15

Reskilling

How entrepreneurs are embracing learning innovations globally

Why the education crisis won’t quickly vanish

What started as a health crisis quickly turned into an economic crisis, and now the education crisis is emerging. The figures are scary: Over 850 million children and youth – roughly half of the world’s student population – had to stay away from schools and universities due to the Covid-19 pandemic.

It’s a truly global crisis with all countries affected. Countries building on traditional school systems like Germany suddenly found themselves at the bottom of the table in terms of ability to deliver education virtually. While universities were quick to switch, primary schools are only now getting onto digital learning platforms. Countries such as India, which had made great strides in digital education, are now the frontrunners.

Vaccination will help us prevail over the health crisis and China has demonstrated that the economic crisis can also be overcome faster than expected. However, I fear that the education crisis will have long term negative effects for a whole generation of children, aggravating inequality and diminishing opportunities on an individual level, but also on a macro level as companies are looking to recruit staff for industry 4.0.

On the other hand, the Covid-19 pandemic has been the greatest disruptor and accelerator of digitalization globally, with ripple effects in each sector. EdTech is booming, benefitting from the confluence of lockdowns and mobile smartphone penetration rates, enabling more rural populations to access quality education. For example, Reuben Wambugu from Bridge Kenya shares with us in this issue of CLUED-iN how Bridge schools have introduced mobile quizzes and new learning formats.

When I got started on inclusive business in 2009, I attended the launch of Monitor’s Emerging Markets, Emerging Models report and was fascinated by the opportunities to address unserved needs at the base of the pyramid (BoP) through innovative business models. An approach called paraskilling involved investing heavily in centralized curricula development, then delivered by local women in the communities. Twelve years later, we are witnessing a very similar model of massive servers being accessed by millions of learners worldwide. Technology has moved on, but the underlying business model stood the test of time, enabling previously underserved communities to access quality education and vocational training.

Are we witnessing therefore the demise of the role of the teachers? Having been a home school teacher to my nine-year-old son, I don’t think so. While pure online learning has its role, I believe that the future will be in blended learning formats combining the best of the digital and the analog world. This issue of CLUED-iN features a number of fascinating blended learning initiatives, including the new skilling platform Shiksha developed by LabourNet in India.

But will those two worlds merge easily? I have my doubts because the traditional educational infrastructure is under enormous pressure due to the strain on public finance not only in OECD countries, but much more in emerging and developing countries. Will the private sector step up, close this gap and deliver quality education and vocational reskilling to the underserved communities in inclusive business models? Will companies collaborate to address the digital divide? There are some great examples featured in this edition of CLUED-iN, which offers rooms for optimism.

However, a word of caution - going to school is so much more than algebra. It not only about learning, it is also about social learning, nutrition, protection, friendships, experiences, laughter, joy, falling in love, falling out of love, disappointments, success...

While I share the enthusiasm for online learning and the opportunity of leapfrogging into an era of virtual and blended classrooms, I am acutely aware of the deep psychological impact this educational crisis poses for the youth. The effects will be long with us when the health and economic crisis are only a distant memory.

Markus Dietrich
Markus Dietrich is Director Policy at the Inclusive Business Action Network (iBAN) since 2017. He supports companies to scale up their inclusive business (IB) models and policymakers in the development of enabling environments. With a background in the private sector, Markus moved to the Philippines in 2008 and consulted with ADB, GIZ, World Bank and the private sector on renewable energy and inclusive business. Markus is also a committed social entrepreneur who co-founded Hilltribe Organics in Thailand, which engages hill tribe communities in organic farming. He holds a degree in Business Studies from CASS Business School and a master degree in International Community Economic Development from Southern New Hampshire University.

featured story

Reskilling: How entrepreneurs are embracing learning innovations globally

The global Covid-19 pandemic has upended traditional learning models while increasing unemployment and poverty. This has contributed to an education crisis and further highlighted the need for targeted reskilling and measures to address the digital divide. In this issue of CLUED-iN, inclusive business leaders, education specialists and impact investors explain how the crisis has accelerated the move to new formats and ‘blended learning’ models, while also providing opportunities to innovate and develop the workforce of the future.

Alexandra Harris

Table of contents

graphic summary

GRAPHIC SUMMARY

Learn more about reskilling and learning innovations by reading this fifteenth edition of the online magazine on Inclusive Business! The illustration was developed by Christopher Malapitan, a visual practitioner and trainer based in Brussels…

editorial

Why the education crisis won’t quickly vanish

In his editorial, Markus Dietrich discusses the global education crisis wreaked by the pandemic. Drawing from personal experiences, he asks whether the private sector will harness new models and tools to address skilling gaps that will affect the workforce of the future.

Markus Dietrich

feature story

Reskilling: How entrepreneurs are embracing learning innovations globally

The global Covid-19 pandemic has upended traditional learning models while increasing unemployment and poverty. This has contributed to an education crisis and further highlighted the need for targeted reskilling and measures to address the digital divide. In this issue of CLUED-iN, inclusive business leaders, education specialists and impact investors explain how the crisis has accelerated the move to new formats and ‘blended learning’ models, while also providing opportunities to innovate and develop the workforce of the future.

Alexandra Harris

Talking #InclusiveBiz No. 2: Educating the most vulnerable populations effectively despite the pandemic through participatory solutions

In this podcast, Neelam Chhiber describes how her organization continued to provide skills training and empowerment to rural women in India during the pandemic despite significant challenges. The situation called for ingenuity combined with harnessing the power of networks.

Funding new EdTech ventures to support employment and reskilling

EdTech is booming in India. Siddharth Nautiyal and Sarvesh Kanodia of Omidyar Network explain what draws them to fund new and innovative business models that help workers access employment opportunities.

Keeping students motivated through new and engaging formats in Kenya

Last July, we described how low-cost private schools run by Bridge Kenya adapted quickly to the unfolding pandemic by providing innovative approaches to education for underserved communities. Managing Director Reuben Wambugu discusses why new tools are now complementing existing learning content.

How the pandemic accelerated blended learning

Marc Castagnet draws on his years of experience in professional higher education to explain why blended learning and connections to employers are key during Covid-19 times and in the future.

Taking collective action to bridge the digital skills divide

The Covid-19 pandemic has highlighted unequal access to digital infrastructure and skills. Camille Putois of Business for Inclusive Growth explains how companies can use collective action to address the digital divide and accelerate skills training initiatives.

Making – not finding – careers in sustainability: Reskilling leaders for a sustainable future

Laura Asiala discusses the importance of reskilling leaders to meet the challenges of the sustainability transformation. She explains why practice is critical to developing new competencies, and how a simulation-based training model can fill this gap.

Addressing skills shortages through hybrid, targeted learning initiatives

Gayathri Vasudevan shares how LabourNet developed the Shiksha platform, a new hybrid training model, and piloted initiatives in health and hygiene to increase employment during the Covid-19 pandemic.