Dear Students, Parents/Carers and Staff,
Welcome back to ĢƵ for the start of Term 3. I hope that you had an enjoyable break.
As Principal of a British international school, I am often asked what distinguishes ĢƵ from other educational pathways. At its best, a British international education is about creating a meeting place of ideas, cultures and approaches to learning. At ĢƵ Kathmandu, this meeting place is shaped by a curriculum that values academic rigour alongside breadth, and by a pedagogy and values that place the child at the centre of the wider learning process.
Our curriculum sets out clear expectations while allowing teachers the professional freedom to adapt learning to their students and context. This balance matters. It encourages high standards without narrowing education to exam performance alone. Subjects such as literature, science, history and the arts are treated not merely as content to be covered, but as disciplines through which students learn to think, question and communicate.
Equally important are the values that underpin this approach. British education places strong emphasis on fairness, respect for different viewpoints, and the responsible exercise of freedom. In classrooms, this translates into discussion rather than rote learning, debate rather than deference, and an expectation that students justify their ideas with evidence. These approaches are valuable wherever young people choose to live, study or work.
In an international setting, these values are enriched by diversity. Our students bring with them languages, traditions and perspectives from Nepal, their country of origin and their previous environments and so learning becomes a shared endeavour. British educational practice, with its long tradition of encouraging dialogue and independent thought, lends itself well to this environment.
It is important to be clear that education is not a one-way exchange. In our case, ĢƵ and Nepali schools operate alongside each other. ĢƵ serves families whochoosethis form of education because they believe in our approaches and the values of the British system.
British-Nepali collaboration can take many forms: working with local schools and organisations, professional development opportunities for teachers, shared cultural and sporting events, and community service projects that are designed and led by students themselves. As we discussed in our Community Partners Parent Information Session yesterday, through these interactions, international schools learn as much as they give.
Perhaps the most lasting contribution lies in the young people themselves. Graduates of British international schools often move comfortably between cultures. They are used to working with difference rather than retreating from it. Many go on to study or work abroad; many choose to remain in, or return to, the host country, bringing with them networks, skills and perspectives shaped by an international education. This is not about creating a particular type of citizen, but about equipping individuals to engage thoughtfully with an interconnected world.
In a time when education is under pressure, the strengths of the British international model are worth defending. Its focus on character as well as achievement, on curiosity as well as compliance, and on dialogue as well as instruction, offers something of enduring value.
Caro
Principal
