Education

Education, as widely believed, opens eyes, opportunities in life and professions. It is an enabler which facilitates breaking the cycles of poverty, ignorance, backwardness and motivates people to be creative and innovative in seeking solutions to problems. Sustainable Development Goal 4 aptly calls upon all “to ensure inclusive and equitable quality education and promote lifelong learning for all” by 2030.

Kalpa-schemes in education sector primarily echo the spirit of the goal particularly the words and phrases used in the SDG 4: inclusiveness, equitable and quality education and lifelong learning for all. In addition to that Kalpa sincerely understands the values inherent in quality education: taking the whole child’s (learner’s) development (physical, mental, social, emotional and cognitive) into consideration, focusing on learner’s outside experience, structuring appropriate learning environment, improving curriculum, enhancing learning processes, and making education purposive. As a result of this, the products of quality education could emerge as informed, active and productive citizens of the country.

Kalpa is dedicated to contributing to institutionalization of such education by facilitating the institutions or organizations concerned through appropriate governance tools.

They are dedicated, in one hand, to engage with governance tools which could be instrumental in making education structured and delivered inclusively with guarantee for quality, fairness and continuity. On the other hand they facilitate the process of rendering quality technical, vocational and tertiary education along with higher education (University) affordable for all.

Encouraging youths to receive specific employment skills under the broad umbrella concept of quality education is another arena to which Kalpa-programmes are directed. The idea behind this is to make education related to life, market, profession and reality.

Addressing marginalized groups of society particularly those with varied special abilities (disabilities), indigenous people and children in deprived, vulnerable conditions is another area in which Kalpa seeks to engage. It seeks to tailor the governance-tools to the need of the institutions or organizations dedicated to the cause of marginalized groups particularly in pursuit of education.

Some schemes of Kalpa are specially designed for sensitizing about ABCs of sustainability, developing a culture of sustainability in educational institutions, life, profession, market and public sphere. The governance tools appropriate for the purpose will be adopted by Kalpa as it undertakes programmes with various institutions in the society.

Various sectors (as indicated in different goals) which have close ties with education are also included in the schemes of Kalpa. Some of them, as for example, are health and well being (goal 3), gender equality (goal 5), decent work and sustainable growth (goal 8, responsible consumption and production (goal 12) and climate change mitigation (goal 13). The modality of the schemes aims at capacity building of institutions and improving governance for making the programmes launched in those areas responsive, efficient and result-oriented.