Passion beyond limitation - Muni International School
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passion beyond limitation
Message from the Founder
Since the dawn of human history, many were institutionalized when several others
experiments for transformation at an resonated with their world views and
individual and institutional level have been joined their cause.
done. Mahatma Gandhi, Bhagat Singh,
Subhash Chandra Bose, Dr. Martin Luther However the only reason for their
King, Nelson Mandela, Karl Marx, Winston inadequacy was individuals and
Churchill, Vladimir Lenin and several institutions created their own islands!.
others experimented at the individual
DR. ASHOK KUMAR THAKUR
level. What happened in the islands was, good
human beings evolved through them. But
First of all I would like to thank each one Sri Aurobindo , Sri J. Krishnamurti and how many? About 3% to 5%? However
of you reading this for showing interest in other eminent individuals tried to bring 95% of them did not. Victory invariably is
changing the education scenario!. transformation by means of their schools. of the majority, in which case the 'less
This was a move towards institutionalizing than good' will always win since they have
An entrepreneurial response is required to individual efforts. a majority. The generation that gets into
meet urgent education needs by an environment of the majority of 'less
expanding access to the poorest children. Individuals have conducted several than good' human beings tend to become
Catering to economically weaker sections experiments and put in enormous efforts. like them – 'less than good', mostly.
of society is not just a necessity today but They had their ‘Sanskar’ (enculturation)
an imperative!. and their own experiences. Their efforts
Message from the Founder
We must appreciate that individual and We understand that people will now bring I would also like to share with you that it’s
institutional efforts have both been about transformation by ‘doing’ and not difficult to be stupid in the world but easy
enormous, however both of them were by just ‘seeing’. to be wise. Also nobody in the world likes
inadequate in transformation at scale. inequality, exploitation, injustice,
Eventually, both became good references That is why the Muni methodology has weakness and uselessness. Education is
which showcased that success could been designed from the ground up to the only way to overcome these.
certainly be achieved and also reinforced bring about transformation by ‘doing’ and
the message that one can achieve success elegantly woven with values. The When an individual is satisfied with herself
through perseverance. methodology is founded in values and she makes her family feel happy. A happy
modelled with values, expecting the final family forms a prosperous society. A
So what did we do at Muni International output to be an educated individual prosperous society creates a justice loving
School? Keeping in mind the success and embodied with values and skills that are country. Finally a justice loving country
inadequacies of both approaches and by relevant in any dynamically changing creates a fearless world – imagine the day
understanding subtleties involved in them context. I am very pleased to say that we our children grow up to live in such a
we took individual efforts to work on main have shown that output! world!
stream education. We realized that until
we had a system that works and scales for This presentation will guide you through
the masses, we will not see the desired our distinct implementation models as
transformation in society. So we created a well as their implementation plans for
system that could scale easily to work with transforming schools and students for
the masses. social empowerment.
How you can get associated
Three modes of implementation
01 Public Private Partnership
Partnering with Government schools to transform the complete education system
Powered by Model
02 To work as a facilitator to improve the education delivery system of private schools
Muni Charter Model
03 Training, Monitoring and Consulting of Schools where schools will follow Muni
International Schools’ Model
Public Private Partnership Model
The Public Private Partnership Model, popularly known as PPP Model is highly effective way of bringing the best of both worlds for
largely benefit of society. The implementation of Muni Education Model in Government schools would be a game changer to transform
the complete education system and as a result society would get immense benefits.
At present three Government schools in Delhi Region have adopted Muni Education methodology under PPP Model. The primary role
of Aiklavya Society in PPP model is to implement and monitor the quality of Muni Education Model whereas Government School
provides basic infrastructure and teaching staff. However engagement terms and service offerings carry flexibility to meet the specific
requirements of the particular school.
The financing of the PPP model is generally sponsored by NGO or is offered through CSR Funding.
Key Features
Scalable and Visible and
transformative for High Social Impact Easy and Flexible to Transparency and Quantifiable results
Government with multi benefits implement role clarity through strong
Schools monitoring system
Public Private Partnership Model - Roles
Muni Education Government School
Knowledge Partner
Readiness through Training Programs
Partner School
Implementation Partner Provide Infrastructure and Teaching Staff
Application of knowledge into real practice
Quality Partner
Monitoring and Assessments
Support System
Assistance in Implementation and Monitoring
Research & Innovation Partner
Continuous Improvement
Support Partner
Teacher and supervisor support
Public Private Partnership Model - Implementation Flow
• Data Capturing • Training Flow • Monitoring System
• Gaps Identification • Training Delivery • Reporting System
• Transformation Plan • Tests • Engagement Model
• Impact Assessment
School Assessment Readiness Structure Training Plan Implementation Consistency Value Assessment
• Resource Selection
• Phases of Implementation
• Roles Matrix • Impact Parameters
• First: Facility & Resource
• Implementation Flow • Public Interface
• Second: Academic
• Timelines • Expert Connect
• Third: Non Academic
• Control Checks
Public Private Partnership Model - Financial Structure Implementation of Muni Education Model requires mobilization of various resources. The financials involved in these efforts falls into two broad categories. 1. Direct Financial Outflows: It covers resource allocation dedicated to the partner school 2. Indirect Financial Outflows: It covers shared resources and management cost As per the vision of Dr. Ashok Kumar Thakur, the model is a great need of Government and Budget Private Schools. These schools generally go through financial constraints hence may not be able to finance this movement. The faster and wider implementation requires financial strength and this can be achieved with CSR funding. The funding requirement of each school may vary based on its size, scale of operations and existing support system available with the school. Generally finance involvement is at two stages - 1. One time set up 2. Recurring For each partner school a separate financial structure has been prepared and linked to various expense heads covering stages of implementation under various expense heads.
Powered by Model
Concept Comprehensive & Structured Implementation
Model
The implementation of Muni Education Model under Flexible and adoptable in all environments and
‘Powered By Model’ with schools especially private schools circumstances
is a very powerful and unique way of working together.
Key Features
Highly Engaging, knowledge rich and fun filled
As part of the model, the role of Aiklavya Society is to work implementation program
as a facilitator to improve the education delivery system of
the school. It does not interfere in the ownership and
Transparency and great clarity of roles and
related matters. Aiklavya plays the role of a knowledge
partner and works closely with school to ensure that all responsibility of all stakeholders
benefits of the Muni Education Model are available to
students. Visible and Quantifiable results through strong
monitoring system
The model offers an environment where all five pillars of
school system viz. Students, Teachers, Management Parents Participative, ownership and team driven
and society are benefited and empowered on a regular program
basis.
Greatest Simplicity in model implementation
Powered by Model - Roles
Muni Education Government School
Knowledge Partner
Readiness through Training Programs
Muni Partner
Implementation Partner Resource allocation at all stages of Implementation
Application of knowledge into real practice
Quality Partner
Monitoring and Assessments
Ownership
Complete ownership of the project
Research Partner
Continuous Improvement
Support Partner
Sharing best practices in learning methodsPowered by Model - Implementation Flow
• Data Capturing • Training Flow • Monitoring System
• Gaps Identification • Training Delivery • Reporting System
• Transformation Plan • Tests • Engagement Model
• Impact Assessment
School Assessment Readiness Structure Training Plan Implementation Consistency Value Assessment
• Resource Selection • Phases of Implementation
• Impact Parameters
• Roles Matrix • First: Facility & Resource
• Public Interface
• Implementation Flow • Second: Academic
• Expert Connect
• Timelines • Third: Non AcademicPowered by Model - Financial Structure Implementation of Muni Education Model requires mobilization of various resources. The financials involved in these efforts falls into two broad categories. 1. Direct Financial Outflows: It covers resource allocation dedicated to the partner school 2. Indirect Financial Outflows: It covers shared resources and management cost As per the vision of Dr. Ashok Kumar Thakur, the model is a great need of Government and Budget Private Schools. These schools generally go through financial constraints hence may not be able to finance this movement. The faster and wider implementation requires financial strength and this can be achieved with CSR funding. The funding requirement of each school may vary based on its size, scale of operations and existing support system available with the school. Generally finance involvement is at two stages - 1. One time set up 2. Recurring For each partner school a separate financial structure has been prepared and linked to various expense heads covering stages of implementation under various expense heads.
Muni Charter Model
Concept
The Muni Charter Model is a combination of PPP model and
Powered by Model. In simpler terms it’s a franchise model
for private schools who wish to implement Muni
Methodologies in their schools. Once school gets affiliated
(takes up franchise) Muni International provides training to
teachers and administration, helps in implementation of
Muni Methodology, and then provides monitoring and
consulting of Schools. Following are some of the franchise
schools in India –
• MIS – Surat
• MIS – Varanasi
• MIS – ChhattisgarhCase Study - Palghar Muni Empowerment joined hands with Bharat Vikas Sangam to launch a program for holistic development of tribals living in Palghar region of Maharashtra. Palghar is a constituency with a mixed peri-urban and rural population with a very large tribal population having major issues of malnutrition and poor health infrastructure. In this Maharashtra village, unemployment is forcing parents to move to cities to find work to feed their children. The 'parents' leave their village for several months. By the time they return, the children become weak and are usually admitted to a hospital. Doctors there say children suffer due to irregular patterns when both parents work for long hours. According to Sanjay Ji (of Bharat Vikas Sangam) the priority of 'parents' is not their child's health but earning daily wages. Findings – • According to government data about 39% of Indian children suffer from chronic malnutrition and around 42.5% are underweight. • In the last three years, malnutrition has claimed the lives of about 1,600 children in Palghar Muni believes that “Skill development provides a great level-playing field” and hence we are committed to the development of tribals . Our priority is to bring tribals into mainstream and we totally believe that “education can bring social change”
Case Study - Palghar Bharat Vikas Sangam and Muni Empowerment together have taken following steps for tribal’s holistic development– ESTABLISHMENT OF MIS-TRAINING CENTER AT VIKRAMGAD (ITI) • Teacher training for local inhabitants to create teaching workforce • To implement MIS methodology in upcoming schools The “UNIFY” MIS model is – • To bring all units /schools to a central point or under a sustainable atmosphere for tribal people single control • Develop the understanding of accountability along with • To create opportunities for the local inhabitants by life skills creating openings in micro market scenarios. There are • Develop the understanding of commerce and its resources which can create immense possibilities in the importance near future e.g. agro based industries, alternate energy • To create an understanding of being social, being resource etc. educated & to develop into a global citizen • To create Teaching/training workforce for education • Develop the thinking ability and to create awareness sector about the importance of time • To develop an environment where tribals understand • Develop responsibility towards group wisdom and value of being educated along with 21st • Develop responsibility towards society century skills and universal human values education • Develop responsibility towards humankind • To create awareness through education and create
Case Study - Palghar
MIS target for the Tribal region of Maharashtra 2018-2019
1. November 2018 - 40 trainees, training completed
2. March 2019 - 80 trainees, training scheduled (22nd March 2019 – 30th March 2019. Followed by tribal mass marriage
ceremony on 31st march 2019)
3. 2019 - target of signing 100 schools
4. 2020 - target of signing 150 schools
Each teacher trainee will be allotted to a designated area
and responsible for development of one school.
Initial Target Tribal Belt
Initially will start from Maharashtra and
subsequently spread across IndiaCase Study - Ambala
Muni believes Budget Private Schools (BPS) are critical in improving education quality and access at affordable cost,
especially for children from lower and middle income families in India.
This study on Ambala will prove how Muni International School thrives within Budget Private Schools in India, creating a
platform for children from lower income group families of villages and 2 tier cities. In Ambala going along with the NISA
Network, Muni International School is re-imagining schools (BPS) who are at the margins and has carved a niche for itself as
an affordable private school. As a part of the initiative the schools are sponsored by Gray Matters Capital. Aiklavya
Educational and Social Welfare Society is closely working with Gray Matters Capital regarding ecosystem development
initiatives.
Ecosystem Development Initiative
Being an impact investor in India’s education sector with a specific focus on benefiting lower income groups, Gray Matters
Capital is of the belief that Budget Private Schools (BPS) play a critical role in addressing India’s education conundrum. This
is the first of-its-kind initiative to be launched by an investor in India to collaborate with all stakeholders in the BPS space to
work towards a common vision of improving school quality.
Ecosystem Partner Policy Think Tank NGO PartnerCase Study - Ambala In Ambala Muni International School started its transformation movement at Ambala in September 2017 and operation started on 3/10/17 with schools under NISA’s umbrella. Let us examine the MIS model through the experience of six schools in Ambala that are currently implementing it – 1. Shaeed Brij Bhushan Middle (SBBM) School: When NISA’s President Kulbhushan Sharma (school leader, SBBM) wanted to adopt the Muni School model, he didn’t just do it himself; he convinced five more schools in Ambala to join him. His motivation to focus on quality education came from his teachers. He studied in Decent Children Modern School, Punjab, one of the earliest private schools in our country. Years later, he still remembers the inspiration he derived from his teachers. For Kulbhushan Sharma and Principal Mamta Sharma, the Muni model brings back focus on some of the things they loved doing as children, like gardening where each child is given responsibility for a small plant as a part of building engagement with the community. So is the habit of practicing acupressure with people in the neighborhood. The parents of children who come to the school are mostly laborers. The students dream of joining the army, becoming doctors, and lawyers. The school leadership team love the fact that the Muni model is centered around first building confidence in children and then enabling them to pursue academic brilliance. 2. Damayanti Devi Middle School started with just four rooms in 1990. Previously, the would be Principal, Suresh Chander used to give tuitions to children. As his reputation as a teacher spread, more children began to come to him. A school seemed like the next logical step. Today, he is implementing the Muni Model in his school. He loves the focus on moral education that the model stresses on. Parents also appreciate positive change they observe in their children. In the first
Case Study - Ambala Parent-Teacher Meeting (a month after initiating the experiment), the parents reported that their children were not only learning English but also teaching them. For the Principal, a fluent command over the English language is a great way to instill confidence and self-respect in students . Started in 1988 with 62 kids, Sri Geeta Nand Public School has been the family’s Commitment for over two generations. For school leaders Saurabh and Shaveta Kapoor, the Muni model transformed into reality with Akash (name changed), a student in fifth grade. Akash had a speech defect, a defect that other children teased him for. They did not mean to be cruel. They just found it funny. With the buddy system in the Muni model, the class was split into a parliamentary system. The course does not move ahead if a few children understand a concept. Everyone has to follow. Akash suddenly found himself with friends who wanted to help him, not laugh at him. It has only been a few weeks but teachers are noticing a positive change in Akash and the class’ behavior towards him. The school also realized the difference between their teachers; some of the younger teachers are rapidly embracing the model while the older teachers are taking more time to adapt 3. Golden Army Public School (GAPS), established in 1988, has classes from preschool to eighth grade. There are two things that one can spot immediately on entering the school. The first is the open playground where children can not only engage in sports but also roleplay different real-life situations like going to the bank or to a post-office. The second is a board with the declaration “your competitor” as you walk in. Beneath the board is a mirror that highlights an important message - you are your competition. A key tenet of the Muni model, Mr. Vishal, Principal, shares, is “to bring change in my students and my school, I need to first change myself.” For him, the Muni model has helped him undergo self-reflection. His commitment to safety and security is visible in the way each child’s name is called out aloud at the end of the day to ensure the child is being picked up by their guardian.
Case Study - Ambala 4. Shree Vishwakarma High School, inaugurated in 2002, operates classes from nursery to the tenth grade in Sohana village. Sohana is home to a population of 50,000. Residents thought it was impossible to establish a high-quality school there. Mr. Rajesh, who established the school, previously taught in government schools. He likes the way the Muni model pedagogy focuses on the principles of listening, speaking, reading, and writing and how homework is split into four components - understanding, planning, learning and comprehending. A problem is first understood and then debated using local examples and self-learning. The teachers’ job, he feels, then changes from spreading the culture of rote learning to creating interest in learning through everyday situations. For example, for a class on nutrition, the teacher might get grains from home that children also recognize to make the topic interesting for them. 5. Sukhpal Senior Secondary School, opened in 1986 in Ugala, has approximately 7,000 residents. Here, Principal Harpal Singh has been enthusiastically implementing the Muni model. His belief in the model stems from a disturbing experience that he and his teachers had. He had a student, less than ten years old, whose mother had passed away and her father had traveled abroad for his job. She was staying with her relatives. For a few days, her teacher noticed her crying in school and decided to speak to the child. What she heard was horrific. A relative was abusing the child. The school decided to take a stand. The Principal counseled the relatives but found them unwilling to accept the reality. So he called the child-helpline and, despite receiving threats, he got the child’s statement recorded. For him, saving the child’s life was more important than taking a safe diplomatic stand. For Mr. Singh, the Muni model is embedded with this very tenet of respect for others. He believes in instilling the right values in children before they become adults who are less likely to amend their behavior.
Case Study - Ambala Area of Operation • Sukhpal Sr. Sec School – Covering area Ugala, Tandwal, Rajjokhedi, Kacerla, Dadlu, Padlu, Rao Majra, Adohi etc. • Shri Vishwakarma High School – Covering areas like Suhana, Hema majra, Barada, Holi, Budiyo, Maujgarh etc. • Geetanand Public School – Caters to areas like Sutanpur, Kakru, Jaggi colony • DD Middle School – Covers area like Muchunda, Chanderpuri, Sundernagar, Railway Colony • S.B.B.M Middle School – Covers area like Milap Nagar , Gasitpur, Nanhera, Rangia Mandi • GAPS School – Covers Cantonment Area THE PROCESS The process of transfer of “Aiklavya system” to Ambala School with the help of 3 phase model 1. Process training session in every 3 months 2. Process refresher training as and when needed. Recently MIS had refresher training at Ambala schools so that we can lead the schools through smooth transition to phase 2 of implementation 3. Transfer of data on weekly basis
Case Study - Ambala QUALITY CHECK 1. Standard operating procedure already in progress 2. Implementation of weekly, monthly yearly MIS reports already in progress 3. Daily monitoring through live mode, video conferencing, call conference 1st PHASE ALREADY IN PROGRESS METHODOLOGY • Use Of Ji, • Teachers “Oath” • GRS • Progress Chart • Zebra Crossing, Wall Of • Activities Period • Socially Strong • Habits Fame (For certificates) • P.P.M.S - First PPMS was • HADS Writing • Health Tips • Walls done with 280 homes in 4 • HADS - Word Meaning • Acupressure a) Promise Wall days in remote villages • HADS Hindi Version • Japanese Language b) Academic Wall • Parliamentary System In • HADS English Version • English Words c) Information Wall Class • Spoken English d) Subject Wall • GD (Guided by teachers, • Half Km e) Achievement Wall discovered by students) • Language • Students "Oath" • U&P OF UPLC • Jeevan Vidya
Case Study - Ambala IMPLEMENTATION All the above mentioned methodologies are implemented and are on extended phase and by the end of March this year 2nd phase will be implemented. Recently, few unique training methods have been used to motivate the students and teachers to speed up the implementation process and bridge the process gap. Plants are adopted by the child and trying to grow it, as he grows. The plant is named along with the student and given an identity number, every month student has to take photo of development in the plant. This report is attached with marking scheme of student in school and also reflects in the progress report of student. (Experimented and successfully implemented in Sukhpal Sr. Sec School-2018) Changes in Society, children’s behavior and people’s opinion Society as a whole is experiencing a change in behavior of the children’s as they are more polite now and is inclined towards being socially strong. When we go for PPMS we are welcomed with joy and parents are eager to discuss and talk about the changes in their ward. Although the numbers are less but they are growing day by day. Children are showing signs of discipline and self-control. For example children’s are now are doing self-study which is the very base of UPLC. Children’s are taking Initiatives in school activities. They are also doing critical thinking, they are also engaged in social activities where they go in groups to nearby areas to discuss with people about raging topics like save trees, pollution, environment etc.
Case Study - Ambala Parents are now actively involved in school planning process which is very new to them yet they have welcomed it and closely monitoring their wards growth in terms of education and self-development. Students are eager to learn through activity based learning process and expecting a new activity daily in school and demanding one too. All schools in Ambala are demonstrating a significant development in all the above mentioned methodologies and traits however still in the process of developing 1st stage extended in terms of implementation.
Case Study - Ambala
Case Study - Delhi Muni International School (Aiklavya) started working with South Delhi Municipal Corporation (SDMC) under School Quality Enhancement Programme (SQEP) project agreement. Considering the poor quality of education in the governments schools, South Delhi Municipal Corporation (SDMC), launched the school quality enhancement programme (SQEP), where the SDMC identifies and partners with non-profit organizations with proven track record of working in the education sector. The idea is to demonstrate the model that the NGOs follow to the government staff to ensure high quality education in the partnership schools. It is expected that the government teachers shall also become used to these methods over a period of time. • Kharkhari Jatmal (Najafgarh Zone) SDMC-PS school was adopted in 2016 with an enrollment of 22. Now, the strength has increased to 232. Students have participated in various sports and got medals. • Sureda (Najafgarh Zone) SDMC-PS was adopted in 2017, with an enrollment of 70 that has now reached to 245. • Subhash nagar (West Zone) SDMC-PS was adopted in 2017, with an enrollment of 190 that has now skyrocketed to 470. Apart from academic achievements, students of SDMC Subhash Nagar won 25 gold and 5 silver medals in SDMC sports competitions during 2017, which was a first of its kind achievement for this school. During 2018, 6 students got ‘MEDHAVI’ awards in inter-MCD competitions.
Case Study - Delhi GMI and ASSER academic assessment of the students of Kharkhari and Subhash Nagar schools was rated and regarded highly. Apart from core curricular activities, students also learnt human values, Japanese language, CPR, acupressure, Vedic Maths, Sanjeevni Shala, Jeevan Vidya skills enabling them in multi-faceted development. Contributing to the Community Our students act as social mobilizers and periodically conduct surveys in their communities to get feedback of parents. Parents also provide us feedback about how the students explain whatever they learn through PPMS. We have also adopted “Half KM” strategy whereby students endeavor to bring about a positive change in the society. Parents of these students from all our adopted schools are very happy to see the positive changes in their children. Their wards have developed several new cultural and social values. Students start their day by wishing (touching their feet, etc.) their parents, and also assist their parents in various household works. Students have taught their parents how to make signatures and also request them for reading and signing instead of putting thumb impressions. In this way, the lamps which we are lighting are illuminating several other lamps in their family and society through the light of education.
Case Study - Delhi Propagating Culture, Values and Ethics All our schools celebrate various festivals pertaining to different religions of India with the students so that our students can learn the social and cultural relevance of these festivals and inculcate associated moral values in themselves. We also celebrate annual function at each school to develop requisite soft skills in our rising stars. Students participate in these activities and develop their skills of expressions, dance, drama, singing, fine arts, speech, etc. Honorable Member of Parliament Shri Manoj Tiwari ji was Chief Guest at one such annual function where he expressed his utter surprise and praise on watching our little students doing dance and drama and talking in Japanese with full ease. He highly appreciated the skills of our students and the efforts of our team. Keeping on with our legacy of providing quality education to the poor and needy children of these SDMC schools and inculcating required soft-skills along with the much needed social and moral values in them, we are continuously endeavoring to assist them in learning and be a catalyst in New India.
Muni Methodology – A proof of Concept Muni Methodology has been proven with time and in different areas to solve the fundamental problem in implementing true education in school. It has been tested at every level – • The place where it originated (Muni International, Uttam Nagar) • Tested by 3rd party agencies such as Gray Matters Capital and Mantra organization • Muni has proven the results by getting selected for SDMC’s SQEP program and by delivering the results in Delhi • In Ambala region where the school has implemented it’s methodologies and has successfully shown that how Muni Methods can improve the quality of education • Muni method has demonstrated in the tribal regions of Maharashtra that it can show far superior result in imparting quality education thus breaking the myth of “First Generation Learners” • By going through the comparative study of the Muni Education Model and the Finland Education Model one can judge for themselves the edge that Muni Education Model has over the Finland Model of Education (consistently ranked best in the world) Comparative Study reflects that MEM is transformative with capability to address some of the most pressing challenges facing the education systems worldwide including scalability and variation in student performance. However from an implementation and sustainability point of view this requires financial resources since these schools do have limited resources. The manifestation of this vision needs greater commitment and support from all sections of society especially from organizations through CSR funds.
Our Fingerprints don’t fade
from the lives we’ve
touched
Be The Change
Innovation Centre: A-2/16-18, Mohan Garden, Uttam Nagar, New Delhi, Delhi 110059
Communication Address: 707/B, C-59, Platina, Bandra Kurla Complex, Bandra (East), Mumbai 400051
Call: +91 22 40066713 / +91 22 40066714
email: contactus@aiklavya.org / contactus@mymuniworld.com
Website: www.mymuniworld.comYou can also read
