Muktangan first batch Alumni; Bhuneshwar Gupta & Pooja Chaurasia make us proud by recently completing the Chartered Accountancy (CA) Integrated Professional Competency Course (IPCC) – Grade 1 examination.
On the 21st of March 2003 the first Muktangan preschool programme was initiated in a small classroom of the Globe Mill Passage Municipal school, G south, Mumbai. Its Focus: an underserved community that had, so far, been deprived of an education; that could appropriately prepare its children for the opportunities presented by a rapidly developing economic environment. Muktangan saw the potential laying dormant in these communities, it recognized that the community it wanted to serve possessed the ability to effectively implement the education revolution it envisioned.
During its 15 year journey, Muktangan has aimed to bring about a quality transformation in education, this has led to many synergistic collaborations over the years with local communities, parents, government officials, patrons and partners.
Muktangan’s first Balwadi began by recruiting and empowering women, mostly housewives, from local communities into child-friendly teachers who would then, in turn, transact its developmentally supportive, activity based, constructive classroom curriculum to 90 preschoolers from their own neighborhoods.
As the children flourished, it was their parents that recognized Muktangan’s potential and filed a petition with local authorities; this would later serve as the basis for a strong public-private partnership and spur the growth of the model into seven primary and later secondary schools.
Imparting a comprehensive curriculum, keeping in mind state and national level policies, developed through continuous classroom review, action research and collaboration with experienced academic faculty and supporters; Muktangan documented its established processes and expanded to evolve a comprehensive yet structured teacher education model (pre and in-service) that developed confident, accomplished and effective teachers for all levels of schooling.
To ensure the development of tomorrows global citizens various complimenting programmes such as Learning Resources allowing for further programmatic inclusivity of special needs, a Socio-Emotional department for student personality and value development and Holistic i.e. Art, Dance, Drama, Sports were integrated to add value to the academic lives of students at Muktangan schools. Further analyzing the developmental needs of senior students Muktangan also partnered vocational specialists and initiated a school transition and career readiness programme for its soon to be alumni.
To date, 214 students have passed out of Muktangan schools. Almost all of them first generation English speakers with parents working in blue collar jobs. These students are now undergraduates working hard to pursue careers in Engineering, Finance, Catering and Computer Sciences and continue to make us proud as they sore to new heights.
The success of the Muktangan model within our seven lab schools has spurred us to take our learnings to the mainstream by first working on its adaptability to varied environments and demographics through various low to high intensity outreach programmes. These programmes are now supporting the professional development of 2,700 teachers and positively impacting the academic lives of about 45000 students. Ultimately our aim is to make the programme and its benefits universally accessible through advocacy programmes and work together with governing bodies e.g. MHRD that are aiming to implement sustainable transformation in public sector schooling.