logo
GEMS Education Students shine in CBSE Grade 10 and 12 Exams

GEMS Education Students shine in CBSE Grade 10 and 12 Exams

Zawya14-05-2025
All 2,266 Grade 12 students pass board exam, with perfect 100% pass rate
Grade 10 pupils across 10 GEMS CBSE schools also record 100% pass rate
Dubai, UAE: GEMS Education students across the UAE are celebrating a milestone moment in their academic journey, having delivered another strong performance in the CBSE Grade 10 and 12 board examinations.
From classrooms to careers, the results represent more than just numbers – they are the culmination of years of effort, resilience, and a shared commitment between students, teachers, and families.
Lisa Crausby OBE, Group Chief Education Officer at GEMS Education, commented: 'These results are more than just a cause for celebration; they are proof of what is possible when talent meets hard work and the right support. We are incredibly proud of our students, our educators, and the families who have championed them every step of the way. This is what a world-class education looks like in action.'
Grade 12 results
A total of 2,266 GEMS students sat the Grade 12 examinations this year, with a 100% pass rate
33.89% of students scored an average of 90% and above
23.04% of students scored between 85 and 89.9%
99.87% of students scored more than 60%
The school average across all 10 GEMS CBSE schools stands at 85.37%
Among 2025's top achievers are students who have not only topped their schools but also made their mark across the GEMS network.
Leading the pack, with the highest score among all GEMS Grade 12 CBSE students this year, are Kirti Roshankumar Thakar from GEMS Our Own English High School – Dubai, and Mukesh Balasubramanian from GEMS Our Own High School – Al Warqa'a. Both students achieved a near perfect 99% score.
Kirti Roshankumar Thakar, who now intends to study Engineering at Indian Institute of Technology Delhi (IITD) – Abu Dhabi, said: 'As my dreams unfold into reality, I feel deeply humbled and extremely grateful to my parents for being my strongest pillars of support, and to my teachers, whose invaluable guidance lit the path through every challenge I faced in the pursuit of excellence. I shall be eternally grateful to OOD for making my school years truly unforgettable!'
Thomas Mathew, Executive Principal of GEMS Our Own English High School – Dubai, said: 'Our Grade 12 students have demonstrated exceptional dedication, resilience, and academic excellence in this year's Grade 12 CBSE results. Their success reflects their hard work, the unwavering support of their families, and the relentless commitment of their teachers. We at GEMS OOD are immensely proud of our students' achievements and are confident that they are well prepared to embrace the future with purpose and integrity.'
Grade 10 results
A total of 3,131 students sat the Grade 10 board examinations this year, with a 100% pass rate
38.26% of students scored an average of 90% and above
19.96% of students scored between 85% and 89.9%
99.20% of students scored more than 60%
The school average across all 10 GEMS CBSE schools is 85.14%
Top among all GEMS Grade 10 students, with an impressive score of 99.6% is Hafeed Meera Shahul Hameed from GEMS Our Own Indian School in Dubai.
Reflecting on his outstanding success, he said: 'Today, I am proud to say that I scored 99.6% in my board exams – an achievement born from hard work, perseverance, and unwavering dedication. This achievement would not have been possible without the constant support of my parents, the guidance of my teachers, and the encouragement of my friends. I am deeply grateful to each one of them.
'As I celebrate this moment, I remind myself that this is just one milestone in a much bigger journey. It's not the end – it's only the beginning. There are many more steps to climb, challenges to face, and lessons to learn. Because the pursuit of knowledge never ends.'
Lalitha Suresh, Principal of GEMS Our Own Indian School, said: 'Heartiest congratulations to our students, teachers, and parents on the outstanding CBSE results! This achievement reflects our students' dedication to academic excellence, the unwavering commitment of our teachers, and the strong support of our parent community. Together, we've built a culture of collaboration and high expectations, and we look forward to continuing this shared journey of success.'
GEMS Education continues to nurture future-ready learners across its CBSE curriculum schools, championing academic excellence, personal growth, and global citizenship.
About GEMS Education
GEMS Education is one of the oldest and largest K-12 private education providers in the world and a trusted and highly regarded choice for quality education in the Middle East and North Africa region. As a company founded in the UAE in 1959, it holds an unparalleled track record of providing diverse curricula and educational choices to all socio-economic means.
Having started with a single school run from a private home in Dubai, GEMS remains a family business to this day. Its inspiring Founder, Sunny Varkey, and his son, Dino Varkey, who is Group Chief Executive Officer, are responsible for providing vision, insight, and strategy across the organisation.
Every day, GEMS has the privilege of educating students from over 176 countries through its owned and managed schools globally. And through its growing network, as well as charitable contributions, it is fulfilling the GEMS vision of putting a quality education within the reach of every learner.
Every year, students graduating from GEMS schools progress to the world's best universities. Over the past five years, GEMS students have been accepted into over 1,050 universities in 53 countries including all eight Ivy League universities in the US and all 24 Russell Group universities and colleges in the UK.
Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

Meet UAE youngsters helping build Gaza water pipeline, supporting children emotionally
Meet UAE youngsters helping build Gaza water pipeline, supporting children emotionally

Khaleej Times

time3 hours ago

  • Khaleej Times

Meet UAE youngsters helping build Gaza water pipeline, supporting children emotionally

Eight young Emiratis are now in Rafah to lead life-saving aid for Gazans behind the border, becoming the UAE's first youth delegation to lead international humanitarian operations as they work from Al Arish, Egypt, supporting the coordination of relief for 600,000 Palestinians. The group of youth, aged in their mid-twenties to early thirties, are currently taking part in the management of everything from water pipeline operations to psychological support for children as part of Operation Gallant Knight 3. "The moment of coordinating relief shipments was a turning point in my volunteer experience, where I witnessed the direct impact of UAE efforts and was able to contribute to the direct impact," Ibrahim Talal Al Blooshi told Khaleej Times about his work managing aid distribution from the field. Stay up to date with the latest news. Follow KT on WhatsApp Channels. Engineer Taiba Youssef Al Hammadi is applying her technical skills to accommodation facilities and water distribution. She said, 'My work in the setting of desalination plants showed me how a technical engineer can truly have an impact on community engagement and humanitarian affairs.' Their deployment coincided with World Humanitarian Day, when Dr Sultan Saif Al Neyadi, Minister of State for Youth Affairs, visited them in Al Arish to witness their operations firsthand. Saif Mubarak Al Amri, who supervises medical and food aid distribution, explained his motivation: "I took part in this initiative as I am always keen on representing the UAE and taking part in its global works. I wanted to use my skills in logistics and apply it here to have an impact,' he told Khaleej Times about overseeing supplies reaching Gaza's population. The delegation operates within the UAE's massive relief effort that has conducted 73 airdrops and delivered over 31,000 tonnes of aid to Gaza. But their role goes beyond logistics — they're providing psychological support and building connections with beneficiaries. Ali Khalifa Al Muhairi focuses on children's welfare: "Supporting children psychologically and socially was a distinctive moment, where I felt that hope is built just as material aid is built," he said. The Youth Social Missions Programme represents the first formal deployment of Emirati youth for international humanitarian work. Previous volunteers worked domestically at events like 'Tarahum for Gaza', Expo 2020 and COP28, but now they're taking those skills to crisis zones. "These youth embody the UAE's values of solidarity and giving, demonstrating their readiness to stand at the forefront," Al Neyadi said in a statement during his field visit. The young professionals come from diverse backgrounds — engineering, political science, media, and logistics — bringing fresh perspectives to traditional humanitarian work while learning crisis response firsthand. Their current mission includes supporting the UAE Lifeline pipeline delivering water to Gaza, coordinating with international relief teams, and documenting their experiences to train future delegations. The programme launches under the National Youth Agenda 2031, and has different streams that allow youth to engage in the country's different visions.

Rethinking Training: When Development Fails by Design
Rethinking Training: When Development Fails by Design

UAE Moments

time4 hours ago

  • UAE Moments

Rethinking Training: When Development Fails by Design

The Problem Isn't the Trainee — It's the System We talk a lot about 'upskilling,' 'capacity building,' and 'employee engagement.' But let's be honest: in too many organizations, training is just a checkbox. Workshops that don't match real needs. Trainers flown in who don't know the context. Modules that ignore language barriers, gender norms, or structural inequities. And when the results fall flat, the blame goes straight to the trainee: 'They weren't motivated.' 'They didn't implement.' 'They lack commitment.' Rarely do we ask: Was the training ever designed to succeed? Training as a Mirror of Power In the Middle East — and globally — many training programs are designed from the top-down. Leaders decide what employees 'need.' Funders set KPIs. External consultants draft modules based on Western models, then translate them into Arabic and hope for the best. But training is not neutral. What you choose to teach — and what you choose to ignore — reflects institutional power. For example: A leadership program that never addresses gender equity? That's a choice. A communication training that excludes frontline staff? That's a choice. A youth development course that teaches 'soft skills' but ignores trauma or migration challenges? That's a systemic gap. In these cases, training becomes less about growth — and more about control. Development That Doesn't Translate Imagine walking into a workshop on 'resilience' after surviving war, economic collapse, or displacement. The facilitator opens with a TED Talk reference and a 'growth mindset' icebreaker. No acknowledgment of lived experience. No contextual grounding. No emotional safety. That happens more often than we'd like to admit — especially in humanitarian or NGO-led programs. And it raises a hard truth: Development models exported into fragile or conflict-affected regions often fail — not because people resist learning, but because the learning isn't rooted in reality. We can't talk about leadership in a context where youth can't vote. We can't talk about professional development without addressing visa systems, border restrictions, or class barriers. We can't talk about innovation if we punish failure. So What Does Ethical Training Look Like? Start with listening. Real needs assessment begins with curiosity, not assumptions. What do people actually want to learn — and what do they already know? Localize the model. Don't just translate content — transform it. Respect cultural nuance, socio-political context, and local expertise. Acknowledge structural barriers. Sometimes, the obstacle isn't the trainee. It's the environment. Be honest about it. Make reflection part of the outcome. We measure skills gained — but what about mindset shifts? Emotional breakthroughs? Systemic critique? Center voices from the margin. Involve women, youth, displaced people, and workers in shaping the curriculum. Not as case studies — as contributors. From Capacity Building to Collective Power The most impactful training programs don't just build individual skills — they build collective consciousness. They help people see how they're connected. How systems shape their lives. How collaboration can be a form of resistance. In these spaces, development is no longer about fitting people into broken systems. It's about giving people the tools to rebuild those systems from the ground up. That's the difference between training that polishes resumes — and training that transforms communities. It's time to reframe the conversation. Don't ask: 'How do we train people to adapt?' Ask instead: 'How do we train systems to be more human?' Because the goal of development isn't just to make people more 'employable' or 'efficient.' The goal is to restore agency, dignity, and connection — in workplaces, classrooms, and societies. When training does that, it's no longer a checkbox. It's a catalyst.

'I am responsible': How Sharjah Ruler pays off loans, gives jobs to struggling residents
'I am responsible': How Sharjah Ruler pays off loans, gives jobs to struggling residents

Khaleej Times

time5 hours ago

  • Khaleej Times

'I am responsible': How Sharjah Ruler pays off loans, gives jobs to struggling residents

When a Sharjah citizen called a media programme and complained, she got a response and reassurance from none other than the emirate's ruler himself. Calling into a media programme, the woman brought up an issue of some fathers not paying their dues. 'There is an issue I want to raise regarding the regulation of those struggling with debts,' she said in Arabic. 'While we respect this rule, the problem is that some separated fathers have used it as an excuse to avoid paying their children's expenses.' Responding to the woman's comments, Sharjah Ruler and Supreme Council Member Sheikh Dr Sultan bin Muhammad Al Qasimi said he would personally take responsibility when people were struggling. 'There is something called the rule, and there is something called the spirit of the rule,' he said. 'For example, there are cases brought to a lawyer where a father is ordered to pay certain expenses. The court enforces the payment, sometimes even involving the police. But what if the father truly doesn't have the money or no longer works? In such cases, the father can appeal to the court to give him time, so it can be verified whether he has the ability to pay from his income. If it turns out he genuinely cannot cover the expenses, then I take responsibility for ensuring the payment is made.' Over the years, the Sharjah Ruler has taken an active part in easing the lives of those living in the city. A keen listener of the Sharjah's Direct Line show on radio, he has often stepped into solve problems faced by citizens and residents. One such case involved a resident who said she could not afford to enrol her disabled son in school as she didn't have a job and no one to support them. Immediately after, Dr Sheikh Sultan called on the line and undertook all costs related to the boy's education and treatment. In 2021, he stopped a bank from auctioning off a citizen's home over his inability to pay off his housing loan. In another instance, he helped a woman get a job.

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into a world of global content with local flavor? Download Daily8 app today from your preferred app store and start exploring.
app-storeplay-store