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      Our Story

      Our History

      The history of the Halari Visa Oshwal Community commences from very humble beginnings and dates back to 457 B.C. when the state of Ossiya was founded and the King, ministers and a large number of soldiers and their families gave up the consumption of alcohol and meat and converted to the Jain faith.

      Due to adverse natural conditions, a number of these Oshwals migrated to Sindh - now Western Pakistan in around 10th to 12th Century A.D. The conditions being no better, they then migrated to Kutch - part of the state of Gujarat. In the 16th Century A.D., following a dispute between two brothers of the ruling family, the Oshwals followed Jam Rawal who founded a settlement in the Halar District of Gujarat and set up his capital city, Jam Nagar.The Oshwals settled in 52 villages around Jam Nagar and became known as the Halari Visa Oshwals.

      Looking for better economic opportunities, some Oshwals migrated to cities like Jamnagar and Mumbai. Eking out a meagre living from farming, Oshwals learnt about economic opportunities in what was then British East Africa. In the late 19th Century a large number of Halari Visa Oshwals migrated to Kenya and settled in Mombasa as traders, gradually spreading to Nairobi and other towns as the building of the railway progressed in Kenya. During the course, they also settled in Uganda and Tanzania.

      In the middle of the 2nd World War, leaders of the Oshwal Community, mainly in Nairobi and Mombasa, thought of establishing a central board which would unite Oshwals throughout Kenya. They also realised the need to have a central body whose mandate would be to coordinate education and welfare activities.

      On Friday 11th April 1941 the Oshwal Education & Relief Board (OERB) was formed.

      Education has since played a central role in all Oshwal activities and the tremendous foresight of the visionary leaders has resulted in the prosperity of the Oshwal community in large part due to their investment in education.

      Oshwal Academy Nairobi

      In 2006 OERB bought the Visa Oshwal Nursery and the Visa Oshwal Girls Secondary Schools from the Visa Oshwal Community (VOC) in Nairobi. These two schools together with Oshwal High and Jain Primary which were already being managed by OERB were consolidated into Oshwal Academy Nairobi. Oshwal Academy Nairobi Nursery, Primary, Junior High and Senior High were formed. Junior High and Senior High have since merged into Senior School.

      Oshwal Academy Mombasa

      In the late 1960s OERB recognised the need for a secondary school in Mombasa. The school started in rented premises and in 1968 moved into its own premises in Mombasa Island. A Primary School was opened as part of the Senior School in 1981, and in 1984 it also moved into its own premises. With the schools increasing popularity and limited space for expansion, OERB built a bigger and modern school on 14 acres in the leafy suburbs of Nyali. Oshwal Academy Mombasa opened its doors in 2005 with a Kindergarten, Primary, Secondary and Sixth form.

      Transformation at Oshwal Academy into a 21st century learning institution

      Our Vision

      To create an inclusive learning environment of responsible global citizens who make a positive contribution to society

      Our Mission

      Oshwal Academy is a dynamic supportive learning environment providing an inclusive, holistic educational experience that cultivates knowledge, skills, leadership, and self-directed learning in a global society

      Our Core Values

      • Integrity
      • Responsibility & Trust
      • Creativity & Innovation
      • Empathy
      • Diversity
      • Teamwork & Collaboration

      Our Guiding Principles

      • We believe that all students are capable of success. We further believe in strong collaboration and communication among students, families, schools, and the community.
      • Cultivating an appreciation for diversity, a sense of self-worth, engaged citizenship, social responsibility, and lifelong learning in a (international) global community.
      • Strong, trusting relationships that establish a safe and respectful school community.
      • An academic environment that fosters curiosity, imagination, leadership, critical thinking, and communication skills.
      • High-quality, differentiated instruction that engages, supports, and stretches learning.
      • Nurturing the professional development of staff, faculty, and administration to support all students’ learning.
      • An engaging, challenging education that fully prepares students for all options after school.
      • Providing the academic and social support students need to achieve success.
      • Allocating resources in transparent and purposeful way to ensure equity and fully support the individual and the collective needs of the school community.
      • Ensuring that race, income, gender, and learning differences are not predictors of achievement.

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