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Accreditation and Memberships
HIS is fully accredited by both the Council of International Schools and the New England Association of Schools and Colleges. The school has active membership in the Association of International Schools in Africa, the Council of International Schools, the Association for the Advancement of International Education and the Association for School Curriculum and Development. HIS is authorized to offer both the IB Primary Years and Diploma Programmes.
School Year
The school year runs from early August to early June and has a minimum instructional period of 180 days divided into two semesters.
Facilities
The school consists of fourteen buildings on twenty-one acres of beautiful land in Mount Pleasant, a suburb of Harare. There are fourteen elementary and twenty-three secondary school classrooms. The secondary school has four classrooms designated as science labs and two as computer labs. The elementary school has one computer lab. The elementary and secondary school each have a fully equipped art room and the elementary school has a music room, two outdoor playing courts and a playground. The HIS library houses approximately 25,000 volumes supported by an electronic database and twelve computers with Internet access. The physical education facilities include a first-rate gymnasium, a multipurpose room, a fitness center, a classroom and shower/changing facilities. The performing arts center consists of a state-of-the-art 700-seat theatre, music and drama classrooms, music practice rooms, support facilities for the theatre including make up/changing rooms and a stagecraft workshop.
Students:
For the current academic year, Harare International School has an enrollment of 444 students: 210 are in elementary school, 106 are in middle school and 128 are in high school. Typically, the student body represents fifty-five nationalities with 26% from Europe, 25% from the United States and Canada, 40% from Africa, 5% from Asia and 4% from other areas of the world. The class of 2007 consisted of 21 seniors and was the eighth graduating class at the school.
Faculty:
The diverse student body demands a flexible and creative faculty. Typically, there are ten to twelve nationalities represented in the teaching faculty. The certified, professional staff is selected from among the best candidates in the highly competitive overseas teaching market. The average teaching experience of the faculty is approximately ten years and over 50% hold advanced graduate degrees.
Curriculum:
The curriculum is based on American and international programs of education and incorporates the best educational practices from around the world. There is a strong emphasis on a commitment to global and intercultural education. The school strives for academic excellence, a well-balanced development of all aspects of the student’s personality and an appreciation for lifelong learning. The elementary school is an authorized IB Primary Years Programme member and the high school is an IB World School. IB Diploma exams were administered to high school students for the first time at the school in May 2006.
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Description:
Harare International School is an accredited, independent, non-sectarian, non-profit, co-educational day school incorporating which provides the best educational internationally-recognized programs and best practices from around the world. It is governed by a Board of Directors, five of whom are elected from the HIS Association, composed of all parents with children attending the School, and two of whom are appointed by the U.S. Ambassador to Zimbabwe.
The Mission:
Harare International School teaches the personal values, academic qualities and sense of responsibility needed for life-long learning, community service and world citizenship through educational programs that are relevant, challenging and engaging.
Philosophy
Harare International School is committed to educating the whole child--intellectually, physically, and aesthetically--in an academically challenging, nurturing, and child-centered environment. We foster freedom of expression, independent thinking, and positive personal values and qualities while maintaining a sense of responsibility to others through respect and cooperation. The educational framework of Harare International School supports a balance between the processes and outcomes of learning.
The curriculum is based not only on the acquisition of knowledge but also on the development of problem-solving and critical-thinking skills. Using a broad, research-based, and culturally-diverse curriculum, we emphasize literacy; written and oral communication; the creative process of the arts and music; the acquisition and mastery of multiple languages; reasoning in the sciences and mathematics; the pursuit of a physically active and healthy lifestyle; and, technology to enhance the learning and discovery process.
We believe that for students to be effective, fully contributing members of society, they must possess social and moral responsibility, and demonstrate this through understanding and respect for others and service to the community. Harare International School strives to enhance each student’s self-worth, confidence, and pride by providing programs that make the most of our multi-cultural school community. This school environment is created through a partnership involving students, faculty, administration, parents, and the Zimbabwean community.
Guided by our philosophy, the School shall exertevery effort to:
- Maintain the status of an International Baccalaureate World School.
- Follow a system of curriculum review to ensure we provide a well-planned educational continuum and implement effective developments in educational practice.
- Provide a safe and welcoming school environment that encourages students to participate in curricular and extra curricular activities.
- Create a wide range of activities that are challenging and meet the needs of a diverse student body.
- Encourage input from and foster a productive relationship among faculty, staff, administration, parents and students.
- Encourage an understanding and appreciation of Zimbabwe, both its nature and people.
- Develop students’ understanding of teamwork and sportsmanship, how to win and lose with dignity.
- Counsel and prepare students to make the best decisions leading to college and university placement.
- Foster and celebrate a positive community spirit within the school.
- Based on the school’s mission, philosophy and guiding objectives, Harare International School seeks to model and educate students to be:
- Inquirers
Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and this love of learning will be sustained throughout their lives.
- Thinkers
They exercise initiative in applying thinking skills critically and creatively to make sound decisions, informed judgments, and solve complex problems.
- Communicators
They receive and express ideas and information confidently in more than one language, including English, the language of mathematical symbols, and a range of art forms.
- Risk-takers
They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.
- Knowledgeable
They have explored themes and ideas which have global relevance and importance. In so doing, they have acquired a critical mass of significant knowledge.
- Principled
They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.
- Caring
They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.
- Open-minded
They respect the views, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.
- Well-balanced
They understand the importance of physical and mental balance and personal well-being.
- Reflective
They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner.
- Responsible
They are able to make choices for which they are prepared to accept personal responsibility.
- Self-directed
They can set personal goals and plan and execute strategies towards achieving them.
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