Most valuable schools to watch in the Middle East Volume-1

VOL-05 | ISSUE-05 | 2021
Balancing Act
The Bad Side of
Blended Learning
SCHOOLS
TO WATCH IN THE
Middle-East
Most Valuable
American Academy Qatar
SETTING A BENCHMARK FOR
QUALITY EDUCATION
Treading New Ground
Education and You During
the COVID-19 Pandemic

EDITOR’S
NOTE
I
t is a popular belief that education in the Middle
East is lagging. But the past decade saw a
voluminous growth in the education sector here.
According to the World Bank’s statistics, the literacy
rate in the Middle East stands at 80 percent.
The powers that be, have emphasised on the
importance of education for all and have invested
huge amounts to realise their goals. Girls too have
been able to reap the beneﬁts of education with the
governments making right to education compulsory
for women.
In a study on education in the Middle East, around a
decade ago the striking school dropout rate, literacy
rate and gender disparity swung the governments
into action, and they started working towards
improving the situation. Yet, earlier it was not as bad.
In fact, it was known for its education system that
contributed to the economic and social development
of the country. Later, plagued with political and other
conﬂicts the Middle East saw an adverse impact on
their education system. The startling revelations by
the study saw reforms in education policies and
MIDDLE EAST – A SEA
OF EDUCATIONAL
OPPORTUNITIES

efforts by the government to bring about a
change.
This saw an increase in the rate of enrolment
in schools, reduced drop out rates and
improved quality of education. It also saw a
rise in the literacy rate among girls.
The rich oil reserves have traditionally
attracted expats and the present-day
diversified businesses that have seen
migration from across the globe prompted
renowned international schools to set up their
campuses in the Middle East.
Middle East, today, is much more than the
sand dunes, dates, and oil reserves or the Burj
Khalifa. It is a land of businesses in diverse
fields and provides immense opportunities for
entrepreneurship. This calls for excellence in
education not just for the economy of the
country but also to equip the next generations
to make their mark offshore.
The country has a young population that
wants to explore avenues abroad and make
their mark which can be achieved only
through education at par with the global
institutions. Many young Arab youth are
placed in universities of global repute for
higher education. This has been possible only
due to the enhanced level of academics at
primary, secondary and high school levels.
Our latest edition of The Knowledge Review,
Most Valuable Schools to Watch in the Middle
East, talks about the schools and educators
who have made a difference in the Middle
East region and have dramatically changed the
educational scenario in the region.
We hope you find the edition as interesting as
we did while curating it.
Have an enlightening read! T R
Sumita Sarkar
sumita@theknowledgereview.com

Articles
GEMS American Academy Qatar
The Bad Side of
Blended Learning
Education and You During
the COVID-19 Pandemics
Cover Story
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People behind this edition
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Senior Editor
Managing Editor
Anish Miller
Art & Design Head
Art & DesignAssistant
Visualiser
Co-designer
Art Picture Editor
&
Asha Bange
Priyanka Rajage
David King
Paul Belin
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Business Development Executive
Business Development Manager
Marketing Manager
Olivia Wood, John Mathew,
Amy Wilson
Phill Miller
Mary D'souza
Digital Marketing Manager
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Technical Head
Assistant Technical Head
Alina Sege
Amar, David, Robert
Jacob Smile
Pratiksha Patil
SME-SMO Executives
Assistant Marketing Manager
Digital
Circulation Manager
Research Analyst
Tanaji
Eric Smith
Atul, Gemson
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MAY, 2021
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URL
Name of the Institution Brief
GEMS American Academy
https://www.pristine
school.com/
GEMS American Academy Qatar is part of the
GEMS Education family, a network of international
schools that offer students the highest standard of
education all the while leading through innovation
and pursuing excellence.
Gulf Asian English School
https://www.hisdubai.ae/
Horizon International
School
https://kids-spot-nursery.
business.site/
From humble beggingings in 1975, to being the
prominent name in the Middle East education sector,
Gulf Asian English School envisages to educate
future leaders to nd modernisation between
knowledge and morality.
Kids Spot Nursery
https://www.risdubai.com/
Kids Spot Nursery in Dubai was born in 2014 and
has since developed a respectale reputation as a
boutique nursery in Jumeirah, where the staff aims
to redene the nursery experience by offering a
home away from home.
Pristine Private School
Established in 1992, Pristine Private School has
been deeply committed not only towards delivering
quality education, but ensuring that every child is
equipped with the key skills required to succeed in
the 21st century.
https://sisd.ae/
Victoria International
School of Sharjah
http://virginiaschool.ae/en/
Virginia International
Private School
Swiss International
School in Dubai
Regent International School follows the national
curriculum of England, and with a rich history of
over 27 years, Regent is recognised as one of the
leading and most innovative schools in the region
as well as a global leader in positive education.
At Swiss International School Dubai, they try to
build a community of global citizens ho lead a
healthy lifestyle and are respectful of others and the
environment which brings together students from
over 60 countries.
The Victoria International School has long been
associated with the highest quality education in
Sharjah and is well recognized as a leading school
in the region that offers holistic education in a safe
environment.
Virginia International Private School is a prominent
and well-reknowned school in the Middle East,
where they utilise a Responsive Classroom approach
as a framework to build posititve interpersonal
relationaships between students and the faculty.
World School https://worldschooloman.com/
World School, Oman, is one of the premier
international schools in the Sultanate and a happy
international learning community, ourishing in an
extraordinary facility which is unique to the
country.
Regent International
School
https://www.viss.ae/
https://www.gemsamerican
academy-qatar.com/
Horizontal International School is a supportive,
student-focused international community school
following a British stye of education. They strive to
challenge and inspire all learners to develop their
skills and nurture values through a love of learning.
https://gulfasianenglish
school.com/
SCHOOLS
TO WATCH IN THE
MIDDLE-EAST
MOST VALUABLE
T R

GEMS
American
Academy Qatar
Setting a Benchmark for Quality Education
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Arigorous American
curriculum teamed with a
robust set of extra-curricular
activities, various after school clubs,
multi-cultural diversity of the
international student community with
dedicated and qualified professionals
are all that any parent aspires for their
child today.
GEMS American Academy Qatar,
which is a global name today practises
all these and much more for the
holistic development of tomorrow’s
global citizens. The school is also a
global leader when it comes to
providing students with safe,
transformative, experimental learning
opportunities.
The Beginning
(GAAQ) was founded during the 2014-
2015 school year. At this time, the
school offered KG1-Grade 5 and
started with an inaugural cohort of 30
students. In January of the same
academic year, the Ministry of
Education (MoE) approved GAAQ to
also offer Pre-K. In the following
academic year, Upper School was
established for Grades 6-9.
In due time, QPPSSA and QUESS
sports teams were introduced, annual
school community programs (United
Nations Day, Qatar National Day,
Sports Day, Spring Fair, Autism
Awareness and Earth Day) were first
planned, and the school’s award-
winning music program was
developed. Fast forward to today and
the school has earned full NEASC
(New England Association of Schools
and College) accreditation, received
one of the highest parent satisfaction
ratings in the entire GEMS Education
network, provided 14+ Advanced
Placement college-level courses as
well as garnered distinction as just the
third school in Qatar to win the
prestigious, international Eco-Schools
Green Flag Award.
Mission, Vision and Core Values
The mission of GEMS American
Academy Qatar is to “become one of
the best schools worldwide and the
school management believes “the best

schools produce learners who are
purposeful, tenacious, innovative and
respectful leaders.”
GAAQ has developed core values and
learning principles to empower
students to attain their goals and to
become successful citizens of the
global community. Thus, the school’s
core values are respect, innovation,
leadership, purpose and tenacity.
Moreover, the learning principles
include:
1. Developing healthy connections
2. Goals first
3. Authentic assessment and
constructive feedback
4. Effective use of time
5. Nurturing independence and inquiry
Being Different
The school explains that there are five
main benefits of the American
Curriculum, that makes GEMS
American Academy stand
distinguished from its counterparts.
These are -
Students are given the opportunity to
take a wide variety of subjects such as
Science, Mathematics, History,
English/Language Arts, Arabic,
French, Spanish, Islamic Studies, ICT,
Instrumental Music, Choir, Drama and
Qatar History, to name a few. This
exploration helps students understand
the value of empowerment to select the
education that they desire.
A Time for Exploration
The freedom that Americans love are
also expressed in their education
system. What does that mean for you?
The American curriculum provides
students a one-of-a-kind experience
where there is the ability to choose
certain subjects to study. In addition,
students have the choice to take
college-level classes called Advanced
Placement (AP) courses or they can
enrol in regular, grade-level classes
with the same goal in mind –
graduation with an American diploma.
Most Valuable Schools to Watch in The Middle-East

Stronger Teacher-Student
Relationships
Compared to other cultures, the
American-style of education embraces
a more casual and friendlier
relationship with parents and students
while still gaining respect for a
challenging teaching approach. As a
result, parents and students have
historically remarked about the
positive, engaging learning
environments that promote open
discussions, sharing of opinions and
the independence to inquire and
explore. Lastly, teachers also serve as
mentors to help guide the development
of students.
Creativity is Prioritized
Arguably, America is known as the
most innovative country in the world
as it pertains to advancement in
technology and setting the standard in
entertainment. So, it is natural to think
that the American curriculum is
structured to encourage creativity,
innovation, liberal thinking and
brainstorming out-of-the-box concepts
to solve problems. This is achieved
through open and transparent
communication, participation, peer-to-
peer work, collaboration and
discussion with groups or individuals.
Holistic Development for the Child
American education emphasizes
exposure to a diversity of academic
subjects and extracurricular activities
such as sports and performing arts.
Additionally, the curriculum
encourages students to actively
participate in the community through
volunteering and internship
opportunities.
In summary, this educational approach
is well-known for its focus on
developing the person wholly –
physically, emotionally, intellectually,
socially and mentally – as a means to
bolster and support the natural patterns
of growth and development within a
child. Students become more
motivated to attend school and learn as
the curriculum encourages curiosity
and creativity. Most important, holistic
development is attuned to each child’s
persona and learning style because
American education appreciates
student individuality without stifling
growth.
A More Comfortable Pace of
Education
American education holds tests to
evaluate student comprehension and
progress as well as quizzes, mid-terms
and final exams. The Scholastic
Aptitude Test (SAT) is the American
assessment that was designed to
evaluate a student’s college-specific
skills; this test measures how well test-
takers can analyze and solve problems
which are skills that are typically
learned while in school and will be
needed in college/university.
The big difference with the American
curriculum, in comparison with the
British education system and CBSE
(India), is that students in an American
school do not experience the immense
pressure of a comprehensive singular
final exam. Instead, students are
continuously evaluated through a
mixture of assignments, presentations,
group projects, class attendance and
participation, quizzes and tests.
Therefore, students have less stress
Dedicated Leader
Head of the School/CEO Mark
Lentz is dedicated, fearless and
visionary school leader with nearly 30
years of educator and leadership
experience in the United States and
internationally (Switzerland, Egypt
and Qatar). He is a hands-on leader
who is collaborative at the core and
trusts the people that he hires to do
their role at the highest levels. Mr.
Lentz is an accessible leader to
parents, students, staff and
stakeholders and always looks for
new challenges to consistently deliver
a higher-level of education and
community that the GAAQ Raptors
deserve.

around the academics and have a
large opportunity to pace themselves
comfortably in order to progress
more dynamically throughout the
semester.
Developing Global Citizens
The school also organises
International Summers Program or
Global High School Programs for
students to participate and develop
into global citizens.
GAAQ students regularly participate
in The Hague International Model
United Nations (THUMUN), have
opportunities to pursue the Duke of

Lower School
Teacher-led afterschool activities
provide more opportunities for students
to bond with educators as well as
participate in the school’s 30
extracurricular options. Please note
that these ASAs start at KG2 and
students can choose to participate up to
two days a week in these programs.
Upper School
In Grades 6-12, students have diverse
opportunities to participate in student
organizations or initiatives that are
local, regional or international.
Participation is encouraged and
membership is open to all Upper
School students (depending on the
criteria of the program):
· The Hague International Model
United Nations (THIMUN)
· Qur'an Recitation Competition
· GAAQ Student Council
· Doha Medical Conference Review
· Qatar Green Building Council
· Immerse Education Essay
Competition | Cambridge Summer
School
Edinburgh’s International Award and
submit essays for the University of
Cambridge’s Immerse Education Essay
Competition. In addition, GEMS
American Academy, in partnership
with Ecoventures, launched its first
overseas ski trip to beautiful Gudauri,
Georgia.
In a post-COVID world, GAAQ’s goal
for overseas trips is to continue
developing students as global citizens
through real-life experience. Service
trips are an important aspect of
learning because these opportunities
take students out of their comfort zones
and place them within the culture,
lifestyle and communities of those they
are trying to aid.
Holistic Development
At GAAQ, there are a plethora of
afterschool activities (ASAs) and
student organizations for our scholars
to engage in. From the Eco Club that
incorporates Lower School and Upper
School to MUN delegates, student
clubs and organizations are considered
an important part of GEMS American
Academy Qatar’s programming.
· The Duke of Edinburgh's
International Award
· Visual Arts Creators Exhibition
· Inter-school Battle of the Bands
Competition
Additionally, there are more than 30
afterschool activities that Upper School
students can participate in throughout
the year.
Counselling for Overall Growth
GAAQ closely monitors the
development of each child within the
care of the school through Student
Support Team systems in Lower
School and the professional school
counselor in the Upper School. This
department provides students with
strategies and support in all areas of
concern and development growth.
School counselors not only support
students’ social and academic needs,
but they also have a strong emphasis
on college/career advice and guidance
through the application process.
Grade 12 Career Internship Program
offers a wonderful opportunity for
students who are dedicated to their
career planning and education. The
internship program is designed for
seniors who are interested in first-hand
experience in a particular role or career
field. Students who participate in the
internship program work with a
professional or group of professionals
to gain experience and insight into
their chosen career interest for 12 to 16
weeks. This program offers students
the opportunity to explore various
careers at different Qatar companies
spanning fields such as medicine,
computer science, finance, accounting,
administration, sales, journalism,
music, engineering, technology and
many more.

Assisting in Admissions
To continue with the school’s 100%
college and university acceptance rate,
the Upper School professional school
counselor works directly with students
and parents to provide workshops,
small group and one-on-one assistance
throughout the application process. In
addition, the counselor provides a layer
of accountability to ensure that parents
and students are aligned with progress
as well as serving as the trusted advisor
to assist families with college and
university admissions in notable higher
education institutions in the United
States, Canada, UK, Europe, Middle
East/Qatar and Asia.
Achievements, Accolades, Awards
Under the leadership of Mr Lentz,
GEMS American Academy Qatar has
become a fully-accredited NEASC
school, earned one of the highest
parent satisfaction ratings in the GEMS
network (two years in a row),
introduced and expanded the College
Board’s Advanced Placement (AP)
courses, approved to offer the
internationally-lauded Duke of
Edinburgh’s International Award,
gained membership in Qatar’s
QPPSSA and QUESS sports leagues
and received environmental
sustainability awards from the Qatar
Green Building Council (QGBC) and
the Foundation of Environmental
Education’s Eco-Schools Green Flag.
Safety First
Due to COVID-19, school leaders
created a comprehensive COVID-19
school re-opening plan to provide
robust hygiene and safety measures.
The school community was prepared
through a series of Zoom town hall
meetings as parents were given the
opportunity to review and provide
feedback. “Since our parents are our
best ambassadors, we revised some
elements of the plan to strengthen our
proactive defense against the virus.
Even though COVID-19 has been a
prolonged issue for Qatar residents and
expatriates alike, GAAQ has been
commended by Qatar’s Ministry of
Education (MOE) and Ministry of
Public Health (MOPH) on several
occasions regarding the effectiveness
of our COVID safeguarding protocols
to prevent the spread of the virus
within the school,” informs the
management.
Going Forward
The future of GEMS American
Academy Qatar is to meet and exceed
the five major learning plan goals that
are guiding its academic and
curriculum improvement plan over the
next half-decade. “Growth, while
bolstering our strengths and addressing
areas of weaknesses, is an important
aspect to how GAAQ views student
learning and development, parent
engagement, school security and staff
professional development”, says the
management.

Wellington School
Where Every Member of the School is Unique
GEMS
The students feel secure, happy
and have a sense of belonging,
the educators have contributed
to creating a community feeling
besides imparting quality education
and the school management has been
relentlessly striving to retain the
academic excellence, development of
physical and creative skills of the
students. It is our pleasure to introduce
you to GEMS Wellington School
Qatar.
Inception and Mission
GEMS Wellington School Qatar
(GWSQ) is part of the GEMS
Education family, a network of
international schools worldwide that
offers students the highest standard of
education. As a GEMS Education
School, it embodies the GEMS core
concepts of leading through
innovation, pursuing excellence,
growing by learning and global
citizenship.
The institution, located in Al Wakra,
offers the academically renowned
National Curriculum for England. The
programme has been adapted to suit
the students who come from countries
around the world and expect a British
education that prepares them for their
lives as global citizens and innovators.
The school offers an outstanding
education from Foundation Stage to
Year 12 and have a fully built school
and Ministry of Education license to
expand to Year 13 in the coming years.
Beyond the classroom, GEMS
Wellington School Qatar offers
enriching experiences and extra-
curricular activities run by the
dedicated teaching staff or local
community experts. All year round,
students from Year 1 upwards can take
part in activities to pursue their
existing interests and develop and
explore new ones. From creative and
performing arts to subject extensions
and sports, the school offers a range of
activities to suit every energetic young
mind.
Goal of the School: WSQ nurtures its
students and their learning,
encouraging them to become fulfilled,
caring, successful global citizens who
continue to pursue excellence in all
that they do.
Core Values:
1. Growing by Learning
2. Pursuing Excellence
3. Leading Through Innovation
4. Global Citizenship
Strong Leadership
Head of Primary, Caz Jude, has over
25 years of experience as a teacher and
as an educational leader. She was a
Lead Practitioner on the development
of the Early Years Assessment
processes in the UK. Mrs. Jude also
serves as an inspector for British
Schools in the Middle East. She is the
Founding Vice Principal of GEMS
Wellington Qatar and has worked for
GEMS Education for over five years.
Mrs. Jude believes that every child has
a talent and it is our job to nurture and
develop that talent. It is her vision to
ensure that Wellington School Qatar
continues to provide an outstanding
education which is based on high
academic attainment but also teaches
students skills and values for life.
Head of Secondary, Kay Turner, has
over 20 years of experience in the UK
and Middle East as a teacher of French
and German and as a senior leader. Ms.
Turner has trained as a senior leader in
GEMS Dubai and as a leader for
Instructional Rounds at Harvard
University in Boston, Massachusetts.
She has extensive knowledge of the
GCSE as an examiner and sound
knowledge of the IB Diploma
programme.
Vibrant Student Life
At WSQ, students enjoy an enriching
student life experience through both
academics and extra-curricular
activities. Students at GEMS
Wellington School, Qatar, are taught a
curriculum that meets their diverse
international needs. The integration of
the Arabic curriculum adds a rich tier

of knowledge to the students’
education.
Beyond the classroom, extra-curricular
activities are run by the dedicated
teaching staﬀ or local community
experts. All year round, students from
Year 1 upwards can take part in
activities to pursue their existing
interests and develop and explore new
ones.
Distinct Academic Programmes
Early Years Foundation Stage (EYFS)
Foundation Stage 1 and Foundation
Stage 2
(Age: 3 to 5 years old)
The curriculum is based on the UK
Early Years Foundation Stage
Curriculum (EYFS) and provides all
students with a journey of learning,
guided by the caring, nurturing and
dedicated team of educational
professionals.
As an introduction to school, this
programme of learning focuses on self-
development in partnership with
intellectual and physical development.
Learning is multi-sensory,
collaborative and fun.
Child initiated learning is at the centre
of the curriculum and this enables the
school to personalise the learning
experience to meet the needs of the
individual, through adult facilitated
play.
Primary School
Key Stage 1 and 2 (Year 1 - Year 6)
The Primary School Curriculum is
based on the English National
Curriculum (ENC) which has been
modiﬁed to meet the needs of mainly
international students taking into
account the local context they live in

and the GEMS core values. The influence of the host nation
adds a rich Arabic tier to the school programme,
introducing students to, and developing knowledge about
the local culture and heritage. The curriculum enables
students to develop skills for life and is underpinned by the
bespoke student learner profile. It supports students' natural
curiosity and interests and provides opportunities for them
to extend their learning and develop a variety of learning
styles.
Senior (Secondary) School
Key Stages 3 & 4 - (Year 7 - Year 11)
The Key Stage 3 and 4 Curriculum is based on the English
National Curriculum (ENC). The curriculum is designed to
provide a seamless transition from Key Stage 2 to the end
of Key Stage 4, at age 18. It is a skills-focused curriculum
that provides students with a broad and balanced knowledge
of key subjects as well as the opportunity to develop their
21st century learning skills through unique learner profile.
This provides opportunities for the students to become more
aware of themselves, their interests and their strengths.

Preparing for IGCSEs (Year 9 - Year
11)
The students at GEMS Wellington
School, Qatar are well prepared to the
International General Certificate of
Secondary Education (IGCSEs). These
worldwide recognised qualifications
are important for students seeking
admission to Universities and are an
excellent preparation for future study.
Students study the core IGCSEs in
English, Mathematics and Science.
This course of study is complimented
with a number of optional IGCSEs.
This provides students the freedom to
choose subjects that are needed for
their future pathways whilst providing
them with a broad knowledge base.
Students will undertake between 9 - 11
IGCSEs in total.
Key Stage 5 (Year 12 - Year 13)
In Key Stage 5 Students will study for
the Edexcel International Advanced
Level examinations. Students will take
a maximum of four subjects.
These exams allow for the students to
take an AS (Advanced Subsidiary)
examination at the end of year 12. This
qualification will allow entry to some
universities in India, Indonesia and
Canada on an undergraduate course, or
into a foundation course.
Students can then continue their
studies into Year 13 and at the end of
Year 13 they will sit for the Advanced
Level examination. Success in these
examinations will allow them to access
an undergraduate course in any
university.
The Edexcel International Advanced
level qualification is an accredited
qualification that is recognized
qualification worldwide.
Events and Activities
Some of the large annual events
include International Day, Qatar
National Day, Winter and Spring
Festivals, and Sports Day. WSQ offers
a wide range of extra-curricular
activities that involve the sciences,
literature, leadership, sports and more.
From creative and performing arts to
subject extensions and sports, the
school offers a range of activities to
suit every energetic young mind.
Going That Extra Mile
GEMS Wellington School works in
partnership with students and parents
to ensure the very best educational
experience possible. It is school’s aim
to provide an experience that allows
students to be well prepared for both
the present and the world they will
inherit in the future.
It is the hope of the school that its
students will develop a love for
learning, as well as skills and attributes
that will see them flourish in a range of
endeavours; that they become
confident, creative, caring, open
minded, critical thinkers who will be
able to lead and contribute within their
society and the world.
It is important that at GEMS
Wellington School they work together
to provide an environment where all
members of the school community feel
happy, safe, respected and cared for.
This is done by having high
expectations of behaviour, appearance,
care and through the development of
supportive positive relationships. It is
one of the few schools in Qatar that has
fully staffed inclusion team that helps
to guide students from Foundation
Stage to Year 13.
Unity in Diversity
WSQ is home to several different
nationalities. The parent and student
community are comprised of
individuals coming from many
backgrounds that helps to strengthen
the diversity in the school. Not only do
parents and students enhance diverse
atmosphere but teachers as well. Here
at GEMS Wellington, there are highly
skilled teachers who are experts in the
British Curriculum and hail from
various backgrounds from around the
globe. This allows for families to feel
at home within the GEMS Wellington
community.
Financial Aid
There are two main ways that families
can benefit from discounts. Firstly, the
school has competitive tuition
discounts with several prominent Qatar
companies. Secondly, as a “thank you”
to the dedicated parents, if any family
refers any new students to WSQ, then
they are eligible to benefit from the
GEMS Ambassador Program. For
example, for each new student that a
family refers and that student is
successfully enrolled in any
participating GEMS school, upon the
referral, GEMS will give that family a
4% discount. This discount can apply
to as many prospective students that a
WSQ family successfully refers!
Career Options
As mentioned before, GEMS
Wellington School Qatar has a fully
staffed guidance and inclusion team
that helps students gain internships that
are geared toward their aspiring career
path. With this guidance it allows for
students to choose the best post-
secondary education to suit their needs.
The school has partnerships with local
and international companies to give
students a taste of what it is like to
have a career in the real world. WSQ
has a high university acceptance rate
and this attributed to the work that they
do with their students to prepare for
them for the next steps.T R

The Covid-19 pandemic threw a wrench amidst the
cycles of many businesses, enterprises, industries,
and even economies. Soon enough, most of the
citizens of the world started adapting to this global
disruption and started adjusting to the ways of the new
normal. But perhaps the biggest transformation any area
faced was that faced by the education sector.
With schools and colleges shut down, ensuring the optimal
educational delivery to the learning class became a
challenge. But then a solution emerged in the form of
blended learning.
Blended learning is a successful combination of e-learning,
traditional classroom, and autonomous study. This concept
has seen a rise in popularity in recent years. Some say that
blended learning as a trade-oﬀ to traditional styles of
learning is hardly a wise thing to do. Others argue that the
st
21 century has its way of adapting and transforming the
most battle-hardened and foundationally sound concepts,
and the way it is modifying the education scenario is a
st
necessary milestone in the story of the 21 century.
Blended learning has provided us with many advantages
which include: advanced collaboration tools, increased
accessibility of learning materials, improved
communication between
lecturers and part-time
students, option to choose
from a multitude of
instructors and quality of
educational content, option
to set your own pace and
learn in the way the best
suits you.
The pros of this blended
method of education far outweigh
the cons. Nonetheless, there are
some important drawbacks to blended
learning. And since this concerns the
matter of education and development of the
new generation, they are worth looking at.
So here are some of the cons of blended learning:
1. The infrastructure challenge
The infrastructure challenge comprises two problems
essentially: First is building the essential infrastructure
within an educational institution or particular class. Does
the institution have the required IT workforce? Can it
allocate the necessary budget?
The Bad
Side of
2021 MAY | 22 | www.theknowledgereview.com

Balancing Act
www.theknowledgereview.com | 23 | 2021 MAY

Incorporating software and hardware for the blended
learning program can be costly. However, there is a long-
term silver lining to it. Taking the steps to invest in the right
tech set today will probably save a lot of money which
would otherwise be spent on supporting an obsolete brick-
and-mortar framework.
2. The mentality challenge
The tech resources employed in blended learning need to be
reliable, easy to use and unanimously accepted by all
stakeholders of the educational process. Old school
supporters always have an ace up their sleeve: a verified
methodology, and an extensive track record.
3. Pace of advancement
Everyone learns at their own pace. Blended learning
provides the flexibility of advancing at a personal pace with
a course. Some students may choose to linger around for a
while and then go to sit through a bunch of video
classes in one sitting, while others would rather make
the interactive class part of their daily routine. In any
case, this presents a daunting task to the instructor
who is trying to sync up both streams with
ongoing offline activity.
4. Overworked Teachers
A teacher adapting to blended learning
has to pick the right syllabus and come
up with the right ratio between face-
to-face and online learning. As of
yet, there has been no universal
recipe to it. Imminently, teachers
and educators have to work till the
last hour, course-correcting, all the
while trying to ensure that the best-
quality education is delivered.
5. Drained Students
This is a big one when it comes to the disadvantages
of blended learning: the cognitive load on students. Some
teachers, new to the blended model may start
overdelivering content and educational activities. If the new
program is tailored to individual student needs, it can
become a friend, and a foe if applied in bulk. The silver
st
lining is that the teachers may provide assistance in the 21
century fashion – using interactive tools, and methodologies
such as gamification, AI-assistance, etc.
6. The Credibility Problem
Naturally, once your class is officially Internet-friendly, it is
hard to withstand the temptation of looking up things on the
internet or getting instant tips from friends. This is sure to
affect fair-assessment and quality of work. Besides, the
teacher needs to make learners aware of the perils of
unverified online resources, such as bias, distortion and
misrepresentation of facts.
Disadvantages of blended learning exist, but they are not
insurmountable. Work can be put into minimizing the
negative impact or even channelized into proactive
solutions. The instructor just needs to maintain a watchful
eye and assess student feedbacks carefully, all the while
improving their technology game and delivering quality
courses.
By Aditya Umale
T R

STEPHANIE
FEO HUGHES
THE COLLABORATIVE TEACHER

ome people realise their calling very early in life and
Swork towards achieving their goal while also
consistently trying to set a new benchmark. Such
people work not only for fulfilling their passion but also for
the benefit of others. This is truer in the field of education.
Stephanie Feo Hughes fits the bill and has made a
significant difference in education. She is the IB
Coordinator and Academic Dean at The American
International School (TASIS) in England. She spent a
remarkable 19 years working in education and came to
international teaching quite early in her career.

In her first international school posting, she taught English
in the IB Diploma Programme for the first time. This
experience completely changed the way she saw teaching
and it gave her a new understanding of her subject as one
puzzle piece in a much larger jigsaw. It broadened her
perspective and, she says, “I think I became a better, and
more collaborative teacher as a result. I’ve worked in
Cyprus, France, Germany, the Bahamas and in the UK, and
each experience has provided a different perspective on
how to approach teaching and how students learn”.
We, at The Knowledge Review, had the privilege to learn
more about Stephanie’s journey and her views on education
in an interview.
Excerpts:
What inspired you to step into the education sector?
I had some great teachers who opened up whole worlds
through the study of languages and literature, and I wanted
to do the same thing. At first, teaching seemed like a way to
share the joys of reading, writing, and language with others.
It quickly became apparent that teaching, when done right,
is actually an incredibly hard job, but also one that gives
you a great sense of purpose and can be so gratifying when
you see students overcome an obstacle or respond to a
challenge.
Who was your role model growing up? What was the
greatest thing that you learned?
My parents and teachers were ideal role models, but if I had
to choose one figure that stood out to me when I was
growing up, I would say it was my grandfather. He lived in
Italy during World War II and, finding that the fascist-
controlled media was too restricted, he chose to stay
informed by using a banned short-wave radio to access
news broadcasts from the UK. He modeled how to trust
your own judgment to do what is right, even when it comes
at a risk. One day the Nazis even came looking for him at
work, but he escaped thanks to a stroke of unexpected good
fortune when his bicycle broke down, causing him to be
late. The seemingly frustrating incident of a broken bicycle
in fact, averted a crisis, serving as a reminder that a
perceived obstacle can lead to a surprising opportunity.
Tell us about your institute/your association with the
institute.
TASIS, The American School in England is a leading
international day and boarding school in the UK for
students aged three to 18. What is unique about our school
is that we offer many educational pathways so that students
can find the one that is right for them. There is a common
belief at TASIS England that students have an innate

capacity for learning that we can nurture. At TASIS, I have
worked as an English teacher, IB coordinator, Academic
Dean, and a member of the Curriculum Leadership Team.
With these roles, I have been fortunate to be able to
collaborate with colleagues across the school. At the core of
each programme we offer, there is a shared focus on
fostering curiosity, promoting international-mindedness,
and engaging in service-learning.
What are your views regarding interactive, online
educational content and how it is gradually becoming
the need of the hour?
The pandemic has led to schools adapting quickly to a
hybrid model of learning. This model has highlighted the
flexibility of educators in finding new ways to reach
students in new situations. We are learning more about the
capabilities of online and hybrid models of learning and
they will likely remain a part of the way we deliver
education in a post-Covid world. We need to pay very
careful attention to what these models can offer us and how
they can enhance student learning. We also need to consider
what online learning experiences have highlighted as
important aspects of student welfare. The benefits of a
physical campus, for example, are not easily replaced.
Having a school as a physical and social space builds the
sense of community and purpose that is key to students’
sense of well-being, and ensures that all students have the
same resources, interactions, and opportunities to support
their learning. Moving forward, we all need to find a way to
maintain that sense of community and social-emotional
well-being as we continue to incorporate hybrid learning
into our programmes.
Education is considered as a tool of empowerment.
What efforts do you and the institute take to make sure
that education is provided to those who need it?
Helping students to feel confident and secure in their
learning can happen on different scales. Recently, even
simple steps such as lending resources to students who need
them for home-based learning during the pandemic have
ensured that students are able to access education
effectively. At TASIS, providing student financial aid
packages and scholarships have also helped open up the
school to more students. Helping students be the drivers of
their own learning journey is also part of our daily practice
and how we run our inclusion program, so is helping
students identify their needs and supporting them in
individual ways. Perhaps the most empowering tool we
have is teaching in a real-world context, whether local or
global. When students have a sense of purpose in their
learning and understand how their knowledge can be
applied outside of one particular classroom, they are more
confident and prepared for the next step in their learning.
What is the one thing that you would like to change in
the country’s education system?
I would like to see a greater focus on transferable skills that
have to do more with the students’ approach to learning and
individual growth than with final examination results. As a
secondary focus, I would hope to see a change in the way
we view the teaching profession and highlight teachers’
roles as active members of a professional and collaborative
community that is constantly growing and changing.
What advice would you give to those who want to step
into the field of education?
I would say that if you are interested in education, you need
to be ready to adapt and be flexible. While strong subject
knowledge and an understanding of pedagogy are essential,
working in education also means being able to work with
each student as an individual. Learn to listen to students
even if they have a small voice or do not know how to
articulate exactly what they need. It is important to continue
developing on your own professional learning journey,
keeping in mind that each individual student may respond
to a new methodology differently, and as a teacher, you will
need to adapt your teaching to that.
Please share what lies ahead of you and the institute in
the near future.
We are preparing for a post-Covid world in education, so
we are looking to our own experiences and research to
guide our next steps. We are focusing on a holistic
education that includes the different approaches to learning
skills, i.e., transferable skills. We are continuing to develop
our curriculum in light of these changes and continue
finding ways to help each individual learner acquire the
skills they need within each content area. We also remain
committed to providing our students with opportunities to
engage with other cultures and perspectives as part of our
mission to help them flourish as principled, open-minded,
and compassionate members of a global community.T R
EMPOWERING WOMEN OF THE MONTH

What goes on inside a child’s head, especially in
the early years, is something every parent pays
mind to. With the number of working parents
on the rise, more children than ever have to spend time in
childcare, with day nurseries being one of the most popular
options. In such scenarios, it is natural to feel a sense of
guilt while handing your child to be taken care by someone
else.
However, many studies have come forth showing that
nurseries can have huge benefits for our younglings. At a
nursery, children get to try new things like arts and crafts,
role playing, dressing up, playing around with a wide range
of toys, other physical activities, thus not having to rely on
their parents to keep them entertained all day.
At the right kind of nursery, children can productively
interact with other children, learn new things from them and
become more independent in the process. From using
scissors to potty training, seeing other kids doing ‘grown-
up’ things can encourage them to try something new. An
exemplary place which inculcates all the aforementioned
attributes of well-thought out, well-rounded early education
is the Dubai-based Kids Spot Nursery which exists, in its
own words, to ‘Redefine the Nursery Experience’ and be a
home away from home in a safe, nurturing environment.
Fortunately, we were able to conduct an interview with
Kids Spot, so as to gain insight on how they have been
raising children in a fun, yet safe learning environment for
so many thankful parents.
So, without further ado, let’s dive right into the interview
and relish the story of this eminent nursery
Kindly brief us about your institution, its journey, its
mission, vision, and core values.
Kids Spot Nursery exists to redefine the nursery experience:
It is your child’s constant, their playground, and their most
valuable learning experience.
A Fun, Safe, and Interactive International
Nursery Experience
Our playgrounds
challenge and
promote
children’s growth
by providing
opportunities for
children to
engage in
multiple different
types of play

It is the family’s extended family. And most of all, it is here
to make the life of families easier with a non-complicated
approach and ﬂexibility.
Brief us about your campus and the academic programs
being carried out.
Our playgrounds challenge and promote children’s growth
by providing opportunities for children to engage in
multiple diﬀerent types of play.
As we are building, we had one thought in mind “The best
playground is the one that nature provided.” According to
that, our structures are designed.
We are an EYFS (Early Year Foundation Stage) nursery
with infused curriculum depending on theme, age group
and teacher. We incorporate the curiosity approach, the
Montessori, forest school lifestyle, and much more.

We are looking
forward to spreading
more awareness of
the importance of
early years and
expanding our vision
all over the United
Arab Emirates
Tell us about the featured personality and her role in the
development of the institute.
Our Managing Director, Nouhad Doughan, is a Lebanese
mother of three (ages 7, 5, and 3). She studied political
science and public administration in the American
University of Beirut (AUB). Moved to Dubai after getting
married in 2012 and worked in the marketing ﬁeld until she
found her passion in early childhood education.
Within 6 years, Nouhad has opened her 3rd nursery and
manages 2 of them. She is very hands-on and has a goal of
making sure she knows every child as well as every parent
that walks into her nursery.
The team is hand-picked by her. She is also known for her
open-door policy as well as her approachable management
style.
What additional activities or programs does the nursery
conduct for overall development of the students?
Our kids beneﬁt from outsourced languages, yoga, soccer,
and gymnastics. Before the pandemic, termly trips where
done according to the theme which was all inclusive of the
curriculum.
NOUHAD DOUGHAN
Managing Director

What factors set you apart from other similar
institutions?
From what we hear, we have a positive vibe and people
here love their jobs. We love what we do. We put quality
over everything and rarely compromise on the standard of
early education we have kept for so long.
Kindly mention any noteworthy awards, accolades and
achievements of your institution.
• Nominated for ‘Nursery of the Year’Award 2 years in a
row.
• BOEKER certiﬁed
With the problems and restrictions set in motion due to
the current pandemic, how are you coping with the
same?
We have cut our classroom capacity to 50%. As per
regulations, we have created bubble systems and manage
social distancing as much as possible. We are also
contracted with BOEKER for sanitizing on a daily basis.
Our team have either gotten vaccinated or have to
undertake PCR tests every 2 weeks. We are very much
looking forward to going back to normal and being able to
hold events as well as connect with the children and
families more.
What are the future prospects of your institution?
We are looking forward to spreading more awareness of the
importance of the early years and expanding our vision all
over the United Arab Emirates.

Role of
MORAL EDUCATION
in transforming the SOCIETY
Mrs. Samiksha Rakesh Khatri
Principal, Crayons International
School, Indore

Moral education makes people to be
dedicated, unselfish, loving, well-
mannered, courteous, vigorous, non-
bullying, obedient, diligent and
caring for others. It also makes
people think positively and work out
smoothly during adversity. The other
side of moral education is that it
inculcates ethical outlook and endear
religious behavior. Above all more
education makes human understand
humanity, which is above any
religion, caste, creed or gender. A
person with good moral values
respects the opinion of all, even after
having his own firm beliefs.
Today, when the world is developing,
at unmatched speed and materialism
has grabbed its dirty claws, Moral
education has indeed become need of
the hour, it has become imperative
and requisite that we take moral
education seriously as it is the only
tool with which we can transform our
society into a better one.
Transitioning from a joint family to a
nuclear family system, excessive
competition, parental expectations,
commercialization of education,
negative media impact, misuse of
information technology,
globalisation, consumerism, and
other socio-cultural changes are
putting enormous pressure on
children, families, and schools,
resulting in value distortion. All this
has made moral education
compulsory for society.
If we really want to create a
sustainable world with more happy
society we should seek for people
who are morally grounded. Moral
education gives happiness,
satisfaction and confidence to face
life. Moral education can restyle the
society as it helps the students and
learners of all age groups to get
effective tools for judgement making
which will lead to better decisions
and choices. Better decisions in
return, will make us close to our
goals and achieving our life goals
will give us a sense of
accomplishment.
Also when there is mental peace
aggressiveness, anger , frustration
and depression are not to be seen in
any corner. And with a happy mind
set we can expect that we will surely
have a society which is free from
crime, discrimination and more often
the comparisons we make with
others. Reduced crime, inequality
will further increase our efficiency
and productivity, and with better
success rate at works surely the
standard of living of people will
increase, and achieving a better life
style with economic development
can make any country boom.
Summarizing, it can be said that
moral education is the tool for
modification of society as moral
education will lead to more empathic
people who will create equal
opportunities for everyone. It should
be noted that it is not only the
responsibility of schools to impart
moral education whereas everyone
who plays an important role in
society can be a conductor of moral
education. At last I would say that a
morally correct pandav can win over
hundreds of kuravas just because of
strength of morality.
Tool for modification
Education has been an integral
part of human life, we all
learn new things every day
and that is how our minds and
personalities are shaped. A beautiful
personality is an asset for a nation
whereas a ugly personality adds up to
the liability of nation.
We all have grown up listening the
stories of “Thrusty crow” and “The
bundle of sticks”, we may have
forgotten the character and the plot,
but the values are still intact in our
personality. These values which are
taught to us through different stories
and texts make us what we are today.
These stories were taught to us by
our moral science teacher. This
subject in our school was not
seriously evaluated but now on the
basis of this knowledge our life is
evaluated.
Moral education is the mirror which
helps an individual to differentiate
between right and wrong. It helps in
building a positive approach and
guides to form the real purpose of
life.
Let us first discuss in detail the
meaning of moral education. Moral
education is like a benchmark, a
meter which decides what is right,
what is wrong. Now this concept of
right and wrong, is comparatively
relative; what is correct and good for
me may not be beneficial for you and
vice versa. In that case, who decides
what is the ultimate good. According
to moral education, the act which
does supreme good, i.e. good for the
majority of people as a whole and
does not lead to profit of one, is the
ultimate good.

ith the aim to provide world-class education
Wfocusing on the holistic development of young
learners, the World School was founded in the
year 2012 as a premier education centre for children of
early years to grade IX. Being an initiative of International
Training and Educational Services (ITES) Oman through
Global Training LLC, a name associated with quality
education programmers in Oman, the World School has
achieved wonders in its short nine years of existence.
The Educators who Care
Mr Ahmed Said Al Shanfari is the Managing Director of
World School and Dr V S Sunil is currently the Executive
Director of World School. These inspiring individuals have
led the way for all the students and staff, all the while not
only educating the children but emphasizing on making the
learning curve an exciting, memorable, and enjoyable
process.
From the Leader’s Desk
Knowledge, values, passion, and transformation are core
values that have enabled the school to rise to eminence as
one of the premier international schools in the Sultanate.
Embracing an international learning community, the
students experience quality education that flourishes in an
extraordinary facility and is exclusive throughout the
country.
The thrill-imbibed nature of the school is fairly apparent
from the moment you enter the campus. Students and
teachers completely engaged in the learning process
maintain the air of enthusiasm as they challenge their minds
and question their assumptions, all in the joyful pursuit of
knowledge. Other schools prefer their students to be
studying as they are taught a curriculum, but in World
School, the teachers educate whist learning themselves as
the students experience.
Sprawling Infrastructure Designed to Inspire
• Fully facilitated libraries with multitudes of books, stories
and reading material.
• Sprawling infrastructure that reflects the boundless
imagination of children, whilst designed for convenience.
• Computer lab and science lab, so that students are well
versed with the latest technology.
• Extensive arrangements to enable exploration of different
arts, crafts, and music.
• Smart Classes
• Indoor and outdoor areas for all manner of games and
sports.
• Spacious classrooms with relatively few children, making
them ideal places for students.
• The welcoming atmosphere and a pleasant environment.
It is all about the Vibe!
The eclectic team of educators at World School (WS) are
expert teachers who come to the classroom with extensive,
real-world, and international teaching experience. By
employing intensive training, collaboration efforts, and
dedication to their work, the teachers prepare students for
life.
In WS, education is a pivotal tool for the transformation of
an individual, a family, a community and even for the
Nation. Special focus is given to ensuring that the learning
experience is enthralling, memorable, and enjoyable to all
the students at World School.
The academic program is divided into levels that are listed
below:
Lower Kindergarten (LKG) and Upper Kindergarten
(UKG) are the earliest years of formal education for a child.
The LKG team have incorporated music and physical
education as specialist subjects, along with other activities
happening in the classrooms throughout the day and
World School
Knowledge, Values, Passion and Transformation
“Education should be approached with a vision and with a purpose”

gorgeous areas for children to visit such as the sand pit area,
library, playroom, and outside play areas.
With an interactive and hands-on approach, students at
LKG are introduced to new materials, concepts, situations,
all with the goal of making them more responsible,
independent, and expanding their big minds. This is
accomplished by simple activities such as making them take
care of their lunch boxes or backpacks. The management
ensures that the little kids learn meaningful literature by
interacting with letters, sounds, and stories through reading,
writing, listening, speaking, viewing, and presenting. These
developmental skills are woven into an integrated and
play-based approach where children are valued and
encouraged to evolve as creative, curious, and confident
learners.
Moving to the UKG, students are again introduced to new
materials, concepts, and situations, all being a tad more
complex that what came before delivered in an expressive,
play-based manner to enable the development of their own
individuality and social skills. The classes for UKG being at
7:20 AM and end at 12:30 AM and have a five-day week
starting from Sunday to Thursday. The school has a quality
pool of specialist teachers along with a well-trained support
staff to assist the kids and to transform their early days of
school as the best days of their life!
Cambridge International Primary, lower Secondary and
IGCSE, Programme
Primary level - Grade I to Grade VI
The CIPP curriculum of WS is modelled around the ideas,
theories, and practices to match the international teaching
styles. The endgame of WS is to provide a holistic educa-
tion and develop the skills necessary to prepare the students
for the challenges of life they would eventually naturally
face and thrive in the face of them. With that in mind, the
primary programme covers English, mathematics, and
science as core subjects, and additionally focuses on
developing essential literacy skills, numeracy, and scientific
enquiry. The management gives special recognition and
significance to the study of Arabic language, Islamic
Studies, and Social Studies. The concepts designed by the
management are an effective measure to develop
knowledge, skills, and understanding in three key areas:
• Academics
• Personal Development
• International Understanding
Grade 7-8 – Cambridge Lower Secondary: The
programme provides a natural progression for children from
primary education and prepares them for post-14 education
programmes that lead to formal qualifications. A curriculum
framework is available for each subject outlining course
outcomes and course objectives to be accomplished by the
end of each stage.
Grade 9 – IGCSE: It is the world’s most popular interna-
tional qualification for 14- to 15-year-old students. It gives
students more options than any other international qualifica-
tion: More subjects to choose from, more ways to learn and
more ways to succeed.
Cambridge IGCSE offers a flexible curriculum, with a
choice of over 70 subjects in any combination.
Accolades- Accreditations and Awards of WS
Providing quality education is a huge responsibility and
World School has worked diligently and consistently in
creating an ‘all-around’ development for the students. These
efforts have been noted at the international platforms and
the school has received various accolades and awards, some
of which are mentioned below:
• 20 medals bagged during the National Cyber Olympiad in
the first year.
• Received the accreditation from the CIE for the Cam-
bridge Primary on May 19, 2014.
• Awarded certificate of USBES in 2017.
• Won as a Partner under school Partnership Collaborative
projects, ISA program of British Council collaboration
project 2017-18 from Podar International School, India.
• Received certificate of appreciation in March 2018 from
British Council for the commitment in providing highest
education standards through British Council.
• Accredited by The International Accreditation Agency
(IAO) and the United States Boards for Education
Standardization (USBES) for CSR initiatives.
• Accreditation by Common Sense School for school's
dedication to teaching young people how to be safe and
responsible digital citizens.
• National School Award for “Commendable contribution
in International Education” by NSA 2019-20.
• Best Director Award in the category of Education
Excellence by Global Guru’s Conclave, New Delhi 2019.
• Best International School of the Year” in “International
Business and Academic Excellence Awards (IBAE-
2019)” in recognition of school’s exceptional calibre and
outstanding performance in the field of Education.

• The prestigious Outstanding School for Holistic Educa-
tion award by IESA (International Education Summit and
Awards) 2020 Bangkok, Thailand.
• Elite Education Magazine recognized World School as
one of “The 10 best schools in Oman-2020” for top
quality education along with prominent use of technol-
ogy.
The Prodigal Playground
Below are a few conducted campaigns of the varied kinds
of extra-curricular activities being carried out:
Educational - Honing the leadership skills, WS bestows
upon its students the ability to be the future leaders of the
world. WS holds its ‘Investiture’ ceremony in September
2019.
Launching new programs every year - Brain lab, abacus,
Raz Plus, Mathletics, Science A-Z, reading programs,
robotics, and many more to keep students updated.
ISA collaborative and exchange programs to allow students
to exchange and test their ideas globally. Debates, declama-
tion, quizzes, mental math and public speaking is a part of
routine curriculum in the school to enhance the cognitive
skills, reasoning and critical thinking, and personality
development.
Social - WS prioritizes the social responsibility of the
students, therefore organizes various campaigns around the
year to throw the light on real-world issues.
Vocational - Art, craft, music, and sports are considered as
the vital part of the curriculum. Various events are orga-
nized throughout the year honing these valuable skills.
Field trips and international trips to get the hands-on
learning experience and to explore the world. Recently, the
tour to London was held where 13 students along with their
mentors went to explore the renowned places of educational
and historic importance.
Environmental - ‘Go Green’ campaigns in collaboration
with the Ministry of Environment and climate affairs,
Dhofar governate and our social partners Rotana club and
Kairaba Mirbat Resort, ‘Say No to Plastics’ campaign on
Dahariz Beach and in collaboration with Ministry of
Environment and ‘Save water and keeping the environment
clean’ campaign done by the pre-primary and primary
students in Gardens Mall, Salalah, educating the importance
of water and pollution-free environment in human lives.
With focus on the holistic development of students by
activity-centred learning, enhancing critical thinking
faculty, encouraging leadership and communication skills,
along with active participation in community services to be
responsible citizens and humans.
Orientations and career counselling events are regularly
organized in the school. A comprehensive meet with the
parents of the senior grade students is organized in the onset
of an academic session to discuss various career prospective
linked to respective streams and subject choices.
The Pandemic Effect
The global coronavirus pandemic threw a wrench amidst
the cycle of the entire global education sector. Each century
has experienced its bout with a pandemic like this. Centu-
ries have bestowed its wisdom, knowledge, and faith onto
the populations. Although the struggle with this disease has
been nothing short of enormous, all manner of essential and
non-essential services workers have given their all to
combat this crisis. Teachers are no exception. Teachers are
used to playing many different roles, but this year
demanded more from them than ever before in their careers.
They are being asked to be public health experts, Tech
support specialists, social workers to families reeling from
the effects of layoffs and illness. And they are being asked
to take on these new responsibilities against a backdrop of
rising Covid-19 cases in many parts of the country, looming
budget cuts for many school districts, and a hyper-polarized
political debate over the return to school.
The World School, considered to be the best international
school in Oman, wanted to present a ray of hope in this
ocean of hopelessness. Optimistically, the teaching faculty
of WS joined their hands together for the welfare of their
students and the society. One of the initiatives by the
teachers was to encourage the students to donate one bottle
of either Dettol disinfectant or hand sanitizer to the school
which further donated to the local hospitals in need as
'Hamper of Hope'. Their idea ‘Each one gives one’ accom-
plished and gained a lot of appreciation and rewards from
the stakeholders.
The teaching faculty of WS have strived for the wellbeing
of the students and the community, launching remarkable
initiatives for the same. A school produces doctors, nurses,
engineers, teachers, scientists, lawyers etc. Besides, all this
school also looks after the EQ and IQ of its wards. These
are the same wards who will march out like soldiers into the

future to defend, protect and build the society that sustains
the needs of the community at large.
Prospects of World School
As for the plans and designs of the future, the World School
aims at adopting technology to its fullest, given that the
Covid-19 pandemic has accelerated this adoption. To cater
to the evolving needs of the new age learners, more
personalised learning strategies will present umpteen
opportunities to unleash the creative skills of students.
Additionally, the school plans at blending entertainment
with learning to permit out-the-box thinking and honing of
creative skills.
The school believes in skill-centric education as bookish
knowledge helps them understand the topic, but only by
application of said knowledge to specific trades and
applications will help the students shine in the job market.
Focus on the field experience, which means opportunities
for students to obtain real-world skills that are representa-
tive to their jobs, ultimately will create more room for
students to fulfil internships, mentoring and collaboration
projects.
All of this and more, is what is in store for the near future
of World School: an exciting time to be learning! T R
Knowledge, values,
passion, and
transformation are
the core values that
have enabled the
school to rise to
the eminence as
one of the premier
international schools
in the Sultanate
“
“

C VI
Once upon a time, a child was dreaming in deep
sleep. He started walking on the road to his
school in despair, saying, “Why God? Why do
we have to go to the school every day? Don’t you have a
mercy for us, the poor kids?” God suddenly appeared
and said, “Ok my child, you don’t have to go to the
school from now on.” When the boy woke up,
lockdowns were imposed all over. Now the boy walks in
despair again, saying, “Please God, return those previous
days”.
The story is relatable to you, isn’t it? The outbreak of
COVID-19 pandemic shackled the world like never
before. The whole world is living a virtual life. How can
schools be spared from it? Lockdowns closed the
physical gates of schools, opening new doors to online
education. But the over-reliance on a technology is
becoming a Pandora’s box for the students. This article
will drive you to the effects of COVID-19 pandemic on
the current education system.
Why Online Education is becoming a Pandora’s box?
The learning process before the pandemic was more
disciplined one. Students used to travel to the school and
interact with the teachers more frequently. There was a
certain flow in the process. However, the e-learning
system changed every aspect of education field.
There are many concerns about online learning. In many
developing countries, financial background of the parents
affects the learning of their child. Students having poor
family background cannot afford the devices like
smartphones, tabs, computers, or laptops. Those who
possess these devices may suffer due to the network
problems.
In some cases, teachers are not well trained about the use
of technology which creates confusion among the
students. On the other hand, students too require some
training for the use of the technology like using
smartphones or laptops. The online learning can cause
cyberbullying of the students as they are not aware of
online fraudsters.
Many people would suggest pre-recorded videos of the
topics but it will eliminate the interaction between
students and the teacher. Some students have lack of
concentration for virtual learning while some of them do
not understand the exact topic and may misinterpret it.
The uneven flow of virtual learning may compromise the
academic excellence. Some students possess high
grasping capacity so they can adapt to the flow quickly.
The main problem is for average students. They cannot

-19
PANDEMIC
adapt to the situation as easily. Also, the
promoting culture invented by this process can
cause injustice to the brilliant students.
Silver Lining of the E-Learning Process
E-learning is a blessing in disguise for the physically
handicapped students. It reduces their physical
movement and struggle to reach to the school. Virtual
learning removes the inferiority complex from them so
they can learn more confidently.
Parental guidance plays a vital role in online learning.
Frequent interactions through online activities
strengthen the bond between the teachers and parents,
and hence give a better understanding of their child’s
progress.
Unlike the normal classroom culture, online learning
offers many innovative ways. It takes time to adapt to
the new education system but it also creates an
opportunity for some creative initiatives. Working
digitally saves the time and efforts of the students as
well as the teachers. Though there are challenges ahead
there are some takeaways also. Afterall, we are ever
learning creatures, aren't we?
By Vinayak Ghorpade
Treading New Ground
T R

Most valuable schools to watch in the Middle East Volume-1

Most valuable schools to watch in the Middle East Volume-1

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