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Online supplementary education for K12

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Online supplementary education for K12

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).
> 25% (in IRR)
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.
The total PE/VC investment in the Education sector by end of 2019 is estimated to be around USD 500 million. (1.26)
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) Industry, Innovation and Infrastructure (SDG 9) Reduced Inequalities (SDG 10)

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.

Disclaimer

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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

Explore the country and target locations of the investment opportunity.
Country
Region
  • India: Countrywide
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Sector Classification

Situate the investment opportunity within sustainability focused sector, subsector and industry classifications.
Sector

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).

Sub Sector

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

Discover the investment opportunity and its corresponding business model.
Investment Opportunity Area

Online supplementary education for K12

K12 (Kindergarten through secondary education)
Business Model

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

Learn about the investment opportunity’s business metrics and market risks.

Market Size and Environment

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

> USD 1 billion

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

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

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

> 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

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)

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

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

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

1. Education models are not proven yet and take longer to establish as students need to go through a full education cycle for improvement to be measured, compared to a baseline. Given the novelty of these solutions, the models need to prove strong enough learning outcomes for large-scale adoption. 2. Lack of digital literacy and has limited adoption in public schools. However, COVID-19 has brought to light the importance of technology solutions. Lack of basic infrastructure (such as tablets, smartphones, internet connectivity) limit adoption at the last mile

Impact Case

Read about impact metrics and social and environmental risks of the investment opportunity.

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

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

4.6.1 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

Decent Work and Economic Growth (SDG 8)
8 - Decent Work and Economic Growth
Industry, Innovation and Infrastructure (SDG 9)
9 - Industry, Innovation and Infrastructure
Reduced Inequalities (SDG 10)
10 - Reduced Inequalities

Directly impacted stakeholders

People

The outcome is likely to be positive, important and intended because the use of technology in K12 education can help directly improve literacy and numeracy outcomes, which have been deteriorating in India across student segments per the Annual Status of Education Report published by ASER.

Gender inequality and/or marginalization

A high degree of positive change for many students (250 million) across gender, class and caste groups over a long period of time as the adoption of technology increases across different socio-economic segments.

Indirectly impacted stakeholders

People

The outcome is important due to resource constraints in the education system, which has a primary pupil-teacher-ratio which is 40% higher than the world average.

Gender inequality and/or marginalization

Only models which target rural areas and /or budget private / government schools can impact the most underserved groups.

Planet

Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world. (1.27)

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

B—Benefit Stakeholders

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

Explore policy, regulatory and financial factors relevant for the investment opportunity.

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

Discover examples of public and private stakeholders active in this investment opportunity that were identified through secondary research and consultations.

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

See what country regions are most suitable for the investment opportunity. All references to Kosovo shall be understood to be in the context of the Security Council Resolution 1244 (1999)
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rural

India: Countrywide

Expert consultations highlighted that investors are agnostic to the location of the business in so far as the area offers a significant market, especially since technology can help overcome physical barriers. The market size is directly tied to the need for education services in each State. Since the models can target both public and private schools, the total school enrolment and the State's performance on quality of education has been viewed to inform the “priority” States list. The States identified are "large States" which have a score of <50 on NITI Aayog's SDG Index Quality of Education ranking (2.4) West Bengal has been added as it enrolls 7% of all K12 students (2.5)

References

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