Equitable Education for all
It is of crucial importance that all children and young people have access to education. While subject-based academic performance is often used as an indicator of learning outcomes, ‘learning achievement’ needs to be conceived more broadly as the acquisition of the values, attitudes, knowledge and skills required to meet the challenges of contemporary societies.
This calls for firstly reimagining classrooms such that education is learner led and the children are guided to be spontaneous learners. To create these meaningful learning spaces, the key would be in enhancing learning facilitation such that teachers look at themselves as facilitators who guide rather than educators who provide. It would also mean relooking at the curriculum viz. the program designs, resources, insights about children, methods of learning, tools, techniques, etc. to support this endeavour. Finally we need to expand the vocabulary of educators and young adults to a practise of co-creating uninhibited, non-threatening learning spaces.
All this involves improving inputs, processes and environments to foster learning both at the level of the learner in his/her learning environment and at the system level to support the entire learning experience. Its achievement rests on governments’ willingness and capacities to adopt policies, addressing issues of equity in public expenditures on education, developing intersectoral linkages and approaching inclusive education as a constituent element of lifelong learning.
Through impART, we are set out to attain just this, a quality equitable education for all learners.