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Poll stars on the northern hemisphere

Harsha Baruah and Jatin Anand explore schools that topped HT-C fore North Delhi survey and find new age education has ventured beyond textbooks and blackboards...

delhi Updated: Nov 19, 2009 00:24 IST

Methodology: The survey was conducted in two phases by market research agency C fore (www.cfore.org) . In the first phase, a perception-based survey was conducted to zero in on a list of top 10 schools from six zones across Delhi — Central, North, South East, South West, East and West.

In all, 1,200 respondents, comprising parents and teachers and spread uniformly across the city, took part in the survey.

The respondents were asked to recall the top 10 schools in their zone.

In the second phase, a similar survey was carried out, asking parents and teachers to rate those schools on a scale of 10 against various parameters (mentioned in the table on the left).

The parents-and-teachers ratio in both phases of the survey was 80:20.

4) Montfort School

Brother Monachan KK, the principal of Montfort School, Ashok Vihar, believes discipline, equal opportunity and a dedicated faculty have helped his school achieve its current status. The school narrowly missed the third spot in the HT-C fore survey of top schools in North Delhi, falling 0.10 points short of Apeejay Pitampura.

“The educational qualifications of a teacher is only one criterion that I look for when I recruit,” Brother Monachan KK says. The school lays a lot of importance on extra-curricular activities. “Our children participate in some sort of inter-school sports or extra-curricular event almost every day,” he says.

5)The Heritage School

Set up in 2003, the first batch of Class 12 students of Heritage School, Rohini, will appear for their board exams this academic session.

The school has a visual arts programme for nursery children that helps the little students explore and express their ideas by acting out stories and experimenting with language.

The school also has a ‘special educator’ to help assess and identify students with learning difficulties. One of the school’s initiatives, Akansha Club, provides support to less privileged students who are not part of the educational mainstream.

6)Kulachi Hansraj Model School

Established in 1972, Kulachi Hansraj Model School has come a long way from the two classrooms that could barely accommodate its then strength of 60 students and four teachers.

Ranked sixth in the HT-C fore rankings of top schools in North Delhi, the school today has around 7,500 students on its rolls and more than 300 teachers; not to mention the non-teaching staff strength of 150 in four campuses.

That the school ranked high in academic rigor and competence of faculty bears testimony to the fact that it has taken rapid strides in academics and co-curricular activities.

Though its fees structure makes it one of the most most affordable academic institutions in the North zone, its low teacher-student ratio means it loses out on parameters of individual attention and co-curricular activity.

7)The Srijan School

One of the youngest schools to have made it to the list of best schools in North Delhi, the Srijan School was established in 2003.

“Instead of focusing solely on academics, we lay a huge emphasis on co-curricular activities — especially theatre,” says Anuradha Govind, the school principal.

Govind believes theatre not only equips her students with a sense of empowerment and confidence, but also helps in spreading social awareness. Indian music is another facet that Govind strives to expose her students to.

Keeping in sync with the school’s pragmatic approach to providing education, field trips to places such as banks and post offices are arranged on a regular basis.

But sports education, value for money, and considering its first batch is yet to appear for the Class 10 boards meant it ranked low in terms of sports education, cost-effectiveness and reputation.

8)Mata Jai Kaur
Mata Jai Kaur Public School, Ashok Vihar, involves students in the school’s functioning “to make them feel part of the team and a part of the decision-making process”.

Students are given charge of the morning assembly, and one student is selected every day to express an opinion on a relevant issue.

Says Principal Captain George Jacob, “Yes, I emphasise on strict evaluation, but for me evaluation does not only mean exams.” Speaking on punishments, principal Jacob says, “We resort to suspensions only as a last resort. We try to speak with an offender and the child’s family. Then there is an ‘introspection room’, where a child who steps out of line is sent to, where he can quietly and alone introspect on his actions....”

9)GD Goenka Public School
Set up in 2007, GD Goenka is the youngest school in the HT-C fore survey’s list of top 10 schools in the North Zone. The school lays special emphasis on getting children involved in extra-curricular activities, especially drama, from a very young age.

Principal Reetu Pathak says, the school believes “conventional exams are not enough” to prepare a child for the future. Plays based on the Ramayana and other epics are presented even by nursery students.

The school also believes children should be taught the right values and, therefore, tries to involve them in as many social and environmental causes as possible. Another innovative activity the school organises every month is a session with the students and their grandparents to help them bond better. The school’s website also has a blog that lets parents communicate with the school.

10)NK Bagrodia Public School

The principal of NK Bagrodia Public School, Rohini, believes parents choose the school because of its “environment”. The school seeks to provide children with “holistic education and the attention that each child deserves”. The principal adds his school also has counsellors who are specifically assigned to help children cope with the pressure of studies, especially before and during board examinations. Apart from regular written tests, the students must appear for oral exams till Class 5. The principal says he is lucky to have a very good faculty, and when recruiting teachers, apart from seeking good educational qualifications, he scrutinises the would-be teacher’s personality also.

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