Sprawling playgrounds, impressive infrastructure, air-conditioned classrooms (not necessarily well- ventilated!), snooker pool, swimming pool, informative resource centers (library), and hi-tech labs. Does this sound like a five-star hotel? Well, you got it wrong, that’s the portrayal of international schools that are mushrooming in and around all metros today. Whilst optimists feel we are going “global” with education too like technology, experts (expatriates?!) who are not very optimistic with changing scenario feel there is nothing like ‘International Curriculum’ as ideal syllabus lends itself to the context and situation, besides including all the vital aspects of the set curriculum. 

 To begin with we need to know different international curricula that entered into Indian educational scenario. Indians are known for the openness with which they embrace anything new, be it technology, fashion or education. This adventurous spirit to invite something novel allowed IBDP (International Baccalaureate, Switzerland Board) & IGCSE (International General Certificate of Secondary Education divided into A and O levels Cambridge Board, incorporated from primary level itself), to enter into Indian schools, which otherwise would not have happened without our enterprising educationalists. But the question is how relevant is an IB or IGCSE to Indian system? Mr.Helge Gallinger, Principal, International School of Hyderabad feels that ‘international’ has become a ‘password’ for a school to give it a certain market value, after all brand name sells. He actually thinks there is nothing really called ‘International Curriculum’ .Whilst what they offer in their school is also IBDP (International Baccalaureate Diploma Programme) it is the integrated approach and the intensive research that sets IBDP apart from the rest.
 Mr. Gallinger gives an interesting example of how the ISH student studying here learns about Himalayas and not the Swiss Alps, as the student needs to know the geography of the place he is living in rather than the topography of a place he hasn’t seen at all.
 They also include global issues like world peace, environment related problems like global warming, etc. which mould the students into responsible citizens of the world. He also talks of the ‘3D’ teaching methodology which is nothing but the hands-on activities which help students learn things practically.
 He reiterates the fact that their students are NEVER pressurized to study as he believes true education can happen in a joyous mindset. Mr.Gallinger feels IB challenges the intelligence in the child to work through the answer unlike the Indian curriculum where the student just ‘knows’ the answer. At the same time, he adds, Indian curriculum produced experts and geniuses who are recognized world wide.
      An IB school incorporates PYP (Primary Year Programme), MYP (Middle Year Programme) which is an integrated teaching methodology that is more application based than knowledge based. It interests a student because of various projects and fun activities included in the learning. Some International schools in the city (like Srinidhi, Jain International school etc) follow this curriculum, while Sri International School follows Cambridge or IGCSE, the academic coordinator Ms.Alka feels Cambridge produced Pundit Nehru & Sri Rabindranath Tagore and is confident it will continue to do so even now. She gives the example of an 11 year old child prodigy in their school who has the IQ and capability of a plus two student, hence must be allowed to appear for the IIT entrance.
 When asked about the IB student’s entry into Indian Universities, Mr.Gallinger says it is recognized in all reputed Indian universities though most of their students prefer pursuing further studies abroad. Does an IB student stand chance in the CETs here (Common Entrance Tests)? He replied “Yes” with necessary training but this is a rare preference. School Tour of the campus (International School of Hyderabad) revealed interesting facts about ‘truly’ international school that included students from 20 nationalities and teachers from 10 nationalities. It represents the mini globe with students and teachers from all over the world on a same platform, who would deny the camaraderie that happens amongst students and staff here?

      Mr. Ravichandran Vice Principal of Oakridge International School is of the opinion that IB curriculum certainly expands the thinking horizons and is totally application based. It aims at global issues and moulding students into responsible citizens. Oakridge offers CBSE (is also analytical and application based) and IBDP after tenth grade. In fact they also follow the IB methodology of PYP till grade 6.

 Mrs. Hema Biology teacher for the IBDP students in Oakridge International School is of the opinion that IB curriculum is less vast when compared to the CBSE but certainly has the depth that CBSE or for that matter any Indian curriculum lacks. This Biology teacher has had an interesting track record of having taught in the Intermediate curriculum for 10 years, CBSE for 4 years and IBDP for the last two years. She strongly believes that the ‘true learning’ that happened to her in the IB is certainly reflective and elevating. Being a CBSE student herself, she clearly sees the difference between a student coming from these two backgrounds. With due respect to the CBSE she says her children (besides her students) are certainly more creative and analytical thinkers rather than rote learners, the sole reason for which she is strongly in favour of IB. It gives her greater satisfaction to see her seven year old blossom into a sensitive writer rather than her daughter, a high school student who is a topper in academics. Today education clearly means all round development, not mere rote learning, that produces machine-like beings, but we need thinkers and innovative youngsters to run the world, not mere robots. We have enough machines anyway!

Following is an informative insight into International Schools by Rohit Tikmany, who is the Chief Operating Officer at SML Group, which conducts several schools and colleges in Mumbai. He is the organiser of India’s first Flash Mob and writes on education, technology, education technology and technology education.
The International General Certificate of Secondary Education (IGCSE) is a globally recognised qualification, taken at the Class 10 level, similar to the Class 10 examinations of the CBSE and ICSE or the middle years Programme of the IB.

 IGCSE, formed in 1988, is a comprehensive two-year programme, spread over Class 9 and 10, and leads to the final examinations offered every year in May and November. IGCSE assessment is conducted by two UK assessment bodies: Edexcel (also known as London Examinations) and Cambridge International Examinations (CIE) (see below).
A student who has passed IGCSE is eligible for any +2 level qualifications, like Class 12 CBSE/ ICSE or any international pre-university programme, like the IB Diploma, Advanced Placement Diploma (US), and A/AS Level & AICE (UK).

How does the IGCSE compare to other programmes like CBSE, ICSE or the Middle Years Programme of the IB?

Like other modern programmes, IGCSE offers a wider range of subjects and encourages high academic standards through a practical approach to teaching and learning. Assessment is not limited to conventional written papers and they consist of a variety of tests e.g. oral and listening tests.
The assessment is aimed at a wide ability range of students, with an eight-point grading scale, from A+ to G, with A+ being the highest.
IGCSE is a balanced curriculum and a flexible course of study.
Most subjects offer a choice between core curriculum and extended curriculum. 
This gives students of all ability levels the freedom to choose subjects that are right for them and, thereby, the opportunity to score good grades.
The core curriculum is an overview of the subject and is suitable for students who are expected to achieve grades C to G.
The extended curriculum is, sort of, a specialisation in that subject. It is more challenging and designed for students who are expected to achieve grades A+ to C.
While the syllabi and curricula of both IB MYP and IGCSE have an international outlook, IGCSE appears to be slightly better, in that it is tailored for a more multi-cultural and more multi-lingual audience.
 Does the IGCSE start only in Class 9? What about the primary years? Can a student do IGCSE after completing his/ her earlier schooling through a different board?
Currently, IGCSE is a two-year programme starting at the Class 9 level. A student who has done his/ her early schooling from any other board can join the IGCSE programme at the Class 9 level.
CIE has declared the launch of its new Cambridge International Primary Programme in June this year.
The introduction of this programme means students will be able to study the IGCSE from age five through age18.

What are the subjects in the IGCSE curriculum?

There are five Subject Groups in IGCSE with several subjects to choose from, in each group:
Group 1:  Languages (First Language, Second Language, Foreign Language, etc)
Group 2:  Humanities and Social Sciences (Geography, English Literature, History, etc)
Group 3:  Sciences (Biology, Chemistry, Physics, etc)
Group 4:  Mathematics (Mathematics, Additional Mathematics, etc)
Group 5:  Creative, Technical & Vocational (Accounting, Business Studies, Computer Studies, Music, etc)
For each subject, the certificate merely indicates the grades scored, and not pass or fail. Five scores of ‘C’ or higher indicates a students readiness to pursue +2 level qualifications, like the Class 12 CBSE, IB Diploma, Advanced Placement Diploma (US), etc.

What is the International Certificate of Education (ICE) that is awarded to some IGCSE students?
The ICE is more prestigious than the standard IGCSE. Instead of the five papers needed to obtain the IGCSE, if a student attempts and passes seven or more papers, s/he is awarded the ICE.
The seven subjects must be as follows:
· Two subjects from the language group
· One from each of the other four groups
· One more from any of the five groups

Why should I select IGCSE for my child?
1. IGCSE is one of the most sought-after and recognised qualifications in the world. It develops and encourages vital educational skills, including oral skills, investigative skills, problem solving, team work, recall of knowledge, and initiative.
2. The IGCSE programme has worldwide status and credibility. In India, the course is delivered in over 130 schools with the number expected to touch 600 by 2008. It is recognised by the Association of Indian Universities (AIU) as being at par with CBSE, ICSE, etc.
Worldwide, it is delivered in schools in over 140 countries and is recognised by colleges and universities everywhere, more so in the UK and other Commonwealth countries.
3. The IGCSE curriculum is balanced and lends an international perspective to studies. It also takes account of differing abilities of students.
4. IGCSE students can take advantage of the Cambridge Checkpoint, a diagnostic service comprising of standardised tests, that pin-point a student’s strengths and weaknesses
in key curriculum areas.

What are Edexcel and CIE?
Edexcel is the UK’s largest academic qualifications awarding body.
It was formed in 1996 by the merger of two well-respected bodies, BTEC (the Business & Technology Education Council), and ULEAC (the University of London Examinations and Assessment Council).
In 2003, Edexcel merged with the education giant, Pearson PLC, to set up a new company called Edexcel Limited, which is 75% owned by Pearson and 25% by the Edexcel Foundation.
CIE is the international division of University
of Cambridge Local Examinations Syndicate
(UCLES). UCLES is another UK-based academic qualifications awarding body, known for its professional, rigorous and high standard assessments. UCLES is a department of the University of Cambridge, which was formed in the year 1207, and is one of the oldest
and most reputed universities in the world.
What is a Cambridge International Centre? What is an Edexcel Centre or a London Examinations Centre?
Schools that are accredited to Edexcel or CIE for the conduct of the IGCSE programme are known as Edexcel Centres or Cambridge International Centres. From parents’ or students’ perspective, there is little difference between the two. Some schools are accredited to Edexcel and some to CIE. For example, DPS International in Delhi is an Edexcel IGCSE centre, while the Pathways World School in Gurgaon is a CIE IGCSE centre.
Then there are some like Calcutta International School in Kolkata and British School in Delhi, which are centres of both Edexcel and CIE. More than the assessment body, parents need to think about which school is better for their child.Some prominent IGCSE schools in India are:
West India
Dhirubhai Ambani International School, Mumbai — Day school
Ecole Mondiale World School, Mumbai — Day school
Ahmedabad International School, Ahmedabad — Day School
Riverdale International School, Pune — Residential school
North India
DPS International School, Delhi — Day school
Pathways World School, Gurgaon —Residential school
Woodstock School, Mussoorie — Residential school
G D Goenka World School, Gurgaon — Mixed (both Boarding and Day)
South India
The International School of Bangalore, Bangalore — Mixed (both Boarding and Day)
Good Shepherd International School,Ooty Residential school
Indus
International School, Bangalore Residential school
Parkwood School International, Hyderabad
Residential school
East India
Calcutta International School, Kolkata Day school

Finally...
On what basis a School in India is branded as an International School? It can’t be the buildings, sophisticated teaching aids, Comfortable hi tech classrooms, etc. Such facilities should be actually provided by all the schools since we are already in the year 2008 (8 years into 21st Century). The normal facilities which today are provided by an average Indian school were provided since 1940s, what are the new additions?
School in any country should be called “International” when it is offering International Curriculum/ Degree which is not a part of that country. Eg.  Say in Malaysia or China  if a school is not affiliated to the Malaysian or Chinese Board of Education but offering IB /IGCSE/ etc should be called as an International School in Malaysia or China respectively. Same would be applied to India. So any school in India which is not affiliated to the CBSE/ICSE/ or the State Education Board and offering IGCSE/IB would be called as an International School.

WHAT DO STUDENTS SAY………
“The reason why I have chosen the International Baccalaureate Diploma Programme is because it is not the regular, read the text book, memorize and write it in the exam approach, but is an approach which allows us students to go through various books other than our prescribed text book to find an answer. This course provides a great base for the students who plan to go abroad for their higher education as well as for the students who plan to continue their studies in India. It provides us with a kick start towards our higher studies by engraving this research based attitude towards our studies in us. It surely requires a lot of hard work, determination and quite a few late nights, but it gives us alot in return as well. This course not only prepares us for a better form of education, but also helps us in becoming an all-rounder in life on the whole. It provides us with the opportunity to do community service, learn and teach new games and sports and also be creative in the various things we do. This course would definitely seem challenging and difficult in the beginning, but would ease off a bit as we progress. I would say that choosing this course would make us better in studies as well as better human beings. All the hard work that we put in would surely pay off and get us the diploma with marks that we wouldn’t have imagined.  
 - Mujtaba Yameen Oakridge International School (IBDP XI)

As I finished my entrance exam for the IB course, I saw some of the current IB students in the corridor. I asked them how they find the course and surprisingly it was “You are taking IB? Get ready for the biggest roller coaster of your life!” Many said that the course is very challenging and a lot of hard work but in the end you come out in flying colors. The International Baccalaureate Diploma Program not only offers six academic subjects but has a course called the Theory of Knowledge, a research paper called the Extended essay and 150 hours of CAS- creativity, action and service. It is not just the courses that the IB offers that makes it different but its method of learning. Generally academics mean students memorize what is in the textbook and then throw it up on the exam paper. However, the IB encourages the student to go beyond the boundaries of the textbook. It is a research oriented syllabus. The course gives the student the freedom to explore the vast meadows of knowledge. This course not only makes us good students but is makes us complete human beings. At the end of the course an IB student will emerge as a goal setter and a leader who will lead the world into a new beginning.
- Navya Ryali Oakridge International School (IBDP XI)

IBDP is like an intensive internship for me, which I hadn’t experienced as a CBSE student. Only after entering IB I realized there is a practical touch to the curriculum that sets it apart from CBSE. I can definitely say that CBSE has laid a foundation of knowledge, but IB taught me ‘life skills’—— Vansheeka Aggarwal IBDP, Oakridge International School.

CBSE is very informative, intense and vast, yet it needs to be more hands-on, so that we can know, understand and appreciate the utility of the same. …… Shruti Hari, Grade XII  Oakridge International School.

CBSE is more in depth compared to the State syllabus and I am sure CBSE students are doing well in their respective careers they pursued….
Sheela, Grade X Chinmaya School Hyderabad.

Irrespective of the curricula, it is the skill, interest and zeal one has in the subject that takes him/her ahead. Of course teachers and school do make a difference which is probably why there are so many International schools coming up now a days…..
So the final debate could still be: 
1. What are the actual criteria to call a School as an International School from
i) Legal Status and
ii) Curriculum wise
2. What are the expectations of Parents, when they put their wards in an International School?  
3. Are these above expectations
matching with the vision of the School management of the International Schools? 
4. EDUCATION AND EARNING MONEY SHOULD NEVER BE DIRECTLY LINKED....
Of course Education to some extent does decide ones profession and profession also is linked to earning one’s living. But it is just one part of it. The main purpose of Education is to nurture and culture the raw human mind and to feed it with the RIGHT knowledge. This pursuit of knowledge is the BASIC nature of a human being (may be true with other living beings too). Education in school facilitates this basic purpose to acquire Knowledge... AND KNOWLEDGE IS TO  MIND AS FOOD IS TO THE STOMACH. 90% of the crime and violence in the society can be stopped only if we are able to provide the right education and knowledge to the mind.  Earning Money is a different issue and as we now know does not really have a direct connection with any education. Once this is clear to us then we get a much better clarity on Education and Schools.
 Due to this confusion which parents normally have, they get totally confused and misled and confused about which is a good school and which is a good curriculum for their kids... 

5. Ideally, school level the education curriculum should have a two fold objective. 
a)  To provide the basic information/knowledge (most of the Indian schools do this very well)
b)  To train and stimulate the creative and logical mind (very rare in the Indian curriculum)
c)  To evaluate the child’s basic trait and suggest which line of further higher education he/she should pursue or the professional line he should take to perform with highest efficiency.  (This too is very rare) — This if properly done and followed will limit the “rat race” which we find today in our education system and professional colleges. 
6. Language is not given its due importance today in the Indian Education and hence we are finding Indian qualified young men and women, who can hardly express themselves when interacting with others in their profession. 
7. Subjects like History, Geography, Philosophy help in tremendously improving creativity, but they are being neglected today in the name of teaching more scientific subjects...  

THIS IS PERHAPS IS A REASON WHY THE MODERN YOUTH IS LOOKING TOWARDS CHEAP ART (MOVIE, MUSIC ETC) TO TITILLATE THEIR YOUNG MIND... 
       While some feel there is nothing like ‘Indian School with International values’, some others are of the opinion that the ambidextrous Indian students have the ability to grasp knowledge from any part of the world and ably apply it too. Time alone will tell if these international schools will produce geniuses who can fit into any global system or merely remain confused with the so-called international knowledge?