Indian teachers not up to ‘international’ standards

The report by the regulatory body said: “Teachers in Indian schools do not consistently demonstrate a confident grasp of best international practice.”

While there is no definition of ‘best international practice’ in the inspection handbook provided to schools, the emphasis on making education more successful by adopting ‘best practices’ has confused the teaching community at Indian schools.

“Who decides what is international and what is local? Does an Indian school follow an Indian teaching system or does it concentrate on international practices developed in another part of the world? Why is there such a distinction in education,” remarked a teacher, who did not wish to be named.

Surprisingly, the remark is in stark contrast to the findings of an international study released earlier by the KHDA. Students at Indian curriculum schools were rated among some of the best in Dubai’s private schooling system in a study of literacy in mathematics and science.

Jameela Al Muhairi, Chief of Dubai School Inspection Bureau (DSIB) at the KHDA cited the reference to ‘best international practice’ meant a move towards a more inclusive learning environment for all students.

“Best International practice is to put an individual plan for each student, modify the curriculum and keep parents informed about the school. Also the school facilities should be up to the mark,” she said.

While there seems to be no clear definition of what constitutes a ‘best international practice’, the Consul-General of India in Dubai, Sanjay Verma, who was the chief guest for the announcement of the report, refused to comment on the remarks citing it as ‘too technical’.

Dubai’s schooling system follows 13 different curriculums catering to more than 200,000 students and the school inspection system is aimed at improving learning and teaching in schools with a broader objective to improve the student’s schooling experience.

muaz@khaleejtimes.com