National education systems, including unconventional spaces for informal and non-formal
education, are important territories for social change making. In many far-flung geographies,
especially in the most neglected communities, schools are often the best infrastructure available
and teachers the best skilled human resources available. With improved enrollment in the post-
MGD era, schools also reach the most marginalized and disadvantaged. Thus, both schools
and teachers are powerful allies in changemaking. However, challenges persist.
Pedagogically, outdated methods of instruction combined with curricular standards that are
mismatched with the needs of first-generation learners, children with disabilities and learners
from low/no literacy households have resulted in the “learning crisis” i.e. where children are
attending school but falling behind expected learning outcomes. Even as the SDG has put a
focus on ensuring minimum competence there are no accepted methods to achieve that aim.
Infact, it is unclear if achieving specific SDG targets, such as the focus on foundation skills
targeted in SDG 4.1, is even possible through mandates of national policy or international
agreements. Creative, iterative, and contextual solutions may be needed to be developed on the
ground.
Mismatches between market needs and learning goals at the tertiary educational level have
created a different set of challenges. The most concerning being persistent youth
unemployment and underemployment, even as employers continue to note they are unable to
find the skills they need in the labor market. As we keep one eye on the needs of today, the
other must be on the future that is unfurling. Questions of how digital literacy skills can be
rapidly integrated into education systems to reduce the digital divides inside nations, but also
between them, also need to be considered.
Cutting across pedagogical issues at all levels is an agenda of inclusion. The task of upgrading
infrastructure, upskilling teachers, and updating curricula to accommodate various needs - of
learning with disabilities, of learning with home languages that differ from the medium of
instruction, and of learners from various genders - is complex.
Nimble, creative, and deeply rooted in educational systems Karkhana Global is positioned to be
an innovative partner for state-bodies, development partners, philanthropists and school
systems. Utilizing TMPI (Think Make Play Improve), it’s own Human Centered Design toolkit,
Karkhana works with a range of partners across issues of teaching-learning, governance, and
social accountability in education.
