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List Of 25 Best Schools In IndiaMAANASIAUGUST 29, 2018Education in India has come a long way and students from the country’s best schools have gone on to make their mark in some of the most prestigious colleges and universities around the world.Schools in India have been providing a world-class education for young minds and helping them develop academically and socially, and in becoming global citizens. Here is a look at the top schools in India.List Of 25 Best Schools In India:1. St. Xavier’s Collegiate School, Kolkata:Considered to be one of the best schools in India, St. Xavier’s Collegiate is a private English-medium school for boys. It was started by the Jesuits in 1860 to impart education to Catholic boys. Now, the school grants admission to students irrespective of their religion, caste or creed.Curriculum:St. Xavier’s Collegiate School is affiliated to the Council for the Indian School Certificate Examinations (CISCE), which conducts the ISCE and ISC examinations in classes X and XII respectively. It also offers the West Bengal Board of Secondary Education curriculum, which conducts the Madhyamik exams after class X.Students can choose one of the two curricula for the secondary and higher secondary examinations up to the class X. Classes are held for ICSE and ISC boards from classes XI and XII, as the number of students opting for the West Bengal board is lower.The school organises extra-curricular activities such as elocution, debate, quiz, scouts and guides, photography, film screenings and sports including football, cricket, track and field, hockey, badminton and table tennis.The school also has a computer club, nature club, and a social service committee.Facilities:St. Xavier’s Collegiate has two school buildings, one for the primary section (KG to class V) and another for the secondary section (classes VI to XII).The school has a library, science laboratories, computer labs and playground.Address:30, Mother Teresa Sarani,Kolkata 700 016.Phone: +91-33-2255 1171Email: [email protected]: www.sxcs.edu.in[ Read: Best Schools In Kolkata ]2. La Martiniere For Girls School, Kolkata:One of the most well-known schools in India, La Martiniere For Girls School has earned a reputation for excellence in the field of academics as well as extracurricular activities. The school focuses on the all-round development of each child and works towards making them responsible citizens.Curriculum:The school follows the ICSE and ISC curriculum.La Martiniere blends global education with strong local roots. The students are taught to think internationally as well as uphold their rich cultural heritage.The school ensures that academics and extracurricular activities go hand in hand, allowing for overall growth of the students. The extracurricular activities are organised through clubs including Bible Club, Easel Club, Science Club, Computer Club, Nature Club, Quiz Club, Safety Patrol, Drishti Club, Abhigyan Club and more.Sports activities include football, basketball, lawn tennis, swimming, golf and table tennis.Facilities:La Martiniere For Girls offers excellent facilities including science laboratories, mathematics lab, geography lab, computer lab and resource room.The school also has a library, student counselling room, audio visual room and art room.There are also two spacious auditoriums, swimming pool, gymnasium, basketball court and a large playground.Address:14, Rawdon Street, Kolkata – 700 017.Phone: 033-2290-3841Email: [email protected]: www.lamartiniereforgirls.co3. The Doon School, Dehradun:Established in 1935, The Doon School is one of the finest schools in India. It strives to develop leadership in each student through its curriculum as well as societies, clubs and sports teams.Curriculum:The Doon School has developed its own curriculum, which is creative and intellectually rigorous for the D and C forms.For B and A forms, the school offers the CISCE examinations.For S and SC forms, the school offers the Indian School Certificate (ISC) examination and the International Baccalaureate (IB) diploma. Constant practice is required here and it aims at improving students’ analytical skills along with numerical abilities. The IB Diploma Programme (DP) is a balanced education and academically challenging programme that prepares students for success at university and life beyond.Facilities:The Doon School has an Art and Media School, a 25,000 square foot building with an Apple Mac studio, a film studio, an auditorium as well as museum spaces, a reading room and a trophy room.It also has The Careers Information, Education and Guidance Department with its own office in the Art and Media Center. Its library consists of hard copy and digital resources for both students and teachers to use for research.Other facilities include the The Kilachand Library, the school’s amphitheatre The Rose Bowl, The Music School, science department with a museum, shooting range, wellness center and indoor and outdoor sports facilities.Address:Mall Road, Dehradun 248001.Phone: +91-135-2526400Email: [email protected]: www.doonschool.com4. Mallya Aditi International School, Bangalore:The prestigious private school is one of the three schools that have been selected from across the world by the Cambridge University as examples of schools that have science examinations with an experimental approach.Curriculum:The school follows the ICSE, ISC and IGCSE curriculum.At classes IX and XI, students can opt for qualifications offered by the CISCE with the ICSE examination in class X and ISC in class XII.The school also offers the Cambridge International Examinations, Cambridge (UK), in class X and the Cambridge Advanced International Certificate of Education (AICE) in classes XI and XII.The international curricula and programmes make it easy for the school’s graduates to get admission into top universities around the world.The school believes that art, music and drama are related to learning and are not just extracurricular activities. Its innovative Creative Arts Department has produced critically acclaimed artwork, concerts, musicals and plays. Moreover, this department has led several initiatives to encourage the integration of creative arts into several other parts of the curriculum.Facilities:There are two libraries, in the elementary school and in the senior school, well-stocked with more than 15,000 titles that cover fiction and non-fiction in all genres and subjects.Interactive events, such as read-a-thons, story-telling workshops and ‘Meet the Author Evening’, are often held in the libraries with parent and guest speakers.The school encourages students to use the library for research, and presentations and independent study.There are five comprehensive laboratories, one each for Biology, Chemistry, Physics and two for Computer Science. All the labs in the school are well-equipped, well-designed, safe, spacious and airy.Address:Yelahanka, Bangalore 560 106.Phone: 9180 40447000, 91.80.28462506/7/8Email: [email protected]: www.aditi.edu.in[ Read: Best Schools In Banglore ]5. Little Flower High School, Hyderabad:Established in July 1953, Little Flower High School provides holistic education to meet the needs of the individual and the society.Curriculum:The school follows the Central Board of Secondary Education (CBSE) curriculum. It imparts education in English and provides Telugu and Hindi as options for first and second languages.The school aims at an education which is person-oriented, professional or work-oriented and social and culture-related. It imparts education with an international outlook and aims at achieving Universal Brotherhood.It has a vibrant curriculum due to the students’ active involvement in experiments, project work, and other assignment works.Facilities:The school provides a library to both its primary school and high school sections.It has computer and language labs, digital library, art and craft rooms, audio visual room and auditorium.Other facilities include a gymnasium, volleyball courts, basketball courts, cricket pitch, and indoor badminton courts.Address:Chirag Ali Lane, Abids, Hyderabad 500001.Phone: 040 – 23202675Email: [email protected], [email protected]: www.lfhshyd.org6. Mother’s International, Delhi:The Mother’s International School has been ranked as one of the top 10 schools in India and is an establishment of the Sri Aurobindo Education Society which is an agency of the Sri Aurobindo Ashram.Curriculum:The school is affiliated to the CBSE and also offers All India Senior School Certificate Examination and All India Secondary School Examination.It implements the 10+2 Scheme of Education.Mother’s International is recognized by the Directorate of Education, Delhi, and also as a social institution.Facilities:The school building is divided into two blocks – one for the junior section (comprised of pre-primary and primary classes) and one for the senior section (middle and senior classes).For the primary section, the facilities provided include a children’s park, math lab, computer science lab, library, Montessori room, activity room, two art and craft rooms, dance and music halls, pottery lab, yoga room and assembly hall.For the junior section, the school has two labs each for biology, chemistry and physics, home science lab, Comprehensive Technology Centre, library, audio-visual Hall, two art and craft rooms, dance hall, yoga room and Batik lab.Address:Sri Aurobindo Marg, New Delhi – 110016Phone: +91-11-26964140, +91-11-26524806, +91-11-26854512Email: [email protected]: www.themis.in7. Bombay Scottish School, Mumbai:Popularly known as Scottish, the Bombay Scottish School (BSS) is a private, co-educational day school established in 1847. It has been ranked one of the top ten schools in India for the past 80 decades and one of the most prestigious educational institutions in Mumbai.Curriculum:The school is affiliated to the CISCE, New Delhi, which conducts the ICSE examination at the close of class X and the ISC examination in class XII.Integral to the curriculum are a variety of activities that provide each student an opportunity for the development of a wholesome personality.The school offers the Advanced Placement Programme which is affiliated to the College Board in the US.Facilities:There are two libraries in the school: one is spacious over 20,000 books, housed in the heritage wing. The other is a smaller library accessible to the senior students housed in the east wing. Computers with restricted internet access have been recently installed in both the libraries.The school has state-of-the-art laboratories for Chemistry, Physics and Biology, where students carry out their practical work. These laboratories are equipped with interactive digital boards.There are two air-conditioned computer labs equipped with advanced computers, accessible to students from classes V to X. There is a third lab for the primary section and robotics classes.Address:153, Swatantrya Veer Savarkar Marg,Mahim West, Mumbai 400016.Phone: 022-24451365 / 022-24453460Email: [email protected]: bombayscottish.in8. St. John’s High School, Chandigarh:Founded in 1959 by the Congregation of Christian Brothers, the school is an Edmund Rice Educational Institute. St. John’s High School has been the best school in the tri-city for the years 2013, 2014, 2015.Curriculum:This institute follows the CBSE curriculum and is recognized by Chandigarh Education Department. • The Creative Learning Integrated Programme (CLIP) offered by the school encourages creativity and adventure among students.The school has introduced lesson and worksheet booklets and quarterly interdisciplinary books to replace books in classes. This has helped students develop an interdisciplinary approach towards education.Facilities:The school houses a multimedia room and two large computer labs. It was awarded the National Computer Literacy Award in the category of private schools for excellence in computer literacy and IT in school at an early stage of schooling, by the Ministry of Information and Technology.St. John’s High School houses a literary club that is designed to encourage its budding authors and poets.There are three well-equipped, well-lit and airy maths and science labs accessible for students from classes VI to XII.Other facilities include a music room, learning centre for junior section, counselling cell for seniors, and also the science club, aerospace club, the tech club (robotics), drama club, the dance club, chef club, and the photography club.Address:Sector 26, Chandigarh 160019.Phone: +911722792571 / +911722792573 / +911722792574Email:[email protected]: www.stjohnschandigarh.com[ Read: 19 Best Schools in Chandigarh ]9. The Valley School, Bangalore:Founded in 1978, The Valley School is one of the leading educational institutions in the country. The school encourages its teachers to direct their learning.Curriculum:The school is affiliated to the CISCE.It offers courses that lead to the ICSE examination on completing class X, and a course leading to the ISC examination at the end of class XII.It also offers outreach programs, nature conservation, work experience programs, and more.Facilities:The school has a 103-acre campus with academic buildings, student dormitories, residential quarters, guest houses, etc.There is an Art Village built around the school’s amphitheatre.The school has a study center where workshops and informal study sessions are conducted. Seminars, book fairs and exhibitions, etc. are also frequently organized at the centre.The school’s sports and games facilities include three basketball courts, a football field, a volleyball court, a table tennis room, a kho-kho field and indoor spaces for aerobics, yoga, etc.Address:Thatguni Post, Kanakpura Road,Bengaluru 560082.Phone: 080 2843 5241Email: [email protected]: valleyschool.herokuapp.com10. Modern School, Barakhamba Road, Delhi:Founded in 1920, Modern School is a co-educational, independent, day and boarding school. It fosters internationalism and is one of the founding members of the CDLS (Community Development and Leadership Summit).Curriculum:The school is affiliated to the CBSE. Students prepare for the All India Secondary School Exams (class X) and the All India Secondary School Certificate Examination (class XII).It is a member of the National Progressive Schools’ Conference (NPSC) and also of the Indian Public Schools’ Conference (IPSC).Its curriculum includes all the three streams Science, Commerce and Humanities.Facilities:The Junior Library is well-stocked with a wide selection of books on all subjects ranging from dinosaurs to math puzzles and story books such as the Famous Five and the Amar Chitra Katha.The Lala Pratap Singh Library is the senior library, situated in the Platinum Jubilee Block of the school. The library organizes the Annual Book Week every year. Its goal is to enhance students’ reading habits.The school provides facilities for sports such as football, swimming, basketball and badminton.Address:Barakhamba Road, New Delhi – 110001.Phone: 011-23311618/19/20Email: [email protected]: www.modernschool.net11. Greenwood International High School, Bangalore:Established in 2004, Greenwood High is an international day-cum-boarding school that is reputed to be one of the best in India. It is the only international school in Bangalore to have received seven national awards.Curriculum:Greenwood High follows International General Certificate of Secondary Education (IGCSE), International Baccalaureate Diploma Program (IBDP), and ICSE curricula.The school has a futuristic curriculum that puts equal emphasis on academics and personality development.It provides complete care, emphasizing on the all-round development of the student.Facilities:The school has a well-stocked library with books, magazines and CDs that cover a range of subjects and topics across 20,000 book titles.There are two multimedia rooms with a television, an overhead projector and DVD players to conduct audio-visual classes.The school offers excellent state-of-the-art lab facilities for Biology, Chemistry and Physics. Students are encouraged to conduct various experiments for thorough understanding of the lessons taught in the theory class.All the five computer labs, library and administration blocks have state-of-the-art computers with LCD monitors.Wi-Fi facility is available 24/7 for students and teachers.Facilities are available for sports activities such as football, basketball, tennis and volleyball.Address:No.8-14, Chikkawadayarapura, Near Heggondahalli,Gunjur Post, Varthur Sarjapur Road, Bangalore 560087.Phone: +91 80 22010500 | +91 80 27822888Email:[email protected]: www.greenwoodhigh.edu.in12. Emerald Heights International School, Indore:Established in 1982, Emerald Heights is Madhya Pradesh’s first international, co-educational English medium school with residential facility. Since its establishment, the students of the school have made their mark in both academics and sports.Curriculum:The schools follow the CBSE, Cambridge International Examination (CIE), American Field Services (AFS), International Award for Young people (IAYP), Global Young Group (GYG) curricula.It is also affiliated to British Council School Award and Round Square, a worldwide association of schools on five continents sharing unique and ambitious goals. Students are provided quality education that encourages them to look beyond academic excellence, to personal development and responsibility.Facilities:The school’s vast campus houses three blocks, pre-primary, primary and senior with well-designed, spacious and airy classrooms.There is a science lab, computer lab, language lab, science park, library, grooming lab, mini-auditorium and lecture hall.The school has a gym, as well as facilities for football, basketball, swimming, volleyball, tennis, shooting, table tennis, and badminton.Facilities for extracurricular activities include sculpture studio, art gallery, dance, aerobics, chess, NCC, quiz, etc.Address:Opposite Akashwani, A.B. road,Rau-Indore 453331.Phone: 8720009992 / 8720009993Email: [email protected]: www.emeraldheights.edu.in13. Loreto House, Kolkata:Established in 1842, Loreto House has been renowned over the decades as one of the leading schools in India. The school’s aim is to provide education that involves the mind, body and spirit of the child.Curriculum:The school is affiliated to CISCE.In the classes X and XII, students appear for the ICSE and ISC exams respectively.Facilities:The school has laboratories for Biology, Chemistry, Physics, Computer Science and Home Science. The well-equipped and well-maintained labs facilitate experiential learning.There are three well-stocked libraries with books on various subjects under the Science, Commerce and Humanities streams. They also have books on theology, biographies, encyclopedia as well as fiction and non-fiction books.The school provides facilities such as basketball courts, smart boards, audio-visual room, playground and more.Address:Loreto House-7, Middleton Row, Kolkata 700071.Phone: 033-22293564Email:[email protected]:www.loretohousekolkata.com[ Read: Best Residential Schools In India ]14. St. Mary’s High School, Mazgaon, Mumbai:Founded in 1864, St. Mary’s High School is one of the longest-running private schools in India. It is also considered to be one of the finest in the country.Curriculum:St. Mary’s is an affiliate of the CISCE.It inculcates research and professional education by imbibing innovative learning.The school provides quality and value-based learning as per global perspective.Facilities:The school has well-designed and well-maintained classrooms to provide students with a stimulating learning environment.It has three laboratories for Biology, Chemistry and Physics, and also a computer lab.The school has a large playground with amenities for different sports and extracurricular activities.Address:Sardar Balwant Singh Dhody Marg,Nesbit Road, Mazgaon, Mumbai 400010.Phone: 022 2371 2912Email: [email protected]: stmarysicse.com15. The Scindia School, Gwalior:Founded as The Sardar’s School in 1897, The Scindia School is considered one of the best schools in India.Curriculum:The school is affiliated to the CBSE.It follows skill-based grading system from classes VI-VIII. The CCE pattern of assessment has also been introduced at the middle school level.It encourages interdisciplinary and experiential learning to strengthen conceptual knowledge.The learning needs of each student are met in a supportive and affirming environment. Peer tutoring, remedial and enrichment classes are regularly conducted to optimize learning outcomes.Facilities:The school’s F.G. Pearce Library has a collection of more than 10,000 books. The open shelf system comes with computer aided access and retrieval.The school provides its students with facilities like clothing store, the tuck shop, and the stationery store, the library, the medical store and the telephone booth.The sprawling 10-acre grounds have 14 full-fledged playing fields for football, cricket, athletics, basketball, hockey, tennis, horse riding, squash, table tennis, skating, archery, shooting and swimming.Address:The Fort, Gwalior 474008.Phone: 0751 248 0750Email: [email protected]: www.scindia.edu16. Delhi Public School, Vasant Kunj, Delhi:Delhi Public School was established in 1991 and is considered to be one of India’s top schools, always ranking in the top 50. It offers education from KG through class XII.Curriculum:The school is affiliated to the CBSE.It offers a common curriculum up to class X, along with a foreign language option.In class XI and XII, students choose one of three five-subject streams: Commerce, Science or Humanities.The focus in Prep classes is on cognitive development and enhancement of the language and interpersonal skills.Address:Sector C, Pocket V, Vasant Kunj,New Delhi 110070.Phone: 011 4326 1200Email: [email protected]: www.dpsvasantkunj.com17. The Shri Ram School, Gurgaon:Founded in July 1988, The Shri Ram School practices inclusive education for all students. It is one of the top ranking schools in India.Curriculum:The Shri Ram School boasts of the only documented junior school curriculum in the state of Haryana.The school follows the CISCE curriculum.Facilities:The school provides excellent facilities on its vast campus with a library, computer and science laboratories, AV room and workshop room.Other facilities include the liberal arts studio, the gymnasium, the medical room and the auditorium.Address:D-3 Street, Vasant Vihar,New Delhi 110057.Phone: 011 2614 9572Email: [email protected]: www.tsrs.org18. The Sanskar Valley School, Bhopal:Established in 2006, The Sanskar Valley School is a co-educational, day boarding- cum-residential school located in Bhopal. Established under the aegis of the Sharda Devi Charitable Trust, the school is a non- profit institution.Curriculum:The school offers a comprehensive curriculum that falls under the CISCE.The objective of the ICSE / ISC syllabus is to provide knowledge to students, enabling them to gain life skills for their academic and personal development and grow into young adults who are aware of their responsibilities towards society.The University of Cambridge has approved The Sanskaar Valley School as a Cambridge International School. Cambridge International Examinations (CIE) is the largest provider of international education programmes in the world.Facilities:The school provides on-campus counselling to ensure emotional and psychological health of the students.Healthcare facilities such as oral, dental, ophthalmology and general health check-ups are also offered.A multipurpose hall has provisions for yoga, gymnastics, taekwondo, a swimming pool, a skating rink, three badminton courts and two glass-backed squash courts.Football field with two grandstands, two basketball courts, cricket pitch with facilities for net practice, and two tennis courts are other facilities provided on the campus.Address:Nr Kerwa Dam, Chandanpura,Bhopal 462016.Phone: 0755 325 5346Email: www.sanskaarvalley.org/contact-usWebsite: www.sanskaarvalley.org[ Read: Top CBSE Schools In India ]19. Maharani Gayatri Devi Girls School, Jaipur:Founded in 1943, Maharani Gayatri Devi Girls School was the first all-girls school to be established in Rajasthan. It was also the first girls’ public school to be accepted as a member of the Public School Council of India Conference (IPSC).Curriculum:Classes I to V follow the XSeed curriculum of iDiscoveri.The school follows the CBSE curriculum. The core curriculum prescribed by the CBSE is followed in classes IX and X.Facilities:There are 28,600 books, including fiction and reference books, in the well-maintained school library. It subscribes to 46 national and international magazines in both Hindi and English.There are also a sports complex, art block and science laboratories.The school organizes dance performances, plays and other extracurricular activities in the auditorium.Address:Sawai Ramsingh Marg, Ajmeri Gate,Jaipur 302001.Phone: 078777 87745Email:[email protected] / [email protected]: www.mgdschooljaipur.com20. International School of Hyderabad:Established in 1972, the school provides education to students from overseas and Indian students who plan to do their post-secondary education abroad. This is one of the top schools in India.Curriculum:The school is accredited by the New England Association of Schools and Colleges (NEASC) and the Council of International Schools (CIS).The middle school incorporates a myriad of teaching approaches to ensure that lessons are varied, and cater for different learning styles.Students in classes IX and X follow the curriculum of the International General Certificate of Secondary Education (IGCSE) Cambridge Examination.The school offers classes XI and XII students the International Baccalaureate Diploma Programme (IBDP). ISH also offers its own independent program which is the ISH Diploma Programme (ISHDP).Facilities:The sprawling 10-acre campus houses science labs, a museum, libraries, music room, computer rooms, art rooms, language room and playgrounds.The facilities available at ISH include football and cricket fields, courts for basketball, tennis and badminton, an outdoor multipurpose area, a multipurpose indoor hall and a pavilion-style canteen.The school also provides facilities for other outdoor pursuits including swimming pool, cross country running and cycling.Address:ICRISAT Main Entrance Gate,Hyderabad 502324.Phone: 040 3071 3869Email: [email protected]: www.ishyd.org21. The Riverside School, Ahmedabad:The Riverside School is co-educational and was found around the framework of relevance-rigor-relationship. The school’s approach is to promote and practice empathy in education and cultivate creative confidence in students.Curriculum:Riverside offers the IGCSE curriculum offered by the Cambridge International Examinations board for classes VIII to XII.The school has designed and implemented a unique user-centred curriculum which focuses on quality of learning and student well-being.Facilities:The school campus has been designed to provide children with excellent facilities to play, learn and develop.It offers football, basketball, volleyball, cricket and table tennis, for both boys and girls in older classes.The well-stocked library has reference books for all subjects and ages, a healthy mix of fiction and non-fiction and a full-fledged Graded Reading program that supplements a child’s growth at every stage.Address:307, Off Airport Road, Behind C.S.D. Depot,Cantonment, Ahmedabad 380004.Phone: 079 2286 1323Email: [email protected]: schoolriverside.com22. Dhirubhai Ambani International School, Mumbai:Founded in 2003, Dhirubhai Ambani International School (DAIS) has been an IB World school since its start. Due to the world-class education it provides, the school is recognized as one of the top schools in India.Curriculum:DAIS offers the IB Program in its diploma form.Students are prepared for the ICSE, IGCSE and IB Diploma examinations.In classes LKG to IV, the school follows an integrated curriculum by using CISCE’s teaching programmes and international examination boards. The school is a member of the Cambridge International Primary Programme.The school offers the ICSE Programme and IGCSE Programme in class VIII, where students prepare for the curricula that they will study in classes IX and X.Post secondary school, DAIS offers the IB Diploma Programme.Facilities:The premises houses 130,000 square feet of teaching space that contains classrooms and laboratories. All classrooms have display and writing boards, a public address system, broadband internet access, lockers for students and air conditioning.School-wide Wi-Fi internet access is available for class XI and XII students.The school has labs for Physics, Chemistry and Biology, as well as teaching rooms for Mathematics, Computer Studies, Social Science, Languages, Art and Music.Students also have a Learning Centre with access to the internet, periodicals and audio-visual resources and facilities for photocopying/printing.The Dhirubhai Ambani International School Study and Activity Centre situated in Matheran is used for recreational, cross-curricular activities as well as for physical education activities and weekend training camps.Address:G Block, 46, Trident Road, Bandra Kurla Complex,Bandra East, Mumbai 400051.Phone: 022 4061 7001Email: [email protected]: www.da-is.org22. SAI International School, Bhubaneswar:Although it has not been long since the school opened its doors, SAI International is Odisha’s top school and has recently been ranked amongst the top 10 schools in the country. The British Council has conferred the International School Award on the school for outstanding achievements.Curriculum:The school is affiliated to the CBSE, CIE, CBSE-I, and Indian Institute of Chartered Accountants of India (ICAI).CBSE-I accredited schools have logical curriculum that is based on skills, with prime focus on experiential learning and inventive approach. Overall, the curriculum addresses comprehensive and global requirements, while paying attention to the system of education and culture in India.The school follows the Cambridge International General Certificate of Secondary Education (IGCSE) curriculum, which is the most popular international curriculum in the world for 14 to 16-year-olds. It leads to globally recognised and valued Cambridge IGCSE qualifications.Facilities:The school provides well-equipped science, math, robotics, computer, entrepreneurship, international language, Dhyaanchand Sports, and music labs.It has a Disney play center.Sports facilities include a gymnasium, swimming pool, football, tennis, badminton, horse riding, and cricket.The school has three well-stocked libraries with three different wings. The libraries house newspapers, magazines, periodicals, course-related books, autobiographies, encyclopedias, manuscripts, story books, novels, bestsellers, classics, etc.Address:Plot No.5-A, Chandaka Industrial Estate,Infocity Road, Bhubaneswar 751031.Phone: 093381 69966Email:[email protected]: www.saiinternationalschool.com23. D.A.V. Boys Senior Secondary School, Gopalapuram, Chennai:D.A.V. Boys is recognized for its results in the CBSE class XII examinations. Over the years, it has been ranked among the top school in India, especially in academics.Curriculum:D.A.V. Boys follows the CBSE curriculum from class VI.Until class X, the main subjects taught in the school are science, mathematics, social science, English, and language. Language choices are Sanskrit, Hindi and Tamil.Computer science, third language, electrical gadgets, woodwork, and art are compulsory for students until class VIII.Facilities:The school has well-designed, spacious and airy classrooms.Its well-stocked library is available for students for research and presentations.The school a computer lab, AV room, and a music room and dance room.There is a playground to encourage sports and physical activity.Address:212213, Lloyds Road, Gopalapuram,Chennai 600086.Phone: 044-2624 2340 / 044-2624 3818Email: [email protected]:www.davboysmogappair.com24. St. Mary’s School, Pune:Founded in 1866, St. Mary’s School, Pune, was established to cater to the education of the daughters of British Indian Army officers. In 2013, the school was ranked the fourth best school in India.Curriculum:The school follows the ICSE and ISC curriculum. The exams are conducted at the end of class X and class XII, respectively.The school has also developed its programme to ensure a holistic balance between academics, creativity and physical activity.Facilities:St. Mary’s has an audio-visual room where media education is imparted through audio-visual classes. For the higher classes, laptops and LCD projectors are used to make learning more visual and turn complex concepts simpler.The school has a learning resource center/ library stocked with reference books and age- appropriate classics and fiction.Prep to class III students work with iPads using the Apple educational tools. For the higher classes, students can prepare projects and research at three computer labs.Address:5B, General Bhagat Marg, Camp, Pune 411001.Phone: +91 – (0)20 – 26356282Email: [email protected]: www.smspune.com25. Bishop Cotton Boy’s School, Bangalore:Often called the ‘Eton of the East’, Bishop Cotton Boy’s School is one of the highly regarded boarding schools in Bangalore. It is the number one metro school and one of the top three schools in India.Curriculum:The school offers ICSE Board (until class X) and ISC (class XII). The ISC streams are Science, Commerce and Humanities. Students can take a total of five or six subjects in ISC.At the ICSE level, subjects taught include English, History, Mathematics, Civics, Geography and Environmental Education, Chemistry, Physics, Biology, an Indian or foreign language, and a choice between Economics, Computer Applications, Commercial Applications, and Physical Education.Facilities:Spread over a sprawling area of 13 acres, Bishop Cotton boasts of excellent facilities to encourage and ensure all-round development of its students. This includes libraries, bookstores, four computer labs and AV rooms that have electronic-interactive smart boards for teaching.The school’s Elphick Research Center houses world class laboratories for Biology, Physics, Chemistry and Computer Science.The sports complex includes facilities for basketball, cricket, indoor sports and more.The Bishop George Edward Lynch Cottonian Auditorium is where extracurricular activities such as debates, elocution, spelling bees, dramatics, music, quiz competitions, etc. are organized.Address:90 (34), Richmond Road, St. Mark’s Road Bangalore 560001.Phone: 080-22213835 / 22213608Email: [email protected]: www.cottonboys.comFinding a reputed educational institute in India is not difficult as the country is home to some of the best schools in the world. Major cities have schools with excellent facilities where children can receive world-class education.Recommended Articles:30 Top Schools In Delhi15 Best Schools In Dehradun20 Best Schools In Indore20 Best CBSE Schools In Pune“ONE UPVOTE CAN ONLY SPEND ONE CLICK AND CAN CHARGE MY WHOLE HARDWORK”

Actually we are all in wrong path of doing Phd and then opting for professor ship as a career. As a Phd there are many opportunities as a business.If you’re a PhD or postdoc, it’s crucial for you to understand all the opportunities you have in front of you.You need to gain in depth knowledge of all the career tracks available to you, not just one or two.You should also pay close attention to changing trends, making sure to note which job sectors are rising and which are falling.10 Top Non-Academic Jobs Alternative For STEM PhDsGain a thorough understanding of your career options.Otherwise, you will be forced by circumstances to take a position that is not in alignment with your long-term career goals.To avoid this fate, we’ve collated a list of the top 10 hottest non-academic jobs.Understanding which industry positions are on the rise will help you see what’s available to you outside of a traditional postdoc or professorship.There are many alternative career options available to STEM PhDs.It will also help you make an intelligent decision on which positions you would enjoy and which you may not enjoy.When choosing the next step in your career, be sure to consider not only the title and salary you want to have, but the lifestyle you want to live.Don’t make the mistake of chasing something that will ultimately make you miserable.This is how many PhDs ended up in poor and unhappy postdoc positions in the first place.Here are 10 top non-academic careers for PhDs to consider applying to…1. Market Research AnalystMarker Research Analyst roles exist in most industries, but they are especially significant in innovation-based sectors such as electronics, IT or biotechnology.According to the Bureau of Labor Statistics this profession is projected to experience a job growth of 20% from 2004 to 2014.Market research analysts are expected to gain a complete understanding of the commercial landscape associated with a specific technology or sector.A PhD’s ability to analyze large amounts of information and identify comparative advantages between two technologies is very valuable to this role.As a Market Research Analyst, your responsibilities include gaining information about commercialization opportunities as well as evaluating the key advantages and disadvantages of your products versus competitor products.You will apply this information and your technical expertise to create reports that outline key niches for commercialization, estimate market size, identify current major players in the sector and recognize prospective future competitors.Your reports will act as essential tools that administrative teams will use to plan an ideal commercialization path, thereby avoiding pitfalls and maximizing revenues.Since Market Research Analysts provide key market information and collaborate with strategic decision-maker, this role can open up doors to higher management positions.As innovation based industries grow and continue to globalize, there will be an increasing demand for science PhDs in Market Research roles.2. Business Development ManagerA recent career survey by CNN Money found that Business Development Managers, or BDMs, ranked in the top 100 careers worldwide with a projected growth rate of 16.4%.The name of this role might suggest that it’s only for professionals with a business degree.But, nowadays, science PhDs are being increasingly hired as BDMs.This is because many PhDs excel at understanding complex technologies, which is crucial to technology-based sectors such as biotechnology, software, consumer electronics, and pharmaceuticals.A BDM’s key responsibilities include developing new business opportunities, managing existing products, developing market strategies, and building new business partnerships.As a BDM, you will have to prioritize innovative products based on market needs and competitor positioning.Thorough knowledge of not only a company’s technology, but its culture and products is key to this role.BDMs are required to use a combination of scientific knowledge, analytical skills and market trends to forecast things like revenues, profits, and losses.Your presentation and teaching skills are also valuable to this position because BDMs are expected to present to management and marketing teams regularly.3. Competitive Intelligence AnalystCompetitive Intelligence (CI) Analysts main role is to gather information about products that are in a competing company’s pipeline and analyzing these products to determine how they will affect the market.A Global Intelligence Alliance survey of global software, healthcare, pharmaceutical, financial, energy and manufacturing found that the hiring of CI analysts will increase dramatically in the coming years, with 60% of hiring managers reporting that they are actively looking for candidates.As a CI Analyst, you will turn information about your competition into actionable intelligence for your company.You will be required to gather information from key opinion leaders (KOLs), intelligence databases, scientific conferences and online resources.These inputs will be used to determine both threats or opportunities in the market.CI Analysts play a critical role in supporting a company’s management team in making strategic marketing decisions.PhDs have already have many of the skills required for this role, including strong scientific and technical knowledge, strong information gathering skills, and the ability to analyze large data sets.CI Analyst positions often act as a gateway to higher executive positions as these Analysts already contribute to a company’s executive decision-making.CI Analyst positions are abundant in not only technology-based companies, but also inn specialized CI firms that are dedicated to offering CI services to a wide range of clients.4. Product ManagerProduct Managers (PMs) are responsible for managing the entire life-cycle of an innovative product.They oversee the development of a product and the management of product after it launches.An employment survey conducted between 2012 and 2013 found that the demand for Product Managers in technology-based sectors is increasing by 23% annually.PMs are responsible for analyzing a product’s market performance as well as determining ways to boost a product’s commercial success while simultaneously determining how to phase out or terminate older versions of the product.PM roles are multifunctional and demand collaboration spread across multiple divisions of an organization.As a PM, you must be able to quickly identify market needs, communicate those needs with your marketing team, and find innovative solutions for these needs.You must also possess a unique blend of business acumen and creativity. Successful PMs are able to envision new products and clearly understand the competitive landscape of their market.PM roles are available for PhDs in most technology-based sectors, including electronics, aeronautics, IT and software, and of course, biotechnology and pharmaceutical sectors.5. Management ConsultingTen years ago, most consulting firms only employed MBAs.Things have changed.Thanks to the steady rise of technology-based business sectors, there has been a significant increase in the number of science PhDs being hired by these firms.According to a Bloomberg Business report, the consulting market is expected to experience an overall annual growth rate of 3.7%.The same report stated that the management consulting market recently grew by 8.5% to a total value of $39.3 billion.STEM PhDs are in high demand for consulting positions because they have a strong technical background and are specifically trained troubleshooting difficult problems.Many PhDs fail to pursue Management Consulting positions because they believe that these positions require extensive industry experience. This is not true.Even the most reputed global consulting firms have specialized job opportunities for PhDs.As a Management Consultant, you will be required to leverage your problem solving skills. You will also be required to design unique strategies for overcoming these problems.Management consultants must be able to work in collaborative “teamwork” environments where communication and leadership skills are crucial.You must be able to present your findings both orally in PowerPoint presentations and in written form through detailed reports.A key advantage of securing a Management Consultant position is that it will open doors for a variety of opportunities including executive management, venture capitalism, and entrepreneurship.6. Quantitative AnalystThere are many opportunities for science PhDs to transition into Quantitative Analyst (QAs).Most of QA positions are available in major financial institutions involved in financial trading.A report by Recruiter showed that over the last 10 years, employment opportunities for QAs in the U.S. have grown by 29%.A similar report based on U.S. labor statistics showed QA positions will grow by 20% through 2018.QA responsibilities include quantitative data analysis, financial research, statistical modeling, and pattern recognition—all related to predicting trades.Science PhD with backgrounds in “quant” related disciplines such as Mathematics, Statistics, Physics, Engineering, and Computer Science are highly sought after for these positions.However, many Life Science PhDs are also being hired as QAs. This is due to increases in financial trading in the biotechnology industry.Science PhDs continue to be preferred by QA firms because of their proven ability to conduct independent research and their detailed understanding of the scientific aspects of technology-based sectors.As a QA, you will be expected to have a strong scientific background and to be able to work under pressure with little supervision.You will also be required to gain deep financial knowledge of your markets and be able to grasp advanced mathematical concepts quickly.7. Medical Communication SpecialistMedical Communication Specialists are broadly described as technical writers involved in the development and production of communication medical and healthcare related materials.A Bureau of Labor Statistics report shows that Medical Communication Specialist positions are expected to grow by 15% between now and 2022.As a Medical Communication Specialist, your responsibilities will include writing and editing materials that healthcare organizations will use to communicate with patients, clients and medical professionals.You must be able to organize, edit, and present information in a manner appropriate for your target audience.Medical Communication Specialists must also possess excellent written communication skills and have a strong understanding of the ethical or regulatory guidelines in their field.The main reason for this is that Medical Communication Specialists often work to produce a variety of documents, including patient education brochures, Web content, physician articles, sales training materials and regulatory documents.8. Healthcare Information Technology SpecialistIn 2009, the US government enacted the Health Information Technology for Economic and Clinical Health Act (HITECH Act).According to this new government initiative, there is a massive push for adoption of healthcare technology by healthcare providers.One of the major criteria of this act is to convert all healthcare related data into an electronic format.This has made the role of Healthcare Information Technology (HIT) Specialist one of the fastest growing jobs.A recent HIT Specialist related survey reported that there were a total of 434,282 HIT-related job postings between 2007 and 2011.As a HIT Specialist, you will be responsible for organizing patients’ medical record into electronic databases, verifying patients’ medical charts, and communicating with physicians to ensure the accuracy of their diagnoses.Science PhDs who are trained in Life Science fields and have experience with online databases such as Genomics and Bioinformatics are highly sought after for this position.You must have a strong background in medical research as well as medical terminology.You must also be willing to learn about medical coding, information technology, clinical database management, and medical billing.Hospitals, ambulatory healthcare services, clinical research centers, academic research institutions, and health insurance providers are the main sources of employment for HIT Specialists.9. Operations Research AnalystOperations Research Analysts are responsible for investigating complex issues, identifying and solving operational problems and facilitating a more cost-effective and efficient functioning of an organization.In short, these Analysts are very high-level problem solvers. Their job is to systemize organizations as efficiently and effectively as possible.Operations Research Analysts were first implemented by the military a few decades ago but now they are used in almost every sector.The demand of this role has increased investments in big data analytics platforms.Job reports show that Operations Research Analyst positions are estimated to grow by 27% per year until 2022, making it one of the hottest jobs of the next decade.As an Operations Research Analyst, you must be able to use data mining techniques, mathematical modeling, and statistical analyses to provide real-time operational guidance to large biotechnology and biopharmaceutical companies.STEM PhDs with academic training in Mathematics, Statistics, Computational Modeling, and Data Mining are highly sought after for these positions.Although a bachelor’s degree is often mentioned as the minimum qualification in Operations Research Analyst job postings, graduate degree holders are heavily favored.10. Medical Science LiaisonBecoming a Medical Science Liaison (MSL) is a rapidly growing opportunity for STEM PhDs.A recent McKinsey & Company report found that MSL roles will continue to increase rapidly through 2020. The same report also showed that advanced degree holders with a strong scientific background will be hired more and more for these roles.A international recruiting survey found that MSL positions have increased by over 38% and is one of the fastest growing, science-related jobs in the world.MSL positions can be found in a variety of healthcare-based sectors including pharmaceutical, biotechnology, medical device sectors.The biggest misconception regarding MSL positions is that it is a sales position. This is not true.In reality, MSLs act as scientifically trained field personnel who are considered to be part of a company’s medical staff. Most MSLs are not even allowed to discuss drug prices or conduct sales.This provides MSLs with more freedom to learn and teach. As a result, they gain a deeper knowledge of therapeutic areas and are able to discuss detailed medical and scientific issues with physicians.As an MSL, one of your key responsibilities is to build rapport with KOLs in various therapeutic research areas.You must have extensive clinical or medical knowledge and, at the same time, be a “people-person.”Strong communication skills are important but you must also be able to work independently and travel extensively.Twenty years ago, MSLs were selected from experienced sales representatives that had strong scientific backgrounds. This has changed. Now, PhDs with relevant scientific knowledge are often hired.Currently PhDs with medical knowledge have a significant advantage in finding employment.However, MSL positions are highly competitive with only 1-2% of applicants getting hired.You can make yourself a more competitive candidate for these positions by first taking a Clinical Research Associate (CRA) position.A PhD combined with CRA experience is considered by industry experts as the best way to prepare yourself for an MSL position.The two most important lessons you will learn by searching for an alternative career is that there are several jobs available to you and other PhDs outside of academia. You do not have to do a postdoc or continue doing a postdoc. The key is that you must work to change your situation. In order to secure your ideal industry position, you must prepare yourself by gathering as much information about alternative career options for science graduates as possible. You must also begin to grow your non-academic network. Only then will you be able to transition into the non-academic career of your choice.

The Practices and Theories of GlobalizationGlobalization as “the seemingly relentless integration of economies, societies and cultures into a borderless worldwide communications [technology] and supply network [is] a world-transforming process…not all which is pleasant,” (Morrison, 2010, p. 32). Although globalization is, and will probably remain for some time, one of “the most nebulous and misunderstood” concepts (Beck, 2001, p. 19), there is some common ground to be found among all the confusion. That is the idea of connections and relationships that go beyond the immediate, local environment (Gray, 1999). “Globalization is the process by which all peoples and communities come to experience an increasingly common economic, social and cultural environment; but globalization as a theory, deals with the compression of the world and intensification of consciousness of the world as a whole” (Robertson, 1992, p. 8).However, while the theory of globalization is relatively new, the process is not (Epstein, 2002). Robertson (1992) further states that globalization was initially discussed from economic perspectives, but soon after it became a topic for discussions among intellectuals from cultural perspectives as well. Therefore, it is essential to interpret globalization from both economic and cultural perspectives simultaneously to grasp its impact in every walk of life. According to Giddens “globalization is the dialectic of homogenization and heterogenization” (1991, p. 22). In other words, globalization, by intensifying the interconnectedness among different people, things, and ideas, homogenizes the world and yet at the same time, the world becomes heterogenized as people are more aware of differences due to the increasing proximity with differences under a globalized world (Giddens, 1991).The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall McLuhan in an influential book about the newly shared experience of mass media, was likely to be the first expression of the contemporary concept of globalization (cited in Epstein, 2002). Despite its entry into the common lexicon in the 1960s, globalization was not recognized as a significant concept until the 1980s, when the complexity and multidimensionality of the process began to be examined. Prior to the 1980s, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man (cited in Robertson, 1992).One critical issue that emerges from all of these restructuring processes is the central role of knowledge, education and learning for the success of the Global Information Society (GIS) and global information economy.Globalization impacts all aspects of society. Higher education may be one of the most affected by global trends, and economics and business contents seem particularly influenced by them. Otherwise, these fields, as social sciences, are framed by the culture of each region.The Increasing Role for the English LanguageA second critical issue is the consequences for languages. To view globalization from a language perspective, we therefore need to consider the use and status of languages in a global context, or what Maurais calls “their relationships and their competition on the world’s checkerboard” (2003, p. 13). This approach might be called a sociolinguistic perspective on globalization. The organization of languages and their relationships in a global context are outlined by de Swaan (2001):The human species is divided into more than five thousand groups each of which speaks a different language and does not understand any of the others. With this multitude of languages, humankind has brought upon itself a great confusion of tongues. But nevertheless, the entire human species remains connected: the division is overcome by people who speak more than one language and thus ensure communication between different groups. It is multilingualism that has kept humanity, separated by so many languages, together. The multilingual connections between language groups do not occur haphazardly, but, on the contrary, they constitute a surprisingly strong and efficient network that ties together–directly or indirectly–the six billion inhabitants of earth. It is this ingenious pattern of connections between language groups that constitutes the global language system (p. 1).The epic center of the world’s languages is English. English is the one language that “connects the supercentral languages with one another and that therefore constitutes the pivot of the world language system” (de Swaan, 2001, p. 6). English obtained this position at the core of the global language system due to a variety of historical reasons, namely “large scale migration and settlement of native language speakers, military imposition (colonialism), commercial or political power and prestige derived from scientific, cultural or other achievements” (Leitner, 1992, p. 186). Additionally, the brightest students from almost every country in the world come to study in U.S. universities rendering English as the main language of books, newspapers, academic conferences, science,, international business, medicine and especially the internet now has official or special status in over 70 countries across Africa, Asia and the Pacific (Crystal, 1997, p. 3).However, some interpret globalization as a form of colonization. As Holly (1990) writes:English is not simply a language like any other language. In the contemporary world it can also act as a means of politico-cultural colonization serving the interests of the most powerful concentrations of economic power the world has ever known. (p. 18)English speaking countries such the United States, Canada, Britain, Australia and New Zealand can attribute their economic gains to the global spread of English language facilitated by the internet. It is English language education and education using English as the language of instruction are a big business for English-speaking countries, such as the United States, Britain, Canada, and Australia (Kaplan, 2001). In the academic year 2000-2001, 548,000 international students in the United States contributed 11 billion dollars to U.S. economy (Economist Global Agenda, 2002, May 21).The Impacts of GlobalizationThe globalization of the economy and its concomitant demands on the workforce requires a different education that enhances the ability of learners to access, assess, adopt, and apply knowledge, to think independently to exercise appropriate judgment and to collaborate with others to make sense of new situations. Globalization is not the only factor behind the changes that are affecting education, and likewise it is not the only factor that motivates the local interest groups that formulate policy. Nevertheless globalization has posed challenges of a hitherto unknown nature to nation states, and much of the seemingly recent, never-ending change in education is a corollary of these challenges. The nature and complexity of the forces involved in globalization that any discussion of its impact upon education raises fundamental issues and should be a matter of considerable debate among educationists, researchers, and policy makers.SchoolingAs the major formal agency for conveying knowledge, schooling features prominently in the process and theory of globalization. Early examples of educational globalization include the spread of global religions, especially Islam and Christianity, and colonialism, which often disrupted and displaced indigenous forms of schooling. Recent postcolonial globalizing influences of education, over the last 200 years, have taken on more subtle shapes. In globalization, it is not merely the business transaction and political agreement, but also the shared consciousness of being part of a global system that bring nations and societies together. That consciousness is developed through transnational movements of people and most recently over the last twenty years the spread of computer technology and media.. The unalterable transformation of consciousness brought on by globalization impacts the content and delivery of education, as schools play a significant role in the process.A policy of using schools as part of the democratization process often accompanies structural adjustment measures. However, encouraging user fees to help finance schooling has meant a reduced ability of people in some impoverished areas of the world to buy books and school materials and even attend school, thus enlarging the gap between rich and poor and impeding democracy. Even in areas displaying a rise in educational participation, observers have reported a reduction in civic participation. Increased emphasis on formalism in schooling could plausibly contribute to this result. An expansion of school civics programs could, for example, draw energy and resources away from active engagement in political affairs by youths, whether within or outside of schools.By mid-twentieth century, missionaries and colonialism had brought core Western ideas and practices to many parts of the world. With contemporary globalization, penetration of the world periphery by means of education has been accomplished mainly in other ways, especially as contingent on structural adjustment and democratization projects. Some scholars, including Howard R. Woodhouse, have claimed that people on the periphery are "mystified" by dominant ideologies, and willingly, even enthusiastically and without conscious awareness of implications, accept core Western learning and thereby subordinate themselves to the world system.The shift of the focus on the role of education in globalization has changed in terms of the structural adjustment in policies of the World Bank and other international lending organizations for underdeveloped and low-income countries. These organizations push their hidden agenda such as cuts in government expenditures, market liberalization, currency devaluations, reductions of government subsidies, price controls, and most importantly the privatization of public services such as health and education.In regard to education, structural adjustment in policies presumably reduces public bureaucracies that hinder the delivery of more and better education. By cutting wasteful expenditures and increasing responsiveness among concerned agencies, these policies promote schooling more efficiently. However, Samoff (1994) noted that observers have reported structural adjustment policies often encourage an emphasis on inappropriate skills and reproduce existing social and economic inequalities, leading actually to lowered enrollment rates, degradation in the quality of education, and a gap between educational needs and provisions.CapitalismLevin (2001) contends that open capitalism and global multi-national corporations projects a perception that the world is becoming a shared social place by technological and economic advances. The world has become so interlinked that there is a common consensus among educationists and policy makers that it is having a lasting impact on our educational missions and goals. In his own words:It may be that consciousness of a global society, culture, and economy and global interdependence are the cornerstones of globalization, and these consciousness and interdependency have saliency in knowledge based enterprises … there is certain inevitability that higher education institutions, because of their cultural, social, and economic roles, are caught up in and affected by globalization. (Levin, 2001, p. 9)Educational InnovationsSimilarly, Burbules and Torres (2000) have emphasized the need for educational innovations in light of changing contexts and emerging new circumstances globally. Some believe that capitalist interests of First-World countries are in dire need of skilled labor forces to increase their economic gains. Thus they seek to meet their human resources supply and demand by increasing the educational level of marginalized Third-World countries. They argue that the false perception is that these peoples’ socio-economic conditions are being improved due to the process of globalization. However, in reality, the market-driven agenda of First-World countries may not be to empower the people and improve their living conditions but to fulfill their need to continue economic gains in terms of abundant work-forces from poor countries. In this regard, it is worthwhile to refer to Bigelow and Peterson (2002) who state that “It is impossible to separate our teaching about wretched conditions of workers around the world from all the factors that produced the desperation that forces people to seek work in those conditions” (p. 3). White (2008) states:Neo- liberalism is a self-serving socio-economic ideology advanced by an elitist class of First-World international power brokers in order to advance their specific capitalist interests. These interests do not seek authentic global cooperation and collaboration for the good of all humankind but use globalist’s language as a linguistic camouflage to conceal their real motives. (p. 133)The Spread of DemocratizationAs part of the globalization process, the spread of education is widely viewed as contributing to democratization throughout the world. Schools prepare people for participation in the economy, giving them the knowledge to make responsible judgments, the motivation to make appropriate contributions to the well being of society, and a consciousness about the consequences of their behavior. National and international assistance organizations, such as the U. S. Agency for International Development and the United Nations Educational, Scientific and Cultural Organization (UNESCO), embrace these objectives. Four key elements of globalization are described in the UNESCO education position paper (2004) as follows: 1) the growing importance of the knowledge society/economy; 2) the development of new trade agreements which cover trade in education services; 3) the innovations related to ICT; and 4) the emphasis on the role of the market and the market economy.These factors are catalysts to new developments, namely:The emergence of new education providers such as multi-national companies, corporate universities, and media companies;New forms of delivering education including distance, virtual, and new face-to-face;Greater diversification of qualifications and certificates;Increasing mobility of students, program, providers, and projects across national borders;More emphasis on lifelong learning which in turn increases demand for post-secondary education; andIncreasing amount of private investment in the provision of higher education.The global market in educational services is estimated by Merril Lynch to be worth outside of the United States $ 111 billion a year with a “potential consumer base of 32 million students” (cited in Spring, 2009. p. 84). The data of the U.S. Department of Commerce indicate that higher education is the fifth-largest service sector “export” for the United States (Economist Global Agenda, 2002, May 21). Of the almost 2.8 million international tertiary students studying worldwide, the United States of America and the United Kingdom host the largest numbers of foreign students, accounting for 21.2% and 12.0% of total international students, respectively, in 2006. Education services ranks as the third largest export category earner for the year 2007-08. Overall, international students, and the associated visitation from friends and family contributed $12.6 billion in value-added to the Australian economy and generates 0.29 in full-time equivalent (FTE) workers (Access Economics, 2009).Along with mass provision of schools, technological advances have permitted distance education to convey Western concepts to the extreme margins of society, exposing new regions and populations to knowledge generated by culturally dominant groups and helping to absorb them into the consumer society.Increased privatization of education in the name of capitalist democratization could invite greater participation of corporate entities, with the prospect of commercializing schools and reducing their service in behalf of the public interest.In this regard, it is important to note that Joel Spring (2009) has speculated that the three major consequences of the growth of the multinational corporations in educational sectors, first, the creation of a level of uniformity in global education culture as the result of marketing of for-profit schools, the international use of testing products, global databases, and most importantly, the publishing of textbooks for global markets. Second, exertion of corporate control of the ideologies disseminated through schools around the world. Third, globally marketed schools and worldwide information and publishing corporations might transform and displace local cultures (p. 88).Higher Education Challenges in a Globalized WorldGlobalization is interdependence. Globalization is neither good nor bad. It is exactly what we do that decides the ethical decisions made in higher education from both a macro and micro approach that decides our course of actions. Just as universities purged their holdings that were found to support transnational crimes, we now must continue to review our policies and implementation practices that impact the global humankind. Multiple voices must be present on our leadership teams to ensure all aspects are critically analyzed. The conflicting aspects of market forces and our fundamental mission to educate is our most pressing issue.Globalization is a growing challenge to higher education institutions worldwide since it brings not only opportunities but also concerns to higher institutions and universities. Duderstadt, Taggart and Weber (2008) go so far that they argue that there is a serious imbalance between educational need and educational capacity-many of our universities are in the wrong place, where populations are aging and perhaps even declining rather than young and growing, driving major population migration and all too frequently the clash of cultures and ethnicity (p. 274). They further argue that current estimates suggest that the number of students seeking university degrees will roughly double over the next two decades to as high as 250 million, with most of this growth in the developing world (p. 277).And, there is no doubt that higher education institutions, especially research universities, are among the main agents of global convergence. Globalization breaks down barriers and connects institutions across the world making universities in every country visible to each other, facilitating knowledge flows, values on global learning, and creation of new opportunities for advanced graduates. The president of NYU, John Sexton developed the concept of “idea capitals” for research universities. Regarding the global spread of research universities, Sexton stated, “the evolving global dynamic will bring about the emergence of a set of world centers of intellectual, cultural, and educational strength; and recognition that research universities will be key to these “idea capitals” (cited in Spring, 2009, pp. 107-108).American UniversitiesAs might be expected, such marketization and commoditization have led to a significant privatization of education in a number of countries, in the United States, for example, schooling, higher education and training have been seen as lucrative markets to be in. Giroux (2000) reports that education markets represented around $600 billion in revenue for corporate interests. Over 1000 state schools have been contracted out to private companies. However, we need to understand the nature of the forces that have pushed governments into adopting such policies and it is here that we can see the process of globalization directly at work (Monbiot 2001, p. 331).Likewise, Duderstadt, Taggart and Weber (2008) argue that in a knowledge-driven economy, many governments are increasingly viewing higher education basically as a private benefit to students and other patrons of the university rather than a public good benefiting all of society. This is really a major shift in the value position from that of government responsibility for supporting the educational needs of society to university responsibility for addressing the economic needs of government-an interesting reversal of traditional responsibilities and roles (Duderstadt, Taggart & Weber, 2008, p. 274). In the words of spring Spring (2009) who states “What is strikingly new is the conceptualization of trade in educational services as a source of income to be included in the financial planning of nations, educational institutions, and for-profit multinational corporations” (p. 83).On the other hand, in his book “Post American World,” Fareed Zakaria (2009) argues that higher education is America’s best industry. Eight of the top ten universities in the world are in the United States. By 2010, foreign students will get more than 50 percent of all Ph.D.’s awarded in every subject, and in the sciences, that figure will be closer to 75 percent. He further argues that the United States invests 2.6 percent of its GDP in higher education, compared with 1.2 percent in Europe and 1.1 percent in Japan (pp.190-191).It is not surprising that all the above given assertions and claims seem to be true. According to the latest report on enrollments in academic year 2008-09 based on a comprehensive survey of approximately 3,000 accredited U.S higher education institutions of all types and sizes: International students all time high in numbers 671,616 contributed $17.8 billion to the U.S. economy, 65% of all international students receive the majority of their funds from personal and family sources and 70% of all international students’ primary funding comes from sources outside of the United States. (Open Doors Report, 2009, November 16)In a more global setting higher education institutions have more plural sources of finance and they need autonomy and academic freedom to be both intra and inter global effective. American universities, though now severely challenged, are still perceived as being in the top rung of the higher education ladder.Australian and European UniversitiesAustralian universities currently have the perception of being strong contenders with their blend of relevant programs and high quality research. European universities are regrouping to capture a better place in the global market. In the Task Force report (2000) of the World Bank on higher education in developing countries, it is stated that “The task force believes that, in the knowledge economy, highly trained specialists and broadly educated generalists will be at a premium, and both will need to be educated more flexibly so that they continue to learn as their environment develops” (p. 14). However, in the report it is also stated that Higher Education in Developing Countries: Peril and Promise does not offer a universal blueprint for reforming higher education systems, but it does provide a starting point for action. While the benefits of higher education continue to rise, the costs of being left behind are also growing. Higher education is no longer a luxury: it is essential to national social and economic development (p. 14).Chinese UniversitiesThe changing trends of higher education are visible as many countries have set ambitious targets, for example, China had a goal of expanding vocational education so that at least 50 percent of the enrolments in secondary education would be in vocational education in the near future; India has a similar target of reaching 25 percent; and Bangladesh 20 percent (Tilak 2002). The impact of globalization is also evident in China's current push in higher education.Recognizing that the country needs a better-trained workforce in order to move up the economic value chain, the central government of China has committed itself to boosting scholarship and other types of aid in 2008 to $2.7 billion, up from $240 million in 2006. Officials have plans to expand overall government spending on education, which was a merely 2.8 percent of GDP in 2006 to 4 percent by 2010, a large portion of which will be devoted to small number of globally competitive elite institutions. (Zakaria, 2009, pp. 95-96)Indian UniversitiesIndia is one of the largest higher education system in the world facing the crisis of, university of the poor, with continued expansion, deteriorating standards, limited resources, and political involvement (Swar & Panday, 2008). In this regard, it is important to note that recently, the Indian government has approved the Foreign Education Providers (Regulatory) Bill (2010) that will allow foreign universities to open branches in India. When this bill becomes a law after approval in the parliament, foreign universities will be able to enter the education market. However, this raises some concerns among Indian politicians as many believe that there would be no control, over export and import of higher education, and the private institutions, from overseas would open branches in India, exchange of degrees and certificates that would go on without any restrictions. Some of politicians argue that Indian Universities are already at loss as more than 50,000 students of our country are studying abroad in U.S., Australia and U.K., where as a very small number of foreign students are seeking admissions in Indian Universities.On the other hand, some politicians argue that the presence of foreign universities, within India would also undermine task of creation of knowledge and services for the community and for nation building, as Indian Universities have their special mission to provide traditional educational values, which perpetuate the caste system which severely impacts women along with teaching, learning and research. The vedic values of gurukul, are embedded in the higher education of India, to preserve the cultural heritage to keep our customs, rituals and spiritual touch of divinity alive (Swar & Pandey, 2008).Concluding ThoughtsWe suggest that for higher education faculty and administrators, our university policies can greatly impact our international and national students to help them explore innovative perspectives to educate humankind for future global citizenship. Education toward a future where global cooperation is the social norm and the notion of universal citizenship is the foundation of a globalized world. Universities, though pressured by market forces can and must lead in framing education policies to ensure that the common good of the world is our focus.The objective of education is no longer simply to convey a body of knowledge, but to teach how to learn, problem-solve and synthesize the old with the new. The emphasis is less on community and equity, and rather more on individual advancement and the need to satisfy investors and influential consumers. Education has come to resemble a private, rather than public, good. Only focused aware actions by those in higher education can ensure the role of universities in the promise of a better life. Thus, there is an urgent need for setting up new agendas and curricula issues to address the challenges of higher education in a globalized world. It is important to note that global processes are putting immense pressure on educational practices world-wide. Spring (2009) not only underscores the emergence of the global superstructures and multi-national corporations in the education sectors but also reminds us that that we cannot simply ignore global processes in the evaluations of educational (including higher education) policies, practices, discourses, and curriculum in local contexts.We propose that higher education institutions consider in their strategic planning the world-wide forces from economic and social perspectives.First, the challenge that most global educators are facing is to design visionary and new agendas to cultivate a re-vision of humankind with the view of generating the learners’ intellect necessary to cope with the complexity of globalization as an evolving new reality. The emergence of globalization is making educators’ task more challenging than ever it was.Second, it must be the utmost priority of the higher institutes to cater the needs and demands of diverse population of the global world.Third, higher education institutions need to look for all possible avenues and to foster their quality of education.Finally, in this evolving global context, American higher education institutions need to creatively operate out-of-the-box attitudes and prepare themselves for new challenges of the 21st century and establish more networking, collaboration, cooperation and more importantly to embrace developing multidimensional scholarship.Following is the link for newly created space for getting all Indian government jobs updates. Because many students say that they missed to fill the form and now the time has gone. So, let me remind you in a proper time about the jobs, it’s all description, providing link for main website to fill this form, sending link for videos that how to fill this form. So, follow this newly created space and this space is managing from the student of Banaras Hindu University.Link…Following is the link of newly created You Tube Channel- “India tour”. Here, you will find all the videos related to the rich diversity of India. If you like the videos then subscribe the channel because Your one subscribe will make the US dollar, come into Indian Economy. So subscribe the channel…India TourThis is You Tube channel-India Tour. Basically, on this channel you see the all tourism place whatever we hear from any people. We know that looking anything live is the another thing but whenever we go somewhere then which kinds of things are popular on that area, that also matters. So, about the famous things of that particular criteria, you would be able to get information about that particular place. Except, the information about any tourism place in India, you will also also be able to know about the importance of that tourism centre and you will also be able to get the particular information about that tourism centre. Is You Tube channekl par aap sabhi log Bharat ke baare mein sabhi jankari ekatra kar paasyenge aur wo saari jankari Bharat ke prachalit jagahon ke baare mein hogi. Saath hi aap sabhi un tamam videos ko dekh paayenge, jin par unse sambamdhit jaankariyan hogi, jo bharat ke bhavishya ko prastut karta hai.https://www.youtube.com/channel/UCI0S7f2y_9C5IBkyRl5LyBg/featured