In an exclusive conversation with The Free Press Journal, Roshan Perera, Assistant Executive Director of Examinations, Certification, and Testing at SCSA, Government of Western Australia, and Syed Sultan
Ahmed, Chairperson of TAISI, discuss Western Australian Certificate of Education (WACE)'s growing presence in India, its alignment with NEP 2020, and their vision for accessible, quality international education across the country.
FPJ: What brings the WACE team to India this time?
Roshan Perera: I’m part of the executive leadership at the School Curriculum and Standards Authority, the education board for Western Australia, overseeing curriculum from kindergarten to Year 12. For nearly four decades, we’ve licensed overseas schools to deliver the Western Australian curriculum. A few years ago, our government decided to grow this program globally, with India being a key focus. One major milestone was getting recognition from the Association of Indian Universities (AIU), which means our curriculum is officially accepted here.
We’re now strengthening that foundation through partnerships, especially with WACE in India and the TAISI. Our aim is to offer the Australian curriculum as a legitimate and affordable international option alongside IB and Cambridge, in line with India’s National Education Policy. What sets us apart is our focus on quality and accessibility. As a government body, we ensure high standards, including 150 hours of annual professional development for teachers at no extra cost, along with strong teaching and assessment resources. Ultimately, we’re here to offer a trusted, recognised, and financially viable international curriculum that supports the aspirations of Indian schools and families.
Syed Sultan Ahmed: Indian parents — especially in the middle and upper-middle class — are increasingly looking beyond CBSE and ICSE for global education that’s still affordable. That’s where WACE stands out. Being government-backed gives it a credibility that resonates with families. And this interest isn’t just limited to big cities anymore, even parents in places like Kolhapur or Nagpur are seeking international options. India is ready, and WACE is well-placed to meet that growing demand for quality, accessible international education.
FPJ: How is the SCSA working to attract Indian students to Western Australia?
Roshan Perera: We’d love to see more Indian students in Western Australia. Our economy is growing, and we need skilled talent. But ultimately, it’s about giving students the freedom to choose their own path — whether that’s in WA, elsewhere abroad, or in India. With AIU recognition, the WACE curriculum now offers Indian students flexibility. They can transition smoothly into Indian universities or pursue global opportunities. It’s a curriculum designed not just for knowledge, but for building skills like critical thinking and problem-solving — the kind employers value. These are embedded in real subjects from an early stage, making learning relevant and practical. So while studying in Western Australia is one great option, the goal is to provide quality education that opens doors — to university, careers, or any path students choose.
Syed Sultan Ahmed: Indian parents today have global aspirations. WACE matches that ambition with a curriculum that’s globally recognised and now accepted by Indian universities too.
FPJ: How does WACE is different compare with the IB and Cambridge curriculums?
Roshan Perera: While WACE, Cambridge, and IB all offer strong programs, there are clear differences. Cambridge heavily relies on final external exams for university admissions, while WACE uses a balanced approach — combining school-based assessments and final exams. This helps give a more accurate picture of a student’s abilities, recognising that not everyone performs best on a single exam day. Our exams are centrally managed, but we also use “social moderation” — working closely with teachers to ensure fair and consistent grading. Unlike IB, which offers a flexible framework, WACE provides a clear, structured curriculum with defined outcomes and standards. That makes it easier for schools and ensures students know what’s expected. Plus, WACE is more affordable than other international boards, making quality education accessible to more families.
A key differentiator is teacher development. We mandate 150 hours of annual training at no extra cost. It’s built into the system because we believe teacher quality drives student success. And being backed by the Government of Western Australia adds credibility. Every WACE student gets a unique ID and every partner school is officially approved by the government — that level of recognition matters.
FPJ: You mentioned that teachers will receive 150 hours of training. What are the plans for delivering that training?
Roshan Perera: Yes, the training is multi-modal. We use a learning management system (LMS) with interactive online modules that teachers can complete at their own pace, often from home. These modules cover curriculum, teaching, and assessment, and are developed by our team in Western Australia — many of us being former teachers, principals, or heads of departments. We’re also exploring a ‘train-the-trainer’ model with TAISI for schools that are already implementing the curriculum well. It helps build local capacity while keeping curriculum standards intact.
Our LMS content is subject- and year-specific, and it’s designed with international schools in mind. We understand that Australian English isn’t always the medium of instruction, so we've built those nuances into the content. In addition to online modules, we offer face-to-face training. We recently ran a training in Karnataka for three schools that joined through our IEC partnership. Though the schools were separate, they trained together, sharing ideas and challenges — just like the learning communities we support back in Western Australia.
FPJ: What's the strategy behind onboarding 100 schools? Are you targeting specific boards like CBSE, IB, or state boards?
Syed Sultan Ahmed: Our goal is to onboard 100 schools in 3–4 years, but it’s not a sales push — it’s about finding the right partners. We’re not focused on what board a school follows, but whether the leadership is ready to shift to a concept-based, skills-driven international curriculum like WACE. It requires rethinking teaching, moving beyond rote learning, and investing in teacher preparation. We’ve seen great schools across all boards keen to level up. The real strategy is selecting schools with the vision to match global standards.
FPJ: Do you have a set of criteria or specific parameters that you're looking at while identifying these schools?
Syed Sultan Ahmed: Yes, we do have parameters. For example, CBSE schools already meet benchmarks for teacher qualifications, infrastructure, labs, and instructional hours — so they’re often well-prepared to adopt WACE. With state board schools, it varies. Some are outstanding, but readiness depends on the state and the individual school. Institutions like Kendriya Vidyalayas, Navodaya Vidyalayas, and Army Public Schools already have the infrastructure and academic discipline needed. In states like Maharashtra, we’ve seen promising schools too — but ultimately, it's about whether the school has the vision and readiness to take that international leap.
FPJ: How does WACE ensure consistency in grading across schools? What kind of moderation system is followed?
Roshan Perera: We ensure consistency through continuous moderation — especially social moderation. This includes reviewing teaching plans, assessments, and grading. We also do consensus moderation, where teachers come together to align on grading standards. Final-year results combine school-based assessments and external exams. We use the exam marks to statistically moderate internal scores, ensuring fairness across schools — whether in India, Australia, or elsewhere. It’s a mix of data and human judgement, and these checks are built into the system, they’re not optional.
Syed Sultan Ahmed: And WACE has nearly 40 years of experience doing this globally — in places like Japan, China, Cambodia, and Turkey. That international exposure helps them work with schools of all kinds while maintaining and raising academic quality.
FPJ: How does the WACE curriculum align with the vision of NEP 2020—especially when it comes to competency-based and holistic learning?
Roshan Perera: As part of our AIU accreditation, we had to show how WACE aligns with NEP goals, and there’s strong overlap. Teacher development is a big one. The NEP emphasises upskilling, and we prioritise that deeply. Inclusive education is another focus, our framework helps schools support students with neurodiverse needs or physical disabilities through clear, built-in processes.
Our curriculum also blends content with skills. From kindergarten to Year 12, it moves beyond memorisation. Students engage with Bloom’s taxonomy, analysing, applying, creating, not just recalling. We embed general capabilities like critical thinking, digital literacy, and intercultural understanding into every subject. These prepare students to pivot across career paths, whether academic or vocational.
Vocational subjects are also available, giving students flexible options aligned with their strengths, just as the NEP envisions. The AIU accreditation process helped us map these elements clearly.
FPJ: What is the long-term vision for WACE in India, and how do you see it shaping students’ global readiness?
Syed Sultan Ahmed: Indian students have always done well globally, and WACE will help them go further. It bridges the growing gap between traditional school education here and the evolving expectations of global universities. More importantly, it introduces critical skills like communication, collaboration, and creative thinking from early on, preparing students to thrive anywhere in the world. Long-term, we’re working on two fronts: expanding access to international education and sharing those best practices with the wider Indian system. With just a fraction of Indian schools being international, the bigger goal is to support broader education reform by partnering with governments. WACE, backed by the Government of Western Australia, is committed to that vision.
Roshan Perera: Our focus isn’t on how many schools adopt WACE, but on the impact it creates. We see it as a responsibility not just to deliver a curriculum, but to help students become adaptable global citizens in a rapidly changing world.
FPJ: What message would you like to share with teachers, parents, and schools?
Roshan Perera: The key message is—we’re here, and we’re ready. For every approved school, we promise consistent engagement, support, and a shared focus on student outcomes. We're educators first, and our approach is collaborative, not transactional. Challenges may arise, but with strong partnerships, we’re confident we’ll handle them together.
Syed Sultan Ahmed: From TAISI’s side, we believe international education shouldn't be limited to metros or elite families. It must reach smaller towns and middle-income parents. “Affordable international schools” shouldn’t be a contradiction—it should be the goal. Schools need to step up, and parents should start demanding it.
