Andrew Leale, Founding Principal, Harrow International School Bengaluru, discusses the purpose and idea behind bringing Harrow School to India
Andrew Leale is the Founding Principal of Harrow International School Bengaluru. He brings three decades of rich experience in world-class schools in the UK and internationally. Prior to joining Harrow International School Bengaluru, Leale was International Principal and Head, Chaoyang Kaiwen Academy, Beijing. In conversation with BW Education, Leale discusses why they are bringing Harrow International School to India, how their curriculum is offering unique aspects for the holistic growth of the students and more. Edited excerpts:
What is the purpose behind bringing the Harrow International School to India?
The most important underlying purpose of bringing Harrow to India is to widen access to great education with a 451-year legacy. Until now, students in India have had to travel to the UK board on the other side of the world in order to access that opportunity.
That means Indian students now can receive a truly international education in Bengaluru, they can be associated with Paris School in the UK, which has won 74 offers from Qs top 10 universities just this year.
What is the uniqueness of Harrow International School? Are you offering anything different from other local schools?
Harrow Bengaluru offers unique advantages to Indian students compared to local schools. Our teachers are connected to other Harrow schools worldwide, allowing for the sharing of best practices. Students also have the opportunity to connect with international peers through collaborative projects. Our teachers are highly qualified, with 60 per cent being international and 20 per cent Oxbridge graduates.
We provide an exclusively international curriculum, comprising of Cambridge and IB programmes, offering students the choice between A-levels and the AI curriculum for grades 11 and 12. Our school facilities are exceptional, including a five-floor academic building, STEM and arts facilities, sports village with various sports amenities, a 600-seat auditorium and four boarding houses.
What sets Harrow apart is our strong boarding community and outstanding pastoral care, derived from the renowned UK tradition of providing quality support to students. We believe that students excel academically when they feel settled, happy and well-cared for.
Why Indian parents are opting for foreign boards for their children’s education?
Being in India benefits parents as they can provide their children with international education without them being far away. Our location in Bengaluru allows for convenient travel to major cities, enabling students to stay connected with their families.
Moreover, we strive to create a balance between international education and the appreciation of Indian culture. With 40 per cent of our teachers being Indian, we understand and respect the cultural background of our students, aiming to shape them into global citizens who contribute to India’s growth while celebrating their Indian identity.
At Harrow Bengaluru, we have Harkness rooms, featuring a large oval table where students sit together, fostering collaboration and communication among peers. This contrasts with traditional classrooms where students face the teacher in rows. Our classrooms are designed to be flexible, with movable desks and breakout spaces in every corridor, encouraging group work and discussions.
We believe in the theory of acquisition learning, which emphasises that students learn not only in the classroom but also through interactions outside of it. Therefore, we provide comfortable spaces for students to relax, reflect and engage in conversations about their studies. Our goal is to create a learning environment where students continue to learn and grow throughout the day, even during breaks and between lessons.
As an experienced principal who has served at the Chaoyang Kaiwen Academy in Beijing and held various roles in the UK, you have now taken on the position of principal at Harrow International School in Bangalore. Comparatively, leading a school in India may bring forth several unique aspects and challenges. Could you share your insights on how you anticipate the differences and potential challenges you might face in this new role?
More than the challenge, I look at it as an opportunity. One advantage of Harrow Bengaluru is the opportunity to establish a modern and forward-looking culture as a new school. Unlike older institutions, we have the freedom to shape the desired culture from the beginning. This includes fostering a positive learning environment and promoting the right behaviours among students.
Setting up a new school in India also allows us to blend an international outlook with the local culture. We aim to provide an international community while ensuring that students maintain their connection to their Indian heritage. This unique aspect of our international school with the Harrow connection in India allows us to cater to diverse needs, such as offering a variety of food options to accommodate different preferences.
Overall, our goal is to create an inclusive and culturally rich environment where students can benefit from both international perspectives and their important roots in India.
What is your plan for providing a well-rounded education focussing not only on academic excellence but also on character development?
Character development is a key aspect of education at Harrow Bengaluru. Our values-based education focuses on four core values: courage, honour, humility and fellowship, which are integrated into every aspect of our school. Our co-curricular programme consists of two parts: the super curriculum and the extracurricular.
The super curriculum encompasses academic opportunities that extend beyond the standard curriculum. We encourage students to explore fields such as robotics, STEM & medicine through clubs, competitions and guest lectures. These activities provide unique avenues for academic growth and passion development. In addition, our students actively engage in national and international competitions, enhancing their profiles for admission to top universities.
On the other hand, the extracurricular activities encompass sports, drama, music, art, and dance. We believe that participating in these activities not only develops character traits but also positively influences academic performance. By enjoying their chosen pursuits, students develop a positive attitude towards learning, which translates into better academic outcomes.
With the growing technology at a fast pace, today, everyone has the fear of being irrelevant as the changing market needs are demanding a new set of skills every day. Many scholars suggest that in schools instead of teaching a specific set of skills to the students we should teach them how to adapt and learn new things every day to be relevant in the future world. What is your take on it?
Adaptability is crucial for our children’s future, considering the multiple roles they may undertake throughout their lives. Equipping them with essential skills can facilitate their ability to navigate change. Traditional educational foundations, such as knowledge acquisition, have become less pivotal due to easily accessible information on the Internet. Instead, the World Economic Forum emphasises three key areas: foundation literacies, competencies and character qualities.
Foundation literacies encompass numeracy, literacy and scientific knowledge, which remain beneficial. However, competencies and character qualities are the areas where traditional education falls short. These include creativity, communication, collaboration, critical thinking, persistence, initiative, adaptability, and leadership skills. Harrow has a strong legacy in developing leadership qualities, with notable alumni including seven British Prime Ministers.
Our educational approach aligns with these goals by fostering a collaborative learning environment through the Harkness model and group learning.
