• MGIS is where my happiness grows. Kavachh DP 2
• It has helped me become a leader. Saumil, MYP 4
• Everyone is given a chance to study. Samvid MYP 2
• Here I have learnt to overcome failure but not accept it. Ravinder, Initiator
• I love the school because everybody is friendly and warm. Tejasvi, PYP 3
• I like this school beacuse there is freedom in this school. Rajvi, PYP 4 (Continue reading …)

John Holt, an educationalist and psychologist says that great harm is done to children by adults who wish to ‘teach’ children. In the light of this statement, we would like to mention an anecdote. A well meaning person once remarked upon hearing that we worked in MGIS (the school where children play) , “Oh, that’s the school where they don’t teach!” We thought that was a fine compliment. At our school, we don’t teach; children learn. (Continue reading …)

The MYP does not impose any content. Rather, the programme is meant to be followed in any country of the world with the possibility of following the local board syllabi or whatever the school decides.

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As the word “developed” implies, such countries can sometimes be rigid and infertile in terms of accepting new ideas in education. Granted, the conventional education system in India has its shares of challenges. It is bogged down by overpopulation, and also it is molded on the British colonial system that was more interested in producing good laborers than empowered individuals. Howerver, alongside this quantitative system, some very innovative and comprehensive qualitative projects have flourished, sometimes in the form of village schools, sometimes in the form of experimental schools. Often, these schools are able to explore new avenues because of the less constraining educational structures in place, or because of their ability to boycott a given education board on the basis that a school is better than no school.

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