The Western Australian Certificate of Education (WACE) is making its debut in India, promising a global curriculum that blends academic rigour with practical skills.

India already hosts several international boards, including the International Baccalaureate (IB), Cambridge Assessment International Education (CAIE), Edexcel, and the International Primary Curriculum (IPC), predominantly offered in elite private schools.

Now, after nearly 25 years without a new entrant, the first government-recognised international curriculum WACE marks the latest addition to India’s international schooling landscape, promising a blend of global standards with local relevance.

With three campuses in India, it is set to be introduced in 100 partner schools in the coming three years, opening pathways to Ivy League universities in the US, Oxford in the UK, and the Group of Eight in Australia, without the need for IELTS or TOEFL.

But as the rollout begins, with the first three schools in Karnataka, two in Bangalore and one in the Tier II city of Bidar, questions about who will get to benefit are surfacing.

With international programmes often associated with high fees and elite institutions, many educators and parents wonder if WACE will really bridge gaps in Indian education or simply reinforce them.

WHAT WACE BRINGS TO INDIA

WACE is more than just another foreign curriculum; it is a government-backed programme from the School Curriculum and Standards Authority (SCSA) of Western Australia.

According to Syed Sultan Ahmed, Chairperson of The Association of International Schools of India (TAISI) and Advisor to WACE India on International Curriculum Integration, it offers “a strong foundation in critical thinking, problem-solving, and practical skills,” aligning neatly with the National Education Policy 2020.

Its structure promotes competency-based, inquiry-driven learning, with space for Indian history, languages, and cultural content alongside international benchmarks.

Students also benefit from the Australian Tertiary Admission Rank (ATAR), which is recognised globally and opens direct entry into top universities.

WHO IS GETTING IN—AND WHO IS NOT

For now, WACE’s 100-school target means it will be selective.

The initial adopters are mostly private schools, often with established infrastructure for international curricula. Although the inclusion of a Bidar school hints at outreach beyond Tier I cities, many of the first-phase institutions are expected to be urban and well-funded.

That said, Ahmed insists that “WACE has been receiving active interest from all parts of the country, especially from Tier II & III schools aspiring to switch to international curriculums.”

He adds that the aim is to make it “accessible and affordable to learners pan India” over the next three years.

THE COST FACTOR

International schooling in India often comes with tuition fees that can run into lakhs per year, limiting access to wealthier families.

WACE claims to be different.

Its operational costs for schools are said to be 15–20% lower than other international boards, potentially bringing fees closer to those of many national boards.

Ahmed says that “WACE is designed to be the most affordable international curriculum” and can be implemented “at a price point comparable to many national board programs.”

This could, in theory, open doors for students from middle-income households, but the real test will be whether schools pass those savings on to parents.

PLANS FOR INCLUSION

One key question is whether WACE will remain the preserve of private institutions or make its way into government and budget private schools. Ahmed says the vision is clear: “The benefits of a globally benchmarked curriculum like WACE should not be limited to premium schools alone.”

WACE’s strategy includes working with state governments to introduce best practices in teacher training, student evaluation, and innovative teaching.

This collaboration could eventually extend WACE into public education spaces, offering world-class exposure and skill-based learning to students from rural and low-income backgrounds.

SUPPORT FOR TEACHERS

Delivering a curriculum like WACE requires a shift in teaching methods, especially in under-resourced schools.

According to Ahmed, every WACE teacher must complete more than 150 hours of professional development, including in-person training, mentoring, and access to teaching exemplars and assessment tools. Continuous support through workshops and online assistance aims to ensure teachers can adapt at their own pace.

This emphasis on teacher readiness could be critical if WACE expands into less privileged schools, where resources and training are often the biggest barriers to delivering international-standard education.

WILL IT WIDEN THE GAP?

Some parents and educators worry that the programme will deepen the existing divide between elite, urban schools and rural or government institutions.

Ahmed rejects this view, arguing that WACE “will now be more accessible” than other foreign boards and that its affordability makes it “an ideal solution for schools with limited resources.”

Still, the reality of the first rollout, concentrated in private institutions, suggests that the benefits will, at least initially, accrue to the already advantaged.

The promise of inclusivity will depend on how quickly and effectively WACE can extend beyond urban centres into India’s vast network of government and low-cost private schools.

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