Online supplementary education for K12
Business Model Description
Low-cost, mobile-based B2C (Business to Customer) software solutions in the vernacular to improve literacy and numeracy outcomes
Scalable B2B (Business to Business) software solutions to improve literacy and numeracy outcomes in low-cost private schools and public schools.
Expected Impact
Using digital platforms, improve ubiquitous access to K12 educational tools and course materials in vernacular languages to improve literacy and numeracy outcomes for students from lower and middle income households.
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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Country & Regions
- India: Countrywide
Sector Classification
Education
c.1.4 billion people under the age of 25 (1.1). India ranks 129 of 189 countries in the 2019 Human Development Index. (1.2) India's progress on SDGs 4 (Quality Education) and 8 (Decent Work and Economic Growth) was given a score of 58 and 64 respectively on 100 on the SDG India Index, with many States still lagging significantly behind on their targets (1.3).
Education Technology
After five years of schooling, at age 10-11 years, just over half of students in India can read a grade II level text (appropriate for seven to eight-year-olds). This figure is lower than in 2008. The results for arithmetic ability show a similar picture: Only 28 percent of grade V students are able to do division. The disparity between public and private schools is also stark (2.1) In a resource-constrained environment -India has the highest pupil-teacher ratio among comparable countries (2.3) - technology can improve reach.
Pipeline Opportunity
Online supplementary education for K12
Low-cost, mobile-based B2C (Business to Customer) software solutions in the vernacular to improve literacy and numeracy outcomes
Scalable B2B (Business to Business) software solutions to improve literacy and numeracy outcomes in low-cost private schools and public schools.
Business Case
Market Size and Environment
> USD 1 billion
250 million school going children.
Online education offerings across Classes 1 to 12 are projected to increase 6.3 times by 2022, to create a USD 1.7 billion market (2.12)
India has become the second-largest market for e-learning after the US. The sector is expected to reach around 9.5 million users by 2021. (2.13) According to a Unitus Report in 2017, 37% of EdTech businesses either directly catering to K12 schools and students, or offering products mapped to the K12 curriculum (2.14)
Indicative Return
> 25%
Overall, investors expect to make a 30% return from EdTech investments over a 3-5 year time horizon in India (2.6)
Investment Timeframe
Medium Term (5–10 years)
B2B businesses have a high cost of sales and operational complexities since management, teachers, students and parents all have a justified interest in the products the school is using. An EdTech business must convince a 1diverse set of decision-makers, leading to a longer sales process (2.14)
Even for B2C businesses, customer acquisition requires a high-resource feet-on-street model, which requires the investment of both money and time upfront. (2.17)
Ticket Size
The total PE/VC investment in the Education sector by end of 2019 is estimated to be around USD 500 million. (1.26)
Market Risks & Scale Obstacles
Business - Business Model Unproven
Impact Case
Sustainable Development Need
While India has made headway in improving access to primary education through the Right to Education Act, quality of the education remains a challenge. After five years of schooling, at age 10-11 years, just over half of students in India can read grade II level text (appropriate for seven to eight-year-olds). This figure is lower than in 2008. The results for arithmetic show a similar picture: Just 28 percent of grade V students are able to do simple division. The disparity in learning outcomes between public and private schools is also stark (2.1)
There is a strong need for increased technology adoption in Indian schools. According to UNESCO in 2016, only 10.2% of primary schools had access to computers for pedagogical purposes in India, compared to 23.5% in other lower middle-income countries (2.2) In a resource-onstrained environment -India has the highest pupil-teacher ratio among comparable countries (2.3) - technology can improve reach.
Gender & Marginalisation
A declining female labour force participation rate (LFPR) despite increasing levels of education and declining fertility rates has emerged as a worrying trend. The current female labour force participation rate (LFPR) is 23.7 per cent (26.7 per cent in rural areas and 16.2 per cent in urban areas). The declining trend is particularly strong in rural areas, where it has gone down from 49.7 per cent in 2004-05 to 26.7 per cent in 2015-16. (1.5)
Under the 4th industrial revolution, people with digital skills that are complementary to machines are most likely to accrue maximum socio-economic benefits. However, disparity in access to digital infrastructure prohibits girls to develop such skills.
Expected Development Outcome
The busines models under this IOA can ensure that children at primary and secondary levels of education achieve the minimum prescribed proficiency level in literacy and numeracy.
The business models under this IOA leverage technology to improve the reach of quality education to the masses, especially for those in a limited resource setting.
Gender & Marginalisation
Improved access to education through tech based learning will allow girls to bridge persistent gender barriers and facilitate more inclusive and empowering learning opportunities.
Institutional shift to ed-tech by schools and by parents and teachers (typically the gatekeepers to girls' access to technology) can create a more gender-responsive environment for learning and access to technology for girls
Primary SDGs addressed
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
4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
Secondary SDGs addressed
Directly impacted stakeholders
People
Gender inequality and/or marginalization
Indirectly impacted stakeholders
People
Gender inequality and/or marginalization
Planet
Impact Risks
Execution risk: The ability of technology-enabled models to significantly improve learning outcomes has not been proven at a large scale (2.25).
Early studies have yielded positive results, making the likelihood of operational risks materializing from business models under this IOA between low-medium.
Impact Classification
What
Use of technology can help directly improve literacy and numeracy outcomes, which have been deteriorating in India across student segments per the Annual Status of Education Report.
Who
The model will impact school-going students with limited access to quality education across income levels and geographies.
Risk
Business models, if not designed for low resource settings, may not be able to scale beyond urban and peri-urban areas.
Impact Thesis
Using digital platforms, improve ubiquitous access to K12 educational tools and course materials in vernacular languages to improve literacy and numeracy outcomes for students from lower and middle income households.
Enabling Environment
Policy Environment
The National Education Policy (NEP) 2020 considers education as an utmost important parameter in the country and focuses on quality of education, innovation and research in the sector. In November 2018, the National Education Policy Framework 2018 was launched (2.18)
NITI Aayog's Strategy for New India @ 75 highlights improving learning outcomes as a priority and promotes the use of technology in education.
The Department of School Education and Literacy launched Samagra Shiksha programme with effect from 2018-19 for schools from pre-school to class 12th, emphasising on providing quality education at all levels.AL38:AP38
GOI launched PM eVIDYA, a programme for multi-mode access to digital/online education. Other initiatives to be launched include Manodarpan, New National Curriculum and Pedagogical framework, National Foundational Literacy and Numeracy Mission (2.19)
In July 2020, the GOI launched "SWAYAM", an initiative to provide “best teaching learning resources to all” online (2.20)
Financial Environment
Private Equity (PE) and Venture Capital (VC) funding has been gaining momentum and, companies in the education sector attracted US$ 500 million by end of 2019. Most of these companies are focusing on EdTech (2.22)
With an aim of promoting innovation and entrepreneurship among secondary school students in the country, NITI Aayog launched Atal Innovation Mission (AIM) with 5,441 approved labs (2.22)
Small Industries Development Bank of India (SIDBI) has envisaged the creation of the Samridhi Fund to provide capital to social enterprises which can deliver both financial and social returns, in Bihar, Uttar Pradesh, Madhya Pradesh, Odisha , Chhattisgarh, Jharkhand, Rajasthan and West Bengal. Education is a sector covered under the fund (2.23)
Regulatory Environment
Ministry of Human Resource and Development (MHRD) is the nodal agency that lays down the overarching regulatory guidelines.
K-12 education is regulated at the State Government level by the State Education Departments, which lay down the requirements and governance structure in line with broad Central Guidelines. (2.21) There are no specific regulators for EdTech.
100% FDI (automatic route) is allowed in the Indian education sector (2.13)
Marketplace Participants
Private Sector
nvestor: Development Finance Institutions: International Finance Corporation (IFC). Foundations and Impact Investors: Chan Zuckerberg Initiative, LGT Impact, Michael & Susan Dell Foundation, Village Capital, LGT Lightstone Aspada, Omidyar Network. VCs: Matrix Partners India, SAIF Partners, Sequoia Capital India, Sofina, Naspers Ventures, Light Speed Venture Partners, Chiratae Ventures, Blume Venture Advisors, Nexus Venture Partners. Private Equity and Sovereign Wealth Funds: CPPIB, Qatar Investment Authority, General Atlantic, Tiger Global, Gaja Capital, Kaizenvest, Bond Capital, Steadview Capital Management LLC have /had multiple investments in EdTech (2.24)
Private Sector
Corporations: Vedantu, Toppr, MeritNation, Lido Learning and XtraMarks provide pre-recorded or live B2C online supplementary education. Facebook-backed Unacademy focuses on test preparation. Google, Xseed, IMAX Program, WizIQ offer B2B technology solutions for education institutes. Reliance Industries funded Embibe offers both B2B and B2C solutions. Educational Initiative is a B2B provider focusing on government schools. A number of start-ups specialize in a specific vertical such as CampK12 (coding), Doubtnut (doubt resolution) , LogicRoots (gamified maths learning), CueMath (maths), Playshifu (STEM), WhiteHat Jr (coding). Brick and mortar providers such as Aakash Education are also entering the online space. Khan Academy and Bridge International Academy are also operating in this space.
Multilaterals
UNDP, UNESCO, World Bank are some of the multilateral agencies that provide capacity building support, grant in aid for initiatives in the education sector.
Non-Profit
More than a 3rd of CSR spending in India goes towards Education and Skilling, with a number of foundations providing grants to education institutes (2.25). There are a number of grants and funding from organizations such as Central Square Foundation and Infosys Foundation.
Target Locations
India: Countrywide
References
- (1.4) https://unesdoc.unesco.org/ark:/48223/pf0000373718/PDF/373718eng.pdf.multi
- (1.5) https://data.worldbank.org/indicator/SE.PRM.ENRL.TC.ZS
- (1.6) http://data.uis.unesco.org/#
- (1.7) https://niti.gov.in/writereaddata/files/Strategy_for_New_India.pdf
- (1.8) https://thewire.in/labour/nearly-81-of-the-employed-in-india-are-in-the-informal-sector-ilo
- (1.9) https://niti.gov.in/writereaddata/files/Strategy_for_New_India.pdf
- (1.10) https://www.bbc.com/news/world-asia-india-33550853
- (1.11) https://www.prosperity.com/rankings
- (1.12) https://data.worldbank.org/indicator/SE.PRM.ENRL.TC.ZS
- (1.13) https://mhrd.gov.in/nep-new
- (1.14) https://www.india-briefing.com/news/investing-indias-education-market-after-covid-19-new-growth-drivers-20330.html/
- (1.15) https://economictimes.indiatimes.com/blogs/et-commentary/reinventing-indian-workforce-in-times-of-covid-skill-development-holds-the-key/
- (2.1) https://www.business-standard.com/article/economy-policy/fewer-children-out-of-school-but-basic-skills-stay-out-of-reach-study-119011900784_1.html
- (2.2) http://data.uis.unesco.org/#
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- (2.10) Stakeholder Consultations
- (2.11) https://economictimes.indiatimes.com/industry/services/education/world-bank-arm-seeks-independent-investigation-into-educomp-bankruptcy/articleshow/64088000.cms?from=mdr
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- (2.19) https://www.ibef.org/industry/education-sector-india.aspx
- (2.20) https://swayam.gov.in/about
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- (2.23) https://www.startupindia.gov.in/content/sih/en/government-schemes/samridhi_fund.html
- (2.24) S&P Capital IQ data
- (2.25) https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP%282019%293&docLanguage=En