New Indian curriculum school opens in Uganda

By Conan Businge

 

BUSINESS mogul Sudhir Ruparelia started his investments in the education sector with an international school primary, a primary school followed, and then a University. Now he has another international school under his name.

 

After Kampala Parents School, Kampala International School-Uganda, and Victoria University, Sudhir now opened up Delhi Public School International.

 

The new international school is located in a stone throw’s distance from Kampala Parents School, and will follow the Indian curriculum. For details on how he acquired the school, see story in Mwalimu today (Wednesday 29, 2015).

 

Mary Jacob holds reigns

The new school is being run by Mary Jacob, as the Principal.

 

The seasoned academician has been in the trade of teaching and running schools for the last 29 years, coincidentally having been Principal of Delhi Public School International from May 2008 to December 2012 before joining the Indian International School in January 2012 till early this year.

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She returns to Delhi Public International School as Principal, with vast opportunity and experience of having run all the two schools before the merger.

 

She is known, amongst her peers, as a lady of proven ability and control to monitor policies and ensuring continuous improvement of teachers and students.

 

Asked if she had to sack some of the staff members during the merger, she says, “No one was sacked. We requested everyone to stay, and told them they could only leave on their own accord.” 

 

She has a track record of having started as a member of the English language teachers association in India, Chennai before being appointed as an assistant examiner in India.  She also worked as a lecturer in English at ken Junior and Degree College (India) from 1987 to 1990, before joining Nightingale Higher Secondary School from 1990 to 1995.

 

She also worked as a Principal at St. Jude Junior College under the aegis of St. Jude’s Educational Society from January 1995 to September 2003.  Jacob later worked as an English Teacher between 2003 and 2008, in a number of schools in India. It was later in May 2008 that she joined Delhi Public School International; before the merger. 

 

The 54-year-old Jacob is married and can speak Hindu, English and Telugu. She holds a Maters’ of Arts degree in English Literature which she obtained in 1986, a Bachelors of Science (1982) and another Bachelors of Education (1992). Jacob also holds a diploma in Personal Secretary Course from YWCA, Calcutta.

 

The principal says that the school will offer learner-oriented teaching, but based on a systematic curriculum which will be followed. “We are confident that we have a formidable team of staff to offer quality education, to the satisfaction of our parents and the community.” 

 

Curriculum used

Right from the time when a child starts his academics, the dilemma of choosing the board of education becomes a prime concern for parents. In Uganda, the most popular boards are the Cambridge Examinations Board, CBSE and the Uganda National Examinations Board.

 

The choice of board makes a significant difference in the early development of the child and his or her exposure to the kind of education system available. In the Indian education system, two of the most recognised boards of education that one gets to opt for are CBSE and ICSE.

 

But in this case, Delhi Public International School will be using the Indian National Curriculum (CBSE).

 

The CBSE is responsible for preparing the syllabus for the secondary and senior secondary levels. It is one the most preferred boards in India.

 

The school’s principal Mary Jacob says that, when comparing the Indian National Curriculum and the Cambridge curriculum or the UNEB one, “We chose the   Indian National Curriculum because it is learner oriented, and students who have always used it are theoretically sound. This does not mean that we do not do practicals.”

 

Jacob also notes that the kind of examinations we do, unlike Cambridge examinations and UNEB, “Cover the entire year’s work, and such content is never used to assess learners again in the next class.” In UNEB and Cambridge examinations, students are examined on content taught, cutting across more than one year of study. 

 

She also notes that, “The CBSE syllabus is very structured, highly predictable and controlled.”

 

Jacob is a seasoned academician who has been in the trade of teaching and running schools for the last 29 years, coincidentally having started her career the Principal of Delhi Public School International from May 2008 to December 2012 before joining the Indian International School in January 2012 till early this year.

 

She returns to Delhi Public International School as Principal, with vast opportunity and experience of having run all the two schools before the merger.

 

Parents’ views

Sheela Nair, who is an administrator and parent at the school, says that, “This school is one of the great choices for parents. They are offering a curriculum that is not common in other schools.” 

 

Like her, Madhvi Sanjay, a parent at the school, says “We are confident, that we the merger of the schools, we have a unified strong team of teachers and great facilities for our children.” 

International schooling up in Uganda

International schooling continues to gain a reputation for preparing international children, for English-speaking higher education opportunities throughout the world.

 

Ten years ago, the chance of finding an international school in your residential area in the city was, at best, rare.

 

Like Kampala, today, most major cities have at least one good international school, if not several. Most international schools cater to a healthy mixture of expatriate and local children.

 

In Uganda, there is an estimated 3,000 students studying in international schools.

 

All over the world, in 2000, there were 2,584 international schools teaching close to 1 million students – mainly expats. Today that number stands at 5,676 international schools teaching over 2.5 million students, and by 2020 the prediction is for over 11,000 international schools with over five million students.

 

The growing desire to send local children to international schools is based on the quality of teaching and learning; coupled with the recognition by local wealthier families of the value of an English-medium education.

 

These figures and trends are all tracked by ISC Research–the only independent organisation dedicated to mapping the world's international schools and analysing developments in the market. They predict continued opportunities for parents wishing to provide an international education for their children wherever they may be living in the world.