1December-2009
3December-2009
4December-2009
Revamping theEducation System
The Indian Educational System seems to be turning over a new leaf. The Central Board of
Secondary Education (CBSE) has encouraged and incorporated some fresh thinking with the
hopes of improving the intellectual and emotional health of school students. Setting up the
building blocks of a brand new evaluation system, the Board on one hand has decided to bring
in some innovative changes in the examination grading methodology, and plans to do away
with the 10th grade Board exams on the other. As with any new concept, this too is receiving
mixed responses.
5December-2009
The new grading system introduced by the CBSE shows
promise in ways of offering a range of measures.
These measures include introduction of formative and
summative assessments instead of a single-window terminal
examination, assessment of co-scholastic activities,
including aptitude and attitude, assessment of basic skills
related to thinking, emotions and social competencies,
introduction of grades rather than marks, choice of optional
CBSE examination and facility for on-line examinations.
As far as schools affiliated to the CBSE are concerned, the
concept is not new. The Board had introduced the concept
years ago for the primary level and a few years later for the
middle level. Now the concept has graduated to the
secondary level, creating a debate because now there’s a
public examination at the secondary stage that is becoming a
hurdle for some.
Amidst speculation, the enthusiasm with which the CBSE has
taken up the process of implementation of change appears
quite impressive. The case for a change, necessary inputs for
enabling it and building an environment conducive for the
change among the schools, all show that the CBSE is leaving
no stones unturned to implement the change effectively and
with a purpose.
CBSE chairman Vineet Joshi said: “Apart from de-stressing
students, the new system would ensure that standards don’t
fall. It would also encourage students to showcase their
creative skills.”
The fear instilled in students and parents alike towards
examinations by agencies all around has done more damage
than the examinations themselves. Unscrupulous and
unhealthy competition for pursuing some listed courses in
colleges has been the dominant damaging factor on the
mental health of the learners. This paradigm of misconception
has shifted the focus from effective learning to effective
choice of specific questions to be answered in the
examinations. This kind of learning just in order to pass
examinations actually stifles creative thinking.
The role of any educational organisation is not just limited to
conducting examinations and handing out certificates, but
also includes meaningful responses to the changes taking
place on a global scale, be it technological, scientific,
cultural, social or political. The emphasis should not be
placed on the role of examinations, but should be on shifting
the focus to nurturing the real talents of the learners in
classrooms.
Highlighting the non-uniform quality of education across the
nation’s schools, education activist Gourishyam Panda said
the HRD Ministry proposal will not be conducive for India as
there is no level playing field. “How can a grading system
yield without the schools being at par with each other?” he
questioned, adding that this will certainly widen the gap in the
higher education structure.
In 1986, the National Education Policy came out with a
recommendation on de-stressing the examinations and
moving towards continuous and comprehensive evaluation
that would focus on the assessment of a spectrum of skills
and competencies of the learners.
The whole objective of the reform exercise is to refocus
educational enterprise in the classroom. It is to make
classrooms more interactive, more participative, more
constructive and more empowering of the process of
learning.
The objective is to make the learners think creatively and
critically, understand and solve problems and develop a
healthy emotional profile through various intelligent
approaches. The approach should aim at helping children
acquire inter-personal and intra-personal skills that will make
them work as a coherent group, respond effectively to social
networking and develop a responsible social consciousness.
Prof. TK Chandrasekhar - Director, NISER Bhubaneswar, said
for students and parents it can certainly help in reducing
‘stress levels’ of the percentages awarded in mark-sheets.
“But for the ‘extra talented ones’ it would not be encouraging
as there would be no difference between 91 and 100 per cent
as all will be bracketed in one grade,” he said.
6December-2009
The introduction of thinking skills, emotional skills and social
skills is certainly a move in the positive direction. However,
the schools need to be told that these skills are not to be seen
in isolation as an exercise standing apart from the
curriculum, but are integral to various disciplines being
taught. The success of implementation appears to lie in the
empowerment of teachers and the need to train them at
different levels – awareness, competency and leadership.
Empowered teachers can bring about a revolution in the
approach to learning and this has to be mentored by the
administrators at all levels.
Prof Swadhin Patnaik - Director of the Institute of
Mathematics and Applications, felt, ‘For a board like CBSE
the formula might mean something, but in the long run if the
states are tempted to replicate it just to cut their education
budget as the current practice goes, then it could result in a
catastrophe.’ He stated, “The grading system will not free the
students from entrance tests when they go for higher
education. There would be more ‘businesses on entrances’
as currently students take coaching for IIT, JEE and medical
courses.”
Reiterating this issue, the Council of Indian School Certificate
Examinations (CISCE) has openly condemned the new CBSE
grading system, claiming it to be ‘baseless’. CISCE
chairperson, Neil O’ Brien says that, “Awarding grades
instead of marks is absolutely not taken by us. Would the
colleges and universities admit students on the basis of
their grades in the school?”
His take on the issue stands on a valid point as he adds
on, “Unless the universities start admitting students only
on the basis of grade system and all the other school
education boards also follow the path, there’s no point in
introducing it.”
The New System
With Board exams being made optional from the academic
year 2010-11, a new system of evaluation – Continuous and
Comprehensive Evaluation (CCE) – based on grades has
been implemented. It comprises formative and
summative assessment of the student to be done over two
terms – first and second – during the year-long academic
calendar.
Summative Assessment – based on the term-end
examination: There will be two evaluations each in the first
and second terms.Each evaluation will carry 10 marks
apiece.
Formative Assessment – based on classwork, homework,
assignment etc.: There will be one term-end exam for each
term.The first term-end exam will carry 20 marks.The second
term-end exam will carry 40 marks.
Evaluation
Students of class IX and X will be evaluated on a 9-point
grading system. Each grade, given on the basis of both
formative and summative assessments, will correspond to a
range of marks as indicated below:
A1-91-100 (Grade 10), A2-81 to 90 (Grade 9), B1-71 to 80
(Grade 8), B2-61to 70 (Grade 7), C1-51-60 (Grade 6), C2-41
to 50 (Grade 5), D-33 to 40 (Grade 4), E1-21 to 32,
E2-20 and below.
7December-2009
Points to Remember
•Assessment of theory/practical papers in external subjects
shall be in numerical scores. In addition to numerical
scores, the Board shall indicate grades in the marks sheets
issued to the candidates in case of subjects of external
examinations. In case of internal assessment subjects,
only grades shall be shown.
•Subjects of internal examination in Class X - the
assessment shall be made on a five point scale i.e. A, B, C,
D & E.
•The grades shall be derived from scores in case of
subjects of external examination. In case of subjects of
internal assessment, they shall be awarded by the schools.
•The qualifying marks in each subject of external
examination shall be 33%. However at Senior School
Certificate Examination, in a subject involving practical
work, a candidate must obtain 33% marks in the theory and
33% marks in the practical separately in addition to 33%
marks in aggregate, in order to qualify in that subject.
•For awarding the grades, the Board shall put all the passed
students in a rank order and will award grades as follows:
A1: Top 1/8th of the passed candidates
A2: Next 1/8th of the passed candidates
B1: Next 1/8th of the passed candidates
B2: Next 1/8th of the passed candidates
C1: Next 1/8th of the passed candidates
C2: Next 1/8th of the passed candidates
D1: Next 1/8th of the passed candidates
D2: Next 1/8th of the passed candidates
E: Failed candidates
Important Factors
•In case of a tie, all the students getting the same score will
get the same grade. If the number of students at a score
point needs to be divided into two segments, the smaller
segment will go with the larger.
• Method of grading will be used in subjects where the
number of candidates who have passed is more than 500.
• In respect of subjects where total number of candidates
passing in a subject is less than 500, the grading would be
adopted on the pattern of grading and distribution in other
similar subjects.
• CBSE will use the pattern of aptitude exams for all schools
which will judge the level of understanding in each subject.
• Evaluations will be made on the basis of all over
performance through out the year instead of a single public
exam at the end of the year.
• If unwell, students will also have the option of taking an
exam later.
• Students will have to pass in at least four out of five
subjects.
• The grades will be A1, A2 and the lowest E, which will be
regarded as failure.
• Students with E2-grade can appear in a compartment
exam.
• Emphasise on continuous and comprehensive evaluations
through the year.
English Teaching Medium in Andhra Schools
English will replace Telugu as the medium of teaching and the
state syllabus will be replaced with the Central Board of
8December-2009
School Education (CBSE) syllabus in 6,500 government-run
high schools in Andhra Pradesh from the new academic year.
The government said the move was aimed at shoring up
standards in school education and to prepare students to
strengthen their base in English medium and face
competition. With IT and other knowledge-based industries
throwing up many jobs in the state, the introduction of English
with CBSE syllabus followed by computer studies could better
prepare students, especially from rural areas, for future
opportunities.
Education department officials said this was to ensure that
students from rural schools would be at par with their
counterparts studying in private English medium schools. The
department issued an order introducing English as the
medium of instruction with CBSE syllabus from class VI in
6,500 select schools, covering over 250,000 students. Under
the order, students of classes VI and VII
of upper primary schools which are
within two kilometres radius of high
schools where English would be
introduced as
medium of teaching would be shifted
to the nearby high schools along with
teachers and other administrative staff. The
authorities have also made arrangements to train the
teachers who are currently teaching Telugu medium syllabus.
They would undergo training in English at reputed universities
and institutes in the country.
Implementation not as easy as Conception
The state of affairs in Government-run schools is causing
confusion to everyone. With the new academic year fast
approaching, many teachers and parents are worried about
the introduction of CBSE syllabus and English as medium of
instruction. The Andhra Pradesh United Teachers Federation
(UTF) and the Andhra Pradesh Teachers Federation (APTF)
have opposed the move to introduce CBSE syllabus and want
the government to continue with the state syllabus. They also
fear that the merger of schools would also result in closure of
many schools in rural areas. The Joint Action Committee of
Teachers Organisations has even launched protests against
merger of schools.
Eminent legislative council member Chukka Ramaiah has
also cautioned against changing the syllabus in such a hurry
and the resultant closure of schools, since it is not a small
issue and needs a lot of planning; the closure of schools
could also lead to an increase in the number of dropouts.
Ramaiah also stated that the State Government has not taken
appropriate measures to familiarise the teaching staff to
English language teaching; five-day training classes were
conducted for namesake without any
seriousness.
He also pointed out that the
move would make the
learning process more
difficult for the
students. Ramaiah
criticised
the Government’s decision to cut
short the number of schools to 6,500 from
the existing 10,500 schools. The government has still
gone ahead with its proposed scheme of things. The
education system commenced English as the teaching
medium from class VI with Central Board of Secondary
Education (CBSE) syllabus in 6,500 high schools in rural
areas as a new experiment amid criticism against launching
the scheme without proper trained teaching staff.
9December-2009
Governing the SchoolsManikya Varaprasad Reddy is man who is
candid. He is sincere in his vision about
school education in Andhra Pradesh and
even has the courage to state that the
challenge to reach the entire length and
breadth of Andhra Pradesh in terms of
proper and well-planned school education
is indeed immense. While stating that the
state’s education scenario is much better
than many other states of the country, he
clearly indicates that the expansion of
infrastructure development has not been
addressed in the right manner.
CONTD. ON NEXT PAGE...
10December-2009
“We have to clearly focus on infrastructure development for
overall improvement. Our current focus thus is to look at
varied intricate aspects of infrastructure and in terms of
education, higher education schools,” he said.
Noting that the situation of primary schools is alarming and
enrolment is coming down primarily due to the sudden
growth of private schools, he indicates that the parent’s focus
is going towards English medium and they also think that
government level primary school teachers are not up to the
required level of their expectation.
“It is a perception that the government teachers are not up to
the mark. We have several good teachers across the state
and the other perception of them not being paid at par with
private schools is also wrong. Going by the recent pay
commission, government school teachers are paid much
higher salaries than private teachers,” he stated.
Commenting on the few recent disruptions in proper running
of schools in the twin cities due to the fee structure, he states
that a committee has been appointed to look into the same
and G.O has also been issued in regards to not exploit fees as
there is some celing to it. “But private schools collect other
fees like Building structure fees, infrastructure fess, etc. But
then there are Supreme Court guidelines too and the
controlling of fees is a little tough there,” he said.
Pointing towards the rural-urban imbalance, Varaprasad
Reddy notes that the vast difference has resulted in a huge
misplacement of education. “We are trying to take necessary
steps to reduce the imbalance and the government from its
side is also trying to get new schemes to reach the rural
areas to reduce the divide. We are also recruiting quality
teachers in government schools and the situation is a bit
improved than before,” he said.
Sarva Shiksha Abhiyan
As part of the SSA, the central and the State governments will
undertake reforms in order to improve efficiency of the
delivery system. The states will have to make an objective
assessment of their prevalent education system including
educational administration, achievement levels in schools,
financial issues, decentralisation and community ownership,
review of State Education Act, rationalization of teacher
deployment and recruitment of teachers, monitoring and
evaluation, status of education of girls, SC/ST and
disadvantaged groups, policy regarding private schools and
ECCE. Many States have already carried out several changes
to improve the delivery system for elementary education.
The Sarva Shiksha Abhiyan is based on the premise that
financing of elementary education interventions has to be
sustainable. This calls for a long -term perspective on
financial partnership between the Central and the State
governments. The programme calls for community
ownership of school-based interventions through effective
decentralisation. This will be augmented by involvement of
women's groups, VEC members and members of Panchayati
Raj institutions.
The Sarva Shiksha Abhiyan assigns greatest importance to
the preparatory activities as these have been conceived as a
necessary condition for quality implementation of the
programme.
Systematic mobilization of the community and creation of an
effective system of decentralised decision making are part of
the preparatory activities. A number of steps have already
been taken in many states and it is expected that the State/
UTs which have not yet decentralised powers to Village
Education Committees/ Panchayats/ Urban local bodies,
would do so as a part of the preparation for implementing
Sarva Shiksha Abhiyan.
Through a participatory process a core planning team will be
constituted in each village at the habitation level including
selected VEC members, selected community leaders, NGO
representatives, Head Master, selected teachers and some
selected parents, ensuring participation of women as well as
persons from the deprived communities. Parents of children
with special needs may be included in the team. The
selection of this team is very critical for effective planning.
11December-2009
We present few schools in Hyderabad which fall in the top league
following our survey. The quest was to find schools which have experience
as well as the willingness to change according to the need of current
times. Schools featured here are among those which best suited all
criterion governed by set parameters. Schools which did not fill the data
sheets provided to them in total were not short-listed.
12December-2009
13December-2009
14December-2009
This year’s survey of Best schools in the Twin cities of
Hyderabad and Secunderabad witnessed about 150 schools
participating and like every year, this year too saw a renewed
enthusiasm among the schools in filling the survey sheets.
The methodology is primarily to float a survey sheet asking
the schools to fill in all the relevant details which provide a
complete picture of the school from the past five years till the
present. Each detail is required to be backed by substantial
proof.
The Criterion
The Best schools have been identified through the parameters
of Education, Faculty, Pass Percentage and Infrastructure. The
selection of exceptional schools was done strictly on the
basis of these parameters while abiding by the responses
given by the schools. Based on these parameters along with
supporting details, the schools were given an overall rating.
Rating
The overall rating of a school was determined by the total
points earned by respective schools, considering all the
factors and then given a star rating from 1 to 5. The 5-star
rating was given to a school which earned the maximum
The Rating Methodology
15December-2009
points and thus awarded ‘Outstanding’, while a 4- star rating
denoted the school to be ‘Excellent’, a 3-star rating meant that
the school was awarded under the ‘Very Good’ category, a 2-
star meant that the school earned to be in the ‘Good’ bracket
and a 1-star rating meant that the school got a ‘Fair’ rating.
Under this parameter, education quality depended upon the
methodology of teaching, curriculum, hours of study, number
of students, and total number of years of existence of the
School. Each component was thoroughly examined to meet
the respective criterion, if not; they were given grace points,
in case they were just below the expected limit of
qualification.
Faculty
The size of faculty is directly relative to the progress of every
child in a school. The components considered while
evaluating this parameter included the faculty strength,
student to teacher ratio, experience of teachers, etc. Points
were distributed according to the strength of each component.
For example, if a school had 50 percent teachers who are
Post Graduate with B.Ed, 2 points were awarded, but if a
school has 50 percent teachers with Post Graduate but lesser
number of them with B Ed, 1 point was awarded.
Pass Percentage
The effect of Educational practices and faculty is reflected on
the output. The factors considered to evaluate this parameter
included the average pass percentage for the last five years,
number of students passing with first class, ranks bagged by
the school, etc.
Infrastructure
A sound infrastructure is the need of today’s education where
it is not just study material and practices, but also the
facilities provided, which is of significance. This parameter
considered if the school has separate playgrounds or just a
general playground, the strength of the library, if there was a
swimming pool in the schools, if stress was given for
extracurricular activities, computer strength, etc.
The Indian Express Limited has ensured that the survey sheet
reached respective schools in the twin cities. Only those
schools, which responded to the survey, were evaluated.
Participation in the survey is the decisive factor to join the
‘Best Schools of Hyderabad 2009". Those who have nor
participated in the survey have not been considered in the
rating.
OVERALL RATING
Outstanding : ★★★★★ ★★★★★ ★★★★★ ★★★★★ ★★★★★
Excellent : ★ ★ ★ ★
Very Good : ★ ★ ★
Good : ★ ★
Fair : ★
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16December-2009
Bharatiya Vidya Bhavan’s Public School
17December-2009
Bharatiya Vidya Bhavan’s Public School, a private
(non-profit) institution is a 30-year old co-educational
school following CBSE curriculum. Offering education
upto XII class, the school has more than 2000 students.
The school has separate playgrounds for sports along with a
gymnasium, tennis court and yoga classes. The library is
well stocked and the computer laboratory has more than 90
computers.
Methodology of Teaching
“The school is frequently updating its teaching methodology
to develop creative thinking and enhance analytical faculties.
Children are motivated to think in different ways and develop
a spirit of enquiry, which stands them in good stead. The
school adopts a variety of methods to suit the needs of the
students and the methodology is altered to suit concepts
being taught. Interactive sessions, discussions, role-play,
dramatization, quiz, seminar, communicative approach, are
some of the methods adopted for effective learning,” said C
Rama Devi, Senior Principal of the school.
Admission Policy
The school’s major intake is at the age of 3+ by draw of lots.
Depending on the vacancies students will be taken on the
basis of entrance test from classes 1 to X.
RATINGS
FEES AND ADMISSION POLICY
Annual Tuition Fees
LKG & UKG – Rs 12,000/-
I-VI – Rs 12,000/-
V-VII – Rs 13,800/-
VIII-X – Rs 15,600/-
XI-XII – Rs 19,200/-
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
BHARATIYA VIDYA BHAVAN’S PUBLIC SCHOOL
Senior Principal: C Rama Devi
Road No. 71, Jubilee Hills, Hyderabad – 33.
Tel: 040-23600200, 23544934
Fax: 040-23545648
Website: www.bvbpsjh.com
Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★ ★
Overall : ★ ★ ★ ★ ★
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18December-2009
Abhyasa Residential Public School
19December-2009
Abhyasa Residential Public school is more than 10
years old and a private (non-profit) institution. A co-
educational and residential school, the school follows
ICSE & ISC – Council for the Indian School Certificate
Examinations (CISCE – New Delhi) curriculum. The school
also offers IGCSE – Cambridge International Examinations
(CIE-United Kingdom), which was started recently.
Admission Policy
Purely on order of merit:
♦ Entrance test and viva for all the applicant students
♦ Individual interview for all the parents (Appreciation ofAbhyasa systems)
♦ Performance at previous schools also considered
(Minimum 60%)
Methodology of Teaching
“Abhyasa children are motivated to critically question existing
beliefs, identify new problems that need creative solutions
and develop intuitive insights into unfathomable phenomena.
Children are constantly encouraged towards innovating for
beneficial application to life and are taught to effectively
communicate all that they think and feel. All the activities are
supported by Smart Classes enabled by Educomp Solutions
Limited. Abhyasa is infact the first school in the twin-cities to
introduce Smart classes in the year 2007,” said Vinaayak
Kalleetla, principal of the school.
RATINGS
Annual Tuition Fees
Admission fee at the time of joining: Nil
Annual Curriculum (tuition) fees: Rs 50,000/-
Annual boarding & mess fees: Rs 40,000/-
Books & Stationery: Rs 3,500
Student Pocket Money: Rs 1,500
(No Donation & Capitation fee)
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
ABHYASA RESIDENTIAL PUBLIC SCHOOL
Principal: Vinaayak Kalleetla
Toopran – 502334, Medak District
Tel: 08454-235718/19, 235966/77
Website: www.abhyasaschool.com
www.abhyasaschool.org
E-mail: [email protected]
Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★ ★
Pass Percentage : ★ ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★ ★
Overall : ★ ★ ★ ★
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20December-2009
Jubilee Hills Public School
21December-2009
Jubilee Hills Public School is more than 20 years old
and offers education upto 10th class. The school has
applied for CBSE affiliation of 11th and 12th standard.
Certified with ISO 9001:2008, the school has its own bench
marks to meet self-accreditation standards.
The school has about 106 teachers with 36 holding Post
Graduate degree with B.Ed. The student:teacher ratio currently
is 33:1. The average pass percentage in the past years has
been 100%.
The infrastructure is excellent.
Methodology of Teaching
“Focus is on child-centric methodology of teaching. Teachers
help students by doing method by involving students to do
various lab activities, presentations, projects, debates,
seminars, quiz, etc. Focus is also on all-round development
of a student as he/she is exposed to various ECA and club
activities like expressions club, theatre, social awareness,
life skills, mathemagic, art, dance, music, sports, technology,
nature club etc,” said I/C principal, M Varalakshmi.
Admission Policy
Subject to availability of Vacancies, an admission test is
conducted in the month of March/April and meritorious
candidates are admitted.
RATINGS
Fees
Total fees for the year including one capitation, tuition,
boarding, lodging expenses, in case of hostel facility.
Annual Tuition Fees:
(For Cl 9 to Cl 10) Rs 15,900/- payable in 3 terms
(For Cl 6 to Cl 8) Rs 14,250/- payable in 3 terms
(For Cl 1 to Cl 5) Rs 13,200/- payable in 3 terms
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
JUBILEE HILLS PUBLIC SCHOOL
I/C Principal: M Varalakshmi
Block No. 3, Road No. 71, Jubilee Hills,
Hyderabad – 500033
Tel: 040-23548584, 23607797
Website: www.jhpublicschool.com
E-mail: [email protected]
Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★ ★
Overall : ★ ★ ★ ★
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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22December-2009
Chinmaya Vidyalaya
23December-2009
Following CBSE curriculum, Chinmaya Vidyalaya is
more than 10 years old and offers education upto XIIth
standard. A private (non-profit) institution, Chinmaya
Vidyalaya has 1624 students in its co-educational facility.
Methodology of Teaching
“Teaching is done through various methods depending on the
type of the lesson. For primary classes, it is activity based
collection of information, observation, seminar method
demonstration by the subject teachers. Sometimes class-
wise quiz are conducted so that children interact and learn the
concepts by play-way techniques. Children also learn by
dramatisation, conducting survey and working in a group and
pair-work and individual work. Children are taught by different
subject software available with the subject teachers. In this
context (NIIT) has provided us with all necessary software,”
said Rajani Gowri Sankar, Principal of the school
Admission Policy
Admissions are done through meeting sessions with parents
and children for filling L.K.G seats. In higher classes (1 to 8),
admissions are opened only subject to vacancy and they are
filled through entrance exams, tests in English, Maths and
languages. For IX to XII, admissions are done only on merit
and aptitude test.
RATINGS
Annual Tuition Fees
Classes I to II – Rs 10, 650/-
Classes III to V – Rs 11,250/-
Classes VI to VIII – Rs 12, 600/-
Classes IX to X – Rs 14,100/-
Classes XI to XII – Rs 16,500/-
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
CHINMAYA VIDYALAYA
Principal: Rajani Gowri Sankar
Kundanbagh,
Begumpet,
Hyderabad – 500016
Tel: 040-23418012, 65355011
Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★ ★
Overall : ★ ★ ★ ★
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24December-2009
St Paul’s High School
25December-2009
More than 20 years old, St Paul’s High School is a
private (non-profit) institution offering education
upto Xth class. Following SSC curriculum, the
school has more than 2000 students.
Methodology of Teaching
“In order to develop a scientific outlook the methodology
advocated is through reasoning observation, experimentation,
probing lecture, method discussion, demonstration, analytical
approach, induction or deduction method, or through a project
work. Computers, maps, sketches, photographs, diagrams,
OHP, CDs, visit to sites, debates; seminars, working models
and graphs serve as visual teaching aides to facilitate the
study of a subject. A check list is introduced at the end of
each unit. It is a list of skills and abilities that are attempted to
be developed by each student. It is hoped that this self-
assessment will give the student a rough measure of the
progress he is making,” said Rev. Bro. Show Reddy, principal
of the school.
Admission policy
UKG to Xth based on entrance test and subject to vacancy.
LKG – Interview method. 20% of the seats are reserved for
economically backward irrespective of caste, creed or
religion.
RATINGS
Annual Tuition Fees
Rs 2,12, 30,655/- (From Ist to Xth)
Admission fee at the time of joining: Rs 20,000/-
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
ST PAUL’S HIGH SCHOOL
Principal: Rev. Bro. Show Reddy
3-6-166, Hyderguda, Hyderabad – 500029
Tel: 04023222092, 23222888
Website: www.stpaulshshyd.com
www.stpaulshyd.edu.in
Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★
Overall : ★ ★ ★ ★
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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26December-2009
Meridian School for Boys & Girls
27December-2009
More than 10 years old, this co-educational school
follows CBSE curriculum and offers education upto
the senior secondary level.
Methodology of Teaching
“The teaching methodology is largely child-centric, following
the latest educational practices. The methodology is planned
taking into account the different learning styles depending on
strengths and weaknesses of students. The flexible teaching
method is appropriate to the situation and is applicable both to
the individual and the whole class. Various activities like
projects, field trips, discussions, role plays and other
interactive activities cater to the development of multiple
intelligence. Meridian is dedicated to providing opportunity to
each individual so that each one can achieve their potential
and become productive member of the community,” said D
Usha Reddy, principal of the school.
Admission policy
Registration & submission of enclosures required
Age Criteria: 2 ½ for nursery, 3 ½ for PPI, 4 ½ for PPII and 5
½ for standard I and so on as on 1st June of the academic
session.
Selection procedure: Only interviews for nursery and PPI
classes. Entrance test from PPII onwards.
RATINGS
Annual Tuition Fees
Rs 51,000/- to Rs 70,000/-
Annual mess fees: Rs 14,250/-
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
MERIDIAN SCHOOL FOR BOYS & GIRLS
Principal: D Usha Reddy
Tel: 040-23430561
Website: www.meridianschool.in
E-mail: [email protected]
Education : ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★ ★
Pass Percentage : ★ ★ ★
Infrastructure : ★ ★ ★ ★
Overall : ★ ★ ★ ★
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28December-2009
Niraj Public School
29December-2009
An ISO 9001-200 & ISOP 1400-2000 certified school,
Niraj is more than 20 years old offering education
upto Xth class. A co-educational school following
ICSE curriculum, the school has more than 1000 students.
Methodology of Teaching
“Niraj speaks in the voice of tomorrow in school education.
Our school matches with any stream or pattern of education
in the world. Niraj is catering to the study needs of students
from all over the world. Teaching is completely activity
based. Teachers and students work together and develop
power point presentations, projects, skits etc. Teachers
practice micro – teaching methods and give more
opportunities for the students to explore. All the language
lessons are taught through skits. Science subjects are taught
through practical demonstrations and experiments. All
classrooms in Middle and High school are provided with
computers,” said B Jivitesh Reddy, Director at Niraj
Educational Society.
Admission Policy
Nursery & LKG – Direct admission after interview
UKG to X – Pre-interview will be conducted for registration
after which an entrance exam is held. Final interview of
qualified students & their parent is also conducted.
RATINGS
Annual Tuition Fees
Rs 37,000/- per annum including lunch
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
NIRAJ PUBLIC SCHOOL
Director of Niraj Educational Society: B Jivitesh Reddy
6-3-864, Sadat Manzil, Ameerpet, Hyderabad 16
Tel: 040-23413543
Website: www.nirajpublicschool.com
Education : ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★
Overall : ★ ★ ★ ★
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30December-2009
Little Flower High School
31December-2009
More than 20 years old, Little Flower High School
offers education upto Xth class. A co-educational
school, it has a total strength of more than 2000
students. Following SSC curriculum, the school’s source of
institutional control is private (non-profit).
Methodology of Teaching
“At Little Flower, the right ambience is created with warm,
well lit, well-furnished classrooms, bulletin boards, colourful
charts, cupboards and classroom computers. The teaching
methodology is child-centered focussing on character
formation and equipping children to meet the needs of the
society. It is experiential backed by the use of audio-visual
aides. PowerPoint illustrations of the lessons are used in
various subjects,” said Rev. Bro. Jaico Gervasis, principal of
the school.
Admission Policy
Most admissions take place in L.K.G. There is a cut-off date
to ensure that the child is of proper age and to ensure certain
amount of homogeneity with regard to age. Selection is done
by the selection committee after meeting the parents and the
child. Being a minority school, preference is given to
Catholics.
RATINGS
Annual Tuition Fees
I to V – Rs 9000/ p.a
VI to IX – Rs 9360/- p.a
X – Rs 9720/- p.a
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
LITTLE FLOWER HIGH SCHOOL
Principal: Rev. Bro. Jaico Gervasis
Chirag Ali Lane, Abids, Hyderabad – 500001
Tel: 040-23202675
Website: www.lfhshyd.com
Education : ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★ ★ ★
Overall : ★ ★ ★ ★
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32December-2009
St.Peter’s High School
33December-2009
A Co-educational school having successfully educated
students for more than 10 years, St. Peter’s offers
education upto the Xth standard. With student strength
of more than a 1000, the co-educational school is quality
certified by ISO 9001:2000 and follows the SSC curriculum.
Methodology of Teaching
“For students, school life is about finding and embracing their
own unique identity. In the classroom, therefore, our aim is to
reflect not only the varied needs and abilities of all our
students, but also the different stages in their intellectual,
emotional and social development - all within a stimulating
environment that encourages our students to become
independent learners. We see the primary years as a crucial
stage in building foundations for life-long and independent
learning in our students. It is an exciting process and as
educators, we are privileged to observe their development
and discoveries on a daily basis. Our teachers adopt a highly
collaborative approach to learning, which supports diverse
interests and enables rich learning experiences. We focus on
developing the individual talents of our students, so each may
gain the skills, confidence and experience necessary to
become life-long learners. They learn to embrace the modern
world and make their place within it as responsible,
contributing citizens of the 21st century,” said T Alphonse
Reddy, principal of the school.
RATINGS
Annual Tuition Fees
Rs 10, 000 to 13,000/-
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
ST.PETER’S HIGH SCHOOL
Principal: T Alphonse Reddy
Sy. No. 2, Sitarampur, Bowenpally, Secunderabad
Tel: 040-27953770
Website: www.stpeterseducation.com
Education : ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★
Pass Percentage : ★ ★ ★
Infrastructure : ★ ★ ★ ★
Overall : ★ ★ ★
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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34December-2009
Kendriya Vidyalaya No. 1 Uppal
35December-2009
Governed by Kendriya Vidyalaya Sangathan (KVS), an
autonomous body under the ministry for Human
Resource Development, KV. No. 1, Uppal is more
than 20 years old institution. Offering education upto XIIth
following the CBSE (NCERT) curriculum, the school currently
has 1800 students.
Methodology of Teaching
“Our Teaching methodology ensures the child’s exposure to a
holistic education experience in an active and dynamic
learning environment giving them every opportunity to
identify and realise their potential and achieve excellence.
Instructional strategies at primary levels are; Child centred,
activity based and heuristic. Where the child is encouraged
‘to find’ and ‘do’ by himself and experience the joy and thrill of
achievement. At secondary and higher secondary level, a
variety of teaching learning strategies are applied which help
in developing the 21st century skills,” said G Rama Rao,
principal of the school.
Admission Policy
Admission policies, mode of selection and procedures are
transparent and are followed as per the guidelines dictated by
the KVS, following the norms given viz., categories,
reservations, etc. The admission schedule is displayed in the
school website www.kv1uppal.ap.nic.in
RATINGS
Annual Tuition Fees
Collected in the form of admission fee @ Rs 25/- (Tuition fee
is changed for new students). Boys from classes IX to XII pay
the tuition fee. However, SC/ST/KVS wards are exempted
from this fee.
❘ Outstanding ★ ★ ★ ★ ★ ❘ Excellent ★ ★ ★ ★ ❘
Very Good ★ ★ ★ ❘ Good ★ ★ ❘ Fair ★ ❘
KENDRIYA VIDYALAYA NO. 1 UPPAL
Principal: G Rama Rao
Tel: 040-27200314
Website: http://kv1uppal.ap.nic.in
E-mail: [email protected]
Education : ★★★★★ ★★★★★ ★★★★★
Faculty : ★ ★ ★
Pass Percentage : ★ ★ ★ ★
Infrastructure : ★ ★
Overall : ★ ★ ★
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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36December-2009
The Suitable
Mantra of Coaching“Start by doing what is required, then do what is possible and you will realise that you have
done the impossible” - St. Francis
What used to be a religion practiced once the student finished their 10+2, has become a cult
with fanatics starting entrance exam coaching from as early as their 8th and 9th grades – a
time when a student is just beginning to learn Physics, Chemistry and Mathematics in their
individual avatars. One year, two, or maybe even four, just how many years does it require to
prepare for and make it through the IIT JEE, AIEEE and AIPMT?
37December-2009
The Indian Institutes of Technology (IITs) are the
premier engineering schools of the country, which
almost every student and more so their parents
aspires gaining admission into. Potential candidates, hopeful
of securing a rank and a seat in these prestigious
establishments of higher education, put themselves through
the grind of tuitions and coaching for the IIT Joint Entrance
Exam – a trend being followed for decades now, and a trend
that is becoming more of a business venture and less of an
educational aide. Candidates and their parents, who see a
doctor in their future, opt for the All India Pre Medical Entrance
Exam (AIPMT), and go through the rigorous coaching that
precedes it.
With 15 campuses as of now, the IITs have an annual intake of
about 8,000 students selected through a nation-wide Joint
Entrance Exam (JEE), for which nearly 400,000 students
appear every year – a dismal rate of just 2% getting
admission out of all the candidates. Such extreme
competition is taking its toll on both the students and also
their families. Students and parents alike are running to IIT
Coaching Centres in the hopes that those establishments can
work some wonders that could lead to an admission into an
IIT. Students are putting in loads of study hours and parents
are dishing out loads of coaching fees, while neither has any
guarantee that all this effort will realise into their IIT dreams.
The madness is not limited to the IIT JEE only, as students
also sit for the All India Engineering Entrance Exam (AIEEE),
hoping they will be able to secure a seat in one of the NITs or
IIITs, if the IITs are not within reach.
Hundreds of thousands enrol into coaching classes that
prepare the student for taking these entrance exams; this
massive enrolment has developed the coaching business into
an industry of sorts with phenomenal amounts of money
being spent by parents for their child’s bright future. It should
not come as too big a surprise to know for a fact that some of
the instructors at well established and renowned coaching
centres are earning multitudes more than actual professors
that are part of IIT faculty; in most cases, these instructors
are ex-IITians or ex-faculty of IITs, making good money from
this business of entrance exam coaching.
The Entrance Exams
The Joint Entrance Examination (JEE) conducted by the Indian
Institutes of Technology (IITs) to admit students into
engineering and science courses, is one of the toughest
examinations conducted at the 10+2 level.
The current pattern consists of two objective type papers
each containing mathematics, physics and chemistry
sections. The syllabus of the examination is predominantly
based on topics covered by the CBSE Board Examination
(AISSCE) and the ISC Board Examination. The pattern of
questions in JEE is deliberately variable so as to minimize the
chance of students getting selected by cramming up the
probable questions. As it is objective type questions, optical
mark recognition answer sheets have been adopted since
2006. In previous years, there were separate mathematics,
physics and chemistry papers, each of two hours’ duration
that contained both subjective and objective questions. The
current pattern is adopted so as to reduce the students’
stress.
Given the importance attached to the JEE by students all over
India, the IITs follow a rigorous procedure when conducting it
every year. The exam is set by the JEE Committee (consisting
of a group of faculty members drawn from the admitting
colleges) under the tightest security. Multiple sets of question
papers are framed and the set that is to actually be used on
the day of the exam is known to only about five individuals. In
the past, the JEE has been noted for originality in its
questions.
The All India Pre Medical Test (AIPMT) is a yearly college
entrance examination conducted by the CBSE for admission to
MBBS and BDS courses in several medical colleges around
the country. Presently, 15% of the total seats in all medical
and dental colleges, except in the states of Andhra Pradesh
and Jammu and Kashmir, are reserved for candidates who
qualify this examination. Recently reservations for SC, ST and
OBC have been undertaken in AIPMT. It consists of exams
conducted in two phases; first preliminaries in April, then
38December-2009
main examinations in the month of May. AIPMT is equivalent
to All India Engineering Entrance Examination (AIEEE), which
is also conducted by CBSE for entrance to engineering
colleges in India. The pattern of AIPMT is being changed with
effect from 2010. Due to complaints about the unreliability of
the subjective exams, the tests are to be made completely
objective like the prelims. More difficult and application-level
questions can be expected. Assertion-reason questions may
be included as in AIIMS. About 1900 MBBS and 250 odd
dental seats are available through AIPMT, but ranks up to
2500 can reasonably hope for selection due to overlap with
other entrances.
The Right Approach
To be successful in these entrance examinations, a student
should first master the fundamentals of intermediate (10+2)
syllabus, followed by attempts to get into the depth of the
subject by solving relevant short but twisted
problems from various text books. Potentially,
attending a good coaching centre could
boost an individual’s rank or help get a
rank in the first place. Parents and
students have to realise, though, that a coaching
centre can never be a substitute for intelligence and hard
work. In objective type examinations, it is enough for the
student to know which answer, among the four choices, is
correct. To get through the national entrance exams,
the student should know why the remaining three
choices are incorrect.
The comprehension type questions of JEE
and AIPMT demand a much thorough
understanding of the subject and a student
needs to develop basic aptitude
towards mathematics, physics
and chemistry. This aptitude is
best developed among
students at the High School
level; unfortunately most
schools prefer encouraging
students to cram the studies into
their heads instead of adopting the
conceptual understanding approach. Good coaching centres
start to instil the basic understanding approach back into the
students, thus providing what the high schools and junior
colleges have been unable to. Thanks to some of these good
coaching centres, the number of students appearing for and
qualifying through JEE and AIPMT, from Hyderabad, has been
regularly increasing.
But with these good coaching centres, come the ones that
have brought a bad name to the education industry. Taking
advantage of the helpless situation of students and parents,
these unworthy institutes operate by instilling fear of the
entrance exams into parents and students. The result of this
misguidance leads the students to believe that they need to
learn a lot more subject matter and spend a lot more time
than they actually have to. The obvious side effects of this
have been the decrease in student
efficiency (brain drain) and a
drastic decrease in the
amount of time and
effort spent on
necessary,
intermediate
(10+2)
education. This
trend, off late,
has lead to
unhealthy, cut-throat
competition among students, and
the overall development of the child is
regressed due to lack of sports and other extra
curricular activities. The lure of this better higher
education has resulted in parents believing that these
coaching centres are the only means of getting into a
prestigious college; permitting them this authority on the
child’s welfare has allowed additional leeway for some of
the coaching centres to abuse this power.
By depicting intermediate education to be of secondary
importance and not as the essential foundation needed for
higher education, such coaching centres have stood to
benefit from hapless students and parents, in turn creating
39December-2009
below par graduation results. The worst
effected of this bad trend are the students
who are moderately
intelligent
and stand a chance
to succeed in this
competitive environment only
when they get the maximum benefit from their basic
academics taught at school. A vast majority of students are
from this moderate category and are spending their time and
money on the incorrect priorities, sometimes leading to
failure, while the coaching centres benefit from the success
of the few extremely bright students who would succeed
anyway. Perfection in the intermediate syllabus, followed by
practicing complicated problems based on the simple basics
is the correct modus operandi for achieving success in the
entrance exams.
Academicians and IIT instructors feel that solving a problem
is important and more important is doing it within the set time
limit. This comes only by practice, not by reading alone.
Depending on the grasping power of an individual, he/she can
achieve this either by sitting at home or by attending effective
coaching classes. Neglecting intermediate syllabus and
attending coaching centres which dump inappropriate high
standard educational material on students will continue to be
a hostile combination.
The Right Time
Many years ago, the preferred way adopted by students was
to complete intermediate and then prepare for JEE or PMT
through coaching centres for a year. Times changed and
students, at the behest of their parents, started enrolling in
coaching classes from their 11th and 12th standards, in an
attempt to be better prepared. The trend nowadays has shifted
to coaching being imparted from as early as 8th standard,
under the term ‘foundation course’, which is quite
ironical since the real foundation is meant to
start from the 10th standard and gets completed
through intermediate education. Some coaching
academies feel that parents have a wrong
thinking that children should take up the
preparatory coaching only during their
intermediate days. According to them, if one
really aspires to join any of the IITs, then the
preparation process should start from as early as
the 8th standard onwards.
Their belief is that preparation for IIT-JEE or AIEEE is all about
honing one’s analytical skills and has nothing to do with
mugging up a few lessons. The minds have to be stimulated
to apply logic over a problem; so they have started the
‘foundation course’ for students from 8th to 10th standards.
The coaching methodology is totally different, such coaching
institutes claim, and apart from making the students think, the
coaching makes them go deep into the subject. Their opinion
is that any IIT aspirant should study six to eight hours on their
own at home, apart from the daily grind in an institute or at
their school.
How all this can be possible is anyone’s guess, if a student
has to attend school, coaching classes and also study at
home; this is a sure-shot recipe for complete disaster and
will play havoc on the child’s social and physical
development. A child needs to experience school the way it’s
meant to be, to ensure their overall development, and to
ensure they come out with flying colours with their
intermediate results.
The Intermediate years are the most crucial in a student’s
academic life, and the IITs are not the ‘be all and end all’ of
engineering institutes. Many students opt to take admissions
into regional engineering colleges also, which give them the
advantage of being a big fish in a small pond, greatly
enhancing their recruitment potential.
International SchoolsInternational school concept has spread fast in the twin
cities. There are many schools now which claim to be
in the league. We give you few of those established
schools in the arena who have an entire bouquet to
offer in terms of international education. This section is
not a rating, but a random selection of schools which
have stood apart for its education policy, facilties,
infrastructure, among others.
42December-2009
Jain Heritage Cambridge School
43December-2009
The Jain Heritage School follows the simple motto of
Learn: Explore: Imagine. “Teaching your child to lead
is one thing. Inspiring them to become a leader, quite
another,” is the philosophy that Jain Heritage has created for
itself.
With a built up area of 50,000 sq. ft on its campus, the school
has about 400-500 students that are in a 10:1 ration with their
teachers, with maximum class sizes of 25 students.
Provisions include yoga for the students, well stocked library,
an auditorium, laboratories, computers and dancing/singing
activities.
Affiliated with International Pre-School Alliances, the CBSE,
New Delhi and the IGCSE Cambridge University UK, the
school has incorporated a range of curricula in its teaching.
The Pre-Primary, Nursery & KG Classes are conducted with
Toddlers International Play School Curriculum; for grades 1-6,
the curricula taught is both CBSE and IGCSE; and for grades 7
through 9 the curriculum is Cambridge IGCSE.
Students are carefully monitored and assessed throughout the
year. Each student goes through the various levels in school
with progress charts, so that every receiving teacher is
aware of attainment levels, experience, progress rate and
special needs. They indicate areas of work done together with
notes relating to strengths, special needs, talents, interests,
communication skills, social skills, punctuality, attendance
and other relevant information.
Jain Heritage a Cambridge School
Principal – K. Lakshmi Rao
Survey No.187, Besides Deccan Chronicles Holdings Ltd,
Kondapur, Hyderabad – 84,
Ph. 040-32525252
www.jainheritage.in
Fees and Admission Policy
At the pre-primary level, students are interviewed for
admissions; from 1st grade onwards, the admissions are
granted on basis of intelligence tests.
Annual tuition fees is Rs. 45,000 and Mess fees is Rs. 12,000
for a year.
44December-2009
Niraj International School
45December-2009
Niraj International School had just begun its journey on
July 2009 with a dream of spreading International
standard education right from the roots. Sourced as a
private institution the school is floated with a non-profit
intention of imparting education with the highest standards in
the world.
Presently the school is at the nascent stage of primary level
but has plans to grow eventually up to class-XII. The
Curriculum followed by the school is IB PYP which is a child
friendly curriculum with emphasis on individual attention. The
school is seeking affiliation with International Baccalaureate
Organization at Geneva. Initially the school has started with
Nursery, Senior KG and standards from Grade I to VI. The
study hours for Nursery-Sr.KG and Grades I-VI are 24 hours
and 36 hours respectively.
The school conducts six weekly tests to assess the Child’s
learning ability. The school has employed well experienced
and highly qualified teachers. Presently the school has a total
of 18 teachers. Besides subject and class teachers these
include Dance teacher, Music Teacher, Art and Craft, Physical
education and Information Technology teacher.
For the academic year 2008-09, the school had a proposed
student to teacher ratio of 10:1, but at present the students are
enjoying 1:1 luxury. With 100 percent retention, the school had
enrolled 17 fresh students for the academic year 2009-10.
The school has spacious cricket, football, and basketball
playgrounds along with an indoor Badminton courts. In
addition to these facilities it also has a swimming pool and a
Tennis court. The school also has a well furnished Physics,
Chemistry, Biology labs along with an auditorium to
accommodate 500-1000 students.
Admission is through a combination of oral/written tests
where students are assessed based on languages
comprehension and communication skills.
Annual tuition fee ; Rs. 75,000/-
NIRAJ INTERNATIONAL SCHOOL
Principal: H.G. Pant
132, 133, Kandlakoya, Medchal (MD), R.R.District
Phone: 08418-260476, 9618553366
Website: www.nirajinternationalschool.com
46December-2009
Oakridge International School
47December-2009
Oakridge International School believes in holistic
approach toward education. Though the school
adheres to the syllabus set by the CBSE, the
approach and methodology is of a student centric approach,
where in the teacher acts as a facilitator and the students find
the answers to their queries through research.
Oakridge international School follows International
Baccalaureate primary years programme for students aged 3
to 12 which focuses on the development of the whole child as
an inquirer, both in the classroom and in the world outside.
The school has incorporated a range of curricula in its
teaching. For grades 1-6, the curricula taught is both CBSE
and IGCSE; and for grades 7 through 9 the curriculum is
Cambridge IGCSE.
The curriculum is concept based and tries to develop
International mindedness in students. Total number of
teachers in the school is 232 of which 190 are PGTs and 42
are Graduate teachers.
The student to teacher ratio is 12:1. The average number of
students in each class is 25. New students enrolled for the
academic year 2009-10 is 427.
The teacher continuously assesses the student in the class
not only for academic competency but also the social
behavior and emotional attributes. Other than academics
children are exposed to different activities like Yoga, dance,
drama, music etc for the all-round development of the
children.
The number of study hours for 9 and 10 standard students is
170 hours over two year while for XI and XII standards it is
120 hours for HL courses and 90 hours for SL courses.
The total annual fees for each student ranges from 75, 000 to
2.5 lakhs.
Admission policy
Admission is based on merit and selection process involves
observation or an aptitude analysis followed by an interaction.
OAKRIDGE INTERNATIONAL SCHOOL
Principal: Capt. Rohit Sen Bajaj
Khajaguda, Golconda Post, Cyberabad, Hyderabad-50008
Phone: 404-20042460/61
Web: www.oakridge.in
48December-2009
Sreenidhi International
49December-2009
Sreenidhi International School currently offers both
ICSE (Delhi, India) and IGCSE (CIE, U.K) streams,
under the guidance of well qualified teachers.
Sreenidhi International School is a candidate school for the
International Baccalaureate Diploma Programme for students
who will be qualified to pursue Grades XI and XII; this school
is pursuing authorisation as an IB World School also. They
have two campuses - one at Jubilee hills offering grades from
Nursery to 5th and another at Aziznagar, built on a sprawling
60 acres eco - friendly environment.
The curriculum at Sreenidhi is structured in a manner that
keeps the child engaged with the ever-changing world trends,
right from the early years to the senior level. They
continuously reinvent and appraise the teaching-learning
strategy to create the most appropriate educational
opportunities that the child deserves. Instructional strategies
are student-centred and include active learning, inquiry,
experience-based learning, cooperative and participative
learning activities. Sreenidhi is an International school with
Indian ethos that lay emphasis on Logical Thinking and
Effective Communication, may it be written or oral, and also
activities that reach beyond academics.
With facilities for cricket, football and basket ball already
setup, the school is readying its indoor badminton courts.
These apart, sporting activities are also ably supported by a
swimming pool, tennis courts and yoga. The library consists
of more than 3000 books and the computer lab offers more
then 30 terminals, ensuring a system for each student.
SREENIDHI INTERNATIONAL SCHOOL
Principal: V. Srinivasan, H.No.8-2-293/82/A, Plot No.727,
Road No.37, Jubilee Hills, Hyderabad, Andhra Pradesh.
Pincode: 500 033, TeleFax: 91 40 23 55 23 62 / 23 55 54
23; Mobile: 91 9912345042 / 9948813000
www.sreenidhiinternational.com
Fees and Admission Policy
Annual Tuition Fees: Ranges from Rs. 90,000 to Rs. 1,90,000
for ICSE; Rs. 2,60,000 for the IGCSE curriculum; all inclusive
of tuition, food, uniforms, transport, stationery etc.
Admission Policy
Admissions are done through entrance exam and personal
interviews
ADVERTORIAL
Panel Discussion
The education system of the nation is undergoing
some extensive renovation. CBSE’s new grading
procedure to have a knowledge centric evaluation
system; the Andhra government’s GO 91, asking
private schools to regulate the collection of fees; the
Reservation Act specifying 25% seats in private
schools for poor children; and the 6th Pay
Commission introduced to hike teachers’ salaries in
government schools – all are some of the burning
issues of the present day scenario, with many pros
and cons associated with each. Views and opinions
of professional educationalists were sought on these
issues, and are presented in the following pages.
54December-2009
Union Human Resources Development minister Kapil Sibal has taken a revolutionary
step to ease the pressure of examination on the students and made the system not
examination centric but knowledge centric. What impact does the introduction of a new
grading system have on the overall schooling system? Is it a boon or bane for the
students and the education system?
Not Exam centric but
Knowledge centric
55December-2009
Decimation of knowledge and
exams to assess the level of
reception and application are
inseparable. The questions asked, their
objectives and pattern are more
important and effective than grading.
Marks would be more precise, while
Grades would be less precise and if
given without assigning marks the
grading could be subjective. There can
be unhealthy competition and
comparison even for one mark, but
with grades competition and
comparison could still be there but
lesser. Competitive edge would be
more and accordingly the level of
performance higher with marks; with
grades overall level of performance
might decline. Grades can be assigned
in different ways. Marks can be
assigned first and then grades later
based on the percentages or percentile
score. Getting lower grades than
expected can sometimes lead to
greater disappointments than getting a
few marks less. It may be good initially
to give marks alongside grades and
make a study of the impact it makes
before only grades are given.
C. RAMA DEVI, PRINCIPAL,BHARATIYA VIDYA BHAVAN’S PUBLIC SCHOOL
Union HRD Minister Kapil Sibal has
taken a revolutionary step to make
the education system knowledge
centric and not exam centric. This
undoubtedly eases the pressure on
students.
The impact on the overall schooling
system will be fine if the grading
system is completely absorbed by the
teachers and the students.
The new process of evaluation reflects
all components of personality of an
individual. As for the teachers, their role
has widened. They’ll not only be
evaluating the students in curriculum
but also in co-scholastic areas.
The Evaluation of CBSE aims at
addressing this in a holistic manner; it
may take a year or two to assimilate the
system. Encouraging the child to be
communicative, creative, analytical and
questioning will take them a long way.
In the end it is not just the marks that
matter, but also how the child deals with
life.
The present examination system is
an unfair judgment of a student’s
performance on a given day and how
he is able to spill out from memory. It
fails to assess the child’s talents in
many other aspects such as sports,
life skills, aesthetic abilities and other
achievements. The shift to grading
system will ease the pressure on
students to a large extent and bring
down the cut throat competition for a
single mark, as the grading system
will have a wider range i.e., 91% to 100
% will be an A1 grade and so on. The
new continuous and comprehensive
evaluation will not only reflect on all
aspects of learning and achievement of
the student but will be school based as
well. However, students need to
remain focused and not take the new
system too lightly. It is definitely a
boon for the students who are unable to
perform well as they get multiple
chances to improve their scores
without the embarrassment of failing in
the external exams.
D. USHA REDDY, PRINCIPAL,MERIDIAN SCHOOL FOR BOYS AND GIRLS
REV. BRO. JAICO GERVASIS, PRINCIPAL,LITTLE FLOWER HIGH SCHOOL
56December-2009
“Education is what remains after one
has forgotten everything he learned in
school” - Albert Einstein. This quote is
appropriate to express my view that
school education can’t be exam centric
but it should be knowledge centric.
The Present scenario is quite
alarming as the true sense of
education is getting extinct and most of
the educational institutions are working
like factories to produce results and top
rankers rather than scholars who
acquire knowledge. As academicians
we know that purpose of education is
the all round personality of child .But
present day education is neither
imparting the true knowledge of life to
be an independent self to face the world
boldly nor improving the talents of a
child by which one achieves laurels in
the field of interest. I would like to focus
on the two major points incorporated in
X Five year Plan 2002-2007-
♦ Full flowering of potentials of each
child through a humanizing/
sensitizing education: This stresses
on the optimum utilization of child’s
potential. In order to do this every
educational institution should design
their curriculum where there will be
complete involvement of all the
students enrolled with them. School
curriculum should attempt at making
the child a good citizen, who can
eventually contribute to social,
cultural and economical betterment
of the society.
♦ Developing cognitive and critical
skills in each child : Every
educational institute must structure
it’s curriculum to focus primarily on
providing essential skills that may
be of social and economical use
even if they discontinue their
schooling for various reasons. The
child at any point of time must be in
a position to be independent.
Harmonious development of child’s
personality in an atmosphere of
happiness and love should be the
motto of education.
If all the educational institutions and the
school managements do understand
and follow them by word and spirit, this
lamentable situation of running the rat
race to produce the results wouldn’t
have arised. We need to appreciate the
bold initiative of Hon’ble HRD Minister
Sri.Kapil Sibal in trying to minimize
the pressure on the adolescents by
making Grade X Board examination
optional .Certainly it’s an eye opener to
all the conventional academicians and
aspirant parents who believed that
examination results are the yard sticks
to assess the potential of child as well
as the schools. Though there was a
huge uproar when he announced this
,as a “natural resistance to change by
any human being”, educationists
started looking into this issue with
different perspective and I am sure that
true academicians would appreciate
his strong stand of destressing the
whole educational process.
The C.B.S.E initiative in introducing
Formative assessment is highly
appreciable. We need to know the
repercussions in being judgmental
about the child based on summative
test performance ,as the child may
be/may not be physically /mentally fit
on the given day to take the test which
automatically reflects on child’s
performance .Hence, under no
circumstances exam should be the
yard stick to assess the child.
Education is incomplete without training
the child to be an independent being
who will be able to think critically and
solve problems with his logical thinking
and reasoning ability. All these 21 st
century skills will be developed among
the students only when the curriculum
focuses on all round development
rather than the academic Excellency.
Education should focus on the three
domains of child. Cognitive, Affective
and psycho motor. Cognitive domain
involves knowledge and the
development of individual skills.
Affective domain involves attitude and
psycho motor skills involve physical or
manual skills. The recent trends say
that E.Q /Emotional Quotient is more
important than Intelligent Quotient. Even
if the I.Q level of the child is quite high
K LAKSHMI RAO, PRINCIPAL,JAIN HERITAGE CAMBRIDGE SCHOOL
57December-2009
In essence, grading is
an exercise in
professional judgment
on the part of teachers.
It actually involves the
collection and
evaluation of evidence
on students’
achievement or
performance over a
specified period of
time.
The impact of introducing a new
grading system on the overall
schooling system is really Boon for the
students and the education system as
well. Prior to introduction of new
grading system wide variation was
observed in grading practices that led
to a gradual move away from
percentage scores to scales that had
fewer and larger categories such as
Excellent, Good, Average and poor
while the other scale had letters
indicating the grades as A, B, C, D and
F. To ensure fairer distribution of
grades, the idea of grading was based
on the normal probability where
students were ranked according to their
proficiency. A top percentage was
assigned grade A the next percentage
grade B and so on. Although teachers
generally try to develop grading
policies that are honest and fair their
practices vary widely, even among
those who teach at the same grade
level within the same school. Grading
method of evaluation serves the
purpose of communicating the
achievement status of students to
their parents and other interested
parties providing information to
students for self evaluation, identifying
the students for certain educational
paths, documenting the students’
performance to evaluate the
effectiveness of instructional
programmes. Using letter grades
requires the abstraction of great deal
of information into a single symbol. In
addition, the cut-offs between grades
are always arbitrary and difficult to
justify. Letter grades also lack the
richness of other more detailed
reporting methods such as
percentage scores. Parents often are
left wondering if their child’s
achievement is comparable with that
of other children or in line with the
teacher’s expectations. The issue of
introduction of grading system of
evaluation continues to challenge
educators.
However, to develop a grading
practice that provides quality
information about student learning
requires clear thinking and careful
planning.
and if he lacks Emotional Quotient and
positive attitude that child will be a
failure absolutely in his life.
The philosophy & planning of
government in creating opportunities to
all is highly commendable, yet when it
comes to implementation part, it is
unable to take strong strands in
sanctioning permission to run the
schools. The schools are mushrooming
up with no strong vision, mission and
goal. The main purpose of such
mushrooming schools is to make
money at the earliest. They are not
bothered about the development of the
child. Their major concern is to pocket
profits. As long as the government is
sanctioning permission to such
institutions and as long as parents are
thrusting their aspirations and dreams
on their children, forgetting that each
child an entity on it’s own, and each
child has his/her likes and dislike this
rat race goes on. Yet another major
issue in this regard is the quality of
teachers. Today’s teachers are not
teachers of choice; they are teachers of
compulsion which in turn reflects on
their performance in the school. Most
of them follow the “Bill & the Bell”
policy. They are not considering
teaching Profession as a Noble one.
One major point they forget is that they
are dealing with human beings and not
machines. An Engineer can fault,
software personnel may fault but if a
teacher faults the consequence will be
fatal.
REV. BRO. SHOW REDDY,PRINCIPAL, ST. PAUL’S HIGH SCHOOL, HYDERABAD
58December-2009
The Fee QuandaryThe Andhra Pradesh State Government has issued the Government order 91 which stipulates that
the fee prescribed for the last academic year is collected instead of the enhanced ones. There is
an uncomfortable rift between the schools and the parent body on this issue. Certain private
educational institutions are exploiting the parents by hiking fee indiscriminately and some of
them also luring them with attractive names such as IIT Olympiad / Concept / e-Techno / e-
shastra etc and collecting exorbitant fees. In this situation, it is felt by the Government that there
is every need to regulate the collection of fee by Private unaided Schools. What is the whole
dilemma about and what are the effects if GO 91 is followed by schools and how will it benefit
the students and parents?
59December-2009
We live in a free democratic
country practicing open
economy. Socialism is a very high
sounding idealistic, utopian concept
which failed miserably in the former
Soviet Union and in many other
countries around the world.
The very word regulation and control
go against the grain of free economy. If
regulations and control and the talk of
socialism could take us to the
Promised Land, we all would be there
already.
It is ironical that on one hand we hear
all talk of encouraging independent
private, enterprise and then regulation
control on the other.
Private schools do not receive a single
rupee grant/ aid from the government
and invest astronomical sums in
setting up institutions which have truly
world class infrastructure, in recruiting
and training a qualified faculty, and
providing quality education to the
interested students, besides paying
hefty recurring affiliation fees to the
international education bodies such as
IB and Cambridge International. The
money invested ahs to be recovered to
be further invested into the growth of
the institution.
A part wishing to take his children to
private schools instead of the so-called
free schools run by the government
must be willing to pay for quality
education. Schools must be free to
decide what fee they charge
commensurate with the facilities and
quality they offer. Let there be fair and
fierce competition and parents should
decide which school they wish to take
their children to depending on what
they can afford to pay. Such fierce
competition based on the quality and
facilities offered will result into only the
best of the lot surviving and thriving
successfully while pretender will sink
into oblivion.
We have seen it happening into areas
of telecom and other service industries
and the customers are the direct
beneficiary of such a competition.
I would sincerely advise the
government to concentrate on
providing quality education in
government-run schools and affordable
fees or no fees, and let the private
schools wake up to the competition.
No one dictates to Harvard and
Stanford universities what fees they
should charge, and yet the aspiring
students queue up to gain entry to
these institutions.
C. Rama Devi, Principal,
Bharatiya Vidya Bhavan
The fee structure of any school is
decided on the infrastructure and
facilities available and also the student-
teacher ratio. Hence most schools
collect fees as per their standards.
Parents too get a wide choice to select
a school for their wards depending on
their affordability. AC classrooms, AC
buses, computers for the students, call
for an increase in the fee structure.
Regulating the fees may hamper the
growth of the school as it may put
restrictions on the development.
Capt. (IN) Alokesh Sen,
Principal, Hyderabad Public
School, Begumpet
Education is a service that schools are
selling to the parents within the ethics
and morals of their uniqueness. For
quality service, schools require quality
infrastructure and quality teachers. The
quality of education should always form
the bottom line of the fixation of the
fees.
Vinaayak Kalleetla, Principal,
Abhyasa Residential Public
School
It is a fundamental right for any
educational institution to impart
education of the standards it deems fit,
and it is up to the parents to accept or
reject it. In a similar way, why is the
government not regulating the fees
structure of private hospitals?
H.G. PANT, PRINCIPAL,NIRAJ INTERNATIONAL SCHOOL
60December-2009
The Reservation ActThe government has introduced 25% reservation seats for weaker sections in the country for
obtaining proper education. The bill makes education a fundamental right of every child
between the ages of 6 to 14 and specifies the minimum norms in government schools. It
also specifies reservation of 25% seats in private schools for children from poor families,
prohibits the practice of unrecognized schools, and makes provisions for no donation or
capitation and no interview of the child or parent for the admission. What would be the
implications of the same towards students, schools as well as the education scenario on the
whole?
61December-2009
The whole scenario of basic
education is grounded in the
principles of “Sarvodaya”; it was
envisaged as all inclusiveness and not
just oriented to the elite but to the needs
of the weakest & poorest section of the
society. Universal & Compulsory
education is the birthright of every child
whether rich or poor, the rural and the
urban. A child coming from the weaker
section can also be highly intellectual.
The problem is schools like to put the
excess baggage of their work on the
parent and thus prefer parent who is
educated. If nothing else scholarship
should be offered to the deserving
students. Integrating children from the
weaker sections of society is important
as the world is full of people at the top
who have not had any formal education
but due to their inner strength,
determination and intellect have
reached their desired goals. We as the
responsible citizens of the country
should not be just an onlooker but an
active participant in its growth and
every body should be given an equal
opportunity.
The Andhra Pradesh
Government
issues a Government
Order(GO) which
regulates the fees
private school can
charge, and the central
Government, makes it
mandatory for every
private school to
reserve 25 percent
seats to children from weaker section
of the society. While it sounds so
good, it is a double whammy for the
private schools and will seriously
affect their operating revenue. It will
also have to take into account the
programme a school offers and
whether children joining under this
quota will really benefit from it. For
instance, a school such as our runs an
International programme and the
medium of instruction is English
throughout. It is also debatable
whether parents of these children will
be able to provide the required
enabling environment at home.
Further, there are two categories of
private schools—those which have
received land from the government on
hugely subsidized rate, and the 100
percent private schools, which depend
on their resources solely. In my
opinion, this clause of a mandatory 25
percent reservation should not only be
applied but enforced on the schools
which obtained Government land on
the promise of helping the children
from the weaker section of the society.
The principle of fairness demands that
those institutions which have taken no
benefit from the government be
exempted from this ruling. If the
government forces its ruling is on
schools, who will compensate the
school for the loss of revenue? Will a
school charging Rs.150,000/- per year
for a day-scholar be compensated by
the government on a proportionate
basis? Who will pay for the school
uniform, co-curricular activities
programme, etc.? Unless there issues
are addressed very honestly, the
revenue base of the truly private
institutions will be seriously
compromised with a telling effect on
the quality of education they provide,
and it will be a huge disincentive for
private player who may then rethink on
their continuing or otherwise in the
education sector. I would strongly
suggest that the governments which
spend so much of tax-payer’s money
on well-equipped, well-staffed but
poorly managed Government schools
set their own house in order and
ensure that these schools’ standards
improve.
PRATIMA SINHA, PRINCIPAL,HILLSIDE ACADEMY
H.G. PANT, PRINCIPAL, NIRAJ INTERNATIONAL SCHOOL
62December-2009
Paying the TutorWhile teaching has been considered one of the most respectable jobs among all, it is a
bitter truth that it is the least rewarding in terms of salaries, especially in the
government run schools. The 6th Pay Commission has outlined the need for raising the
salary brackets. Will it bring some respite to them or will it be another eye wash? What
should be done for a more enhanced salary package?
63December-2009
The 6th Pay commission has
outlined the need of raising the
salary brackets of teachers with
government schools to bring in more
streamlined salary package.
The need for raising the salary brackets
of teachers on par with the government
teachers has brought in great respite in
spite of certain anomalies in pay
fixation which was rectified later by the
government in various notifications.
Some reputed private un-aided schools
of the state are following the pay
package brackets of the government in
toto contrary to some of the private
schools which do not follow the salary
structure laid by the government. To
meet the demand of the uniform salary
package as recommended by the
commission, the private managements
need to introduce a balance fee
structure which is the only source of
income to pay the salaries to the
teachers. Kapil Sibal recommended a
uniform syllabus for the state and
central schools in the entire country,
similarly a uniform salary package
could be recommended.
C. Rama Devi, Principal,
Bharatiya Vidya Bhavan
The 6th Pay Commission has been
introduced by the government based on
various criteria and hence schools too
should make provisions in their budget
to implement the revisions for their
staff. The need for raising the salary
brackets of teachers has been clearly
defined by the 6th Pay Commission and
teachers who are considered as Nation
Builders certainly deserve a better pay
package. To streamline the salary
package the schools can have a criteria
for the performance level of a teacher
which will definitely motivate a teacher
to do better and also consider the living
index.
The raising of the salary bracket for
teachers will attract more people
towards the teaching profession rather
it being the last resort for some. The 6th
Pay Commission is not an eye-wash
and has come at just the right time.
Capt. (IN) Alokesh Sen,
Principal, Hyderabad Public
School, Begumpet
The schools may follow any pay
commission for allotting salaries to
their teachers, but the bottom line will
always be that unless the school pays
well, the good teaching talents will
neither be attracted nor retained.
Vinaayak Kalleetla, Principal,
Abhyasa Residential Public
School
Teachers deserve a better deal; they
are the least paid among the hierarchy
of professions. But they are also the
builders of the nation and the society. It
is said that, “If you pay peanuts, you get
monkeys.” So why complain of the
poor quality of education and teaching if
you do not want to pay for it?
M. Varalakshmi, Principal,
Jubilee Hills Public School
The 6th Pay Commission has outlined
the need for raising the salary bracket
of teachers as they are the least paid
professionals. With costs of living going
higher every day, it is difficult for a
teacher to survive in this profession
and deal with the stress leading to
‘brain drain’. Therefore, implementation
of better pay for teachers is the need of
the hour.
G. Rama Rao, Principal,
Kendriya Vidyalaya No.1,
Uppal
There is undoubtedly a quantum jump
in salaries of teaching faculty
particularly in KV’s but with the
spiraling prices and cost of living in
emerging economy that the nation has
embarked upon, the payment requires a
substantial hike. It should be graciously
noted that the western countries have
been paying handsome salaries to the
teachers for the primary and secondary
level keeping in mind the Herculean
task of moulding and shaping the
pedagogy and tapping their talents like
a pot maker. They aptly deserve any
better package so that they are
economically well off to render better
services to the society. Therefore the
hike in payment will go a long way.
REV. BRO. SHOW REDDY, PRINCIPAL,ST. PAUL’S HIGH SCHOOL
64December-2009
Our schools and culture focus most of
their attention on linguistic and
mathematical intelligence. However,
the Multiple Intelligence theory says
that we should also place equal
attention on individuals who show gifts
in the other intelligences: the artists,
architects, musicians, naturalists,
dancers, entrepreneurs and others who
enrich the world in which we live. Thus
the multiple intelligence approach
proposes a major transformation in the
way our schools are run, says
Chandrashekar D P, COO - Jain Group
of Institutions
Before we move any further let us first
understand what is this Multiple
Intelligence Theory all about?
The Multiple Intelligence is a powerful
Tapping into the MultipleIntelligences of our Children!
proven theory that teaches that the
intellectual potential of each student’s
mind is best described multi-
dimensionally, and that it would be
superficial misrepresentation to look
only at typical tests of academic
performance when judging student
potential.
What is its practical value in a student’s
life?
Institution that makes the development
of self-understanding, an explicit part of
their instruction and curriculum give
students powerful tools for current and
lifelong learning. Howard Gardner’s
multiple intelligence (MI) theory
articulates exactly the kind of global
structure needed for assessments that
take stock of and highlight the many
facets of the student’s whole intellect.
Multiple intelligences (MI) theory
describes the human mind as
possessing at least eight distinct forms
of intelligence. These intelligences
include linguistic, logical-mathematical
(both traditional IQ – related abilities),
visual-spatial, kinesthetic, musical,
naturalist, intrapersonal, and
interpersonal.
What exactly does the MI profile look
into?
The profile consists of eight main
scales tied to the multiple intelligences,
along with 26 subscales that describe
specific skill domains within each. For
example, the musical main scale
includes four subscales: vocal,
musical appreciation, instrumental, and
composing.
The subscales provide a rich source of
information from the student’s point of
view that is rarely available in a normal
graphic chart. There are also
intellectual style scales that describe
the strength of three general
preferences: Leadership, General
Logic, and Innovation.
65December-2009
A careful review of the subscales can
play an important role in understanding
a student’s MI profile because they can
reveal strengths and nuances that are
otherwise hidden.
For example, Saachi may be an
accomplished vocalist, but may have
only a moderate score on the musical
main scale because of her very low
instrumental ability. Her very high
innovative scale would suggest that
she tends more toward the creative
than the technical aspects of music and
singing.
How does this detailed understanding of
a student then translate into better
career and life choice?
119 questions that inquire about the
developed skill, level of participation,
and expressed enthusiasm for a wide
variety of activities naturally
encountered in the daily lives of
students and adults, ranging from
practical activities such as map
reading and technical writing to
creative endeavours in the arts to
solving social-emotional problems like
conflict negotiation and stress
management.
The Midas process has three goals:
first, to educate students (and other
stakeholders) about the eight multiple
intelligences: second, to obtain a
realistic description of the student’s
strengths and limitations through an MI
assessment: and third, to connect MI
strengths to learning activities and
Traditional View
People are born with a fixed amount of
intelligence.
Intelligence levels do not change over
a lifetime.
Intelligence consists of ability in logic
and language.
Teachers teach the same material to
everyone.
Teachers teach a “topic” or “subject”
Multiple Intelligence View
Human beings have all of the
intelligences, but each person has a
unique combination, or profile.
We can all improve each of the
intelligences, though some people will
improve more readily in one
intelligence area than in others.
There are many more types of
intelligence which reflect different
ways of interacting with the world.
Teachers teach and assess differently
– based on individual intellectual
strengths and weaknesses.
Teachers structure learning activities
around an issue or question and
connect subjects. Teachers develop
strategies that allow for students to
demonstrate multiple ways of
understanding and value their
uniqueness.
career paths that will maximise
success. These interpretative activities
are detailed in several of Howard
Gardner’s books for students, teachers,
counsellors, psychologists, and
parents.
Now let us understand how different this
concept of ‘Multiple Intelligence’ in
education is in comparison to the
traditional view of intelligence. See box.
To conclude lets retain values but
rewrite rules:
We must regard intellectual ability
more broadly. Things like drawing a
picture, composing, listening to music,
or watching a performance can be vital
avenues of learning, and as important
as writing and mathematics.
We must provide opportunities for
authentic learning based on the
students’ needs, interests, and talents.
The multiple intelligence classroom
acts like the “real” world. Students
become more active and involved
learners.
ADVERTORIAL
68December-2009
The suffix “International” is a widely
misused word in today’s educational
scenario. Many institutions use this
phrase liberally and give an erroneous
impression to the general public but on
closer enquiry it is revealed that they
neither follow an international
curriculum, nor have an international
faculty or students. Most schools use
the term to enhance their image and
equate “International” with perhaps
air-conditioned class-rooms,
swimming pool, and many more such
fittings and fixtures. Truth cannot be
farther than this. H.G. Pant – Principal,
Niraj International School gives an
insight into the myths and facts about
international education.
We live in exciting times
where knowledge is
increasing day by day at an
exponential rate. We call it the
knowledge explosion. The pace of
events is fast indeed. So fast, that
today’s latest becomes obsolete
tomorrow.
In an effort to cope with knowledge
explosion, at times education is sadly
relegated to mere gathering of facts and
information and in the process,
children’s creativity is compromised.
We strongly believe that true education
is much more than just collecting facts.
True education is and should be more
Formation than Information. This clear
demarcation between aspects of
Formation and Information, is what
makes a school preferred over the rest.
Let us picture ourselves in the year
2025, sixteen years from today. The
little children of today, will have
completed their education and will be
about to venture out to face the big,
wide world outside. The world
population will have grown to an
estimated 8 billion from today’s
approximately 7 billion. Although, a lot
of exciting new technology would be
available, in general the level of
competition and with it the level of
stress will also have increased in the
same proportion. The child of today will
need to develop into a strong,
determined and confident personality to
take all this in his/her stride – a person
who is a thinker and inquirer, who is
articulate and confident to be on the
world stage and compete with the best
in the world.
In the crowded classrooms in most
schools of our country today, rote-
memorization is the order of the day
where students continue to be judged
almost solely by exam-results. This
stress on higher academic percentage
alone leaves no time for creative,
innovative thinking and participating in
International EducationMyths vs Facts
69December-2009
co-curriculum activities, the two
components which are so important for
development of a well-balanced human
being.
The children have no time for
participating in co-curricular activities
in the school, and shuttle from home to
school to coaching centers. It is
shocking to learn that the multi-billion
rupees coaching industry is now even
targeting children from grades 6 & 7.
As one does not become a scholar of
English by just memorizing the whole
dictionary – one needs to have one’s
own thoughts, and a flair for writing – in
the same way real education does not
only mean learning the facts in
Physics, Chemistry, Biology and
Geography, but it should aim at
preparing the youth for life by learning
to think creatively.
Values and ethics are vital elements of
any education. Take the Formation and
value part out of it, and any education, if
at all any is really left, becomes
meaningless. Minus values, all we
have is informed insensitive brutes
incapable of any feeling.
Let us now return to our main course –
the truly international education.
International education represents a
major shift in classroom teaching
where the emphasis is more on
understanding a concept rather than
simply memorisation of facts, rules and
formulae.
In the days of yore, knowledge
increased at a slower pace and even in
our mythology “shruti and smriti” were
accepted modes of transfer of
knowledge from one generation to the
other. Memory worked in those days
and that is why there was so much
emphasis on rote memory in the
education system of a bygone era. But
memory will not work today, and there
is no need as we have high performing
memory chips.
Rote learning and memorisation is
easy; creative thinking is challenging.
People find it easy to conform than to
change the rules and be branded a non-
conformist.
It is an acknowledged fact that all
progress of mankind is because of non-
conformist people who chose to think
differently. Today anyone can travel
from one part of the world to another
distant point, but it took a Christopher
Columbus to discover America 500
years ago.
Now ask yourselves this vital question
“What would I like my child to be? An
original or a copy conformist?” and you
would, I am sure, settle for the obvious.
The two leading educational bodies in
the field of international education are
the IB (International Baccalaureate) and
CIE (Cambridge International
Examinations).
These bodies run programmes in
thousands of schools in around 150
countries of the world. Although,
International education in India is a
relatively recent phenomenon, this
movement is gaining momentum, and
more schools are following these
curricula. As is common with any new
movement, there are many myths and
fallacies associated with the concept of
international education. A few are
discussed here below:
International Schooling is expensive
Since international education is a
resource hungry programme, and there
70December-2009
is a lot of emphasis on Professional
Development and training of the staff, it
is out of sheer necessity that such
schools charge a little higher fee, but
then the facilities offered have to justify
these fees.
International schooling is all about
pampering the students and they turn
out to be snobs
In reality while sometimes children can
be carried away by the facilities,
international education emphasizes on
caring and sharing, open mindedness
and on community service. Students go
for hikes and treks, and involve
themselves in many useful community
service projects which gives them a
taste of ground realities.
There is no stress on the children and
they can do whatever they like
Yes, the schools provide a stress-free
environment which results into better
teaching-learning outcomes. The
curriculum is so rich and diversified
with lots of activities that there is no
question of a child having lots of free
time.
The subject content especially in
mathematics is comparatively lesser
than in other schools
This is a fallacy. While IB curriculum in
itself is rich in content, both in breadth
and also the depth, it does not dictate a
rigid syllabus. All schools have the
flexibility of enriching their curriculum
and adapt it to suit the nation-specific
conditions.
A comparison will show that
international curriculum not only
incorporates the content for example in
maths and science as practised in
most education boards in India, but in
fact is richer than most.
Project-oriented, and learning-by-doing
approach takes a lot of academic time
and it is mostly play for the students
It is a proven fact that these
progressive approaches are the best
practices applicable in the teaching-
learning situations and lead to much
better learning outcomes compared to
simply rote-learning to secure
desirable percentages in the
examinations.
Team work teaches the students the
importance of planning and cooperation
with other members of the team,
debating and discussing the problem,
accommodating others’ views and then
write the findings in a coherent manner.
All this, and a presentation on the topic
learned in the class is a valuable
exercise in honing their communication
skills and adds to their confidence.
IGCSE and IB Diploma programmes are
not recognized in India
71December-2009
A fallacy again IGCSE and IB Diploma
programmes are fully recognized in
India by Association of Indian
universities, and students with these
qualifications are eligible to sit for all
competitive entrance examinations, as
well as gain admission to colleges and
universities in India.
These qualifications are regarded
highly in universities all over the world
and thus give an edge to the students in
the international educational scenario.
IB Diploma programme (equivalent to
class XII) is a very demanding Pre-
university course of study.
Designed for highly motivated students
aged 16 to 19, it opens the doors of
many universities across the globe. It
is a comprehensive two year
international curriculum and has some
unique features to its credit such as
Theory of knowledge, a research-based
extended essay, and CAS (Creativity,
Action, Service) apart from the
academic subjects.
Many colleges abroad give extra
credits to IB Diploma students. More
information on these programmes is
available on the websites –
www.ibo.org and www.cie.org.uk.
Students studying in international
schools come under heavy western
influence and shy away from Indian
tradition and culture
Being international-minded does not
mean not being an Indian. Schools train
the students to be patriotic Indians first
and take pride in our rich and varied
heritage and be deeply aware of time-
tested human and moral values.
In fact knowing and learning about
others makes us more appreciative of
our own culture and values.
Celebrating all important national and
international festivals and an active
international exchange programme
impress upon young people that we are
living in a shrinking global village and
are interdependent on one another.
Educating young people and making
them wise and judicious, is an exciting,
challenging, enriching and adventurous
journey.
Living in the global village, we all must
be open to learn and assimilate all good
practices available anywhere in the
world and blend them with best time-
tested values and culture of our own
country to prepare our young people for
a role on the global stage and compete
with the best in the world.
International education is all about good
education and it will be a happy day
indeed when every child in our country
will have access to good education,
call it by any name or tag.
Instead of taking pride in well-endowed
international schools, we hope one day
all schools will be of comparable
standards because in times to come,
knowledge alone will be the greatest
deciding factor.
To quote Bill Gates:
“The concept of ‘Have’ and ‘Have nots’
which is presently based on the
economic parameters will shift-from
economic to educational achievements,
and the creation of wealth will depend
directly on the level of education a
society will have.”
CurriculumWe present few schools according to their
Curriculum which created a niche for themselves
in terms of varied aspects, right from education,
pass percentage, infrastructure, overall
development and the perfect balance of education
and enlightenment. Most of them are featured in
our selection of the top 10 best schools of
Hyderabad; here you get better glimpse on what
they have to offer.
76December-2009
Name
Principal
Address
Phone
Website
Education
Faculty
Pass Percentage
Infrastructure
Overall
Existing since
Type of institutional control
School classification
Classes Upto
Total School Strength
Is the School Quality Certified
Frequency of Internal Examination
Total number of teachers
Student-Teacher ratio
Average Experience of Teachers
Average no. of students in each class
Institutional Enrolment (2008-09)
Enrolment VII Class
Pass Percentage
First Class
Enrolment X Class
Pass Percentage
First Class
Enrolment XII Class
Pass Percentage
First Class
Facilities Offered
Playground
Library
Auditorium
Basketball Court
Laboratories
Badminton Court
Computers
Personality Development
Tennis Court
Vocational Courses
Yoga
Swimming Pool
Student Journal
Drama
Dance
Singing
Gymnasium
Yearbook
NCC
General Information
Bharatiya Vidya Bhavan’s Public School
C Rama Devi
Road No. 71, Jubilee Hills, Hyderabad – 33
Tel: 040-23600200, 23544934, Fax: 040-23545648
www.bvbpsjh.com
★ ★ ★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★ ★
30 years
Private (Non-profit)
Co-educational
XII th
More than 2000
No
Quarterly
126
20:1
More than 20 years
More than 40 students
-
-
-
341
100%
90.3%
-
-
-
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Best CBSE SchoolsM Varalakshmi (I/C Principal)
Road No. 71, Block III, Jubilee Hills, Hyderabad
Tel: 040-23548584, 23607787
www.jhpublicschool.com
★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★
Jubilee Hills Public School
More than 20 years
Private (Non-profit)
Co-educational
Upto Xth (Applied for more)
More than 2000
ISO 9001:2008
Monthly, Quarterly...
106
35:1
More than 5 years
More than 25 students
196
100%
81%
133
100%
94.8%
-
-
-
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77December-2009
G. Rama Rao
-
Tel: 27200314
http://kv1uppal.ap.nic.in
★ ★ ★
★ ★ ★
★ ★ ★ ★
★ ★
Kendriya Viyalaya, No.1, Uppal
More than 20 years
Governed by Kendriya Vidyalaya Sangathan
Co-educational
XII th
1800
No
Quarterly
28
30:1
More than 10 years
Between 40 and 50 students
-
-
-
161
99%
75%
55
99%
76%
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Meridian School for Boys & Girls
D Usha Reddy
8-2-541, Road No.7, Banjara Hills, Hyderabad – 34
Tel: 23355087, 23420561, 23420562
www.meridianschool.in
★ ★ ★
★ ★ ★ ★
★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
More than 10 years
-
Co-educational
X th and above
More than 1000
No
Monthly, Quarterly...
112
13:1
More than 5 years
Less than 30 students
-
-
-
95
100%
97.8%
-
-
-
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★ ★ ★
Best CBSE SchoolsRajani Gowri Sankar
Sandeepany Kailas, Kundanbagh, Hyderabad – 16
Tel: 040-23418012, 65355011
★ ★ ★ ★
★ ★ ★
★ ★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★
More than 10 years
Private (Non-profit)
Co-educational
XII th
1624
No
Monthly
85
20:1
More than 5 years
More than 25 students
-
-
-
89
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61
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78December-2009
Name
Principal
Address
Phone
Website
Education
Faculty
Pass Percentage
Infrastructure
Overall
Existing since
Type of institutional control
School classification
Classes Upto
Total School Strength
Is the School Quality Certified
Frequency of Internal Examination
Total number of teachers
Student-Teacher ratio
Average Experience of Teachers
Average no. of students in each class
Institutional Enrolment (2008-09)
Enrolment VII Class
Pass Percentage
First Class
Enrolment X Class
Pass Percentage
First Class
Enrolment XII Class
Pass Percentage
First Class
Facilities Offered
Playground
Library
Auditorium
Basketball Court
Laboratories
Badminton Court
Computers
Personality Development
Tennis Court
Vocational Courses
Yoga
Swimming Pool
Student Journal
Drama
Dance
Singing
Gymnasium
Yearbook
NCC
General Information
Abhyasa Residential School
Vinaayak Kalleetla
Toopran - 502334, Medak
Tel: 08454-235718/19, 235966/77
www.abhyasaschool.com/.org
★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★
More than 10 years
Private (Non-profit)
Co-educational & Residential
XII th
Less than 500 students
Implemented TQM with CII
Quarterly
50
9.5:1
More than 10 years
25 students
-
-
-
61
100%
100%
23
100%
100%
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Captain (IN) Alokesh Sen (Retd.)
1-87 & 88, S P Road, Begumpet
Tel: 040-27764698, 27761546
★ ★ ★
★ ★ ★ ★ ★
★ ★ ★
★ ★ ★ ★ ★
★ ★ ★ ★
More than 20 years
Private (Non-profit)
Co-educational
XII th
More than 2000
-
Quarterly
134
18:1
More than 10 years
More than 25 students
-
-
-
204
94.61%
69.6%
47
95.7%
68.1%
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Hyderabad Public School
Best ICSE SchoolsB Jivitesh Reddy
6-3-864, Sadat Manzil, Ameerpet, Hyd-16
Tel: 040-23413543
-
www.nirajpublicschool.com
★ ★ ★
★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
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Niraj Public School
More than 20 years
Private (Non-profit)
Co-educational
Upto Xth
More than 1000
ISO 9001:2000, ISO 1400:2000
Quarterly
81
16:1
More than 5 years
More than 25 students
107
100%
99%
71
100%
100%
-
-
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80December-2009
Name
Principal
Address
Phone
Website
Education
Faculty
Pass Percentage
Infrastructure
Overall
Existing since
Type of institutional control
School classification
Classes Upto
Total School Strength
Is the School Quality Certified
Frequency of Internal Examination
Total number of teachers
Student-Teacher ratio
Average Experience of Teachers
Average no. of students in each class
Institutional Enrolment (2008-09)
Enrolment VII Class
Pass Percentage
First Class
Enrolment X Class
Pass Percentage
First Class
Enrolment XII Class
Pass Percentage
First Class
Facilities Offered
Playground
Library
Auditorium
Basketball Court
Laboratories
Badminton Court
Computers
Personality Development
Tennis Court
Vocational Courses
Yoga
Swimming Pool
Student Journal
Drama
Dance
Singing
Gymnasium
Yearbook
NCC
General Information
St. Paul’s High School
Rev. Bro. Show Reddy
3-6-166, Hyderguda, Hyderabad - 500029
Tel: 040-23222092, 23222888
-
www.stpaulshshyd.com
★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
More than 20 years
Private (Non-profit)
Co-educational
X th
More than 2000
Yes
Monthly, Quarterly...
86
30:1
More than 10 years
Between 40 and 50 students
237
100%
97%
214
100%
94%
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Best SSC SchoolsRev. Bro. Jaico Gervasis
Chirag Ali Lane, Abids, Hyderabad - 500001
Tel: 040-23202675
-
www.lfhshyd.com
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★ ★ ★ ★
★ ★ ★ ★
★ ★ ★ ★
Little Flower High School
More than 20 years
Private (Non-profit)
Co-educational
Xth
More than 2000
-
Monthly
83
33:1
More than 5 years
Between 40 and 50 students
211
100%
87%
188
100%
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81December-2009
D.M.L Vyjayanthi
119, Parklane, Secunderabad - 500003
Tel: 27843733
-
-
★ ★ ★
★ ★ ★
★ ★
★ ★ ★
Parsi School
90 years
Private (non-profit) - Trust
Co-educational
X th
More than 1000
-
Quarterly
-
21:1
More than 10 years
Between 40 and 50 students
-
-
-
104
89%
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All Saints High School
Rev. Bro. Sleeva Reddy
5-9-304, Gunfoundry, Hyderabad-4
Tel: 040-23235153/23232992
-
★ ★ ★
★ ★ ★
★ ★
★ ★ ★ ★
★ ★ ★
155 years
Private (Non-profit)
Co-educational
X th
More than 2000
Yes
Monthly, Quarterly...
91
40:1
More than 10 years
Between 40 and 50 students
-
-
-
190
100%
-
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Best SSC SchoolsT Alphonse Reddy
Sy. No. 2, Sitarampur, Bowenpally, Secunderabad
Tel: 040-27953770
www.stpeterseducation.com
★ ★ ★
★ ★ ★
★ ★ ★
★ ★ ★ ★
★ ★ ★
More than 10 years
Private (Non-profit)
Co-educational
X th
More than 1000
ISO 9001:2000
Monthly
77
20:1
More than 5 years
More than 25 students
109
100%
93.5%
47
100%
94%
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82December-2009
Corporal Punishment – Sparethe Rod, Save the Child
“Children are sick of being called ‘the future’. They want to enjoy their childhoods, free of
violence, now” - Paulo Pinheiro, UN General Assembly
Even though the HRD Ministry had issued instructions to all States and Union Territories in
December 2007 to prohibit corporal punishment in all schools under their jurisdiction, and
when Section 17 of the Right of Children to Free and Compulsory Education Act 2009
prohibits physical punishment and mental harassment to children in school, the National
Commission for Protection of Child Rights (NCPCR) registered 27, 50 and 31 cases of
corporal punishment in schools during 2007, 2008 and 2009 respectively. The time has
come, to ‘spare the road and save the child’.
83December-2009
Corporal or Physical Punishment can be described as
- “any punishment in which physical force is used
and intended to cause some degree of pain or
discomfort, however light. Most involves hitting (smacking,
slapping, spanking) children, with the hand or with an
implement. In addition, there are other non-physical forms of
punishment that are also cruel and degrading; for example,
punishment which belittles, humiliates, denigrates,
scapegoats, threatens, scares or ridicules the child.”
An estimate 60-70% of school going children in India are
physically abused says the national report on child abuse by
the Ministry of Women and Child Development. The crime is
rampant in every single district of the country. Boys are
marginally more likely to face physical abuse (73 per cent)
than girls (65 percent). Corporal punishment in both
government as well as private schools is deeply ingrained as
a tool to discipline children and as a normal action. But most
children do not report or confide about the matter to anyone
and suffer silently.
“Corporal punishment in all settings wherever the child is
should be banned through legislation, in line with the
recommendations in the UN Study on Violence against
Children. Any form of violence against children is never
justifiable or acceptable. It teaches the child that violence is
acceptable and so perpetuates the cycle of violence.
Eliminating corporal punishment in all settings is also a key
strategy for reducing and preventing all forms of violence in
society,” says Karin Hulshof- UNICEF India Representative.
International Human Rights
The UN Convention on the Rights of the Child includes the
Right to Protection of the Child against abuse, which is
categorized as an Immediate Right. Article 19 of the CRC
requires States to protect children from “all forms of physical
or mental violence”. During the first decade of the Convention,
the Committee on the Rights of the Child recommended to
over 120 States to abolish all corporal punishment and
develop public education campaigns to promote positive,
non-violent discipline in the family, schools and other
institutions.
In 1999 the Committee on Economic, Social and Cultural
Rights adopted a General Comment on “The Right to
Education” which stated that corporal punishment is
inconsistent with the fundamental guiding principle of
international human rights law enshrined in the Preambles to
the Universal Declaration of Human Rights and both
Covenants.
Human Rights in India
Article 21 of the Constitution protecting the ‘right to life’, is the
first point of reference. The Child Rights Charter 2003 of
India specifically states “All children have a right to be
protected against neglect, maltreatment, injury, trafficking,
sexual and physical abuse of all kinds, corporal punishment,
torture, exploitation, violence and degrading treatment.”
Prohibition and elimination of corporal punishment in schools
is identified as a priority in the 2005 National Plan of Action
for Children and the report on child protection in the National
Plan for 2007-2012. The National Policy on Education (1986,
modified 1992) states that “corporal punishment will be firmly
excluded from the educational systems.”
The Right of Children to Free and Compulsory Education Act,
2009 (No 35 of 2009) (26 August, 2009) prohibits physical
punishment and mental harassment to the child and states:
(1) No child shall be subjected to physical punishment or
mental harassment.
(2) Whoever contravenes the provisions of sub-section (1)
shall be liable to disciplinary action under the service rules
applicable to such persons.
In August 2007, the NCPCR also wrote to all chief secretaries
with detailed guidelines recommending practical steps for the
elimination of corporal punishment. In December of the same
year, the Human Resource Development Ministry also wrote
to all Chief Secretaries recommending that corporal
punishment be prohibited in all schools in the jurisdiction of
the state government as it “severely affects the human dignity
of the child, thereby reducing his/her self esteem and self
confidence”.
84December-2009
“Existing provisions covering different types of violence
against children are rarely used to prosecute acts of corporal
punishment. Also, corporal punishment is not specifically
defined and/or criminalised under the Indian Penal Code
(IPC),” says Deepa Dixit, member of the National
Commission for the Protection of Child Rights, explaining why
teachers are rarely punished for causing serious injury to
their students.
Global Prohibition
Corporal Punishment in schools is prohibited in nearly half of
the world’s countries. In the past 20 years, eighteen countries
have enacted laws prohibiting corporal punishment in all
settings, namely in the home, in schools, alternative care and
in the judicial system.
It is of interest to note that since the turn of the century, ten
countries have officially prohibited all forms of corporal
punishment. The pace of reform is gathering momentum in
light of the UN Study on Violence against children which
recommended in its final report prohibition in law of all
corporal punishment of children by 2009.
Indian Attitudes
Legal protection against corporal punishment is important to
safeguard the rights of a child. However, in practice, legal
options are usually resorted to only in case of extreme
corporal punishment. They are nevertheless important
measures of deterrence.
It is very important that teachers should know that by
assaulting children they risk not only dismissal but also
prosecution by criminal law, which doesn’t exist in India at
present. Simultaneously, public education is crucial to
accompany law reform. The process of law reform and
enactment of the Right to Education Bill with provisions on
corporal punishment itself has the potential to be educational
if properly disseminated.
Teacher training and sensitisation, public interest
programmes, community mobilisation, educating children on
their rights etc can additionally play an important role to
change attitudes.
Physical and Psychological Scars
Children due to fear are often silent and submit to violence
without questioning. They sometimes show signs of deep
hurt in their behaviour but this often goes unnoticed,
perpetuating further violence on them.
More often than not, when a teacher uses violence on
children it is an outburst of their own personal frustration.
Mental health experts are of the opinion that corporal
punishment not only affects the emotional behaviour and
academic performance of a child, but also leads to reduction
in self esteem and dignity of child.
There is a large body of international research detailing the
negative outcomes of corporal punishment. Some of the
conclusions are presented below:
Escalation - Mild punishments in infancy are so ineffective
that they tend to escalate as the child grows older. The little
smack thus becomes a spanking and then a beating.
Encouraging violence - Even a little slap carries the message
that violence is the appropriate response to conflict or
unwanted behaviour. Aggression breeds aggression. Children
subjected to physical punishment have been shown to be
more likely than others to be aggressive to siblings; to bully
other children at school; to take part in aggressively anti-
social behaviour in adolescence; to be violent to their
spouses and their own children and to commit violent crimes.
Physical punishment teaches children that we communicate
important things through hitting; the parents who they depend
on to protect them, will hurt them and so they should fear
their parents, rather than trusting them; their home is an
unsafe place for learning and exploration.
If we want to teach children to be non-violent, we must show
them how to be non-violent. If we want to teach them how to
stay safe, we need to explain to them and show them how to
do this. Hitting children harms our relationships with them. It
doesn’t give them the information they need to make
decisions, and it doesn’t increase their respect for us.
85December-2009
Psychological damage - Corporal punishment can be
emotionally harmful to children. Research especially indicts
messages confusing love with pain, and anger with
submission as the most psychologically harmful.
Sometimes parents try to correct their children by telling
them that they are bad, rude, clumsy, immature, or
incompetent. When children hear such criticism, they feel
rejected and they feel like failures. They depend on us to build
their knowledge and their skills. They need encouragement
and support. Children with high self-esteem are more
successful because they are willing to try. They are happier
because they feel good about their abilities to cope with
failure. They have better relationships with their parents
because they know their parents believe in them.
Parents and teachers can do a lot to build the children’s self-
esteem, by recognising the children’s efforts, even if they’re
not perfect; by appreciating the children’s desire and
supporting the children when they fail and encourage them to
keep trying.
Teachers’ Role
The work conditions of school teachers in most government
schools are undoubtedly adverse. There are over crowded
classes, not enough text books, first-generation learners etc.
But children are not responsible for all these problems that
teachers face in performing their duties. It is so easy to
victimise the weak. Besides, this is not to say that there is no
violence or corporal punishment on children in well-to do
private schools. Teachers need to play their role responsibly
and should try to instil positive discipline in the children.
Positive Discipline
The positive discipline parenting and classroom management
model is based on the work of Alfred Adler and Rudolf
Dreikurs that originated in the 1920s. It consists of a specific
set of techniques for rewarding good behaviour and curtailing
negative behaviours. It is a program designed to teach
children to become responsible, respectful and resourceful
and inculcates a spirit of self-discipline.
It empowers children to make life decisions, based on their
own experiences, and to utilise an internal system of
reinforcement to weigh the values of the decisions that they
have made.
Positive Discipline is a discipline system that focuses on the
positive points of behaviour. Some practitioners believe that
educators should act with a philosophy that there are no bad
children, just good and bad behaviours. Teachers and parents
can teach and reinforce the good behaviours while wean out
the bad behaviours without hurting the child verbally or
physically. Positive discipline includes a number of different
techniques that, used in combination, can lead to a more
effective way to manage groups of students.
There are 5 criteria for effective positive discipline:
• Helps children feel a sense of connection (belonging and
significance)
• Is mutually respectful and encouraging (kind but firm at the
same time)
86December-2009
• Is effective long – term (considers what the child is
thinking, feeling, learning, and deciding what to do in the
future to thrive)
• Teaches important social and life skills (respect, concern
for others, problem solving and cooperation, as well as
contributing to the community)
• Invites children to discover how capable they are
(encourages the constructive use of personal power and
autonomy)
Positive Behaviour Support (PBS) is a form of child discipline
that is a proactive and positive approach used by staff,
parents and community agencies to promote successful
behaviour and learning at home and at school for all students.
PBS supports the acquisition of replacement behaviours, a
reduction of crisis intervention, the appreciation of individual
differences, strategies for self control, and durable
improvement in the quality of life for all.
Andhra Stepping Up
The All India Teachers Federation for Child Rights and the MV
Foundation launched a campaign against corporal
punishment in schools, earlier this year. A workshop was
conducted for 100 teachers from 20 mandals of Andhra
Pradesh, which was addressed by the convener of MV
Foundation, J. Bhaskar.
He said the major component in teacher training should be
against corporal punishment. According to him, corporal
punishment increased the dropout rate besides hampering the
learning capabilities and distorting the personality of the
child.
The students adjudged those who avoided corporal
punishment as the best teachers. He expressed dismay at the
instances where the parents themselves encouraged the
teachers to award corporal punishment to their wards. He
believes that it should be the responsibility of the teachers to
launch a counter campaign against corporal punishment.
87December-2009
88December-2009
Health and HygieneA highly important aspect of education in schools is that of health and hygiene education.
School health and hygiene education can be best described as a combination of infrastructural
and implementation components that are necessary to produce a healthy school environment
and to develop and support safe hygiene behaviours. The infrastructure component includes
drinking water, hand washing and sanitary facilities in and around the school compound, while
the implementation components are activities that promote better conditions at school and
practices of school staff that help to prevent water and sanitation-related diseases.
89December-2009
Recent analyses have shown that school facilities
may need improving; many cases were found with
no or insufficient water supply, sanitation and hand
washing facilities. Some facilities were not adapted to the
needs of the children, were broken, dirty or unsafe. Even
though hygiene education was being practised, in some
instances it was ineffective and did not relate to the school’s
environment; soap was found absent in a majority of schools.
With such poor and neglected conditions, schools become
unsafe places for children, with diseases being transmitted
and creating negative impacts for the children, their families
and their overall development. Good health practices at
school are essential for now and become an investment for
the future; lack of good health practices has been the leading
cause for low school enrolment, high absenteeism, and poor
classroom performance.
The provision of clean, safe water and sanitation facilities is a
first step towards a healthy learning environment. However,
just the provision of facilities does not make them sustainable
nor does it ensure the required results. It is the correct
utilisation of the facilities that makes the real difference.
Combining facilities, correct behavioural practices and
education can make a positive impact on the health and
hygiene of the community as a whole.
Government Steps Up
A majority of states in the country have started the School
Health Programme initiated by the government to improve the
health of children and prevent recurrence of diseases; the
Ministry of Health and Family Welfare identified the common
diseases that occur among schoolchildren as measles,
diarrhoea, acute respiratory infections, tuberculosis,
chickenpox, worm infestations and sepsis.
The steps taken by the government to prevent diseases
among schoolchildren were to provide support for the School
Health Programmes in each and every district of the country.
Currently 21 states have initiated the programme and they
have taken key steps, which will help improve the health of
schoolchildren and prevent recurrence of such diseases.
The states and unions that have started the programme are
Assam, Chhattisgarh, Daman and Diu, Dadar and Nagar
Haveli, Delhi, Gujarat, Himachal Pradesh, Haryana, Jammu
and Kashmir, Kerala, Madhya Pradesh, Manipur, Meghalaya,
Orissa, Rajasthan, Sikkim, Tamil Nadu, Tripura, Uttarakhand,
Uttar Pradesh, and West Bengal,.
Under the programme, children are being taught about good
nutrition practices and health education, regular health check-
ups, provision for corrective action and provision of
secondary and tertiary care help, if required.
The Power of Yoga
The Union Health Minister, Anbumani Ramadoss, wants
children to learn yoga and is keen to make it compulsory in
schools. Known for his strong views against tobacco use and
alcohol, Ramadoss suggested making ‘good health’ a subject
in schools so that children are make aware of health
conditions like diabetes and hypertension. Ramadoss is also
keen to introduce a National School Health Programme under
which children will be screened for sight and hearing defects,
dental problems, anaemia, malnutrition and cardiovascular
health.
It has been scientifically validated that yoga helps reduce
hypertension, cardiovascular diseases, arthritis, stress and
mental disorders. The health ministry had earmarked Rs.8
billion for alternative medicines under the Five Year Plan, and
asked for allocation of Rs.50 billion under the 11th Five Year
Plan (2007-12).
School Health Clubs
In a major initiative aimed at promoting healthy habits among
the young, the Central Board of Secondary Education (CBSE)
asked all its affiliated institutions to start health clubs as part
of a newly framed comprehensive school health programme.
This initiative is aimed at inculcating healthy and positive
ways of living among students. A circular issued to heads of
all affiliated schools said that schools can be dynamic
settings for promoting health during childhood and
adolescence.
90December-2009
While ‘school health’ has largely remained confined
to medical check-ups of children or some hours
of health instruction in the curriculum, the new
initiative will see schools strategically placed to inculcate
positive attitudes towards health, self-esteem, life skills and
behaviour. It will help in developing health skills and physique
through practical engagements with play, exercises, sports
and practices of personal and community hygiene. The clubs
would also focus on the overall
emotional,
social and
mental well-
being of
children.
CBSE introduced this comprehensive health programme
since the board felt that children these days are so bogged
down by pressure from their peers and families, primarily in
academics, that their health remains a largely neglected area.
The health club, with the school principal as convenor and a
counsellor/psychologist as the secretary, will organise
health-relevant activities, besides acting as a resource centre
for the overall well-being of students.
Plan into Action
From the next academic year, students studying under Central
Board of Secondary Education (CBSE) will be forming their
own health clubs to maintain the health and hygiene of the
students. The School Health Programme was initiated in all
CBSE schools after a Global School Health Survey conducted
by the World Health Organisation showed lack of hygiene
awareness among students and also that school health is
restricted to annual health check-ups. The programme has
been started to incorporate better understanding over general
health and hygiene issues through daily learning. While the
master trainers for each region recently underwent training to
initiate the Comprehensive School Health Programme, the
schools are making plans to form the club. With an attempt to
infuse activity-based learning in the routine studies, the
teachers will involve the students in group discussions and
debates.
The Board revealed that this is not a different
module added to the already existing syllabus,
but will be a part of each subject where every
teacher will mould the health and hygiene issues
in regular classes. The manuals given to each
school will be divided in three levels, for standards I
- V, standards VI-VIII and standards IX- XII, and will
focus on six themes including knowing the human body,
food and nutrition, personal and
environmental
hygiene, physical
fitness, being
responsible, and
safety, behaviour
and life skills.
Master trainers of this programme say that instead of
theoretical knowledge, it will be practical demonstration of
the basic health and hygiene issues like ingredients of
various fast foods like cold drinks and noodles and their
effects on the importance of noting the manufacturing date of
food articles and medicine. The students will be groomed into
a play module making it interesting and will be divided as per
the classes. While all the teachers of other CBSE schools will
be trained for the programme by the end of this academic
year, the programme will start from the next school session.
With such activities in each class, the Health Club Committee
will have teachers and student participants from each level.
The club will basically monitor the whole programme and
also keep a check on the areas in the school (canteen and
toilets) where hygiene is to be maintained.
Infection Prevention
The spread of Swine Influenza (swine flu), a respiratory
disease caused by type A influenza viruses, took a heavy toll
on the Indian population, especially in the states of
Maharashtra and Gujarat. Many cases of infection were
reported from schools with the contagious disease spreading
from student to student, though the transmission is limited
and not sustained beyond three people. However, as they
always say, ‘prevention is better than cure’ and so we have
91December-2009
provided some basic information on how to safeguard against
swine flu and other infections while maintaining a good level
of hygiene in the school.
Infections and Contagious Diseases spread through:
♦ Contagious person to person
♦ Coughing
♦ Sneezing
♦ Contacting an infected surface
Some of the major symptoms are: ♦ Fever
♦ Cough
♦ Sore throat
♦ Runny nose
♦ Body aches
♦ Headaches
♦ Chills and fatigue
♦ Nausea
♦ Diarrhoea and vomiting
Warning Signs in Children ♦ Fast breathing or trouble breathing
♦ Bluish skin colour
♦ Not drinking enough fluids
♦ Not waking up or not interacting
♦ Being irritable
♦ Flu-like symptoms improve but return with fever and worse
cough
♦ Fever with a rash
Warning Signs in Adults ♦ Difficulty breathing or shortness of breath
♦ Pain or pressure in the chest or abdomen
♦ Sudden dizziness
♦ Confusion
♦ Severe or persistent vomiting
Infectious Flu can be prevented by: ♦ Staying in good general health
♦ Getting plenty of sleep
♦ Being physically active
♦ Managing your stress
♦ Drinking plenty of fluids
♦ Eating nutritious food
♦ Avoiding close contact with people who are sick
♦ Avoiding touching one’s eyes, nose, and mouth
Other methods of controlling the spread of flulike diseases ♦ Covering the nose and mouth when coughing or sneezing
♦ Staying home from school or work to avoid infecting others
♦ Most Importantly, washing of hands
Wash hands before♦ Touching your hand to your mouth including
♦ Eating
♦ Drinking
♦ Brushing your teeth
♦ Helping a sick person
Wash Hands After ♦ Going to the bathroom
♦ Changing diapers
♦ Touching surfaces, such as:
• Doorknobs
• Railings
• Tables (cafeteria)
• School desks
• Commonly used or shared school supplies
• Helping a sick person
• Blowing your nose
When soap is not available, alcohol-based disposable handwipes or gel sanitizers may be used, which can be found atany supermarket or medical store. If using the gel sanitizer,hands should be rubbed until the gel is dry; there is no need touse any water and the alcohol kills the germs on the hands.
ListingListingListingListingListingThe listing in the following pages of ‘Hyderabad’s
Best Schools-2009’ has a comprehensive
collection of various schools in Hyderabad and
Secunderabad along with their contact numbers
and addresses. All schools have been designated
and distinguished based on curriculum and their
status (International/Residential).
94December-2009
PHOENIX GREENS SCHOOL OF LEARNING
PLOT 43, PINE VALLEY,BESIDES CYBERABAD POLICE COMMISSIONERATE,GACHIBOWLI, HYDERABAD, 500 081.PHONE: +91-40-64637100 /01 /02EMAIL: [email protected]
WWW.PHOENIXGREENS.COM
BHARATIYA VIDYA BHAVAN
ROAD NUMBER 71,JUBLIEHILLS
HYDERABAD – 500033PH: 040-23544934E-MAIL: [email protected]
WEBSITE: WWW.BBPSJH.COM
DELHI PUBLIC SCHOOL
HYDERABAD, INDIA
PH:040-23000622/23006044WEBSITE:HTTP://WWW.DPSHYDERABAD.COM/E-MAIL: [email protected]
JUBILEE HILLS PUBLIC SCHOOL
BLOCK NO.3, ROAD NO.71, JUBILEEHILLS
HYDERABAD-500033PH:040-23548584E-MAIL: [email protected]
WEBSITE: WWW.JHPUBLICSCHOOL.COM
‘P’ OBUL REDDY PUBLIC SCHOOL
ANDHRA MAHILASABHA , JUBILEE HILLS,HYDERABAD – 500033PH: 040- 23548912E-MAIL: [email protected]
WEBSITE: WWW.AMSPORPS.COM
AMRITHA VIDYALAYAM
#844/1, SHANTI NIKETHAN COLONY
EASTMAREDPALLY, NEHRUNAGAR, HYDERABAD-500026PH:040- 27733174, 27739898E-MAIL: [email protected]
RISHI PUBLIC SCHOOL
HYDERGUDA, NEAR TOYATA SHOWROOM,NEHRUNAGAR
HYDERABAD- 500026PH:040- 23262744
THE HYDERABAD PUBLIC SCHOOL
RAMANTHAPUR, AMBERPET
HYDERABAD-500013PH: 040-27038378, 27038391E-MAIL: [email protected]
BHARATIYA VIDYABHAVAN VIDYASHRAM
NIRD CAMPUS, LAMPUR
RAJENDRA NAGAR
HYDERABAD-500030PH: 040-24016404, 24008566E-MAIL: [email protected]
ATOMIC ENERGY CENTRAL SCHOOL
D.A.E COLONY, KAPRA
HYDERABAD-500062PH: 040- 27121334
HILLSIDE ACADEMY
#46, JUBILEE HILLS
OPPOSITE B.R AMBEDKAR OPEN UNIVERSITY,BOWINPALLY, HYDERABAD- 500011,PH:040-23546113E-MAIL: [email protected]
WEB: WWW.HILLSIDE-ACADEMY.COM
LOTUS NATIONAL SCHOOL
NAGARAM, E.C.I.LHYDERABAD- 500762PH: 040- 65292489, 23350770
VIGNAN VIDYALAYAM HIGH SCHOOL
PHASE-II, MIYAPUR,NEAR PEARL REGENCY HOTEL, GACHIBOWLI
HYDERABAD-500032PH: 040- 23045005
BHARATIYA VIDYA BHAVAN PUBLIC SCHOOL
BHEL TOWNSHIP, RAMCHANDRAPURAM
GACHIBOWLI, HYDERABAD-500032PH: 040- 23024910E-MAIL: [email protected]
HARVAHAL PUBLIC SCHOOL
#3-6-568, HIMAYATNAGAR EAST
HYDERABAD-500029PH: 040- 27630610WEB: WWW.HARVAHALPUBLICSCHOOL.ORG
ROCK WOODS PUBLIC SCHOOL
ARVIND NAGAR COLONY, DOMALGUDA,GAGAN MAHAL, HIMAYATNAGAR,HYDERABAD-500029PH: 040-27638926E-MAIL: [email protected]
DAFFODILS PUBLIC SCHOOL
HIGH 60, HOUSING BOARD, KUKATPALLY
HYDERABAD: 500872PH: 040-23055547
LADDERS SCHOOL
#22-230/B , ARUN CO-OPERATIVE SOCIETY
NEAR BHAGYANAGAR Y JUNCTION, KUKATPALLY
HYDERABAD-500072PH: 040-23162627, 9490233555WEB: WWW.LADDERSSCHOOL.COM
MOTHER TERESA SCHOOL
#1-8-247, CHIKKADPALLY
OPPOSITE AMBEDKAR COLLEGE LANE,MUSHEERABAD, HYDERABAD-500020PH: 040-27610909
BOLTON SCHOOL
BOLTON ROAD, OPPOSITE TIVOLI GARDEN
SECUNDERABAD H.O, HYDERABAD-500003PH: 040-27891229, 9951944844E-MAIL: [email protected]
WEB: WWW.BOLTON.IN
MOUNT BANJARA HIGH SCHOOL
ROAD NO-14, BANJARA HILLS,HYDERABAD
PH: 040-23545930, 23607765WEB: WWW.MOUNTBANJARASCHOOL.ORG
E- MAIL: [email protected]
GLENDALE ACADEMY
BESIDE SUN CITY, NEAR ARTILLERY CENTRE GATE,HYDERABAD
PH: 040-6522-3980E-MAIL: [email protected]
WEB: HTTP:/GLENDALEACADEMY.NET
CBSE
95December-2009
HYDERABAD PUBLIC SCHOOL
RAMANTHAPUR, HYDERABAD – 500013PH: 040-27031546/27038391/27038486E-MAIL:[email protected]
KENDRIYA VIDYALAYA UPPAL NO 1UPPAL X ROAD, UPPAL, HYDERABAD – 500039PH:040-27207304/27200314E-MAIL: [email protected] WEB:WWW.KV1UPPAL.AP.NIC.IN
VIKAS THE CONCEPT SCHOOL
OPP COCO COLA FACTORY, MIYAPUR X ROAD, MIYAPUR, HYDERABAD – 500138PH:040-23046464/23042966/9989706526,E-MAIL:[email protected] WEB:WWW.VIKASCONCEPT.COM
MAHARISHI VIDYA MANDIR KONDAPUR
GIRISH PARK, NEAR HITECH CITY, MADHAPUR, HYDERABAD – 500034PH:040-23113196/23111629/23111629E-MAIL:[email protected]
SWAMI NARAYAN GURUKUL INTL. SCHOOL
YENKAPALLY MOINABAD NEAR GANDIPET,HYDERABAD – 500001PH: 040-32932481/9440754520
SECUNDERABAD PUBLIC SCHOOL
2-12-70, OPP PADMASHALI KALYANA MANDAPAM,WEST MARREDPALLY, HYDERABAD – 500026PH: 040-27800004/27806216WEB:WWW.THESECUNDERABADPUBLICSCHOOL.COM
HINDU PUBLIC SCHOOL
7-2-1087/A, SRI HANUMAN DEVASTHANAM, SANAT NAGAR, HYDERABAD – 500018PH: 040-23704355/65505981E-MAIL:[email protected] [email protected]
SARATHI SCHOOL
HABSIGUDA X ROADS, HABSIGUDA,HYDERABAD – 500007PH: 040-27151385/27151610E-MAIL: [email protected]
LEARNIUM SCHOOL
A 84, MLA COLONY, ROAD NO 12, BANJARA HILLS, HYDERABAD - 500034PH: 040-65345625/65345626WEB: WWW.LEARNIUMSCHOOL.COM
ST MICHEALS SCHOOL
ENTRENCHMENT ROAD, STREET NO 5, WEST MARREDPALLY, HYDERABAD – 500026PH: 040-27717682/66497682E-MAIL:[email protected] WEB:WWW.STMICHAELSHS.COM
AZRA PUBLIC SCHOOL
10-2-510/1, ASIF NAGAR, MAIN ROAD,MEHDIPATNAM, HYDERABAD-500028PH: 040-23530262/23530453/[email protected]
OASIS SCHOOL OF EXCELLENCE
SHAH MANZIL, RAYA DURGA MARG, TOLI CHOWKI, HYDERABAD – 500008PH: 040-23562712/9849474347/23563349
WAVES THE SCHOOL
AYAPPA SOCIETY, MADHAPUR, HYDERABAD – 50003PH: 040-64602325/64602326E-MAIL:[email protected] WEB:WWW.WAVESTHESCHOOL.COM
NARAYANA E TECHNO SCHOOLS DILSUKNAGAR
DILSUKHNAGAR, HYDERABAD – 500036PH:9912343446/9912343445WEB:WWW.NARAYANAGROUP.COM
VIGNAN CBSE SCHOOL GHATKESAR
R.R. DIST, NEAR GHATKESER, HYDERABAD – 500001PH:8415260320/84153299819440422557
MARICA HIGH SCHOOL
9-4-77/3/29-34, NIZAM COLONY,OPP MOGAH RESIDENCY, TOLI CHOWKI, HYDERABAD – 500008PH:040-23568310E-MAIL:[email protected]
SPRINGDALE ACCAMEDY DE INTERNATIONL
34, TIRUMALA HILLS, DILSUKHNAGAR, HYDERABAD – 500036PH:64555722/645558669393038844/9866739888E-MAIL:[email protected] WEB:WWW.SAIAPEC.COM
A P M KINDERGARTEN SCHOOL
6-3-597/A BELLA MOUNT, NEAR VYSYA
BANK, VENKATRAMANA COLONY, KHAIRATABAD, HYDERABAD – 500004PH:040-65527885/23375821/23373960E-MAIL:[email protected]
BHAVANS SRI RAMKRISHNA VIDYALAYA
SECUNDERABAD, SAINIKPURI, HYDERABAD – 500094PH:040-27112561E-MAIL:[email protected] WEB: WWW.BHAVANS.INFO
GREEN MEADOWS PARK SCHOOL
NEAR ZOOLOGICAL PARK, BESIDE JALWA HOTEL, KISHAN BAGH, HYDERABAD – 500264PH:040-64558750/64551126/9885208887E-MAIL:[email protected]
HYDERABAD CENTRAL SCHOOL
CENTRAL UNIVERSITY CAMPUS, GACHIBOWLI, HYDERABAD – 500031PH: 040-23130000/23010145WEB: WWW.UOHYD.ERNET.IN
SILVER OAKS SCHOOL
MEDCHAL HIGHWAY BACHUPALLY VILLAGE, MIYAPUR, HYDERABAD – 500138PH:040-23047777/23047788/23047777E-MAIL: [email protected] WEB:WWW.SILVEROAKSSCHOOL.COM
VISAKHA CENTRAL SCOOL
SUR-8/B1, BACHUPALLY, MIYAPUR, HYDERABAD – 500138PH:40-23048888
DAV PUBLIC SCHOOL
SANTOSHIMA NAGAR, SAFILGUDA, RAMAKRISHNA
PURAM, HYDERABAD-500556PH: 040-27223721/27223392
96December-2009
ICSEHALLMARK SCHOOL
#1-10-119, MAYURI MARG, BEGUMPET,HYDERABAD -500016PH-040-66338744E-MAIL- [email protected]
WEB- WWW.HALLMARKSCHOOL.COM
NIRAJ PUBLIC SCHOOL
#6-3-864, SAADAT MANZIL, AMEERPET,NEAR AMEERPET X ROAD, BEGUMPET
HYDERABAD - 500016PH: 040 – 23413543, 66661486E-MAIL: [email protected]
WEB: WWW.NIRAJPUBLICSCHOOL.COM
NALANDA PUBLIC SCHOOL
#12-2-712, NANAL NAGAR, HUMAYUN NAGAR
HYDERABAD - 500028PH: 040 – 23513913E-MAIL: [email protected]
ST. JOSEPHS PUBLIC SCHOOL
#3-5-781/A, KING KOTI ROAD, HYDERABAD
G.P.O.HYDERABAD - 500001PH: 040 – 23235665E-MAIL: [email protected]
SHERWOOD PUBLIC SCHOOL
PET BASHEERABAD, JEEDIMETLA
HYDERABAD - 500055PH: 040 – 23096090E-MAIL: [email protected]
WEB: WWW.SHERWOODEDUCATION.COM
SLOKA - THE HYDERABAD WALDORF SCHOOL
PLOT NO 573 K, ROAD NO 82,JUBILEE HILLS, HYDERABAD - 500033PH: 040 – 23545206E-MAIL: [email protected]: WWW.SLOKAWALDORF.COM
VIDYARANYA HIGH SCHOOL
GREEN GATES, SAIFABAD, KHAIRATABAD H.O.HYDERABAD - 500004PH: 040 – 23235146
SAMARITAN SCHOOL
#37-93-56, MADHURA NAGAR, NEAR K.R. NEO
HEALTH CLUB RAMAKRISHNAPURAM,HYDERABAD-500556PH: 040 – 27112512/27112978
RAMADEVI PUBLIC SCHOOL
RAMOJI FILM CITY, OFF NH 9RAMOJI FILM CITY
HYDERABAD - 501512PH: 040 – 32946671E-MAIL: [email protected]
VIGNAN SCHOOL
MANI COMPLEX, KARMANGHAT CROSS ROAD
SANTHOSH NAGAR, HYDERABAD - 500059PH: 040 – 65406644,E-MAIL: [email protected]
SUN FLOWER SCHOOL
DIAMOND POINT, SECUNDERABAD - 500003PH: 040 – 27891994E-MAIL: [email protected]
WEB: WWW.SUNFLOWER.ORG
ST. ANNS GIRLS HIGH SCHOOL
S P ROAD, HYDERABAD – 500003PH: 040-27804108
CHAITANYA VIDHYALAYA
1-2-594, OPP INDRA PARK, DOMALGUDA, HYDERABAD - 500029PH: 040-27631105/65502579E-MAIL:[email protected]
CHIREC PUBLIC SCHOOL
1-22, NEAR HITECH CITY, BOTANICAL GARDEN
ROAD, KONDAPUR, HYDERABAD – 500084PH: 040-20040103/4/, 9866461201/9866242258,E-MAIL: [email protected] WEB: WWW.CHIRECPS.AC.IN WWW.CHIREC.COM
KALPA SCHOOL
8-2-589 19 AVENUE 5, ROAD NO 8 (OLD),BANJARA HILLS, HYDERABAD – 500034PH: 040-23350164/23350020E-MAIL:[email protected] WEB: WWW.KALPASCHOOL.COM
JOHNSON GRAMMAR SCHOOL HABSIGUDA
FLAT NO 103, RAGAVENDRA NAGAR, NACHARAM, RANGAREDDY – 501507PH: 040-27150122/654443479848258012/[email protected] WWW.JGSCHOOL.COM
INDUS WORLD SCHOOL
YAPRAL, HYDERABAD – 500087NEAR TULSI GARDEN
PH: 040-27110800/27111801E-MAIL: [email protected] WEB: WWW.INDUSWORLDSCHOOL.COM ,
ST MARTINS HIGH SCHOOL MALKAJGIRI
MADHUSUDAN NAGAR, MALKAJIGIRI, HYDERABAD - 500047PH: 040-27064091/27064032WEB: WWW.STMARTINSMALKAJIGIRI.IN
SRI SAI PUBLIC SCHOOL
8/25, STREET NO 8, HABSIGUDA, HYDERABAD – 500007PH: 040-27172691/27152348E-MAIL:[email protected]
KENDRIYA VIDYALAYA UPPAL NO 2SURVEY OF INDIA, UPPAL POST OFFICE, UPPAL, HYDERABAD – 500039PH: 040-27202031, 25502706 / [email protected] WWW.KV2UPPAL.AP.NIC.IN
VIGNAN VIDYALAYAM HIGH SCHOOL
HIG PHASE 2, MADINAGUDA, BHEL, HYDERABAD – 500032PH: 040-23045005/23041856/23041550E-MAIL: [email protected]
97December-2009
VIGNAN SCHOOLS
OPP SURVEY OF INDIA,PRASHANTH NAGAR, UPPAL, HYDERABAD – 500039PH: 040-65293092/65293093
VISWAM GLOBAL SCHOOL
KUKATPALLY, HYDERABAD – 500072PH:040-32951573/32951574
VISWA BHARATHI SCHOOL
1-2-51 PLT NO 117, NIZAMPET ROAD
BRINDAVAN COLONY, KUKATPALLY, HYDERABAD – 500072PH: 040-23155531/23892724/23714692
PRANAVA SCHOOL GANDIPET ROAD
NEAR TARAMATI BARADAI MANCHIREVULA, GANDIPET ROAD
HYDERABAD – 500001PH: 040-32434929/232356/232357E-MAIL: [email protected] WEB: WWW.PRANAVAEDU.IN
RAVINDRA BHARATHI IITOLYMPIAD AC ACADEMY, SHIVBAGH,NEAR BHASKARA HOSPITAL, S R NAGAR, HYDERABAD – 500038PH: 040-23743238/9912347131,E-MAIL:[email protected]
WEB: WWW.RBSCHOOLS.IN
SLATE THE SCHOOL
PLOT NO 160/D, PATNY NAGAR, S P ROAD, HYDERABAD - 500003PH: 040-64628520/66258420
OXFORD GRAMMAR SCHOOL
3-6-712 CHANDRAM 490, ST NO 11, HIMAYAT NAGAR, HYDERABAD – 500029PH: 040-27635669/27636214/27635644E-MAIL: [email protected] WEB: WWW.OXFORDGRAMMARSCHOOL.COM
MATRUSRI SCHOOL
2-1-290/5/1, STREET OPP VIJAYA BANK, NALLAKUNTA, HYDERABAD - 500044PH: 040-27619469/27669606E-MAIL: [email protected]
MOUNT CARMEL GLOBAL SCHOOL
SURVEY NO 138, BADANGPET R R DISTRICT, KANCHAN BAGH, HYDERABAD – 500258PH: 040-32523253/9959311233,E-MAIL:[email protected] WEB: WWW.MOUNTCARMELHYD.COM
HERITAGE VALLEY THE INDIAN SCHOOL
PAPIREDDYGUDA VILLAGE, SHAD
NAGAR, KESHAMPET ROAD, HYDERABAD –500001PH: 9246270423/9246357216
ST. GEORGE GRAMMAR HIGH SCHOOL
5-9-263, GUN FOUNDARY, ABIDS
NEAR GUN FOUNDARY MAIN ROAD LINE
HYDERABAD-500001PH: 040-23232447
NASR SCHOOL FOR GIRLS
ROAD NO-12, BANJARA HILLS
HYDERABAD-500034PH: [email protected]
PRINCESS ESIN GIRLS HIGH SCHOOL
22-3-600, PURANA HAVELI
HYDERABAD-500002PH: 040-24574861/65943552
TRINITY PUBLIC SCHOOL
SNEHA SIRI SAMAPADA APARTMENT
BEHIND ELLMA TEMPLE, S.R NAGAR
HYDERABAD-500038
PRANAVA SCHOOL
NEAR TARAMATI BARADI MANCHIREVULA
GANDIPET ROAD, HYDERABAD-500001PH: 04032434929/9490491750E-MAIL: [email protected]: WWW.PRANAVA.EDU.IN
ST. THERESA SCHOOL
ARUN COLONY E.C.I.LHYDERABAD-500762PH: 040-27124329
GUJARATHI SCHOOL
NEAR BIBLE, HOUSE R. P. ROAD,SECUNDERABAD - 500003PH: 040-27536130/27539088
ST. MARIN’S SCHOOL
NEAR SEVEN TEMPLES, OLD AIR PORT ROAD
BOWENPALLY, HYDERABAD-500011PH: 040-23778018/ 23774208E-MAIL: [email protected]
WEB: WWW.STMARINSHIGHSCHOOL.COM
FUTURE KIDS SCHOOL
#79/B JOURNALIST COLONY,OPP APOLLO HOSPITAL, BANJARA HILLS ,HYDERABAD-500034PH:040- 23545045/23545629E-MAIL: [email protected]
WEB: WWW.FKSHYDERABAD.COM
KENNEDY HIGH- THE GLOBAL SCHOOL
BACHUPALLY, NEAR MEDCHAL HIGHWAY
MIYAPUR, KUKATPALLY
HYDERABAD-500072PH: 040-65288187, 65586827
VIGNAN VIDYALAYAM HIGH SCHOOL
PHASE-2 , GACHIBOWLI
HYDERABAD-500032PH: 040-23045005/ 23041856
HERITAGE VALLEY
NEAR KAMATHANAM VILLAGE
PAPI REDDY GUDA , HYDERABAD- 500001PH: 040-64512584/ 9246366216E-MAIL: [email protected]: WWW.HERITAGEVALLEY.CO.IN
VOX POP INTERNATIONAL SCHOOL
PLOT NO-622, MATRUSRI NAGAR
MIYAUR, HYDERABAD-500138PH: 040 - 64596364MOB: 9701511567/ 9849042881WEB: WWW.VOXPOPIS.IN
98December-2009
SSCBRAHMAM TALENT HIGH SCHOOL
OPP. B-102, MADHURANAGAR, NEAR S.R. NAGAR
X ROADS
HYDERABAD. –040-23818443 , 04023814066EMAIL: [email protected]
WEBSITE WWW.BRAHMAMTALENTSCHOOL.COM
BRILLIANT GRAMMAR HIGH SCHOOL
CHAMPAPET CROSS ROAD, SAROORNAGAR,NEAR MAHARASHTRA BANK, HYDERABAD-500035PH: 040-23437781, 23437776, 23437775WEB: WWW.BRILLIANTINSTITUTIONS.COM
ALL SAINTS HIGH SCHOOL
GUNFOUNDARY, ABIDS
HYDERABAD- 500001PH:040-23235133, 23232992
MAHATAMA GANDHI MEMORIAL SCHOOL
MARUTHI NAGAR YOUSUFGUDA,HYDERABAD-500045PH:040-23743350WEB: WWW.MGMKJHIGHSCHOOL.COM
BASHYAM PUBLIC SCHOOL
PANAMA GODOWNS, VANASTHALIHILLS,VANASTHALIPURAM
HYDERABAD-500661PH: 040-24123569, 9848536973
SIDDHARTHA GRAMMAR SCHOOL
#610,611, VAIDEHINAGAR, VANASTHALIPURAM
HYDERABAD- 500074PH: 040-24244442
MILLENIUM HIGH SCHOOL
#45, RAJAPPA NAGAR, NEAR SUBATHRA NAGAR
BUS STOP, VANASTHALIPURAM ,HYDERABAD-500074,PH: 040-24123655
CARDINAL GRACIOUS HIGH SCHOOL
#B-1-8A/1, RAM SHANKAR NAGAR, ENDOWMENT
CITY RAMANTHAPUR, NEAR B.S. SOFTECH
COMPUTERS, AMBERPET, HYDERABAD-500013PH: 040-27037714
HARVARD TALENT SCHOOL
#2-3-734/B/6/1/A, CROSS ROAD, AMBERPET
HYDERABAD-500013PH: 040-27426648, 27634156
ROSE BUDS HIGH SCHOOL
BAGH AMBERPET, AMBERPET
HYDERABAD-500013PH: 040-27401927
ST. JOHNS HIGH SCHOOL
BHARAT NAGAR, RAMANTHAPUR, AMBERPET
HYDERABAD-500013PH: 040-27037582
SRI BALAJI HIGH SCHOOL
VENKAT RAM NAGAR, TOWN SHIP
BALANAGAR, HYDERABAD-500037PH: 040-23098474
UNIQUE HIGH SCHOOL
SURYA NAGAR, QUTBULLAPUR, TOWNSHIP
BESIDE IDPL COLONY, BALANAGAR
HYDERABAD-500037, PH: 040-23082313
SPRING FIELDS SCHOOL
BANJARA HILLS , ROAD NO-11HYDERABAD-500034PH: 040-23396640E-MAIL: [email protected]
BHARAT RATNA HIGH SCHOOL
#7-1-77/2, DHARAM KARAN ROAD, AMEERPET
NEAR MCH GROUND, BEGUMPET
HYDERABAD-500016PH: 040-66363316
BRIGHT HIGH SCHOOL
NEAR AMEERPET, MAINROAD
BEGUMPET, HYDERABAD-500016PH: 040-23742688
BHASHYAM PUBLIC SCHOOL
RAMAKRISHNAPURAM, NEAR ASHTALAXMI TEMPLE,DILSUKHNAGAR, HYDERABAD-500060PH: 040-24032008E-MAIL: [email protected]
INDRIA MEMORIAL SCHOOL
ASHOK NAGAR NACHRAM
E.C.I.L, HYDERABAD-500762PH:040-27120375E-MAIL: [email protected]
BLUE BELLS HIGH SCHOOL
SRI NAGAR COLONY, KHAIRATABAD,H.O. HYDERABAD-500004PH: 040-23748604
DON BOSCO HIGH SCHOOL
#8-4-378/1, NEW SASTRY NAGAR, ERRAGADDA
NEAR INDIAN CHEMAICAL COUNCIL,SANATH NAGAR, HYDERABAD-500018PH: 040-23833993
NATIONAL OPEN SCHOOL
#6-5-/100 , PHOLOMEN SCHOOL , NEW
BHIOGUDDA, YELLAMMAGUTTA
SECUNDERABADH.O, HYDERABAD-500003PH: 040-27532516CARE MODEL SCHOOL
#2-2-1105/71C, TILAK NAGAR NALLAKUNTA
HYDEARBAD-500044PH: 040-27562423
LITTLE FLOWER HIGH SCHOOL
CHIRAG ALI LANE, ABIDS
HYDERABAD-500001PH:040-23202675WEB: WWW.LFHSHYD.COM
SAFDARIA GIRLS HIGH SCHOOL
#10-3-72, HUMAYUN NAGAR
NEAR POLICE STATION, MEHDIPATNAM, HYDERABAD-500028PH: 040-23533274
VIDYA DAYINI MODEL HIGH SCHOOL
YADGIRI NAGAR , NEAR SANTOSH NAGAR
BOLARUM, HYDERABAD-500010PH:040-24530353/24071483
99December-2009
ADAMS HIGH SCHOOL
16-8-235, KALADERA
NALGONDA X ROADS, NEAR BHARAT PETROL BUNK
MALAKPET, HYDERABAD-500024PH: 040-24411604E-MAIL: [email protected]
GEETANJALI TALENT SCHOOL
SWAMI VIVIEKANAND COLONY
KUKATPALLY, HYDERABAD
PH: 040-65997705
ST. PETER’S HIGH SCHOOL
SCBD, ST JOHN ROAD
SECUNDERABAD
PH: 040-27953770/9849280448
SISTER NIVEDITHA SCHOOL
17349, AMEERPET
BEGUMPET HYDERABAD-500016PH: 040-23731535
CMR HIGH SCHOOL
173, BESIDE MALLAREDDY GARDENS
SEETHARAMAPURAM ROAD
BOWENPALLY , HYDERABAD-500011PH: 040-27758892/27953999
ST.ALPHOIN’S SCHOOL
KPHB COLONY, NEAR SRI SAI TRADERS
HYDERABAD
PH: 040-65545900
SRI POOJITHA SCHOOL
MIG-8, NEAR JNTU, DHARAMA REDDY COLONY
KUKATPALLY, HYDERABAD-500072PH: 040-23055692
MNR SCHOOL OF EXELLENCE
BAGHYA NAGAR, SRIVANI NAGAR
KUKATPALLY, HYDERABAD-500072PH: 040-23065795E-MAIL: [email protected]
WEB: WWW.MNRINDIA.ORG
RAVINDRA BHARATI SCHOOL
ROAD NO-4, KPHB COLONY
HYDERABAD-500072PH: 040-2351248/9912347215WEB: WWW.RBSCHOOLS.IN
SURYAM MODEL SCHOOL
KUKATPALLY, HYDERABAD-500872PH: 040-20046333
NIRMALA HIGH SCHOOL
OPP HINDI PRACHAR SABHA
HILL COLONY KHAIRATABAD
HYDERABAD-500004PH: 040-65572082/9849075004
DILSUKH NGAR PUBLIC SCHOOL
NEAR MAIN ROAD LINE
DILSUKHNAGAR, HYDERABAD-500060PH: 040-24045678
RAGHUNATH MODEL HIGH SCHOOL
#20576, CHAITANYAPURI COLONY
MALAKPET, HYDERABAD-500036PH: 040-24040103
MS TALENT SCHOOL
MASAB TANK, NEAR ABN AMRO BANK
HYDERABAD
PH: 040-23341234E-MAIL: [email protected]
WEB: WWW.MSEDUCATION.COM
LITTLE TULIP SCHOOL
MEHABOOB GARDEN TOMBS ROAD
TOLICHOWKI, HYDERABAD
PH: 040-23562911/23562111
BHARAT RATNA HIGH SCHOOL
#7-1-77/2 DHARAM KARAN ROAD
NEAR MCH GROUND
AMEERPET , HYDERABAD-500016PH: 040-66363316/23735805
FROEBEL’S GARDEN HIGH SCHOOL
STEET NO-5, RED HILLS, BEHIND NILOU
HYDERABAD
PH: 040-23391589E-MAIL: [email protected]
WEB: WWW.FROEBELS.ORG
ST. ANN’S CONVENT
NEAR ST.MARY’S CHRUCH
YELLAMMAGUTTA, SECUNDERABAD
HYDERABAD-500003PH: 040-27802806/27801854
ST JOHNS CHURCH HIGH SCHOOL
24-D, BESIDE ,ST JOHNS CHURCH ROAD
SECUNDERABAD-500003PH: 040-27730528/27732007
ST. MARK’S SCHOOL
SARVASUKHI COLONY
WEST MAREDPALLY
NEHRU NAGAR, HYDERABAD-500026PH: 040-27802858/9849701911
ST. MARY’S HIGH SCHOOL
P-92, VIJAYA NAGAR COLONY
SD ROAD , HYDERABAD-500059PH: 040-24531485
GAWTHAM MODEL SCHOOL
NEAR MINERWA COFFEE SHOP
HIMAYATHNAGAR, HYDERABAD
PH: 040-65154707/66562144
SUJATHA HIGH SCHOOL
5-9-170, CHAPEL ROAD
ABIDS , HYDERABAD-500001PH: 040-23203755/23387601E-MAIL: [email protected]
WEB: WWW.SUJATHAHIGHSCHOOL.COM
ST JOHN GRAMMAR SCHOOL
5-9-273, ABIDS, HYDERABAD.PH: 040-27090130/23242603E-MAIL: [email protected]
NARAYANA CONCEPT SCHOOL
7-1-71, DHARAM KARAM ROAD
AMEERPET, HYDERABAD-500016PH: 040-23428944/23428945E-MAIL: [email protected]
100December-2009
International SchoolsINTERNATIONAL SCHOOL OF HYDERABAD
6-3-346, ROAD NO.1, BANJARA HILLS-500034HYDERABAD
PH: 040-23351110/23319706/08417-302100FAX : +(91)4023395065E-MAIL: [email protected]
WEB: WWW.ISHHYD.COM
INTERNATIONAL SCHOOL
#8-1-300/1, SHAIKPET, GOLCONDA
HYDERABAD-500008PH: 040-23561085E-MAIL: [email protected]
WEB: WWW.INTERNATIONALSCHOOL.ORG
SIVANI THE INTERNATIONAL SCHOOL
ROAD NO. 4BANJARA HILLS
HYDERABAD-500034PH: 040-23393915/23392794
SREENIDHI INTERNATIONAL SCHOOL
#8-2-293/82/A/727, JUBILEE HILLS
HYDERABAD-500033PH: 040-23552362/23555423E-MAIL:[email protected]
WEB: WWW.SREENIDHIINTERNATIONAL.COM
SRI AUROBINDO INTERNATIONAL SCHOOL
#2-2-4/2, O.U. ROAD VIDYA NAGAR,ANDHRA MAHILA SABHA, NALLAKUNTA,HYDERABAD-500044PH: 040-27071012E-MAIL:[email protected]: WWW.SRIAURBINDOINTERNATIONALSCHOOL.IN
AZAAN INTERNATIONAL SCHOOL
#8-2-684/3, NOOR-UL-HABEEB ROAD
BANJARA HILLS, HYDERABAD-500034PH: 040-23304000E-MAIL: [email protected]
WEB: WWW.AZAANSCHOOL.COM
ORCHIDS THE INTERNATIONAL SCHOOL
729, ROAD NO.36, JUBILEE HILLS,HYDERABAD - 500 034TEL: 040 – 23556601/23556602FAX: 040-23556604E-MAIL: [email protected]: WWW.ORCHIDSINTSCHOOL.COM
OAKRIDGE INTERNATIONAL SCHOOL
KHAJAGUDA, ON NANAKRAMGUDA ROAD,CYBERABAD, HYDERABAD - 500 008TEL: 040-25502460/23006436FAX: 040- 23006161,E-MAIL: [email protected]: WWW.OAKRIDGEINTERNATIONAL.COM
DRS INTERNATIONAL SCHOOL
SURVEY NO. 523,OPP.APPAREL PARK,HOOLAPALLY,MEDCHAL MANDAL,R.R. DISTRICT , HYDERBAD
PH:040-23792123, 24, 25.E-MAIL: [email protected]:HTTP://WWW.DRSINTERNATIONAL.COM
GLENDALE ACADEMY
BESIDE SUN CITY,NEAR ARTILLERY CENTRE GATE, , HYDERABAD
TEL: 040-64611937/6552-3980E-MAIL : [email protected]
WEB: HTTP://GLENDALEACADEMY.NET
SRI INTERNATIONAL SCHOOL
3-5-1016, STREET NO. 5, NARAYANGUDA
HYDERABAD - 500029PH: 040 – 23261111/9247566666E-MAIL : [email protected]: WWW.SRIINTERNATIONALSCHOOL.EDU.IN
PARKWOOD SCHOOL INTERNATIONAL
NEAR MANNEGUDA VILLAGE, HYDERABAD -VIKARABAD ROAD
PUDUR MANDAL, R.R DIST - 501101PH: 08416 - 274400FAX: 08416 - 274328EMAIL: [email protected]
WEB: WWW.PARKWOODSCHOOL.COM
THE JAIN INTERNATIONAL SCHOOL
SURVEY NO. 349 & 364MEDCHAL HIGHWAY, VILLAGE KALLAKAL
MANDAL TOOPRAAN, DISTRICT MEDAK
PH: 9391092931 / 41040- 65575246 / 65225246FAX: 040 66325246E-MAIL: [email protected]
WEB: WWW.TJIS.AC.IN/HYDERABAD
INDUS INTERNATIONAL SCHOOL-HYDERABAD
SURVEY NO. 424 & 425, KONDAKAL VILLAGE,NEAR MOKILA, (M) SHANKARPALLY, RR DISTRICT
PHONE: 08417 302101WEB: WWW.INDUSSCHOOLHYD.COM:E-MAIL: [email protected]
QUEENS INTERNATIONAL SCHOOL
ALKAPUR TOWNSHIIP, MANIKONDA ROAD
RAJENDRA NAGAR,HYDERABAD – 500030PH: 040-6587 6848/[email protected]
WEB: WWW.QUEENSINTERNATIONALSCHOOL.COM
SADHU VASWANI INTERNATIONAL SCHOOL
150-152, JAYABHERI PARK
BEHIND CINE PLANET MULTIPLEX
KOMPALLY, SECUNDERABAD - 501401PH: 9291417576 / 8418-232440E-MAIL: [email protected],[email protected]
WEB: WWW.SVISHYD.IN
GLOBAL INDIAN INTERNATIONAL SCHOOL SURVEY NO. 8 & 9, PEERJADIGUDA,UPPAL MANDAL, HYDERABAD – 39, INDIA
TEL: 91770 97097,91770 37037FAX: (40)27622727WEB:WWW.GIISHYDERABAD.ORG
E-MAIL:[email protected]
GENESIS INTERNATIONAL SCHOOL
#98, MADINAGUDA, MIYAPUR, HYD-49PH: 040 - 64581865E-MAIL: [email protected]
WEB: WWW.GENESISINTSCHOOL.COM
101December-2009
GREENWOOD KINDERGARTEN
6-3-249/1/1, RANGARAJU LANE, ROAD-1,BANJARA HILLS,HYDERABAD, ANDHRA PRADESH – 500034PH:040 – 23397226WEB: WWW.GREENWOODKINDERGARTEN.COM
E-MAIL:[email protected]
NIRAJ INTERNATIONAL SCHOOL
6-3-1219/6/1, NCR, 1ST FLOOR, SUBBAMMA
TOWERS, UMA NAGAR, BEGUMPET - 500016SCHOOL SITE: 132, 133, KANDLAKOYA, MEDCHAL
MANDAL, RR DISTRICT, HYDERABAD (A.P) INDIA.PH :08418 260476, [* INTERNAL ERROR:INVALID FILE FORMAT. | IN-LINE.WMF *]FAX: 4066103717E-MAIL:[email protected]
WEB:WWW.NIRAJINTERNATIONALSCHOOL.COM
AUROMIRA INTERNATIONAL SCHOOL
B-2 DURGABHAI DESHMUKH COLONY, TOWARDS SHIVAM ROAD, NEAR FRIENDSBAKERY, SHIVAM ROAD, HYDERABAD – 500044PH: 040-27426442/27641738/9848493442E-MAIL:[email protected]
SAMHITA INTERNATIONAL SCHOOL
BEHIND T V TOWER, ASMANGAD,MALAKPET, H-36, HYDERABAD – 500036PH:040-24064941,24064941,66821811
INTERNATIONAL SCHOOL OF THINKING
FLAT NO 303, ANNAPURNA BLOCK ADITHYA
ENCLAVE, NEAR SATYAM
THEATER, AMEERPET, HYDERABAD – 500016PH: 040-64199561/988505554,924615554E-MAIL:[email protected],[email protected] WEB:WWW.ISTHYDINDIA.COM
SUNSHINE
AN INTERNATIONAL STANDARDS PRE SCHOOL
MIG-36A, ADJ. TO MCH PARK INDIAN AIRLINES
COLONY, LANE 2 STREET, 3, BEGUMPET,HYDERABAD – 500016PH: 040-64546743/9703334783 ,E-MAIL:[email protected]
SUPRABHAT INTERNATIONAL SCHOOL
GATKESAR MANDAL, MAIN
ROAD, AUSHAPUR, RANGAREDDY - 501301PH:(8415)-260126/9985311107,EMAIL:[email protected]
VIPS INTERNATIONAL SCHOOL
PLOT NO 152 & 153, SHAHEEN NAGAR, CHANDRAYAN GUTTA, HYDERABAD – 500059PH: 040-65186418/9246873131/9849648031WEB:WWW.VIPINTERNATIONALSCHOO.COM
WWW.VIPEDUCATION.COM
SRI VIDYANIKETHAN INTERNATIONAL SCHOOL
ROAD NO 92, JUBILEE HILLS, HYDERABAD – 500034PH: 040-23600367E-MAIL:[email protected] WEB:WWW.VIDYANIKETHAN.EDU
INTERNATIONAL SCHOOL OF INFORMATION
TECHNOLOGIES
PLOT NO 221 ISIT TOWERS, MYTHRI NAGAR,MADINAGUDA, MIYAPUR,HYDERABAD – 500138PH:40149999/934656112E-MAIL: [email protected] WEB: WWW.ISIT.EDU.IN
KISHOR SURYWANSHI INTERNATIONAL SCHOOL
DINDORI ROAD, BEHIND AROGYA VIDYAN
VIDYAPITH, NASHIK, NASHIK – 422001PH: (253)-6450720/6450721/9225130923,E-MAIL:[email protected] WEB:WWW.KSISNASHIK.COM
SPRINGDALE ACCAMEDY DE INTERNATIONAL
34, TIRUMALAHILLS, DILSUKHNAGAR, HYDERABAD – 500036PH: 040-64555722/64555866/9393038844E-MAIL:[email protected] WEB:WWW.SAIAPEC.COM
SCHOLASTIC INTERNATIONAL SCHOOL
10-3-311/7/2 CASTLE HILLS, VIJAY NAGAR
COLONY, HYDERABAD – 500057PH: 040-23592200/2359388/9704229922E-MAIL:[email protected]
Q S INTERNATIONAL SCHOOL
SHINE NAGAR BUS STOP, BARKAS, HYDERABAD – 500002PH:040-24441900
RAINBOW INTERNATIONAL SCHOOL
11-5-437, OPP PRAGATHI PRINTERS, RED
HILLS, HYDERABAD – 500004PH:040-66048392E-MAIL: [email protected]
KAUSHALYA GLOBAL THE INTL SCHOOL
7022, AL KARIM TRADE
CENTER, RANIGUNJ, HYDERABAD – 500003PH: 040-32431582/32422831/9391013636E-MAIL: [email protected]
WEB: WWW.KAUSHALYAGLOBAL.COM
SWAMI NARAYAN GURUKUL INTL SCHOOL
YENKAPALLY MOINABAD NEAR
GANDIPET, HYDERABAD, HYDERABAD – 500001PH:040-32932481 /9440754520
JAIN HERITAGE A CAMBRIDGE SCHOOL
PLOT NO 536, NO 8-2-293/J/1, PHASE 3,FILM NAGAR, ROAD NO 86, JUBILEE HILLS,HYDERABAD – 500034PH:040-32438181,32458181,32525252E-MAIL:[email protected] WEB:[email protected]
GLOBAL INDIAN INTERNATIONAL SCHOOL
SURVEY NO. 8 & 9, PEERJADIGUDA, UPPAL
MANDAL,HYDERABAD - 39TEL: 9177097097 (MAIN)99893-37538 (MOBILE)
SANTA MARIA
YOUSUFGUDA, HYDERABAD-500045TEL: 040-23544300/5642FAX: 040-23545639
102December-2009
ABHYASA RESIDENTIAL PUBLIC SCHOOL
PLOT NO.1253, ST. JOHNA ROAD,SECUNDERABAD
OPPOSITE KEYS HIGH SCHOOL,HYDERABAD-500003PHONE: 040-66047855E-MAIL: [email protected]
WEB: WWW.ABHYASASCHOOL.COM
CHAITANYA RESIDENTIAL HIGH SCHOOL
BHAGYA NAGAR COLONY, UPPAL
BEERAPPAGADDA, NEAR UPPAL DEPOT, HYDERABAD-500039PH: 040-27205131, 996354660
ACM RESEDENTIAL SCHOOL
NEAR RAILWAY GATE, MEDCHAL, RANGAREDDY – 501401PH: 8418221390/8418317221/9246158925
ST. PAULS DAY CUM RESIDENTIAL SCHOOL
DAYAKAMAL TOWERS 4TH FLR, PADMAJA COLONY,FLAT NO401 & 402KARKHANA, HYDERABAD – 500009PH: 040-27744315/40350415/9849008935E-MAIL: [email protected] WEB: WWW.STPAULSSCHOOLS.COM ,
GURUKULA VIDYAPEETH HIGH SCHOOL
IBRAHIMPATNAM, HYDERABAD – 505450PH:040-66045604E-MAIL: [email protected] WEB:WWW.GURUKULAVIDYAPEETH.ORG
JOY LAND SCHOOL AND HOSTEL
JOY LAND CAMPUS, NEAR ARTILLERY CENTRE, HYDER SHAKOTE, LANGER HOUSE,HYDERABAD – 500028PH: 040-66048389E-MAIL:[email protected] WEB: WWW.FWS.IN ,
A.P. RESIDENTIAL EDUCATIONAL INSTITUTION
5-8-591 3RD FLR GAGAN VIHAR, MOZAMJAHI ROAD, NAMPALLY, HYDERABAD – 50000PH:040-24680415/247348989849872773/9866005814
SHANTI NIKETAN VIDYALAYA SHAMIRPET
CHANAKYAPURI SHAMIRPET ROAD R R DISTRICT,HYDERABAD – 500001PH: 040-65219999/8418244444/8418244738E-MAIL:[email protected] WEB: WWW.SHANTINIKETAN.NET
VIGNAN HIGH SCHOOL RESIDENTIAL
NEAR SINGAPORE TOWN SHIP, GHATKESAR, HYDERABAD – 500001PH:8415309237/9866399774
HITECH MODERN RESIDENTIAL HIGH SCHOOL
ATHVELLI VILLAGE, RAGHAVENDRA NAGAR
NEAR MEDCHAL COURT, R R DIST, MEDCHAL, RANGAREDDY – 501401PH: 9848438877/9848871243/9848214868E-MAIL:[email protected] WEB:WWW.HITECHRESIDENTIAL.COM
VICTORIA MEMORIAL HOME & RESIDENTIAL SCHOOL
NEAR HUDA COLONY, SAROOR NAGAR, HYDERABAD
– 500035PH: 040-24045144
INDO ENGLISH RESIDENTIAL SCHOOL
M N R BUILDING, SRIVANI NAGAR OPP JNTU, KUKATPALLY, HYDERABAD – 500072PH: 23058671/ 23053380/23065795/23065897
VSK MEMORIAL HIGH SCHOOL
VIVEKANANDA NAGAR EXTN, SRI KRISHNA NAGAR
COLONY, KUKATPALLY, HYDERABAD – 500072PH: 040-23068155/23161209/9849695336
SIDDHARTHA RESIDENTIAL SCHOOL
8-3-1060/B-8, OPP BIG BITE LANE, SRI NAGAR COLONY, HYDERABAD – 500038PH: 040-23744240/23741986E-MAIL: [email protected]
SRI KAKATIYA SCHOOL OF EXCELLENCE
23-70/2, OPP KOTHAPET FRUIT MARKET, NETAJI NAGAR, DILSUKHNAGAR, HYDERABAD – 500036PH: 040-24040192/24140867/9885426666
SRI RAJDHANI RESIDENTIAL SCHOOL
2-79, NIZAMPET, RAJDHANI VIDYANAGAR, KUKATPALLY, HYDERABAD – 500072PH: 040-23058077/23067132/23067078
VIGNANS PRABODHANADA PRASHANTI NIKETAN
GHATKESAR KONDAPUR VILLAGE,HYDERABAD – 500001PH: 8415395582/84153095738/4153095749866399771,9391356849,9866399774E-MAIL: [email protected]
QULI QUTUB SHAH URDU RESIDENTIAL SCHOOL
MAISDARAM, BARKAS, HYDERABAD – 500002PH: 040-24443851,
VASISTHA RESIDENTIAL SCHOOL
BESIDE POST OFFICE, FATHE NAGAR, HYDERABAD - 500018PH: 040-23710313/9347333767
CRYSTAL RESIDENTIAL SCHOOL
BTM CAMPUS, RAMPALLY POST KEESARA
MANDAL, R L NAGAR, HYDERABAD – 500001PH: 040-65457235
SIRIA ORPHANS RESIDENTIAL SCHOOL
BESIDE SHAM MARBELS, ROAD NO 4SAI NAGAR COLONY, NAGOLE, H NO 2-3-457/2,HYDERABAD – 500036PH: 040-24222644/9866670278 ,E-MAIL:[email protected] WEB: WWW.SIRIAINDIA.ORG ,
JAWAHAR VIDYA NILAYAM HIGH SCHOOL
NEAR SUDARSHAN THEATER, JAWAHAR NAGAR, MUSHEERABAD, HYDERABAD – 500048PH: 040-27666562
Residential Schools
103December-2009
LTBC RESIDENTIAL SCHOOL FOR GIRLS
11-13-70/A/9/A, LAL BAHADUR
COLONY, HARIPURI COLONY, DILSUKHNAGAR,HYDERABAD – 500036. PH: 040-24036864
A.P. SOCIAL WELFARE RESIDENTIAL SCHOOL FOR
GIRLS
NR. PAHADI HANUMAN TEMPLE, MAHENDRA HILLS,EAST MARREDPALLY, HYDERABAD – 500026. PH:040-27730203
KAKATIYA ACADEMY KUKATPALLY (RESIDENTIAL)PLOT NO. 160, SAPTAGIRI COLONY BEHIND
VIVEKANANDA NAGAR, KUKATPALLY, HYDERABAD – 500072PH: 040-23060852/23161424/9848145594
SHANTINIKETAN RESIDENTIAL INSTITUTION
PLOT NO. 10, GAUTHAMINAGAR,VANASTHALIPURAM, HYDERABAD – 500661PH: 040-24021975E-MAIL: [email protected]
CREEK PLANET SCHOOL(RESIDENTIAL)BOWRAMPET, MEDCHAL HIGHWAY
ROAD, QUTBHULLAPUR
MANDAL, MIYAPUR, HYDERABAD – 500138PH: 040-23161364,64581223,64581177E-MAIL:[email protected]
WEB:WWW.THECREEKSCHOOL.COM
VIGNANS PRABODHANADA PRASHANTI NIKETAN
GHATKESAR KONDAPUR
VILLAGE, HYDERABAD, HYDERABAD – 500001PH: 9391356849,9866399774 8415309574, 8415395580E-MAIL: [email protected]
RAOS RESIDENTIAL HIGH SCHOOL
BALAJI NAGAR, KUKATPALLY, HYDERABAD – 500072PH:040-23056317/65178888
V.R.S & V.J RESIDENTIAL SCHOOL
#4 – 45, NEAR VNR ENGINEERING COLLEGE
MADNIGUDA, MIYAPUR, HYDERABAD – 500039PH: 040-23041511/ 23041512
A.P SCOCIAL WELFARE RESIDENTIAL SCHOOL
MHINDRA HILLS BALAM RAI SOCIETY
WEST MAREDPALLY , HYDERABAD-500026PH: 040-27730203
ANDHRA PRADESH RESIDENTIAL SCHOOL
NEAR GOKUL THETARE , N.R.M PURAM,BORABANDA, SANATH NAGAR,HYDERABAD-500018PH: 040-23835065
SHANTI NIKETHAN VIDLAYA RESIDENTIAL SCHOOL
OPPOSITE RATNA DEEP SUPER MARKET
VIKRAM PURI KRKHANA, SECUNDERABAD. H.O,HYDERABAD-500003PH: 040-26219999
ST. AGENS DAY RESIDENTIAL SCHOOL
SURVEY NO -104, (P) GUNDLA POCHAMPALLY
MEDCHAL, KAPRA R.R DIST
HYDERABAD-500062PH: 04027900228
ST.PAULS RESIDENTIAL SCHOOL
NEAR KFC RESTURAN , #402DIA KAMAL
TOWERS PADMAJA COLONY , TIRUMALA GIRI
HYDERABAD- 27744315/ 9849008935
JAWHAR VIDYA NILAYAM HIGH SCHOOL
NEAR SUDARSHAN THETARE, JAWHAR NAGAR
MUSHEERABAD
HYDERABAD-500048PH: 040-27666562
ST. JOHNS CHURCH PRIMARY SCHOOL
24-D, EAST MAREDPALLY
SECUNDERABAD-500026PH: 040-27732007
VIHJAY BHARATHI RESIDENTIAL
10B, BANJARA HILLS, HYDERABAD-500034PH: 040-23547698