Better teaching, learning criteria
“Our ultimate vision and aim are to ensure that every child from our schools undergoes transformative learning and is equipped with the knowledge, skills and well-being to find his/her identity and purpose in life,” he said.
“While the educational system itself is vast, and in need of continual review and updates, there are some areas that are more critical, timely and relevant now than ever before, affecting every stakeholder. We intend to build on these areas with concrete strategies and collaborative efforts.”
He added: “On the academic front, we are identifying and implementing new initiatives that can significantly improve access to core academics, enhance preparation for competitive examinations, and ensure consistent improvement. Simultaneously, we are developing new ideas for co-curricular, extra-curricular and soft skills and personality development for our children. One of our primary focuses will also be on our teachers. It is their commitment and service that determine whether a child is merely being instructed or educated. Every one of them has spent years in academia accumulating a wealth of expertise and experience.”
MSR Faizi, finance director of the BOD, added: “It’s equally challenging for the Board to run these institutions of learning since there has been a steady growth in the number of new admissions to Indian Schools. This situation not only resulted in stretching existing resources to maximum capacity but also forced the administration to look for avenues to establish new schools to meet the demands. Such bold steps to establish new schools are backed by the parent fraternity through their active participation in these initiatives.”
Rustaq, Buraimi and Ibra aside, Indian schools in the capital region are located in Muscat, Darsait, Wadi Kabir, Al Ghubra, Seeb and Mabella. Schools are also located in other towns and cities such as Ibri, Nizwa, Jalan, Muladha, Sur, Saham and Sohar. Indian Schools in Thumrait and Salalah cater to students in the Dhofar Governorate, while another school exists in Khasab, the administrative centre of Oman’s northern governorate of Musandam. Another school – Indian School Masirah – has been set up especially for families in that region.
With mankind increasingly moving towards a more technologically advanced society, the academic syllabus taught to children will also be changed, to provide children with the opportunity to thrive in future, and ensuring they stay up to date with the latest innovations.
Child-centric
“This is why our schools need to be child-centric & have a child-first approach,” remarked Saamuel. “It is time to transform our schools from centres of information to centres of holistic education, and make them places where our children are readied academically, physically and mentally to face a new future. This shall be achieved through a multi-pronged approach that includes enhanced intrinsic and external motivation for teachers, better teaching and learning criteria, increasing the role and presence of counsellors and, most importantly, making our children self-aware, self-empowered and in pursuit of excellence.”
The board also stressed that the community-centric approach that Indian schools had would continue to be at the core of their activities: although they were initially set up for Indian students in the Sultanate, these schools now welcome students from many different nationalities and ethnic backgrounds.
“The Board is very keen that no child is deprived of his/her education for any reason whatsoever,” added MP Vinoba, education adviser to the board.