Best Schools of Hyderabad 2009

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%)


“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)



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 : ★ ★ ★ ★ ★


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.


“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





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


Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★





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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.


“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/-



CHINMAYA VIDYALAYA

Principal: Rajani Gowri Sankar

Kundanbagh,

Begumpet,

Hyderabad – 500016

Tel: 040-23418012, 65355011

Education : ★★★★★ ★★★★★ ★★★★★ ★★★★★

Faculty : ★ ★ ★




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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.


“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/-



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 : ★★★★★ ★★★★★ ★★★★★ ★★★★★



Infrastructure : ★ ★ ★ ★


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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.


“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/-



MERIDIAN SCHOOL FOR BOYS & GIRLS

Principal: D Usha Reddy

Tel: 040-23430561

Website: www.meridianschool.in


[email protected]

Education : ★★★★★ ★★★★★ ★★★★★


Pass Percentage : ★ ★ ★



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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.


“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



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 : ★★★★★ ★★★★★ ★★★★★





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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).


“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



LITTLE FLOWER HIGH SCHOOL

Principal: Rev. Bro. Jaico Gervasis

Chirag Ali Lane, Abids, Hyderabad – 500001

Tel: 040-23202675

Website: www.lfhshyd.com

Education : ★★★★★ ★★★★★ ★★★★★





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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.


“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/-



ST.PETER’S HIGH SCHOOL

Principal: T Alphonse Reddy

Sy. No. 2, Sitarampur, Bowenpally, Secunderabad

Tel: 040-27953770

Website: www.stpeterseducation.com

Education : ★★★★★ ★★★★★ ★★★★★


Pass Percentage : ★ ★ ★


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.


“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.



KENDRIYA VIDYALAYA NO. 1 UPPAL

Principal: G Rama Rao

Tel: 040-27200314

Website: http://kv1uppal.ap.nic.in


Education : ★★★★★ ★★★★★ ★★★★★



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,


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

E-mail

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

[email protected]

www.jhpublicschool.com

★ ★ ★ ★

★ ★ ★ ★

★ ★ ★ ★

★ ★ ★ ★ ★

★ ★ ★ ★


More than 20 years


Co-educational

Upto Xth (Applied for more)

More than 2000

ISO 9001:2008

Monthly, Quarterly...

106

35:1

More than 5 years


196

100%

81%

133

100%

94.8%

-

-

-

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77December-2009

G. Rama Rao

-

Tel: 27200314

[email protected]

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


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


Co-educational

XII th

1624

No

Monthly

85

20:1

More than 5 years


-

-

-

89

98.80%

91%

61

95.08%

86.2%

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Chinmaya Vidyalaya

78December-2009

Name

Principal

Address

Phone

E-mail

Website

Education

Faculty

Pass Percentage

Infrastructure

Overall

Existing since



Classes Upto









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


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

[email protected]

www.abhyasaschool.com/.org

★ ★ ★ ★

★ ★ ★ ★

★ ★ ★ ★ ★

★ ★ ★ ★ ★

★ ★ ★ ★

More than 10 years


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


Co-educational

XII th

More than 2000

-

Quarterly

134

18:1

More than 10 years


-

-

-

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

★ ★ ★

★ ★ ★

★ ★ ★ ★

★ ★ ★ ★

★ ★ ★ ★

Niraj Public School

More than 20 years


Co-educational

Upto Xth

More than 1000

ISO 9001:2000, ISO 1400:2000

Quarterly

81

16:1

More than 5 years


107

100%

99%

71

100%

100%

-

-

-

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80December-2009

Name

Principal

Address

Phone

E-mail

Website

Education

Faculty

Pass Percentage

Infrastructure

Overall

Existing since



Classes Upto









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


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


Co-educational

X th

More than 2000

Yes


86

30:1

More than 10 years


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

★ ★ ★

★ ★ ★

★ ★ ★ ★

★ ★ ★ ★

★ ★ ★ ★

Little Flower High School

More than 20 years


Co-educational

Xth

More than 2000

-

Monthly

83

33:1

More than 5 years


211

100%

87%

188

100%

99%

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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


-

-

-

104

89%

76%

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All Saints High School

Rev. Bro. Sleeva Reddy

5-9-304, Gunfoundry, Hyderabad-4

Tel: 040-23235153/23232992

[email protected]

-

★ ★ ★

★ ★ ★

★ ★

★ ★ ★ ★

★ ★ ★

155 years


Co-educational

X th

More than 2000

Yes


91

40:1

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-

-

-

190

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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


Co-educational

X th

More than 1000

ISO 9001:2000

Monthly

77

20:1

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109

100%

93.5%

47

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St. Peter’s High School

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


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


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


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


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

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Best Schools of Hyderabad 2009