Author: ReTHINK INDIA

Indian IVY League – MGIS Ahmedabad

IDEALS

onto which your Illustrious Institution got founded upon and is pursuing them with full force
(come what may) carving out a fascinating future…

MGIS founded in 1998, is the only Public-Private Partnership model between the Ahmedabad Municipal Corporation, Municipal School Board and educationalists, Dr. Pascal Chazot and Dr. Anju Chazot. 

The school was established with the vision of achieving international standards of educational quality. This indicates a commitment to providing a high-quality learning experience. 

The school’s mission includes integrating all sections of society, suggesting a commitment to inclusivity and diversity. 

The school was the precursor to the Right to Education Act and has been providing equal opportunities and inclusive education by reaching out to the elite, the middle class and the economically disadvantaged by providing partial and full need based scholarships to students. 

The school’s history and mission reflect a dedication to social responsibility and a belief in the transformative power of education. By providing opportunities and scholarships, it contributes to creating a more equitable and inclusive educational landscape. 

The holistic report card initiated and implemented by MGIS since 1999, is now a part of National Education Policy (NEP) 2020, to be implemented nation wide. 

MGIS is the first school to be awarded permission to offer BTEC (Business Technical Education Council) in 2011 and it is also the first in the Country to offer the IBCP (International Baccalaureate Career-related Programme) in 2019.

MGIS has had international association with UKIERI and Dudley College where in both exchange of pedagogy and cultural exchange have been achieved. MGIS is a partner school of the Mission Laique Francaise since 2011, an autonomous body under the French Ministry of Education, managing French schools worldwide. 

MGIS also has an ongoing educational exchange with the prestigious French high school in Paris, Lycée St Germain en Laye, since 2008. The Ecole Lemon school located in the suburbs of Paris has implemented the MGIS pedagogy since 2017. 

MGIS is now creating its own label for Joyful Co-creative Experiential Learning partnering with companies like Data for Good and The Global Sustainable Enterprise System in Netherlands. 

MGIS has partnered With Tata Trusts, Tata Institute Of Social Sciences (TISS), National Education Society for Tribal Students 

(NESTS run under the Ministry of Tribal Affairs and Central Board Of Secondary Education (CBSE – The National Board under the Ministry Of education). 

MGIS is collaborating with the National Council For Education Research And Training (NCERT) for guidelines for text books as per the NEP 2020 and integration of Toy based pedagogy.

VISION 2047 

which you have kept for yourself in tandem with the larger National Vision and how do you propose to accomplish the same…

Mahatma Gandhi International School (MGIS), founded in 1998, is a Public-Private Partnership model between the Ahmedabad Municipal Corporation, Municipal School Board and educationalists, Dr. Pascal Chazot and Dr. Anju Kawr Chazot.

MGIS is student-centric and functions on democratic principles of self-governance.
It has created a space for experiential learning through projects with real life links.
It was the first international school in Gujarat, the first school in the state to use Apple technology and the first school in India to offer skill development courses affiliated to Edexcel BTEC. 
MGIS has a strong international and national education exchange program with France, Australia, South Korea, USA and Ladakh (India).

The school integrates a Center for Action Research in Education and a Center for Teacher Training. 
In addition to in-house training, MGIS founders and senior faculty have mentored schools of various boards to implement the MGIS trademark ‘Generated Resource Learning TM’ pedagogy.

It has a Triadic Structure

A. Research
The school houses a Center for Action Research in Education (CARE) which is the site for action research projects in the field of education that drive the teacher training center and the classroom pedagogy at MGIS.
B. School
The school is the space where teachers trained in the Teacher Training Center (ADEPT) implement the pedagogical tools and teaching strategies developed in the in-house action research centre (CARE).

C. Teacher Training
ADEPT the in-house teacher training Centre of MGIS. At ADEPT, teachers from across of the world learn from the MGIS faculty. Fairly recently, the Human Resources Department, India launched Online Teacher Training Course on Experiential Learning in July 2020 in collaboration with the school. 

MGIS Pedagogy is now available to 12,00,000 teachers across India. It is made mandatory by Central Board of Secondary Education.

YOGIC SELF

Frontiers to which your Institution has chosen to engage with expanding its institutional consciousness & impacting the same in some way…say Advanced Research, Entrepreneurship, Social Upliftment et al

The school has developed written mission statements and ‘Generated Resources Learning TM’ pedagogy. 

The school is committed to providing quality education to students from all sections of the society. To this end the school integrates students from diverse socio-economic backgrounds as well as diverse abilities into the mainstream classroom. 

These statements are well defined, systematically reviewed, and implemented throughout the school. 

They outline the school’s values and communicate a clear purpose for student growth and development.

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Futuristic School of India 2023 :: M M School, Raipur

Know All About the aspirations & preparedness to be 

Future Ready in the ambit of G20 Ministerial Meeting Outcomes…

MM School, Raipur 

Institutional Aspirations & Ambitions and how are they anchored into the Integral Indic Ethos…

MM School is an institution that focuses on developing the necessary skills and attitude required in the present century.
As a school, we firmly believe that education should be for life, not just for a living. Education should serve to not only develop one’s intelligence and skills, but also broaden one’s outlook and make a person useful to the society.
An invigorating value based learning experience which incorporates the concept of Multiple Intelligence awaits our students at MM. The school boldly embraces technology as an integral part of academic practices and creates a benchmark in technology enabled learning experience. They also learn about cultures, customs and religions of other people in order to appreciate the universal oneness and human values that are essential for the development of character.

Adroit Action & Advancement which Transcended the Applicant Institution from Tryst with Destiny to Triumph

At MM School children join a community of learners in which each will have a place to belong and a way to contribute in his or her own individual way. Each child has a unique pattern of growth and development. Our educators are responsive to individual differences in ability and interest. A range of levels of development, learning style and intelligence among children are expected and are also used to design experience for learning. Integrated lessons are included in every lesson plan to imbibe moral values along with curriculum.
Our curriculum enables students to establish links between the topics, themselves and the “real world”. As students often become deeply engaged with special interests and pursuits, they will have new opportunities to share their growing skills and understanding. Children’s are able to discuss their growth & develop leadership qualities. A strong emphasis is placed on developing an understanding of strengths, areas of growth and building confidence.

We believe that this is the time of self-exploration, self-discovery and understanding of “Who I am and who I can be”.
Our teachers are regularly trained by CBSE empanelled trainers.

The Eventual Learning, Leveraging & Leapfrogging Attained as an outcome of the aforesaid exercise by the
Applicant Institution…

PRIMARY YEARS PROGRAM (GRADE 1 TO 5)
SHODHI – PREPARED TO EXPLORE AND VENTURE
The opportunities are varied during the initial years of education, children step in to the formal ways of learning and hence it becomes important for teachers to develop a fun filled learning atmosphere along with the required amount of seriousness. Primary years oblige trainers to be gifted to coordinate substance, abilities and qualities, where in an educator can make a reasoning and logical classroom.

MIDDLE YEAR PROGRAM (GRADE 6 TO 8)
KAUTUK – CONTINUOUS OBSERVATION AND INDIVIDUAL STUDENT ASSESSMENT
The middle years are the period for scholarly development and autonomy for students. The youngsters figure out how to handle conceptual ideas and the subject controls turn out to be more particular. The obligation of an instructor underscores after setting up connection within and between subjects.
SECONDARY AND SENIOR SECONDARY (GRADE 9 TO 12)
ABHYAST – CENTERED AROUND FINDING THE RIGHT CAREER
The individual character of students and subject control escalates during this period. Students comprehend and discover their energy and capacities, with a focus on career goals. Hence, the school opens them to different fields and sorts out viable vocation based skills directing projects.

In what all ways does your Futuristic Educational Institution Enables Human Dignity & Accentuate Empowerment of all its Stakeholders?

We provide a framework to:
1. treat each other with dignity and respect
2. listen to each others’ points of view, recognizing that there may be disagreement
3.keep discussion and comments on the topic, and off the people
4. do not use inflammatory or offensive language, sarcasm, or raised voices

What all makes your Futuristic Educational Institution RESILIENT for FUTURE?

For many children, the past year brought disruption on a grand scale, with the pandemic affecting virtually every aspect of their daily lives. It is clear that educators play an essential role in helping children develop the determination and ability to persevere through difficult circumstances in school and life—this year, and anytime. Resilience is not a genetic trait. It is derived from the ways that children learn to think and act when faced with obstacles large and small. 
At MM School, we guide our students to think differently. We encourage them to:
1. set brave goals.
2. learn from the mistakes.
3. learn to take risk.
4. label difficult emotions and to work on them.
5. understand that failure is just a first step to grow up and rise again

Establish by way of various examples, as to how EQUITY is practised and inculcated at your
Futuristic Educational Institution?

Equity in education means that personal or social circumstances such as gender, ethnic origin or family background, are not obstacles to achieving educational potential and that all individuals reach at least a basic minimum level of skills. We practice equity in each level of our school functioning system.

What all makes your Futuristic Educational Institution INCLUSIVE? Substantiate with Evidences to this effect.

Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. Students participate in the education program in a common learning environment with support to diminish and remove barriers and obstacles that may lead to exclusion.

Inclusive education is carried out in a common learning environment; that is, an educational setting where students from different backgrounds and with different abilities learn together in an inclusive environment. Common learning environments are used for the majority of the students’ regular instruction hours and may include classrooms, libraries, gym, performance theatres, music rooms, cafeterias, playgrounds and the local community. A common learning environment is not a place where students with intellectual disabilities or other special needs learn in isolation from their peers.

Effective common learning environments:
Enable each student to fully participate in the learning environment that is designed for all students and is shared with peers in the chosen educational setting;
Provide a positive climate, promote a sense of belonging and ensure student progress toward appropriate personal, social, emotional and academic goals;
Are responsive to individual learning needs by providing sufficient levels of support and applying student-centered teaching practices and principles.
Common learning environment: an inclusive environment where instruction is designed to be delivered to students of mixed ability and with their peer group in the community school, while being responsive to their individual needs as a learner, and used for the majority of the students’ regular instruction hours.

In which all ways & means has SUSTAINABILITY been made an integral facet at your Futuristic Educational Institution?

Starting early with sustainable education teaches kids why the environment is important, how it should be treated, and how they play a crucial role in the future of its existence. Increased respect for the planet means less littering, polluting and wasting of resources.

Present a Note on the Institutional SEC (Socio-Economic-Cultural Background) Diversity…

Socio-economic diversity is an important part of every educational institution because it enhances the learning environment and promotes mutual respect and teamwork. Students in a diverse setting are prepared to become good citizens in a complex and pluralistic society. t has become more important than ever to have socio-economic diversity in school campuses as it provides ample opportunities for students to learn and grow.
Socio-economic diversity in institutes matters significantly to them as it aids in producing positive education outcomes for students with diverse backgrounds. A study was published in 2002 which found that the interactions that peers have with other racial groups improved their learning outcomes tremendously. It means that socio-economic diversity directly helps students, making them better intellectuals, thinkers, and citizens. This type of diversity helps peers in having enhanced self-motivation, critical thinking, writing, intellectual and cultural engagement, etc.

How does the Institution Enable & Empower People having Physical, Mental or Other Learning Difficulties or Special Needs within its establishment?

In the popular mind, special needs are usually identified with very low expectations. Parent should believe in the value of educating children with special needs. The higher the expectations, the higher will be their acceptance in the family.

All the children with special needs must be enrolled in primary schools. After the assessment of their disabilities by a team of a doctor, a psychologist, and a special educator, in schools, the child will be placed in appropriate educational settings. Children with mild and moderate disabilities of any kind may be integrated in normal schools, severe in special schools/ remedial schools, drop outs who have problems in availing benefits of normal schools can join open schools. All the children with learning disabilities alone are first managed in the normal schools. Open and special schools also offer vocational courses also for children with disabilities.

Present an elaborate NOTE on the overall ecosystem for the inculcation of Life, Technical & Vocational Skills making the students FUTURE READY at your Institution.

Vocational education can change one’s life behavior and improves the quality of life. Vocational education means to give specific education in different fields such as engineering, agriculture, trade, nursing, medicine, hospitality, architecture or law, Artificial intelligence, computer designing, any other fields in computer and travel and tourism. It is the combination of theoretical and practical experience. Vocational education is closely related to apprenticeship System of learning. Vocational education and courses will increase the economic growth and standard of living of the people. These vocational courses will give the better opportunities and directly linked to future. Vocational education is known and famous as CTE it stands career and technical education and TVET it stands technical and vocational education and training. Students can do vocational education and courses after the senior and secondary class and they make their career on particular sector or field. Apart from that they can do vocational studies after graduation and post-graduation.

In what all ways is the Culture & Practice of Life Long Learning nurtured at your Institution?

Lifelong learning does not necessarily have to restrict itself to informal learning, however. It is best described as being voluntary with the purpose of achieving personal fulfillment. The means to achieve this could result in informal or formal education.
Whether pursuing personal interests and passions or chasing professional ambitions, lifelong learning can help us to achieve personal fulfillment and satisfaction.
It recognizes that humans have a natural drive to explore, learn and grow and encourages us to improve our own quality of life and sense of self-worth by paying attention to the ideas and goals that inspire us.

How is the Paradigm of LiFE (LiFeStyle for Environment) of ReDUCE, ReUSE & ReCYCLE replacing the prevalent ‘use-and-dispose’ culture at your Institution?

Reduce means to minimize the amount of waste we create. Reuse refers to using items more than once. Recycle means putting a product to a new use instead of throwing it away. Rethink is about considering how our actions affect the environment. At MM School, we use solar panel for hostel electricity, we have rainwater harvesting and we practice ‘No plastic’ bag’ policy in school.

Present a NOTE on the Digital Transformations being carried out/proposed at your Institution?

We use interactive board in every class to bring the world closer to us.

To what extent and on what all frontiers is the Institution Women-Led?

Majority of our faculty members are ladies and we value the concept of teaching with empathy and care.

Present some of the Green Transition Cases at your Institutions.

The Concept of Green Schools is a school that creates clean, healthy, protective and green surroundings when saving energy, environmental resources, and money. Green School. The Green Schools Programme’s objective is to inspire students to move beyond theories and textbooks and concentrate solely on ‘doing’ It is an environmental extra curriculum programme directed to subtly sensitizing students toward fellow inhabitants of our planet and to the environment through hands-on and thought provoking activities.

Present the Institutional Philosophy & Approach towards Foundational Learning…

Foundational learning is exactly what it sounds like – the foundations of a child’s education. It refers to basic literacy, numeracy, and transferable skills, that are the building blocks for a life of learning. The early years (0 to 8 years) are the most significant period of growth and development in a child’s life because this is when the foundations are laid for holistic development and all learning. Children who participate in quality early childhood education programme demonstrate considerable gains in social, educational and intellectual spheres, distinctively different from those who do not participate in ECCE programmes. Strong foundations in the early years has lasting impact on children’s development and are considered to be critical inputs in improving the enrolment and participation of children in formal schooling.

How is your Institution catering to the cause of Affordable & Accessible Technological Ecosystems & Learning Resources, including in Local Languages.

There are so many things to consider when introducing technology into the classroom. But one of the most important should be the people who are going to be leading from the front, and using the technology day-to-day.

Without the buy-in mentality of the teachers, technology vision of an institution will fall flat on its face. It doesn’t matter if our student base is (as is expected of their generation) totally tech savvy – if our teaching staff can’t use it effectively , the initiative will be wasted. But it’s easier said than done. Just how do we encourage and motivate teachers to use technology? We train them periodically. Frequent and goals-focused training is vital to any teacher’s success, and when it comes to technology, it’s even more important.

Through what all Conventional & Creative Interventions is the Centrality of Teachers & Education Staff is maintained & augmented?

We believe in empowering the teachers and education staff members in our school. We consider the he role of principal is crucial for improving teacher management and teacher motivation and ultimately for improving learning outcomes for girls and boys.

Management of education has many dimensions, but the biggest investment of funds and human resources has always been and should always be in teachers.

The quality of teacher training dictates the quality of teaching. Moves to reduce the length and quality of pre-service teacher training to cut costs and meet the demand are damaging the quality of teaching and learning.

Gender and inclusion should be addressed in teacher management and training systems: to ensure that there are a representative number of positive role models for girls, boys, children with disabilities and those from other excluded groups; so that teachers enjoy equal pay and conditions; and so that girls and so called ‘hard to reach’ children have a better chance of improved learning outcomes.

What kind of an Investment Plan exists at your institution for Human Capital Development?

It is important for a school to focus on human capital development planning to prepare the children with the 21st century skills. Principles of development of human potential namely: 

Teaching a child’s education based on the maturity level of mind and the body.

Integrating concept and application in curriculum planning.

Give career guidance session to the students from an early age.

CPD programmes for the teachers and staff.

Enumerate the various Collaborative Solutions & Innovations undertaken at your Institution for Human Capital Development.

Human capital formation refers to the process of adding to the stock of human capital over time. It is the process of acquiring and increasing the number of skilled and experienced people. At MM School, we have to process of conducting regular CPD programmes, we keep database of potential candidates, we provide on-job trainings to the freshers.

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