Regional: Technology-Enabled Innovation in Education in Southeast Asia

Sovereign Project | 54098-001

The proposed knowledge and support technical assistance (TA) will conduct a diagnostic of what works in education technology (EdTech) in Cambodia, Indonesia, the Philippines, and Viet Nam. It will identify at what level technology solutions can be used based on 'EdTech Readiness' of countries, and pilot EdTech interventions accordingly. The TA builds on an ongoing regional TA on innovation in education sector development, which also focuses on Cambodia, Indonesia, the Philippines, and Viet Nam. The ongoing regional TA assessed the impact of the fourth industrial revolution (4IR) on labor markets by examining two economically important sectors in each country. The proposed TA builds on one of the key lessons from the ongoing regional TA: the need to leverage technology to provide trainings and skills development.

Project Details

Project Name Technology-Enabled Innovation in Education in Southeast Asia
Project Number 54098-001
Country Regional
Cambodia
Indonesia
Philippines
Viet Nam
Project Status Active
Project Type / Modality of Assistance Technical Assistance
Source of Funding / Amount
TA 6671-REG: Technology Enabled Innovation in Education in Southeast Asia
Japan Fund for Poverty Reduction US$ 2.00 million
Strategic Agendas Inclusive economic growth
Regional integration
Drivers of Change Gender Equity and Mainstreaming
Governance and capacity development
Knowledge solutions
Partnerships
Private sector development
Sector / Subsector

Education / Secondary - Technical and vocational education and training - Tertiary

Information and communication technology / ICT strategy and policy, and capacity development

Gender Equity and Mainstreaming Effective gender mainstreaming
Description The proposed knowledge and support technical assistance (TA) will conduct a diagnostic of what works in education technology (EdTech) in Cambodia, Indonesia, the Philippines, and Viet Nam. It will identify at what level technology solutions can be used based on 'EdTech Readiness' of countries, and pilot EdTech interventions accordingly. The TA builds on an ongoing regional TA on innovation in education sector development, which also focuses on Cambodia, Indonesia, the Philippines, and Viet Nam. The ongoing regional TA assessed the impact of the fourth industrial revolution (4IR) on labor markets by examining two economically important sectors in each country. The proposed TA builds on one of the key lessons from the ongoing regional TA: the need to leverage technology to provide trainings and skills development. As countries make investments in information and communication technology (ICT) infrastructure to modernize their economy, there is a need to equip workers with digital skills increasingly in demand. The focus on the four countries, which are different in terms of levels of ICT development and learning outcomes, will allow for evidence on EdTech that is more comprehensive and policy relevant. The need for knowledge and evidence on EdTech is not new, but coronavirus disease (COVID-19) has provided the much-needed impetus to adopt technology enabled innovation in education. This TA will help the four countries as they recover from COVID-19 and find ways to provide continued access to education by leveraging EdTech.
Project Rationale and Linkage to Country/Regional Strategy

In Southeast Asia, school enrollment up to tertiary education level has increased dramatically, but improvement in learning outcomes have been less encouraging. Evidence from Southeast Asia suggests an ongoing learning crisis that even though the enrollment in schools is increasing and students are spending more years in school on average, learning outcomes are not necessarily improving commensurately. Key factors behind this dismal outcome include unskilled and unmotivated teachers, unprepared learners, school inputs that do not affect teaching and learning, and school management that does a poor job of improving teaching and learning. Meanwhile, employers report lack of adequate numbers of workers with job-ready skills. In Cambodia, for example, almost 90% of employers reported that graduates have not been adequately prepared by their pre-hire education and/or training. In the age of 4IR, there are growing concerns that the problem of skills shortage will be aggravated further. Recent economic evidence shows that EdTech products can improve learning among students.

Impact of COVID-19 on education. In the age of COVID-19, there is renewed push to explore greater use of digital technology in the delivery of education and training. Due to the need to maintain social distancing and limit public gatherings to contain the spread of the virus, schools and training institutions in large parts of the world remain closed. Delivery of education and learning has moved to home for families who have access to internet and devices. For those without access to technology, the crisis has underscored the importance of investing in ICT infrastructure. Indeed, COVID-19 has brought to light the challenge of inequity in access due to limited ICT infrastructure, while providing impetus to governments to overcome these barriers to ensure continued access to education across all income groups. Experience of living through COVID-19 has highlighted the need to increase the use of EdTech in teaching and learning. Evidence shows that school closures tend to increase drop-out rates, which tend to disproportionately affect adolescent girls in developing countries. Strengthening Southeast Asia's knowledge and capacity on EdTech will mitigate some of the impact of COVID-19 by helping countries modernize their education system while preparing for future pandemics.

While EdTech interventions in education is not particularly new, there is a dearth of evidence on the types of products that work in a developing country context. Wider use of technology has been limited because EdTech product quality varies greatly, and few products tend to be designed to address the needs of low-income students and institutional challenges. Even though COVID-19 has led to adoption of technology across all levels of education, this has been done as an emergency response to the pandemic, without much long-term thinking and policy direction. In particular, the following remains to be some of the major education-related challenges in Cambodia, Indonesia, the Philippines, and Viet Nam: (i) limited use of digital technology in the delivery of education and trainings; (ii) lack of diagnostics on whether EdTech interventions improve learning outcomes; (iii) limited knowledge-sharing and awareness among national stakeholders; (iv) lack of partnerships between EdTech providers and public education systems; and (v) limited number of pilot projects on technology-enabled innovation in education.

Impact Equitable and inclusive learning opportunities through the use of new and emerging education technologies.
Project Outcome
Description of Outcome Better knowledge and expanded use of EdTech products
Progress Toward Outcome
Implementation Progress
Description of Project Outputs

EdTech diagnostics in the four countries conducted and disseminated

EdTech interventions in the four countries piloted

Impact of the pilot projects evaluated

Support for scaling-up of EdTech interventions in the four countries provided

Status of Implementation Progress (Outputs, Activities, and Issues)
Geographical Location Cambodia - Nation-wide; Indonesia - Nation-wide; Philippines - Nation-wide; Viet Nam - Nation-wide
Summary of Environmental and Social Aspects
Environmental Aspects
Involuntary Resettlement
Indigenous Peoples
Stakeholder Communication, Participation, and Consultation
During Project Design
During Project Implementation
Business Opportunities
Consulting Services ADB will procure services of a regional EdTech firm with presence in Cambodia, Indonesia, the Philippines and Viet Nam, an impact evaluation firm, and individual consultants to conduct diagnostics, prepare knowledge products, and provide other services.
Responsible ADB Officer Khatiwada, Sameer
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Human and Social Development Division, SERD
Executing Agencies
Asian Development Bank
6 ADB Avenue,
Mandaluyong City 1550, Philippines
Timetable
Concept Clearance 04 Aug 2020
Fact Finding 24 Aug 2020 to 28 Aug 2020
MRM -
Approval 11 Dec 2020
Last Review Mission -
Last PDS Update 11 Dec 2020

TA 6671-REG

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
11 Dec 2020 - 11 Dec 2020 30 Jun 2023 31 Dec 2023 -
Financing Plan/TA Utilization Cumulative Disbursements
ADB Cofinancing Counterpart Total Date Amount
Gov Beneficiaries Project Sponsor Others
0.00 2,000,000.00 0.00 0.00 0.00 0.00 2,000,000.00 18 Nov 2021 112,902.00

Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.

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Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.

None currently available.


Evaluation Documents See also: Independent Evaluation

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Related Publications

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The Access to Information Policy (AIP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.

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Tenders

Tender Title Type Status Posting Date Deadline
Technology-Enabled Innovation in Education in Southeast Asia - Computer Adaptive Learning on Mathematics in Indonesia Firm - Consulting Closed 03 Sep 2021 17 Sep 2021
EdTech diagnostics and interventions support Firm - Consulting Closed 23 Feb 2021 19 Mar 2021

Contracts Awarded

Contract Title Approval Number Contract Date Contractor | Address Executing Agency Total Contract Amount (US$) Contract Amount Financed by ADB (US$)
KSTA Technical Assistance 6671 14 Jul 2021 IBF International Consulting | Avenue Louise 209A Brussels 1050 Belgium Asian Development Bank 1,546,024.00

Procurement Plan

None currently available.