Reimagining K-12 digital learning in low income countries
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Reimagining K-12 digital learning in low income countries JULY 2020
Potential role of digital in school education
What questions should be asked to evolve an
impactful digital education strategy?
Topics covered
in this Past experiences/learnings in building
digital ecosystem in school education
document
Copyr ight © 2020 by Boston Consulting Group. All r ights reserved.
How can BCG support you in your digital
education journey?
Why BCG? – our team and credentials
1
Potential role of digital in school education
What questions should be asked to evolve an
impactful digital education strategy?
Topics covered
in this Past experiences/learnings in building digital
ecosystem in school education
document
Copyr ight © 2020 by Boston Consulting Group. All r ights reserved.
How can BCG support you in your digital
education journey?
Why BCG? – our team and credentials
2
While digital education is its role in non-elite
becoming a huge sector globally, education is limited
World K-12 e-learning market is expected to grow at 12% CAGR
in the next 5 years; highest growth in APAC, Middle East & Africa
Majority of Ed-tech companies
Europe today focused on urban and
2019 : 5.5
2025 : 9.2 high/mid income segments
CAGR : 7.4%
• Subscription based models
• Non-affordable fees
• Limited access to free content
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APAC
2019 : 10
2025 : 28.8 Most content compatible for
CAGR : 18.1% computer/tablet; limited for
North America small screen mobile content
2019 : 17.4
2025 : 32.4 • Among the bottom 20% HHs
Latin America Middle East & Africa
CAGR : 10.9% 2019 : 1.4 2019 : 0.4
based on income, only 2.7%
2025 : 2.4 2025 : 0.9 have access to a computer or
CAGR : 8.5% CAGR : 12.5% large screen mobile phone
Note: Market size numbers in USD Billion
Source: Arizton research 3
Having said that, many (albeit small) digital programs for bottom-of-pyramid
have been quite successful in the past
Program (Year launched) Design and Features Impact
• Freely accessible computers in school • Content assimilation improved 2.5x
Hole-in-the-Wall1,
• Focused on self-learning and retention • Peer-to-peer learning patterns emerged
India (1999)
• 100+ stations in India and Cambodia and reflected on student scores
Mindspark2, India: • Adaptive learning - 'Teach at the Right Level' • 2x value-add in Math test scores & 2.4x in
Computer Aided • Highly cost-effective even at small scale Hindi with Computer-Aided Learning in
Learning(2009) • 1.72 lakh students reached since 2009 4.5 months
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Open Learning • Low-cost, offline, solar-powered technology • Results improved 72% at a 60% target
Exchange3, • Self-paced, student-centered learning plans • 2x curriculum plans created than target
Ghana (2010) • 6,000 K-6 students across 50 public schools • Accessible for low-infrastructure schools
• Ecosystem partners help reduce costs
• 2.5x time spent on digital devices
e-Kitabu4, Kenya • Content in local languages for public schools
• Storybooks introduced to impart reading
(2016) • Inclusive for differently abled children
habits; students read up to 2 hrs/week
• 1.2Mn new devices to 21k public schools
Source: 1. http://www.hole-in-the-wall.com/Findings.html 2. Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
3. http://www.oleghana.org/ 4. https://www.ekitabu.com/index.php/impact/ 4
COVID-19 has
again brought the
digital education
debate to the
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fore – supporters
and naysayers
Source: Press search 5
Varying responses and viewpoints on digital learning – but largely positive and
optimistic
While there has been significant positive momentum COVID-19 has also exposed several potential gaps in
for digital learning in the last 4 months.. the ability of digital to reach the masses
Increased demand due to remote/ distance Digital divide is real and makes it difficult to
learning mandates by Govts reach all audiences – how many can it reach?
Access to best content and teachers from Lack of digital literacy among educators and
across the country made available freely co-educators impacts uptake/absorption
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Learning interests extended beyond academics
and school curriculum, e.g. SEL, music, craft, Socio-economic barriers like electricity
drama outages, sustainable data recharges, etc.
Learning activations also among teachers and Health barriers to maintain low screen time for
adults, which are otherwise limited younger kids is a concern
Despite challenges, we witness good reception and appreciation towards digital learning methods 6
Does increasing digital penetration and infrastructure create significant
potential for digital going forward?
Unique smartphone subscribers in developing countries % of primary schools with electricity connections is
is on an increasing trend; doubled in the past 6 years comparatively lower and varies across countries2,3
India Indonesia Vietnam Ghana 31 %schools with electricity
100 Nigeria Philippines Peru India 45
Indonesia 73
80
Nigeria 4
% of population
Philippines 75
60
Learner-to-computer ratio (LCR) for developing
40 countries very high indicating low ICT infrastructure4
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20 Ghana 117 LCR
India 89
0 Indonesia 136
2015 2016 2017 2018 2019 2020 2021 2022 2023
Nigeria 500
Philippines 128
With an upward trend in penetration, digital is reaching the bottom segment of population indicating the need to
invest time and effort in digital infrastructure and education
Source: 1. Forrester, Ovum 2018 reports. 2015-2018 (actual) and 2019-2023 (estimated) 2. UNESCO Institute of Statistics, 2012 ICT Infrastructure report 3. Figures for %primary schools
with electricity include only public schools for Ghana and Philippines, all schools (Public & private) for other countries. Figures for Nigeria and Ghana as of 2013 4. Assumed 10% public 7
primary schools, while 90% private schools in Indonesia and Philippines. 4. International Telecommunications Union + UNESCO report for 2012, for Nigeria LCR > 500, exact ratio unknown
Several governments and global leaders in education are rallying behind this..
Global leaders have had digital education on And with Coivd-19 outbreak, we are seeing
their agenda since a few years now.. governments worldwide moving to digital
Jan 18, 2018 2018 M ay 17, 2020 Jul 7, 2020
reserved.Updated 30 June 2020 Vers ion 12.1.
Google CEO: Tech education should be Technology offers new possibilities for 'PM eVIDYA’, to boost digital education,
part of Modi govt’s final tranche of E-learning has promising future in
more than just coding teaching and learning Kenya
Sundar Pichai warns that the next generation of World Bank releases a publication on giving Covid package
Government is using technology to facilitate learning
workers will require continuous training in basic educators the skills to use technology effectively Also includes the DIKSHA portal (One Nation, One with the Kenya Institute of Curriculum Development
digital skills
r ightsreserved.
Digital Platform) to provide quality content. broadcasting daily lessons via the State radio
All rights
2016 2018 Jun 29, 2020 Jun 15, 2020
by Bos
2020 by ton Cons
Boston Group.All
ulting Group.
Consulting
Can online classrooms help the Evaluating Global Digital Education: Give 1M UK children reliable
© 2020
developing world catch up? Student Outcomes Framework Lessons learnt, opportunities seized broadband or risk harming their
ight ©
A new urgency has emerged among educators and amid Covid-19: Ong Ye Kung, S'pore education, MPs say
Copyright
"Before a child even starts primary school, she will
be able to use a smartphone to learn her numbers policymakers to include global education in K-12 Online learning put on the fast track as M OE moves Lockdown has ‘exposed digital divide’ with 700,000
Copyr
and letters, giving her a big head start" – Bill Gates core curricula to bridge the digital divide, says Education M inister unable to complete schoolwork 8
Is it time to bring digital education from the footnotes to the core
of our strategy discussions? What do you need to ask?
Purpose: What is the objective and hence what kind of
content do we focus on? Does it strengthen the existing
curriculum or bring in new aspects?
Touchpoints: Where do we look to implement digital
What questions interventions? Does it limit to outside school or also
extends in-school and in-class?
does it pose for
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any education Investments/leveraging assets: What type and scale of
leader today? infrastructure will be needed? How do we make it
effective to ensure learning?
Engagement strategy: Who are the drivers of
implementation and what is the extent of their
engagement with the beneficiary?
9Potential role of digital in school education
What questions should be asked to evolve an
impactful digital education strategy?
Topics covered
in this Past experiences/learnings in building digital
ecosystem in school education
document
Copyr ight © 2020 by Boston Consulting Group. All r ights reserved.
How can BCG support you in your digital
education journey?
Why BCG? – our team and credentials
10There are several questions
& dimensions to think about
digital education strategy
Potential
question posed
1 5 How should one start
Who is the beneficiary
planning for and
of your digital learning
implementing a digital
strategy?
strategy?
2 4
Why do you want to 3 Where should
bring in digital digital usage be
learning medium? promoted?
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What are the learning
Probable dimensions modes and type of content
to think you want to focus on?
• Supplement academic • Concepts videos/ • Outside school or In- • Leverage assets and
• Primary/upper primary/
learning for students exemplar classrooms school network
secondary graders
• Complementary learnings • Practice sheets/sessions/ • Within school - in or • Key investments required
• Teachers (or co-
e.g. socio and emotional assessments outside class
educators)
skills • Group learning or
• Mid-management staff
• Teacher professional personalized learning 11
developmentImpact of digital interventions at each stage will depend on the beneficiary
Early/primary grade students Middle grade/secondary grade students
• Catch them young - easier to intervene • All-round experience through theory and practice based
• Readily available content digital learning
• Improve self-learning/self-evaluative abilities • Longer attention span
• Shorter attention span • Less content available
• Important to avoid longer screen times • Small screen devices not apt given text heavy content
Teachers and their professional development Parents and co-educators
• Innovative pedagogy methods will improve concept • Improve teacher-parent interaction
understanding • Accelerate student learning
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• High demand for content • Low awareness on importance of education among
• Very limited content parents/adults
• Low digital literacy even among teachers • Low literacy and even lower digital literacy rates
Government/Mid-management officials
• Lesser transmission loss of messages (vs physical
cascading)
• Scalable and cost effective
• Transfer of existing data could be challenge
Pros Challenges
12Learning outcomes and objectives will vary for different beneficiaries
Student Teacher Mid-management Parents/
learning professional officials co-educators
development
Strengthen at-grade Innovative Enable officials to Support and help
learning pedagogical methods establish channels children learn through
• Maintain similar for communication digital sources
Bridging learning learning pace
gaps Review/monitor
teacher and student
Complementary Upskilling for
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engagement
learning - e.g. teachers
• Social and • Understand in-
emotional skills depth concepts
• Social awareness
• Self management
• Social awareness
• Relationship skills
Conversational English, Computer proficiency, etc. for all beneficiaries
13Audience specific content can be shared through two prominent learning
modes
Self-paced learning Instructor-led learning
• Addresses learning level disparities • Addresses transmission loss
Purpose
• Allows viewing content at own's pace • Allows two-way engagement
Time Anytime anywhere access based on Anywhere access; however, instructor to
flexibility learners' convenience facilitate at scheduled times
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Scale Can be rolled out to larger audience Effective with limited audience
Assignments/
Exemplar Quizzes/
Concept videos practice sheets/
classrooms assessments
sessions
Both these modes can be leveraged to share content to groups or as personalized to individuals
14Several options available to Need to consider the right
reach teachers and students combination
Many geographies have already begun to implement:
Outside school Digital Learning Program, India
Introduce digital content directly to • WhatsApp/TV/radio programs launched across 3
parents/students through smartphones/ states in India during lockdown
tablets • ~8% students viewed content within 2 months3
Inside school – in classrooms Digital Literacy Program, Kenya
• Interactive digital content for primary graders
Leverage digital infrastructure to better
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• 1Mn devices to 19k public schools (~90% of total) 1
enable daily classroom transactions • Increased alertness, admissions & attendance
Inside school – outside classrooms Dept. of Education initiative, Philippines
• Distribute 1.3Mn computer devices as schools
Strengthen learning especially for those
shift to a blended education system
without digital access at home • 1Mn devices to 44k public schools nationwide 2
Source:1. https://www.education.go.ke/images/Project-KPED/Digital%20Literacy%20programme.pdf
ITU News by ICT Authority, Kenya, 2. Press research (CBN news) as of May 2020 3. BCG analysis
15Many choices: Several input factors determine the final path forward
1 2 3 4 5
Most pressing Extent of digital Current assets and Ability to invest/
Partner ecosystem
learning gaps penetration accessibility raise funds
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? ? ? ? ?
What are the most What is the existing Where is the What assets does What is the extent
pressing and content availability current device and the school system of the political will
hardest to fill gaps and the potential connectivity reach have? What is it to take investment
in your system? for content the maximum in the planning to invest monetary decisions?
partnerships? population? in?
16Potential role of digital in school education
What questions should be asked to evolve an
impactful digital education strategy?
Topics covered
in this Past experiences/learnings in building
digital ecosystem in school education
document
Copyr ight © 2020 by Boston Consulting Group. All r ights reserved.
How can BCG support you in your digital
education journey?
Why BCG? – our team and credentials
17At BCG, we recognize that opportunities provided by digital
technology break traditional compromises of education
Personalized learning Extend the reach of Deliver faster and New, more effective, Improve productivity
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experience the world's best richer feedback technology-enabled and lower costs
teachers and content learning models
Tailored curriculum, Relatively low cost Digital assessments, E.g. blended learning Substitute highly
and interventions as Internet distribution automated grading, and flipped classrooms compensated labor
per student needs and data tools with technology
18Our experiences span geographies – significant experience in US, Japan, China
and India
Japan
• Policy strategy to enhance
and bring ed-tech to
classrooms
• Support the government to
launch remote learning
United States of America initiatives as response to
Covid-19
• Extensively worked with
EdTechs, software firms,
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services/providers for K-12
and Higher Ed (MOOCs, China
publishers) • Go-to-market strategy for
• Education M&As and due expansion into online K-12
diligence with US private education market
equity firms
India
• Support government to boost
• Developed tech-based approach to Chinese EdTech ecosystem in
upskill and enable ECE workers the long run
• Drive remote digital learning program
across 3 states post Covid-19 lockdown
• Supported expansion strategy for a
digital K-12 education solutions
North America CEMA
provider
Map Source: World Regions and BCG Office Cities WESA Asia Pacific
19Regardless of medium, ‘Closed-loop instructional systems’ have
proven to be the most effective educational systems
2 Develop objectives
1 2 3 for the education
system
1 Develop relevant
curriculum
and instructional
strategies 3 Deliver
instruction
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4
6 Track outcomes
and learnings
6
5
4 Embed frequent
5 Provide appropriate and ongoing
interventions assessment
20Technology has been substantially increasing the effectiveness of closed-loop
instructional systems
2 Develop relevant curriculum
and instructional strategies
Develop objectives for the Abundant high-quality content
1
education system 1 2 3
Timely and relevant, modular multimedia
Building 21st century skills: critical Tools to sort, share and ensure alignment
thinking, creativity, collaboration, with standards
communication and synthesis
3 Deliver instruction
Global reach, personalized learning
Information &
6 Track outcomes and learnings Communication Emergence of new, tech-enabled learning
Technology (ICT) 4 models: blended learning, flipped classrooms
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Richer data, enabling detailed analysis
infrastructure Multiple channels for collaboration
Better-informed decisions about strategy and
resources 6
5
5 Provide appropriate interventions 4 Embed frequent and ongoing
Adaptive, “smart” interventions assessment
Personalized approach Faster and richer feedback
Automated and live Deep insight into learning gaps, enabling
personalized approach
21Case studies in US suggest - A strategic approach to digital leads to improved
learning outcomes, access and reduced operating costs
7 practices across 6 higher education institutions.. ..showcased 3 critical objectives
1.
1 Take a strategic portfolio approach
Improved student learning outcomes
2.
2 Build the necessary capabilities and expertise to • Higher retention and graduation rates
design for quality due to fully-online or mixed courses
3.
3 Support students to succeed in fully online learning
4.
4 Engage and equip faculty as true digital partners Improve access and affordability
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5. Build a sustainable infrastructure to ensure lasting • Particularly improved for disadvantaged
5
students due to age/gender/income
impact
6.
6 Tap outside vendors strategically
7 Reduced operational costs
7. Strengthen analytics and monitoring
• Potential savings in operational costs;
savings ranged from 3% to 50% of average
credit hours form these institutions
Source: BCG study in collaboration with Arizona State University and Bill & Melinda Gates Foundation
https://edplus.asu.edu/sites/default/files/BCG-Making-Digital-Learning-Work-Apr-2018%20.pdf 22Even for EdTechs in developing countries like China, Online-merge-Offline
(OMO) is emerging as the future winning model
Offline model OMO model Online model
Pure offline; No online presence Online service + Offline experience Pure online; No offline center
Combines advantages of both
Low, need to visit offline
Convenience High, can learn at home High, can learn at home
center
For Interactions/ High, in-person interactions
High, in-person interactions Low, only online services
customer services quality with online services
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Relatively lower, offline High, online acquisition
Acquisition cost Low, CAC*
centers help lower CAC leads to high CAC
Light offline experience
For Expansion pace Slow, requires license approval centers for acquisition &
Fast, can expand
nationwide quickly
company service functions
Best Worst
One Smart Education launched an online platform – One Smart Online in 2018 for K-12 and test preparation
Integrated online-offline offering with light centers and online platforms to cater to Tier 2+ segments
*CAC: Customer Acquisition Cost 23
Source: Company reports, Press search, BCG analysisStrong Government push towards online
education during Covid-19 has given a further
boost to Chinese EdTech ecosystem
The coronavirus epidemic is a crisis to our
society, but also a good chance to promote
Government led online education platform to and develop technology and solutions. The
National Online ensure continuity to 180M+ students government contracted tech companies like
• Built for simultaneous use by 50M students
Cloud Classroom Baidu, Huawei, and Alibaba, along with
• Partnered with leading tech and telecom
initiative providers to scale up infrastructure (90 TB
telecom providers China Telecom, China
bandwidth, 7K+ servers) Unicom, and China Mobile, to work together
to provide cloud capacity and bandwidth
Ministry Official
Live state Broadcast live education lessons on TV to
segments with limited internet connectivity
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television
• 40% of China's population can't access internet;
broadcast 400M still using only 2G/3G networks
I believe that the coronavirus will force
educators to revolutionize the way they
By Feb 2020, government launched 24K teach, moving from a lecture-listen model to
courses on 22 online platforms free for all an interactive, learn-by-doing model. We are
Free online well suited to capture the wave.
colleges and universities
teaching With some K12 schools, opened local network
Robert Hsiung, China CEO, EMERITUS (online ed-company)
resources learning resources and provided free access
for all
Source: Ministry of Education, China, Press search, BCG analysis 24In India, BCG developed a tech-based approach to skill 20K ECE workers in
Rajasthan on imparting high-quality Early Childhood Education
A mobile app 'Sakhi' (which means – 'Friend') launched to provide ongoing job-support in Rajasthan, India
Simplify Task 1 – Task 2 – Task 3 – …Task 6 -
Break the big Breakfast Physical Cognitive Hot Cooked
change into small & Prayer Development Development Meal &
tangible steps Period Period Free Play
Demonstrate • Contextual - local dialect • High coverage – all ECE domains
Byte-sized audio-
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• Byte-sized – videos under 2 mins • Low phone memory usage
visuals on each
ECE tasks • Pedagogically sound - simple format to explain
Engage
Gamification, Notional rewards Leaderboard based on points
notional rewards for small wins gained for task completion
Source: BCG study 25The launch clearly showed ..as it also created on-ground
promising early signs.. impact in Rajasthan
% workers with >50% time on ECE
during observation
+64%
Implemented 2700 ECE workers across
at-scale 2 districts1 More time being
spent on ECE:
64% increase in 36
>50% ECE time2 22
High traction
among ECE 74% Users logon to the
Baseline Midline
app daily1
workers
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% ECE activities using TLM
+63%
90 Trainings conducted 63% increase in
Government by govt. in 2.5 weeks
usage of teaching
ownership 94% Successful app learning material 31%
installations1
(TLM)2 19%
Baseline Midline
1. Sakhi App data Within first month of launching the app (Baseline); BCG study
2. Baseline and Midline study conducted by Insight Development Consulting Group 26
(IDCG) in Udaipur in Feb-Mar'18Additionally, BCG has deployed tech-based academic monitoring mechanisms in
3 other Indian states – these models are focused, mobile and action oriented
Monitoring survey ODISHA
SMA App
App based monitoring Used by 5,500 field
Geo-locked & targeted surveys officials to monitor
52,000 schools
Allocation and compliance
Algorithmic allocation of school visits,
prioritizing schools less monitored MADHYA PRADESH
'm-Shala Darpan' App
Used by 9,300 field
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Monitoring portal officials to monitor
1 lakh schools
Single portal for all stakeholders; action
reports and escalation matrix for follow up
JHARKHAND
Analysis & follow-up 'e-Vidya Vahini' App
Data-based follow up across all levels Used by 3,200 field
through VCs and offline meetings officials to monitor
35,500 schools
Source: BCG study 27COVID-19 required organizations across economies to react with a remote
learning process to deliver quality e-learning
BCG identified 6 key areas to set up a partial or complete digital learning process
Teachers/co-educators
1 Governance 4
and skills
Initiative rollout governance system Trainings on new ways of teachings
1
Centralized implementation plan Support to activate online channels
Monitoring and feedback system Reinforcement of teacher groups
2 Infrastructure and tools Governance 5 Students and skills
Software to support classes Develop remote learning guidelines
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2 6
Teacher’s remote workplace tools Develop skills other than core
academics
Infrastructure for content
creation/dissemination
3 5
Infrastructure Learning
3 Adjusted content & tools 4 process 6 Learning process
Content mapped to curriculum More engaging teaching styles
Topics/competency selection (problem solving/discussions)
Adjusted Students Remote student assessment
Preparation of support materials content
mechanics
Teachers/
co-educators 28In Japan, "#KeepOnLearning" site was launched in 1 day to support students
and teachers/schools under countrywide school closure due to COVID-19
27/Feb.(Thu) evening 28/Feb.(Fri) evening 50 services
Prime Minister requested Special Site Opened 480k UU*
for school closures countrywide with 10 services 1.6M PV**
Only 1 day 4 Weeks Ongoing
Purpose (Site Message)
"#KeepOnLearning" (or "Don't stop learning!" in Japanese)
Client(METI) & BCG
started to contact/ • Realize a society where students can "#KeepOnLearning" no matter
what
called for cooperation
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• Provide a learning opportunity to as many students as possible
of EdTech companies
Content
At the same time,
Introduce EdTech services providing special support for students and
BCG started preparation teachers/schools to continue learning under school closure
of Special Web-Site
with vendor • Free trial accounts, setup support for remote education environment,
etc.
E.g. Leading Companies: Microsoft, Google, Bennese, Recruit, etc.
Startups: COMPASS, atama+, Surara, Life is Tech!, etc.
29
*# of unique users that visited the site in a month; **# of page views within the month; ***Ministry of Education, Culture, Sports, Science and TechnologySignificant uptake in 'Special Site' users in the short term and a promising a
long term investment indicate positive implications on EdTech
Website attracted attention with 480k unique users 1/1.6M page Overall positive momentum for
views2 within one month the digital program
Featured in several non-education media Coverage on social media
overall positive
Featured on
FNN web news Featured on Nikkei Featured on FNS "Morning TV" • Several mentions from
Site visitor influencers created a
per day buzz
60,000
And expects to strengthen in the
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Started mutual link
with MEXT***
40,000 Client interviewed on long term
"Asahi" Newspaper
30 services listed
Increased interest towards
Featured on TBS EdTech & its usage
20,000 "Newscaster"
・・・ • BCG is supporting
Special web-site negotiations for inclusion
launched 50 services listed
of EdTech in economic
0
stimulus package
2/28(Fri) 3/1(Sun) 3/3(Tue) 3/5(Thu) 3/7(Sat) 3/9(Mon) 3/11(Wed) 3/13(Fri)
1. # of unique users that visited the site in a month; 2. # of page views within the month;
Source: Ministry of Education, Culture, Sports, Science and Technology and BCG analysis 30In India, a structured e-learning ..along with a multi-modal approach to
strategy was conceptualized for share content with students/teachers
3 state govts..
WhatsApp cascades setup to share
Student Learning content uploaded on YouTube
Digital access to learning content for
22.5Mn government students through
a public, high quality library
TV channels airing content at
Teacher Professional Development dedicated time slots daily
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Quality professional development
opportunities for 0.8Mn total
government teachers Daily hour-long radio sessions for
primary students
Parent Engagement
Recognize and improve the
Videos on government Diksha portal
role of parents as co-educators
mapped to QR codes of textbooks
Note: Digital Learning Program launched in 3 states: SMILE in Rajasthan (8Mn students, 0.3Mn teachers), DigiLEP in Madhya Pradesh (9Mn students, 0.4Mn teachers) and DigiSATH in
Jharkhand (5Mn students, 0.1Mn teachers) Source: Total govt. school student enrolment and teacher strength, UDISE-2019 31Despite low digital WhatsApp was the most preferred viewing mode
penetration in India, our
program reached ~2 Mn • Of those who access both WhatsApp & TV, 80% prefer
WhatsApp over TV
– Convenience for pausing & rewinding
– Less susceptibility to power cuts
~14 Total households to be
Mn reached across 3 states1 • Radio programs reached 25% of total HHs, these HHs did
not have access to WhatsApp and/or TV 2
• However, limited appeal and learning impact
Parents added on
4.3 WhatsApp groups across • Only 3% of total HHs used govt. learning apps and watched
Mn 3 states in 8 Weeks app content at least once3; Diksha App used the most
– High download requirement and low digital literacy
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Weekly viewers across However, TV content appreciated by segment without access to WhatsApp
1.3 all grades, subjects and
Mn topics in Week 8 6
• ~3.4% of total students in Rajasthan and MP were aware
of TV program and watched TV content at least once 4
• 80%6 of the those who watched TV content are interested
Regular TV viewers even post lockdown because of -
~0.6 – Savings on internet recharges
estimated across 2 – Convenience for multiple children to watch together
Mn
states4 Source: 1. Based on 22.5Mn total students with an assumption of 1.6 school going children per household
2. Remaining HHs who don't have TV and/or Smartphones (75%) in 2020 3. Based on VFS calls to 510 parents across 3 states
4. 25K IVR responses with 220 verification VFS calls in Rajasthan in Week 11 5. IVR & ~1100 VFS calls in Rajasthan and MP in 32
Week 11 6. BCG Analysis on YouTube dataDespite socio-economic and technical challenges, we believe that direct-to-
student digital education has a potential reach about 50% of the population
Rapid growth in user engagement to 1.3 Mn Given this demand, we can reach at least 50%*
weekly users (6% of population) in just 8 weeks1
of the population by:
+58%
1.5 1.31
0.83
1.0
0.58
Activating teachers
0.5
0.0
Week 1 4 8
Ensuring mass public awareness
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Moreover, ~0.6Mn students are estimated to watch – especially post lockdown
TV content, ~0.4Mn in Rajasthan and ~0.2Mn in MP2
70% first time users with 90% wanting content Enabling easy access through
sharing to continue in the long term 3 simple platforms with limited
Teacher initiatives led to increase in students
digital literacy required
connected by 75% and overall weekly usage by ~4x3 *40% through WhatsApp and additional ~10% through TV
Source: 1. Analytics from YouTube Channels of the 3 states from April 13 – June 6, 2020 2. VFS calls to ~1100 parents on TV viewership in Madhya Pradesh between 29 Jun to 6 July
2020. 25k IVR call responses in Rajasthan (29 Jun to 1 Jul 2020) and verification of IVR responses through VFS calls to 220 parents in Rajasthan between 5 Jul to 15 Jul, 2020 3. Based on 33
700 calls to parents across RJ, JH, MPThough learning impact has been nascent, rapid behavioral change among
stakeholders imply a strong long term potential
Teachers and officials inclined to Peer learning gaining momentum
Parents stretching to make it happen
make a digital leap among students
85% teachers keen to integrate digital 70% students are seeing learning 90% parents said they would like to
content post lockdown, given devices. videos online for the first time receive WhatsApp learning content
Mass VCs enabled two-way even post COVID-19
conversations
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"Video conferences are such an effective tool. "Zoom calls are now very famous in my "I have bought a new phone so that my
Why have we not been doing this from village as students are now creating and children in classes 7-8 can study and not feel
before?!" – Government official conducting their own meetups online" - left behind. The teacher convinced me to do
Teacher this and I have made arrangements to pay for
the phone over time" - Parent
Source: Based on 700 calls to parents across RJ, JH, MP 34Regardless of medium, ‘Closed-loop instructional systems’ have proven to be the most
1
effective; from defining objectives and interventions to capturing learning outcomes
Increased access to disadvantaged segment: Multiple experiences have proven that digital
2
education can reach lower income, or even disadvantaged population due to age/gender/etc.
Hybrid model where online merges offline brings together the best of both: Allows students
3
to learn from home while continuing in-person interactions and convenient services
Activating teachers/co-educators is the key to drive uptake – Degree of engagement
4 of teachers or co-educators (e.g. ECE workers) is the primary determinant of student
learning outcomes and sustained engagement
Key Takeaways 5
Urgent need to address content and subject level gaps – Need to improve vernacular
content, language learning in primary grades and non-science subjects in secondary grades.
from our
experiences
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Improved student learning outcomes due to digital learning interventions are evident from
6
higher retention rates and improved marks in assessment
Strong political will and push has boosted reach and learning outcomes: Governance system
7
and centralized implementation plans will help build a strong digital ecosystem
Investing in digital infrastructure and tools are a prime factor: Efficient content creation,
8
dissemination and viewership as well as monitoring and compliance mechanisms
Rapid behavioral change is being witnessed; strong longer term potential- Learning impact
9
is nascent but shifts in preference and field innovation is observable across countries 35Potential role of digital in school education
What questions should be asked to evolve an
impactful digital education strategy?
Topics covered
in this Past experiences/learnings in building digital
ecosystem in school education
document
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How can BCG support you in your digital
education journey?
Why BCG? – our team and credentials
36We can support you in the Ed-tech strategy project in 3 different formats
10-12 weeks 10 - 12 weeks 1.5 – 2.5 years
Phase 2: Socialization & Phase 3: Implementation, stabilization & capacity
Phase 1: Strategy building
Implementation Plan building …
1
Support in overall project Partner with stakeholders, Launch program and governance initiatives, ongoing
strategy, objectives and plan implementation planning and early implementation and course correction, focus on
development pilot launch sustainability and capacity building
Only strategy | 10-12 weeks
2
Support in overall project Support through partnerships Launch program and governance initiatives, ongoing
strategy, objectives and plan implementation planning and early implementation and course correction, focus on
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development pilot launch sustainability and capacity building
Strategy and Planning project | 4 - 6 months
3
Support in overall project Support through partnerships Support to launch program and governance initiatives,
strategy, objectives and plan implementation planning and early ongoing implementation and course correction, focus on
development pilot launch sustainability and capacity building
End-to-End support project | 2-3 years
BCG + Client team Only Client team
37Six key questions and deliverables in the digital/ed-tech strategy phase
1 2
What are the external What are our internal
driving factors based on capabilities to drive
geography? action across schools?
6 3
How do we lay a What is the vision in
roadmap to implement client's mind and what
our plan? are their priorities?
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5 4
What is the digital How should we prepare
strategy one should go for system enablers and
ahead with? develop testing options?
38We will support you to answer these questions over 10-12 weeks during the
strategy phase
4 weeks 3-4 weeks 3-4 weeks
Hypotheses generation & Diagnostic, testing and strategy Governance and implementation
A B C
baselining of ecosystem finalization planning
1 Recognize the external landscape 4 Set up monitoring and reviewing Develop a roadmap to implement program
• Digital penetration/telecom market mechanisms • Translate strategy into roadmap
• Technology pervasion in the country, e.g. • Digital Learning Program design and • Plan for implementation stages, check-
to bottom segment testing points, corrections over the course time
• Content ecosystem, English and • Lay out methods for evaluation and
vernacular content reviewing 6
5
2 Understand internal client capabilities Finalize strategy based on learnings Plan for governance initiatives
• Number of public schools in the region • Synchronize available options and ability • Estimate budget needs at each stage
• Extent of digital connectivity in schools to invest to vision and client priorities • Plan for budget and resource allocation
• Digital infrastructure (computer/ • Based on all factors, devise a strategy • Create business cases for spent/savings
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projector) suitable for ecosystem for stages on roadmap
• Portable devices (phones/tablets/etc.)
• Budget allocated and ability to spend
Realize client vision and priorities
• Conduct beliefs audit interviews with
senior /mid-level leadership in the
organization
• Synthesize clear vision to develop
3
strategy for change management
Examine relevant research to draw
learnings
• Leverage existing in-country and external
research and findings
• Analyzing data and drawing insights 39During the first 5-6 months, we shall support you through partnerships and
implementation planning
10-12 weeks 4-6 weeks 6 weeks
Decide on set-up Partner with Design prototype and
Phase 1: Strategy building 7 8 9
across schools organizations testing
1 Recognize the external Develop a long-list of
7.1 Map key user needs to 8.1 9.1 Facilitate detailed design of
landscape digital platform offerings options available across learning enhancement
2
• Students/teachers/ stakeholders content
Understand internal client parents/school systems • Content creators/ • Ensure consistency
capabilities
developers • Drive alignment
7.2 Benchmark/categorize • Foundations/organizations • Create a single source
3 Realize client vision and for field support, trainings
schools in the region platform to be used
priorities • Funders, etc.
• Different school structures
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Examine relevant research
will have varied strategies
to draw learnings
4 Set up monitoring and
7.3 Summarize trends to 8.2 Define engagement/ 9.2 Coordinate design of
reviewing mechanisms decide on set-up across selection criteria implementation model
different schools • Cross-stakeholder • Simplify processes for student
5 workshops learning and teacher training
Finalize strategy based on
learnings
8.3 Shortlist and partner with 9.3 Test program design and
6 Develop a roadmap to suitable organizations content in sample schools
implement program • Define processes for • Validate program and make
Plan for governance collaboration corresponding changes
initiatives • Layout broad priorities
40Over 2-3 years, we can build an end-to-end strategy & implementation
program
10-12 weeks 10 - 12 weeks 1.5 – 2.5 years
Phase 2: Socialization & Phase 3: Implementation, stabilization & capacity
Phase 1: Strategy building
Implementation Plan building …
1 Recognize the external 7 Decide on set-up across 10 EdTech program launch & stabilization
landscape schools • Manage state/country-wide launch of program
• Understand on-ground implementation and support in program
2 Understand internal client 8 Partner with organizations stabilization
capabilities
3 9 11 Implement governance initiatives and program
Realize client vision and Design prototype and
priorities
management
testing
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Examine relevant research • Effective execution of governance initiatives (add schools to the
to draw learnings program, periodic reviews, track key metrics,)
4 Set up monitoring and 12 Deriving learnings and course corrections
reviewing mechanisms • Data-driven assessment of implementation and outcomes
• Refine and strengthen program design, change course as required
5 • Focused group discussions to understand findings
Finalize strategy based on
learnings
13 Capacity building for the region and program sustainability
6 Develop a roadmap to • Strengthen capabilities and enable internalization to drive
implement program program independently
Plan for governance • Ensure sustainable handover and understanding of processes,
initiatives implementation considerations, learning outcomes, etc.
41BCG has a team of experts who you can leverage in this process
Leila Hoteit Seema Bansal Garima Batra Lane McBride Shoikat Roy Julian Toogood
Global Education Social Impact Partner & Director Education lead, Project Manager Development Expert,
Lead Practice Lead, AP North America PS- Social Impact, Africa
BCG Dubai BCG New Delhi BCG New Delhi BCG Washington D.C. BCG New Delhi ACC - London
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• Strong experience of • Deep expertise in • Experience in • Experience across K- • Extensive experience in • Over 15 years’
working with the education, skilling, strategic advisory 12, ed tech, and large-scale public experience in the
Ministry of Education in public heath, food and large-scale higher ed sector transformation, area of public sector
the Middle East on security in addition to transformation • Authored chapter in specifically in the transformation and
human capital governance within • Expertise in the the book 'Stretching education sector economic and social
development and Governments education sector the School Dollar' • Led and supported development in Africa
understanding of • Experience in working across early published by Harvard digital school working with
childhood education,
drivers of change across segments – early Education Press education development finance
K-12, and higher
childhood education, education segments transformation institutions, such as
K-12, vocational skilling • Worked across India projects across 3 states DFID, the World Bank,
and higher education. and UK in India and GIZ.
42Potential role of digital in school education
What questions should be asked to evolve an
impactful digital education strategy?
Topics covered
in this Past experiences/learnings in building digital
ecosystem in school education
document
Copyr ight © 2020 by Boston Consulting Group. All r ights reserved.
How can BCG support you in your digital
education journey?
Why BCG? – our team and credentials
43BCG’s Education practice—seven key areas of focus
Early childhood
1 education
Foundations and 7
2 Primary and
non-profits secondary education
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Corporate 6
3 Post-secondary
education education
For-profit and 5 4 Vocational education and
digital education workforce development
44BCG’s education practice focuses on transforming
education systems
Transformation
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Strategy Support Human Data and Technology
systems capital performance And
management innovation
Plan Enable Deliver Sustain Grow
45BCG has conducted over 530 education projects since
2005 across a wide variety of topics …
Data and Technology
Support Human Performance And
Topic Strategy systems capital Management Innovation
Client
examples
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Note: Select set of clients; number current as of December 2016 46… and a diverse set of client types
Early, Primary,
and Secondary Post-Secondary Vocational For-Profit and Foundations and
Topic Education Education Education Digital Education Non-Profits
Client
examples
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Note: Select set of clients 47We have an experienced education leadership team …
Leila Hoteit
Dubai
Ian Walsh Agnes Audier
UK Paris
Global Education Practice Leader
MD & Senior Partner Senior Advisor
Allison Bailey Ivan Kotov
Kelsey Clark Patrick Roche Moscow
Boston
Dallas UK
NAMR Education MD & Partner
Partner MD & Senior Partner
Practice Leader
Anton Stepanenko
J. Puckett Beth Kaufman Maya El Hachem Moscow
Dallas Boston Dubai Partner
MD & Senior Partner MD & Partner MD & Partner
Peter Davis Nithya Vaduganathan
New York Boston Seema Bansal Abhishek Gopalka
New Delhi New Delhi
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Senior Advisor MD & Partner
Partner & Director MD & Partner
Reggie Gilyard Ernesto Pagano
Los Angeles New Jersey Garima Batra Shoikat Roy
Senior Advisor MD & Partner New Delhi New Delhi
Partner & Director Project Leader
Scott Cowen Tyce Henry
Larry Kamener Jim Davidson
Senior Advisor Washington DC
Melbourne Former Deputy Sec.
MD & Partner
Senior Advisor Australia Dept. of Ed
Former Public Sector Senior Advisor
Tejus Kothari Lane McBride
Practice Leader
Chicago Washington DC
Partner MD & Partner Anthony Roediger Chloe Flutter Gemma Henderson
Sydney Sydney Melbourne
MD & Senior Partner MD & Partner MD & Partner
48… and ~70 education experts in more than 30 offices worldwide
Senior Partner/Partner
New York Principal/Project Lead
Bruce Holley Boston Knowledge team
Peter Davis 1 Allison Bailey
Briar Thompson Elizabeth Kaufman Düsseldorf
Philadelphia/NJ Nithya Vaduganathan Dieter Heuskel1 Moscow
David Webb
Christian Veith Vladik Boutenko
Ernesto Pagano
Toronto Ivan Kotov
Copenhagen
James Tucker London Sergei Perapechka
Ulrik Sanders
Ian Walsh Konstantin Polunin
Alastair Flanagan Anton Stepanenko
Chicago
Marin Gjaja Patrick Roche Cologne
Michelle Russell Rainer Minz1
Madrid
Tejus Kothari
Iván Martén
Munich Mumbai/New Delhi
Los Angeles/San Francisco/Seattle Achim Fechtel
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Seema Bansal
Danny Acosta Matteo Serena
Washington, DC Paris Garima Batra
Reggie Gilyard1 Ulrike Garanin
Lane McBride Agnes Audier Abhishek Gopalka
Patrick Erker
Tyce Henry Lucie Robieux Shoikat Roy
Monterrey/Mexico City Meghan McQuiggan
Dallas/Houston
Eduardo Leon
J. Puckett UAE
Javier Romero
Christine Barton Leila Hoteit
Jeffrey Shaddix Joerg Hildebrandt
Kelsey Clark New Orleans Melbourne/Sydney
Scott Cowen1 Maya El Hachem
Renee Laverdiere Kuala Lumpur/Singapore Larry Kamener
São Paulo Ammar Al-Hajjar
Vincent Chin Anthony Roediger
Santiago Christian Orglmeister Haidar Ammar
Nor Azah Razali Jim Davidson1
Jorge Becerra Doug Woods Samon Biaou
Zarif Munir Chloe Flutter
Juliana Abreu Yasmine Gharaibeh
Gemma Henderson
1. BCG Senior Advisor
Updated as off February 2018 49BCG’s education work spans the globe across topics and client types
Global
• Wor ld Economic For um
• Teach for All
Netherlands • UNICEF
• TNO
Canada England
• UK Depar tment for
• V r ije Univer sity Germany
• Education non-pr ofit Char ity • School Aan Zet • Business@school
Education
• Tor onto City Summit Alliance • New Schools Networ k • JOBLINGE
• Tor onto Regional Resear ch Alliance • Sutton Tr ust • Kar lsr uhe Institute of
• Teach Fir st UK Technology
• Univer sity of London
Norway/Sweden • V on Anfang an
• Univer sity of Oslo Russia
• Univer sity of Cologne
United States • Stockholm School of • New Economic School
•Bill and Melinda Gates Foundation
France Economics (SSE) • Teach For Russia
• Fr ench Gover nment • V OXTRA Foundation
Greece/Italy
•Chicago Public Schools • HAEF
• Ecole Centr ale de Par is
•Dallas Independent School Distr ict Switzerland • ItaliaDecide
• INSEAD
•Hillsbor ough County Public Schools • Par is School of Economics • IMD
•Lake County Schools Italy
•Los Angeles Unified School Distr ict • Italia Decide
•Memphis/Shelby County Public Schools Spain • Cuoa Foundation
•New Or leans Recover y School Distr ict • Univer sita Degli Studi
• ESADE
•Nor th Car olina Depar tment of Public Instr uction Di Modena e Reggio
• Univer sidad
•Univer sity of Nor th Texas Emilia
Politécnica
•Rutger s Univer sity de Madr id
•Har var d Univer sity
Qatar India
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•V ander bilt Univer sity • Supr eme Education • Bombay Scottish School
•Connecticut State Colleges & Univer sities Council Malaysia • Gover nment of Har yana
Puerto Rico • Qatar Foundation • Gover nment of Rajasthan
•Duke Fuqua School of Business
• Education Above All
Singapore • Malaysian Gover nment
•Cleveland Metr opolitan School Distr ict • Gover nment of • Wor ld Bank
• Singapor e Institute
•Walton Family Foundation Puer to Rico • NITI Aayog
Of Management
•Winthr op Rockefeller Foundation Vietnam
•Emor y Univer sity
• Fulbr ight Univer sity
•Atlanta Public Schools Brazil
Australia V ietnam
•Lumin Education • Instituto Ayr ton Senna
•KIPP Schools • Instituto Natur a • Depar tment of Education
UAE • Univer sity of Melbour ne
•Rocketship Education • Gr aded school
Mexico • Abu Dhabi Depar tment of Education • Austr alia National Tr aining Author ity (ANTA)
•Ar izona State Univer sity & Knowledge
• Instituto Tecnologico de • NSW Depar tment of Education and Tr aining
•Univer sity of Nor th Car olina • The Executive Council Dubai
• Estudios Super ior es (ITESM) • Austr alia NZ School of Gover nment (ANZOG)
•Tulsa Public Schools • Higher Colleges of Technology • V ictor ia Depar tment of Education
•Chattanooga 2.0 • Univer sidad de Monter r ey Saudi Arabia • Queensland Dept. Of Employment & Tr aining
•Dallas Foundation • Univer sidad Panamer icana • Riyadh Schools
• Centr o Cultur ales de Mexico AC Chile • Univer sity of Sydney
•Texas Education Agency • Saudi Ar abia Gover nment • Austr alian Gover nment
•Gr eater Houston Par tner ship • Duke Univer sity—Center For • Saudi Ar abia Ministr y of Education • NSW TAFE
Advancement of Social • Public Education Evaluation Commission
Entr epr eneur ship
Note: Select examples of recent clients • Pontificia Univer sidad Catolica 50Select recent BCG engagements in the digital school education space
Client Description
1 • Conducted a due diligence of a K-12 digital education content provider for a private equity firm by
US based private equity
identifying trends impacting the print and digital publisher market, and assessing the target company's
firm
ability to compete
2 Middle East sovereign • Due diligence on an early childhood education provider for a Middle East wealth fund, including overall
wealth fund market outlook for the US early childhood education market
3
Ministry of Economy, • Designed a new educational policy aimed at creating "change makers" to address pressing issues
Trade, and Industry • Provided support in implementation of strategy to enhance EdTech industry in Japan for the Economic
department of Japanese Government
4
Government agency in • Strategy for the future of K-12 education in a high-tech megacity in CEMA which has an education vision to
CEMA attract the world’s best talent by providing innovative offerings
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5 • Conducted a landscape analysis of Egypt’s K-12 education system for a private education provider
Leading Egyptian private
education player • Establish a strategic plan for long-term improvement of the system
6 Chinese gaming • Developed an education strategy in Indian market for a payments solution provider
company and payments
provider based in India
7 • Provide knowledge support over 30 months to enable a systemic school transformation at scale to improve
Niti Aayog & State the quality of public delivery and drive improvements in outcomes and governance
governments
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