Systemic Design: wicked problems and giga-mapping
In our Systemic Design module during one of our semesters, the wicked problem we chose to tackle is the lack of enrollment in operational schools, particularly among out-of-school primary school children, in Karachi. Several contributing factors had been identified, including inadequate teaching and assessment modules, as well as the absence of enforcement regarding compulsory education.
The first concern revolved around the low or nonexistent enrollment rates in schools that were currently functioning. This issue primarily affected primary school children who did not attend school for various reasons. These children were considered out-of-school, indicating their exclusion from formal education systems.
Another aspect that contributed to the problem was the presence of inadequate teaching and assessment modules. These modules encompassed the educational materials, methods, and techniques employed within schools. The insufficiency of these resources hindered effective teaching and impeded the students' learning process, thereby exacerbating the issue of zero enrollments.
Furthermore, the lack of enforcement regarding compulsory education played a significant role in this wicked problem. Compulsory education typically referred to the legal requirement for children to attend school up to a certain age. However, in the context being discussed, the enforcement of this requirement was either weak or entirely absent. The absence of a robust enforcement mechanism led to a disregard for compulsory education, allowing children to remain out of school without consequence.
Addressing this wicked problem required comprehensive research and targeted interventions. Strategies included improving access to education, developing and implementing effective teaching and assessment modules, and strengthening the enforcement of compulsory education laws. By tackling these interconnected challenges, it was possible to address the issue of zero enrollments in operational schools and provide better opportunities for out-of-school primary school children.
Above is the logo of the micro-teaching module we created, after identifying that the grassroot level affecting student enrollments was teacher-mentoring. Translated as "rahnuma" or "guide" it would serve as a 6-8 week peer-mentoring, free-of-cost, with the help of projects with NGOs already working on such issues and sponsors.
