About Us

KGI aims to create an environment conducive to learning and prides itself on being a caring institute for all stakeholders – children, parents, teachers and principals. KGI has many innovative firsts to its credit and now one more, with the Mindful Parenting Program. Malati has a teaching background and is a deeply caring and committed human being, involved in many causes and boards. Over the years she has helped create a vision for KGI where they are guided by two principles of having a learner centric approach and creating a safe environment for the stakeholders thereby moving towards holistic education. She plays a significant and crucial role in keeping KGI motivated in accepting change, being creative and committed to the cause of meaningful education. The management of Kannada  Sangha  can say with pride  that they have created a friendly, non-threatening and transparent environment in their Institutes that are built on a foundation of trust, faith and love.

She, along with a few of her friends in IofC, is pursuing a dream of ‘Reinventing Schools, Rebuilding the world’.

During her 30 plus years career, Vijayam has redefined education in her schools. As a Principal of one of the largest schools in Jamshedpur, Jharkhand and later as Vice Chairperson of Kerala Public Schools, a chain of 9 schools, she tried to build a harmonic balance between academics, and sense of compassion and social responsibility towards our society, environment and ecosystem. Some of these activities included: Village development programme, Rural school adoption, Free education of slum children in the English medium school campuses during its free hours, Camp schools for out of school tribal girls, environment conservation activities etc.

Her work has been acknowledged by the Government and many Non-Governmental Organisations and is the winner of many national awards.

She followed it by developing a training program for teachers and has since conducted numerous workshops on ‘’Can Values be Taught’’ ‘’How to Teach Values’’ and the “Role of Questioning Skills and Reflective Practices in Values Education”. She strongly believes that values are surely caught but must definitely be taught as well. This has driven her to study the teaching and learning of values and think of ways and means to ensure Values Education becomes an integral part of the school curriculum.

Parenting Education seems to be a very natural progression for her since teachers and parents are the most important values educators in a child’s life.

With fourteen years of experience in education now, he hasn’t looked back.

He co-founded VSET, an NGO engaged in a values education program for children in the age group of 12 to16 years, with Ram A, in the year 2003.

Sunder has been connecting with people from all walks of life, spreading his joy with co-travellers in the journey of life. Iyer is also engaged in conducting residential retreats for adults in the age group 16 to 60 yrs, on how to lead a stress free life and also on how to live in the ‘now’.

Passionate about musical instruments, Iyer comfortably jumps from one musical instrument to the other in pursuing his marriage with music.

She is actively engaged in research on CORE’s Systems Evaluation Protocol and the Netway. Her particular focus has been on “evolutionary evaluation” and evaluation capacity-building through evaluation partnerships between program staff and evaluation specialists. Her recent work includes research projects and evaluation partnerships with grassroots organizations working on social justice especially in food system projects, and diverse youth-serving organizations across the US and internationally. Current projects include two collaborations with colleagues at Montclair State University: the Partnerships for Advancing Character Program Evaluation (PACE) Project, and the Greater Good Science Center’s Parenting Program Initiative based at the University of California, Berkeley. She is deeply interested in collaborative research projects and how the tools and foundational principles of the Systems Evaluation Protocol and evolutionary evaluation can be used and adapted to create unique bridges between the expertise of on-the-ground practitioners and those supporting, funding, or researching community-based work.

After working as a classroom teacher at a charter school in New York City, Jane returned to Ithaca, NY and began working as specialist in science education. It was her work on evaluating these programs that led her to the field of evaluation. In 2008, Jane began working as a Facilitator of Evaluation Partnerships at the Cornell Office for Research on Evaluation (CORE). While at CORE, Jane worked with a variety of science education programs among others to develop evaluation capacity and plan their evaluation work. This experience, in a new role, but once again an educator, rekindled Jane’s interest in the way people learn, and ‘learn to learn,’ in different contexts. In 2015, Jane began working as an independent consultant (evaluativethinkingcapacity.com), with a focus on providing advice and training around Evaluative Thinking and establishing a culture of learning throughout an organization. Since that time, Jane has worked with Catholic Relief Services to develop and implement workshops for program staff and leadership around the world; she was a lead facilitator on the Partnerships for Advancing Character Education Program (PACE) and the Greater Good Science Center Parenting Program Initiative, a consultant to the Cornell Cooperative Extension Harvest New York programs as well as The Duke Endowment.

Her role is to share research-based resources for parents and families to help them foster strengths including generosity, gratitude, forgiveness, humility, and purpose in themselves and their children.

She is a developmental psychologist whose research includes exploration of parent-child relationships, early development of children with autism spectrum disorder, and traditional behavioral and canine-assisted interventions for children with attention-deficit/hyperactivity disorder.

Dr. Roeser’s main research interests focus on adolescent development, school as a main cultural context affecting the holistic development of the person; and on the role of contemplative practices like mindfulness and compassion training in education for adults and students alike.