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Vibrant culture extends from Bollywood to desi casino experiences for players

The world of online gaming is rapidly evolving, and with it, a growing interest in culturally specific experiences. For players seeking something beyond the standard offerings, the world of the desi casino presents a vibrant and engaging alternative. Inspired by the rich tapestry of South Asian culture, these platforms blend traditional casino games with unique aesthetics, themes, and often, a community focus that resonates deeply with a specific demographic. It’s more than just gambling; it's about immersing oneself in a familiar and welcoming environment, reflecting aspects of home and heritage while enjoying exciting opportunities for entertainment and potential winnings.

The appeal of these online spaces lies in their ability to cater to a specific audience, understanding and incorporating elements that mainstream casinos often overlook. From incorporating Bollywood-inspired visuals and music to offering customer support in multiple South Asian languages, the attention to detail is remarkable. The demographic drawn to these platforms is diverse, ranging from first-generation immigrants seeking a nostalgic connection to their roots to younger generations looking to explore and celebrate their heritage in a modern context. This burgeoning sector represents a significant shift in the online gambling landscape, showcasing the power of cultural relevance in attracting and retaining players.

Understanding the Appeal of South Asian Themed Casinos

The core allure of a South Asian themed casino, often referred to as a desi casino, isn’t simply about the games themselves, but the overall experience. It's about feeling understood and valued as a player within a space that actively acknowledges and celebrates one’s cultural background. Many traditional online casinos can feel sterile and impersonal, lacking the warmth and familiarity that can significantly enhance the enjoyment of playing. The use of vibrant colors, intricate patterns, and traditional music creates an atmosphere that is instantly recognizable and welcoming to those familiar with South Asian aesthetics. This cultural immersion extends beyond surface-level elements; it permeates the entire user experience, including promotional offers and customer service interactions.

Furthermore, the sense of community often fostered within these platforms is a major draw. Many desi casinos feature active chat rooms and forums where players can connect with one another, share their experiences, and build relationships. This social aspect is particularly appealing to players who may feel isolated or marginalized in other online gaming environments. The ability to interact with other individuals who share a similar cultural background provides a sense of belonging and camaraderie, making the overall experience more enjoyable and engaging. It's about creating more than just a platform for gambling; it's about building a thriving virtual community.

The Role of Localization and Language Support

A critical component of attracting and retaining a South Asian audience is effective localization. This goes beyond simply translating the website into languages like Hindi, Urdu, Bengali, or Tamil. It involves adapting the entire user experience to resonate with the cultural nuances of each target market. This includes using culturally appropriate imagery, tailoring promotional offers to specific festivals and holidays, and ensuring that customer support representatives are fluent in the relevant languages and understand the cultural sensitivities of the players they are assisting. Effective localization demonstrates a genuine commitment to serving the needs of a diverse player base, fostering trust and loyalty. It also showcases a nuanced understanding of cultural preferences, ultimately enhancing the gaming experience.

Language is a vital component of creating a welcoming environment. Offering customer support in multiple South Asian languages allows players to communicate their queries and concerns without the added stress of navigating a language barrier. This is particularly important for players who may not be fully proficient in English. Furthermore, providing game instructions and promotional materials in native languages ensures that all players have equal access to information and can participate fully in the gaming experience. This focus on linguistic accessibility significantly enhances player satisfaction and builds a stronger connection between the casino and its audience.

Language Estimated Speaker Population (Worldwide)
Hindi Approximately 602 million
Urdu Approximately 170 million
Bengali Approximately 265 million
Tamil Approximately 81 million

The data above illustrates the significant potential reach of catering to various South Asian linguistic groups. Focusing on these commonly spoken languages is a strategic advantage for any desi casino hoping to attract a substantial player base.

Game Selection and Cultural Adaptations

While traditional casino games like roulette, blackjack, and slots remain popular, desi casinos frequently incorporate games and features that appeal specifically to a South Asian audience. This might include variations of traditional card games like Teen Patti or Andar Bahar, both of which are immensely popular across the Indian subcontinent. The inclusion of these culturally relevant games demonstrates an understanding of the players’ preferences and adds a unique flavor to the gaming experience. It's about offering something different and catering to a niche market that is often underserved by mainstream casinos. These additions aren’t merely about offering new games; they are about celebrating and preserving cultural traditions within a modern entertainment context.

Beyond specific game titles, the design and presentation of existing games are often adapted to reflect South Asian aesthetics. This might involve incorporating Bollywood themes into slot games, using traditional music and sound effects, or featuring imagery inspired by South Asian art and architecture. These subtle changes can have a significant impact on the player experience, making the games more visually appealing and emotionally engaging. The goal is to create a cohesive and immersive experience that resonates with the players' cultural identity. It's about creating a sense of familiarity and comfort, making the casino feel like a welcoming and inviting space.

  • Teen Patti: A three-card game popular throughout India, often featured with live dealer options.
  • Andar Bahar: Another card game originating from India, known for its simplicity and fast-paced action.
  • Bollywood-themed Slots: Slot games featuring characters, music, and themes from popular Bollywood movies.
  • Live Casino with Hindi/Urdu Dealers: Live dealer games with dealers who can communicate in Hindi or Urdu.
  • Cricket-themed Games: Games that incorporate the popular sport of cricket, appealing to a large segment of the South Asian population.
  • Seasonal Promotions Tied to Festivals: Special bonuses and promotions offered during major South Asian festivals like Diwali and Eid.

The integration of these unique offerings ensures that desi casinos stand out from the competition and provide a compelling value proposition for players seeking a culturally relevant gaming experience.

Payment Options and Security Considerations

Offering a diverse range of payment options is crucial for attracting players from the South Asian region. While credit and debit cards are widely accepted, many players prefer to use alternative payment methods that are more prevalent in their countries. This includes popular options such as Paytm, PhonePe, Google Pay, and UPI (Unified Payments Interface) in India, as well as mobile wallets and bank transfers in other South Asian nations. Providing these convenient and familiar payment options significantly enhances the user experience and increases the likelihood of player retention. It demonstrates a commitment to understanding the specific needs of the target market and catering to their preferred methods of transacting.

Security is paramount in the online gambling industry, and desi casinos must prioritize the protection of their players' financial information and personal data. This includes implementing robust encryption technologies, adhering to strict data privacy regulations, and obtaining licenses from reputable gaming authorities. Players need to feel confident that their funds are safe and that their personal information is protected from unauthorized access. Transparency and accountability are key to building trust and establishing a positive reputation. Regular security audits and independent verification of fair gaming practices are also essential for maintaining player confidence. The reassurance of a secure environment is critical for fostering loyalty and encouraging continued engagement.

The Growing Importance of Cryptocurrency

Cryptocurrencies, such as Bitcoin and Ethereum, are gaining increasing acceptance as a convenient and secure payment method in the online gambling industry, including within the desi casino sector. They offer several advantages over traditional payment options, including faster transaction times, lower fees, and enhanced privacy. For players in countries where traditional banking infrastructure is limited or unreliable, cryptocurrencies can provide a viable alternative for depositing and withdrawing funds. However, it’s essential for desi casinos to provide clear guidance and support to players who are unfamiliar with using cryptocurrencies, ensuring that they understand the risks and benefits involved. Adopting this modern payment solution can attract a new segment of players while simultaneously offering a secure and efficient financial transaction method.

  1. Secure Socket Layer (SSL) Encryption: Essential for protecting data transmitted between players and the casino.
  2. Two-Factor Authentication (2FA): Adds an extra layer of security to player accounts.
  3. Regular Security Audits: Independent evaluations of the casino's security systems.
  4. Compliance with Data Privacy Regulations: Adherence to laws like GDPR and similar regional regulations.
  5. Responsible Gambling Tools: Features that allow players to set limits on their deposits, losses, and playing time.

These security measures are crucial for building a trustworthy environment and ensuring a secure gaming experience for all players.

The Future of Desi Casinos: Trends and Innovations

The desi casino market is poised for continued growth in the coming years, driven by increasing internet penetration, the rising popularity of online gaming, and a growing demand for culturally relevant experiences. Several key trends are expected to shape the future of this sector. We'll see increased investment in mobile gaming, as more and more players access online casinos through their smartphones and tablets. This will necessitate the development of mobile-friendly websites and dedicated mobile apps that offer a seamless and intuitive gaming experience. Personalization will also become increasingly important, with casinos using data analytics to tailor promotional offers and game recommendations to individual player preferences.

Furthermore, the integration of emerging technologies like virtual reality (VR) and augmented reality (AR) has the potential to revolutionize the desi casino experience. VR casinos could offer players a fully immersive gaming environment, allowing them to interact with virtual dealers and other players in a realistic and engaging setting. AR could overlay digital elements onto the real world, enhancing the excitement and social interaction of live casino games. These innovative technologies promise to create a more dynamic and captivating gaming experience, further solidifying the appeal of desi casinos among a diverse player base. The future is bright for those who understand the nuances of the market and adapt accordingly.

Expanding Cultural Horizons in Online Gaming

The success of desi casinos highlights a broader trend: the increasing demand for culturally tailored experiences in the online gaming world. Gamers are no longer content with generic, one-size-fits-all platforms; they are seeking environments that reflect their identities, values, and preferences. This has resulted in the emergence of a diverse range of niche casinos catering to specific cultural groups, such as those inspired by Latin American traditions or African folklore. The fundamental principle remains the same: understanding and celebrating the cultural heritage of the target audience to foster a sense of belonging and engagement.

This trend presents a significant opportunity for innovation and creativity within the online gaming industry. It requires a shift in mindset, from simply offering games to building communities. Platforms need to actively engage with their target audiences, solicit feedback, and incorporate cultural insights into every aspect of the user experience. Companies that embrace this approach will be well-positioned to thrive in an increasingly competitive market. The evolution of online gaming is not just about technological advancements; it’s about creating meaningful connections between players and the games they enjoy, and acknowledging the power of culture in shaping those connections.

Core Qualification

  • St. Paul College Foundation Inc., Philippines – Bachelor of Education with a major in English
  • Busan International Foreign School, South Korea – EARCOS Global Citizenship Award, completion of Secondary education & multiple awards in sport and student leadership

 

Key Experiences

  • Third year at MIS. Joined as Year 3 Homeroom, moved to Year 2 in 2023. Other roles include: Primary School Counsellor, Designated Safeguarding Lead (DSL), Wellbeing Subject Lead & Primary Student Council Coordinator
  • Philippines – Year 11 & 12 English Teacher (including Oral Communication, Philosophy of Man, Personal Development & History). Also Year 7,8, & 11 English Teacher (including Oral Communication, Values Education, Reading & Writing Skills)

Core Qualification

  • Cebu Institute of Technology, Philippines – Bachelor of Elementary Education & Early Childhood Education
  • University of San Carlos, Philippines – Bachelor of Sicence in Secondary Education

 

Key Experiences

  • MIS Year 1 Homeroom teacher for 2 years & promoted to Head of Lower Primary last year
  • Egypt- Early Years Homeroom (UK curriculum)
  • Malaysia-Early Years Homeroom & promoted toHead of Early Years (UK curriculum)
  • South Korea-Early Years Homeroom & headed Science, Music & Social Studies sequentially (Primary Years Programme)
  • Shanghai, China- Pre-Nursery Homeroom (UK curriculum)

Core Qualification

  • Dagon University, Myanmar – Bacherlor of English
  • Advanced-Level Diploma- Early Childhood Care & Development
  • Eastern Institute of Technology, New Zealand – Certificate in Business Communication and Oral English

 

Key Experiences

  • Taught at MIS for the past 15 years (one of our longest-serving team members!) in KG and Year 1
  • Horizon International School – Gained additional experience with three years as KG Homeroom Teacher
  • International School of Myanmar (ISM) – Began teaching career with 8 years as Teaching Assistant in KG

Core Qualification

  • UK Diploma Teaching English to Speakers of Other Languages (TESOL) & Certificates in Teaching Phonics & Teaching Knowledge
  • Ministry of Social Welfare, Relief and Resettlement, Myanmar – Diploma in Early Childhood Care and Development
  • Dagon University, Myanmar – Master of Science

 

Key Experiences

  • A value member of the MIS team for 14 years
  • Began career as an assistant teacher, gaining 6 years of experience in this role
  • With additional experience & qualifications, transitioned to Homeroom Teacher to pursue her passion for teaching as lead facilitator

Core Qualification

  • Diploma in Fitness & Diploma in Sports Nutrition (Udemy Inc)
  • Teaching English as a Foreign Language (TEFL)
  • Bachelor of English Literature (Canterbury University, UK)


Key Experiences

  •  Joined MIS in 2023 as Year 4 Homeroom, & taught English
  •  China-Top Shanghai international school for 4+ years, English Teacher to students aged 3-12 (in person & online)
  • Taught taekwondo to students aged 3-12
  • Before teaching: Field Manager, Market Development Manager & Corporate Trainer
Rebecca is from Xi’an in China and she has been teaching in international schools for six years. She obtained her BA in education and her teaching licence from the University of Xi’an. She then completed a Master of Education Degree with Moreland University in the United States. In the last academic year, Rebecca also completed her QTS, the British teaching qualification. She also had a Level 5 TEFL, an English Teaching qualification. She is looking forward to meeting all her students in August, and helping them to learn more about China and the Chinese Language.
K Khaing is from Myanmar and has been teaching at international schools here for 10 years. This is her first year at MIS, where she will be an EAL teacher for primary students. K Khaing holds a B.A. English, Diploma in English and a Diploma in Information Technology. She has also completed a full time TEFL certificate at college in Chiang Thailand. She has attended workshops on Jolly Phonics and Jolly Grammar and will be using these in her teaching at MIS. She also has experience working with students who need extra support and require an advanced program of learning in order to reach their full potential.
Theint Thiri Soe is very excited to be joining the staff at MIS as a teacher of physical education at MIS. She is from Yangon, Myanmar and before joining MIS, she taught at Brainworks International School for two years. Theint Thiri Soe earned her bachelor’s degree, B.Sc (sports) from Dagon university.
Tin Tin San is a specialist art teacher and has a Bachelor’s degree (B.A) in painting from the University of Culture, Yangon. Tin Tin San has been a freelance artist for 21 years and has been teaching Art since 2008. Prior to joining MIS, she taught at Crane International school Myanmar for four years. This year, Tin Tin San will be utilising the Cambridge Art Curriculum to expose our students to a range of different artists and techniques.
Su Mon is the MIS Librarian and has been a Library Professional for over 10 years. She joined MIS in 2018 to provide library services students and faculty members. During the pandemic, Su Mon also worked as a Year 6 assistant teacher but is thrilled to be returning to the library. She holds a Master of Research Library and Information Studies ( M.Res LIS ), a Master of Library and Information Studies ( MLIS ) and a Diploma of Library and Information Studies ( Dip LIS ) from the University of Yangon. Her bachelor’s degree is a B.Sc Mathematics. Su Mon earned her certificate of Ethics and Public Service training from the Idaho Commission for Libraries (USA) in 2020. She completed her teacher training in Early Childhood Care and Development ( ECCD ) course in 2020.
Aye Hnin Phyu has a Bachelor Degree in Science and a Diploma in TESOL. She also has a Diploma in Early Childhood Care and Development (ECCD). This will be her 12th year at MIS and she will be teaching Myanmar Language, Music and Art in lower primary and Myanmar Language for Foreign students in upper primary. She is excited to get to know all her students and is sure that they will have lots of fun learning together this new school year.
Arlene is an experienced international school teacher and has worked in International education for over 17 years since completing her teaching degree. Arlene joins us after 2 years in the Royal British International School in Cairo Egypt. She was previously the Head of Early Years and served on the senior leadership team during her 5 year posting in Malaysia. Prior to that she spent 5 years teaching at Busan International Foreign School, South Korea and 5 years at The British International School, China.


Core Qualification

  • University of Western Sydney, Australia – Master of Education (with an emphasis on the effective teaching of Mathematics)
  • University of New South Wales, Australia – Bachelor of Commerce


Key Experiences

  • MIS UP Homeroom Teacher for 13 years
  • Excellent understanding of Cambridge Curriculum & Year 6 Checkpoint test expectations in particular
  • Extracurriculars include sports coaching & Primary StuCo.
  • Australia – Taught students up to High School level in Sydney with a specialism in mathematics

Rosie has been teaching at MIS for five years, but is originally from Cambridge, UK. Over the past 10 years, she has also taught in schools in the UK, USA and Spain. She earned her bachelor’s degree in History from the University of East Anglia and then went on to study for her PGCE at the University of Cambridge, where she received her QTS (Qualified Teacher Status). In her spare time, Rosie enjoys walking her three dogs, reading and writing, as well as improving her fluency in Spanish. Rosie is looking forward to completing many fun and fascinating projects in her classes this year. She is excited to work as a team with her colleagues, students and their parents, to inspire a love of learning and to raise achievement at MIS.
Nelson has been teaching PE for more than 10 years and this year will be the 5th year with MIS. Nelson was a former Myanmar National Table Tennis player and he is a professional C License Football coach (AFC). Nelson is a certified teacher of PE (Healthy Practice: Physical Activity, Nutrition, Community and Family Participation verified certificate from University of Colorado).
Elena has been teaching EAL for more than 15 years and this year will be the 6th with MIS. Elena is a certified teacher of English (Specialist Degree in Teaching English and TEFL certificate). She has taught the English language at all levels.
Reese is going into her 5th year at MIS in which she has been teaching Korean in Middle School. Reese graduated from a College in Canada and worked at an English academy for three years in Korea.
U Aung Myat Moe has been teaching Myanmar since 1992. He has worked at ISY as a substitute and part-time Myanmar Language teacher before joining MIS where he has been teaching Myanmar Studies and Myanmar language for 6 years. He also serves as a part time lexicographer in the Myanmar lexical databases project at the Department of Myanmar Nationalities Languages, Ministry of Education. He holds a BA (Myanmar)
Callis is going into her 6th year at MIS in which she has been teaching Chinese in Middle School and IGCSE, A&AS-Level Chinese in High School. Callis is an experienced educator with a proven record of exceptional student achievement Callis graduated from a university in China with a BA in teaching Chinese as a Foreign Language. She used to run a major dancing community in Wuhan, and is currently pursuing her Master’s in Education.
Alma has been teaching music at MIS since it was established in 2009. She holds a degree in Bachelor of Science in Elementary Education Major in Music. She taught at Yamaha Music School before joining the international schools in Yangon, Myanmar. Currently, she is teaching music in lower, upper primary, and middle school. She has had various training sessions on the Orff and Kodaly approach to music education for a productive and enjoyable music program.
Peter has Art and Teaching qualifications from the University of KwaZulu Natal and the Peninsula University of Technology, South Africa. He has taught Art for many years from Primary to Tertiary Levels in South Africa and Thailand. He is thrilled to be at MIS and aims to help learners grow by developing their individual strengths to achieve their best in Art.
Dr.Eshwari, has been in teaching field and school administration for more than 12 years, worked as a HoD of Commerce and Humanities and high school teacher handling subjects like Economics, Business Studies, Global Perspectives, Geography and Travel and Tourism. She has worked in a couple of international schools in Maldives, India and Myanmar. She is well familiar with Cambridge, Edexcel, AP and IB MYP, DP curriculum. She holds a Masters and Ph.D in Economics from University of Madras, India. She has undergone a number of professional development courses and workshops provided by Cambridge and IB. Being a CAS coordinator in her previous workplace, she has involved the whole school agents to take part in and outside school community services, starting In-school club activities, conducting intra/inter school competitions.
Eleanor has been teaching for more than 15 years in varied levels, from Preschool to college, and some special education students, both in the Philippines and in various cities in Myanmar. She started teaching in Cambridge International schools in 2019, in Mandalay, then Monywa and now in Yangon at MIS. She was also a High School Counselor and a College Counselor back in the Philippines. She holds a Bachelor of Science in Psychology degree, with earned units in Sociology and Anthropology, and Education, as well as a Diploma in Special Education. She has yet to finish Master in Education in Special Education. She has a Professional Teaching License from the Professional Regulation Commission (PRC) of the Philippines and a member of the International School Counselors Association (ISCA) as well as Myanmar International School Counselors Association (MISCA) . She has certificates of completion in TEFL, Cambridge Primary Science both Introductory and Extension (0846 and 0097), Designated Safeguarding Lead – Level 3, other teaching and counseling related training certificates and in March 2023, Cambridge International AS and A Level Psychology (9990) Introductory and Extension by May 2023.
Nidhi has been teaching Business at MIS for 10 years now, starting with IGCSE Business Studies, and offering AS & A level Business classes as the school expanded. She has also worked in other areas such as being a Homeroom teacher, organising secondary electives, international day, and student support through these years. She holds a Bachelor of Business Studies (BBS) and an MBA degree and worked in the corporate sector before embracing teaching as her full-time profession.
Christian has 3 years teaching Year 8 Social Studies & and 2 years teaching Business Studies at MIS. This year Christian will teach IGCSE and Middle School Global Perspectives. Christian was born in England, raised in Hong Kong and spent most of his teaching career in China. Christian studied BA Social Anthropology (Kent, UK); PgDip, Travel & Tourism (Nottingham, UK); PgDip, Business Administration (Melbourne, AUS); and later American TESOL (China cohort). Christian is a dedicated teacher who inspires students in creative ways by employing imaginative approaches to lessons that help them make real life connections.

Kalinga is an experienced, qualified, enthusiastic and kind teacher who has a passion for teaching chemistry. He has a B.Sc., and M.Sc. and a Postgraduate Diploma in Science Education. He also holds a Postgraduate Certificate in Advanced Organic Chemistry. For his valuable and active participation in carrying out scientific research, he has also
been awarded the Presidential Award for Scientific Research.
In his 20-year-old successful career in education, he has taught chemistry at well- established and prestigious International Schools in Sri Lanka, Oman and Saudi Arabia. Kalinga is married to Indrani and has two daughters.

Edwin is a Bachelor of Science (BSc) graduate He is also a holder of a postgraduate diploma in education (PGDE), an MIS diploma in IT and currently working on his master of science (MSc) project in Physics. He has served as the CPD Coordinator and a head of science and mathematics department. He has undergone a number of trainings for professional development in both subjects. He has been teaching Physics and mathematics for over 18 years now. He has experience in interacting with and guiding the learners to maximize their individual potential. He is pleased to be part of the MIS team.

Komalsh has been a Biology Teacher for the past 12 years, specializing in IGCSE and A Level content. She is an alumnus from The University of Malaya, Kuala Lumpur, graduating with a BSc& B.Ed. (Hons) and MSc. Ed.
Komalsh has training in marking for A levels Biology from CIAE. She also is a Microsoft Certified Trainer. Komalsh enjoys reading, baking and working on petit legos in her free time, she will continue to play a great role under the Science Department.

John is an enthusiastic Apple Certified Teacher who holds a Bachelor’s Degree in Computer Science and is technically certified in several operating system platforms. He is a Certified HUAWEI Cloud Computing Engineer, Certified Cyberoam Network and Security Professional (CCNSP), Networking and operating systems (GOOGLE), Certificate in teaching Computing, British Computer Society. John specializes in getting students to understand the practical side of computers and always has the students’ needs in mind.

Anthony brings a wealth of experience and expertise to his role as an ICT Specialist Teacher at MIS. He holds a Bachelor of Science (BSc) and a Master of Science (MSc) in Computer Engineering,providing him with a strong foundation in the technical aspects of the field. With over 18 years of experience teaching in international schools across diverse countries, Anthony possesses a deep understanding of curriculum development and effective pedagogy within a multicultural environment. His commitment to professional development is further evidenced by his TEFL certificate, Executive Diploma in TESOL, and various professional certificates awarded by the British Council. These certifications encompass vital areas such as Special Educational Needs (SEN), Learning Management, professional development strategies,digital technologies and leadership training

Edmer has been teaching at MIS for the past 9 years. He has been a middle school Mathematics teacher and an IGCSE Y10 Mathematics teacher. He holds a Bachelor in Secondary Education major in Mathematics and completed his TESOL certificate.

Dr.S.Purushothaman has been teaching Mathematics for more than 15 years at various Cambridge international schools in India, Maldives, Qatar and Thailand for AS, A Level, IGCSE and international Mathematics. He had experience in digital teaching by using Mymaths, cinch and Aleks programmes and guiding the students for ACT, SAT. He holds a professional development course in Intermediate Cambridge IGCSE & A Level Mathematics. He holds a Doctorate in Mathematics at University of Allahabad and Master of education at University of Bangalore. He is completely ready to use modern technology in teaching and learning process, giving extra care for students who need to improve their learning skills. His motto is to nurture the students and make them a better example in their life for others.

Marilyn has been an educator for the past 30 years in various capacities and grade levels in South Africa. I am especially passionate about teaching English and creating a passion in the students. Marilyn has a Teaching qualification from the University of the Witwatersrand, an IEB Assessor and Moderator’s certificate, Cambridge training and also Steve Jobs training from the University of Maastricht in the Netherlands. Marilyn is looking forward to creating a passion for English and making a fundamental difference in the lives of the students in the coming academic year.

Tony has been a teacher in an international setting for 11 years. He has been a Middle School English and EAL teacher at MIS for the past 3 years. Tony has a NZ Bachelor in Education,Cambridge English Language Teaching certification (CELTA), IELTS Invigilator accreditation (IDP), and a NZ Diploma in Business Management.

Mr. Anthony is British, gaining his teaching qualifications from Birmingham and Wolverhampton Universities with honours in the UK. He has been teaching all the Sciences (Biology, Chemistry and Physics) since 1979. He started his teaching career in England but his experience includes 34 years overseas work in some of the finest British curriculum schools around the world, including schools in Turkey, Malawi, Brunei, China, South Korea, Malaysia and Egypt. He also has management and teacher training experience with the British Government’s Overseas Development programmes. South East Asia is his favourite part of the world.

Vinodh has Masters in Science (Physics & Mathematics), B. Ed(School Education) & ESOL Diploma from Cambridge University. Over the past 23 years, Vinodh has worked with young people as a teacher and youth worker. His experience with established as well as new schools in India, Singapore,China, Malaysia, Papua New Guinea & Myanmar has helped him to discern closely the constantly evolving needs of schools and varied demands of different students and curricula. His personal and professional experiences of working in various schools across the globe played a significant contribution to motivate and inspire students, be it may be as a class teacher or as an administrator. He is extremely delighted to continue the role of Secondary Principal. His area of focus is to make sure that each and every student in MIS takes a keen interest in learning, experiences amazing learning and score above potential in all of their academic disciplines.