Results of the latest inspections for Indian and Pakistani curriculum schools have been released by the Dubai Schools Inspection Bureau (DSIB) and the Knowledge and Human Development Authority (KHDA) and, for the first time, it has put two Indian schools in the outstanding category.
Click here: For complete list of KHDA rankings for 2011-12
The third year of inspections in Dubai’s Indian and Pakistani schools has found that 16,230 pupils are getting a better quality of education than when the inspections began. Of the 21 Indian schools inspected, two are now rated as 'Outstanding' for the first time; seven are 'Good'; 10 are 'Acceptable' while two remain 'Unsatisfactory'. All three Pakistani schools were found to be 'Unsatisfactory'.
Jameela Al Muhairi, Chief of DSIB, said: “We were delighted to give two Indian schools our Outstanding rating, and believe that we can all learn from the steps these schools have taken over the past three years to improve. In our other categories, the progress in schools has slowed down a little, and we are saddened by the situation in the Pakistani schools."
Dubai Modern High School and The Indian High School have been ranked as outstanding in the report. This is the first time that Indian schools have received the top ranking ever since the KHDA inspections began in Dubai three years ago.
“Unsatisfactory schools will be taken out of the regular inspection cycle and will be visited every three months. We will give them our full support to help them improve. However, we know from our high-performing schools that partnership is at the heart of making progress," said Al Muhairi.
The seven 'good' schools included Delhi Private School Dubai, Our Own English High School, Our Own High School, Our Own Indian School, Rajagiri International School, The Indian High School-Branch and The Millennium School.
Overall, the KHDA reports that most schools lacked ample technology in place when it came to teaching subjects like English, Arabic, Maths and Science.
“We encourage all of our schools to form partnerships with each other so that they can learn, to reach out to their communities to become involved in education, and to build strong links with their parents as they are key to a child’s attainment in the classroom. If a parent is kept informed about their child’s school, and supports their child’s learning in the home, we know this has an effect on the child’s performance,” said Al Muhairi.
Lack of practical application in lessons was another problem that the inspectors highlighted. Indian students don’t score very high on languages as well.
The report mentions that 57 per cent of Indian students have acquired only an acceptable level of the English language.
The results, in a report called Key Findings Indian and Pakistani School Inspection Results 2011-2012, mean that 35,428 Indian pupils (58.5 per cemt) now attend Good or Outstanding schools in Dubai. Among the key subjects taught, inspectors found that attainment in Islamic Education had improved “significantly”.
Inspectors found that much needs to be done to improve understanding of children with special educational needs. On the other hand, school leadership has made strong progress; in 2009-2010, half of the Indian schools were found to have good or better leadership. In this cycle, three-quarters of schools achieved these levels.
This year, inspectors have included an overview of the steps taken by The Indian High School and Dubai Modern High School to achieve their new Outstanding status. They include responding to recommendations made from previous inspections, high levels of student engagement, and focusing on improving teaching in line with international best practice.
The report also draws on comments from questionnaires carried out with parents, teachers and students during the inspection process. Among parents a total of 17,317 responded; teachers, 1,399; and students, 3,456.
There are 3,211 students at the three schools offering the Pakistan National Curriculum. All the schools have been rated as Unsatisfactory. The inspectors concluded: “There are fundamental weaknesses in these schools in relation to basic resources, teaching quality and leadership. School owners need to invest significant amounts of time, resources and expertise to improve the education for these students.”