HGSE Alum Founds Games for Ed to Help Schoolchildren in India Learn – The Harvard Crimson

Report on Games for Ed: Advancing Sustainable Development Goals through Educational Innovation in India

Introduction and Alignment with SDG 4 (Quality Education)

Games for Ed, an organization co-founded by Harvard Graduate School of Education alumna Mridula Chalamalasetti, is actively working to improve educational outcomes in India. This initiative directly supports the United Nations’ Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The organization’s core mission is to transform traditional, one-sided classrooms into engaging learning environments.

• The organization develops interactive and customizable games, such as board and card games, tailored to specific curriculum needs.
• It provides essential training for teachers, equipping them with the skills to integrate play-based learning into their lessons, thereby enhancing pedagogical quality in line with SDG Target 4.c.
• The primary objective is to improve student engagement and knowledge absorption, contributing to more effective and relevant learning outcomes as stipulated in SDG Target 4.1.

Addressing Educational Disparities and SDG 10 (Reduced Inequalities)

The initiative was born from observations within underfunded schools in marginalized communities in India, where students were often disengaged and struggling to learn via traditional methods. By focusing on these communities, Games for Ed directly addresses SDG 10 (Reduced Inequalities), which seeks to reduce inequality within and among countries.

The project’s methodology is intentionally low-tech to ensure accessibility and overcome the technological barriers prevalent in under-resourced schools. This approach promotes educational equity by providing effective learning tools without reliance on expensive technology, thereby empowering students from disadvantaged backgrounds.

Methodology and Curriculum Integration for Sustainable Development

The operational model of Games for Ed is designed to be highly collaborative and outcome-oriented, ensuring that its interventions are relevant and impactful. The process aligns with SDG Target 4.7, which emphasizes education for sustainable development.

1. Needs Assessment: The process begins by identifying the specific learning outcomes a teacher or school aims to achieve.
2. Contextual Game Design: Games are then designed or customized to meet these goals. For instance, if a school wishes to focus on sustainability, a board game is contextualized around that theme, directly embedding principles of sustainable development into the curriculum.
3. Classroom Implementation: The finalized games are implemented in the classroom, facilitating an interactive and effective learning experience.

Project Impact, Recognition, and Contribution to SDG 17 (Partnerships for the Goals)

The implementation of the Games for Ed program has yielded significant positive results. At the Gokul Public School in Bengaluru, a managing board member reported tangible improvements in student development.

• A drastic positive change in students’ behavior and social skills.
• A notable increase in student confidence and expressiveness.

The project’s success and potential have been recognized through strategic partnerships, reflecting the importance of SDG 17 (Partnerships for the Goals). Games for Ed was part of the Harvard Innovation Lab and was named a runner-up in the Mittal Institute’s Seed for Change competition, securing a $5,000 grant to support its mission.

Future Projections and Scaling for Greater SDG Impact

The grant funding is designated for scaling the project’s impact, with clear targets for expansion. These plans will further advance the organization’s contribution to achieving SDG 4 in the southern Indian city of Bengaluru.

• Develop 20 new educational games.
• Expand the program’s reach to an additional 30 classrooms.
• Train 200 more teachers in play-based educational methodologies.

The continued expansion of this model holds the potential for a massive impact, embedding alternative and effective forms of learning into the core of the educational system and accelerating progress towards quality education for all students.

Sustainable Development Goals (SDGs) Addressed

• SDG 4: Quality Education

  The article’s central theme is the work of ‘Games for Ed,’ an organization dedicated to improving educational quality and outcomes in India. It directly addresses the need for inclusive, equitable, and effective learning environments, which is the core mission of SDG 4.

• SDG 10: Reduced Inequalities

  The initiative specifically targets “underfunded schools” and “marginalized communities.” By providing innovative educational tools to these groups, the project aims to bridge the educational gap and promote social inclusion, directly aligning with the goal of reducing inequalities.

Specific Targets Identified

SDG 4: Quality Education

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • The article highlights that in the targeted schools, “not a lot of learning outcomes were happening.” The primary goal of Games for Ed is to “improve the educational outcomes of children in India” by making learning more engaging and effective, which directly supports this target.
2. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
   • The article provides a specific example of this, stating, “If they say they want something around sustainability, we will actually contextualize a board game around sustainability.” This shows a direct effort to provide education for sustainable development.
3. Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.
   • A key part of the organization’s model is that it “trains teachers on how to make their lessons more engaging with play.” Their plan to “train 200 teachers in the southern Indian city of Bengaluru” is a concrete action toward improving teacher quality and skills.

SDG 10: Reduced Inequalities

1. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
   • The initiative’s focus on “marginalized communities” and “underfunded schools” is a direct attempt to provide equitable educational opportunities. By improving education for these children, the project empowers them and promotes their future social and economic inclusion, helping to level the playing field.

Indicators for Measuring Progress

The article does not mention official UN indicators, but it implies several qualitative and quantitative metrics that can be used to measure progress towards the identified targets:

• Qualitative Indicators:
  • Improved student engagement: The article contrasts the previous state of “disengaged” students with the new, interactive approach.
  • Changes in student behavior and social skills: A school board member noted a “drastic change in students’ behaviour and social skills.”
  • Increased student confidence and expressiveness: The same source stated that “students have become more confident, expressive, and ready to showcase their talents.”
• Quantitative Indicators:
  • Number of teachers trained: The article explicitly mentions a plan to “train 200 teachers.”
  • Number of classrooms reached: A stated goal is to “expand into 30 more classrooms.”
  • Number of educational tools developed: The grant money is intended to “develop 20 more games.”

Summary Table of SDGs, Targets, and Indicators

Source: thecrimson.com