In the mid-1990s, a group of passionate individuals came together, united by a shared dream of bringing education to all. Their vision was clear: to make education not just accessible, but engaging and transformative for every child, especially those from marginalized and excluded communities. As they delved deeper into the educational landscape, they began to recognize a glaring deficiency in the formal education system.

The census of 2001 echoed their concerns, revealing that the percentage growth of literacy among Scheduled Castes (SCs) in Bihar was far from satisfactory, and the literacy rate among the Musahar community remained dismally low. The prevailing education system failed to acknowledge and harness the creative potential inherent in these communities, rooted in their folk traditions, games, plays, stories, and art. This disconnect prevented these communities from participating fully and successfully in the formal education system, perpetuating a cycle of low learning, diminished productivity, and limited income opportunities. Their voices were often absent from the political landscape.

Determined to break this cycle and elevate the self-esteem and prospects of marginalized communities, the group embarked on a mission to develop and promote a learning system deeply rooted in creativity, embracing and celebrating local cultural contexts. They believed that nurturing creativity was the key to empowering individuals and communities, enabling them to become active participants in the learning process and in society at large.

Many of these visionary individuals were alumni of Netarhat Residential School, a government-run institution. Fuelled by a sense of duty to give back to the society that had supported their education, they felt a strong commitment to disseminate and promote the transformative idea of creative learning. Thus, in 1997, the Association for Promotion of Creative Learning (APCL) was born as a not-for-profit organization.

In 1998, APCL was officially registered under the Society Registration Act of 1860, marking the formal beginning of a journey dedicated to fostering creativity and inclusive education. The heart of this mission beat with the belief that creativity is a universal human trait, waiting to be nurtured and celebrated.

As girls and boys from excluded communities primarily attended government schools, it became evident that a new pedagogy, one deeply rooted in the creative abilities of these communities, was needed to address the shortcomings of the existing education system. In response, APCL established the School of Creative Learning, a community-based school designed to serve as a hub for action research in this transformative pedagogy. The school adopted a unique admissions policy, accepting students on a first-come, first-serve basis, eliminating the need for entrance tests. Scholarships were created to ensure that children from marginalized communities could access quality education.

At the School of Creative Learning, the curriculum was carefully curated to align with the lives and experiences of the community, recognizing that effective learning should be relatable and relevant. Learning and evaluation processes were tailored to accommodate the needs and concerns of excluded communities.

The findings from this innovative approach served a dual purpose: advocacy for educational reform and capacity-building for government teachers and local leaders. Furthermore, it ignited awareness campaigns among parents and community members, encouraging their active engagement in the educational journey of their children.

This set the stage for a profound and transformative journey - one that would span 25 years and beyond. It is a journey deeply rooted in creativity, inclusion, and the unwavering belief that every child deserves a chance to thrive and shape their own destiny. The story of APCL and the School of Creative Learning is a testament to the enduring power of imagination and the profound impact of an idea that began with a simple yet transformative question: ‘Can't we do anything for these children?’

Founded in 1997, the Association for Promotion of Creative Learning (APCL) is a pioneering not-for-profit organisation dedicated to fostering creativity and holistic education in India. It was born from a vision to make learning a joyful, inclusive, and empowering experience, especially for children from underprivileged and excluded communities.

APCL is guided by the philosophy that creativity is the ultimate source of happiness and a key driver for personal and societal progress. The Association promotes Creativism, a concept propounded by Vijoy Prakash and Dr Mridula Prakash, which advocates learning through joy, cooperation, and harmony with nature.

APCL’s flagship initiative, the School of Creative Learning, established in 1997 in Patna, has grown into a beacon of innovation and excellence. The school nurtures a wide spectrum of creative competencies—including concentration, memory, thinking, imagination, observation, communication, and emotional management—alongside academic achievement. Its progressive methodologies have helped transform the lives of countless children, particularly those failed by conventional education systems.

APCL envisions an education system where every child is seen as a creator and every learning experience is rooted in curiosity, culture, and joy. Over its 25+ years of journey, the Association has become a catalyst for creative empowerment—helping thousands of learners unlock their full potential and inspiring change in educational thought and practices.

Empowering Minds: 25 Years of Creative Learning chronicles the inspiring journey of the Association for Promotion of Creative Learning (APCL) and its flagship School of Creative Learning in Patna, Bihar. Empowering Minds is both a reflection on a remarkable 25-year journey and a call to action for transforming education through creativity, inclusivity, and lifelong learning.