In the 1990s, a few of us, social workers, focused on ‘child rights’ shared our common concerns in the development of children. In a scenario where many children still did not have access to education, we debated the quality of “education” they receive, when they do go to schools. We studied the school education system from the point of view of child rights and examined government educational policy papers. Equipped with this knowledge, we visited several government and private schools, and held interactions with government officials, management, teachers, parents, community leaders and children.
We realized the issues that face our educational system were complex. This in turn,fueled our desire for a solution and change, just like so many others we met. We strongly believed in the need to evolve and demonstrate a fresh model in school education, where the quality dimensions and the rights of the children are addressed in priority. The thirst for change and innovation in the system to uphold the rights of the children marked the birth of MMS. We did not believe in the “one size fits all” paradigm. We felt, personalized child centric education to be the way forward.
Some students learn faster than others, some are visual or auditory learners, while yet others learn from experience. The educational process should be flexible enough to cater to each child’s learning style. We believed that the evaluation of a child’s learning in school should be a continuous process.
We also strongly subscribed to the dictum that skills, attitude and capability of teachers to accompany the children throughout their development and formation was critical for success of such a personalized education.
Hence, we felt the need to customize education to cater to every student’s development process, and focus on the professional skills and growth of the teachers. Our focus was to make learning a blend of skill building with intellectual advancement.