Vision & Mission

Harrow International seeks to establish co-educational international schools in the Asian region with an orientation towards preparing local and expatriate young people to be leaders in the future.

Harrow International Schools seek to provide a quality of education commensurate with that of Harrow School UK.
Harrow International Schools are part of the Harrow family of schools which shares the common ethos as articulated in the Harrow Common Strands document. Harrow International Schools are also part of the Harrow International group of schools which brings together a network of collegial and professional relationships for staff and the potential for school exchanges for individual students, groups of students (such as sports teams) and whole year groups (as part of providing opportunities for enhanced cultural understanding and international mindedness).

The schools’ specific objectives are:

Vision

To perpetuate the legacy and traditions of Harrow School UK by creating a network of International schools which aim to create leaders for a better world through academic excellence and a well-balanced educational philosophy.

Values

To preserve and emulate the legacy of Old Harrovian leaders, such as Winston Churchill, Jawaharlal (Pundit) Nehru and King Hussein of Jordan, known for their determination to make a difference.

To do this by encouraging students to become the foremost thinkers and achievers in their time who consistently achieve their potential, are exceptional communicators, and serve their community.

Success Criteria

While in school, students are given opportunities to experience:

• Leadership
• Contributing positively to a community
• Making good, right and just decisions
• Developing an outward looking and knowledgeable view of the world
• Solving problems
• Challenge

Learning Contexts

These opportunities are provided by means of:

• Academic experiences that lay strong foundations and demand excellence which develop a love of learning, independence of thought, and a desire to excel and to use knowledge to benefit society.

• Co-curricular experiences of a wide variety such as performing arts, sports, outdoor education and community service which develop qualities of service, charity, creativity, teamwork, leadership and resilience.

• Pastoral care and supervision which develop a strong sense of wellbeing, community, behavioural boundaries and civic responsibility.

• Residential experiences such as boarding, expeditions and school exchanges, which develop independence and determination.

The curriculum base deemed most suitable for achieving the schools’ objectives, in particular, the aspiration to develop the students as leaders, needs to be explored in each location with reference to market research. The preferred curriculum base to-date has been the National Curriculum of England with IGCSEs and then either A-levels, IB or a combination of IB with A-levels. Given the desire to see each student’s experience orientated towards developing leadership skills, a combination of subjects that have a leaning towards international affairs, such as Geography, Economics, Religious Studies, History, Politics and Modern Foreign Languages, are deemed desirable. A compulsory curriculum element will be developed in the future on the theme of leadership which will explore the lives of great leaders and the principles of leadership.

Furthermore, co-curricular activities that place students on the edge of their comfort zones and teach leadership, teamwork and service are a priority, for example, the Duke of Edinburgh Award, the Model United Nations, and community service.

Local cultural and language studies are deemed a priority for both local and expatriate students although programmes specific to each are to be developed.

The pastoral care of the students usually occurs in Day Houses which are the focus of peer relationships as well as a focus for competition.

Boarding provides another important layer of pastoral care and leadership development.