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. 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.

Project Details

Project Name
Technology-Enabled Innovation in Education in Southeast Asia
Project Number
54098-001
Country / Economy
  • 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
Source Amount
Japan Fund for Prosperous and Resilient Asia and the Pacific US$ 2.00 million
Operational Priorities
  • OP1: Addressing remaining poverty and reducing inequalities
  • OP2: Accelerating progress in gender equality
  • OP6: Strengthening governance and institutional capacity
  • OP7: Fostering regional cooperation and integration
Sector / Subsector
  • Education / Secondary - Technical and vocational education and training - Tertiary

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

Gender
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.

Contact

Responsible ADB Officer
Chong, Fook Yen
Responsible ADB Department
Sectors Group
Responsible ADB Division
Human and Social Development Sector Office (SG-HSD)
Executing Agencies
Asian Development Bank

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

Funding

TA 6671-REG

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
11 Dec 2020 - 11 Dec 2020 30 Jun 2023 31 Dec 2024 -
Financing Plan/TA Utilization
ADB Cofinancing Counterpart Total
Gov Beneficiaries Project Sponsor Others
0.00 2,000,000.00 0.00 0.00 0.00 0.00 2,000,000.00
Cumulative Disbursements
Date Amount
29 Apr 2024 823,179.47

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.

The Access to Information Policy (AIP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.

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In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

Title Document Type Document Date
Technology-Enabled Innovation in Education in Southeast Asia: Technical Assistance Report Technical Assistance Reports Dec 2020

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

None currently available.


Related Publications

None currently available.


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.

Requests for information may also be directed to the InfoUnit.

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
EdTech diagnostics and interventions support Firm - Consulting Closed

Contracts Awarded

Contract Title Approval Number Contract Date Contractor | Address Executing Agency Total Contract Amount (US$) Contract Amount Financed by ADB (US$)
Capacity Development Technical Assistance Technical Assistance 6671 11 Jan 2022 SuRaLa Net Co., Ltd. (JAPAN) | 4/F, Toshimaya Building, 1-13-1, Uchikanda Chiyoda-ku, Tokyo 101-0047 Japan Asian Development Bank 169,975.00
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.