When classrooms shut during the pandemic, India did not just face a learning crisis. It faced an execution crisis. Schools were willing to adopt technology. Students were eager. Parents were ready. Yet most institutions struggled to operationalize technical education inside classrooms. What failed was not intent. It was infrastructure. This is where Aaklan Technology Education entered the conversation, not as a course provider or an edtech platform, but as the execution backbone that enables schools to run technology education as a functioning, sustained academic system. The Founder Who Saw the Structural Gap Dr Gunjan S Jhajharia’s journey into building Aaklan Technology Education was shaped by her deep exposure to how schools actually function. Her engagement with management teams and educators revealed a reality that rarely made it into policy discussions or edtech pitches. Technical education in most schools had been reduced to fragmented exposure. A tool here, a workshop there, an external program occasionally. There was activity, but no institutional continuity. The pandemic made this fragmentation visible. Schools that lacked internal technical capacity could not move forward, even when they wanted to. That moment did not spark a product idea. It sparked a systems question. Who is responsible for making technology education run inside schools every single day? Why Schools Struggled Despite Good Intentions Most schools were not resisting technology. They were navigating a broken ecosystem. Vendors supplied hardware. Edtech platforms sold content. After-school programs ran isolated sessions. Consultants offered strategy. But no one owned execution within the school. Everything …