CFBT
School Improvement Through School Quality Review
Institutional Audit
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Shantiniketan school, Panvel, Maharashtra
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Shantiniketan school, Aurangabad, Maharashtra
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Samashti International school, Kollur
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Cathedral Vidya School, Lonavala, Maharashtra
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Delhi Public school, Gowtham Budhnagar, Delhi
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2 schools under VeeramachaneniPaddayya Siddhartha Public School
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(VPS), Vijayawada, Andhra Pradesh
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Delhi Public schools - 3, Hyderabad
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Pallavi Model Schools - 14 Schools
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Delhi Public school, Jodhpur, Rajasthan
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3 schools under St Francis de sales church schools, Maharashtra
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Guru Nanak Educational Society, Karnataka
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Harvest Public school, Khammam, Telangana
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Vasavi Public School, Hyderabad, Telangana
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3 schools under Bishop of Oxford, UK
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53 schools under Gowtham model school society, Andhra Pradesh
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6 schools under Sultan-Ul- Uloom Society school, Andhra Pradesh
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Pendekanti Public school, Banaganapalli, Andhra Pradesh
Our expertise is demonstrated by our empanelment as one of the 12 agencies authorised to conduct School Quality Assessment and Accreditation (SQAA) for CBSE schools in India.
We also contributeto the inspection of Indian-board affiliated schools in Dubai, as part of the Education Development Trust, UK contract.
School Inspection
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Andhra Pradesh Social Welfare Residential Educational Institutions (APSWREIS)
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The state government of Madhya Pradesh for the Madhya Pradesh School Quality Assessment Project (MPSQA) funded by DfID in which we worked as a consortium with Absolute Return for Kids (ARK) and MCril
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Dubai School Inspection Bureau
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Abu Dhabi Education Council
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Ministry of Education, UAE
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Education support organization - Gyanshala centres, Gujarat and Bihar
Accreditation
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Central Board for Secondary Education (CBSE) for CBSE School Quality
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Assessment and Accreditation (SQAA)
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7 schools in Hyderabad selected for EQUIP project by HSBC bank
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Lotus Public school, Hyderabad, Telangana
CFBT India excels in conducting school quality assessments across
diverse settings, from Indian curriculum schools in the UAE to rural
schools in Andhra Pradesh. We collaborate with individual schools,
government bodies, CSR foundations, and agencies like the World
Bank. Our evidence-based assessments promote accountability,
enhance learning outcomes, and drive school improvement. Using
a blend of research and proven methods, we tailor our approach to
local contexts, ensuring sustainable and impactful results. Below is
an overview of our school assessment services:
School inspection
Institutions undergoing school inspections are rated based on government-defined frameworks or standards, ensuring they meet thecountry's educational needs and maintain quality.
Accreditation
The purpose of school accreditation is to evaluate and rate schools against specific educational standards, defining quality and fostering a quality-conscious environment that raises awareness among stakeholders.
Institutional audit
A comprehensive evaluation of the entire school is conducted based on criteria set by governments or benchmarked against international standards. This audit identifies the school's strengths and weaknesses,providing actionable recommendations for improvement and growth.
Academic audit
This audit involves a thorough review of teaching and learning standards within the school, benchmarked against international benchmarks. It includes personalized reports and constructive feedback
for teachers to drive improvement.
Academic study
It involves a comprehensive evaluation of teaching and learning standards across the school, aimed at enhancing overall educational provisions. The recommendations focus on improving the teachinglearning process as a whole, rather than targeting individual teachers.
School Self Review
This is a capacity-building programme designed to empower schools to conduct their own self-reviews, preparing them for external evaluations. The support includes training, joint reviews, and external assessments aligned with the standards of the SHAALA SIDHI framework by NUEPA.
Audit type
Features
CFBT
Address
Head Office : Hyderabad,
Branch office :Bangalore .
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