Prof. Dr. Vishwanath D. Karad,
Founder and Director General, MAEER’s MIT, Pune.
“Union of Science, Spirituality and Religion alone will bring peace to mankind."
This sentence sums up the entire vision, mission and philosophy of the establishment of MAEER’s MIT , known for imparting value based education from KG to PG for more than three decades. Although modernization, high-end technological advances and intellectual progress over the years have been a boon to this generation ; but unfortunately the same have not contributed entirely to the building of good character.
We shoulder the responsibility to mould the future by training the younger generation in science and morals. We strongly believe that this is the era where we need to revive the age-old ‘Guru Shishya Parampara’ for the sake of the younger generation who will be global citizens of tomorrow. With the world coming closer to the concept of a Global Village, the advent and advancement of technology has only increased the pace of education.
An effort has to be made to make the youngsters aware of their ancient Indian culture and the deep rooted ethos of the holy soil of the country. The Gurukul system would be the perfect technique to blend the modern technological advancements and the ancient Indian culture to create a new genre of all-rounders and winners .
This age-old education system of ancient India develops an emotional, intellectual and spiritual bond between the Guru and the Shishya. The Guru takes the Shishya from the darkness of ignorance towards the enlightenment of knowledge. He guides the Shishya not only to pursue knowledge, but also to build character.
Today what we desperately need, more than advanced technology, is men and women of strong character and self-discipline, and capable of being global citizens who can make the utmost utilization of technology for the benefit of mankind.
Let’s not forget that the nation is always built by disciplined, cultured, devoted and educated individuals, with full faith in themselves and the nation. This faith and discipline results in character building and developing a sense of cross-cultural tolerance, co-operation and harmony. With faith in incorporating all such qualities in their students to develop ‘winning personalities,’ MIT schools are committed to these ideals of making them ‘ physically strong, mentally alert, intellectually sharp and spiritually elevated’
“Never compete with an opponent. Compete with your own self, for your own highest standards, and when you reach your limits, that gives a real joy."We value the individual differences that each child brings to the classroom. The very diverse cultural backgrounds and learning styles of our student population makes Vishwashanti Gurukul School an ideal setting for young minds to grow. Our curriculum sets the foundation for a global perspective on learning. The richness of our academic programs encourages students to connect separate elements of knowledge to form a coherent perspective of the whole, thus producing insightful, creative and analytical thinkers.
As we embark on this unique journey, I am confident that we will succeed in enabling our students to become engaged citizens of the 21st century who possess not only the knowledge for critical thinking; but also the motivation for keeping their minds actively engaged in learning for the rest of their lives.
With your support we can have a positive and lasting impact on the lives of our younger generation. Together we can ensure that they have a more informed understanding, not only of themselves; but also of the world in which they live. Thus, this is truly an exciting time to be in education.
Dr. P. N. Prasad,
Academics – School Development and Training
"Education is the most powerful weapon which you can use to change the world. "
It is with pride and great pleasure that I welcome you to Vishwashanti Gurukul Schools (VGS ), a vibrant group of CBSE schools and a truly exceptional community. Here at VGS , we strive to create a conducive and congenial environment for our students wherein they have fun, while challenging themselves academically.
At VGS , we follow Gurukul culture committed to a stimulating and empowering environment in which students realize their greatest intellectual, aesthetic, creative, moral, spiritual and physical potential. We are defined by an energized, attentive and diverse student-teacher culture. We value every individual child and work in unison with all the stakeholders to facilitate achieving the highest potential of the child. One of our goals is to build our students’ self-confidence and self-esteem so that they feel prepared to face the challenges of life.
As we firmly believe in the words of Aristotle , “Educating the mind without educating the heart is no education at all”, all our endeavours reflect interactive approach and inculcate leadership qualities in our children. Our teachers strive to engage our students’ imagination by nourishing their curiosity and equipping them to solve problems and think effectively. Through our numerous scholastic and co-scholastic activities, we provide a platform for our children to showcase their talents and discover a new facet of their personality.
I take this opportunity to welcome and congratulate one and all who are associated with VGS. Let us all join hands to make education not merely an endeavour of learning of facts, but a training of the mind to think.
Sujatha Mohan Kumar,
Indian Academy of Sciences, Bangalore
Ms. Mohan Kumar, while commenting on her association with MIT, said, “It is exciting that besides my various science and social interests, and the overriding ambition towards contributing to my country and its people, my passion to be involved in inspiring young lives has found an opportune moment in my being placed in your school’s managing committee . I look forward to seek in this opportunity a mutually eventful and rewarding experience.”
Having completed her post-graduation in science, she obtained her doctorate in marine biology from Karnatak University, Dharwad. While, her participation in the activities of Biodiesel Society’s executive committee and Navachetana g ave critical expression to the country’s social issues, her support to Kalabharathi was a learning experience in promoting the values of art, culture and heritage and has inspired her to develop a network of potential patrons and artistes.
Being a part of the Indian Institute of Science enabled her to be a collaborator in the documentation of its flora in a published book and to be a founding member of the exhilarating Science Club for children.
Her present job as the editor of Resonance – journal of science education , published by Indian Academy of Sciences, caters to the pedagogical interests of students and researchers and is an outcome of a larger science education initiative of India’s science academies to serve students and teachers. The academies, among other ongoing program s, make recommendations to various agencies of the government, such as Planning Commission, Ministry of HRD and UGC for improving science education at the higher levels of learning. Additionally, the academies actively advise and assist in formulating details of some of the components of the Inspire program of DST , thereby significantly enhancing in impact and prestige, their determining role in science education.
Lakshmi Kumar is a well-known educationist and inter-culturalist. Her expertise spans establishing quality schools, building teams, developing educational processes and initiating best practices for both, school and higher education. She is the director of Pradnya Niketan Education Society, which runs Orchid School in Pune and an engineering college in Solapur .
As the founder director of Orchid School and the visionary behind an educational process that is meaningful and relevant, she strives to bring teaching practices, methods and curriculum in alignment with today’s generation of learners. She specializes in life skill education for young adults. For the technical college, she works in the area of developing employability quotient for the students.
She is a certified cross cultural training consultant and has trained international assignees on cross cultural competence and business processes. Ms. Kumar has specialized in training culture workers, mainly from Sweden – teachers, social workers, lawyers, nurses and doctors – to work with multi-cultural communities. She has been the coordinator and academic supervisor for Sweden-India Project based in Orebro University for last twenty years.
Dr. Asawari Bhave-Gudipudi
Dr. Bhave-Gudipudi is currently the Project Director of MIT School of Education & Research (MIT SOE&R), Principal of MIT Vishwashanti Gurukul Teacher‘s Training Academy ( B. Ed. College ), as well as the Head of MITSOE&R - Cambridge Professional Development Centre, Pune.
She has a total of 21 years’ teaching experience, wherein for 12 years, she taught physics to students at the under -graduate level and for the last 9½ years she is actively involved in the field of teacher education and training . She is also the online subject matter expert with Texila American University’s School of Education, Guyana .
She firmly believes in lifelong learning and has completed Cambridge International Diploma for Teachers & Trainers (CIDTT) with distinction and is the Programme Leader for Cambridge International Certificate in Teaching and Learning.
She is also pursuing Post Graduate Diploma in Higher Education from IGNOU. She has 10 research papers to her credit, published in national and international journals .
She had received the Staff Exchange Award from UKIERI to visit University of Stirling, UK for collaborating in the exchange, development and delivery professional teacher education and educational leadership. She was instrumental in receiving 3 grant-in-aids for research projects from ICSSR, New Delhi for MIT.
Her forte is educational psychology, educational philosophy and action research. She regularly conducts workshops for teacher trainees, educators and educational leaders on:
Dr. Indira Kasala
Dr. K asala is an educationist with over 25 years of experience. She has been a senior associate inspector for the Dubai Schools Inspection Bureau since 2008. She is a qualified teacher and has a professional qualification from the University of Cambridge. She has a bachelor’s degree in English and Sociology and a master’s degree in Sociology.
Her doctorate degree is in Organisational Behaviour and she has specialised in Leadership Training. She has taught English and Social Studies in schools in India and in the Middle East. As education officer, she has experience of working with public and private schools across India. She has also been involved in accreditation of CBSE schools in India.
Dr. Kasala has vast experience of inspecting schools within India and in the Middle East. She has conducted baseline studies, audits and school inspections of more than 300 schools. She has inspected a wide range of schools that offer the curricula of UAE, Philippin es, UK, US and India .