One can be satisfied with and recognise the extensive contribution that RICE-MMS makes to the development of young people and adults belonging to various economic and social groups as lifelong learners. There are many examples to quote. Successive national policies, legislation and guidance that were there at the time of establishing the RICE-MMS school in 1999-2000 and all through until now, have driven and reinforced the schools aims to promote access and participation of students and staff in quality education and training and to facilitate economic and social participation by its stakeholders. The school knows that a substantial proportion of potential learners in India do not find it easy to participate in appropriate learning experiences for a diverse range of skills and knowledge. To meet this inadequacy in supply of quality education, RICE-MMS plays a substantial role in the development of individuals in value based life and life style and preparing them as responsible citizens, value based individuals and needing to develop new skills and knowledge. RICE-MMS also makes a major contribution to language and literacy development, both for learners with poor literacy skills and for those for whom English is not the first language. Though the school is an English medium school, the mother tongue of each student is given primary importance which is bundled with the tradition and culture of each individual student through integrated curriculum. The widening client base in recent years has demanded that RICE-MMS adopts increasingly inclusive and learner-centred practices.