Despite phenomenal progress in learning in the past 200 years, with more children in schools and learning than ever before, the world is facing a shocking a learning crisis in many parts of the world. The International Commission on Financing Global Education Opportunity (the Education Commission) predicts that, by 2030, 825 million children in low- and middle-income countries—half of today’s youth generation—will reach adulthood without the skills they need to thrive in work and life.

million children will reach adulthood without the skills they need

Children today, regardless of where they live, need real world skills to address the needs they’ll face in the future – skills like collaboration and teamwork, creativity and imagination, critical thinking and problem solving. To achieve this, children need to be given the opportunity to build those skills, and practice them in an environment as closely modelled on the variety and the uncertainties of the real world; the truth being that there is nothing as uncertain as the future. 

With such tremendous change in todays’ society, we must prepare them to navigate on their own, finding their way forward in uncertain territory and solving problems we cannot foresee such as competing in a world where artificial intelligence predominates or being resilient to complex challenges like climate change.

Children don’t learn on their own – and they don’t exclusively learn in a classroom. They need scaffolded mentorship and a combination of both content knowledge and lots of hands-on practice to navigate tricky situations. The retention of knowledge is no longer sufficient to thrive. Success will be defined by knowledge as well as life skills fostered by hands-on exploration and practice. Both are necessary, and so is having high quality teachers to guide that dynamic learning.

What we do:

The education initiatives aim is to reach millions of children with learning through play in different parts of the globe where there is an opportunity to scale our work and make a difference.

  • We do this by identifying, testing out which innovations work and accelerating what works at scale.
  • We partner up with organisations that can take our offer to scale and through national education systems – primarily through teacher networks.
  • We recognise that the delivery of a high-quality learning through play is always going to be a drop in the ocean compared to the enormous challenges presented by the global learning crisis and we want to influence others to support the development of children’s skills at scale. Technology will be key to that process.
  • Finally, our programme works on advocacy to influence others to implement learning through play in national education systems. We do this through policy influencing and producing and commissioning research to influence others and by empowering parents and communities in the process.