Building the Educational Pipeline in Kurdistan

By Madeleine White, educationalist, writer and Head of Strategic Partnerships, Whizz Education.

As I have mentioned previously, education is never just about a school building. A school is a function or a service, set within a suitable building that is able to support people to reach their full potential.  In order for this to happen there are many stakeholders. These include funders such as corporations who benefit from the right kinds of skillsets to drive forward their innovation and productivity. It includes government as strategists, able to connect the needs of all participants and of course also includes the wider community – parents, organisations, smaller business and employers.

My theme this month therefore is one of connection and sharing. Schools are a central point of connection for many communities. The three short stories I am focusing on below are designed to focus on what schools actually mean and indeed how they are the base-line for skills, connections and ideas that allow a young person to reach their full potential – serving individual, community and national need in the process.

Building schools

The Kurdistan Regional Government of Iraq (KRG) is set to announce the results of January’s Expression of Interest Request for provision 2000 school buildings in Erbil, Sulaimaniya, Dohuk and Garmian. The focus is to be on building 250 furnished schools in each of the two initial years and the remainder of the total number of 2,000 furnished schools to be distributed over the remaining 10 years.

The results are due to be announced in May, so opportunities for education providers to become involved when the builders have been announced are potentially huge and of course come back to the question of what education is actually trying to achieve.

Educational service providers such as Whizz Education will be looking to explore how to make the educational pipeline meaningful – allowing educational technology to drive progress by aligning the  measures and reports with the wide access the cyber environment is able to provide in order to support learning and teaching needs. It could be argued for example that this kind of a shared, collaborative learning environment prepares young people and their communities for exactly the kind of skills required to serve future national and employer need and should thus be integral to school provision. These contributions and ideas are crucial if the progamme is to serve the needs of long term human capacity development.

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