Al-Amn Magazine

A EDUCATION cross the Gulf Cooperation Council (GCC) countries, the large number of Indian schools are more than mere sites of learning. They have become one of the primary cultural anchors for the ever- growing Indian diaspora spread across the six members of the GCC, Saudi Arabia, Qatar, Oman, the United Arab Emirates (UAE), Bahrain and Kuwait. For tens of thousands of expat families, these educational institutions are not only places of academic rigour but also emotional links to home, upholding Indian values and helping children adapt to their host countries’ cultures. The numbers themselves tell a compelling story. There are around 9 million Indian expatriates living across six oil-rich Gulf countries. It includes 3.5 million in the UAE, 2.5 million in Saudi Arabia, 1 million in Kuwait, 0.74 million in Qatar, 0.65 million in Oman, and 0.32 million in Bahrain. There are about 217 Indian schools catering to the educational requirements of this fast-growing community across the Gulf region, with 106 in the UAE, 37 in Saudi Arabia, 26 in Kuwait, 21 in Oman, 19 in Qatar, and eight in Bahrain. Each of these represents a miniature India, blending its rich cultural ethos with those of local countries while catering to the educational needs of 21st- century students. A classroom where two worlds meet Most Indian Gulf schools are affiliated with the Indian national education board, the Central Board of Secondary Education (CBSE), and follow its prescribed curriculum. It offers opportunities for educational continuity and curriculum familiarity for the children of Indian families moving to these countries, as well as easy reintegration for those returning to India. At the same time, these schools also incorporate local subjects and lessons, in addition to the requirements set forth by the host country’s educational policy. For example, in the UAE, Arabic language, Islamic Studies, and UAE Social Studies are included compulsorily, according to the guidelines prescribed by its Ministry of Education. According to Neha Nagi Anand, who served as the Head of Social Sciences Department at Oasis International School in Al Ain, UAE, blending of curricula makes students more sensitive to local sociocultural norms. “Incorporating subjects like Arabic language, as prescribed by host countries, helps students appreciate the heritage and culture of these countries. Our schools promote inclusivity and global citizenship through cross- curricular projects, moral education, and environmental initiatives in line with the UAE’s vision for sustainability and tolerance,” Anand, who has over a decade of He l p i ng ch i l dren adapt to cu l t ures More t han mere s i tes of l earni ng