAAA+
Smt Sundaravalli Memorial School,
Chromepet
CBSECo-edAAAA+
Sri Sankara Senior Secondary
School, Adyar
CBSECo-edAAAA+
The PSBB Millennium School,
Chennai
CBSECo-edAAAA+
The Vikasa School, TuticorinISC Co-edAAAA+
Vedavalli Vidyalaya, WalajapetCBSECo-edAAAA+
Vidya Mandir Senior Secondary
School, Mylapore
CBSECo-edAAAA+
Abacus Montessori School,
Chennai
ISC Co-edAAAA
Amrita Vidyalayam, CoimbatoreCBSECo-edAAAA
Amrita Vidyalayam, NesapakkamCBSECo-edAAAA
Bharatiya Vidya Bhavan, ChennaiCBSECo-edAAAA
Chinmaya Vidyalaya, ChennaiCBSECo-edAAAA
DAY BoardTypeRating
Good Shepherd Matriculation
Hr Sec School, Nungambakkam,
Chennai
State
Board
GirlsAAAA
Kendriya Vidyalaya IIT Chennai,
Chennai
CBSECo-edAAAA
Kendriya Vidyalaya No 1,
Narimedu, Madurai
CBSECo-edAAAA
Kendriya Vidyalaya No 2,
Kalpakkam
CBSECo-edAAAA
Kola Perumal Chetty Vaishnav
Senior Secondary School, Chennai
CBSECo-edAAAA
Lady Andal VSR School, ChennaiState
Board
Co-edAAAA
Shree Sarasswathi Vidhyaah
Mandheer School, Mettupalayam
CBSECo-edAAAA
Sindhi Model Senior Secondary
School, Kellys
CBSECo-edAAAA
Sir Sivaswami Kalalaya Senior
Secondary School, Mylapore
CBSECo-edAAAA
The Hindu Senior Secondary
School, Triplicane
CBSECo-edAAAA
The Indian Public School, Erode CBSECo-edAAAA
The Laidlaw Memorial School and
Junior College, The Nilgiris
ISC Co-edAAAA
The School Krishnamurti
Foundation India, Chennai
ISC Co-edAAAA
Vidya Peetam Senior Secondary
School, Krishnavaram
CBSECo-edAAAA
Yuvabharathi Public School,
Coimbatore
CBSECo-edAAAA
Adhyapana School, MaduraiCBSECo-edAAA+
Akshara Vidyaashram, CuddaloreCBSECo-edAAA+
Alpha Wisdom Vidhyashram Senior
Secondary School, Tiruchirappalli
CBSECo-edAAA+
Asan Memorial Senior Secondary
School, Chennai
CBSECo-edAAA+
Besant Arundale Senior Secondary
School, Chennai
CBSECo-edAAA+
Bhavan's Rajaji Vidyashram,
Kilpauk
CBSECo-edAAA+
Boaz Public School, Velachery CBSECo-edAAA+
GK Shetty Vivekananda Vidyalaya
Junior College, Chennai
CBSECo-edAAA+
https://t.me/Digital_Magz

98. India’s Best SchoolsRATING SOUTH ZONE 98 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Good Earth School, SriperumbudurISC Co-edAAA+
Guru Shree Shantivijai Jain
Vidyalaya, Chennai
CBSECo-edAAA+
Kamala Niketan Montessori
School, Tiruchirappalli
CBSECo-edAAA+
Kendriya Vidyalaya No 1, ChennaiCBSECo-edAAA+
Kendriya Vidyalaya, AFS SulurCBSECo-edAAA+
Kendriya Vidyalaya, Anna NagarCBSECo-edAAA+
Kendriya Vidyalaya, AruvankaduCBSECo-edAAA+
Kendriya Vidyalaya, Gill Nagar,
Chennai
CBSECo-edAAA+
Kendriya Vidyalaya, Meena Estate,
Coimbatore
CBSECo-edAAA+
RS Krishnan Higher Secondary
School, Kailasapuram
CBSECo-edAAA+
Sree Narayana Mission Senior
Secondary School, Chennai
CBSECo-edAAA+
Sri RM Jain Vidhyashram, TiruvallurCBSECo-edAAA+
St. John's English School and Junior
College, Besant Nagar
CBSECo-edAAA+
St. John's Senior Secondary School
and Junior College, Mandaveli
CBSECo-edAAA+
The Schram Academy,
Maduravoyal
CBSECo-edAAA+
Vaels International School, ChennaiISC Co-edAAA+
Vani Vidyalaya Senior Secondary
and Junior College, Chennai
CBSECo-edAAA+
Vels Vidyashram Senior Secondary
School, Pallavaram
CBSECo-edAAA+
Vikaasa School, Madurai ISC Co-edAAA+
Asian Christian High School, HosurCBSECo-edAAA
Bhavan's Gandhi Vidyashram,
Kodaikanal
CBSECo-edAAA
Chinmaya Vidyalaya,
Nagapattinam
CBSECo-edAAA
Kendriya Vidyalaya, AFS AvadiCBSECo-edAAA
Kendriya Vidyalaya, CLRI, ChennaiCBSECo-edAAA
Kendriya Vidyalaya, INS RajaliCBSECo-edAAA
DAY BoardTypeRating
Kendriya Vidyalaya, Ooty CBSECo-edAAA
Keswick Public School, MaduraiISC Co-edAAA
Riverside Public School, NilgirisISC Co-edAAA
Shri BS Mootha Girls Senior
Secondary School, West
Mambalam
CBSEGirlsAAA
Shrishti Matriculation Higher
Secondary School, Vellore
CBSECo-edAAA
Smt Kasturba Nimchand Shah P
Muthyalu Chetty Vivekananda
Vidyalaya Junior College, Chennai
CBSECo-edAAA
Smt Narbada Devi J Agarwal
Vivekananda Vidyalaya Junior
College, Vyasarpadi
CBSECo-edAAA
Smt Ramkuwar Devi Fomra
Vivekananda Vidyalaya, Chennai
CBSECo-edAAA
Soundararaja Vidyalaya, DindigulCBSECo-edAAA
Sreevatsa Viswanathan
Vivekananda Vidyalaya Junior
College, Chitlapakkam
CBSECo-edAAA
The Hindu Colony Chellammal
Vidyalaya Senior Secondary
School, Nanganallur
CBSECo-edAAA
The Little Kingdom, TheniISC Co-edAAA
The Velammal International
School, Panchetti
CBSECo-edAAA
Sacred Heart Matriculation Hr Sec
School, Church Park, Chennai
State
Board
GirlsNR
TELANGANA
INTERNATIONAL BoardTypeRating
DAY-CUM-BOARDING
Indus International School,
Hyderabad
IB Co-edAAAA+
The Aga Khan Academy,
Hyderabad
IB Co-edAAAA+
DRS International
School,Hyderabad*
IB Co-edAAA+
Sreenidhi International School**IB Co-edAAA+
https://t.me/Digital_Magz

99. IndIia’s BetIndnS’aa’c 99
INTERNATIONAL BoardTypeRating
DAY
International School of HyderabadIB Co-edAAAAA
Oakridge International
School,Hyderabad*
IB Co-edAAAA+
CHIREC International,Kondapur,
Hyderabad*
IB Co-edAAAA
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Gachibowli
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Karimnagar
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Medak
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Khammam
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Warangal
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Nalgonda
CBSECo-edAAA
DAY-CUM-BOARDING
The Hyderabad Public School,
Begumpet
ISC Co-edAAAA
Kennedy High the Global School,
Bachupally
CBSECo-edAAA
DPS, Nacharam campus,
Hyderabad
CBSECo-edNR
DAY
Gitanjali School, BegumpetISC Co-edAAAA+
Kendriya Vidyalaya, NTPC
Ramagundam
CBSECo-edAAAA+
Oakridge International School,
Khajaguda
CBSECo-edAAAA+
Army Public School, BolarumCBSECo-edAAAA
Delhi Public School, HyderabadCBSECo-edAAAA
Kendriya Vidyalaya AFS Begumpet,
Hyderabad
CBSECo-edAAAA
Kendriya Vidyalaya No 1, UppalCBSECo-edAAAA
NASR School, Hyderabad ISC BoysAAAA
DAY BoardTypeRating
P Obul Reddy Public School,
Hyderabad
CBSECo-edAAAA
Sri Aurobindo International School,
Hyderabad
ISC Co-edAAAA
Bharatiya Vidya Bhavan’s Public
School, Jubilee Hills, Hyderabad
CBSECo-edAAAA
CHIREC International School,
Kondapur
CBSECo-edAAAA
Vidyaranya High School,
Hyderabad
CBSECo-edAAAA
Army Public School, RK Puram,
Secunderabad
CBSECo-edAAA+
Chinmaya Vidyalaya, HyderabadCBSECo-edAAA+
DAV Public School, RK Puram,
Hyderabad
CBSECo-edAAA+
Kendriya Vidyalaya No 2, Air Force
Academy, Dundigal
CBSECo-edAAA+
St. Ann's High School,
Secunderabad
ISC GirlsAAA+
The Future Kid's School,
Rajendranagar Mandal
ISC Co-edAAA+
DAV Public School, KukatpallyCBSECo-edAAA
Heritage Valley The Indian School,
Shadnagar
ISC Co-edAAA
Jubilee Hills Public School,
Hyderabad
CBSECo-edAAA
Kendriya Vidyalaya CRPF, Barkas,
Hyderabad
CBSECo-edAAA
Kendriya Vidyalaya No 2, GolcondaCBSECo-edAAA
Kendriya Vidyalaya No 2, UppalCBSECo-edAAA
Kendriya Vidyalaya, Eddumailaram,
Medak
CBSECo-edAAA
Kendriya Vidyalaya University of
Hyderabad Campus, Hyderabad
CBSECo-edAAA
Meridian school, Banjara Hills
Hyderabad
CBSECo-edAAA
https://t.me/Digital_Magz

100. India’s Best SchoolsRATING CENTRAL ZONE 100 OCTOBER 2018360CAREERS
A number of good schools dot the
educational landscape of the mineral-
rich region and show the prowess to
harness technology to the hilt...
CHHATTISGARH
NATIONAL BoardTypeRating
BOARDING
Brighton International School,
Raipur
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Dongargarh
CBSEco-edAAAA
Jawahar Navodaya Vidyalaya,
Malhar, Bilaspur
CBSECo-EdAAAA
Jawahar Navodaya Vidyalaya,
Basdei
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya, DurgCBSECo-EdAAA+
Jawahar Navodaya Vidyalaya,
Kurud
CBSECo-EdAAA+
Jawahar Navodaya Vidyalaya,
Mahasamund
CBSECo-EdAAA+
Jawahar Navodaya Vidyalaya,
Korea
CBSECo-EdAAA
Jawahar Navodaya Vidyalaya,
Raigarh
CBSECo-EdAAA
Jawahar Navodaya Vidyalaya,
Raipur
CBSECo-EdAAA
DAY-CUM-BOARDING
Delhi Public School, BhilaiCBSECo-edAAAA+
Mayoor School, Raipur CBSECo-edAAAA
Delhi Public School, Durg CBSECo-edAAA+
Krishna Public School, SejbaharCBSECo-EdAAA+
Rajkumar College, Raipur ISC Co-edAAA+
DAY
Ambuja Vidya Peeth, RaipurCBSECo-EdAAAA
Delhi Public School, KorbaCBSECo-EdAAAA
Delhi Public School, RaipurCBSECo-EdAAAA
OP Jindal School, PatrapaliCBSECo-EdAAAA
The Radiant Way School, RaipurISC Co-edAAAA
Kendriya Vidyalaya, ManendragarhCBSECo-EdAAA+
Kendriya Vidyalaya, NTPC
Jamnipali, Korba
CBSECo-edAAA+
ENGROSSED IN reading, a much needed hobby that is dying down
EXCELLENT
EDUCATION,
AFFORDABLE
TUITION FEE
https://t.me/Digital_Magz

101. IndIia’s BetIndnS’aa’c 101
NATIONAL BoardTypeRating
DAY
Ryan International School,
Ravigram, Raipur
CBSECo-edAAA+
Vicon School, Raipur CBSECo-edAAA+
Brilliant Public School, BilaspurCBSECo-EdAAA
St. Xavier's High School, RaipurISC Co-edAAA
DAV Public School, Korea CBSECo-EdAAA
Holy Cross Convent Senior
Secondary School, Ambikapur
CBSECo-EdAAA
Kendriya Vidyalaya, BhilaiCBSECo-EdAAA
Kendriya Vidyalaya, JhagrakhandCBSECo-EdAAA
Kendriya Vidyalaya, MahasamundCBSECo-EdAAA
NH Goel World School, RaipurCBSECo-edAAA
Though technology has made a vast dif-
ference in learning style and has made
students smarter, the fact remains that
teachers are indispensable to the educa-
tion system. Educators can assist the
students to determine the ways of tech-
nology. Now we can see classrooms with
one-to-one ratio between kids and devic-
es. On the other hand, there are schools
in India with brilliant students without
any access to Internet
ANISHA SHARMA,
Principal, Guru Gobind Singh Khalsa
Public School, Raipur
MADHYA PRADESH
INTERNATIONAL BoardTypeRating
DAY-CUM-BOARDING
Choithram International, IndoreIB Co-edAAAA
The Emerald Heights International
School, Indore*
CIE Co-edAAAA
DAY
Eastern Public School, BhopalIB Co-edNR
NATIONAL
BOARDING
Jawahar Navodaya Vidyalaya,
Khurai
CBSECo-edAAAA+
Scindia Kanya Vidyalaya, GwaliorCBSEGirlsAAAA+
The Scindia School, GwaliorCBSEBoysAAAA+
Don Bosco Public School, JhirpaCBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Waraseoni
CBSECo-edAAAA
Jawahar Navodaya Vidyalaya,
Amarkantak
CBSECo-edAAA+
https://t.me/Digital_Magz

102. India’s Best Schools 102 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
BOARDING
Jawahar Navodaya Vidyalaya,
Birkhadi
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Churhat
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya, KatniCBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Mandsaur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Rajgarh
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Shajapur
CBSECo-edAAA+
Jawahar Navodaya Vidyalaya,
Vidisha
CBSECo-edAAA+
Sainik School, Rewa CBSEBoysAAA+
Jawahar Navodaya Vidyalaya, BariCBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Chhatarpur
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Damoh
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Harda
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Khandwa
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Kundeshwar
CBSECo-edAAA
Jawahar Navodaya Vidyalaya,
Hoshangabad
CBSECo-edAAA
Christ Church Boys' Senior
Secondary School, North Civil Lines
ISC Co-edAAA
DAY-CUM-BOARDING
Daly College, Indore CBSECo-edAAAAA
Delhi Public School, Bhadbhada
Road, Bhopal
CBSECo-edAAAA+
The Sanskaar Valley School, BhopalISC Co-edAAAA+
Christ Church Girl's Senior
Secondary School, Jabalpur
CBSEGirlsAAAA
Gyan Ganga International
Academy, Bhopal
CBSECo-edAAAA
International Public School, BhopalCBSECo-edAAAA
DAY-CUM-BOARDING BoardTypeRating
Macro Vision Academy, BurhanpurCBSECo-edAAAA
Maharishi Vidya Mandir, BhopalCBSECo-edAAAA
Neiil World School, MorenaCBSECo-edAAAA
Scholars Public School, MorenaCBSECo-edAAAA
DAY
Delhi Public School, IndoreCBSECo-edAAAA+
The Shishukunj International
School, Indore
CBSECo-edAAAA+
Bhopal Girls School, Lalghati,
Bhopal
CBSEGirlsAAAA
Campion School, Bhopal CBSEBoysAAAA
Carmel Convent Girls Senior
Secondary School, Bhopal
CBSEGirlsAAAA
Choithram School, North Campus,
Indore
CBSECo-edAAAA
Delhi Public School, Kolar Road,
Bhopal
CBSECo-edAAAA
Sagar Public School, Saket Nagar,
Bhopal
CBSECo-edAAAA
Sri Sathya Sai Vidya Vihar, IndoreCBSEGirlsAAAA
St Josephs Convent Senior
Secondary School, Bhopal
CBSEGirlsAAAA
Vidya Bhavan Public School, AB
Road, Indore
CBSECo-edAAAA
DALY COLLEGE, Indore, retains the old world charm of the colonial era
RATING CENTRAL ZONE
https://t.me/Digital_Magz

103. IndIia’s BetIndnS’aa’c 103
DAY BoardTypeRating
Aditya Birla Senior Secondary
School, Nagda
CBSECo-edAAA+
Advanced Academy, Indore CBSECo-edAAA+
Army Public School, BhopalCBSECo-edAAA+
Army Public School, Mhow CBSECo-edAAA+
Bharatiya Vidya Bhavan's Prism
School, Satna
CBSECo-edAAA+
Billabong High International
School, Neelbad
ISC Co-edAAA+
Carmel Convent Senior Secondary
School, Ratanpur
CBSECo-edAAA+
Christukula Mission Higher
Secondary School, Satna
ISC Co-edAAA+
DAV Sr Sec Public School, NigahiCBSECo-edAAA+
Delhi Public School, Vindhya NagarCBSECo-edAAA+
Fatima Convent Higher Secondary
School, Nagda
ISC Co-edAAA+
Gyan Sagar Academy, UjjainCBSECo-edAAA+
Holy Family Convent Senior
Secondary School, Shantinagar
CBSECo-edAAA+
Kendriya Vidyalaya sarni, BetulCBSECo-edAAA+
Little Angles High School, Lashkar,
Gwalior
CBSECo-edAAA+
Little World School, TilwaraCBSECo-edAAA+
Interview
NISHI MISRA,
Principal, Scindia Kanya Vidyalaya,
Gwalior
Q. Choice of subjects defines the students’ fur-
ther studies. How does your school guide them?
A. Currently, the school is affiliated to the CBSE
programme, with the board exams being offered
in both Class X and XII. The choice of subjects,
therefore, is in keeping with CBSE requirements.
However, being a college preparation school, we
follow proactive and interactive career guidance
and provide the students at the time of enrolment
with guidance in choosing the right combination
of subjects that would benefit them in their higher
studies at university level. We keep parents con-
stantly in the loop and we frequently interact with
them on the progress made by their wards.
Q. Do you give much emphasis on teachers’
training, and how do you go about it?
A. At SKV, we strongly believe in the dictum that
teachers are learners too. The world of pedagogy is
most dynamic, and it is imperative that one keeps
abreast with the developments taking place all
over the world. Participating in in-school training
programmes, as well as interactive workshops and
seminars held all over the country, are some of the
ways that our teachers keep abreast with recent
developments in the field of teaching and learning.
Be it workshops that focus on pedagogy and teach-
ing strategies, or on personality development and
improving communication skills, SKV gives every
opportunity to its faculty to enhance their effective-
ness as educators.
Q. How do you foster curiosity and critical
thinking in a child?
A. By nature all children are curious to know the
world around them - to find answers to questions
that perplex them. When children are encouraged
to apply natural curiosity to knowledge and under-
standing, they become inquirers and critical think-
ers. At SKV, teachers encourage children to ask
questions, express their view points, and think out
of the box creatively. Asking open-ended questions,
while encouraging problem solving and discussions
in class are some of the methods our teachers use
to foster critical thinking in our students to enable
them to become pro-active learners.
REDEFINING
EDUCATION
https://t.me/Digital_Magz

104. India’s Best SchoolsRATING CENTRAL ZONE 104 OCTOBER 2018360CAREERS
NATIONAL BoardTypeRating
DAY
Mount Carmel School,
Baghmugalia
ISC Co-edAAA+
MSB Educational Institute, IndoreISC Co-edAAA+
Navnidh Hassomal Lakhani Public
School, Bhopal
CBSECo-edAAA+
New Digamber Public School,
Indore
CBSECo-edAAA+
Pratibhasthali Gyanodaya
Vidyapeeth, Dayoday
CBSECo-edAAA+
Progressive Education-II School,
West Indore
ISC Co-edAAA+
Queens' College, Indore CBSEGirlsAAA+
Raghuwansh Public School,
Sendhwa
CBSECo-edAAA+
Sagar Public School, Gandhi NagarCBSECo-edAAA+
Shri Guru Tegh Bahadur Academy,
Ratlam
CBSECo-edAAA+
St. Joseph’s Convent Senior
Secondary School, Ratlam
CBSECo-edAAA+
St. Joseph's Convent Senior
Secondary School, Sagar
CBSECo-edAAA+
St. Mary’s Convent Senior
Secondary School, Ujjain
CBSECo-edAAA+
St. Mary's Convent Senior
Secondary School, Bhopal
CBSECo-edAAA+
St. Norbert Senior Secondary
School, Indore
CBSECo-edAAA+
St. Paul's Convent Senior
Secondary School, Ujjain
CBSECo-edAAA+
St. Thomas Senior Secondary
School, Mandsaur
CBSECo-edAAA+
SYNA International School, KatniCBSECo-edAAA+
Vindhyachal Academy, BhopalCBSECo-edAAA+
Aditya Birla Public School, KhorCBSECo-edAAA
Army Public School, GwaliorCBSECo-edAAA
Bal Bhavan School, Bhopal CBSECo-edAAA
Carmel Convent School, UjjainCBSECo-edAAA
DAY BoardTypeRating
Central Academy, Rewa CBSECo-edAAA
Christu Jyoti Convent School,
Motilal Nehru Nagar, Ujjain
CBSECo-edAAA
Gyan Sagar Girls Academy, UjjainCBSEGirlsAAA
Kendriya Vidyalaya, Panna CBSECo-edAAA
Kendriya Vidyalaya, ShajapurCBSECo-edAAA
Kendriya Vidyalaya, ShivpuriCBSECo-edAAA
Little Wonders Convent School,
Sukhliya
ISC Co-edAAA
SICA Senior Secondary School,
Indore
CBSECo-edAAA
St. Charles School, ShivpuriISC Co-edAAA
St. Mary's Convent Senior
Secondary School, Dewas
CBSECo-edAAA
St. Xavier's High School, JabalpurISC Co-edAAA
St. Thomas Higher Secondary
School, Barnagar
ISC Co-edAAA
Carmel Convent Sr Sec School,
Govindpura, Bhopal
CBSEGirlsNR
Rajeshwar Convent Higher
Secondary School, Rajgarh
ISC Co-edNR
CHOITRAM INTERNATIONAL School, Indore, follows IB program
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105. https://t.me/Digital_Magz

106. 106 OCTOBER 2018360CAREERS10063Indina’ds0 0a’BIndia’s Best Schools
by Faizal Khan
A
fine example of technological integration
within education, Ahmedabad International
School (AIS) blends a modern outlook with
ancient Indian philosophy to inspire young minds
to explore - swayam or by self. With its skilled edu-
cators and varied facilities, the school focusses on
imparting internationalism rooted in strong Indian
values.
The philosophy of swayam runs through all the
education programmes offered at this student-
centric school. “Our teachers are facilitators, they
help a child progress by self-motivated learning,”
explains Principal Dr. Anjali Sharma, who believes
self-motivated learning brings about the process of
life-long learning.
This focus on the self aligns well with a school that
sits in the vicinity of the Sabarmati Ashram, from
where Mahatma Gandhi mobilised the country to
come together during the freedom struggle. “The
Sabarmati Ashram is an integral part of the city and
important to all of us,” says Dr. Sharma. The school
organises regular visits to the ashram so that the
students and teachers can be inspired to collaborate
and serve the society better.
Trained on tradition
Tradition runs even deeper on the campus. The
school has integrated the rich history of Ahmedabad,
now a UNESCO World Heritage City, with the cur-
riculum. Children are often taken on heritage walks
to know more about all the important sites. “The
students are enamoured by the engineering marvels
that are the famous step-wells in the city,” shares
the Principal. This interest in the city’s heritage
also extends to its ‘jaalis’, the unique carvings on
windows found in various monuments.
“The World Heritage City status reaffirms how
Ahmedabad is home to rich and diverse historical
and cultural influences. As a school, we encourage
WHERE LEARNING IS
SELF-MOTIVATED
At Ahmedabad International School, technology
is not a tool, it is an environment. AIS is one of
the few schools in the world to have an in-house
technology development team
Dr. Anjali Sharma,
Principal, Ahmedabad International School
Self-learning is at the centre of Ahmedabad
International School’s philosophy of
education…
https://t.me/Digital_Magz

107. 10613India’sfiffffi0 nIInB 107
children to explore these in order to gain a deeper
understanding of their country even as they prepare
to be global citizens who can prosper anywhere
in the world,” says Mrs. Gorsi Parekh, trustee and
founder of the school. “Internationalism is all about
a sense of connectedness and belonging, both of
which start from truly knowing one’s roots and
immediate surroundings,” she adds.
IB program
Founded in 1997, the school runs an International
Baccalaureate (IB) curriculum. “IB opens your
mind to the larger world,” says Dr. Sharma, who
holds a PhD in Chemistry from the University of
Delhi. The school, which has 1,500 students and
220 teachers, started the IB Primary Years pro-
gramme in 2003, adding IB Diploma four years
later. All the IB programme teachers are IB exam-
iners as well. One of the strengths of the school is
its highly qualified teachers. A whopping 82 percent
of the faculty has advanced degrees. As many as
seven IBDP teachers have their doctoral degrees in
various disciplines while three more, including the
Primary Years Programme coordinator, are pursu-
ing their doctoral research.
Integrating technology
Technology is deeply integrated in all aspects of
learning at AIS. The wifi-enabled campus has Mac-
Books for all teachers, iPads for all children in
grades 5 to 7, and laptops for all students of Class
VIII to XII. “At AIS, technology is not a tool, it is
an environment,” says Dr. Sharma. “AIS is one of
the few schools in the world to have an in-house
technology development team,” she adds.
This stems from the belief that the classroom envi-
ronment needs to mirror the environment of a mod-
ern workplace, in order for students to truly become
future-ready. Technology has also enabled deeper
connection with the parents. A specially developed
Parent App provides parents a view into their child’s
classroom experience. Parents are often invited as
guest speakers and even take certain classes, which
are integrated into the curriculum.
Social outreach
Parents are also invited to address the students
during the weekly assemblies. During the famous
International Kite Festival in Gujarat, NGOs come
to the campus to talk about the threat that kite flying
poses to birds and how bird-life can be protected.
AIS students also collaborate with community
organisations such as the Blind People’s Associa-
tion and SEWA, the Ahmedabad-based organisa-
tion for self-employed women workers.
One of the Creativity, Activity, Service (CAS)
programmes of the school happens in Cambodia,
where AIS Class XI students work for the uplift of
underprivileged children. “This gives them a chance
to immerse in a different culture and be of service to
fellow citizens of the world,” says Dr. Sharma. The
students also work with Manav Sadhna, a charita-
ble trust run from the Sabarmati Ashram to help
marginalised sections of the society through the
practice of Mahatma Gandhi’s teachings.
Placement and alumni connect
Each year, universities from across the world visit
the AIS campus to educate students about higher
education opportunities. A majority of students
decide to pursue undergraduate studies abroad
while others enrol at leading universities in India.
In September 2018, Ivy League universities, includ-
ing Cornell, Princeton, UPenn and Columbia, vis-
ited the campus as part of the school’s placement
programme. In addition, each year, a few alumni of
the IBDP programme come to talk to the current
students about university placements. “We encour-
age ongoing connection and exchange between
former and current students, as this really fosters
a deep sense of community that is one of our key
strengths,” says Dr. Sharma.

The World Heritage City status reaffirms how
Ahmedabad is home to diverse historical and
cultural influences. We encourage children to
explore them to gain a deeper understanding of
their country as they prepare to be global
citizens who can prosper anywhere in the world
Gorsi Parekh,
Trustee and Founder, Ahmedabad International School
https://t.me/Digital_Magz

108. 108 OCTOBER 2018360CAREERSOCTBEROB OCTBER 201 82AS
Sunanda Ali, Principal of The Peepal Grove
School, an independent school in Chittoor
district, shares her views on alternative
education with Faizal Khan…
reasons. One, as students are given the space to
question, conversations on real issues can take
place. Two, as alternative schools have fewer stu-
dents, more contact is possible, and more connec-
tions can be made. Three, they can then relate to
each other as human beings who have the desire to
learn in common, and not relate to each other only
within the stereo-typical frameworks of their roles.
Q. How does such a system prepare the student
for the challenges of contemporary society?
A. In an alternative system, students can be encour-
aged to learn more about things which interest
them. They can also reflect on life and themselves
as human beings and consequently know more
about their strengths and weaknesses. This often
increases their level of confidence, as well as make
them more rooted in their values which makes them
less likely to lose their ‘sense of self’ once they leave
school and face the challenges of the adult world.
Today’s world, which encourages ‘networking’ and
flexibility, calls for a more holistic model of educa-
tion that is possible only in alternative school.
Q. What are the challenges facing alternative
education in the Indian educational landscape?
A. The main challenge which alternative schools
face is that the thrust now in India is to homogenise
all school education. The attempt is to have one
board examination for all schools all across the
country. This is mistakenly thought to be the answer
to the problem of poor quality school education. All
schools in India cannot be made to follow the same
pattern as their realities are so different. The best
thing to do would be to allow autonomy to alterna-
tive schools (which desire it) and autonomy should
be granted to schools on the basis of quality.
Q. What is the significance of alternative educa-
tion in India’s educational landscape?
A. India is very large and very diverse. Each school
is in a particular social and cultural context. It is
not possible, practical or wise to look for a ‘one size
fits all’ model, which can be applied to all schools
across the country. Hence, the need for alternative
education, where schools are given the opportunity
to focus on educational goals based on their vision.
Q. Please comment on the role of critical think-
ing and freedom in the classroom.
A. There is no learning without critical thinking,
and critical thinking can only exist in a school
which encourages the freedom to question within
the classroom. Teaching methods using collabora-
tive learning within groups, discussions, more indi-
vidual attention given to students, and less lecture-
based teaching gives rise to more questioning and
critical thinking. These methods can be used more
often (due to fewer students in the classroom) in
alternative schools to achieve learning objectives.
Q. What is the relationship between the student
and the teacher in this method?
A. In an alternative school, teachers and stu-
dents can form meaningful relationships for many
DON’T LOOK
FOR A
‘ONE SIZE
FITS ALL’
SCHOOL MODEL
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109. https://t.me/Digital_Magz

110. 110 OCTOBER 2018360CAREERSIndia’s Best Schools
THE X FACTOR THAT
DECIDES YOUR CAREER
Rome wasn’t built in a day, so how can a career be? Here is a look at how
to make an informed decision when choosing a stream in school to steer
towards the right career…
by Amita Jain
A
diti (name changed) had developed anxiety
disorder when her teachers stepped in to tell
her parents, both IIT alumni, that she is a
person of languages, not of science. Talking about
her case, Upasana Kinra, Behavioural and Career
Counsellor at DPS International Saket and a Con-
sultant at British Council, says, “She was an excel-
lent student, sensitive, sensible and a good scorer in
all the subjects. Taking a cue from her parents, this
Agra girl always thought she wanted to do science,
but teachers who knew her personally knew better.
She took science and was doing very well until she
suffered an anxiety attack and fell ill. She was on
psychiatric medication and couldn’t attend school
for three months. It was then she realized she didn’t
want to do science. But, she completed class 11th
and passed with good marks. Eventually, we talked
to the parents and took her for psychometric evalu-
ation which suggested her to go for humanities and
she repeated class 11 in humanities. I can never
forget the day when in class 12th she emerged as the
topper of CBSE board in Agra.”
Uncertainties galore
The concept of 10+2 education and the career one
pursues is highly intertwined. Higher education
stream choices are considered as determinants of
a child’s career, which, in turn, makes this a crucial
choice for parents, teachers and students alike.
“There is a very small percentage of students who
are very clear as to what they want to do in life. It
rarely happens that what students want, what the
parents want and what society wants of them is in
sync. Most students are not very clear because there
are too many opportunities around and too many
voices they can’t ignore,” adds Upasana.
School as an active mediator
From parental and peer group pressure to teachers
and their own expectations, students go through
a lot of stress when choosing a stream. “The role
of schools is very important at this juncture. It is
the moral responsibility of schools as educators
to guide their students towards a successful career
path. A school can have career counselling ses-
sions, seminars, visits from industry and discussions
for students,” says Dr. Seethalakshmy, Academic
Director, Empros International School, Pune. Easing the choice-making process
Individually, all the streams are good. Every stream
has a big scope depending upon one’s ability,
Training teachers is very important because they
are in touch with the students on a daily basis.
So if teachers are aware of the prospects of their
subjects, they can talk to the students about it
Upasana Kinra
Behavioural and Career Counsellor, DPS International, Saket
CHOOSING A STREAM
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111. 10316India’sffflfi0 nIInB 111
in any commercial organization at any level. Stu-
dents who pursue this stream can expect their
careers to revolve around these activities. As per Dr.
Seethalakshmy, those taking up commerce should
be good in general knowledge, have a good reading
habit, especially of present-day happenings.
SCIENCE: Science stream opens pathways for
medical and engineering careers, along with many
others. Dr. Seethalakshmy says, “Science stream is
popular due to several reasons, one of them being
that students from science stream can go for com-
merce or arts subjects as well in graduation, while
those from commerce or arts cannot pursue science
courses in graduation.” However true, it should be
remembered that science stream is very demanding
in nature. Thus it should be ensured that not only
one has to have an aptitude for the stream, he/she
should also have an interest in studying science.
Critical thinking is the key
Critical thinking is the ability to evaluate informa-
tion to determine what exactly is right or wrong.
“Critical thinking is not an extra ingredient that
you have to add in the syllabus. You have to ask the
questions differently in the class instead of asking
‘how and what’ questions, design ‘why’ questions.
Design lesson plans, including group activities et al
from the same books you have been teaching from,”
advises Upasana.
“You need to follow these simple rules -- Be
involved, but not in control; Advise, but do not
decide and Support, but do not dominate,” Dr.
Seethalakshmy sums up.
attitude, learning and efforts put into the subject.
Upasana says, “First and foremost, students and
parents have to remain realistic. Look at the kind of
marks a student has been getting from classes 8 to
10. There should be a consistency of marks and then
also see whether or not they genuinely like to study
that subject. Also, get the psychometric evaluation
done which can help you understand the child’s
aptitude and interest. Make your kids talk to their
teachers, industry-people and reflect objectively on
their interests and strengths.”
Choosing streams
HUMANITIES: Humanities as a subject is an aca -
demic discipline which deals with the study of the
‘Human Condition’, utilizing methodologies that
are usually analytical, critical or speculative. “One
of the several benefits of pursuing the humanities
stream is that it provides students with a plethora of
career options that are more vocational rather than
just academic,” says Dr. Seethalakshmy.
COMMERCE: Commerce is a study of trade,
business, finance and accounts which encompasses
each and every process and activity that takes place
Parents, teachers, and schools need to follow
simple rules -- Be involved, but not in control;
Advise, but do not decide, and Support, but do
not dominate
Dr. Seethalakshmy
Academic Director, Empros International School, Pune
POPULAR GRADUATION STREAMS
Science
Aerospace Engineering, Agricultural Science, Anthropology, Audiology, Archi-
tecture, Pharmacy, AYUSH (Ayurveda, Yoga, Unani, Siddha and Homeopa-
thy), MBBS/BDS, Biochemistry, Biotechnology, Nutritionist, Forensic Science,
Genetics, Geology, Engineering , Medical Lab Technology, Nursing, Optometry
Commerce
Actuarial Science, Accountancy, Chartered Accountancy, Financial Planning,
Business Management, Statistics, Urban Planning, Finance, Company Secretary-
ship, Economics, Investment Analysis, Cost and Management Accountancy, Law
(Commerce), Financial Markets, Banking & Insurance
Arts
Animation, Physical education , Computer Application, Political Administration,
Game Design, Psychology, International Relations, Hospitality, Law, Journalism
and Mass Communication, Visual Merchandising , Translation Studies, Fashion
Technology, Ethical Hacking, Travel and Tourism, Accessory Design, Cinematog-
raphy, Event Management
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112. 112 OCTOBER 2018360CAREERSIndia’s Best Schools
INTERVIEW
CHANGING THE
EDUCATION
LANDSCAPE
Dr Vandana Lulla, Director of Podar Group of
International Schools, talks to
Bhanu Pratap
Singh
about how International Baccalaureate
program has impacted the Indian education system,
among other things…
Q. How is International Baccalaureate educa-
tion changing the Indian education system?
A. For more than a century, the Indian education
system was exam driven, with great emphasis given
only to rote learning. There was no creativity and
independent learning or growth for the students.
With the advent of IB education, the education sce-
nario in India has begun to change. IB is a research-
based curriculum emphasizing on inquiry-based
learning through which students reflect on the
nature of knowledge and complete independent
research. Our students also undertake a project that
often involves community service. This curriculum
is making our students thinkers, decision makers,
inquiring, knowledgeable and caring human beings.
Q. IB offers a number of subjects. How does
your school guide students in choosing them?
A. The Diploma Programme (DP) curriculum is
made up of six subject groups and the DP core com-
prises of Theory of Knowledge (TOK); Creativity,
Activity, Service (CAS) and the Extended Essay.
We give them a variety of subject choices according
to their interests which help them in making good
career decisions. We invite different universities
from around the globe who orient the students
about the bouquet of courses they offer.
Q. What role does technology play in enhancing
learning experience at your school?
A. Our schools have won many awards for being the
frontrunner in the extensive use of technology in
education. We have Smart Boards, Learning Man-
agement Systems, E-books, etc. Our students also
use iPads extensively. We also have a 3D printer and
our students are well-versed in making 3D models.
Q. Do you focus on training of teachers?
A. At Podar Group of Schools, we stress immensely
on teacher training. We have a Teacher Training
Department which continuously works to support
and enhance the teaching skills of the teachers. We
also conduct IB training on a regular basis for our
teachers. We invite specialist trainers in every field
who impart training to our teachers.
Q. How do you foster curiosity and critical
thinking in a child?
A. We encourage creative thinking and decision
making in all our students. We conduct inquiry-
based learning where students frame hypothesis
and conduct research and ultimately draw conclu-
sions. Their curriculum is embedded with many
hands-on critical thinking activities, learning
through games, case studies, and open-ended ques-
tions which enhance their curiosity and critical
thinking.
Q. How do you balance students’ academic per-
formance with extracurricular activities?
A. For us, we ensure that all activities are embedded
in the timetable, so due importance is given to those
activities. However, we support all our students
even if they are privately taking part in extracur-
ricular activities.
IB is a research-based curriculum empha-
sizing on inquiry-based learning through
which students reflect on the nature of
knowledge and complete independent
research. Our students also undertake a project
that often involves community service
“
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113. 13I1ndia’s B13I3eiddit 11313Indi1naIndia’s Best Schools
is an organization with multiple schools. Subject-
specific training has begun to enhance the teachers’
delivery as well as subject competence. Teachers
are also encouraged to constantly update them-
selves and enroll for online courses, attend webi-
nars and share best practices.
Q. How have you fused technology with educa-
tion while minimizing its ill effects?
A. Technology is a powerful tool that can aid the
teaching-learning process. We have made conscious
efforts to make our teachers more tech savvy. We
are a Microsoft Certified School and I’m happy
to say that this has opened new doorways for both
teachers and students. We have had Skype sessions
and field trips which have been enriching. Our
children have begun coding and they are engaged in
gamification, Kodu, Minecraft, and are using tools
like Sway and Prezi. We also use visual mediums
like the Smart Board, YouTube and movie clips. We
have tied up with “Progate”, a Japanese technology
program to equip children with more skills.
Q. Your thoughts on the no detention policy...
A. The no-detention policy till grade VIII was a
great way to reduce school drop-outs as well as
allowing children to learn at their own pace. Marks
are not always an indication of a child’s true capa-
bilities. There is ample evidence in real life which
supports this. Children, who were declared failures
or turned out from school, went out and proved by
their achievements that the schools do not always
nurture their interests or curiosity and failing at
school did not prevent them from succeeding in life.
I think that re-introducing the detention policy will
only add to exam stress.
Q. How can schools make their education sys-
tems more interactive?
A. The very term “interactive” means that teaching
is not a one-way process. It’s not supposed to be a
chalk and talk method where students are passive
recipients. Classroom seating arrangements should
be altered to allow for collaborative and peer learn-
ing. The teachers must play the role of a guide or
facilitator, who elicit information from the children
through constant questioning. The students must
be compelled to think, to observe, to question and
research. This is an art that teachers need to learn.
Teacher training is crucial because in this direction
most teachers don’t know ‘how’ of teaching, but
only ‘what’ of teaching.
Q. What measures do you undertake for the
training of your teachers?
A. Teachers training is vital and an ongoing pro-
cess. The training of teachers at our institution
is mostly driven by the Principal and academic
coordinator. Class observations are an almost daily
affair and immediate written feedback is provided.
We also have peer observation and feedback. Apart
from this, training is provided several times a year
by inviting external resource people. We have also
introduced a Central Training Calendar since ours
Poonam Kochitty, Principal of
Seth Anandram Jaipuria School,
Lucknow, discusses with
Amita
Jain
the importance of technology,
teacher training…
Teaching
is not a
one-way
process
Students must be compelled to think, to
observe, to question and research. This is
an art that teachers need to learn. Teach-
er training is crucial because in this direction
most teachers don’t know ‘how’ of teaching, but
only ‘what’ of teaching
“
https://t.me/Digital_Magz

114. 14360360IndiIia’I1’si 114 OCTOBER 2018360CAREERSIndia’s Best Schools
Pathways School Noida works hard to
preserve the best in traditional Indian and
international education and culture…
by Meghaa Aggarwal
E
ntering the sprawling campus of Pathways
School with its pristine cream-and-white
architecture, wide green spaces, well-main-
tained and equipped facilities, including
a horse-riding course, transports you into a dis-
tinctly luxurious schooling experience. Located
in the middle of bustling Noida, it is one of the top
choices of parents from Delhi-NCR considering
international education for their children.
IB in India
Pathways was the first chain of schools to offer
the International Baccalaureate (IB) continuum in
India – comprising the Primary Years Programme
(PYP), Middle Years Programme (MYP) and the
Diploma programme (DP). In fact, Pathways World
School in Aravali off Gurugram Sohna Road was
established in 2003 – long before the IB program
caught on in a big way in India. This has given the
chain a head start, and Pathways consistently ranks
among the best IB schools in the country.
Catering to multiple intelligences
Dr. Shalini Advani, Director at Pathways Noida,
reflects, “What makes a great school? It certainly is
not beautiful buildings, comfortable, temperature-
controlled classrooms or great sports facilities –
although we have those. It is not easy access to
advanced technology, to student laptops and inter-
active boards – even if Pathways has been a leader in
that area. It is not an international curriculum, well
suited to prepare children for a globalized world –
even though we offer the IB programme.
“What matters in a school is its heart...its convic-
tion that a school must prepare each child to be
the best that she or he can be. The recognition that
different children excel in different ways and that
for one person, being an outstanding soccer player
is as important as being a brilliant mathematician
is for another.”
This vision is evident in the Multiple Intelligences
Approach developed Dr. Howard Gardner from
Harvard University, that is applied at the school.
People learn in different ways. For example, some
are more logical, some prefer audio inputs, whereas
others prefer visual imagery. Teaching at Path-
ways involves identifying a student’s inclination and
adapting lessons accordingly.
Class sizes are typically small and students are
offered a wide variety of electives and projects to
develop their interests. “Our school offers more
than 30 options to students, so they can make
choices based on their interest,” shares Advani.
Samiksha Gumbhir, who is in her final year at
the school, corroborates, “I was initially studying
in a CBSE school and joined Pathways in grade
nine. The level of studies was the same, but the
way we were being taught and tested was entirely
different. There is no room for rote-learning in this
What matters in a school is its heart ... its conviction
that a school must prepare each child to be the best
that she or he can be. The recognition that different
children excel in different ways and that for one per-
son, being an outstanding soccer player is as impor-
tant as being a brilliant mathematician is for another
Dr. Shalini Advani,
Director, Pathways School, Noida
WHERE EAST
MEETS WEST
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115. 143160India’fifffl4sI00I 115
curriculum and the teachers are always encourag-
ing you to apply yourself. They are patient and
willing to explain things in different ways till you
understand.
Vanshika Goel, who is currently in the first year
of the DP, says, “I have many friends from other
international and CBSE schools and they’re always
impressed by the thoughtful projects we get to do
here.” She goes on to point at various professional
installations exhibited on campus that were done as
part of student projects.
Sparsh Ranjan, who is currently pursuing the final
year of PYP at Pathways, adds, “We get to study
different types of things at school. I learn Maths,
English, Hindi, art, ceramics, dance, drama and
music in school. We also have Unit of Inquiry (UI),
which is a combination of many different subjects.
Apart from this, there is Physical Education (PE),
where we get to play different sports. But UI has
been the biggest surprise for me. I’ve learnt to think
differently because of it.”
Engaging with the wider world
School is a part of a wider reality of a child and while
academics is important, it’s just as important for
children to engage with the wider world. Pathways
strongly advocates environmentalism and commu-
nity practice, and its walls are plastered with mes-
sages on conserving natural resources like water.
Equally evident is the culturally-diverse mix of
students and staff on campus. For instance, around
30 percent of the student population comprises
children from different nationalities as well as Indi-
an origin students with foreign passports.
Goel, who holds a British passport, says, “I’ve
been in this school since grade four, when my par-
ents first moved to India from the UK. It was one
of the first schools offering the IB’s Primary Years
Programme (PYP) and all the facilities one would
typically find in schools overseas.”
It’s also interesting to observe how the school’s
international vibe is tempered with local flavour.
For instance, lunch in the canteen is a hearty Indian
affair with daal, subzi and dahi on the menu. But
there is always one continental dish and a salad bar.
However, no outside food is allowed on campus and
all students and staff sit together and eat the same
food in the canteen.
Similarly, the library has an enticing collection of
literature from around the world as well as from dif-
ferent corners of India. Apart from English, it also
has an assortment of books in different Indian and
foreign languages.
An expensive education?
A common refrain about IB schools like Pathways
is the high cost of education. The top-notch aca-
demic and extra-curricular facilities on-campus do
explain this. However, Advani states that in India an
IB education comes at a price because it’s entirely
private and needs to meet the exacting standards of
a world-class board.
“Many countries in Asia, such as Malaysia and
Indonesia, have recognised the merit of IB and
absorbed and adapted it into their national school-
ing system. This is not the case in India and schools
that meet the IB criteria for affiliation need to
charge accordingly. For instance, we have an ongo-
ing professional development programme for our
teachers, so they continue to learn and get exposed
to different facets of this evolving curriculum.”
To prevent cost from coming in the way of merito-
rious students, Pathways awards between 10 and 12
scholarships every year.

I was initially studying in a CBSE school and joined
Pathways in grade nine. The level of studies was the
same, but the way we were being taught and tested
was entirely different. There is no room for rote-
learning in this curriculum and the teachers are
always encouraging you to apply yourself
Samiksha Gumbhir,
Final-year Student, Pathways School, Noida
Pradeep Krishnan GR
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116. 116 OCTOBER 2018360CAREERS
by Bhanu Pratap Singh
I
n order to prepare the students for a demanding
future, the Central Board of Secondary Educa-
tion (CBSE) is planning to change its exam pat-
tern from 2020. The idea is to make the students
future ready by assessing them on their analytical
abilities, rather than rote learning. This push to
change the exam pattern aims to curb the rote
learning, which is the order of the day for a majority
of Indian school students.
If everything goes according to plan, then tests for
vocational subjects such as information technology,
automobile technology, beauty and wellness and
many other subjects will take place in February.
The decision to revamp CBSE exam pattern has
been hailed as the game-changing move. “In my
opinion, it is quite a good move by the CBSE since
there has been a paradigm shift in the field of educa-
tion all around the world. Today, in most countries,
more emphasis is given towards developing 21st-
century skills and competencies rather than rote
learning,” says Ambrish Singh, Head of Academics,
Sela Qui International School, Dehradun.
The old always makes way for the new, and this is
exactly what CBSE plans to do. “The present cur-
riculum which we are following at CBSE is based
on National Curriculum Framework 2005 and it is
quite old. I feel that we should welcome the change
in curriculum CBSE is trying to implement. Top-
ics which are not relevant in today’s time should
be omitted from the curriculum. So yes, we should
welcome the steps taken by the HRD Ministry and
CBSE,” says Manoj Bajpai, Principal, Medi-Caps
International School, Indore.
The Changes
The period starting right from Pre-boards, through
boards and the competitive exam is about 5-6
months. Maintaining the optimum level of academ-
ic momentum throughout these months is quite
strenuous for the students. “Presently, the exam
schedule for board exams takes approximately 45
days, which is a long time for young students to
keep up the momentum throughout. During the
same period, they are also preparing for competi-
tive exams and pre-admission college modalities.
Conducting the exams in two phases – February for
vocational subjects and 15 days of March for main
subjects will bring down the stress for students.
Under the new scheme, results which are usually
declared by May end, will be declared by early May.
This will give the students the crucial 20-25 days
to plan out and decide the next course of study,”
says Sunila Athley, Principal, Amity International
School, Vasundhara, Ghaziabad.
CBSE’s decision to change its exam
pattern from 2020 shows its willingness
to change with time. This step has been
welcomed by the school fraternity…
FIGHTING
THE ROTE
CBSE EXAMS
India’s Best Schools
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117. 16310India’sfiffiff6 nIInB 117
There is also a change in paper pattern from
content-based questioning to problem-solving
questions. “Problem-solving questions that require
critical analytical abilities were initiated by the
CBSE a few years ago when students were assessed
on High Order Thinking Skills which incorporated
8-10 percent of the question paper. Now that the
quantum of such questions would increase, this
paradigm shift will bridge the gap between school
and college levels,” informed Sunila Athley.
The biggest change that has been proposed is
the preponement of exams for vocational subjects
in February. “Unless the society and the employ-
ment market does not give due recognition to such
courses of study, the number of students opting for
mainstream subjects will keep on swelling. The
exam that assesses a child’s critical and analytical
skills might have a reverse reaction, stress among
the students will increase and the gap between the
above and below average student will also increase,”
says Sunila Athley.
The challenges
Our education system needs to cater to this huge
group of students who will be educated, but not
employable. “Involving state and local officials
in affiliation process may not resolve the present
concerns. Such organisations are ill-equipped to
realise the educational needs of a nation that is at
the crossroads of economic progress and social
reforms. Schools might also find it difficult to adjust
to this change since the onus of accountability is not
clearly defined,” says Sunila Athley.
The tendency to resist the change is another chal-
lenge, which is a cause for concern. “Those who
are acquainted with the old system, they might
try to oppose the change. This is definitely going
to take place. But then at the same time, the new
generation of teachers which is coming up is ready
to accept the challenges and the changes,” says
Manoj Bajpai.
Teacher training required
Teacher training is another important aspect which
needs to be catered to. It needs to get revamped and
has to be done well in advance before incorporating
the new changes. “Teacher training colleges and
their curriculum will also have to be revamped for
teachers to tackle these changes in the classroom
and ensure standardisation. Such sweeping changes
in such a short time in a diverse country like ours
which caters to almost 28 lakh students requires
extensive discussions on various levels,” says Sunila
Athley.
The change in the curriculum and the exam pat-
tern can be quite effective if implemented in a
proper manner. “It would be quite effective in the
longer run as we have to prepare students for future
challenges and roles which would require more of
analytical, critical thinking and problem-solving
skills rather than just knowledge of the required
field. Undoubtedly, to achieve the desired outcome,
the teachers will have to change their teaching tech-
niques and focus more on activity and skill-based
teaching and learning,” said Ambrish Singh.
What needs to be done?
Even though this is a step in the right direction,
there is still a lot which needs to be done in order to
make it a successful transition. “Before implement-
ing the changes CBSE must consult with eminent
educationists, renowned principals, teachers and
scholars. There should be a survey of schools to get
their opinion in this regard. CBSE should also carry
out an analysis and collate the reasons due to which
the CCE (Continuous and Comprehensive Evalua-
tion) pattern failed and then think of bringing about
the new changes,” said Ambrish Singh.
Once the teachers are trained, the students
won’t face any issue due to the changes, because
that is going to benefit them in the future
Manoj Bajpai,
Principal, Medi-Caps International School, Indore
Teacher training colleges and their curriculum
will also have to be revamped for teachers to
tackle these changes in the classroom and
ensure standardisation
Sunila Athley, Principal, Amity International School, Ghaziabad
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118. 183360Indi1800a1n 118 OCTOBER 2018360CAREERSIndia’s Best Schools
by Faizal Khan
W
hen the devastating floods ravaged large
parts of Kerala in August, the senior stu-
dents of the Symbiosis International
School (SIS) were on their feet every day,
collecting money and medicines for the people of
the southern state. Students of Class XI, who led
the initiative, collected Rs.2 lakhs for the Chief
Minister’s Relief Fund, while also sending rice,
sanitary napkins and medicines to the flood victims.
“It was the first live relief operation by SIS stu-
dents,” says SIS Director Narendra Kumar Ojha.
The Kerala floods relief was the newest of the
school’s student initiatives in community partici-
pation. The SIS students have so far conducted
12,500 vaccinations for members of poor families
in Pune district. Last year, the number was 6,000.
The students have also adopted two villages - Bam-
noli and Bhima Shankar - in Pune. In the last two
years, SIS students have also participated in organ
donation drives, adding more numbers into the
efforts to give a fresh lease of life to many people.
Influential institution
The school, which follows the IB curriculum from
primary years to Class XII, considers social service
Our academically rigorous curriculum is an essential
catalyst that fosters a desire for lifelong learning. We
aim to nurture adept netizens, promote inclusive-
ness and unwavering integrity
Narendra Kumar Ojha,
Director, Symbiosis International School, Pune
as a means to change lives. Founded in 2005, the
SIS has quickly grown to become an influential
institution on Pune’s educational map. The CAS
(Creativity, Activity, Service) projects of SIS stu-
dents are closely linked to Pune’s society. Last year,
Mallika Dutta, a Class XI student, conducted a
study on water borne diseases in the city by collect-
ing samples of ‘panipuri’, a popular street snack.
Dutta went on to test the samples in the lab and
published the results in a local newspaper.
“Linking real time issues with class education is
important to find solutions,” says Madan Mohan,
the Vice Principal and the school’s International
Baccalaureate (IB) Diploma Programme Coordi-
nator. The school, which has 120 students in the IB
Diploma Programme and 40 teachers, was founded
in 2005. With all the three IB programmes - Pri-
mary Years, Middle Years and Diploma - the school
relies on peer assessment on campus. 
With an international outlook, SIS conducts
workshops every five years to create the school’s
mission statement. “The mission statement is a
flag mast,” says Director Ojha. Understanding of
At Symbiosis International
School, Pune, community
connect is a recurring theme
in the institution’s quest
to transform the country’s
educational landscape…
LEARNING TO CHANGE
THE LIVES
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119. 183160India’flfiff8sI00I 119
immediate action to repair the roads. In a forthcom-
ing project planned by students, pictures of similar
civic problems would be taken for publishing in the
newspapers as a citizen journalist. 
The community connect of the students is palpa-
ble on the campus. “The SIS students regulate traf-
fic at a busy intersection near the school in Viman
Nagar every day from 7:15 am to 8:15 am, the peak
hour,” says the Vice-Principal. Confidence and opti-
mism is the cornerstone of the SIS campus. Flaunt
the goodness that is given to you: that is the mantra.
“When 50 people go out, they create pockets of
goodness,” says Director Ojha. 
Lifelong learning
“Our academically rigorous curriculum is an essen-
tial catalyst that fosters a desire for lifelong learn-
ing. We aim to nurture adept netizens, promote
inclusivity and unwavering integrity,” says SIS
Director Narendra Kumar Ojha. 
“Our effort has been to unify the world as one fam-
ily in order to produce successful, responsible and
creative global citizens who, in turn, will strive for
excellence and the progress of society,” says Vice-
Principal Mohan.
Symbiosis International School focuses on equip-
ping students with requisite skills and competen-
cies that will cultivate an ethic of service and enable
them to be the architects of a sustainable world.
The aim is to impart education with befitting prac-
tices, to inculcate good working habits, imbibe suit-
able social and cultural values.
Our effort has been to unify the world as one family
in order to produce successful, responsible and crea-
tive global citizens who, in turn, will strive for excel-
lence and the progress of society
Madan Mohan,
Vice Principal, Symbiosis International School, Pune
differences is a priority. “Other people with their
differences can also be right,” says the Director. 
Leanings on art
Visual Arts is a major component in SIS education
with the school focusing on interactive art to engage
the students. “The idea is to spur thinking about the
different possibilities and ideas,” says Mohan, who
has been the DP Coordinator for the past ten years
and Vice- Principal since 2017. The response of the
viewer to an art work is given importance. 
With Pune housing the iconic Film and Television
Institute of India (FTII) and the National Film
Archives, the school also focuses on filmmaking
by students. There is also an emphasis on linking
arts and psychology to encourage analysis. With all
the technology available on the campus, the school
strives to find a balance between gadgets and galva-
nisation. There is excitement, the school believes,
in learning without the use of smart boards. “Smart
boards take the teacher away,” says the Vice-Prin-
cipal.
Brainstorming on campus
A Bistro mode of research allows the students to
delve deep into subjects. “It could be researching a
topic or writing a philosophical essay,” says Mohan.
The research and essay writing enables the students
to understand a different point of view as opposed
to conventional thinking. The students also seek out
fellow students, teachers or school staff from differ-
ent departments to obtain different views. 
The students use the school laboratory to conduct
experiments to find answers to questions or ideas
they have come across. For example: What is the
effect of a sugary soft drink on a fern leaf ? Or a
more sports-related question such as: What is the
angle of release of the ball for a three-pointer throw
in a basketball court? The answers are obtained
through hard work. In the case of the three-pointer,
the student conducting the experiment would first
take a series of photographs of the throw and use
a specialised software to analyse the motion thor-
ough the assembled data.
Three years ago, a Class XI student of SIS counted
the potholes on two roads in Pune and submitted
a report to the municipal corporation, which took
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120. 120 OCTOBER 2018360CAREERS12036I13nIndia’s Best Schools
Q. Student security is of huge concern these
days. Does your school ensure student safety?
A. Student security is my top priority. If they are
safe and secure, the country is safe and secure.
Nowadays mishaps can be seen everywhere, so it is
the first and foremost duty of the school manage-
ment to provide a safe and secure environment for
children. Students are a soft target for miscreants.
We provide high-level security to our campuses.
CCTV cameras are installed at all necessary points.
Guards are vigilant and inspect every nook and
corner. The surveillance system is capable enough
to detect the suspects. In a nutshell, I can say that
children are given full attention and care.
Q. Any efforts to reduce exam stress?
A. I personally give tips to students to reduce
exam stress. They are in constant learning process
throughout the session so they hardly suffer exami-
nation phobia. They are encouraged to play and do
some extra co-curricular activities in order to avoid
the tedium of learning. They are given the tips of
meditation and mindfulness. Studies are made at
ease, not in the hurried race of learning.
Q. How do you foster curiosity and critical
thinking in a child?
A. I believe in generating curiosity and critical
thinking in a child. At LPS, teaching is imparted
in such a way that a child’s mind is awakened. Our
motto is to ignite enquiring minds. Problem-solving
sessions are conducted every week. Debate and
extempore speech competitions are organised and
students are given the opportunity to unleash their
power of expression.
Q. How do you balance extra-curricular activi-
ties with academic performance?
A. Extra co-curricular activities are the real param-
eters for measuring the potential of the students.
Those who perform in such activities can handle
their studies properly well. Our school gives a plat-
form for unique activities. For example, we organ-
ise Colosseum, an athletic activity which prepares
athletes. We motivate our students to maintain the
balance between the extra co-curricular activities
and academic efforts.
Q. How can the regular teaching mode in
schools become more interactive?
A. School education is the deciding factor in a
child’s career. If it is proper and interactive, it is
productive. A teacher is supposed to be highly
interactive and innovative. Teaching is the most
delicate and an intricate process of education. If
a teacher’s approach is innovative, a child’s under-
standing would be faster in shaping him/her into a
wonderful person. For a teacher to be innovative is
more important than anything else.
Q. How has your school used technology to
impart education? What are some of techno-
logical inputs used?
A. All the classrooms are equipped with the mul-
timedia system. Students are taught with the help
of multimedia presentation. At LPS, contents are
made student-friendly. The practical approach has
been increased by multimedia. Through multime-
dia, even slow learners can enhance their compre-
hension power. When we use technology in the
classroom, we can retain the contents for further
use and research.
If technology is used in teaching, it develops
retention, which becomes useful in future. If it is
misused, it might be hazardous, making one
addicted to it. If addicted to technology in learn-
ing, the capability of the learners will be lower
IGNITING
ENQUIRING
MINDS
S.P. Singh, Founder
Manager of Lucknow Public
Schools and Colleges, talks
to Amita Jain about what
is needed to make India’s
school education more
vibrant…
https://t.me/Digital_Magz

121. 12I1ndia’s BThe2eiddit 12112Indi1nae firstyaofycalxmiipy
The first years of school are extremely
important for the child to build vocabu-
lary and conceptual understanding. So if
this is in place in the language, the child then
knows that English or any other language can be
introduced and can transfer the skills such as
thinking and speaking
“
Decoding the
multilingualism
education in India
Prof. Maria Tsimpli, Chair of English and
Applied Linguistics, University of Cambridge,
talks to
Bhanu Pratap Singh about her
multilingualism project in India …
Q. Can you tell us about your research project
in India?
A. The project is called Multi-Lingualism and
Multi-literacy in Primary Schools in India. We
are focusing on children who are in classes four
and five; the same children for two years to track
their development. Through this project, we want
to find out that why the learning outcome is not
what is expected, despite the fact that these chil-
dren are multilingual. For this, we have developed
a set of tools and tasks which look into the basic
literacy like basic numeracy. We are also testing
higher levels of numeracy by testing children on
mathematical reasoning, and also narratives which
are indicators of higher literacy. So we ask these
children to tell us stories based on pictures. These
tests are supposed to assess the cognitive abilities,
such as working memory, inhibition and attention.
Q. How does linguistics affect the culture or
vice-versa?
A. Every language belongs to some culture; the
equation of multilingualism is very closely linked to
multiculturalism. What we try to do in this project
is to test as much as possible languages the child
speaks. Cultural comes into the variables, that have
to do with the environment of the child. It depends
on the school, but it also depends on from where the
child comes from.
Q. Languages change from region to region and
in most of the schools in the urban areas, the
primary language of instruction is English, so
how does it affect the English language?
A. This is the question we are trying to answer.
It is not just about English; we are also looking
at children whose home language is the language
of instruction. In the case of English medium
schools, these children mostly fall in the category
where there is a mismatch between the language
of instruction at home language and language
of instruction at school. But we do have a lot of
other children, who go to Hindi or Telugu medium
schools where Hindi and Telugu are not the home
languages. These children are faced with the same
second language education, where the L1 (Lan-
guage at home) one is different from L2 (Lan-
guage at school). So multilingual education is very
good and that shouldn’t be an obstacle, but there
are these obstacles. The first years of school are
extremely important for the child to build vocabu-
lary and conceptual understanding.
Q. These days there are a lot of foreign lan-
guages in India that are being introduced, how
is the English language coping with this kind of
competition?
A. We know that children and individuals, who
know more than one language, can learn a number
of others. It is much easier for them to learn a new
language than those who are monolingual. So there
is nothing wrong and I don’t think that the other
languages will be a threat in any way to English or
any other language.
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122. 122 OCTOBER 2018360CAREERS1236301India’R 2018ASGUAISDNFA
WHERE
TRADITION
MEETS
TECHNOLOGY
Pune’s Hutchings High School and
Junior College has been a guiding force
in education for nearly one-and-a-half
centuries…
by Faizal Khan
W
hen it was founded by Methodist Church
missionaries in 1879, there were 49 students
learning their lessons in a rented house.
Today, the Hutchings High School and Junior Col-
lege has 3,045 students and 131 teachers and sup-
port staff on a campus lined with towering trees.
Situated in the cantonment of Pune, the school is
an integral part of the city’s life, serving the society
for the past 139 years.
Tradition and Modernity
Credited with a rich legacy, the school has worked
well to strike the right balance between tradition
and technology. “We have adopted the advantages
of modern technology in teaching,” says Princi-
pal Rita I. Katawati. “But we also believe in the
traditional wisdom of instilling discipline in the
young minds,” adds Katawati, who won the ‘Most
Influential Principal’ honour for India at the World
Education Congress in 2016. While there are smart
boards, student portals, online student reports and
sprawling computer labs, the school believes in
reaping the benefits of technology in a discipline-
oriented environment.
The school, which follows the ICSE/ISC cur-
riculum, has had three national toppers in the last
three years, making it one of the finest schools in
the country in academic excellence. In 2017-18,
Muskan Pathan, a Class X student of the school,
scored 99.4 percent to earn the first rank in the
national ICSE Board examinations. Two other stu-
dents - Aditya Iyengar and Abrineel Chakraborty
- received 98.8 percent each to win the third rank
in 2016-17 and 2015-16 respectively. “We have 100
percent results every year,” beams Principal Kata-
wati. “More than 90 percent receive distinction and
60 percent achieve above 90 percent marks,” adds
Katawati, who taught biology at the school to senior
students for 12 years before becoming the Principal
six years ago. Contribution to society
“From academics to sports, we are trained at the
school to achieve excellence,” says Head Boy
Nemil Kamdar, adding, “this reflected in the way
we approach our studies and extracurricular activi-
ties.” A former student of the school went on to lead
the Indian women’s hockey team while another,
Vandana Chavan, is a Rajya Sabha member and
former Mayor of Pune.
From academics to sports, we are trained at the
school to achieve excellence. This reflected in the
way we approach our studies and extracurricular
activities
Nemil Kamdar,
Head Boy, Hutchings High School and Junior College, Pune
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123. 123160India’Tra2sI00I 123India’s Best SchoolsbuscsFbomTtri
Importance of fitness
One of the major initiatives by the school is intro-
duction of a physical fitness assessment pro-
gramme. The report, compiled twice a year, assess-
es each student from Senior Kindergarten to Class
XII on factors like agility, flexibility, power and
speed. “Physical fitness is very important,” says
Principal Katawati. “It is taking a back seat now
with children spending long hours on their mobile
devices,” she adds.
The assessment, in January and June, is done
by students of a physical training college in Pune.
Every student has a report card, indicating the
various parameters of fitness. “We introduced it in
2017-18 because we felt the need for an assessment
and evaluation of health and physical fitness of each
of our students,” says the Principal. The initiative,
which emphasises on physical activity at home,
will be a major element in addressing health issues
like obesity among children. “We must cater to an
environment of physical and emotional wellbeing
of our children,” says Katawat
Look Up, Lift Up
“The whole purpose of education is to turn mirrors
into windows,” says a school slogan. The school’s
history is a manifestation of such high ideals.
After the formation of the school in 1879, the
school was renamed the Taylor High School in
1890. The Women’s Foreign Missionary Society
(WFMS) of the Methodist Episcopal Church took
over the education of girls of Taylor High School,
thereby leading to the formation of Taylor High
School for Girls and Taylor High School for Boys.
In 1888, the Anglo-Indian Girls’ Orphanage and
Home with 33 children was founded by Miss Daw-
ley, an American Missionary at Arsenal Road in
Pune. In 1893, this orphanage was brought under
the supervision of Mrs. Emily Hutchings, a Mis-
sionary of Scottish descent and a member of
WFMS. With the passage of time the Taylor High
School for Boys was closed down.
In 1913, the Orphanage and Home was merged
with the Taylor High School for Girls and Mrs.
E. Hutchings became the superintendent. ‘Mama
Hutchings’, as she was fondly called, received the
Kaiser-I-Hind honour from the British-ruled Indi-
an government in 1925 for her overall contribution
to the society.
The school is named after Mrs. Hutchings, who
passed away in 1943. Continuing to emulate the
ideals and service of Mrs. Hutchings, the school’s
motto today is: ‘Look Up, Lift Up’.
We have adopted the advantages of modern
technology in teaching. But we also believe in the
traditional wisdom of instilling discipline in the
young minds
Rita I. Katawati,
Principal, Hutchings High School and Junior College, Pune
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124. 124362041I20ndiI06a 124 OCTOBER 2018360CAREERSIndia’s Best Schools
Here’s a low-down on all
you need to know before
opting for the hugely popular
International Baccalaureate
Diploma Programme (IBDP)...
by Meghaa Aggarwal
O
ver the last decade, Switzerland’s Interna-
tional Baccalaureate (IB) programme has
grown nearly ten-fold in India with close
to 150 schools affiliated to it. While some
of them offer the continuum, which includes the
Primary and the Middle Years Programme, a lot of
schools offer the IB Diploma which is equivalent to
Classes XI and XII in Indian boards.
Parameswaran Muralidharan, Vice Principal-
International Curriculum at the Oakridge Interna-
tional School, Newton Campus, Hyderabad, says,
“Today a number of Indians are going abroad for
work and many NRIs are returning. This popula-
tion is well aware of the strengths of an interna-
tional education and want their kids to be exposed
to it. A lot of them intend to send their children
abroad for further studies and feel that the IB is a
good gateway for this.”
While there is no doubt that the IB programme is
a great choice for students, especially those heading
overseas, it’s important to consider various factors,
particularly for those who intend to stay back in
India after pursuing the IBDP.
Affordability
IB is a relatively expensive board, with average
school fee across various states in India ranging
from about a lakh of rupees to eight lakhs per
annum. In some schools, it’s even higher. Hence,
it’s important for students and parents to make an
informed choice.
Many schools offer scholarships to meritorious
students, especially in the higher classes, and inter-
ested parents can make inquiries about these.
Subject choice
IBDP offers an enticing array of subjects. So, if a
particular subject is not your forte, but you want
to study it you can choose to take it at the standard
level. However, for students pursuing the diploma
programme, it becomes especially important to
carefully consider the subject combination keeping
future choices in mind. For example, students keen
on studying engineering or medicine should not
drop maths and science.
Students intending to study medicine in India
need to take all three sciences. Under the diploma
programme, they can typically only take two sci-
ences. So, they can either choose to take the addi-
tional science subject as an ‘extra’ certificate or they
can apply for a non-regular IB diploma by opting for
three sciences.
ARE YOU OPTING
FOR INTERNATIONAL
BACCALAUREATE?
Shutterstock
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125. 1241360IndiaAfo2’0660s 125
A rigorous curriculum
Apart from the subject choices they make, students
at the diploma level also need to complete allocated
hours for Creativity, Action and Service (CAS),
write an Extended Essay and clear an additional
module called Theory of Knowledge (TOK). These
test the time-management, research and critical
thinking abilities of students to a great degree.
“Students who have been through the IB pro-
gramme from the middle or primary years are
accustomed to the rigours of the curriculum.
However, those who switch from a local board tend
to struggle, especially during the initial weeks. This
can be very challenging. But students enjoy them-
selves once they get a hang of it,” says Muralidharan.
Exam dates
Unlike the Cambridge Assessment International
Education, which offers the A Levels, IB has not
managed to shift its exams to March to coincide
with other Indian boards. The exams held in May
tend to clash with various entrance exams in India.
Education counsellor Viral Doshi opines, “If stu-
dents are not busy applying to go overseas, then
they have enough time to prepare for these entrance
tests along with the IB curriculum and will be com-
fortable in taking them concurrently.”
Predicted predicament
Towards the end of the IBDP, students are given
predicted scores based on their performance. These
scores are used to seek provisional admission to
universities overseas and in India, which is only
confirmed once the final scores are released in July.
In the past, the inexperience of teachers often
created problems with the accuracy of predicted
scores. But today, this problem is not as common,
owing to a growing pool of experienced teachers.
“IB results do not come out in the month of June
when college admissions begin, and there could be
a chance that your actual scores are not in line with
your predicted scores, making admissions more of
a problem. Delhi University, for example, does not
recognize predicted scores,” says Doshi.
Converting to percentage
IB follows a grading system and students seeking
admission to Indian universities need to ask their
school for percentage equivalence.
Quite often, these students need to grapple with
the astronomical percentage cut-offs at Indian uni-
versities. “IB measures learning outcomes quali-
tatively and not quantitatively. Hence, there is no
concept of 100 percent in IB. Even the highest IB
grade would convert to a percentage in the 90s,” say
Muralidharan. Hence, Doshi recommends that stu-
dents staying back should focus on colleges where
admission is based on entrance tests.
Parting shots
The IBDP is a world-class education programme
that not only moulds students academically but also
imparts valuable life lessons. Although it is better
integrated with university education overseas and a
majority of students pursuing it head to foreign uni-
versities, in the last few years, a number of students
are also choosing to stay back and study in India.


Today a number of Indians are going abroad for work
and many NRIs are returning. This population is well
aware of the strengths of an international education.
A lot of them intend to send their children abroad for
studies and feel that the IB is a good gateway for this
If students intend to remain in India and are not busy
applying to go overseas, then they have enough time
to prepare for entrance tests along with the IB cur-
riculum and will be comfortable taking both
Parameswaran Muralidharan,
Vice Principal-International Curriculum, Oakridge International School
Newton Campus, Hyderabad
Viral Doshi,
Education Counsellor
https://t.me/Digital_Magz

126. 126 OCTOBER 2018360CAREERSIndia’s Best Schools
When a child has to miss classes for par-
ticipation and practice of co-curricular
activities, we make sure students are
guided in extra time. Also, we try to take different
students for different activities, ensuring that all
children participate in school events
INTERVIEW
Balancing
academics with
co-curricular
activities
Manju Lakhanpal, Principal of
DPS Shaheedpath Lucknow, talks to
Amita Jain on how technology and
extracurricular activities can ensure
holistic development of students...
Q. Has your school integrated technology in
education? Any ill effects?
A. We go by the motto of Education-Technology-
Sports and all our classes have smart classes which
make teaching more effective. Moreover, our teach-
ers have been trained in using a variety of digital
tools. They all are a part of Microsoft Educator
Community through which they learn about latest
technology at work and adopt relevant teaching
methodology in classrooms. I think the ill-effects
of using technology are hardly any, except that in
general, the overuse of technology has taken away
active reading habits of students. To counter that,
we encourage reading activities among students.
Q. Students’ security is a huge concern these
days. How can schools ensure students’ safety?
A. Yes, it is indeed a matter of great concern.
Recent spate of incidents of violence against stu-
dents, whether in India or abroad, is very alarming.
We have CCTV cameras monitoring the campus all
the time. We also keep organizing counselling ses-
sions for students, and recently a batch of students
has participated in an international project “Creat-
ing Safe Spaces in School” to find more ways of
promoting students’ security and safety. Measures
like these should be used by other schools as well.
Q. How do you ensure a balance of academic
performance with extracurricular activities?
A. We have our students engaged in a lot of co-
curricular activities on regular basis. We have large
open areas for sports. Mandatory sports have been
introduced where students can choose from various
choices like cricket, volleyball, basketball, football,
taekwondo, skating, table tennis, kho-kho and lawn
tennis. Furthermore, all students are encouraged
to participate in inter-school events for enhancing
their oratory, literary and sports skills. These activi-
ties help students in their overall development.
So, when a child has to miss classes for participa-
tion and practice of co-curricular activities, we
ensure that our students are guided by their teach-
ers in extra time. We make sure that no student suf-
fers and the facilitators ensure the task completion.
Also, we try to take different students for different
activities, ensuring that all children participate in
school events and don’t lose out in studies.
Q. Our students appear overburdened in terms
of curriculum. How can we ease this burden?
A. Yes, I do feel that curriculum can be made more
precise and concise. It becomes very taxing for
students otherwise. We can ease this burden by re-
framing the curriculum, which is thankfully already
in process as per CBSE initiative.
Q. Any practices to reduce exam stress?
A. We keep counselling our students, especially
before midterm exams, during session ends and
near board exams. Even during preparation leaves,
our teachers are always available for students.
Moreover, we also counsel parents alongside to not
over-pressurize their children.
“
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127. 1271India’s 1272Bdnnde 127India’s Best Schools127Ind
CONVERT RIGHT
INFORMATION INTO
USABLE KNOWLEDGE
Dr. Jagdish Gandhi, founder of City Montessori
Schools, Lucknow, writes about how education
can become more interactive with the use of
technology…
We give opportunities for
our students and teachers
to engage in events that we
organize besides sending
them to other countries for
participating and compet-
ing in academic and extra-
curricular spheres
DR. JAGDISH GANDHI,
Founder of City Montessori Schools, Lucknow
S
chool education can be made more
interactive, rather than just being
limited to teaching in the tradi-
tional manner. During the past decade,
technology has become increasingly
important in the lives of everyone, espe-
cially the students.
Today, a number of schools have
replaced their traditional classrooms
with smart classes, making use of the
electronic interactive whiteboard
which makes the learning not only
interesting, but it also encourages stu-
dents to pay more attention in classes.
Information is only a click away and
therefore teaching does not need to be
monotonous. Not only the teachers, but
the students too, use technology in the
form of Internet-based applications on
mobile phones and computers.
The challenge
The challenge is to ensure that students
have access to the right kind of infor-
mation that they can convert to usable
and applicable knowledge by using the
skills that they must acquire from their
teachers. Therefore, teachers too have
to be well trained and must be in touch
with the latest trends in technology.
Great emphasis is given to the train-
ing of CMS staff for the implementa-
tion of various technologies and the
CMS IT Portal is being successfully
used as a platform for automation of
various processes. This allows staff
from different CMS campuses to have
a hands-on experience on various soft-
ware and computer applications.
Going digital
Learning at CMS has been made digital.
With access to more than 1,000 interac-
tive whiteboards in classrooms for their
use, teaching has been taken to a whole
new level. An e-learning department
facilitates the use of interactive white-
board resulting in the implementation
of new and improved ideas for more
effective teaching and learning expe-
rience. Currently, SMART Notebook
and TATA Class Edge are being used
as a teaching aide by the teachers on
their IWBs.
Teachers have to be great communica-
tors as it helps them to win the respect
and confidence of their students and
parents alike. Teachers need to strive
continually to stimulate and motivate
the students through proper and inspi-
rational interaction. Their commitment
and dedication are displayed through
their hard work which is based on their
command over their subject. We at
CMS understand this need and there-
fore we have established an innovations
department, which provides expert
guidance to the teachers.
Blended learning
Blended learning is a formal educa-
tion programme, which involves com-
bining internet and digital media with
traditional classroom methods that
require the physical presence of both
teacher and students. While students
still attend “brick-and-mortar” schools
with a teacher present, face-to-face
classroom practices are combined with
computer-mediated activities regarding
content and delivery. With the help of
the e-Learning Department, CMS has
integrated online teaching in the class-
room to take teaching to the next level.
As much as we applaud academic
achievements and the important role
of studying and training, we also ensure
that children imbibe the true meaning
of education, which includes a sound
foundation of values, principles and
morals imparted with gentle guidance
and tender loving care. These values
like sharing, caring, honesty, integrity,
hard work and respect for all inject the
most important ingredient in character
building. Such holistic education incul-
cates in the child’s personality all the
right sense of values required to help
the student grow into a self-sufficient,
strong and capable individual in all
aspects of life.
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128. 128 OCTOBER 2018360CAREERS1283606I28I2ndi 2018AShutSehrsocckS
The CEO & Co-founder of Next Education
India, a service provider in the education
sector, deliberates on what all ingredients go
into the creation of a 21st century school…
DELIVERING
SMART
EDUCATION
TO A SMART
GENERATION
The schools of tomorrow should transform them-
selves into the nerve-centers of productive learning,
and help students in gaining specialized skills that
will empower them to lead innovations of the future
S
chools today are not what they used to
be. Technology, pedagogy, the influence of
globalization, changing needs of organiza-
tions, have all influenced education to a
great extent. This cultural shift is prompting educa-
tors to reform the existing traditional curriculum
and provide students with a broader set of 21st cen-
tury skills so they can thrive in a rapidly changing,
technology-driven world. With the changing times,
educators are also realizing the fact that traditional
educational models are not adequate to fulfil the
learning needs of a generation that is growing up
consuming media on tablets and smart devices, is
technologically aware and any information they
need is right on their fingertips.
Skills needed in the 21st century
Aspects like globalization, automation and chang-
ing organizational structures are demanding a new
kind of workforce. Specialization and skills are now
playing an important role in defining the job market,
and the responsibility of creating tomorrow’s tech-
nology leaders, innovators and inventors has now
fallen on the shoulders of educators. This brings us
to the question, are they ready?
The need for new knowledge and updated skills
in subjects like maths, languages and science has
become the characteristic of modern education.
Students must also be taught how to apply this new
set of skills and knowledge to real world situations.
For this, they need to develop a very broad set of
in-demand competencies, which include the abil-
ity to think critically, solve new problems, develop
skills for communication and collaboration, create
new tools to use new technologies and the ability to
adapt to change very swiftly.
Education is more or less a science now
The education sector was technologically stagnant
for a large part of the last century. It’s only in the
last decade or so that the sector started to adopt
technology and innovative pedagogies with a con-
scious thought of stepping into the 21st century.
Research in child psychology, how children learn,
types of learners, new methods of instruction are
Beas Dev Ralhan
CEO & Co-founder,
Next Education India
https://t.me/Digital_Magz

129. 1281360IndiaThe2’0660s 129
Specialization and skills are now playing an impor-
tant role in defining the job market, and the
responsibility of creating tomorrow’s technology
leaders, innovators and inventors has now fallen
on the shoulders of educators
all being utilized by the sector to optimise the
teaching-learning process. Today’s education is far
more immersive and engaging than what it used to
be more than a decade or two ago. Thanks to digital
classroom solutions, resource management plat-
forms, cutting-edge curriculum content and inno-
vative pedagogies, the transformation of education
is already underway.
The 21st century school
With impending challenges and equally impressive
opportunities, today, the Indian education sector is
at an interesting juncture. Many institutions today
are forced to respond to growing technological
pressures to serve a diverse group of students who
have very high expectations from their learning
environments. To face these challenges and grasp
the opportunities that lie in front of them, institu-
tions must swiftly evolve efficiently and effectively.
Choosing the right components that go into creat-
ing the 21st century school will be a part of this
evolution. Creating a 21st century school requires
a complete rethinking and re-imagining, right from
the school design, infrastructure planning, class-
room design, play activities to pedagogies, type of
teachers and a whole lot more. Let’s see what goes
into creating the 21st century school?
School design
As Winston Churchill rightly put it, “We shape our
buildings, and afterwards our buildings shape us”.
It’s a fact that the influence of physical structures in
a given environment is enormous on human beings.
An institution’s design and physical structure
becomes its characteristic over a period of time.
Focus on the aesthetic significance of the institution
will create a sense of belonging among students and
also establish an inspiring civic presence.
Classroom design
With the introduction of concepts like flexible
classroom, makerspaces, mini libraries and des-
ignated areas for hands-on activities, educators
can provide an engaging, efficient and an expres-
sive learning environment. Ideally, the classrooms
should be flexible and adaptive as per the changing
requirements in instruction to support teachers and
to accommodate the diverse learning needs of stu-
dents. Adherence to sustainability, environmental
friendly design that allows maximum light and air
flow would be a great advantage as well.
Pedagogies
It is fact that every student has his own individual
style of learning, therefore, it’s a challenge for teach-
ers to identify which approach is right for instruc-
tion. A pedagogical approach will immensely help
teachers to know the strengths, weaknesses and
needs of individual students, group them together
and deploy the relevant pedagogies to increase the
effectiveness of instruction. Pedagogies like person-
alized learning, flipped classrooms, collaborative
learning, self learning, hands-on learning, gamifi-
cation, visual thinking can be employed to improve
the overall learning experience.
To sum it up, the schools of tomorrow should not
only transform themselves into the nerve-centers
of productive learning, but also help students in
gaining specialized skills that will empower them
to lead the innovations of the future. Schools should
create future citizens who are well equipped to
grapple the realities that tomorrow presents. The
changing world demands a new kind of school that
can empower students with the skills, tools and
knowledge to navigate the world where technology
will be a dominant factor. So, I guess that’s our cue.
Let’s get working.
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130. 130 OCTOBER 2018360CAREERS13061IndIia’s’ ER 2018ASP8rAadeppK8
TRADITION THAT BLENDS
WITH INNOVATION
Sardar Patel Vidyalaya’s unique pedagogy creates a deeply meaningful
education experience...
by Meghaa Aggarwal
I
t is one of Delhi’s top-ranked CBSE schools,
but within its time-honoured tradition, there is
little room for ranking and comparison. There
are no formal exams till Class VI, competitions
are judged on benchmarks and all students achiev-
ing it are awarded certificates. There are no first
or second positions, even in sporting events, and
every student gets an A – although it might be an
A5 instead of an A1!
One wonders if such an approach works in a highly
competitive world, but then, the school has an envi-
able track record in terms of its class XII scores and
alumni achievements.
As Principal Anuradha Joshi puts it, “We’ve never
fit into the popular idea of an English medium
Indian private school. Our strength is our sound
pedagogy that has withstood the test of time.”
The initial years
When children join the school in the nursery class,
they spend the initial two years immersing them-
selves in the school experience. Tulika Kakkar,
an alumnus and nursery teacher, explains, “Just
beginning to come to school is a big change in a
child’s life and for the first two years, we try to give
them as much space as possible, while sticking to a
plan. The day usually begins with free play, when
they can do whatever they like under the watchful
eye of a teacher. After that I sit down with them,
mark attendance and we talk about different things.
They are taught different concepts such as shapes
and colours and encouraged to express as freely as
Pradeep Krishnan GR
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131. 13016India’sfiffffi3 nIInB 131
possible. For example, when we start teaching them
the English alphabet, we don’t begin with A. We pick
up an easier letter, like l, and we learn it phoneti-
cally and think about its shape. We don’t just write
the letters on paper, but also draw them on the mud
and play around with them.”
The teacher is a constant companion during these
years. “We eat, sleep, play and learn together,” says
Kakkar. After nursery, the school only accepts new
students in Class IX and Class XI.
Freedom to explore
At SPV, freedom to explore is not restricted to the
nursery classes. A famous anecdote from the school
relates to a student who, when he was in class III,
was found skipping class to gather worms in the gar-
den. Instead of berating the boy, the teacher asked
him to prepare a report on all that he observed. To
everyone’s surprise, he brought out an entire book
with minute details on the school’s environment!
Moreover, he also stopped skipping class.
The simple act of allowing children to explore
their interests and respecting their decision not
only builds their willingness to learn but also devel-
ops their sense of self-worth, encourages positive
behaviour and an increasing awareness of one’s
interests.
But how easy is it to encourage this freedom with-
in the Indian system, especially since the school is
affiliated to CBSE? “The system doesn’t dictate as
much as we think it does. It doesn’t tell you how to
teach and deliver in class,” says Joshi.
Emphasis on language
One of the stand-out features of education at SPV
is its unique bilingualism. Till class VI, the medium
of instruction is Hindi while English is taught as a
second language. Thereafter, it changes to English
being the medium of instruction.
“Educationists around the world and in our coun-
try have emphasised on early education being con-
ducted in the mother tongue and why it’s important
to teach young children in native languages. So, we
feel that we are ahead of the curve in India and the
rest of the countries are coming around to our way
of thinking,” elucidates Joshi.
While a few children do struggle because of the
initial emphasis on Hindi and then the switch to
English, they eventually come around with the sup-
port of their peers and the school. In fact, SPV has
several notable alumni in the field of arts, science,
media and literature, including writer Aman Sethi,
and actors Nandita Das, Swara Bhaskar and Suraj
Sharma.
Sukanya Banerjee, a middle-school English
teacher and alumnus, remarks, “There are indeed
some idiosyncrasies you might find in our students,
for instance, many of them, especially in class VI,
chant and count in Hindi and call tables pahade!
Their language logic also tends to be Hindi orient-
ed. But within a year they settle in. The school also
offers special classes for those who need more help.”
Kakkar adds, “In many homes children speak
Hindi, while at school they are taught in English,
and Hindi is a separate subject. They take a little
time to adjust like they do in all schools and soon
become effectively bilingual. It’s the same at SPV,
except that we begin with Hindi.”
Attention to regional language
In the middle school, children need to pick a fourth
language out of Gujarati, Bengali, Tamil and Urdu,
which they learn till class VIII. Banerjee remi-
nisces, “I am a Bengali, but in middle school I took
Tamil and during the four years of middle school I
learnt to effectively read, speak and write in it and
can still do this.
“Every year in December we have an activity
week, where children read out passages, sing songs
and put up plays in all the seven languages. They
are exposed to a rich diversity of language literature
in the country and get a great opportunity to hone
their hold over it.”
The school also inculcates a healthy reading habit
in its students. “Apart from the regular library, we
have a class reading list. From class II till class IX,
every month the children are given a book to read
and at the end of the month, they discuss it in class.
By the time they’re in class IX, many of our children
become avid readers and extend their learning
beyond the textbook.
“Even in these technologically-advanced times,
when it’s very common to find children hooked on
to their digital devices, research shows that reading
a book is more advantageous,” explains Joshi.
When we start teaching the English alphabet, we
don’t begin with A. We pick up an easier letter, like I,
and we learn it phonetically and think about its
shape. We don’t just write the letters on paper, but
draw them on the mud and play around with them
We’ve never fit into the popular idea of an English
medium Indian private school. Our strength is our
sound pedagogy that has withstood the test of time
Tulika Kakkar,
Alumnus and nursery teacher, Sardar Patel Vidyalaya, Delhi
Anuradha Joshi,
Principal, Sardar Patel Vidyalaya, Delhi
https://t.me/Digital_Magz

132. 132 OCTOBER 2018360CAREERSIndia’s Best SchoolsEDUCATION TECHNOLOGY
by Amita Jain
W
hen asked about the negative impacts of digi-
tal education in schools, Meeyoung Hong
Chang, Head of Child Education & Culture
Institute in Korea, asked rhetorically, “What do
you think of when you see a knife? Is it useful or
dangerous?” She continued, “Yes there have been
instances when people were stabbed with a knife,
but does that entail putting away all the knives?
Does the solution lie in banning them? No. The
issue here is not a knife, but what we decide to do
with it. What is important is to ask yourself, how do
you plan to use the knife!”
The digital age
Backed by digital adherents and billionaire techies
like Mark Zuckerberg, Bill Gates, among others,
school education is entering its electronic epoch
with digital pedagogy, tools, technology and they
are being designed, customized and innovated for
kids of all ages. Today we shop, bank, react online.
We have even begun to find love online, and now
with new era IT kids, we are also taking our edu-
cation online. “High-speed Internet access and a
balanced mix of digital and offline curriculum is
already the norm in most schools in South Korea,”
informs Chang.
CATCHING
THEM YOUNG
VIA CREATIVE
TOOLS
The word ‘Digital’ precedes 21st-century
education. Here’s an inquiry into the
promises offered by digital tools and
technology in schools…
Recently, the Indian version of NuriNori, a state-
of-the-art on/off-line material which is a household
name in South Korea, was launched in India for pre-
school education. Within minutes, children could
be seen taking turns to swipe the touch screens con-
taining learning material and multimedia content.
On a pilot project run on NuriNori learning mate-
rial, Nidhi, a teacher from one of the participating
India’s Best SchoolsEDUCATION TECHNOLOGY
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133. 132160India’The3sI00I 133
Children develop best through play.
With ICT, they can now experience
the before and after effects. An
important thing to consider when
digitizing education is how we can
implement technology in an age-
appropriate manner. Even though
you provide multimedia content,
the teacher remains the key factorschools, said, “It has been a great experience taking
classes through NuriNori program. There are vis-
ible changes in children in terms of grasping the
concept as it is a more practical way of learning.
They are full of enthusiasm when we play and do
activities. They are discussing, putting up questions
and giving answers.”
E-ducation: Yesterday, today, tomorrow
The idea of using tech for education is not so niche.
Back in 1928, Sidney Pressey invented the teach-
ing machine aimed at liberating the teacher and
pupil from ‘educational drudgery’ as he called.
Everybody then thought that teaching will soon be
replaced by edtech (education technology). During
1960s, the wave died away and potential of edtech
remained unproven. Fast forward to today, it would
be delusional to say that the model of lecturing,
cramming and written examination is going away
immediately. So, it begs the question, what is so dif-
ferent this time? Why e-ducation is set to become
the order of the day when it couldn’t till now?
“The future of artificial intelligence, data aggrega-
tors and robotics, and the presence of high-speed
Internet, cheap electronic smartphones, and avail-
ability of petabytes of data, presents a promising
picture. Today, anyone can develop a mobile app or
an online game. Plus, we are sitting on a goldmine of
data and new data mining software have the capac-
ity to predict how a pupil has performed, what are
his/her weaknesses and strengths and much more,
thus giving teachers an opportunity to intervene
at the right time,” says Himanshu Gupta, MD, S
Chand Group, a well-known name in educational
book publishing.
One-size-fits-all is passé
We are moving from blackboard, chalk and text-
books to online tools for teaching. Papia Sarangi, a
teacher at Saraswati Model Sr. Secondary School,
says, “Teaching has changed over the years from
guru-shishya parampara to digital. At the heart of
former was a teacher spouting lessons to a class of
50 students. Today, students are using computers
to do research, make projects, type essays, learn
lessons and even for the craft. It has shifted teaching
and learning from one-size-fits-all teaching mono-
logues to a more personalized approach. We are
using WhatsApp and other such forums for instant
feedback and conversation with students and par-
ents alike. I feel more like a coach now instead of
being a traditional teacher.”
The teacher remains an important cog
Though no one can deny that the future is digi-
tal in education, the controversy surrounding the
role of a teacher in the education space remains.
While Amazon Kindle may be enough for a child
to visualize and read class notes, only a teacher can
make those class notes interesting and generate a
discussion around them. Chang says, “It is 21st cen-
tury and children are entitled and ought to have the
advantage of technology. However, the main aspect
to consider here is that how we can implement
technology in an age-appropriate manner. Even
though NuriNori provides multimedia content, the
key factor is the teacher. A teacher needs to interact
with the kid, watch multimedia content together,
otherwise, it won’t work.”
NuriNori: At a glance
NuriNori is a smart learning programme for early
childhood education from South Korea which has
been localized for the Indian market. Its design is
based on the idea of integrated learning where the
learning material, multimedia content and tablet
converge to help children experience the world,
touch it and thereby learn about it. “It is first of its
kind programme in India in early education which
will handhold teachers through activity and theme-
based lesson plans and on/off-line experience to
teach students effectively,” says Himanshu.

Papia Sarangi
Teacher, Saraswati
Model Senior
Secondary School,
Dwarka
Teaching has changed over the
years from guru-shishya parampa-
ra to digital...Today, children are
using computers to do research,
make projects, type essays, learn
lessons and even for the craft. It
has shifted teaching and learning
from one-size-fits-all teaching
monologues to a more personal-
ized approach
Meeyoung
Hong Chang,
Head of Child
Education &
Culture Institute
https://t.me/Digital_Magz

134. 134 OCTOBER 2018360CAREERS13460IIndia’s Best Schools
THE FUTURE
OF EDUCATION
Aloysius D’Mello, Principal of
Greenwood High International School,
Bangalore, writes on the role of technology
and how it has transformed the way
education is being imparted in India….
Educators and facilitators
will better appreciate pro-
ject-based learning... Atti-
tudes have changed
towards traditional ways of
teaching, and hence, a
more dynamic way of
teaching will develop,
where technology will not
replace educators and
teachers, but complement
their teaching methods
ALOYSIUS D’MELLO,
Principal, Greenwood High International School,
Bangalore
P
opular human rights activist Mar-
tin Luther King Jr. had once said,
“The function of education is to
teach one to think intensively and to
think critically. Intelligence plus char-
acter – that is the goal of education.”
Times have changed and technology
has influenced everything we do, includ-
ing the education system. However, the
basic foundation of education has not
changed. As Martin Luther King Jr had
said, the goal of education will always be
to teach the future generation to think
intensively. Nonetheless, the education
system will certainly take a different
path, which will incorporate technology
at every juncture.
Personalising education
Technology will not only make it easier
to reach out to a vast diversity of stu-
dents but will enable teachers and edu-
cators to personalise education. The
differences in learning abilities and
competencies will not affect the pace
of a class since technology can help
cater to multiple abilities and compe-
tencies in a given timeframe. Adaptive
learning platforms will enable teachers
to engage students and interact with
them and give them feedback, making
distant learning more personalized.
Technology will also enable students
to learn on the go, and will probably be
served in smaller units so that it can be
consumed in an easier manner. Edu-
tainment will also become more main-
stream as parents and students will
demand education to be less didactic
and more ‘fun’. Gaming will become a
part of learning, as it teaches surviving
in a competitive environment.
Change in the attitude
Student strengths and competencies
will form the basis of formative assess-
ments, and differentiation can be done
focusing on the student’s innate abili-
ties and capabilities. Both teachers and
students will be able to access better
learning tools. Educators and facili-
tators will better appreciate project-
based learning, and the content will
become more interactive. Attitudes
have changed towards traditional ways
of teaching, and hence, a more dynamic
way of teaching will develop, where
technology will not replace educators
and teachers, but complement their
teaching methods.
Developing critical thinking
skills
An immersive learning process will be
possible as new technologies are devel-
oped and adopted, and learning will
not stop at the ring of a bell. Literacy
will not be the goal; the goal will be the
ability to develop critical thinking skills.
New content will arise, and old content
will be made more robust. The Interna-
tional Baccalaureate program, which
has always focused on holistic develop-
ment, will further evolve to incorporate
technology, distance learning, multiple
intelligences and competencies, and
the other growing needs of a constantly
changing world.
Conclusion
On the whole, education in the future
will still be an essential way to help
children acquire critical thinking skills.
Technology will play a significant
role in helping educators, not replac-
ing them. Distance learning will be a
norm and project work, internships
and experiential learning will become
more prevalent as both students and
their families become more aware of
differentiated teaching and multiple
intelligences. New opportunities will
also rise as technology paves a com-
pletely new path for the brave new
world. But critical thinking skills will
remain essential, and education will
continue to foster that.

In communication
with Nimesh Chandra
https://t.me/Digital_Magz

135. 1351India’s INT3Bdnnde 135
INTERVIEW India’s Best Schools
Q. How has your school used technology to
impart education?
A. Our computer labs and classrooms are equipped
with the latest multimedia hardware and software
with emphasis on Digital Aided Learning, Internet
Education and evaluation through online projects.
We focus on the continuous evolvement of com-
puter education programme to keep pace with the
latest technological advances such as cloud com-
puting, open-source technologies, internet tech-
nologies, ICT tools, etc. We incorporate extensive
use of Moodle Learning Management System in
teaching-learning, with a dedicated account for
each student and faculty, in order to promote col-
laborative lesson planning, enhanced transparency,
student engagement and active parent participation
in their ward’s holistic development.
Q. Do you give much emphasis on teachers’
training, and how do you go about it?
A. Teacher training is an integral part of the teach-
ing-learning process we adhere to. For us, it is the
backbone of the dynamic approach to education
that we follow. We have in-built systems to ensure
our continuous and seamless in-service teacher
training programme, known as ‘Self Sustain-
able and Continuous Programme for Professional
Development of Teachers’. We encourage teachers
to attend ‘Capacity Building Programmes’, being
organised by government agencies like NCERT,
CBSE and NUPA. We also encourage teachers to
introspect, imagine and research by analysing, syn-
thesising and creating knowledge resources.
Q. How do you foster curiosity and critical
thinking in a child?
A. We encourage transferable skills such as analyti-
cal problem-solving, thinking skills, organisational
leadership and interpersonal skills, through various
projects and activities. We focus on the develop-
ment of 21st century skills, viz. critical thinking,
creativity, collaborative and communication skills.
Inquiry-based learning is promoted along with
teacher-directed sessions. The focus is not only to
give a strong academic foundation to the students
but also the skill set required to be effective in any
facet of their future life.
Q. How do you balance academic performance
and extracurricular activities?
A. We follow an integrated curriculum which
seamlessly includes both scholastic and co-scholas-
tic pursuits. We ensure the physical and emotional
well-being of the students through a gamut of activi-
ties like sports, arts and crafts, performing arts,
yoga, gymnastics, etc. We strive to achieve a balance
between the creative as well as logical faculties
of the students so that the co-scholastic activities
actually play a role in augmenting those faculties of
the student which are desirable for better academic
performances.
Dr. VS Garg, Hon. Education Advisor,
Apeejay Education Society, talks to
Careers360 about various aspects of
the group’s schools which make them
stand out…
Our classrooms are like learning studios where we
put emphasis on group learning whereby students
ideate, co-create, collaborate as well as evaluate
their own learning
Focus on
developing
21st century
skills
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136. 13660Ind16iIai’a1 136 OCTOBER 2018360CAREERSIndia’s Best Schools
At Mahatma Gandhi International School, Ahmedabad, research and teacher
training enrich the journey of a municipal school to a model of international
education…
by Faizal Khan
I
t is a school, of the children, by the children, for
the children. It helps the wards learn from ini-
tiators (the school’s term for teachers) trained
through years of in-house research. On the
campus of Mahatma Gandhi International School
in the heritage city of Ahmedabad, democracy co-
exists with diversity and inclusiveness. With such
a principled work ethics and values, it is no wonder
then that the school, named after the Father of the
Nation, is situated near the venerated Sabarmati
Ashram, the soul of India’s freedom struggle.
A story of struggle
The story of the school too is that of a struggle
-- against the apartheid in education. It all started
from an idea of educationalists Anju Chazot and
her husband Dr. Pascal Chazot. The idea was to
start a school on a public-private partnership (PPP)
model. It was the year 1998, a full decade before
Parliament enacted the Right to Education Act.
“Both Pascal and me were unhappy with our own
schooling experiences, so we decided to have a
school where the children are happy, where learn-
ing is meaningful and purposeful,” says school
Director Anju Chazot. “The education that tradi-
tionally is given to children is an education of day
before, which is not going to work if you want to
prepare them for tomorrow or day after. So, we are
saying let us integrate the things that are going on
today because if we don’t do that, we can’t prepare
them for tomorrow,” adds Anju.
The idea was to bring in an innovative learning
space, to bring in an international school that reach-
es out to the middle class as well as the poor along
with the people from more elite sections of the soci-
ety, to have diversity in the learning process
Anju Chazot,
Director, Mahatma Gandhi International School, Ahmedabad
School of democracy,
diversity, inclusiveness
Setting standards
Anju and Pascal joined hands with the Ahmedabad
Municipal Corporation to convert a government
school into a campus modelled on PPP. Thus was
born the Mahatma Gandhi International School,
Ahmedabad, which runs the International Bac-
calaureate (IB) Middle Years and Diploma Pro-
gramme, Mission Laique Francaise for Grade
4-12 students focusing on self -expression, critical
thinking and autonomy, BTEC Skill Building Pro-
gramme for Grade 7 to 11 students, and Cambridge
Assessment International Education. 
“The idea is when we can join hands, if we can
work with the government then perhaps we can
make a better use of the infrastructure that already
exists rather than creating more infrastructure,”
says Dr. Chazot, the Honorary Head of School.
For the school, it has been a great collaboration
for two decades. “It is a no-profit model. It is one of
the most affordable IB schools in the country.The
idea was to bring in an innovative learning space, to
bring in an international school that reaches out to
the middle class as well as the poor along with the
people from more elite sections of the society, to
have diversity in the learning process,” says Anju.
Strong foundation
Once a municipal school, MGIS is today an interna-
tional school where students from countries such as
the UK, the US, Australia and South Kore come to
learn with its students. The management of MGIS
is run by a trust, with the Municipal Commissioner,
Mayor and Chairman of Municipal School Board
besides Anju and Chazot as members. “All policy
decisions are taken by the trust and there is a lot of
academic autonomy,” says Anju.
Experiential Pedagogy
The active learning strategies and experiential
pedagogy developed by Dr. Chazot with the help of
researchers from the University of Paris 13 encour-
ages children to undertake projects linked to their
own real life context, using an enquiry-based
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137. 13610India’sA s3 nIInB 137
We have no backbencher
or frontbencher. We use
space and body to learn.
There is a lot of move-
ment in the class
Ravinder Kaur,
IBDP Coordinator, IBDP Coordinator
and problem-solving approach. It is a methodol-
ogy inspired by the theories of philosopher Jiddu
Krishnamurti, psychoanalyst Sudhir Kakar and
Mahatma Gandhi as well as Swiss psychologist
Jean Piaget, Soviet psychologist Lev Vygotsky,
American philosopher John Dewey, French edu-
cational reformer Celestin Freinet and German-
American psychoanalyst Erik Homburger Erikson.
“One of the important elements of our pedagogy
is that we use project-based learning,” says Anju.
“We map the projects for the subjects they are going
to be learning and their competencies are inte-
grated. Secondly, we are also using a lot of available
resources for learning. Thirdly, we are using the
body and the senses to learn, which means the five
senses, but nowadays we are also using a lot of the
sixth sense, or what we may call, the intuition, in the
learning pedagogy. Pascal and I have developed it
and we brought it into the teacher training and into
the curriculum,” she adds.
Learning through projects
The results of experiential learning are evident.
A short film on the city’s heritage made by the
students was bought by the Gujarat government to
promote sustainable tourism. When Ahmedabad
got the tag of India’s first World Heritage City last
year, the school gave inputs for a new undergradu-
ate course on Heritage Management by the Uni-
versity of Ahmedabad. “The students learn how to
integrate their city into the curriculum,” says IBDP
Coordinator Ravinder Kaur. The students have
made films for the Election Commission of India
on voter awareness and designed posters on voters’
pledge, which was signed by 7.1 million people.
The learning happens in a bench-less classroom
that leaves the space open to experiment and do
activities. “We have no backbencher or frontbench-
er,” says Kaur about internally-designed tables that
fold into the walls. “We use space and body to learn.
There is a lot of movement in the class,” she adds.
No wonder, the school has become a site of study
for different boards, including NCERT and CBSE.
Educators and students enrolled in B.Ed colleges
in Gujarat and abroad come to study the school’s
innovative practices.
https://t.me/Digital_Magz

138. 138 OCTOBER 2018360CAREERS13860In38d6nina8’sIndia’s Best Schools
WWF-India’s One Planet
Academy is a digital
intervention that takes
environmental education
online, making a plethora of
resources available in a click...
by Meghaa Aggarwal
G
lobal emphasis on Environmental Educa-
tion (EE) emerged in the 1970s and India
was among the first countries to formalise
it in its education system. Today, EE is a
widespread discipline. While colleges offer it as a
specialised course, at the school level it is taught as
a separate subject in primary classes and is infused
into the curriculum of all subjects in the middle and
senior wings.
Entry of WWF
In 1969, World Wide Fund for Nature (WWF) set
its foot in India and very soon started the movement
Nature Clubs of India, making nature experience
the very basis of imparting environment education.
However, times have changed and to keep pace
with the changing times, the organisation, with
support from Capgemini India, recently launched
a new initiative – One Planet Academy (OPA) – an
online portal (https://academy.wwfindia.org) that
offers a variety of EE resources for teachers, stu-
dents and schools.
Radhika Suri, Director of the EE Division at
WWF-India, says, “The advent of technology is
making educational material available on the fin-
gertips of children today. WWF-India recognises
this shift in teaching and learning mediums and
OPA taps into the affinity of kids for the digital
medium to help expand the reach of environmental
education in the country.”

Something for everyone
One of the hallmarks of this programme is its
Whole-School Approach. OPA is not limited to
select groups of teachers and students involved with
EE, but is available to every student and staff mem-
ber upon free-of-charge registration. The content
on OPA is interactive, engaging and is aligned to the
school curriculum prescribed by national educa-
tion boards. It seeks to make its users participate in
conservation action, inspiring the entire school to
become an environment-friendly unit.
Students can enjoy a collection of nature-inspired
stories and comics in the ‘Let’s Read’ section of the
portal. Full of adventure, humour and information,
these are bound to grip avid readers. There are also
exciting quizzes to take and badges to win.
Let’s watch, play, explore
For those who prefer to hear and see, the ‘Let’s
Watch’ section contains animated movies and
adventure tales. From the depths of the ocean to
Comics, like the ones on OPA, are a great way to
learn about conservation. They are action-packed,
there are lots of pictures to look at and minimalist
text, and yet, they allow one to sit down and think
about what’s happening
Rohan Chakravarty,
Environmental cartoonist & illustrator
E-NABLING ENVIRON
https://t.me/Digital_Magz

139. 138160India’fiffffi3sI00I 139
deep within forests, these take viewers on spectacu-
lar trips, through fascinating audio-visuals.
The ‘Let’s Play’ section features a variety of enter-
taining adventure games, word games and trivia
quizzes. It proves that learning can be fun and even
games can be useful tools to gain knowledge.
There’s also a ‘Let’s Explore’ section which car-
ries information about the various laws that are
enforced for the protection of wildlife and environ-
ment, the organizations which have made it their
mission to look after the planet, and people who
have been working diligently towards achieving
this.
Popular environmental cartoonist and illustrator
Rohan Chakravarty, who has developed a series of
16 comics and a web-game for the portal, says, “No
other website, at least in India, is devoted exclusive-
ly to making students aware of the country’s natural
heritage in so many engaging and interactive ways.
“Comics, like the ones on OPA, are a great way to
learn about conservation. They are action-packed,
there are lots of pictures to look at and minimalist
text, and yet, they allow one to sit down and think
about what’s happening.”
The portal has a separate login for teachers, where
they can find a variety of EE-related activity and
project ideas. It also features a teacher’s forum
and online teacher training courses conducted by
WWF-India.
Schools that register on OPA become part of
WWF-India’s One Planet School Programme.
They not only have access to the portal, but also get
to participate in the Wild Wisdom Quiz – India’s
biggest and only national-level wildlife quiz, and
Eco Trails – an experiential programme that con-
nects individuals with nature and biodiversity.
Implementing OPA
Environmental consciousness does not exist in a
vacuum. It needs social capital to thrive. Formalis-
ing EE into the curriculum has ensured that stu-
dents today are far more environment conscious
than before. However, a lot still needs to be done
to translate environmental education into environ-
mental action to save the deterioration of natural
resources.
Since the launch of OPA, WWF-India has been
actively promoting workshops based on various
sections of the portal. “We’ve conducted work-
shops on green careers, drawing comics with green
humour as well as teacher orientation sessions
on using OPA to embed EE in classrooms. With
the kind of population India has, OPA has a huge
ground to cover. We plan to go into vernacular
languages to maximise outreach and work together
with various partners.”
Corroborates Chakravarty, “OPA has not only
helped me showcase my work but has also con-
nected me to an audience much younger than my
usual reader base, who have had many inquisitive
questions around my comics.” Indeed, Chakravar-
ty’s comics have been so popular that earlier this
year, the organisation published them as a book,
The Great Indian Nature Trail with Uncle Bikky.
The advent of technology is making educational
material available on the fingertips of children today.
WWF-India recognises this shift in teaching and
learning mediums and OPA taps into the affinity of
kids for the digital medium to help expand the reach
of environmental education in the country
Radhika Suri,
Director, EE Division, WWF-India
MENTAL EDUCATION
https://t.me/Digital_Magz

140. 140 OCTOBER 2018360CAREERSIndia’s Best Schools
The flexibility in the choice of subjects is
indeed a great advantage in the system.
We offer so many choices/combinations
of subjects and even if two or three students want
to take a particular subject we allow the students
to continue the subject
Flexibility in
choosing subjects
Shanti Krishnamurthy, Director of
Academics and Administration of Chinmaya
International Residential School, Coimbatore,
shares the school’s USP with
Careers360…
Q. How is IB education changing India’s educa-
tion system?
A. The IB education system came into India at
the time when our educationists realized the hol-
lowness of the existing marks based system of
education. That is when people across the country
realized the damage that how we have lost the glo-
rious inquiry-based system of education. People
got excited about the IB system and started to lean
towards it. The then chairman of CBSE Ashok
Ganguly did mention in one of the forums, in the
late nineties, he has introduced higher order think-
ing questions into our system after researching on
the IB curriculum. The genesis of CCE is indeed an
impact of the IB education.
Q. If a child takes part in extracurricular activi-
ties regularly, how do you balance the same with
academic performance?
A. It is a misnomer that academic performance
gets affected because of extracurricular activities.
They, in fact, complement each other. Boarding
schools have an advantage in that. Students get
to participate in sports, art and music activities
regularly. Quizzing, creative writing are all impor-
tant activities students are engaged in. The secret
behind all these is that the students are not wast-
ing their time going on Facebook or using mobile
phones or playing video games. Here they use their
time productively, and who says students today
lack concentration? We have students engrossed
in painting, drawing, photography and other such
activities during their free time and at the same time
handling academics also very well.
Q. Choice of subjects defines the students’ fur-
ther studies. How does your school guide them?
A. Career counselling desk in our school plays a
vital role in guiding students to the right choice of
subjects. Students get clarity not only on subjects
but also on the choice of universities. We do have
a full-time guidance counsellor in the campus. She
organises to get a good number of universities to
visit the school. Students are well informed and
they do have clarity where they want to go and what
subjects they want to take. Our alumni also play an
important role in guiding their juniors. The applica-
tion process is handled by the students themselves.
Q. How does your school use technology to
impart education?
A. We do not have prescribed books for teaching
IB. Hence, a lot of reference materials are used by
students using the Internet. Technology plays a
vital role in IB education. But yes, all students sign
an agreement with the school and assure us that
they use technology appropriately. No misuse is
permitted.
Q. How do you foster curiosity and critical
thinking in a child?
A. The flexibility in the choice of subjects is indeed
a great advantage in the system. We offer so many
choices or combinations of subjects and even if
two or three students want to take a particular
subject we allow the students to study the subject.
That ensures personal attention from the teacher.
The International Baccalaureate programme at
our school is customised according to the needs
of the students. There is always excellent rapport
between the students and the teachers and we are
able to foster curiosity and critical thinking without
much of a challenge.
“
INTERVIEW
https://t.me/Digital_Magz

141. 14I1ndia’s BIde4eiddit 14114Indi1naentifyg hvgu alsoowg
Identifying the individual needs of slow
learners and figuring out what makes
them less interested in learning should
be the priority in dealing with them. Remedial
classes with changed teaching methods can help
Interactive teaching
is the order of the day
Dr M Kasturi, Principal, Birla Balika Vidyapeeth
Pilani, speaks to
Amita Jain on strategies to deal with
slow learners and other challenges of the
school education system...
Q. Your thoughts on the need to change tradi-
tional teaching mode in schools...
A.With technological advancement where so much
of information is available for students and teach-
ers, the scenario of regular teaching mode in schools
is changing towards a more interactive mode. Smart
boards are replacing conventional blackboards in
classrooms, online activities are becoming a part of
teaching and students are actively engaging them-
selves in learning process through online portals
where teachers and peers are available even beyond
the walls of the classroom. Over the years, we have
moved to increased use of AV and educational
software, controlled edu-tabs with wi-fi, project-
based learning, panel and group discussions, moti-
vation through rewards or special recognition and
exchange program with other schools at national
and international levels to make our mode of teach-
ing more interactive and interesting.
Q. How can our school education system deal
with slow learners and low scorers?
A. When one looks at the psychology of slow learn-
ers, majority of them feel stressed to concentrate on
a particular subject for an hour or so. The problem
becomes grave when teachers don’t make an effort
on interacting with them. Identifying the individual
and figuring out what makes him/her less interest-
ed in learning should be the priority in such cases.
We have Special Educators and Counsellors to deal
with the slow learners and those who don’t score
well. They identify their individual needs and try to
dig to the root cause, that is, if it is due to emotional
stress, or they are overburdened, or teaching meth-
odology needs to be improved etc . These children
are given counselling to improve their study hab-
its, attention, understanding etc. Remedial classes
with changed teaching methods, focussing more on
visuals can help. Teachers of remedial classes are
instructed to be more patient with these children.
Q. Choice of subjects defines one’s future. How
does your school guide students on this?
A. Pressure from parents is of foremost concern.
Most parents want their wards to be a doctor or
an engineer and force their wards to take PCM/B
subject combination. Peer pressure is another influ-
encing factor. This is where schools have to play
an important role. Every stream is good on its
own, depending on one’s abilities and aptitude. We
conduct simple tests to make students realise their
potential, counsel students as well as parents keep-
ing in mind their ambition and tell them about the
scopes of different streams.
Q. What about teachers training?
A. It is mandatory for all teachers to attend at
least four teacher training programs per year. We
also conduct annual conference on “Progressive
Teaching Methodologies” as a part of annual Fac-
ulty Development Program which is mandatory for
all teaching staff, including school principals. Our
teachers also attend CBSE Faculty Development
Program where department heads act as CBSE
resource persons. Each department has its own
club activities and each club organizes guest lec-
tures, workshops, national-level seminars which
help teachers keep abreast of new developments.
“
https://t.me/Digital_Magz

142. 142 OCTOBER 2018360CAREERSIndia’s Best Schools
by Faizal Khan
T
he Director’s office in Hiranandani Upscale
School (HUS ), Chennai is unlike any other.
There is no large desk and revolving chair
that symbolise authority in similar surroundings.
Instead, Mehran Akhtarkhava ri sits in one of the
four chairs around a small table, leaving the large
space in the room empty except for a sofa set where
he receives visitors. “I don’t have a desk,” says
Akhtarkhava ri, a vastly experienced educationist
who took over as Director last year. “I believe in
working around the space.”
Founded in 2011, HUS runs a full IB programme
at its environment-friendly campus in the vicin-
ity of Chennai’s IT Park. With such creativity and
construction happening around the school, HUS
believes in preparing today’ children for skills of
tomorrow rather than preparing them for careers.
“By 2030, over half of jobs in careers avail-
able to people haven’t yet been identified,” says
Akhtarkhava ri, who has worked in schools in four
continents.”Over the next 12 years, those jobs are
going to be identified,” he adds.
Nurturing Creativity
HUS, therefore, places its priority on nurturing
creativity. The school helps the children to be flex-
ible, adaptable, skilful and be good collaborators
and commentators. The campus culture revolves
around creating an environment that is conducive to
learning, understanding and creating. The essence
of philosophy of education at the school is learning
together, investigating together, asking questions
and drawing conclusions. “It doesn’t matter if the
answer is right or wrong,” says Akhtarkhava ri.
Teaching and learning must go hand in hand to
benefit the progress each child in his educational
journey. “While there is no manual to teach the
skills of collaboration, communication, critical
thinking and creativity, it is vital that the environ-
ment fosters an attitude where a child can be coura-
geous, explore, inquire and learn. HUS is that very
school,” says Dawn Lwakila, the Admissions and
Activities Coordinator.
Learning skills also means putting challenges
before the student. “Education is about the journey
rather than the destination,” says Akhtarkhava ri.
That approach of the school fosters innovation.
“Collaboration along with nurturing creativity will
lead to innovation,” says the Director. “The future
generation will look more at solutions to the prob-
lems,” he adds. LAUNCHPAD
FOR THE
FUTURE
HUS, Chennai is preparing today’s children
for skills of tomorrow by creating an
environment that is conducive to learning,
understanding and creativity…
To prepare the children for skills, the school puts
emphasis on continuous training of teachers. “The
IB training helps our teachers instil conceptual
learning which focuses on skill development rather
than mere outcomes,” says Lwakila, who has spent
over two decades involved in international educa-
tion. The Admissions and Activities Coordinator,
whose work has spanned many countries and con-
tinents, says, “Our in-house training is focused on
carefully chosen topics that address the current
needs of our students and skills teaching staff.”
Having an international curriculum helps. “The IB
COLLABORATIVE LEARNING
https://t.me/Digital_Magz

143. 1421360India1424’0660s 143
to promote self-awareness and self-motivation. The
students are taught to reflect on their learning
and skills of time management through constant
support and guidance. The process of mentoring
through the concept of family builds up the rapport
and confidence in the students.
“The onus of learning is put primarily on the
students. Hence, a continued dialogue between
the family teacher and the student along with the
parents is encouraged,” says the DP Coordinator.
The students create their own time lines. Instead of
the traditional parent-teacher meetings, students
are encouraged to share their learning and reflec-
tions through student-led conferences. Students
are often encouraged to pursue the Diploma pro-
gramme by choosing subjects from all six groups,
including the arts.
Focus on Values
“What we keep in the forefront of all we do at HUS
is that academic achievement is only of value if it is
coupled with good character,” says Lwakila, whose
area of interest is helping schools develop charac-
ter-based programmes. “This is put into practice by
the whole school community and even the parents
at home focus each week on a specific virtue,” she
adds. One week it may be justice, the next it could
be self-discipline. The students take turns deciding
how to present the virtue to their fellow students
and the teachers incorporate it into their teaching
and learning. “Regardless of nationality, religion or
culture, these aspects of good character and virtues
are our place of unity which we all hold in common,”
Lwakila adds.
The school believes in education creating a sus-
tainable and visible impact in the community. “We
have various religious cultures and backgrounds,
but virtues are universal. That is where we can come
together,” says Lwakila. “We have to go beyond
tolerance. We need love and kindness.” The school,
which has a full IB programme, witnessed its first
Diploma batch last year.
programme is innovative in its design. It is always
looking at better practices,” says Akhtarkhava ri .
Learning Innovation
HUS students get real-time experience in inquiry-
driven learning in their visits to the factories of
global industrial giants in Chennai. “The students
are able to see how each of the internal processes
works to make a final product and connect it with
their learning in the classrooms,” says DP Coordi-
nator, Shirin Bagchi, about such a visit to an auto-
mobile plant. “They moved seamlessly from passive
learning to being actively engaged in the learning
process. The various divisions and importance of
each department in creating a business and prod-
uct was witnessed by them leading to a transfer of
learning,” adds Bagchi.
The IB Diploma programme at HUS is designed
Today education is about the journey rather than
the destination…Collaboration along with
nurturing creativity will lead to innovation. The
future generation will look more at solutions to
the problems
Mehran Akhtarkhavari
Director, HUS Chennai
While there is no manual to teach the skills of
collaboration, communication, critical thinking
and creativity, it is vital that the environment
fosters an attitude where a child can be
courageous, explore, inquire and learn. HUS is
that very school
Dawn Lwakila,
Admissions and Activities Coordinator, HUS Chennai
https://t.me/Digital_Magz

144. 144 OCTOBER 2018360CAREERS141360I6nd31IiaR 2018AShuAtSersoocA
by Bhanu Pratap Singh
S
ince the time technology (especially digitalisa-
tion) has come into our lives, the way we do
things has changed completely. In the initial
stages, it was used only for teaching purposes in the
classrooms. Off late, things have changed a lot. Now
technology is being used for almost all the school
activities, be it teaching, managing homework or
bus route etc. Everything is being managed by ERP
(Enterprise Resource Planning) nowadays.
Obvious changes
Some clear-cut changes have taken place in the
education sector in terms of using technology; the
most obvious one being the idea of smart learning.
“The most visible change that technology has made
to the process of imparting education is the con-
cept of smart learning. Tools such as smart boards
and interactive gadgets are changing the face of
education today,” says Pradeep Sharma, the Vice-
Principal of Plenum School, Himachal Pradesh.
Search engines such as Google have made it easier
for everybody, not just the students but also for the
teachers and parents to get information in a matter
of seconds. Personal devices such as mobile, tablets
and laptops have given the students a sense of con-
nectivity. “Children feel more connected when they
have the ability to see and hear things on a device.
Distance learning and e-learning platform are also
educating the masses,” adds Sharma.
Tech tools
When it comes to technology, there are a number of
tools which are helping students to gain knowledge.
Use of ERP is a major tool in this regard. ERPs are
divided into two parts, academic and administra-
tive. “The power of spreading and gaining knowl-
edge can be substantially increased with the help of
technology. How technology is used to disseminate
and absorb knowledge is a different matter,” says
Devender Goyal, a school ERP expert.
“ERP software is being used by almost all the
(private) schools from academic purposes such as
the distribution of homework or maintaining the
attendance to administrative purposes such as bus
route information and fee payment. ERP is being
used for almost all its functions,” adds Goyal.
TECHNOLOGY: THE BIG
INFLUENCER
Technology has changed the way students are being taught these days.
It is not just academics, but the entire gamut of schooling that is being
influenced…
The obsolete methods need to be overhauled.
However, some traditional practices, which have
proven to be exceptional, need to be reinforced.
We need to embrace technology as we have
embraced various changes over the past century
Pradeep Sharma,
Vice-Principal The Plenum School, Himachal Pradesh
https://t.me/Digital_Magz

145. 143160India’Obv4sI00I 145
Gaming for education?
It might sound absurd, but developers are working
towards bringing the two together. Zigor Hernan-
dorena Juarros, Senior Project Manager – Fun
Learning Department, Ubisoft, believes that games
can be used for education purposes. “Regular games
very effectively teach the player everything he/she
needs in order to play the game. Same games can
serve as effective tools for learning skills for the 21st
century if used in the classroom as supplementary
material. In order to do this, we need to fight digital
illiteracy,” says Zigor.
Challenges
Bringing technology and education on level field
is far from easy. From misusing the information
to reluctance to learn and bring technology in the
mainstream and lack of infrastructure in most of the
Indian schools are some of the challenges.
“The major hurdle is the lack of adequate infra-
structure in our nation. Internet connectivity is
catching up but it is still far from satisfactory. Vil-
lages are often left with no electricity for the major
part of the day and thus smart school cannot func-
tion there. People are usually reluctant to accept
changes. A typical school teacher here would prefer
a blackboard to a smart board to avoid the hassles
of learning a new system themselves,” says Sharma.
Another challenge is in using education technology
in an inclusive manner.“How do you make a game
for coding which is as appealing to women as it is to
men? You develop an application in VR or virtual
reality because it is futuristic but then how do you
make VR for blind people? It is challenging, but we
will have to develop something,” explains Zigor.
Problem of plenty
Another challenge is the problem of plenty. “There
are around 10,000 ERP software currently avail-
able in the market. It is very easy for unemployed
engineers to create ERP software and sell it to
schools. The problem lies in the fact that most
of these engineers do not completely understand
various processes of the school, yet they develop the
software and do some basic customisation accord-
ing to the school’s profile. In most cases, such ERPs
are not user-friendly,” explains Goyal.
Adverse effects
Technology appears to be a boon and at the same
time a curse. The risks cannot be ignored. “The
Internet, for example, is a pool of unchecked mali-
cious content. Children are extremely prone to
get swayed away by it these days. Smartphones
are becoming a source of distraction rather than
a medium of imparting education. It is quite easy
for a student to find readymade assignments on the
Internet and thus the temptation to work hard is
withering away,” says Sharma.
The need for change
“We really need to embrace technology as we have
embraced various changes over the past century,”
advises Sharma. “I don’t think the next generation
will have the choice but to go digital,” is Zigor’s
parting shot.
Zigor Hernandorena Juarro
Senior Project Manager,Fun Learning Department, Ubisoft
Games can serve as effective tools for learning
skills for the 21st century if used in the class-
room as supplementary material. In order to do
this, we need to fight digital illiteracy
Shutterstock
https://t.me/Digital_Magz

146. 146 OCTOBER 2018360CAREERSIndia’s Best Schools
because every teacher needs to have a basic knowl-
edge of teaching children with disabilities.
Traditional schools do not have the resources to
meet the needs of students with disabilities. They
also need therapeutic intervention, such as speech
and physiotherapy, (and) necessarily need training
in skill development for future employability.
There is also a lack of flexibility in the curriculum.
CBSE makes it mandatory for children to study
Maths till class 10, unless they produce a certificate
of disability! We offer Class 12 certificates to our
students through the National Institute of Open
Learning as it allows them the flexibility they need.
Q. Teaching methodologies for the differently-
abled have yielded some fantastic approaches
to education. Any ideas you think can be intro-
duced into traditional education in India?
A. Differentiated teaching is very important in all
classrooms. Also, instead of point-to-point per-
centages – 98.1, 98.2 – we should have grades to
avoid unnecessary comparisons and demotivating
children. For college admissions, only grades in rel-
evant subjects should be considered and we should
also have course-specific aptitude tests.
Q. Has vocational training picked up?
A. When my daughter Tamana was born, people
didn’t understand disability. She had cerebral palsy
and they thought I was cursed to have a child like
that. Today, she is 49 years old and there is a marked
shift in people’s understanding. We have a PwD Act,
Accessible India campaign, books on children with
disability. People have far more exposure and this
has certainly helped. However, skill development
and jobs remain very limited.
Q. Much has been said about having special
educators in traditional schools versus separate
schools for children with special needs. What is
your opinion?
A. It is important to have inclusive education as
per the Right to Education Act. But all disabled
students cannot be in regular schools due to the
severity of their disability.
Disability is of many types, physical, intellectual,
emotional -- (some like) dyslexia and hyperkinesia
can be integrated more easily than others such as
blindness. All schools need to have psychologists
who can assess a child before admission to under-
stand if she or he has special needs and if these can
be met by the school.
If in a class you have some children with very spe-
cific needs, the other children may find it difficult
to pull along with them, while they may feel angry
or frustrated about not being able to cope. This can
lead to antipathy among the children, as they don’t
understand each other and unfortunately, neither
do the adults around them.
Teachers in traditional schools are often unable
to deal with such a situation by engaging in effec-
tive differentiated teaching. We need a separate
paper on special education in our B.Ed programmes
Different
strokes for
differently
abled
Founder-President of Tamana
Association, an NGO supporting
individuals with intellectual
and developmental disabilities,
Dr Shayama Chona shares
her thoughts with
Meghaa...
Aggarwal
…
All schools need to have psychologists who can
assess a child before admission to understand if
she or he has special needs and if these can be
met by the school
INTERVIEW
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148. 148 OCTOBER 2018360CAREERS148360Ind66inaIndia’s Best Schools
Campion School, Mumbai’s leading boys’ school, is a glowing example of
strong alumni connect…
by Faizal Khan
F
ounded in 1943 in the historic settings of
Fort, Mumbai, the Campion School is an
institution that has contributed immense-
ly to nation-building. Many of India’s top
industrialists and politicians walked the school’s
campus facing the sea. The Tata Group’s JRD Tata
was a student of the Campion School. So was indus-
trialist Kumar Mangalam Birla. Congress MP and
author Shashi Tharoor sat on the Campion bench,
so did former Union minister Praful Patel.
“There were only two schools in the Fort area in
those days,” says Paul Machado,the modest Princi-
pal of Campion School. “There was John Connon
School and there was us,” adds Machado, who has
been the principal for the last 15 years. The school,
situated in the precincts of the Mumbai heritage
buildings, was set up by Jesuit missionaries and
named after its patron saint and British Jesuit
priest Edmund Campion. It started as a primary
school in the Marine Lines from a small building,
before arriving in the present two-block building.
The Fort campus is only one of the three Campion
schools in the country. The other two are located
in Bhopal in Madhya Pradesh and Tiruchirapalli
in Tamil Nadu.
Uniform and uniformity
The school, which has a neighbourhood-friendly
policy in admissions, caters to the nearby Colaba
and areas around Fort. Students are from differ-
ent economic backgrounds, poor and rich sitting
together wearing the same uniforms. “There is
uniform and uniformity,” jokes Principal Machado,
who teaches geography. There are as many as 40
children from under-served communities studying
at the school on scholarship every year.
The school, which is accredited to the ICSE
Board, has classes up to Grade 10. There is a total
of 830 students and 49 teachers. Many of Mumbai’s
senior secondary schools eagerly wait for Cam-
pion students to join them because they are the
city’s pride. This year, the highest scorer of the
INDIA’S GATEWAY TO
KNOWLEDGE
school received 98.4 percent and 44 of the 67 boys,
who appeared in the Council examinations, got a
90-plus percentage. The school average was an
outstanding 92.2 percent.
Acts of kindness
The school, which is celebrating its Platinum Jubi-
lee this year, has embarked on a unique social ser-
vice action to mark the occasion. “Our PTA Social
Service Committee will implement 75 ‘Acts of
Kindness’ during the Platinum Jubilee Year,” says
the Principal. The Platinum Jubilee celebrations,
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149. 1481360Indiaff fl4’0660s 149
which started in December last year, have already
witnessed 46 such “Acts of Kindness”. “The initia-
tive includes sensitising children about the millions
of those young children who are left out of educa-
tion. Teaching science and mathematics to children
from poor families is one such step,” he added. 
Educational kits were supplied to poor children
in December last year and they were invited to
the famous Cricket Club of India in Mumbai for
a Christmas evening. In January, the school col-
laborated with the Terry Fox Run to raise nearly
10 lakhs rupees. Nearly half of that amount was
contributed to the Tata Cancer Education Fund
for Children. In February, the school tied up with
the voluntary organisation, Chirag Foundation, to
donate solar lamps to eight families in Dhanu,
Mumbai. Scholarships to children who live on the
city’s pavements, children’s books and toys for
patients of Wadia Hospital’s Centre for Children,
and art competition for municipal school children
were among other initiatives.
Strong alumni connect
“Our Parent-Teacher Association is very active,”
says Principal Machado. A strong tradition of for-
mer students connecting with the current genera-
tion is a highlight of the school’s aim to prepare its
pupils to serve the society. Many former students
return frequently to their old campus to talk to the
students. When there is a career fair at the school,
there are plenty of experts, incidentally all former
students, to come and counsel. Recently, one of
such visitors was advertising guru, Ramesh Naray-
anan, president of the Indian Chapter of Interna-
tional Advertising Association. “The children ask
questions to the experts and are always eager to
know how Campion helped them in their lives,”
explains the Principal.
High ethical standards
An emphasis to high ethical standards is a priority
on campus. A sense of moral and ethical behaviour
in today’s conflict and distrust was the topic of
one of the talks held in the school recently. Princi-
pal Machado believes in the significance of school
assemblies, which he sees as an integral part of
learning. “We have theme-based assemblies every
month,” he says. In September, the theme was
‘Respect’. Another such theme was ‘Religious Intol-
erance”. “Children spoke about it in the assembly,”
adds the Principal. In August this year, the school
students took upon themselves the responsibility
of organising an inter-faith dialogue on the campus.
Representatives of the civic society and religions
came to attend the dialogue. Partnerships with
voluntary agencies are established for awareness
programmes on the campus on important subjects
such as child abuse and drug addiction.
Exchange programmes
Exchange programmes by the school with the Cole-
gio San José Villafranca, Spain and another school
in The Netherlands encourage students to learn
from each other. The Campion has a twin school,
a rural school in Talasari, Maharashtra, an area
populated by the tribal community. Campion stu-
dents regularly visit the rural school to teach its
students while the rural school students come to
stay and study in Campion. Recently, the Campion
school helped the Talasari school build a Chemistry
laboratory for themselves, their first.

The initiative includes sensitising children about the
millions of those young children who are left out of
education. Teaching science and mathematics to
children from poor families is one such step
Paul Machado,
Principal, Campion School, Mumbai
TATA MEMORIAL Hospital receiving a donation for treatment of cancer afflicted children
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150. 150 OCTOBER 2018360CAREERS15036IndR 2018AShuAtSersoocA
The performance in board exams mostly
determines the future course and career for
students. So, what are the key strategies to
cope with the board exams stress?
by Ramneet Kaur
W
ith the growing competition, the stress of
performing well in board exams is also
increasing. Board exam is one of the most
crucial phases when students go through the
extreme psychological pressure of seeking admis-
sion in top universities as well as meeting the paren-
tal and school expectations. “Many students misun-
derstand that their lives depend on the results of the
board exams. Although, some of them get this idea
from their peers or family, for others it is a product
of their own mind. Stress levels are increasing
among students as there are increasing demands
on them to multitask and compete for their overall
development,” says Swati Sharma, a student coun-
sellor at Amity Global School, Gurgaon.
Need for student counselling
In a competitive scenario, board exams appear to
students as terrified border field, as if their lives will
end if they don’t achieve desired scores. It is some-
times due to this exam pressure and anxiety that
students look for someone to help them, and there-
fore, a student counsellor’s role becomes crucial.
Swati Sharma says, “Parents and teachers should
help students perceive board exams as a challenge
rather than as something scary. This would lead
to positive eustress rather than distress in stu-
dents and help them perform better. Parents should
keep realistic expectations from their children
and should avoid doing comparisons with other
children as every child is different. The positive
and healthy atmosphere should be at home and in
school. Negative criticism and use of demeaning
language should be avoided for low achievers.”
It is the fear of letting down the parents which
mostly makes students victims of stress. Therefore,
it is very essential to make parents conscious of the
fact that every child has his own strength as well as
limitations and unrealistic expectations will only
cause the anxiety and stress among the children.
Preparing for exams without stress
Advising students on how to prepare for the exams
without stress, Sharma, says, “Students should be
engaged in regular study and revisions. They should
prepare a timetable for themselves and follow it
religiously.” She is of the view that regular study
will not only help the students in getting prepared
for the exams but also boost their confidence and
enable them to face the exam without any stress.
Tackling the exam stress
In order to overcome the exam stress, Swati Sharma
suggests that some positive changes in lifestyle
BUSTING
THE EXAM
STRESS
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151. 150136India’fiffffi5sI66I 151
need to be adopted by students. She says, “Practic-
ing mindfulness and yoga during their board exam
years would equip them to deal with exam stress
better. They should keep good sleep patterns, eat
healthy, must adopt a positive attitude towards
exams along with engaging in regular and sufficient
relaxation time.”
As only when their mind is at ease they will be
able to perform well in the exams.to benefit in the
future. Former students are often invited to the
campus for school events, an inspirational talk or
lectures on specific topics. They also pitch in to
contribute to the school’s website. Old students
write blogs for the school’s website and engage in
intense alumni networking, giving advice and direc-
tion. “Former students are also invited into campus
programming, creating a sustained relationship of
engagement and stewardship,” says Sharma.
Q. With growing competition, isn’t the
stress level also increasing among students?
A. Stress for students has increased for two rea-
sons. The first is that our higher education system lays too much focus
on marks obtained rather than on the actual learning and knowledge
gained by the students. Under such a system, a student able to learn
by rote the “perfect answer” to a question scores better marks than
another who does not. There is no scope for creativity, reasoning or
articulation. Secondly, there is stress among students because there
are limited colleges and institutions of high standard and admission
is mostly on the basis of the same school board results.
Q. Board exams have always been seen as the most stressful
period for students. How do you think it can be combated?
A. Today a majority of students are victims of poor teaching. So tui-
tion factories flourish, where exam survival skills are taught instead
of real knowledge. There is little learning for the sake of knowledge,
expertise or interest. As long as marks are the only criteria for selec-
tion to a college or university, there will be stress for the students.
The dependence on coaching classes and tuitions is destroying school
level teaching and it needs to be curbed. The goal of education is to
prepare you with learning and skills for whatever the future may hold
in store, not just for getting into the best institutions. Also, students
should participate in extracurricular activities to generate broad
knowledge as well as develop social and interpersonal skills.
Q. Since you have been counselling students for so long, are
there any specific issues which students keep on facing?
A. Students tend to restrict their study options only to a few well-
known colleges and institutions in India. Today there are many new
institutions of excellent academic standing, faculty and infrastruc-
ture, so students should broaden their search. Moreover, there are
also so many different courses of study that can open up employment
opportunities for young people – these too should be explored. Every
individual has a range of different talents and any one of which could
enable them to carve out a successful career.
Q. Is it only board exams stressing the students or parental pres-
sure of performing well is the real culprit?
A. Parents play an important role in motivating their children. They
must refrain from exerting pressure or extending their own ambitions
onto their children. Most importantly, parents should not transfer
their anxieties onto their children, or burden them with unrealistic
expectations. Not everyone can make it to the top institutions or
courses, so it is good to be aware of alternatives and courses for stu-
dents who are unable to meet the cut-off requirements. Parents can
also help to create a suitable environment for study. A separate part
of the house where the students can have peace is essential; a limited
number of distractions, while also ensuring that there are sufficient
relaxation periods are other ways in which parents can help.
THE STRESS POINTS
Usha Albuquerque,
Director, Careers SmartINTERVIEW
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152. 152 OCTOBER 2018360CAREERS152360IndI602305iIndia’s Best Schools
The Hyderabad Public School, Begumpet
stands tall as a school for the children of
jagirdars to a workshop for the world’s
future leaders…
by Faizal Khan
T
he Hyderabad Public School, Begumpet (HPS), which is celebrat-
ing its platinum jubilee this year, has the rich legacy of being nur-
tured by the country’s top leadership. Decades later, the school,
in turn, nurtures top leaders for the world. Former Indian President
Dr S Radhakrishnan was the first Chairman of The Hyderabad Pub-
lic School Society, which runs the school. Today, the school has on
Q. How does a school like yours with students from Class I to XII
prepare young leaders?
A. If leadership is about exerting influence, doesn’t every person in
some way or another, to some extent exert influence on someone else?
We may or may not realize the impact of our influence but in some way
our presence/absence or words/behaviour can bring about a major or
minor change in another person. That being the case, we are all lead-
ers. It is the same with the students. I believe that all students have the
potential to be a leader. To hone this ability of theirs it is important to
teach them critical thinking, problem solving and independent decision
making skills. The best way to prepare the leaders of tomorrow is to get
their ‘thinking muscle’ tuned up! And that is exactly what we do at HPS,
we allow our students to think for themselves.
Q. How do classroom and the teacher fit in to inspire young minds?
A. A student may have interest in science and be generally ambitious
to do well in school and progress to a good college for further studies.
At least 50 percent of the student’s progress will
depend upon the academic quality of the school and
in particular upon the personality and ability of the
science teacher. A great school teacher is one whose
actual lessons may be forgotten but whose living
enthusiasm is an inspiring power. The classroom
and the teacher provide the inspiration to motivate
the students. Simply put, leadership and motivation
are like brother and sister. Strong affiliation with
the classroom and teacher will inspire a student to
fulfil his or her potential.
Q. Are the teachers given periodic training?
A. Yes, we arrange workshops, talks and profes-
sional development sessions for the teachers from
time to time. Teachers are also encouraged to share
their experiences so as to learn from each other. We
INTERVIEW
LEARNING
TO LEAD BY
EXAMPLE
‘WE ARE ALL
LEADERS AND IT IS
THE SAME WITH
STUDENTS’
Skand Bali,
Principal, The Hyderabad
Public School
152 OCTOBER 2018
360CAREERS
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153. 1521360Indiafiflffi5’0660s 153
its alumni roll leaders like Microsoft CEO Satya
Nadella, Mastercard CEO Ajaypal Singh Banga,
Adobe Systems CEO Shantanu Narayen, NASA
vice president Satish Reddy, former Union HRD
Minister Pallam Raju, former Indian cricketer
Venkatapathy Raju, cricket commentator Harsha
Bhogle and former Andhra Pradesh Chief Minister
Kiran Kumar Reddy.
Linking past and present
From its birth in 1923 as a school meant for the
children of jagirdars (feudal landowners), the insti-
tution has come a long way. Situated on a sprawling
campus in the heart of Hyderabad, the school is a
training ground for the world’s future leaders. The
school maintains strong alumni connect for the cur-
rent students to benefit from the former students
who are global leaders. “There is a collaborative
effort between student activities and alumni rela-
tions,” explains Amritha Chandra, who heads the
English Department. “Current students organise
reunions of former students on the school campus
and interact with them,” says Chandra. “Student
editors get in touch with successful former students
for an article in the school magazine,” she adds.
have a dedicated team of teachers who are open to new challenges and
possibilities and are always eager to learn anything new.
Q. Is the admission policy aiding leadership development goals?
A. I’d say no. Schools should not have admission policy for leadership
development. Rather each school should have a policy document to
make leaders from kids, post-admissions. It is what school delivers to its
students, which decide leadership development rather than any admis-
sion policy. All students who are taken need to be given the opportunity
to become leaders. We have no bias in admission policy and open our
gates for all from all communities. HPS is a ‘mini India’ in all sense. We
feel pride in our student and parent community and make leaders for
all spheres from our diverse community.
Q. How does our traditions and the heritage of the great city of
Hyderabad help in nurturing tomorrow’s global leaders?
A. Our traditions have taught us to worship our teachers as well as the
material of learning. Hence, there is an inbuilt respect for learning. Sim-
ilarly, Hyderabad has produced great leadership, from Nizam’s times to
our current global leaders. Children have a very sharp and critical mind
in their growing age and hence they not only analyse everything criti-
cally, but at the same time make their role models. Hence, the traditions
along with rich heritage history of Hyderabad play a big role in develop-
ing tomorrow’s global leaders. Our motto is ‘BE VIGILANT’. This too
helps in the learning for tomorrow’s leaders.
Q. How are the children taught to face the challenges to contem-
porary world and find solutions?
A. We encourage them to take up various case
studies on different issues and present them in the
school. A Department of Progressive Learning has
also been set up in school to nurture that further.
An Original Thinker Award has been set up for
students to come up with creative ideas in any field
of their interest, which the students will present
before a jury. We are also going to start an entrepre-
neur club on the campus very soon. Apart from this,
there are regular visits outside the school and many
visitors are invited to discuss issues with students,
where students learn from the interaction.
Q. What is the link between the school and
the community to benefit each other from the
school’s strong leaders around the world?
A. We have an old students’ association, which not
only interacts with the school community, but also
contributes in every sense. Our old students visit
our campus regularly and encourage students not
only to excel in life, but also motivate them to make
a difference to the society at large. Our children
and old students also contribute to the social cause
together. Social and community service is one of the
core values HPS stands for. There is one common
thread, which binds current as well as former stu-
dents: the values of empathy, care, acceptance and
humility imparted in them by the school.
SEVERAL HEADS of global corporations, including Microsoft CEO
Satya Nadella (in the picture with students) are HPS alumni
OCTOBER 2018
360CAREERS 153
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154. 154 OCTOBER 2018360CAREERS152360IndI602305iIndia’s Best Schools
There is a strong emphasis on linking the past
heritage of the school with the present for the
students to benefit in the future. Former students
are often invited to the campus for school events,
an inspirational talk or lectures on specific topics.
They also pitch in to contribute to the school’s web-
site. Former students write blogs for the school’s
website and engage in intense alumni networking,
giving advice and direction. “Former students are
also invited into campus programming, creating a
sustained relationship of engagement and steward-
ship,” says Chandra.
Inspiring young minds
Nadella visited the school in February last year,
spending long hours on the campus and interacting
with the students. The Microsoft CEO inaugurated
the Turner Library and Ramandeep Kaur Samra
Centre for Performing Arts on the campus. He also
played cricket with the kids, discussing technology
topics like robotics. The school ensures that there
is a continuous connect with the former students,
who regularly visit the school and even write letters
to students. “Much of what I have achieved in the
corporate world may be attributed to what I learnt
in the classrooms and the cricket grounds at HPS,”
a humble Nadella told the students.
The school’s tradition in nurturing leadership is
inspiring the young minds in a big way. Says Head
Boy, Srinivasa Ikswaja Chelluri, “The innovative
approach of our school in catching us young and
training us through activities that range from cher-
ishing diverse cultural values, voicing our honest
opinion on issues to spending quality time with the
aged and the needy have moulded us into strong
leaders with a zeal to serve society courageously
and with empathy.”
Among the former students of HPS are Prem
Watsa, Chairman, Fairfax Financial Holdings, P
Ashok Gajapathi Raju, former Union Minister for
Civil Aviation, India’s Permanent Representative
to the United Nations, Syed Akbaruddin, Lord
Billimoria, Chairman, Cobra Beer, Megha Patodia
Mittal, Chairman and MD of Escada, Sanjaya Baru,
senior journalist and former Press Secretary to the
Prime Minister, and musician Talat Aziz. Harsha
Bhogle, a former student, and now a well-known
sports commentator, has credited his flawless dic-
tion and command over English language to his
English teacher, S W Chandrasekhar.
The school sows seeds of leadership in the young
minds very early. One of the initiatives is instilling
prefectoral responsibility from Class 1 onwards.
The students are encouraged to lead the school
from early years. The school nominates students for
the Global Young Leaders Conference. Workshops
and lectures are regular on the campus for students
to sharpen their knowledge and focus from experts
in various fields. Recently, HPS student Tarunim
Jamal travelled to a climate change conference in
Germany to present a paper. HPS students regu-
larly take part in the Green Olympiad, National Sci-
ence and Cyber Olympiads and the International
Math, English and French Olympiads.
History and Tradition
The school opened its doors to students beyond
the children of jagirdars in 1951 when the jagirdari
system was abolished by the government of a free
India. An all-boys school, it went co-educational in
the ‘70s. The school offers scholarships instituted
by the Telengana Welfare Department to children
from backward communities.
An inclusive institution, the school runs classes
from pre-primary to Class XII. Affiliated with the
ICSE and ISC Boards, the school has 3,500 stu-
dents. The 152-acre area of the school houses two
synthetic and four cemented basketball courts, six
hockey fields, eight football fields, four volleyball
courts, four tennikoitt courts and three clay courts,
two synthetic tennis courts and one obstacle course.
The school follows a constructivist approach to
academics with a strong emphasis on the learner
rather than the teacher. Multiple Intelligence theo-
ries have been a popular basis for reform efforts
within education, underlining the fact that students
represent a diversity of cognitive strengths and vari-
ous ways of learning.
There is collaboration between student activities
and alumni. Current students organise reunions
of former students and interact with them. Stu-
dent editors get in touch with successful former
students for articles in school magazine
Amritha Chandra,
Head of English Department, The Hyderabad Public School
The innovative approach of our school in
catching us young and training us through
activities that range from cherishing diverse
cultural values, voicing our honest opinion on
issues to spending quality time with the aged
and the needy have moulded us into strong
leaders with a zeal to serve society courageously
and with empathy
Srinivasa Ikswaja Chelluri,
Head Boy, The Hyderabad Public School
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155. 15I1ndia’s B15I5eiddit 155India’s Best Schools
Ted Mockrish Ed.D., Head of School,
Canadian International School, Bangalore,
in conversation with Faizal Khan discusses
how international education can do away
with close-minded stances…
of the areas that international schools can address
are our more homogenous socio-economic status.
A lot of schools are embracing that change too
through scholarship programmes. To have people
from different economic backgrounds is important
too to really push back against the polarization
occurring today.

Q. You see your school as a ‘laboratory of learn-
ing’. Would you elaborate?
A. At our school, we look at taking risks in the sense
of being a little more adventurous in our thought.
We expect mistakes and failure and errors and that
is how we learn, which develops a growth mindset
vs a fixed mindset. A laboratory of learning is where
everyone is being a learner. We see everyone as a
learner, including parents, students, teachers and
the school leadership. We create an environment of
learning, one where the expectation is that you do
try new things and ideas and not just go for the easy
win. You need to step outside your comfort zone
to truly learn. You need to try to see other people’s
perspectives. The idea of a ‘laboratory of learning’
is one where we are all stretching and growing. We
are not just doing things that cater to tests.
Q: What is the role of art in the work of an
educator?
A: The arts, we are talking about creative writing,
poetry, theatre, film, music, fine arts or visual arts,
all of that to me is human expression. In terms of the
arts as an educator, there are so many reasons why
it is critical for students to have. One of things we
see today is a shift away from funding the arts. This
is really misguided. Academic learning is enhanced
by the arts, not hindered by the time spent in crea-
tive pursuits. Collaboration, creativity, synthesis,
communication -- all of what high performing aca-
demics strive for is because of the arts, not in spite
of that. The idea what artists do and what educators
do, and what teaching and learning is, and what we
want for our students, they go hand in hand. At CIS,
we want our students to spend more time analysing
and synthesising and creating the highest aspects of
the human mind and expression and thinking, not
the rote memorization.
Q. How does international education help the
student respond to the increasing challenges of
conflicts, climate change, racism, refugee issue,
fundamentalism, corporate greed?

A. Every time we pass through the gates of an inter-
national school we are not checking our own cul-
tural heritage and coming in. We look to embrace,
value and celebrate each other’s cultural heritage,
their religion, their perspective, their orientation.
And that requires understanding, understanding
differences. So, by being directly involved with
other people, it becomes harder to maintain dog-
matic or closed-minded stances. Whatever cultural
background our families and teachers come from, it
is harder to hold on to rigid stances when you meet
and interact and become aware of other perspec-
tives. So, I think the direct involvement with people
from all walks of life is a really important thing. One
‘INTERNATIONAL
EDUCATION IS A
laboratory
OF LEARNING’
INTERVIEW
We see everyone as a learner, including
parents, students, teachers and the school
leadership. We create an environment of
learning, one where the expectation is that
you do try new things and ideas and not just
go for the easy win
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156. 156 OCTOBER 2018360CAREERS1556300Indi0a3’I1sin3350R 2018AShuAtSersoocA
The Chief Academic Officer of Varanasi’s
Sunbeam Group of Educational Institutions
busts the myth that slow learners have
learning disorder…
THOSE
WHO LEARN
THINGS
DIFFERENTLY!
S
low, as we know, is a relative term that essen-
tially indicates the ‘speed’ factor of a ‘motion’.
Now, critically speaking, motion has a direc-
tion but speed does not have any! When we try to
measure ‘learning’ or ‘learning capacity’ in terms
of these variables, it becomes really difficult to fix
a learner with the tag of ‘slow learner’. A learner, if
slow, compared to learners of peer age group, may
be so because of his or her differential cognitive
skills and his or her inability in striking a balance
between what the learner has to learn and what he
or she can learn. Learning slow definitely is not any
sort of disorder, but yes, it is essentially a personal
trait of a learner which a teacher has to identify
in time so as to accommodate the learner differ-
ently in the learning environment.
Factors influencing slow learners
In many researches on human psychologies in the
past, it has been found that slow learners are fond
of making friends and being befriended but lack
necessary preliminary social skills to maintain or
foster relationships among those of the age group.
Does this indicate that they feel intimidated by the
‘able’ ones or that they can’t understand complica-
tions of relationships as easily as the ‘average child’
does? So, peer influence is the most local social
cause that affects the slow learners. Next is the
duality of ‘I Can’ & ‘I Cannot’ – the constant war a
child keeps fighting within. In the process, he/she
does learn and recover nuggets of knowledge that is
expected from him/her – but at a slower pace and
to a lighter depth than others! Complexity of today’s
learning environment, to a large extent, is also
responsible for not allowing slow learners to pick
up things at a faster pace. Reasoning skills being
compromised, inability to comprehend multiple
instructions, loosely knit coherence between cause
and effect equations of tasks are few reasons why
they learn slow and less.  
Is slow teaching an answer for slow
learners?
Not exactly! If learning is slow, it principally estab-
lishes the fact that the learner needs to be illustrat-
ed, preached, handled and taught differently – not
essentially slowly. Of course, this demands extra
care and time from the teacher for the slow learn-
ers. Some schools make ability sections so as to
Sandeep Mukherjee
Chief Academic Officer,
Sunbeam Group of Educational
Institutions, Varanasi
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157. 156130India’Fac5sI00I 157
When the learner breaks off the barriers of con-
ventional learning patterns, he/she finds things
more interesting and engaging for them. Appreci-
ated with recognitions, these kids may do won-
ders, despite being slow learners, in fields other
than academics
It doesn’t matter just how slow you go
so long as you do not stop…slow
learners suffer from a meek pace of
learning but not from any learning
disorder. It is not a diagnostic catego-
ry that needs special education or any
special treatment
bring in uniformity of teaching and learning among
all in the group. Students of similar IQ level are
grouped together and they are then taught the cur-
riculum differently. This makes them learn things
differently and sometimes opens up unfathomed
depths of knowledge even for the so-called ‘slow
learners’! Teachers teaching slow learners should
regularly undergo refresher sessions of intervention
programs designed to understand the needs of slow
learners. Their approach toward the learners has
to be motivating all the time, making alternative
modules of learning available to them. Teachers and
parents need to modify and calibrate their expecta-
tions from these children. Repetition, repetition
and repetition is the only mantra that a teacher of
slow learners needs to practice hard.
Is slow learning only an academic
phenomenon?

It doesn’t matter just how slow you go so long as you
do not stop…slow learners suffer from a meek pace
of learning but not from any learning disorder. It is
not a diagnostic category that needs special educa-
tion or any special treatment. All it needs is a hum-
ble amount of special care and extended amount of
attention span for these kids. In most cases, it has
been observed that these kids fail to submit assign-
ments in time or fail to reproduce the learned in the
given format or are unable to think rationally and
critically when exposed to analytical problem-solv-
ing exercises. All these symptoms are ubiquitous in
an academic delivery system confined in teaching
curriculum resulting in some testing modules. An
academically identified slow learner may not essen-
tially be a slow learner if exposed to other fields of
performing skills, viz, sports, music, technology, art
etc. It is so, because, when the learner breaks off the
barriers of conventional learning patterns, he/she
finds things more interesting and engaging for them.
Appreciated with recognitions, these kids may do
wonders, despite being slow learners, in fields other
than academics.
How big a problem is slow learning for
the NexGen?
If not a problem, slow learning surely is a cognizable
deficiency that needs to be dealt with vis-à-vis the
challenges that lay before the NexGen kids. When
it comes to conquering horizons beyond limit and
before time, slow learners surely are going to face
bigger challenges in future. With the advent of man-
machine interfaces, things are becoming easier for
slow learners. Newer techniques and methods are
being researched every day and the world is surely
taking turns to bring in smiles on the faces of every
learner. ‘Slow and Steady wins the race’ – thus goes
the idiom!
Shutterstock
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158. 158 OCTOBER 2018360CAREERS158360India’s Best Schools
MOVING
AWAY FROM ROTE
LEARNING
Amy K. Marx, Head of International Primary
Programme, Heritage Xperiential Learning School,
Gurugram, shares her views on creating true
experiential learning for students…
Effective schools design
lessons and classrooms
where all students are
actively involved in answer-
ing and reflecting on each
question either individually
with whiteboards, in pairs
or in small groups
AMY K. MARX,
Head of International Primary Programme,
Heritage Xperiential Learning School, Gurugram
S
ince joining Heritage Xperien-
tial Learning School in Gurgaon,
India, on the 9th of July this year,
after over 20 years of leadership of
public schools in the United States of
America, I have been grateful to be a
part of a school in India that is work-
ing passionately and diligently to cre-
ate true experiential learning across its
entire school which engages students
in active learning and exploring deeply
through authentic projects.
This type of learning is centred on
active student involvement, where stu-
dents are engaged in investigating and
researching real-world problems and
issues, and working collaboratively in
groups to develop solutions to these
problems or to develop products that
have a purpose beyond their classroom
and school walls.
Helping students master
essential skills
This work takes careful, interdiscipli-
nary planning by teachers of experi-
ential projects that ensure students’
mastery of essential skills and content
while they also stimulate and develop
students’ key 21st-century skills, such
as curiosity, innovative problem-solv-
ing, collaboration skills, persuasive
communication and deep thinking.
When this is done well by teachers,
students become passionate about cre-
ating quality work and persevering over
any obstacles to complete their project
because they care about the impact
their work will have on the larger world.
Another critical component in
instruction to maximize student learn-
ing is to design lessons and curriculum
that require active student participa-
tion. Gone are the days of classrooms
where students used to raise their hands
and teachers used to call on them one by
one while others would simply wait or
daydream since they know the chance
of them being called on is very low.
Effective schools design lessons and
classrooms where all students are
actively involved in answering and
reflecting on each question either indi-
vidually with whiteboards, in pairs or in
small groups, and the teacher master-
fully using instructional techniques and
activities that require this participation
of all in whole group mini-lessons or in
small groups as the teacher circulates
and coaches the students’ work.
Critical role of teacher
education
Effective teacher education is critical to
making this shift in classroom instruc-
tion to active engagement and expe-
riential learning. Teacher preparation
needs to include extended internships
in classrooms, where teachers-in-train-
ing can plan and try out lessons with an
experienced mentor teacher working
side-by-side with them to guide them
and provide them with the time for
thoughtful reflection, feedback, revision
of their practice and the opportunity to
try a lesson again and demonstrate their
own growth as a teacher.
It is my understanding that most
teacher training and education pro-
grams in India do not provide this kind
of sustained support for learning, prac-
ticing and then refining the skills of
effective instruction.
Moving towards a digital world
For our young people’s futures, as we
move into an increasingly automat-
ed and digital world, we must create
schools where students are supported
in developing the creative intelligence
skills of problem-solving and collabo-
ration. They also need support for deep
thinking, analysis and effective com-
munication, as well as the social intelli-
gence skills of empathy, sharing, caring,
assisting and service-mindedness.
Developing future citizens
Through the equal emphasis on all of
these skills, we will develop future citi-
zens of India who understand and know
themselves, are able to create enduring
relationships with others and are com-
mitted to being positive contributing
citizens of our local and global world,
and thus, who actively strive to make
their own community and our entire
world a better place for all.
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159. www.faculty360.com WE UNDERSTAND FACULTY RECRUITMENT BETTER Niche. Specialised. TargetedA initiative
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160. 160 OCTOBER 2018360CAREERSIndia’s Best Schools
TOPPERS ALL
Gitanjali Senior School, Begumpet is contributing to the ever-changing canvas
of education in a big way…
after the results were declared in May this year. In
ICSE, the school had 88 distinctions out of 89 stu-
dents who appeared in the examinations this year.
“Our school is the pride of the city,” says Principal
Maya Sukumaran. “Our students were toppers in
ICSE and ISC in Telengana and Andhra Pradesh
region this year,” adds Sukumaran, who won the
Progressive Principal of India award, bestowed by
the alumni of All India Institutes of Medical Sci-
ence and Indian Institutes of Technology last year
for leadership and innovation.
Driving excellence
Founded in 1985, the school, which has 757 stu-
dents and 70 teachers from Class VII to XII, is
also known for its students excelling in Common
Law Admission Test (CLAT). “The communica-
tion skills of our students are very good,” says the
by Faizal Khan
T
he name, Gitanjali Senior School, Begumpet
instils awe in participants of every national
student quiz competition. Its students emerge
champions year after year in quiz finals, a tradi-
tion the school is proud of. It is not only in extra-
curricular activities, but the school has also built
a reputation in excellence in academics. This year,
the state ICSE and ISC toppers in Telengana were
from Gitanjali Senior School. Kritika Agarwal from
Gitanjali Senior School, Begumpet was joint topper
in ICSE examinations with 98.2 percent while her
senior, Anisha Mansingh received 98.5 percent to
top the state ISC examinations.
“I want to be a cricket commentator,” Mansingh,
the grand-daughter of the 1983 World Cup-winning
Indian cricket team manager P R Mansingh, said
DRIVING EXCELLENCE
India’s Best Schools
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161. 16013India’s1606 nIInB 161
THE WAY
Principal about Gitanjali students cracking top
entrance examinations in the country. Two years
ago, in the Chartered Accountant-Common Pro-
ficiency Test, Nischil Narayanan, a student of the
school, bagged the fifth rank at the national level.
Prominent alumni include Olympics bronze medal-
list Gagan Narang, who brought cheers to the coun-
try by coming third in the 10metre air rifle event at
the 2012 London Olympics.
Early this year, two students from the school -
Class XI student Raaga Jain and Class IX student
Rohit Padale - met National Remote Sensing Cen-
tre’s Director YVN Krishna Murthy, to quiz him
about the organisation, which works under Indian
Space Research Organisation (ISRO) in acquiring
satellite data and processing to support areas like
disaster management. Last year, nine students from
the school travelled to the United States to visit
NASA and learn about astronaut training.
Serving the society
Ensuring an equal connect to the community along
with academic excellence is a priority for Gitan-
jali. The school runs a strong social outreach pro-
gramme, fostering a sense of civic responsibility
and ownership among the children. Working with
old age homes and orphanages in Hyderabad is high
on the outreach programme. Last year, the school
students cleaned the Fox Sagar Lake in the city as
part of the Swachh Bharat initiative of the Prime
Minister. Gitanjali students have also distributed a
whopping 6,000 saplings in the neighbourhood and
the rest of the city.
“We encourage entrepreneurship among the stu-
dents,” says Sukumaran, who became Principal in
2006, after holding the positions of Head Mistress
and Vice-Principal of the school earlier. A 35-year
veteran in education, she teaches trigonometry
and calculus to Class XI and XII students three
days every week. An innovator, she also encourages
teachers to be active participants in the society’s
progress. Gitanjali teachers are at the forefront in
women empowerment and child development, par-
ticipating in International Women’s Day celebra-
tions and Children Against Child Abuse projects.
Beyond classrooms
One of the innovative methods of education at
the school is empowering teachers to go beyond
classrooms in imparting knowledge. ‘The Aureole
of Dynamism’, as the innovation is called, is spear-
headed by the school founder Gita Karan, an edu-
cator for over four decades and winner of National
Award for Best Teacher, and her husband Uma
Karan. The school’s philosophy of innovation in
teaching methodology and lifelong learning within
the student and teacher community is led by the
founder, Gita Karan.
“Dynamism in teachers is important in quali-
ty education,” says the Principal on the school’s
unique practice of dividing teachers into groups
to collaborate on creating and implementing ideas
on the campus. The groups for teachers under ‘The
Aureole of Dynamism’ are named The Bulldozers,
The Think Tanks, The Mavericks, The Dissectors,
The Extra Milers, The ‘Hands On’ Brigade and The
Pillars of Support. “From the primary to senior
level, teachers are part of the groups,” says the Prin-
cipal, who leads these groups. The school, which is
part of the Gitanjali Group of Schools, derives its
name from Rabindranath Tagore’s seminal work,
Gitanjali, which held that ‘knowledge is free’.
Our school is the pride of the city. Our students
were toppers in ICSE and ISC in Telengana and
Andhra Pradesh region this year. The communi-
cation skills of our students are very good
Maya
Sukumaran,
Principal, Gitanjali
Senior School,
Begumpet
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162. 162 OCTOBER 2018360CAREERS16230India3’0s R 2018ASPrAaSdepKKiA
At Adarsh Shiksha Niketan (ASN) Senior Secondary School, a vibrant extra-
curricular scene lights up student life…
by Meghaa Aggarwal
L
ocated in a bustling corner of Mayur Vihar
Phase I Extension, the walls of ASN Senior
Secondary School are adorned with plac-
ards of the various Sustainable Develop-
ment Goals (SDGs) set by the United Nations (UN)
General Assembly. “We were the first school to be
designated as a Sustainable Development Lab by
the UN because of our initiatives to promote the
SDGs among our staff, students and their families,”
says Principal Sonia Luthra.
The school has been working extensively on the
SDGs through various projects, literary, art, per-
forming arts activities, MUN summits, panel dis-
cussions, cross country run and has also put up
international exhibitions at the Indian Interna-
tional Centre, Delhi in collaboration with the UN
Information Centre for India and Bhutan (UNIC).
A green culture
One of the founding philosophies and hallmarks
of education at ASN, in harmony with the SDGs,
is its strong emphasis on environmentalism. Says
Luthra, “We need to mould our students into envi-
ronmentally-conscious citizens who can make the
earth worthy for living.”
Students proudly count a number of green fea-
tures at their school – hundreds of varieties of
plants, a flourishing herbal garden, rainwater har-
vesting, solar panels and CNG buses. There are
also a multitude of collaborations with environ-
mental organisations, such as World-Wide Fund for
Nature (WWF), Tiger Trust, Kids for Tigers, Cen-
tre for Science and Environment (CSE), Centre for
Environment Education (CEE), CMS Vatavaran,
Paryavaran Mitra, The Energy and Resources Insti-
tute (TERI) and Climate Reality Project India.
The school is also a lead Eco-Club School under
the Ministry of Environment, Forest and Climate
Change, and has received the ‘Green Leaf’ award
conferred by CSE to top-ranking schools in its
Green Schools Programme (GSP).
“Through academics and a variety of extra-curric-
ular activities, we try to actively inculcate green val-
ues, such as saving water and paper, in our students
and educate them on environmental issues such as
climate change,” says Luthra.
Fostering Sportsmanship
Rishi Sharma, a Class V student, says that he enjoys
the various sports offered by ASN Senior Second-
ary School. “We have an international quality sports
complex and can take up many different sports such
as lawn tennis, football, basketball, cricket, badmin-
ton, table tennis, judo, taekwondo and skating. My
favourite sport is cricket and the sports teacher has
We were the first school to be designated as a
Sustainable Development Lab by the UN because of
our initiatives to promote the SDGs among our staff,
students and their families
Sonia Luthra,
Principal, ASN Senior Secondary School
Instilling love for nature
and sportsmanship
Pradeep Krishnan GR
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163. 162130India’fifffl6sI00I 163
really helped me to improve my game.”
The school provides opportunities for students to
participate in various international sports contests.
For example, its students have represented India
in Tokyo, Bangkok and Indonesia sports exchange
programmes. With this dedication to sports, it
comes as no surprise that the school has produced
many state-level, zonal and national sports person-
alities, including the well-known badminton player
Kanika Kanwal.
Extra-curricular Vs Academic
With 17 clubs – literary club, dramatics club, cul-
tural club (music and dance), robotics club, her-
itage club, eco club, astronomy club, innovative
club, road-safety club, disaster management club,
yoga and meditation club, health and wellness
club, self-defence, art and craft club and interact
club – ASN ensures that its extra-curricular scene
remains buzzing through the year and all students
find something that interests them.
Luthra explains, “Academics are undoubtedly
important, but activities are like ornaments. They
help students develop life skills that cannot be
learnt otherwise. How to speak confidently, how to
behave in different situations – these are skills they
pick up only when they look beyond academics.
“There was a time when parental aspiration was
restricted to doing well in studies. But times are
changing. Parents understand that these things are
also important. Soft skills have become very impor-
tant for finding success in one’s career and career
opportunities have appeared in diverse fields.
“Last year, a student who was very active in sports
had to miss a board exam because she had a match
and her father specially requested me to allow her
to do this! She took the exam again, secured an
overall percentage in the eighties and even got into
St. Stephen’s College in the sports quota.
“Another time, a group of our dance students
participated in a competition that was held just one
day before an exam. We were concerned about their
studies, but they were confident about managing
both things well and even convinced their parents.
By managing their time well, the students not only
did well in their school exams but also won the
zonal round and got selected for the nationals.”
Clearly, the students are learning a lot through
its extra-curricular activities. However, even those
who are more academically inclined find an outlet
for their interests and ASN has been ranked as one
of the top CBSE schools in East Delhi.
Learning through debates
Anwesha Dasgupta, a class VII student at the
school, says, “I really like the way we study in
school. For example, if we are reading a story about
a village, the class will be divided into two groups – a
city group and a village group – and there will be a
debate between the two groups to understand how
city and village people might look at an issue.
“I enjoy working in the Atal Tinkering Lab and the
Maths lab in our school because we get to play and
learn. The smart classes help us visualise concepts.”
Anwesha is part of the Gifted Children’s Pro-
gramme at the school. “I’m interested in science and
maths and under this programme we attend special
classes and are given very interesting projects. For
example, I got to work on an electromagnetic light
in one of the projects and had a lot of fun doing
the project. I’m also thinking about joining the
Astronomy Club.”
Rishi adds, “When I was not able to understand
multiplication, my maths teacher explained it to me
using red and blue boxes in the maths lab.”
However, he does have one little quip about the
school – “They should keep Tinkle and Chacha
Chaudhary comics in the library!”

I really like the way we study in school. For example,
if we are reading a story about a village, the class will
be divided into two groups – a city group and a vil-
lage group – and there will be a debate between the
two groups to understand how city and village peo-
ple might look at an issue
Anwesha Dasgupta,
Class VII Student, ASN Senior Secondary School
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164. 164 OCTOBER 2018360CAREERS16430I13nIndia’s Best Schools
Q. It is often said that the root of challenges
facing teacher education in India is that teach-
ing has not developed into a ‘profession’. Your
thoughts…
A. We’re sort of stuck between the 3000-year-old
idea of the teacher as a guru who gives knowledge
and performs ‘noble’ service versus a professional
whose job is to understand his students and design
the course of action best suited for each child’s
optimal growth, though ironically this is what used
to happen in a ‘gurukul’ too. This is also because
governments see the teacher not as a professional
but as an ‘employee’ whose job is to comply with
instructions received from above. On the contrary,
a professional is one who conforms to agreed upon
standards, but exercises his own judgement.
Q. Do you think increased autonomy in teacher
education, appointments and freedom in assess-
ment and pedagogic processes will help to solve
the issues, especially in government schools?
A. ‘Autonomy’ needs to be unpacked a little – it
is not freedom to do as one pleases but develop-
ing a shared vision, understanding the reality as it
actually is, setting realistic goals, enabling teachers
to acquire effective pedagogical practices through
experiential processes, agreeing on performance
standards and indicators and supporting teachers
as they try to bring about learning. In such situa-
tions, you may find teachers wanting to undertake
assessment themselves to see how far they’ve suc-
ceeded. I’ve always found that trusting teachers and
making them partners generates far better results
than trying to compel them to follow externally
determined pathways. I would say that the kind of
teachers now being recruited shows tremendous
potential and should be worked upon.
TRUST
TEACHERS
TO HELP
THEM
DELIVER
BETTER
RESULTS
Subir Shukla, former Educational Quality
Advisor to MHRD and Principal Coordinator
of IGNUS, a group dedicated to bringing
quality education for the marginalised,
speaks to Meghaa Aggarwal about the
state of teaching in India’s schools...
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165. 164130India’1646sI00I 165
Q. It is coming close to two decades since the
implementation of the Sarva Shiksha Abhiyan
(SSA). However, despite a growing proportion
of funds allocated for teachers, teacher per-
formance remains poor. What exactly is the
problem?
A. It is a gross over-simplification to say that teach-
er performance remains poor. If one looks at the
kind of agencies which make this claim of poor per-
formance, you might find that many of them benefit
from this demonization of the government teacher
or are submitting a proposal to the government! A
second issue is that – due to relentless pressures
from foundations, NGOs, CSR groups – teach-
ers are constantly at the receiving end of multiple
‘improvement’ programmes and trainings and that
is beginning to be counterproductive.
As enrolment has increased, the diversity in our
classrooms has increased, and we have not prepared
our teachers to address the kinds of students who
they actually have now. Nor are our institutions
able to provide supportive supervision as they need
to. Since teachers’ performance depends equally on
their work conditions, we also need to strengthen
educational administration, for it has not been
expanded even though the number of teachers and
schools has gone up steadily.
Q. Last year, Group-IGNUS in partnership with
Uttar Pradesh SSA and UNICEF–India, piloted
‘Targeted Enhancement in Learning Outcomes
for Students’ for Teacher Support Institutions
and the Education Department. How are you
proposing to overcome the long-standing chal-
lenges facing teacher education?
A. Government teachers already have a secure job
– what is missing from their lives is the experience
of success. We work with them to enable them to set
specific improvement goals, break these down into
achievable bits, prepare them as Cluster Resource
Coordinators and Block Resource Coordinators
with tools for implementation as well as assess-
ing themselves against the targets they have set
for themselves. As they experience success in the
classroom – in terms of visible improvement in
learning – they want more of it. Once teachers start
implementing these goals, they ask for very specific
things they want to learn – and that is what we pro-
vide them instead of something we have decided
they should learn. Even though all challenges are
not addressed right away, such a process definitely
enables us to make considerable headway.
Q. A majority of teacher-training interventions
seem to be at the primary level. Do you think
primary teachers need it a lot more?
A. Poor teaching at the early years has the potential
to do the greatest damage. The kind of (curricular)
shift required, for example from starting with the
alphabet to starting with units of meaning such as
whole words, is also a substantial one as it requires
giving up what one is so comfortable with. Hence,
the preponderance of teacher professional develop-
ment interventions at the primary level.
Q. Even as NGOs and Social Enterprises heav-
ily involved in in-service teacher education, pre-
service teacher training programmes remain
largely in the private domain. Is this alright?
A. This continues to remain an area in urgent need
of reform. Considering that many teacher training
institutions are owned by powerful people, this is
not likely to happen in a hurry. The Teacher Eli-
gibility Test (TET) is an attempt to sidestep the
negative impact of this situation. It might be worth
learning lessons from areas where the private sector
is delivering a high-quality output with the govern-
ment acting more as a regulator.
Q. With the advent of digitisation and ‘smart’
classrooms, do you think technology has become
a disrupter in Indian schooling?
A. Technology is mainly competing with the coach-
ing market because that is where the money is.
The key issue it is not addressing is the hierarchy
involved in the learning process. In the non-tech
version, the teacher or the textbook is the ‘Author-
ity’, whereas in the tech version, the screen remains
the ‘Authority’, and not the student. Disruption
comes from the idea not from the tools – since tech
is still stuck on the old idea it is unable to disrupt.
Technology is mainly competing with the coach-
ing market because that is where the money is.
The key issue it is not addressing is the hierarchy
involved in the learning process. In the non-tech
version, the teacher or the textbook is the ‘Author-
ity’, whereas in the tech version, the screen
remains the ‘Authority’, and not the student
‘Autonomy’ needs to be unpacked a little – it is not
freedom to do as one pleases but developing a
shared vision, understanding the reality as it actually
is, setting realistic goals, enabling teachers to
acquire effective pedagogical practices through
experiential processes
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166. 166 OCTOBER 2018360CAREERS1630India’s nd63d0BER 2018ASF8IANGUYY8
Do we as parents, teachers and responsible citizens foster curiosity, an
essential ingredient to ignite the desire for learning, in a child?
DISCOVERING THE
GENIUS IN A CHILD
by Pritha Roy Choudhury
H
ow come small plants come out of cracks
in a wall? Why are ripples formed when
you throw stones in water? These are some
of the questions children are often curi-
ous about. Many a times, they go answered. Right
answers would have made them think deep. “We
experimented with leaves, smeared vaseline on it
and kept it in sunlight after wrapping it with poly-
thene. After sometime we saw watery substance on
the polythene…that is, water was coming out of the
leaves,” says Tanishq, a 6th standard student at gov-
ernment-run Sarvodaya Vidyalaya in Mongolpuri
in northwest Delhi, wondering how it happened.
School connect
Providing right answers to Tanishq and students
like him can develop them into bright scientists in
future. However, if they remain unanswered, their
curiosity will die down. Thankfully, many schools
have now realised the need to ignite curiosity in
children to unearth their hidden talent.
“We do come up with concepts so that the students
are able to understand the underlying principles of
working and construction of a model and thus relate
to them in real life situations. These things help
in developing the scientific attitude and scientific
temperament,” says Meena Jha, who teaches sci-
ence to high school students of Ved Vyas DAV Pub-
lic School, Vikaspuri. “Learning by doing always
FOSTERING CURIOSITY India’s Best Schoolshttps://t.me/Digital_Magz

167. 16310India’sSch6 nIInB 167
When we see something beautiful, something
unexpected -- it can be the dew drop of a leaf, a
beautiful painting, or a wonderful piece of sculp-
ture -- it can be an interesting counter-intuitive
science experiment. You wonder what happened
and that is very important because you did not
expect to see what you saw
We experimented with leaves, smeared vaseline
on it and kept it in the sunlight after wrapping it
with polythene. After sometime we saw some
watery substance on the polythene…that is, water
was coming out of the leaves arouses interest, builds confidence and felicitates
long lasting learning,” she adds.
Bridging the gap
Adding to these private schools, a few organisa-
tions are also extending their bit, working in gov-
ernment schools in India for igniting curiosity in
young minds. Agastya International Foundation,
an organisation started by Ramji Raghavan when
he returned to his motherland after two decades of
successful career in international finance, has been
working for instilling curiosity in children in both
urban and rural settings for the past 18 years. The
strategy was to use low cost and easily available
equipment for awakening scientific curiosity.
“When we see something beautiful, something
unexpected -- it can be the dew drop of a leaf, a
beautiful painting, or a wonderful piece of sculpture
-- it can be an interesting counter-intuitive science
experiment. You wonder what happened and that
is very important because you did not expect to see
what you saw. Your mind is awakened, curiosity is
stimulated and that is really important because that
is the foundation of enquiry, that is the foundation
of learning,” says Raghavan.
Pan India reach
The initiatives of Agastya are spread across the
length and breadth of the country, starting from
south to northern states to the remote North East.
“Earth revolves around the sun, what about the sun?
Does it move? So we created a model to show them
that all celestial bodies in the universe move, even
the galaxies move and all the planets and the satel-
lites move with the Sun because of the gravitational
force,” says Ranjit Jha, leading the Delhi division of
the foundation.
The pedagogy that is followed in Agastya is in
accordance with the curriculum followed in a par-
ticular state. Practical classes and models are pre-
pared as and when the school is through with a
particular topic.
“The best thing is that they make the models
themselves and they learn. And then when they go
back home they tell their friends and their parents.
They show them the model also. So that is the dif-
ference between standard laboratories and Agastya
Foundation. So not only the children but even their
near and dear ones find it interesting. We also don’t
tell our students that today we are going to learn
gravitational force or any such thing. The students
do the experiments and try to find out what is the
experiment all about,” says Shiv Chaudhary.
Accolades
Janvi, a student of class 11th along with five other
children from Sarvodaya Kanya Vidyalaya, received
the ‘Design for Change India’ (DCI) award for the
concept ‘Mera dabba-tera dabba’ (‘my box-your
box’), an initiative for sharing food in the schools.
“We made a video ‘mera dabba – tera dabba’… after
we came up with the idea of sharing our lunch. We
did not keep the concept amongst us only, we shared
it with the whole school, with children from pri-
mary classes to 12th class. We get bored of our home
made preparations at times. So by sharing lunch
with others, we get a change of taste,” says Janvi. It
is a welcome concept as no child remains hungry
and fosters a sense of equality, cutting across the
barriers of caste and creed.
Most of the schools are now emphasizing STEM
(Science, Technology, Engineering and Mathemat-
ics) curriculum in their school syllabi. From kinder-
garten to 12th standard, the modules are developed
in such a way that the system makes the child more
adjusted to real life situation.
Government initiatives
The central government has recently come up with
measures to integrate STEM learning into the
National Education Policy with the introduction of
‘Atal Tinkering Lab Solutions’ to create scientific
temperament in students. This is an initiative under
the Atal Innovation Mission (AIM) at NITI Aayog
solely to foster curiosity, creativity and imagina-
tion in young minds. If such programmes strike the
right chord, Sanat Malik, a 7th standard student of
upscale Delhi Public School at R K Puram, could
easily get an answer to his doubt -- “How can green
plants grow indoors when they require sunlight to
make their food?”

Ramji Raghavan,
Founder, Agastya International Foundation
Tanishq,
Student, Sarvodaya Vidyalaya, Mongolpuri, Delhi
https://t.me/Digital_Magz

168. 168 OCTOBER 2018360CAREERSIndia’s Best SchoolsINTERVIEW
Q. How do you think the school system is faring
in India?
A. It needs a lot of work. I think for the 21st century
challenges, rote learning is not going to be useful.
You need a lot of creativity and innovation. You
need to give students the freedom to think, explore
and make mistakes. We need to understand that it’s
alright to fail. Failing is the way you learn. The only
way you know how to control a car is actually going
into a skid once in a while. We call it ‘Perturbation
and Control’ theory. So, you perturb purposely
so you can learn. There is too much anxiety, too
much pressure, suicides, and the curriculum is
overloaded. It is majorly about rote learning and
exams. We basically need to take away a lot of this
load and make learning fun. The Finnish’s school
system is a very good example of moving away from
the traditional approach of education.
Q. Our challenges deepen as we go into rural-
urban divides and lesser privileged areas. How
do we tackle these challenges?
A. Look at the Slumdog Millionaire movie. That
kid was so much smarter than all those others. He
answered all those questions from his life experi-
ences. To tell somebody from a rural area who can’t
read and write that he is illiterate is wrong. We are
basing it on our benchmarks. Everybody learns.
They learn about other things, about nature, etc.
but in the traditional way, we have defined literacy
as knowledge of alphabets and numeracy. I think
we should respect them with their differences. Of
STUDENTS NEED FREEDOM
TO THINK, EXPLORE AND
MAKE MISTAKES
Anantha Kumar Duraiappah, Director
UNESCO-MGIEP, in conversation with
Amita Jain, questions the role of traditional
education system and talks about the need
to build emotional intelligence in young
learners…
Pradeep Krishnan GR
https://t.me/Digital_Magz

169. 168130India’fifffl6sI00I 169
course, they need to learn numbers and there is a
need to bring them in the proper schooling system,
but we also need to celebrate their own indigenous
knowledge.
Q. You put a lot of stress on the development
of Social and Emotional Learning (SEL) skills.
What is the importance of building SEL skills
in students?
A. Our current education system focuses a lot on
building the intellectual intelligence. However, it
does a deplorable job of building students’ Socio-
Emotional Learning (SEL) skills and competencies
of empathy, compassion and understanding. Many
argue that this is the domain of homes and families
and should remain there and others say that much
of this is already implemented through curriculums
related to moral education, peace education, and
even sustainable development, among others. But,
teaching concepts do not automatically translate
into behavioural change.
We conducted a programme in Delhi including
students of some very elite, government and slum
schools. The topic was migration and the aim was
to initiate a ‘dialogue’ between school children
from different backgrounds. Some were very flu-
ent in English and some not so fluent. We did this
for about 10 weeks and at the end, we analyzed
the dialogues. It was interesting to see that kids
from elite schools found kids from slum schools
very intelligent. Although the latter ones couldn’t
speak English, they were very smart because of the
way they responded via translation. They asked
very penetrating questions. Another very great out-
put of the exercise was that students from elite
schools now paid higher respect for people doing
very menial work like garbage collection, etc. The
empathy starts to build here. Development of SEL
skills helps students appreciate different cultures
and issues and enables them to interact respect-
fully with each other, which is pertinent for building
peaceful and sustainable communities in the world.
Q. How can digital pedagogies and games facili-
tate the development of SEL skills?
A. In a questionnaire testing socio-emotional
understanding, if you ask somebody ‘Should you
hurt your neighbour?’, one would obviously reply in
negative. Everybody knows they shouldn’t. Games,
In the traditional way, we have defined literacy as
knowledge of alphabets and numeracy. Of course,
they need to learn numbers and there is a need to
bring them in the proper schooling system, but we
also need to celebrate their own indigenous
knowledge
For the 21st century challenges, rote learning is not
going to be useful. You need a lot of creativity and
innovation. You need to give students the freedom to
think, explore and make mistakes
on the other hand, tend to capture a person’s reac-
tion in real-time, without them realizing it.
Let me tell you a real-life experience. So, one of the
aspects of SEL is self-awareness and attention. As a
part of a mindfulness exercise, we went to the kids
of Grade 7 or 8 and asked them to sit down, close
their eyes and the bell was rung. Kids were all in
giggles. They found it amusing. Then we found this
video where the heart is beating and you had an on-
and-off switch. We asked kids to play with the heart.
As you regulate, the heart beats faster and slower.
Then we asked them to touch their pulse and look
at their pace of breathing. Kids were focussed and
we managed to do exactly what we intended. It got
them to experience the impact of the exercise. They
said it was the best part of the whole curriculum.
Without digital content, it would have been very
difficult. Children react to games naturally. It goes
back to history. Playing has always been an essential
part of our well being. But we also have to be careful
with digital technology. The schooling system today
should be about creating a balanced combination of
digital games and physical exercise.
Q. Would the role of the teacher be eliminated
with the advent of new technology?
A. No. But teachers have to change the way what a
traditional teacher is thought to be. The teacher is
no longer a holder of wisdom but more of a coach,
somebody who is guiding. Information is no longer
a problem. There is a plenty of it. So, it’s about how
to use it and streamline it towards pro-social behav-
iour and learning.
Q. Are there any upcoming UNESCO-MGIEP
projects for Indian education system?
A. We are focussing on SEL majorly right now. It’s
not just about values education or telling people
about empathy and compassion. It’s about practis-
ing it and experiencing it. It’s much more different
than just going into a class and talking about it. We
have already completed these projects with two
schools in India and we are going to launch in a
big way in coming January 2019, with 10 countries
and 5 schools from each country participating in it.
We want to do a cross-country comparison on SEL
through the digital platform.
https://t.me/Digital_Magz

170. 170 OCTOBER 2018360CAREERS177036I07I01n6d0d7iIndia’s Best Schools
The philosophy of education of Akshar Arbol International School, Chennai, is
aimed at achieving infinite growth possibilities…
BRINGING THE BEST
OF CONTEMPORARY
PRACTICES
by Faizal Khan
T
here are two famous phrases from two dif-
ferent continents that sum up the philoso-
phy of learning at Chennai’s newest inter-
national school. One is a sentence in San-
skrit from the Upanishads: Vasudeva Kutumbakam,
which means the world is one family and the second
is an African saying, ‘It takes a village to educate a
child’. The vision of the Akshar Arbol International
School (AAIS), Chennai, is born from these two
ancient Indian and African philosophical wisdom. 
There is also a meeting of two important lan-
guages of the world in the meaning of the school
-- Akshar, a Sanskrit word meaning both syllable
and infinite, and Arbol, a Spanish word for tree.
According to the school, the confluence of the two
words is what it stands for, nurturing young minds
by providing a firm rooting to reach out to the infi-
nite growth opportunities.
Rooted to tradition
Founded by R Subramanian, a well-known Char-
tered Accountant in Chennai, the AAIS is a two-
campus Kindergarten to Senior Secondary school,
which follows the International Baccalaureate (IB)
and Cambridge programmes. Located on two cam-
puses, one in the city and the other in East Coast
Road in the suburb, the school is fast catching the
attention of Chennai’s discerning residents. 
“Education should be something that reaches
out to the infinity,” says Head of School Padmini
Sankaran. “This is possible while being rooted to
our traditional values,” adds Sankaran, an IB edu-
cator, who has taught in India, Belgium and Ven-
ezuela. “Student is at the centre of the programme.
We foster continual learning for all,” she adds. 
Founding philosophy
The school’s founding philosophy lies in  open-
mindedness towards divergent thinking and
innovation, backed by sound knowledge. The
school’s mission statement reads, “We provide the
best of contemporary educational practices in an
atmosphere of  cooperation  and  mutual respect,
through experiential learning, for life-long thinking
and problem solving.”
How do you create human beings who don’t com-
promise on the values they come from? That is
the basis of learning at the AAIS. “We are looking
at nurturing these young children to be confident
We are looking at nurturing these young children
to be confident young adults. And they also
become sensitive human beings
Priya Dixit,
IB Diploma Programme Coordinator, Akshar Arbol International School, Chennaihttps://t.me/Digital_Magz

171. 170136India’Rot7sI66I 171
Education should be something that reaches out
to the infinity. This is possible while being rooted
to our traditional values. Student is at the centre
of the programme. We foster continual learning
for all at all timesyoung adults,” says Priya Dixit, the school’s IB
Diploma Programme Coordinator. “And they also
become sensitive human beings,” adds Dixit, who
has taught in the Primary Years Programme and
handling Business Studies and Theory of Knowl-
edge in the IB Diploma Programme.
The IB philosophy of developing inquiring,
knowledgeable and caring young people, who help
to create a better and more peaceful world through
intercultural understanding and respect strikes a
chord with Akshar and Arbol. 
Balancing the philosophy of the school and learn-
ing is achieved by a professional pool of teach-
ers led by Sankaran, who leads workshops for IB
professionals across the Asia-Pacific region and
has worked with IB schools in the Americas and
Asia-Pacific. The school has students from pre-
kindergarten to Grade 12. AAIS is the first school in
Chennai, which was authorised to offer the Primary
Years Programme (pre-KG to Grade 5) of IB. 
Integrating technology
Another common practice at the school is inte-
gration of technology with the teaching-learning
practices to provide global perspectives to students
through collaborative work with other schools
across the world. The school also uses technology
effectively to encourage communication, dialogue
and share classroom stories with the parents. The
school provides an interesting mix in schooling
with a fine balance between the use of technology,
conventional methods of teaching and outsourcing
to professionals.
Visual and Performing Arts are an integral part
of the curriculum at AAIS. The school has also
entered into a partnership with the World Crafts
Council, a UNESCO-affiliated international body,
to help the students also gain exposure to several
traditional art forms and craft work. 
Focus on values
At the school, student-centred teaching and inter-
active learning characterize its classrooms. In this
format, inquiry-based learning and reflecting on
one’s learning, both in and outside classrooms,
are essential features. Students are not tied to one
textbook as teachers employ a range of resources to
facilitate learning. Music, visual arts, theatre, tech-
nological aids and physical education are integrated
in the programme. “The focus is not only on build-
ing the required 21st century skills, but also help the
learners acquire the values,” says Dixit.
Education-oriented initiatives
At the ECR campus, an overall eco-friendly design
includes specially made earthen blocks that give it
the orange-red outer colour and provide an insulat-
ing protective layer; large glass windows and doors
that allow natural light and ventilation at all times
and a long tree-shaded ramp that allows inclusive
access to all. There are state-of-the-art science labs,
a spacious art studio and dedicated learning spaces
for all disciplines. Open vistas characterise the cam-
pus, providing students and the school community
with ample space to play a variety of sports. 
The ECR campus is the hub for several educa-
tion-oriented initiatives. In addition to the various
community-based projects that students, teachers
and parents have planned, the campus will provide
sports training for a range of sports and games. The
school also plans to offer programmes to prepare
teaching professionals for schools, highlighting the
AAIS mission “to bring the best of contemporary
educational practices” to students. The school’s
management has embarked on a teachers’ training
and research programme called ASTRA with the
objective of empowering teaching professionals.


Padmini Sankaran,
Head of School, Akshar Arbol International School, Chennai
https://t.me/Digital_Magz

172. 172 OCTOBER 2018360CAREERS172360India’s Best Schools
INNATE CURIOSITY
NURTURES TRUE
CREATIVITY
Divya Bhatia, Principal, Amity International
School, Saket, emphasizes instilling curiosity in
every subject and encourages discussions based
on current happenings …
We attempt to integrate
our ancient philosophy to
today’s teaching and learn-
ing process. We give great
emphasis to the 5 Cs --
Curiosity, Critical thinking,
Creativity, Communication
and Collaboration
DIVYA BHATIA
Principal, Amity International School, Saket
I
n the ancient times, India was known
for the vast wealth of knowledge,
which was disseminated through
‘Gurukuls’ and worked with the belief
that knowledge gives liberation. Knowl-
edge acts like the ‘third eye’, which
provides insight into the world. Educa-
tion involved three basic stages, which
included ‘Sravana’ (acquiring knowl-
edge through listening), ‘Manana’ (to
internalize through thinking, analysis
and assimilation) and ‘Nidhyasana’
(comprehending and applying knowl-
edge in the real life).
Stimulating curiosity among the
students
Students even in the age-old education
system were encouraged to think and
form their opinions. The art of ques-
tioning was encouraged by the gurus. At
Amity, our motto is to ‘blend modernity
with tradition’. Therefore, in keeping
with the present day need of a child
living in a world wired to technology,
we attempt to integrate our ancient phi-
losophy to today’s teaching and learn-
ing process. We give great emphasis to
the 5 Cs -- Curiosity, Critical thinking,
Creativity, Communication and Col-
laboration.
Critical and creative thinking requires
students to think broadly using skills
such as reason, logic, resourcefulness,
imagination and innovation in all
learning areas at school and in their
daily lives.
Thinking needs to be productive,
purposeful and intentional. It is the
centre of effective learning.
The 21st century with all its chal-
lenges requires young children to be
enterprising and adaptable. The capa-
bility to think creatively stems from
innate curiosity and that is a part of
every child. It is important to stimulate
this inherent curiosity and keep it alive.
From the very beginning, students are
encouraged to think out of the box. All
lessons are planned keeping in mind the
spirit of inquiry.
Key strategies to activate
curiosity among the learners
●●Turn every lesson into a question
answer session, leading from one
question to another. Students are
encouraged to come prepared for
the forthcoming lessons with a list
of queries.
●●Teachers are encouraged to leave
some open-ended and some unan-
swered questions for the children to
discover themselves. The joy of dis-
covery ignites the spark for further
curiosity.
●●In primary classes, curiosity is ignit-
ed by using ‘curiosity corners’ and
class boards that stimulate young
children to think and question.
●●Students who show curiosity should
be encouraged and rewarded.
●●Think pair and share activities are an
integral part of classroom teaching.
●●Flip classrooms and project based
learning further enhance the stu-
dents’ curiosity and creativity.
●●An ‘idea box ‘ is placed on the cor-
ridors where children can drop an
innovative idea that is further dis-
cussed and worked upon with the
help of teachers.
Encouraging independent
thinking
Curiosity and creativity are not
restrained to a particular subject. They
are related to our daily lives and discus-
sions based on current happenings form
an important part of everyday teaching.
To quote an example, the recent Aad-
haar judgement was used in a class dis -
cussion where students were asked to
think of the fundamental rights which
were affected, followed by a debate on
whether it is constitutional.
Searching the Internet for answers
and bringing newspaper clippings for
discussion are regular features.
Students have access to a variety of
open sources of information and the
role of the teacher should be to facili-
tate their understanding and help them
filter the misinformation.
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173. 1731India’s Stu7Bdnnde 173India’s Best SchoolsStudenSds
Students respond better to new learning.
Students should always be promoted to
next class with careful educational plans
for them and required support
Focus on skill
development,
not content delivery
Dr. Munmun Nath, Principal, Calcutta
International School, speaks to
Pritha Roy
Choudhury
on how the school makes the
students future-ready, for life and work...
Q. Is our school education too focused on tradi-
tional teaching mode?
A. The focus should shift away from content deliv-
ery to development of skills. The assessment pat-
tern should also change as we need to assess the
personal traits of the child and the skills he has
acquired. Changing the question paper will totally
change the perspective how teachers should teach
in a class. A school should provide opportunities
for internship to develop hands on skills and com-
munity services to sensitize the children towards
their society.
Q. How should schools deal with slow learners
and low scorers?
A. In our school, once the teachers identify a stu-
dent to be a slow learner or a student who is not per-
forming, the student is referred to the special edu-
cation needs department who get the child tested
for IQ or learning disability. Based on the diagnosis,
the child is given extra support under the guidance
of special educator. If the child does not have a
learning disability but has the required IQ, then
the child is referred for psychological counselling
to understand if the child has an emotional insecu-
rity or the family atmosphere is not conducive for
learning. Counselling is done for such students and
they are equipped to face the challenges and focus
on academics. If a student has a low IQ, then tailor
made individual learning programme is designed
for the child so that they can complete their formal
school education.
Q. Isn’t student security a huge concern these
days? How does your school deal with this?
A. The school security is outsourced. No visitor
can enter the school premises without a confirmed
appointment. Attendants with escort card need to
accompany children from the school. The school
ensures that there is an updated fire-fighting system
and regular fire drills and earthquake drills. We
also organize workshops and assemblies address-
ing safety protocols and sensitizing the younger
children regarding bad and good touch.
Q. How do you ensure that teachers are abreast
of latest techniques?
A. Teachers are trained in their respective subject
as per the specification of the board. Apart from
this, the teachers are sent on school visits and work-
shops on relevant topics. The school also organ-
izes in-school workshops for teachers on teaching
strategies, intervention of students with learning
disability and understanding student behaviour etc.
Q. Any thoughts on ‘no detention’ policy?
A. I do support ‘no detention’ policy. Detaining a
child in a grade does not increase the learning out-
come but demotivates the child and makes learning
a boring experience as it is a repetition of the work
he has already done. Students respond better to
new learning. Students should always be promoted
to next class with careful educational plans for
them and required support.
Q. Any unique features or programmes of your
school you would like to discuss?
A. We focus on learner-centric education and we
try not to teach or prepare the students for exami-
nations but make them future ready for life.
“
https://t.me/Digital_Magz

174. 174 OCTOBER 2018360CAREERSIndia’s Best Schools
Over the past decade,
alternative approaches to
education have begun to get
popular in India…
by Meghaa Aggarwal
W
hen Aanchal Gaur’s son Aarav joined
Class 3 at a regular CBSE school, she
found him inundated with academic
pressures. “Suddenly, he had regular
tests and lots of homework. Everything became
curriculum-heavy and there was a lot of focus on
writing.
“Aarav has a short attention span and he doesn’t
like writing, so ensuring that he kept up with school
work was stressing out all of us.”
That’s when she decided to switch her son to
Kunskapsskolan, a Swedish school with an alterna-
tive approach to education in Gurgaon. “I began
to inquire with colleagues at office and found that
many of them had admitted their children to this
school. So, we went there, attended their orienta-
tion to understand their approach and admitted
Aarav this April.”
A growing tribe
Much like Aanchal, a growing tribe of parents
across the country are placing their children in
various alternative modes of education, ranging
from home-schooling to schools affiliated to edu-
cation formats pioneered by national stalwarts
such as Jiddu Krishnamurti and Sri Aurobindo and
the Mother. Various international formats such as
Montessori and Steiner/Waldorf have also gained
much ground.
Exposure to different education choices and a
desire to free their children from a burdensome
education are often cited as reasons behind this.
Decoding alternatives
In the book, Alternative Schooling in India, pub-
lished in 2007, Sarojini Vittachi has identified a few
defining characteristics of alternate schools. These
include a child-focused, individualised approach to
education, that is experiential and interest-based,
a small class size (not more than 30 students),
cross-linking of disciplines to enable a child to see
connections between different subjects and evalua-
tion methods that do not always rely on comprehen-
sion tests and examinations to measure learning
outcomes.
Noted educationist MR Raghavan, who is also the
inventor of the teaching method Quad Seek, says,
“We are not teaching anything different. We are
only trying to go back to basics and teach the same
content, keeping the child as a centre of focus and
using the natural process of learning in our teach-
ing methods, so that the child can assimilate things
easily and start enjoying learning rather than get-
ting burdened by it. Every child has a different bias
and strength and likes to learn as per this bias. Our
teaching method gives each child the freedom to
learn the way he/she would like.”
There is no homework as everything is done in
school. Once a week, his notebooks are sent home
for us to see his progress at school. There is also a
logbook keeping track of his classwork. He has
become a lot more cheerful and vocal about what
he’s learning. His social skills have also improved
Aanchal Gaur,
Parent
ALTERNATIVE EDUCATION
FREEDOM TO
LEARN THE WAY
ONE WANTS TO
https://t.me/Digital_Magz

175. 1741360Indiaffifffi7’0660s 175
Rahul Desai, Director of the Lumens School at
Vapi, corroborates, “We have about 26 children
per class and our method, Quad Seek, is designed
to teach them in small groups of three to four kids
with similar interest and capabilities in a subject.
This allows a teacher to know each child’s strengths,
natural approach to learning and assess them on
a given topic through discussions and worksheets
every month. The outcomes of these assessments
are used by the teachers to revise the topic differ-
ently with each child as per the need.”
Ground reactions
Within a few months, Aanchal has found a visible
difference in her son as well as their home. “We are
no longer burdened by Aarav’s studies. There is no
homework as everything is done in school. Once a
week, his notebooks are sent home for us to see his
progress at school. There is also a logbook keeping
track of his classwork. He has become a lot more
cheerful and vocal about what he’s learning. His
social skills have also improved.”
Challenges
While most parents appear to be satisfied with the
alternative schooling of their children, doubts and
concerns continue to plague the system in India.
Affordability and mainstream affiliation are the
major questions in the minds of many parents
considering this option. Education Counsellor
Swati Salunkhe elucidates, “Very often alternative
schools are beyond the reach of middle-income
parents in India. There is also a concern around
studies, especially in the higher grades, when par-
ents want their children to get into the mainstream,
appear for board exams, entrance exams and get
into colleges in India which continue to follow tra-
ditional approaches to education.”
Speaking of affordability, Rahul Desai says, “Some-
where, such schooling does get little expensive due
to investment required in continuous coaching of
teachers as well as other tools and facilities required
to bring about an all-round development of a child,
including music, art, sports etc. Generally, people
at the higher end of the financial spectrum are more
mentally prepared to try something unconventional
and show interest in alternatives.”
It’s interesting to note that formats of alternative
education have succeeded in some of the remot-
est and poorest districts of India. For instance,
MR and Aruna Raghavan started Shikshayatan, an
extremely successful alternative school in Arasa-
vanangadu, a tiny village in Tiruvarur district of
Tamil Nadu, that provides free education, using the
Quad Seek method, to underprivileged children
till class eight. After this, more than 70 percent
of the children, who go on to join other schools,
score greater than 80 percent in their high school
diplomas. “We are attempting to pioneer a way of
thinking that can work within any existing board
to bring in awareness that such excellence is both
possible and necessary.”
Although there is a dearth in official statistics,
most children pursuing alternate education do
appear for their board exams eventually. They
appear for exams either through the National Insti-
tute of Open Schooling (NIOS) or opt for inter-
national boards such as IGCSE and IB. Several
schools, such as Rishi Valley and Kunskapsskolan,
also follow an alternative methodology but remain
affiliated to mainstream boards.
Hence, those parents who are keen on admitting
their children into an alternative system should
make necessary inquiries about the teaching meth-
odology at schools and speak to existing parents as
well as alumni.

Our method, Quad Seek, is designed to teach them in
small groups of three to four kids with similar inter-
est and capabilities in a subject. This allows a teach-
er to know each child’s strengths, natural approach
to learning and assess them on a given topic through
discussions and worksheets every month
Rahul Desai,
Director, Lumens School, Vapi, Gujarat
Shutterstock
https://t.me/Digital_Magz

176. 17630In3dia’sadi37d 176 OCTOBER 2018360CAREERSIndia’s Best Schools
Will any child not love education imparted through football, yoga or dance?
Find out how innovative methods reform lives of slum children...
by Pritha Roy Choudhury
E
very single day was quite frustrating for
Shakeel, then a boy of 13, studying in a gov-
ernment school in Delhi. It was a constant
struggle to identify himself. And his only
outlet? Anger. “A child usually grows up in his sur-
roundings. My background is such that, my father
was a construction labour, my uncle was a rickshaw
puller, my mother a maid. So we could not have
much of an ambition. I was irritated most of the
time,” says Shakeel, now a football coach for those
who have seen the dark side of life, the inmates at
Tihar, the largest prison complex in South Asia.
Pooja, now 23, went through similar ordeals,
growing up as a rag picker. “I was five, every even-
ing I picked up scraps from most of the parks in
Vikaspuri, sorted and sold them to the scrap dealer.
I would hand over my earnings to my mother who
had to take care of five children as my father had left
us,” laments Pooja. With such a background, it was
natural that they found learning quite boring.
Why dropouts?
Many others like Shakeel and Pooja drop out of
schools, even though the education is free at gov-
ernment schools. “If we take the example of math-
ematics, the teacher does one sum from an exercise
and asks the children to complete the rest at home.
Now most of the teachers are not bothered if the
child got the concept right or not. At home the
parents are illiterate. How will they help them? So
the child loses interest gradually,” says Raman, a
social worker who goes by one name and is associ-
ated with ‘My Angels Academy’ that works for the
welfare of slum children.
The academy provides students an opportunity to
learn and earn as football and yoga trainers, referees
and field boys. I am preparing them to become
change agents so that later on they will help me to
take this model to India’s underdeveloped areas
Sylvester Peter,
Founder, My Angels Academy
TRANSFORMING
THE NEGLECTED
THROUGH FOOTBALL
SOCIAL INTERVENTION
India’s Best Schools
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177. 176130India’1767sI00I 177
Over 85,000 students from public institutions
dropped out of schools in 2016-2017 academic
session in national capital region alone, according
to data released by Praja Foundation, an NGO.
According to a government website, five north-
eastern states, along with Uttar Pradesh, Andhra
Pradesh, Madhya Pradesh and Haryana account for
maximum dropouts in India.
Learning through games
My Angels Academy adopts novel ways to make
children take to learning and retain their interest.
“Sports is something that comes natural. You know,
in mother’s womb child kicks, so playing football
comes naturally,” says Sylvester Peter, the founder.
“It also makes them disciplined,” says the army
major’s son from Chennai, who, along with his three
siblings, travelled across India and finally settled in
capital Delhi.
Sylvester’s yearning to do something worthwhile
for the underprivileged began 30 years ago, when
at the age of 13 he found that a classmate could not
celebrate his birthday as the boy was too poor to
afford it. After completing his graduation in Eng-
lish honours from Delhi University, Peter did his
postgraduate studies in Journalism and Mass Com-
munication from Bharatiya Vidya Bhavan, worked
for some time as a journalist and then founded the
Trust that runs the academy.
My Angels Academy works for children who want
to lead a better life. It works for transforming chil-
dren from being rag-pickers, petty thieves and drug
addicts to dignified citizens who value honesty and
are treated with respect.
Towards a sustainable intervention
Today, most of the children who got a helping hand
from Peter have joined him to work for the same
cause. “I did not know that I can earn a livelihood
through football. I had no targets a few years back.
But today, I know what to do. I have become a foot-
ball coach,” says Shakeel.
My Angels Academy has been roped in by the
authorities of Tihar Jail to reform the inmates. “I
go to Tihar Jail three days a week. I have been asked
to work for them, various kind of youths are there,
robbers, murderers, those involved in kidnapping,”
says Shakeel who coaches these inmates.
The academy customises its football coaching
according to the seasons and weather. “In sum-
mers, we have classes for the children of the slums
at 4 in the morning but in winters, we practice at
night that is from 9 to 11 in the evening when the
ground is free,” says Pooja, coach for the academy’s
girls’ football team. “We are used to playing when
street lights are on because that is when the ground
is free for children from our kind of background,”
adds Pooja, who funds her Bachelor’s degree from
Indira Gandhi National Open University through
football coaching.
Rewarding effort
The academy’s efforts are evident in the fact that all
the dropouts go back to school, complete their stud-
ies and opt for Bachelor’s degrees. Most of them are
licensed coaches as well.
Apart from football, the academy sees to it that
the children are familiarized with personal hygiene,
environmental protection, sex education etc.
Through these efforts, the academy seems to be
making the world a better place for them.

In summers, we have classes for the children of the
slums at 4 in the morning but in winters, we practice
at night that is from 9 to 11 in the evening when the
ground is free. We are used to playing when street
lights are on because that is when the ground is free
for children from our kind of background
Pooja,
Football Coach, My Angels Academy
Dribble Academy
The basketball training academy is working with
around 1000 children of which around 490 are
girls from Noida area.
Oscar Foundation
The foundation is working in the slums of Mumbai
which has transformed many a lives through
football.
Child’s Play India Foundation
Based out of Goa, the foundation instils positive
values to India’s not-so-privileged-children
through classical music.
AAMAD
The main mission of AAMAD, based out of Delhi,
is to enhance integration and diversity in the field
of art and culture with works uniting people of all
abilities.
Gharkul
The institution, founded by Sunil Satpute, is
working for the underprivileged children with
special needs in the slums of Mumbai.
CHANGE-MAKERS
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178. B Mahesh Sarma
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179. OF YOUR CAREER Q. I completed my 12th from open school. Can I appear for
NEET?


Komal Garg
A. Yes. Open school students as well as private students are allowed
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\HDURISDVVLQJFODVVVKRXOGEHD\HDUSULRUFODVV Q. When is the admit card for class 10 NIOS released for
the October session?


Rajiv Kumar
A. The National Institute of Open School (NIOS) publishes the
admit card for NIOS class 10 in the second week of September. The
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online mode. At the time of applying, students are sent a 11/12 digit
enrollment number which they have to submit when downloading
the admit card. In 2018, the admit card was released on September
19. The exam would be held from October 6 to November 5, 2018. Q. When does the NTSE application process start?


Rahul Kumar
A. The National Talent Search Examination (NTSE) is held in
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180. 180 OCTOBER 2018360CAREERS1803361Indd36IdiIa’sIndia’s Best Schools
Mallya Aditi International School, Bangalore, has a legacy of over three
decades of guiding the young generation for a better world...
SOCIAL WELLBEING
AT THE CORE
by Faizal Khan
O
n a  Monday  afternoon, Principal Sathish
Jayarajan is busy meeting parents. The
Principal of the Mallya Aditi Internation-
al School, Bangalore, is the Higher Educa-
tion Adviser of the  school  situated in Yelahanka
New Town, a suburb in the city. ‘’It is important
to give good guidance,’’ says Jayarajan, who also
teaches Political Science in Class XI and XII and
Economics for Class IX and X.
Teaching senior students makes it easy for the
Principal to lead the  school’s efforts to find the
best placement for its wards. “I know the children,”
says a confident Jayarajan. “It is easy to give good
advice when you know them.” The Principal’s lead-
ership in career counselling is built on the school’s
philosophy that each student learns differently and
that these differences must be acknowledged and
supported.
“There are so many options for the students,”
says Jayarajan. “But it is important to build the
awareness because each person is different,” adds
the Principal, whose career counselling helps in
securing placements in India and other countries
such as Canada, the United States, the United King-
dom, Singapore, Hong Kong, the Netherlands and
France. The school’s counselling team and Learn-
ing Support Laboratory address the differences
of individual students.  Members of the  school’s
counselling team are known for their research and
presentation of papers at national and internation-
al conferences.
Child-centred Learning
The  school, run by the not-for-profit The Ujwal
Trust, follows the ICSE/ISC curriculum. There
are 600 students and 100 teachers. ‘’We follow the
small school concept,’’ says Joel Kribairaj, Admis-
sions Officer and Chief Examinations Officer.
Founded in 1984 by educators Anne Warrior
and Geetha Narayanan and a pioneering group of
committed teachers and parents, the school strives
to create a learning environment that is
child-centred, international in perspective, engag-
ing, active and critical. Its ways of working are dem-
ocratic and decentralized. The  school  celebrates
student and teacher-led initiatives and values crea-
tivity, excellence and a social conscience.
Community connect is an integral part of the cam-
pus culture. A sense of community and social con-
science lie at the heart of education at the school.
The Aditi students are collaborating with the Spas-
tics Society of Karnataka and are also involved in
community work with the HelpAge India, Samiksha
and CRY. Senior students have launched a project
to teach students at the Indira Gandhi Internation-
al Academy, a school for the children of Sri Lankan
refugees and a government primary  school  in the
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181. 180136India’Chi8sI66I 181
It is important to give good guidance. I know the
children. It is easy to give good advice when you
know them. There are so many options for the stu-
dents. But it is important to build the awareness
because each person is differentcity. The Class XI students of Aditi recently painted
a government school in nearby Hoskote village and
provided shelves to the school. 
Creative Arts
Creative and performing arts is an integral element
of education at the school, which believes that art,
music and drama are not extra-curricular but an
entitlement of all students and, profoundly related
to learning.
The school’s innovative Creative Arts Department
has produced critically acclaimed plays, musicals
and concerts. The department has led several ini-
tiatives to integrate creative arts into several other
parts of the curriculum, which has led to the crea-
tion of riveting learning experiences on the campus
of the school, which prides itself as a ‘community
of learning’.
“We are trying to introduce the creative think-
ing component in all subjects,” says the Principal.
The Aditi teachers are constantly engaged with the
students in their different subjects to develop in
them a sense of critical enquiry. Questioning con-
ventional wisdom is common in Aditi classrooms.
Last year, the  Aditi  Institute hosted Infosys co-
founder, Nandan Nilekani, who delivered a talk that
focused on the prospects of a “Digital India”.
The school, which believes in learning from each
other, has exchange programmes in Germany and
Sweden for students. A teacher-only exchange pro-
gramme exists with the United States. In the ISC
examinations last year, Aditi students secured the
first and second places in Karnataka. At Aditi, stu-
dents are constantly encouraged to test theories,
prove concepts and validate hypotheses. 
There are five comprehensive laboratories, one
each for Physics, Chemistry, Biology and two for
Computer Science. The physics lab has a separate
dark room which doubles as the  school’s photog-
raphy studio. Many meaningful group projects in
the sciences are assigned to students with clear but
open-ended guidance from the teachers. This gives
students a chance to experiment together and so
learn cooperatively, a skill that is irreplaceable in
today’s world.
Student Initiatives
The Crafting Table, a non-profit organisation run
by two Class X students of  Aditi, recently visited
the city campus of People for Animals and donated
6,700 rupees for rehabilitation of injured animals.
The organisation sells handmade arts and crafts
from 100% recycled or wasted materials at exhibi-
tions and fairs around the city. The Mallya Aditi Avi-
tation Club is another student initiative to introduce
students to the field of aviation.
Student council elections at  Aditi  mirror the
strengths of the country’s democratic traditions.
The elections are held for all classes from grade
4 to 12. The elections this year were held in June.
Students standing for elections made campaign
speeches and students had the chance to participate
in a democratic process. The votes were counted by
the class teachers and the results announced the
same day.
Aditi’s ICSE/ISC results this year have been
among the best ever. Two of the ISC students turned
in among the best two performances in Karnataka.
In ISC, the school was among the top performing
schools in the country. In ICE Diploma, there were
20 distinctions in a cohort of 27. The results show
the school is on track to achieve its vision of groom-
ing exceptionally confident students.
Sathish Jayarajan,
Principal, Mallya Aditi International School, Bangalore
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184. 184 OCTOBER 2018360CAREERS
Q. What makes Bath University one
of the best universities in England?
A. We are one of the best universities in
England even though we are the young-
est among the top five. We attribute this
to our research culture. Also, the way we
train our students, making them highly
employable. Since a lot is packed in a
short period of time, we emphasize a
lot on the practical aspect of teaching
and learning.
At University of Bath we have made it
compulsory for our undergraduate stu-
dents to take one year paid internship.
This helps the students to understand
the business and managerial aspects
of the sectors they want to work in.
Imparting practical knowledge to stu-
dents is one of the top priorities here.
Q. What steps do you take to impart
practical education to your students?
A. As a management school, we lay a
lot of stress not just on the knowledge
aspect of the education, but also how
much that education can be used in
the real world. For this, we have vari-
ous methods, systems and techniques,
through which we help our students,
gain practical experience, thereby add-
ing to their skill sets. Our students help
to find solutions for complex business
problems.
You can say that while doing this, our
students along with industry leaders
work as mini-consultancies, where
business problems are discussed, ana-
lysed and solved. We also have events
like Careers Function, where we teach
our students boardroom expertise such
as presentation skills.
Q. What are some of the current
global B-School trends?
A. These days there is additional focus
on things such as supply change man-
agement. With e-commerce gaining
popularity around the world, supply
chain management has become one of
the core areas of management. This
has been basically due to the fact there
SOCIAL
RESPONSIBILITY
A FOCAL POINT
AT BATH
Veronica Hailey, Vice-President of University of Bath and Dean of its management school, speaks to Bhanu Pratap
Singh about Bath’s philosophy in management studies…
Study Abroad INTERVIEW
https://t.me/Digital_Magz

185. 1841360SOCIA1848L0660 185
has been a political, social and cultural
awakening. Impact of artificial intel-
ligence on small jobs is also being stud-
ied in management schools across the
globe. The idea is to train students for
the future, as technology keeps evolv-
ing after every few years. One needs to
understand the social impact of it.
Another trend which is on a rise in
management schools is that students
are now being taught data analysis
as well. Over the past few years, data
analysis has become a big part of the
decision making of various corporates.
Hence, in order to give the management
students an edge, data analysis has also
become a part of the curriculum in a
number of management schools. There
is also a rise in the number of women
management students.
Across the company boards, women
are increasingly taking charge of impor-
tant business positions. So we can say
that there we have witnessed a steady
rise in the number of women candi-
dates for management courses across
the world.
Q. How do you select your faculty?
A. When it comes to selecting the facul-
ty, we have very strict criteria. We select
only those candidates who are not only
research-oriented but also have a knack
for teaching university students. Usu-
ally, it has been noticed that a teacher
might be good with research but is not
able to teach (his/her primary job). In
order to weed out such candidates, we
have a strict process in place.
Teachers have targets which need to be
met, only after they have achieved those
targets, will they be able to continue in
the university. We are not going to take
someone who is good in research, but is
unable to teach and vice-versa.
Our faculty has to be exceptional in
both. We have a responsibility towards
our students by providing them with
the best minds as their faculty in the
university. We maintain high standards.
We have very strict guidelines even for
our junior faculty. Our junior faculty
have a probation period of three years.
And during this period we regularly
assess them. There is a system in place,
where the junior faculty undergoes reg-
ular evaluation. We even have students
evaluating the teachers on their teach-
ing methods and other aspects.
In spite of such a demanding schedule,
I can proudly say that our teachers are
happy while teaching as we have a chal-
lenging work environment.
Q. What are your thoughts on liberal
arts education?
A. In the modern world, it is important
for a student to become a well-rounded
employee or a manager. This is where
liberal arts education comes in. Stu-
dents are able to look at a problem from
all the possible angles. Education in
the liberal arts enables the students to
search and come out with the best solu-
tion available.
Communication has become essential
in every job, it is not important to just
know the solution; you should be able to
explain the solution as well. Liberal arts
education will help you look at a prob-
lem from a macro level. In the modern
work environment, it is important to
learn all the important aspects.
Q. What is Bath’s philosophy?
A. We believe that a management stu-
dent should not just look at the financial
side; there should be some kind of a
social and cultural aspect to it as well.
We want our students to be socially
driven. Our students should understand
that they had an extremely privileged
education, because of this they have a
responsibility towards the society, and
towards those who are less privileged.
Our students have a responsibility
towards the society, which they have
to fulfil.
We make sure that our students
understand that with great privilege
comes a responsibility to do better for
the society. Hence, it is important for
them to contribute for the betterment
of the general population. It is not just
about taking, it is also important to give
something back to the society.
Q. What are some of the achieve-
ments of Bath?
A. We have been ranked among the
top five universities in the UK. This is
a huge achievement for us considering
the fact that we are only a couple of
decades old, while the rest of the uni-
versities are a couple of centuries old.
We have also been rated Gold in
Teaching Excellence Framework
(TEF) by the UK Government.
Another achievement which I am
proud to share is that in 2014, accord-
ing to Research Excellence Framework,
87 percent of Bath’s submitted research
activity was defined as world-leading
and internationally excellent.

Veronica Hailey, Vice-President of University of Bath and Dean of its management school, speaks to Bhanu Pratap
Singh about Bath’s philosophy in management studies…
Our students should
understand that they had
an extremely privileged
education, because of this
they have a responsibility
towards the society, and
they have a responsibility
towards those who are
less privileged
In the modern world, it is
important for a student
to become a well-rounded
employee or a manager.
This is where liberal arts
education comes in.
Students are able to look
at a problem from all the
possible angles
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187. https://t.me/Digital_Magz

188. Engineering ARTIFICIAL INTELLIGENCE
188 OCTOBER 2018360CAREERS
ENGINEERING
SPECIAL

ARTIFICIAL INTELLIGENCE
From sc ience
fiction to reality
The hype around AI is buzzing
today. But before you consider
jumping on to the bandwagon,
read on…
by Triti Zalka
P
icture a typical day in Maya’s life. She wakes
up and asks Google Home what her day looks
like. She’s got a few important meetings lined
up, but then there’s that booking for a film
she’s been waiting to watch for such a long time!
It tells her there’s a chance of rain, so she slips an
umbrella into her bag while getting ready. She sits
down for breakfast, and swipes through news arti-
cles on her phone. The app shows the latest happen-
ings in science and sports, because those are some of
her favourite things. She checks Google Maps, and
it seems there’s a road block because of a festival on
her daily route, so she plans to leave early. It’s just
9 AM in the morning, and already, Artificial Intel-
ligence (AI) has made Maya’s life so much easier.
Now imagine an intelligent house, autonomous
vehicles, robotic diagnosticians or a quadcopter
collecting your bills. Needless to say, technology is
getting ‘smarter’ by the day.
The science behind the fantasy
“We know intelligence when we see it in other
human begins or animals. As a species, we’ve always
had an urge to try and replicate that behaviour
and thought process in a machine, in software or
hardware. AI is that endeavour,” explains Shivaram
Kalyanakrishnan, Assistant Professor, IIT Bombay
who teaches AI at the Department of Computer
Science and Engineering. AI is a branch of comput-
er science that works on the simulation of human
Shutterstock
Engineering ARTIFICIAL INTELLIGENCE
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189. EngEier18360fiffiffnNreerG 189
intelligence processes in machines. Some of these
processes include learning, problem-solving, logic,
reasoning and common sense among many other
facets of human thought and behaviour. Though
they come inherently to humans, it is difficult to
replicate them in computer systems. Some spe-
cific applications of intelligence can be mastered
by machines, but many are yet to be attained. For all
the hype surrounding AI, ‘self-awareness’ is still a
far cry. AI is still, in many ways, in its nascent stages,
and calls for a lot more hands on deck.
Emerging areas and impact
There are ways in which AI can contribute in every
sphere. Healthcare, agriculture, transportation,
environment and even governance will see major
penetration of AI application. Another obvious
T
here are some fields where it is good to have
AI. There are other fields where AI is a neces-
sity. Healthcare today falls into the second cat-
egory. There are simply too few doctors to be
able to cater to large populations like ours. AI
that can help make their job easier and more effi-
cient by diagnosing patients wherever possible.
Especially in remote areas, where for 95 percent
of the cases there are no specialist doctors.
ChironX plays a small part in this ecosystem
by helping ‘read’ medical images and diagnose
patients using that. Our current focus is on reti-
nal fundus images (just like a chest x-ray is an
image of your chest, a fundus image is an image
of your eye’s retina). By interpreting these fun-
dus images using AI, we can detect early signs
of diseases that can eventually lead to blindness.
In India there are a total of only 2000 retinal
specialists for our entire population. Blindness
in our country is a silent epidemic in the making.
Our software works to help reach scales that we
can’t reach using manpower.
The best part of AI is that unlike other fields,
it is so much more accessible to everyone. All
the resources are freely available almost always
on the internet, data is available openly, and the
community is very active in encouraging and
helping people come in. Unlike traditional fields,
for example mechanical engineering, you can
literally start building AI with just a laptop and
the Internet.
Building of AI and its use is going to increase in
the coming years, and as someone who is build-
ing AI solutions for solving critical problems
like healthcare, I think it’s a great thing that this
sort of democratization of access to not only
the impact of a technology but also creating it
is great for the folks in high school today. They
don’t need to wait for a college degree—they
can start building AIs today. Of course, it takes
rigour and years to master it, but there’s no harm
in getting started now.
RITO MAITRA
ChironX
COLUMN
“YOU CAN
START
BUILDING AI
WITH JUST A
LAPTOP AND
THE INTERNET”From sc ience
fiction to reality
PROF. ARUN AGARWAL,
Pro Vice Chancellor,
University of Hyderabad
Young people have to be given some
interesting stories to capture their
imagination. We have to capture and
nurture young mind’s attention, draw
their interest to study AI
use case for AI in India is language. We speak hun-
dreds of languages. Yet the amount of resources a
vernacular language speaker has access to is much
less than mainstream languages. “Our lab has been
focusing on building systems for translations in
Dravidian languages in order to make them more
accessible to the masses. We have strong theoreti-
cal understanding of our languages, but we are now
going into data-driven understandings. We’re mak-
ing algorithms that can identify translating words
between different languages,” says Renjith, a PhD
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190. Engineering ARTIFICIAL INTELLIGENCE
190 OCTOBER 2018360CAREERS
scholar at University of Hyderabad (UoH). AI has
the potential to augment every domain. If AI can
optimise manufacturing, that could be the differ-
ence between a profit and a loss. If AI could make
an accurate and speedy prognosis, that could be the
difference between life and death.
The business of AI
The application of AI is creeping into many busi-
ness models. From chat bots to help the visitor to
navigate a website, to shopping recommendations
based on his/her history, there are many ways by
which AI can make business better. “In earlier
days, people would start businesses and only then
did they think of which technologies to adopt. The
current trend is changing—technology is driving
business. Projects are now looking at intelligent
way of doing things through artificial intelligence,
machine learning, data analysis and deep learning.
These technologies and tools are gaining popular-
ity in today’s world and it looks like they’re here
to stay,” says Dr. B. Amutha, Professor and Head,
Department of Computer Science and Engineer-
ing, SRM Institute of Science and Technology,
Kattankulathur, Chennai.
Power to the people
“In Indian context, there can be many applica-
tions of AI. So many underprivileged people have
bank accounts, but there is no basic literacy. Can
AI help bring those digital citizen services in the
language they speak? Can it be done without the
need for reading instructions? Can it be custom-
ised for dialect because India is the melting pot of
languages? Can AI empower the differently-abled?
Can AI with vision and speech audio processing
bring services to the last thread?” asks Prof. Raju
S. Bapi, Department of Computer and Information
Sciences, University of Hyderabad (UoH).
Career opportunities in every direction
The obvious bet for graduates with a specialisation
in AI is software companies, but there’s so much
more in store. “There is an AI-sized hole in every
sector that needs to be filled. All agencies need to
acknowledge that AI can help in different domains,”
urges Asst. Prof. Kalyanakrishnan. If you feel the
urge to clean the environment or make transpor-
tation easier or avoid the amount of red tape that
happens in our offices, then consider whether it is
feasible for a technical intervention to help. “Go
out boldly, set yourself the challenge of taking a real
problem you see around, see how AI might apply
and do build up your skills and profile to able to
solve it,” he encourages. Courses
UoH launched the first M.Tech (AI) programme
in India as early as 1986. IIT Bombay, Indian
Institute of Science, Bangalore, Indian Statistical
Institute, Kolkata and UPES Dehradun are some of
the top institutes offering courses on AI. Universi-
ties like SRMIST have now introduced specialisa-
tions at the undergraduate level. Students can take
up B.Tech in Computer Science and Engineering
with a specialisation in Artificial Intelligence and
Machine or Big Data Analytics. “The beauty of
M.Tech AI at UoH is that the course structure
provides us with a core that is the building blocks of
AI—machine learning, problem-solving methods,
Our lab is focusing on building sys-
tems for translations in Dravidian lan-
guages in order to make them more
accessible to the masses
RENJITH,
Research scholar,
Department of Computer and Information Sciences,
University of Hyderabad
SHIVARAM KALYANAKRISHNAN,
Assistant Professor, Department of Computer Science and
Engineering, IIT Bombay
Go out boldly, set yourself the chal-
lenge of taking a real problem you see
around, see how AI might apply and
do build up your skills and profile to
able to solve it
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191. EngEier18360fiffiffnNreerG 191
logical thinking, etc. It helps us recognise real world
problems and see how we can tackle them. AI is
really booming—it’s a must to try!” says Upasana
Tiwari, a student at the M.Tech (Artificial Intel-
ligence) programme at UoH.
Prerequisite skills
The kind of skills you’ll need to negotiate modern
AI will include probability theory, proofs, linear
algebra, matrices, linear operations, algorithms
in computer science, data structures, and more.
“A student should have good mathematical back-
ground, problem solving skills, proficiency of com-
puter programmes and good analytical ability,” says
Professor Amutha.
Course content
Under the broad AI umbrella are many different
topics. Machine learning, natural language pro-
cessing, computer vision, deep learning, robotics,
knowledge representation, multiple-agent systems,
human computer interaction, augmented and vir-
tual reality are to name a few. Today, these are
fairly mature and self-contained in their own right,
and students can specialise in any of these areas
depending on their interests.
Q. Why has AI gained such momentum in
recent years?
A. While AI and its sub-disciplines were just hip
subjects in Computer Science curriculum for a
very long time, its only recently that cheap stor-
age space, availability of a large amount of data
and advanced computational power has started
bringing AI into real-world use.
Q. How can AI contribute to society?
A. While we see that AI algorithms are already
making inroads into our phones and devices, AI
will soon start assisting humans in making more
critical decisions in fields like manufacturing,
security, medicine and sciences. Astronomers
have started to use AI to discover Earth like
planets in other solar systems. Recently, AI-
based medical diagnostic aids have got FDA
approvals further making it mainstream in the
medical field and we have technologies where AI
algorithms can provide human-level diagnosis, if
not better.
Q. What kind of changes can we expect in
the future?
A. AI will transform industries and govern-
ments by making humans smarter and more pro-
ductive. The job descriptions of the future will
change, and people will be working around AI in
some way or other (just like they need to interact
with computers today in whatever they do).
Q. Why take up a career in AI?
A. Apart from the money AI professionals make
(A good AI researcher can make upwards of
$200,000 per annum in the USA easily, and
salaries have shown to be as high as three million
dollars per year), the impact you can create as a
prospective AI researcher is huge. ‘Solving Can-
cer’ was used as a hyperbole for an ambitious
career choice sometime back, but AI research-
ers will literally do that in a few years. In short,
if Maths and Programming is something you
like, it’s probably the best career choice for next
couple of decades.
MUKTABH MAYANK SRIVASTAVA,
Co-Founder, ParallelDots, Inc.
COLUMN
ARTIFICIAL
INTELLIGENCE
- THE FUTURE
CAREER
CHOICE
DR. B. AMUTHA,
Professor and Head,
Department of Computer Science and Engineering, SRM Institute of
Science and Technology, Kattankulathur
A student should have good mathe-
matical background, problem solving
skills, proficiency of computer pro-
grammes and good analytical ability
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194. 194 OCTOBER 2018360CAREERS
FIVE STEPS TO
BUILDING THE
PERFECT JOB
SEARCH STRATEGY
Most of the job seekers don’t do much of
homework before setting out on the most
important journey of their life…
A
good job search strategy does not start with
applications or job searches. It starts with you.
Unfortunately, most of us don’t put much thought
into devising a job search strategy. We just apply
for the jobs that seem most exciting to us at a given
point in time. As a result, we may be missing out
on finding our dream job or feeling professionally
fulfilled.
Job hunting requires reflection, information
and conversation. And here’s how you can go
about it.
1. First figure out what you want
Find out a quiet place to sit down and introspect.
Hone in on the strengths and work on your weak-
nesses in your professional and personal life. Then
think about which one of those strengths brings
you the greatest fulfilment. Determine the field,
industry or sector you want to work in and the role
you want to play there. Now see how your skills sets
fit into that slot.
2. Prepare a mission statement
Trust a ‘mission statement’ works. Once you have
answered these questions, you will get closer to
knowing what you want from your job. Use the
answers to craft a mission statement. This is a two
or three sentence declarative statement about the
ideals, values and beliefs you hold true. It will be at
the heart of your job search strategy and define your
professional goals.
3. Do your research
Now that you have your career goal, you must
try and reach that goal. This phase entails a lot
of research. Which companies have the kind of
jobs that match your career goal? Make a list of
organizations you want to work with and read up
everything about them, including their annual
report. Then research industry trends, opportuni-
ties and history by looking up the Internet and going
through a few trade magazines.
Also, keep in mind what kind of work environment
you are looking for while conducting background
checks on organizations. At this stage, you may want
to learn a skill that will put you ahead of others in
the hunt for a job.
4. Work on finding job leads
Next, you must decide what sources you will use
to find potential employers. Job announcements
like those you will find on job boards are one way to
go. Networking is another. Connect with company
managers and industry insiders via social media
platforms. Attend industry conferences and semi-
nars and try and meet the speakers. Speak to people
in your social circle who are related to the company
or the industry in some way and ask them what you
should do to find your dream employment. If need
be, apply for an internship in an organization of
your choice.
5. Prepare a job search strategy
A successful job search always needs a strategy. It
requires planning, so make a weekly list of things
you want to do and keep track of what you’ve
accomplished. You also have to give it time. Irre-
spective of how busy your schedule is, set aside a
few hours every day or week to putting your job hunt
plan into action.
Social philosopher Thomas Moore said, “It isn’t
enough that we have meaningful work. What is
also required is work that satisfies the soul.” A well-
planned out job search strategy will reward you
with both.
This article was first published on
MonsterIndia.com.
Job Hunting RIGHT STRATEGY
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