Physical and Virtual Education Content Development
Physical and Virtual Education Content Development
Business Model Description
Develop virtual and physical course material to support teachers and students in accessing better quality education
Expected Impact
Enhance academic performance for academically challenged students creating instructional material, also to address gaps between urban and rural areas.
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
- Tunisia: South East
- Tunisia: Centre-East
- Tunisia: Centre-West
- Tunisia: South-West
- Tunisia: North-West
- Tunisia: North-East
Sector Classification
Education
Development need
The country's education system is still flawed, with 8% of 15-24 year olds not completing primary education. The educational system's skills development is out of step with market demands, impairing youth employability. Regional disparities are most pronounced at the secondary and post-secondary levels of schooling (1).
Policy priority
According to the Strategic Plan for the Reform of Higher Education and Scientific Research, Tunisia's priorities are to improve the quality of education, particularly at the primary and secondary levels and in disadvantaged areas, to increase new graduates' employability, and to reinforce equipment and digital infrastructure (2).
Gender inequalities and marginalization issues
Tunisia plummeted to 106th place in 2020 regarding gender equality in education (3). Significant gender differences in education create gaps in access to the labor market and economic resources, with high unemployment rates for young people and women. Also, gender-based violence inhibits women's educational and occupational advancement (4).
Investment opportunities introduction
Education receives around 20% of the government's budget, which largely go towards salaries (5). Additionally, the country has received a series of investment loans from IFIs to enhance the quality and accessibility of education. The government has created programs to encourage the use of digital technologies, increasing schools' access to technology (6).
Key bottlenecks introduction
Despite substantial public spending, the education sector suffers from low performance (7). Investments alone are insufficient unless they are accompanied by quality research and training.
Education Technology
Development need
Tunisia is confronted with the paradox of having one of the greatest enrollment rates among PISA-assessed countries yet some of the lowest levels of student success (8). Tunisia lags considerably behind other countries in terms of multimedia content for the education sector, highlighting the need to assist students in better understanding courses (9).
Policy priority
Tunisia performed a full-fledged public consultation process while establishing its national development plan and also focused on digital investments in education (10). Improving learning in basic education was one of the targets for Ministry of Education's five-year plan for 2016-2020 (11).
Gender inequalities and marginalization issues
Education inequality, regarding quality and access, is widespread throughout the MENA region (12) Investment in high-quality, digital education is critical to providing inclusive education to everyone (13). Certain instructional materials can be adapted to the needs of vulnerable groups, such as children with special needs (14).
Investment opportunities introduction
Tunisia was one of the pioneering countries in the MENA region to embrace e-learning (15). The government has implemented measures to promote the use of digital technologies in the educational process, expanding schools' technological access. Following the COVID-19 crisis, attempts to develop online educational material were further increased (16).
Key bottlenecks introduction
Due to the lack of broadband internet coverage across the country, especially in rural areas, many students are unable to access online and digital educational content.
Pipeline Opportunity
Physical and Virtual Education Content Development
Develop virtual and physical course material to support teachers and students in accessing better quality education
Business Case
Market Size and Environment
USD 50 million - USD 100 million
10% - 15%
Africa e-learning market, driven by South Africa, Morocco, Nigeria, Tunisia, and Kenya, reached a value of USD 2.2 billion in 2020 growing at a CAGR of 11.5% during 2021-2026 (17). Experts in the country point to a market size below USD 100 million for investments in content development.
Indicative Return
> 25%
The return profile is based on the estimates of the interviewed stakeholders in this field
Investment Timeframe
Short Term (0–5 years)
This is not a capital intensive sector, and there is already a high-demand after the coronavirus pandemic
Ticket Size
USD 500,000 - USD 1 million
Market Risks & Scale Obstacles
Market - Highly Regulated
Business - Supply Chain Constraints
Impact Case
Sustainable Development Need
Tunisia's Systematic Country Diagnostic cites skills mismatch and low-quality education as two of the country's primary human capital problems, notably in the country's lagging regions. It emphasizes the low quality of education as a barrier to youth involvement and employment development (18).
Tunisia has a high dropout rate, with over 100,000 children dropping out of school before reaching the age of 16 (11).
Gender & Marginalisation
The majority of schools have difficulties at work as a result of inadequate infrastructure and worn-out equipment. Additionally, there is a dearth of critical educational materials. This situation deteriorates further in isolated rural areas, when educational needs are greatly exacerbated (19).
For the period 2010-2018, adolescent (aged between 10 an 19 years old) not engaged in either education, employment or training were up to 20% for female and 15% for male (20).
From elementary through secondary school, boys have greater dropout and repetition rates and lower advancement rates than girls at each level. While girls are more often subjected to dropouts at the behest of their parents, boys are subjected to dropouts for pedagogical and academic reasons (21).
Expected Development Outcome
Educational content development is anticipated to further drive the development of educational materials. Improved educational content will make learning more engaging and help Tunisian students in achieving their academic goals.
Gender & Marginalisation
Academically challenged kids, especially in elementary school and rural areas, are expected to benefit from high-quality educational material.
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
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
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
(a) (i) 47% (c) (i) 28.4194% (c) (ii) 25.1943%
ARSP 18.2079% CMFL 25.6229% COPA 22.6156% EMAIL 21.2467% EPRS 16.2401% INST 17.2485% PCPR 16.0858% SOFT 16.5873% TRAF 16.2848%
Secondary SDGs addressed
Directly impacted stakeholders
People
Gender inequality and/or marginalization
Indirectly impacted stakeholders
Public sector
Outcome Risks
Increased and decentralized development of education content may not cover the whole of the necessary curricula and cause differences in students' learning.
Gender inequality and/or marginalization risk:
Impact Risks
If students' needs from different regions and socioeconomic conditions are not taken into account, the education content can only reach to a limited studentbase.
Education content developers might stop their activities at any point which would hinder the creation and endurance of impact.
Gender inequality and/or marginalization risk:
Impact Classification
What
Development of physical and virtual instructional resources that help improve students' academic performance
Who
Children, especially those who struggle academically, particularly in primary school and rural locations
Risk
While physical and virtual education content development model is proven, students' needs and endurance of the activities require consideration.
Impact Thesis
Enhance academic performance for academically challenged students creating instructional material, also to address gaps between urban and rural areas.
Enabling Environment
Policy Environment
Strategic Plan for Reforming Higher Education and Scientific Research 2015–2025 has five main objectives: increase quality and employability; promote research and innovation; foster good governance; review university planning for regional balance; and develop teacher training (22).
The Ministry of Education introduced “Digital Solution for All” in 2015 as part of a larger reform package, enhancing education for 2 mln. students and 150,000 teachers. It promoted the use of digital tools in the class and ensured the students' access to digital resources (6).
Tunisia has placed a premium on education since gaining independence in 1956. In 1959, the government implemented an education plan that viewed education as a national investment and a critical factor in determining the nation's economic growth (23).
(Policy document)
Financial Environment
Financial incentives: The state can assume a portion of the wages given to Tunisian professors and trainers (25%), the employer's contribution to social security system for five years (25).
Fiscal incentives: Direct investments in support activities (incl. education) generate profits that are subject to Corporate Income Tax at a rate of 10% (Personal Income Tax on revenues less 2/3 deduction).
Other incentives: Imported equipment is exempt from customs charges and taxes. VAT and consumption taxes are waived on imported and locally purchased equipment. Registration fees paid on the transfer of agricultural land may be reimbursed upon request within a three-year period.
Regulatory Environment
The Investment Law n°2016-71 on September 30, 2016 allows for two bonus and incentive programs. Article 20 provides for a first regime for national interest projects, while Article 19 provides for projects including direct investment activities.
Government Decree 2017-389 defines projects of national interest as those contributing to a national economic priority listed in the Act and satisfy one of the following criteria: investment of 50 million dinars or more; creation of 500 new employment each year for three years.
Tunisia adopted a new constitution on 26 January 2014, including articles 38 and 46 guaranteeing the right to education. This is a significant step forward, as the 1959 Constitution did not include a guarantee of the right to education
According to Law No. 2002-30 of July 23, 2002, education is a top national priority, and compulsory education is provided for children aged six to sixteen. Education is a fundamental right guaranteed regardless of gender, social origin, color, or religion (24).
According to the 2016 Investment Law, a list of sectors requiring government approval was set. Education is included in this "negative list". An investment request is automatically approved if the decision-making authority does not react within a defined period, usually 60 days.
Marketplace Participants
Private Sector
Ferida Round the World, Next Gen, Class Quiz, Be Neutron, Junior Network, Lysi, Sciencia, Black Dune Studio, NetShareK, My Enlightened Mind
Government
Directorate-General of Studies, Planning and Information Systems; Primary Cycle; Secondary Education. Regional directorates of education and training. National Commission for Education, Science and Culturei. (Ministry of Education) Tunis Virtual University (UVT)
Multilaterals
UNESCO, UNICEF, Arab League Educational, Cultural and Scientific Organization (ALECSO), USAID Tunisia, French Development Agency (AFD), European Bank for Reconstruction and Development (EBRD), World Bank, OECD, German Development Agency (GIZ)
Non-Profit
Tunisian Association for Educational Development (TAED), Tunisian Association for Quality Education (ATUQUE), Tunisia Plus, National Organization of School Youth
Public-Private Partnership
Target Locations
Tunisia: South East
Tunisia: Centre-East
Tunisia: Centre-West
Tunisia: South-West
Tunisia: North-West
Tunisia: North-East
References
- (1) EPDC, 2018. Tunisia National Education Profile. https://www.epdc.org/sites/default/files/documents/EPDC_NEP_2018_Tunisia.pdf
- (2) Oxford Business Group. Tunisia's education sector to be overhauled. https://oxfordbusinessgroup.com/overview/track-series-reforms-are-set-overhaul-sector
- (3) World Bank, 2020. Global Gender Gap Report. https://blogs.worldbank.org/arabvoices/status-women-tunisian-society-endangered
- (4) The Republic of Tunisia, 2019. Voluntary National Review 2019. https://sustainabledevelopment.un.org/index.php?page=view&type=111&nr=23372&menu=35
- (5) Borgen, 2020. Education in Tunisia. https://borgenproject.org/tag/education-in-tunisia/
- (6) World Bank, 2017. Education in Tunisia: Technology as a Tool to Support School Improvement. https://blogs.worldbank.org/arabvoices/tunisia-technology-support-school-improvement
- (7) Invest in Tunisia. A Performing Education System. http://www.investintunisia.tn/En/a-performing-education-system_11_143
- (8) Oxford Business Group. https://oxfordbusinessgroup.com/overview/raising-standards-schools-and-universities-shift-their-focus-quantity-quality-improve-student
- (10) THD, 2017. Tunisie : Une forte demande du marché pour les Startups spécialisées en m-Education. https://thd.tn/tunisie-une-forte-demande-du-marche-pour-les-startups-specialisees-en-m-education/
- (11) Their World, 2018. Tunisia aims for better basic education and more children in pre-primary. https://theirworld.org/news/tunisia-better-basic-education-improved-pre-primary
- (12) UN, 2020. Policy Brief: The Impact of COVID-19 on the Arab Region An Opportunity to Build Back Better. https://unsdg.un.org/sites/default/files/2020-07/sg_policy_brief_covid-19_and_arab_states_english_version_july_2020.pdf
- (13) GPE, 2021. En Tunisie, la plateforme Class Quiz propose des contenus pédagogiques sous forme de jeux. https://www.globalpartnership.org/fr/blog/en-tunisie-la-plateforme-class-quiz-propose-des-contenus-pedagogiques-sous-forme-de-jeux
- (14) THD, 2017. Tunisie : Une forte demande du marché pour les Startups spécialisées en m-Education. https://thd.tn/tunisie-une-forte-demande-du-marche-pour-les-startups-specialisees-en-m-education/
- (15) UN, 2020. Policy Brief: The Impact of COVID-19 on the Arab Region An Opportunity to Build Back Better. https://unsdg.un.org/sites/default/files/2020-07/sg_policy_brief_covid-19_and_arab_states_english_version_july_2020.pdf
- (16) Stakeholder Consultations held in 2021.
- (17) Learning News, 2021. Africa e-learning market surpasses $2 Bn. https://learningnews.com/news/learning-news/2021/africa-e-learning-market-surpasses-2-bn
- (18) World Bank Group, 2020. TUNISIA Skills Development for Employment. https://documents1.worldbank.org/curated/en/465581593566209488/pdf/Tunisia-Skills-Development-for-Employment-The-Role-of-Technical-and-Vocational-Education-and-Training.pdf
- (19) Tunisian Education Coalition for the Right to Education for All, 2019. The Revealed Report on Education in Tunisia 2019. https://www.campaignforeducation.org/docs/HLPF/Spotlight/Tunisian%20Report.pdf
- (20) UNICEF, 2019. The State of the World’s Children 2019 Statistical Tables. https://data.unicef.org/resources/dataset/sowc-2019-statistical-tables/
- (21) Inkyfada, 2021. Why do women do better than men at school, yet worse in the labour market? https://inkyfada.com/en/2021/10/12/inequalities-men-women-school-work-tunisia/
- (22) Strategic Plan for Reforming Higher Education and Scientific Research 2015–2025
- (23) Arab Barometer, 2021. Education in Tunisia: Past progress, present decline and future challenges. https://www.arabbarometer.org/2021/03/education-in-tunisia-past-progress-present-decline-and-future-challenges/
- (24) Republic of Tunisie, 2002. Loi d'orientation de l'éducation et de l'enseignement scolaire. https://www.axl.cefan.ulaval.ca/afrique/tunisie-loi-2002-educ.htm
- (25) Agency for the Promotion of Industry and Innovation. Tunisian Industry Portal. Additional advantages. http://www.tunisieindustrie.nat.tn/en/doc.asp?mcat=12&mrub=92&msrub=209&dev=true