Children walking to school

Digital Platform for Interactive Learning for K12 to Support After School Learning and Development

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Digital Platform for Interactive Learning for K12 to Support After School Learning and Development

Country
Sector
Most major industry classification systems use sources of revenue as their basis for classifying companies into specific sectors, subsectors and industries. In order to group like companies based on their sustainability-related risks and opportunities, SASB created the Sustainable Industry Classification System® (SICS®) and the classification of sectors, subsectors and industries in the SDG Investor Platform is based on SICS.
Education
Sub Sector
Most major industry classification systems use sources of revenue as their basis for classifying companies into specific sectors, subsectors and industries. In order to group like companies based on their sustainability-related risks and opportunities, SASB created the Sustainable Industry Classification System® (SICS®) and the classification of sectors, subsectors and industries in the SDG Investor Platform is based on SICS.
Education Technology
Indicative Return
Describes the rate of growth an investment is expected to generate within the IOA. The indicative return is identified for the IOA by establishing its Internal Rate of Return (IRR), Return of Investment (ROI) or Gross Profit Margin (GPM).
Market is at a nascent stage and no exits have been observed so far.
Investment Timeframe
Describes the time period in which the IOA will pay-back the invested resources. The estimate is based on asset expected lifetime as the IOA will start generating accumulated positive cash-flows.
Medium Term (5–10 years)
Market Size
Describes the value of potential addressable market of the IOA. The market size is identified for the IOA by establishing the value in USD, identifying the Compound Annual Growth Rate (CAGR) or providing a numeric unit critical to the IOA.
> USD 1 billion
Average Ticket Size (USD)
Describes the USD amount for a typical investment required in the IOA.
USD 1 million - USD 10 million
Direct Impact
Describes the primary SDG(s) the IOA addresses.
Quality Education (SDG 4)
Indirect Impact
Describes the secondary SDG(s) the IOA addresses.
Decent Work and Economic Growth (SDG 8) Gender Equality (SDG 5) No Poverty (SDG 1)

Business Model Description

Invest in the development of B2C online marketplaces that connect private tutors and students, offering subscription-based learning videos, private and on-demand tutoring services and online exam tryouts. Examples of some companies active in this space are:

PT. Ruang Raya Indonesia (Ruangguru), founded in 2014, owns and operates an online marketplace that connects private tutors and students. Its Learning Management System makes it easier to organize lessons, student attendance, materials, assignments and communication in class. Its valuation is ~USD 1 bn and has raised funds from The Lippo Group, Nusa Jaya Cipta, Tiger Global Management. (13)

PT Zona Edukasi Nusantara, founded in 2007, provides a digital learning platform, Zenius.net that offers study material videos, practice packages for K-12 and preparation for university entrance exams; and Agora which provides a cloud-based digital learning platform for employee training with modules. It raised USD 20 mn in a Series A round from Northstar Group, Kinesys Group and Beenext. (14)

biMBA AIUEO (BCTA partner), founded in 1996, operates as a franchise marketing system, with its remote/distance learning programs. It aims to support early learning for children (aged 3-6) who lack access to quality education by boosting their reading/writing abilities through fun educational activities and individual mentoring. Its estimated annual revenue is USD 110.2 mn. (15)

Expected Impact

Provision of quality education via digital platforms for interactive learning for K-12 to enhance quality of education and learning experience and improve the quality of future workforce

How is this information gathered?

Investment opportunities with potential to contribute to sustainable development are based on country-level SDG Investor Maps.

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The descriptions on this page are provided for informational purposes only. Only companies and enterprises that appear under the case study tab have been validated and vetted through UNDP programmes such as the Growth Stage Impact Ventures (GSIV), Business Call to Action (BCtA), or through other UN agencies. Even then, under no circumstances should their appearance on this website be construed as an endorsement for any relationship or investment. UNDP assumes no liability for investment losses directly or indirectly resulting from recommendations made, implied, or inferred by its research. Likewise, UNDP assumes no claim to investment gains directly or indirectly resulting from trading profits, investment management, or advisory fees obtained by following investment recommendations made, implied, or inferred by its research.

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Country & Regions

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Country
Region
  • Indonesia: Countrywide
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Sector Classification

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Sector

Education

Development need
Quality of learning outcomes remain low, indicated by low productivity rate which is 1/4th of that of Malaysia's. (1) The workforce is currently dominated by ~50.2 mn (or 39.7%) elementary school graduates or below (2). Based on the World Economic Forum (WEF) Human Capital Index in 2017, Indonesia ranked 65th out of 130 countries, lower than 5 other ASEAN countries. (3)

Policy
2020-24 National Medium-Term Development Plan: prioritizes the improvement of quality of education by focusing on teaching and learning outcomes; increasing equitable access to education services at all levels and accelerating its 12-year compulsory education with assurances to improve the quality of learning outcomes. (2)

Gender inequalities and marginalization issues
Learning inequality is high between regions, schools, and within schools. Indonesia’s net ratio of girls to boys at almost all education levels –except primary, shows higher participation of girls than boys.

The number of male students who dropped out from lower and higher secondary education are nearly thrice and twice of female drop-outs, respectively. (4) By gender, the average years of schooling for girls (8.42) is still below the boys (9.08) (5). 62% of 2.9 mn teachers and educational personnel in Indonesia are women (6).

Pre-COVID-19 disparities related to disabilities, remoteness, sex, and language interference have been exacerbated post-COVID-19. Districts with higher incomes, large urban centers, and greater implementation capacity tend to do better than those with lower income, more rural districts, with lower implementation capacity.

Teachers employed in rural and remote regions continue to be the least qualified (1). In 2021, Gross Participation Rate (APK) for Senior High School was 73.21% in the 1st Quintile (poorest) and 96.74% in the 5th Quintile (most prosperous). Since 2020-2021, Participation Rate was average ~70%. (7)

Investment opportunities introduction
The GoI allocates 20% of its state budget for education sector each year [USD 38 bn in 2021] (8). Annual consumer spending on education is expected to grow at 6% per annum and collectively reached USD 23.6 bn in 2020 (9).

Key bottlenecks introduction
Due to disparity in internet penetration and infrastructure, qualified educators may not be available in remote areas. Investment in Education cannot reap returns in remarkably improved outcomes without adding accountability measures to education reforms and focusing on learning outcomes (1).

Sub Sector

Education Technology

Development need
Due to unaffordable/inaccessible qualified education support, 46.83% and 77.13% of fourth graders perform poorly in reading and mathematics, respectively, based on AKSI (Indonesian Student Competency Assessment) and international benchmarks through TIMSS (Trends International Mathematics and Science Study) scores. (10)

Policy
GoI encourages education sector to optimize the utilization of modern technology in synergizing distance learning models and online learning systems, as well as to prepare Indonesian human resources in the industry 4.0 era (1).

Gender inequalities and marginalization issues
Schools in isolated and remote areas suffer from a lack of trained teachers and resources. This has lead to a disparity in learning outcomes as primary student learning outcomes in such areas were on average two grade levels below the national target. (1)

In reading and mathematics tests, students in eastern part of Indonesia tend to perform poorer than their peers in the western part, which reflects the persisting inequality between the two regions. (10)

Covid-19 induced income losses lead to ~91,000 drop-outs, 530,000 school shutdowns, and ~68 mn students shifting to distance learning (struggle for students; teachers lack digital skills). (11) 40% of schools do not have internet access, mostly at primary level and located in Papua and Maluku (5).

Investment opportunities introduction
Consumer spending on courses beyond the national curriculum grows rapidly from USD 15.4 mn in 2015 to more than USD 37.5 mn in 2019. (9)

Key bottlenecks introduction
Low internet connectivity and adoption of technology among educational institutions and personnel limits the reach of quality education in remote areas. Connectivity is highly concentrated in Java, and ~12,500 villages lack 4G connection, despite Indonesia’s high internet penetration rate 73.7% (2019). (12)

Pipeline Opportunity

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Investment Opportunity Area

Digital Platform for Interactive Learning for K12 to Support After School Learning and Development

Business Model

Invest in the development of B2C online marketplaces that connect private tutors and students, offering subscription-based learning videos, private and on-demand tutoring services and online exam tryouts. Examples of some companies active in this space are:

PT. Ruang Raya Indonesia (Ruangguru), founded in 2014, owns and operates an online marketplace that connects private tutors and students. Its Learning Management System makes it easier to organize lessons, student attendance, materials, assignments and communication in class. Its valuation is ~USD 1 bn and has raised funds from The Lippo Group, Nusa Jaya Cipta, Tiger Global Management. (13)

PT Zona Edukasi Nusantara, founded in 2007, provides a digital learning platform, Zenius.net that offers study material videos, practice packages for K-12 and preparation for university entrance exams; and Agora which provides a cloud-based digital learning platform for employee training with modules. It raised USD 20 mn in a Series A round from Northstar Group, Kinesys Group and Beenext. (14)

biMBA AIUEO (BCTA partner), founded in 1996, operates as a franchise marketing system, with its remote/distance learning programs. It aims to support early learning for children (aged 3-6) who lack access to quality education by boosting their reading/writing abilities through fun educational activities and individual mentoring. Its estimated annual revenue is USD 110.2 mn. (15)

Business Case

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Market Size and Environment

Market Size (USD)
Describes the value in USD of a potential addressable market of the IOA.

> USD 1 billion

CAGR
Describes the historical or expected annual growth of revenues in the IOA market.

5% - 10%

Critical IOA Unit
Describes a complementary market sizing measure exemplifying the opportunities with the IOA.

4th largest education system globally; >50 mn students; 4 mn teachers; ~USD 40 bn opportunity (17)

GoI allocated USD 38 bn for education sector in 2021 alone. Government expenditure on education was 17.258% of total government spending in 2020 (18) and 2.842% of GDP in 2019. (19)

K12 market for EdTech in the long term is expected to reach USD 5 bn - USD 10 bn. (20)

Indonesia’s high internet penetration rate of 64.8%, is expected to reach 89.3% by 2025, with over 200 mn users. This is likely to be a driver for growing demand for EdTech platforms. (14)

Indicative Return

IRR
Describes an expected annual rate of growth of the IOA investment.

Market is at a nascent stage and no exits have been observed so far.

ROI
Describes an expected return from the IOA investment over its lifetime.

< 5%

GPM
Describes an expected percentage of revenue (that is actual profit before adjusting for operating cost) from the IOA investment.

> 25%

Players in this area generate average USD 30-50 average revenue per paying user (ARPPU), with 1%-2% conversion to paid users. (20)

Majority (~62%) of the EdTech firms use a freemium pricing strategy, or offer a free-trial period to maximize their outreach and attract new users (20).

Zenius' revenue increased by ~70% in 2H2020 Vs. 2H2019 (50% revenue from live classes). User growth in the live class segment was >10X between March 2020 and December 2020, with user retention rate of >90% (22).

Investment Timeframe

Timeframe
Describes the time period in which the IOA will pay-back the invested resources. The estimate is based on asset expected lifetime as the IOA will start generating accumulated positive cash-flows.

Medium Term (5–10 years)

Ruangguru was founded in 2014 and became profitable in 2020, with 4x growth in its revenue (23)

Zenius was founded in 2007, received Seed round in 2019, and Series A in February 2020 (22).

Ticket Size

Average Ticket Size (USD)
Describes the USD amount for a typical investment required in the IOA.

USD 1 million - USD 10 million

Market Risks & Scale Obstacles

Market - Highly Regulated

The education sector is dominated by public schools that are financed through government budgets. Thus, for B2B/ B2B2C models, the government plays an controlling role. (20)

Resistance to change (education providers and parents) and perception that digital technology is not an adequate/appropriate supplement to traditional education.

Business - Supply Chain Constraints

Average revenue per paying user is relatively low and monetization has been a key challenge. (20) Low proportion of people own a mobile (57.48%) and are covered by a mobile network (77.7%).(24).

Impact Case

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Sustainable Development Need

As per McKinsey & Company, Indonesia ranked 62nd (out of 64 countries) based on math, science, and reading. (17) This highlights the need for improvement in learning environment through ensuring equal access to education facilities and reducing learning losses induced by Covid-19.

There is a need to improve the quality of teaching pedagogy by allowing teachers to leverage new technologies to facilitate classroom learning. 60% teachers lack tech-based teaching experience due to a lack of access to adequate IT equipment and retraining for education professionals. (9)

Gender & Marginalisation

Boys and children who live in rural areas are more likely to drop out of school than girls and their peers who live in urban areas. Male students who dropped out from lower and higher secondary education are nearly 3x and 2x of female drop-outs, respectively. (4)

Affordable learning solutions can potentially be accessible by all. In 2021, Gross Participation Rate (APK) for Senior High School was 73.21% in the 1st Quintile (poorest) and 96.74% in the 5th Quintile (most prosperous). Since 2020-2021, Participation Rate was average ~70% (7).

Increasing access to education and jobs for women with a supportive policy framework could help reduce the rate of child-bride to 6.94% in 2030 (lower than its BAU scenario for only reducing it to 10.03%). (4)

Expected Development Outcome

Improved efficiency in education management, increased educational services coverage.

Improved quality of education and educators to ensure high quality of human capital, competitiveness and productivity.

Improved productivity of workforce to ensure gainful employment and work opportunities for all.

Gender & Marginalisation

Inclusive and effective learning environment for boys and girls, fair and equal access to good quality education and jobs regardless of social background, race, gender or religion.

Address the digital gender gap, especially in IT education, in order to promote women's digital independence. (25) To illustrate: The proportion of adults (aged 15-59 years) with information and communications technology (ICT) skills: Female - 60.60; Male - 67.88 (24)

Primary SDGs addressed

Quality Education (SDG 4)
4 - Quality Education

4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2 Completion rate (primary education, lower secondary education, upper secondary education)

4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

Current Value

(a-i) 53.2%; (a-ii) 22.9%; (c-i) 44.6%; (c-ii) 31.4% (2015) (24)

2020: 96% for primary; 87.89% for lower secondary; 63.95% for upper secondary (24)

Ages 15-24: 48.66 Urban - 50.90; Rural - 45.72 Female - 48.71; Male - 48.61 Ages 25-64: 2.30 Urban - 2.78; Rural - 1.67 Female - 2.25; Male - 2.34 (24)

Target Value

(a-i) 67.2%; (a-ii) 35.5%; (c-i) 50.0%; (c-ii) 38.0% (intervention scenario) (4)

Primary: 97.16% in 2021, 97.935 in 2022, 98.41% in 2023, and 98.94% in 2024 Secondary: 89.15% in 2021, 90.54% in 2022, 91.94% in 2023, and 93.33% in 2024 Upper Secondary: 68.69% in 2021, 69.08 in 2022, 70.86% in 2023, and 71.71 in 2024 (26)

Secondary education (Junior High school level) 86.88% BAU Secondary education (Junior High school level) 90.55% BAU (4)

Secondary SDGs addressed

Decent Work and Economic Growth (SDG 8)
8 - Decent Work and Economic Growth
Gender Equality (SDG 5)
5 - Gender Equality
No Poverty (SDG 1)
1 - No Poverty

Directly impacted stakeholders

People

Students benefit from inclusive and better quality of education; Teachers benefit from improved methods of teaching and upskilling.

Gender inequality and/or marginalization

Digital Platforms enable help in reducing regional disparity by ensuring quality education is accessible to all and in a disable friendly environment.

Planet

Usage of digital platforms will result in reduction in the use of paper leading to potential environmental benefits.

Corporates

Improvement in learning outcomes can potentially lead to gainful school-to-work transition for students thereby attracting better jobs; workers can be hired locally, reducing overhead costs for companies and their investors. Transition to higher education will benefit universities.

Public sector

Quality education will motivate students and their parents to increase participation in local schools / universities, thereby promoting the growth of the education industry in the country.

Indirectly impacted stakeholders

People

Better quality of education enables workforce to become globally competitive

Planet

Potential reduction in CO2 emissions because of reduced burden on transportation services for travelling to school / colleges / institutions and the carbon footprint of traditional brick and mortar structures.

Public sector

Retention of globally competitive, skilled workforce in Indonesia, contributing to economic development and growth of the country.

Outcome Risks

Respect and credibility of certifications provided needs to be established. Testing procedures, grading systems must be standardized to ensure acceptability.

Regional disparity as lower quality of education outside developed regions (Eg. Java) that lack internet connectivity induces unfair competition among students despite standardized testing systems.

Existing investment in brick-and-mortar models may become obsolete and a sunk cost, resulting in wastage of resources.

Students with low level of ICT skills will require additional training on the usage of the platform, resulting in upfront expenses for the company.

Gender inequality and/or marginalization risk: Areas with better connectivity may benefit over remote areas. This may have an implication on access by gender as 72% women own phones vs. 80% men (27)

Impact Risks

Increasing inequality due to unequal distribution of resources can hamper regional progress of such models, resulting in concentration of operations in more developed areas.

Cyber crime that may target users from low resource settings (women, people with disability and low-income population) with limited information on registering grievances or on complaint mechanisms.

Poor understanding of key skills can hamper the ability of educators to equip the next-generation workforce with the required skill-set. (9)

Gender inequality and/or marginalization risk: Lack of regulation and price control can result in exploitation of consumers bye the private sector.

Impact Classification

B—Benefit Stakeholders

What

Efficient and effective digital platforms offering interactive learning to improve quality of education.

Risk

Acceptance of certifications obtained from such models is not established; regions with better digital infrastructure will benefit over remote areas with less development

Contribution

The GoI allocated USD 38 bn for education sector in 2021. Government expenditure on education was 17.258% of total spending in 2020 (4.3) and 2.842% of GDP in 2019 (19).

Impact Thesis

Provision of quality education via digital platforms for interactive learning for K-12 to enhance quality of education and learning experience and improve the quality of future workforce

Enabling Environment

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Policy Environment

Freedom of Learning policy in the 2020-2024 MOEC Strategic Plan: is directed at providing high-quality education for all Indonesian people, characterized by high enrollment rates at all levels of education, quality learning outcomes, and equitable quality education both geographically and socio-economically (5)

In addition, The 2020-2024 MOEC Strategic Plans also state that the focus of education development and the promotion of culture is directed at strengthening the nation's culture and character (5).

Law (RUU) concerning the 5th Amendment to Law Number 6 of 1983: GoI plans to update the Law so that goods and services consumed by public, such as education services would be subject to different tax rates based on commercialization and curriculum. (28)

Financial Environment

Financial incentives: Imposition of value-added tax (VAT) is intended for educational services provided by commercial educational institutions and educational institutions that do not implement the minimum curriculum required by the Law on the National Education System. (28)

Fiscal incentives: MoF Reg. no. 149/PMK.03/2021 concerning tax Incentives for taxpayers affected by Covid-19, businesses classified as Web Portals and/or Digital Platforms are classified as taxpayers receiving incentives, wherein income tax under PPH 21 and final income tax is borne by GoI. (34)

Other incentives: Vocational super deductions, namely on expenses/costs incurred by taxpayers for work practices, apprenticeships, or learning activities in the development of certain competencies can receive tax incentives (35).

Regulatory Environment

The GoI provides 3 types of school operational assistance, namely affirmative (least developed regions), performance (based on performance in delivering the public services) as stated in MOEC Regulation No. 31/2019 (29), and regular (students) in MOEC Regulation No. 6/2021 (30), that are allocated for primary and secondary education units.

MOEC Regulation No. 1177/2020 sets "Program Sekolah Penggerak", that aims to build a stronger education ecosystem that focuses on student learning outcomes which includes strong competencies (literacy and numeracy) and character (31).

MOEC Circulating Letter No. 1/2020 stated that the schools, teachers, and students are encouraged to be more innovative in the learning process through (self-regulated learning) (32).

Regulation Number 26 of 2021: regulates Web Portals and/or Digital Platforms with Commercial Purposes. Such business is considered a micro business with low risk, and is obliged to provide promotional space goods and/or services resulting from domestic production. (33)

Marketplace Participants

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Private Sector

Corporates: BahasaKita, PT Pahami Cipta Edukasi, PT. Ruang Raya Indonesia, Bimbel AIUEO Investors: UMG Idealab, Shunwei, Inc., Insignia Ventures Partners, GGV Capital, LLC, Tiger Global Management, LLC, UOB Venture Management Private Limited, PT Sinar Mas Digital Ventures

Government

Ministry of Education, Culture, Research and Technology, Ministry of Finance, National Research and Innovation Agency (BRIN), Board for National Standards in Education (BSNP), The Ministry of Manpower, Ministry of Trade

Multilaterals

United Nations Development Programme (UNDP), United Nations Children's Fund (UNICEF), Asian Development Bank (ADB), World Bank (WB)

Non-Profit

Indonesia teachers association (PGRI), SolveEducation!, Ikatan Guru Indonesia, Yayasan Cahaya Anak Negeri Indonesia, Indonesian Information Technology Teachers Association (AGTIFINDO)

Target Locations

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country static map

Indonesia: Countrywide

For equitible growth and development, businesses should be able to reach last-mile consumers (parents and students)

References

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