1、Copyright 2024 GSMAThe Future of Learning The Impact of EdTech on Learning Outcomes in the Philippines December 2024This initiative has been funded by UK Aid from the UK Government and is supported by the GSMA and its members.The views expressed do not necessarily reflect the UK Governments official

2、 policies.Authors and contributorsAuthors:Tanvi Deshpande,Lauren WhiteContributors:Daniele Tricarico,Nigham Shahid Project Management:Daisy MacaskieMarketing:Isobel WhitingAcknowledgementsThis report draws on research conducted for the GSMA by Liezl F.Dunuan and Dr.Maria Mercedes T.Rodrigo.We would

3、like to thank Jemellene Baluyot from the UK FCDO Philippines for her support and feedback.Finally,we would like to thank the many individuals and organisations that contributed to this research.A full list of organisations consulted for the research can be found at the end of the report.GSMAThe GSMA

4、 is a global organisation unifying the mobile ecosystem to discover,develop and deliver innovation foundational to positive business environments and societal change.Our vision is to unlock the full power of connectivity so that people,industry,and society thrive.Representing mobile operators and or

5、ganisations across the mobile ecosystem and adjacent industries,the GSMA delivers for its members across three broad pillars:Connectivity for Good,Industry Services and Solutions,and Outreach.This activity includes advancing policy,tackling todays biggest societal challenges,underpinning the technol

6、ogy and interoperability that make mobile work,and providing the worlds largest platform to convene the mobile ecosystem at the MWC and M360 series of events.We invite you to find out more at Follow the GSMA on Twitter/X:GSMAGSMA Central Insights UnitThe Central Insights Unit(CIU)sits at the core of

7、 GSMA Mobile for Development and produces in-depth research on the role and impact of mobile and digital technologies in advancing sustainable and inclusive development.The CIU engages with public and private sector practitioners to generate unique insights and analysis on emerging innovations in te

8、chnology for development.Through our insights,we support international donors to build expertise and capacity as they seek to implement digitisation initiatives in low-and middle-income countries through partnerships within the digital ecosystem.Discover more of our work at us by email:ContentsAcron

9、yms and abbreviations 2List of figures,tables and boxes 2Definitions 3Executive summary 41.Introduction 72.Research objectives and methodology 103.Unlocking the potential of ICT in education 123.1 The education sector in the Philippines 133.2 Current use of EdTech in the Philippines 163.3 Opportunit

10、y for technology to address education challenges 194.Scaling EdTech for improved education outcomes 324.1 Key enablers of EdTech delivery 334.2 Designing effective EdTech solutions 425.Improving adoption of EdTech in the Philippines 445.1 Key players supporting EdTech delivery 455.2 Strengthening Ed

11、Tech delivery in the Philippines 496.Key findings and recommendations 58Annexes 65Acronyms and abbreviationsAI Artificial IntelligenceADB Asian Development BankAR Augmented RealityBEDP Basic Education Development PlanCHED Commission on Higher EducationCSR Corporate Social ResponsibilityDCP Departmen

12、t of Education Computerization ProgramDepEd Department of EducationEDCOM2 Second Congressional Commission on EducationEdTech Education TechnologyFCDO Foreign,Commonwealth&Development OfficeGBF Gokongwei Brothers FoundationGenAI Generative Artificial IntelligenceHIC High-Income CountryICT Information

13、 and Communications TechnologyIoT Internet of ThingsKAP Khan Academy PhilippinesLGU Local Government UnitLMIC Low-and Middle-Income CountryLMS Learning Management SystemM&E Monitoring and EvaluationMNO Mobile Network OperatorMOOC Massive Open Online CourseNGO Non-governmental OrganisationNLP Natural

14、 Language ProcessingPBEd Philippine Business for EducationPISA Programme for International Student AssessmentPPP Public-Private PartnershipSNeD Special Needs Education(formerly SPED)STEM Science,Technology,Engineering and MathematicsTESDA Technical Education and Skills Development AuthorityTVET Tech

15、nical and Vocational Education and TrainingUNDP United Nations Development ProgrammeVR Virtual RealityXR Extended RealityList of figuresFigure 1 Impact of heatwaves on school closures in the Philippines,as of April 2024Figure 2 Philippine population aged 25 and over who have completed at least prima

16、ry,basic and higher education(%)Figure 3 15 year-olds achieving Level 2 proficiency in core learning subjects(%)Figure 4 Connectivity parameters in the Philippines(2023-30)Figure 5 Key EdTech use casesFigure 6 AI and emerging technologies in EdTechFigure 7 Key enablers of EdTech deliveryFigure 8 Par

17、ameters and sub-parameters to measure the effectiveness of EdTech solutionsFigure 9 EdTech initiatives implemented by CHED and TESDAFigure 10 The ADB Digital Education Readiness Framework:School and teacher scoresList of tablesTable 1 Methodologies used in the researchTable 2 Key governing bodies in

18、 the education sector in the Philippines2/69The Future of LearningList of case studies1 For more information,see the Quick Response Team(QRT)portal.2 OECD.(2022).PISA 2022 Results Factsheets:Philippines.3 Definition from the Carnegie Council for Ethics in International Affairs.Case study 1:Gokongwei

19、 Brothers FoundationCase study 2:Knowledge Channel Foundation,Inc.Case study 3:EdKasaCase study 4:RuangguruCase study 5:Learning PassportCase study 6:Rocket LearningCase study 7:BeajCase study 8:TuteroCase study 9:MEL ScienceCase study 10:upGradCase study 11:EdmicroCase study 12:Makers EmpireCase st

20、udy 13:KipinCase study 14:The ADB EdTech projectCase study 15:OrendaCase study 16:Kortext DefinitionsAdaptive learning The customisation of education to meet the individual needs and interests of students.Education technology(EdTech)The use of digital tools or technology in the education system.EdTe

21、ch tools/solutions Hardware or software products or services that enhance teaching and learning through their usage.EdTech providers Organisations that develop and deploy EdTech interventions either as builders or facilitators.EdTech users Students,teachers,parents/caregivers and school administrato

22、rs that use EdTech tools and solutions in their educational activities.Gamified learning platforms Learning platforms that use game elements and mechanics in educational activities.Generative AI A type of AI that involves generating new data or content,including text,images or videos,based on user p

23、rompts and by learning from existing data patterns.Geographically isolated and disadvantaged areas Communities that are marginalised from mainstream society due to:Physical factors such as distance,weather conditions and transportation challenges Socio-economic factors such as high poverty rates,cri

24、sis situations or armed conflict1Learning outcomes Measurable skills,knowledge or activities that students are intended to demonstrate after completion of an education course.Learning management system Software that is used for a range of educational activities,including administration,documenting,g

25、rading,course delivery,training and assessment.Level 2 proficiency The baseline level of proficiency that students need to participate fully in society,according to the Programme for International Student Assessment(PISA).2Offline learning platforms Digital learning platforms that require no or mini

26、mal internet connectivity.Online learning platforms Web-based or mobile-based learning platforms that require internet connectivity.Predictive AI A type of AI that uses statistical analysis and machine learning algorithms to make predictions about potential future outcomes,identify causation and ass

27、ess risks.3 Virtual classroom Online teaching and learning environment that simulates the classroom experience for teachers and students.3/69The Future of LearningExecutive summary 4 Philippines Statistics Authority.(2024).Fact Sheet on Women and Men in the Philippines.5 Save the Children.(22 August

28、 2022).“Philippines:Statement as one of the worlds longest COVID-19 related school closures ends”.6 Blacer Bacolod,D.(2022).“Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic”.Journal of Digital Educational Technology,Vol.2,Issue 1.The use of education technology(EdT

29、ech)presents a significant opportunity to improve learning outcomes and foster socio-economic development in the Philippines.Digital technologies have the potential to alleviate some of the critical challenges faced in the education sector,including inefficient public school infrastructure,especiall

30、y in remote areas,recurring climate events that disrupt teaching in schools,inadequate access to textbooks and learning materials and high levels of poverty that push a high proportion of children out of school.Given that the Philippines has a large youth population(30 million,more than 25%of the po

31、pulation),it is important for the country to leverage this demographic advantage.4 The Philippines scores among the lowest globally in student performance,according to the 2022 Programme for International Student Assessment(PISA).Underperformance at the school and university level can have significa

32、nt social,developmental and economic impacts,holding back the countrys future workforce and reducing global competitiveness.While digital education can play a key role in improving learning outcomes and student performance in the Philippines,there are several barriers to implementing EdTech solution

33、s that need to be addressed.Over the past two decades,digital education has supplemented student learning both within and outside the classroom.The extended closure of schools in the Philippines5 during the global COVID-19 pandemic forced educators,students and parents/caregivers to migrate online,a

34、ccelerating the use of digital tools as the primary means to access education.6 This shift revealed gaps in implementing digital education tools at scale.Now,as the Philippines adapts to post-pandemic life,there is an opportunity to streamline the implementation of EdTech solutions across the countr

35、y.4/69The Future of LearningEnablers of an EdTech ecosystem To strengthen the implementation of EdTech in the Philippines,it is important to consider the fundamental enablers required for EdTech solutions to be developed and deployed.These enablers include digital infrastructure and mobile connectiv

36、ity,access to reliable sources of electricity and the digital skills of teachers,students,parents and caregivers.They also include a conducive regulatory environment that promotes partnerships between the government and EdTech providers,encourages innovation in EdTech and improves foundational digit

37、al infrastructure.This report examines the relevance of each of these enablers and shares recommendations to strengthen them in the Philippines.To ensure that EdTech solutions are sustainable over the long term,the report also identifies key parameters for measuring their effectiveness.These include

38、 the measurable impact of EdTech on learning outcomes,scalability,accessibility,environmental sustainability,affordability,inclusivity and safety and security(Figure 8).EdTech providers may refer to these parameters and the suggested sub-parameters when designing their solutions.Existing EdTech use

39、cases Based on a literature review and interviews with key players in the EdTech ecosystem in the Philippines,this report highlights six predominant use cases being implemented:online learning platforms,offline learning platforms,virtual classrooms,adaptive learning,learning management systems(LMS)a

40、nd gamified learning platforms.Depending on their delivery channel and underlying technologies,the use cases can be applied in a variety of geographical contexts to ensure all students have access to quality education.Through case studies and examples of EdTech interventions,the report identifies so

41、me of the key characteristics of these use cases and describes the roles played by different stakeholders in the EdTech ecosystem.The report also draws on examples of EdTech interventions in other markets,including Australia,India,Indonesia,Pakistan,the United Kingdom and Vietnam.5/69The Future of L

42、earningSummary of recommendationsThe report presents several recommendations to improve EdTech adoption in the Philippines,which may be applicable to the implementation of EdTech in low-and middle-income countries(LMICs)in general.The recommendations are based on key findings from interviews with ec

43、osystem experts and a review of EdTech solutions being deployed in other LMICs and high-income countries(HICs).While EdTech initiatives have been widely implemented in the Philippines,the sharing of lessons and best practices has been limited and there is lack of evidence of their impact.To understa

44、nd the impact of ongoing EdTech initiatives and inform future efforts,it is important to establish a uniform monitoring and evaluation(M&E)process and impact measurement metrics.A key barrier to the adoption of EdTech solutions at scale in the Philippines is inadequate capacity building and training

45、 for teachers.Existing efforts are not equipping teachers to implement EdTech in schools effectively,leading them to revert to traditional teaching tools in some cases.Teacher training and capacity building programmes must be reviewed to identify and address gaps in digital capabilities,and to incen

46、tivise educators to integrate EdTech in their teaching.The EdTech solutions being deployed in the Philippines are diverse in their intended objectives,end users,areas of focus and delivery channels.However,experts have observed that EdTech solutions do not always reflect the learning environments of

47、 students,resulting in low student engagement.Given the varied geographical,regional and cultural contexts in the Philippines,it is important to incorporate the learning environments and constraints of students in the design process.Lessons from EdTech initiatives in both LMICs and HICs suggest that

48、 stakeholder partnerships are critical to developing engaging and effective EdTech solutions and implementing them at scale.It is important to develop stronger links between EdTech stakeholders to ensure initiatives are sustainable beyond pilot programmes and one-time projects.A key enabler of this

49、reports recommendations is a national EdTech policy or strategy that can be adapted at regional and local levels.Central,regional and local government agencies,in collaboration with EdTech stakeholders,should devise a comprehensive strategy for the delivery of EdTech that incentivises the developmen

50、t of EdTech tools and develops the digital foundations required to implement them.The report also discusses the potential of new and emerging technologies,such as generative artificial intelligence(GenAI),augmented and virtual reality(AR/VR)and robotics.These technologies can enhance the benefits of

51、 EdTech solutions and have a positive impact on learning outcomes in the Philippines.While these technologies are still in the pilot stage,stakeholders in the Philippines can learn from how AI is being used in other countries.To strengthen the ecosystem for emerging technologies in the meantime,the

52、foundational components of data,AI computing and digital skills must be developed by the government in collaboration with the private sector.6/69The Future of Learning01.Introduction7/69The Future of LearningThe education sector in the Philippines faces a range of issues,from poor learning outcomes

53、to disparities in access to education in rural and urban areas,inadequate resources in public schools,teacher shortages and teacher quality,among others.These issues are largely caused by factors that include high levels of poverty,lack of resources and public infrastructure and the worsening impact

54、s of climate change.7 The Philippines experiences some of the most extreme weather events in the world,from dangerously high heatwaves to typhoons and flooding,adversely affecting economic and social activities.The World Economic Forum Global Risks Report 2023 identified natural disasters and extrem

55、e weather events as the greatest risk to the country out of 35 national risks.8 The increasing occurrence of extreme climate events,including heatwaves,typhoons,floods and tropical storms,have also had an adverse impact on the delivery of education,resulting in considerable learning loss.7 Philippin

56、e Institute for Development Studies.(2023).“Educational Challenges in the Philippines”.8 World Economic Forum.(2023).The Global Risks Report 2023.9 World Bank.(17 November 2023).Press release.“World Bank delivers financial boost to Philippines to strengthen climate preparedness at schools,health fac

57、ilities,communities”.10 Ramos,M.(11 June 2024).“Hell or high water:Filipino schools lashed by climate extremes”.Context.11 Senate of the Philippines.(18 June 2024).Press release.“53 teaching days lost in SY 2023-2024 EDCOM 2,PIDS”.12 Philippine Institute for Development Studies.(12 February 2024).Pr

58、ess release.“COVID-19 school closures led to significant learning losses,says World Bank expert”.In the Philippines,78%of public schools and 96%of students have been identified as vulnerable to climate hazards,according to the World Bank.9 These hazards severely disrupt learning continuity through d

59、amage to school buildings and school closures for the safety of students.Between 2021 and 2023,damage to school buildings from climate events disrupted the learning of more than 2 million students.More recently,an unprecedented heatwave in April and May 2024 forced schools in the Philippines to clos

60、e or resort to online home learning for several days.10 During the 20232024 school year,a total of 53 teaching days were lost due to school closures,non-teaching tasks and local holidays.11 This could have a major impact on learning,with estimates suggesting that one week of school closure can resul

61、t in a decline of almost 1%in learning levels.12 Figure 1 shows the impact of heatwaves on school closures as of April 2024.Figure 1Impact of heatwaves on school closures in the Philippines,as of April 2024 Source:Ramos,M.(11 June 2024).“Hell or high water:Filipino schools lashed by climate extremes

62、”.Context.+1,7001Number of schools closed by regionhad shut down by April 25,20247,188 schools8/69The Future of LearningTo offset the impacts of climate change and ensure education for all,it is crucial to build the resilience of the education sector in the Philippines,including digital learning as

63、a mode of delivery within and outside the classroom.A key barrier,however,is the digital divide in access to connectivity and availability of digital devices in the Philippines,especially between rural and urban areas and between households in different income groups.13 This makes it difficult for s

64、ome students to access digital resources,especially those who do not have regular access to the internet.About half of all students in the Philippines have some form of internet access at home.14 However,factors like increasing smartphone penetration in the Philippines,forecasted to account for 95%o

65、f all connections by 2030,as well as the rapid uptake of 5G,are poised to make the Philippines a promising market for digital solutions.15Along with connectivity,lack of access to reliable electricity and adequate power infrastructure holds students back,especially in remote areas.Information and co

66、mmunications technology(ICT)infrastructure in schools is not uniformly available,and the number of available computers is not proportionate to the number of children in school.To expand learning to students homes,both children and teachers need access to devices that allow them to access online educ

67、ation and use EdTech tools.Teachers,especially those who are older,may also need support in the transition to using technology in the classroom,as 20%of primary school teachers stated they do not feel confident using ICT tools in the classroom.16The need for this study arises because of a gap in und

68、erstanding of how EdTech is being deployed in the Philippines and how different EdTech use cases could help address key challenges for students and teachers.Given the common challenges faced in the education sector across LMICs,there is an opportunity to learn from how other countries are implementi

69、ng EdTech effectively.Similarly,given the potential to integrate emerging technologies like AI,robotics and AR/VR in the delivery of education,it is informative to examine use cases from high-income countries(HICs).13 UNESCO.(2023).Technology in education:a case study on the Philippines.14 Global Ed

70、ucation Monitoring Report Team and South-East Asian Ministers of Education Organization.(2023).Southeast Asia:technology in education:a tool on whose terms?15 Yaici,K.(30 July 2024).“Faster Speeds and the Promise of New Use Cases is Driving 5G SA Adoption”.GSMA.16 Global Education Monitoring Report

71、Team and South-East Asian Ministers of Education Organization.(2023).Southeast Asia:technology in education:a tool on whose terms?This report highlights the role EdTech can play,and is already playing,in addressing education challenges globally,and assesses how EdTech can be implemented effectively

72、in the Philippines to improve learning outcomes.While the report focusses on the Philippines,lessons can also be applied more broadly to other LMICs.9/69The Future of Learning02.Research objectives and methodologyResearch objectivesThe aim of this report is to explore the opportunity for mobile and

73、digital technologies to build cost-effective and inclusive EdTech solutions in the Philippines.Specifically,it aims to:Examine the current use of digital and mobile technologies in the education sector in the Philippines Explore the potential to address gaps in the sector through digital innovation,

74、applying best practices and potential solutions from other markets Present recommendations to the UK Foreign,Commonwealth&Development Office(FCDO),the Government of the Philippines,policymaking bodies,including the Second Congressional Commission on Education(EDCOM2),and other stakeholders in the ed

75、ucation sector,to enhance the development and adoption of EdTech solutions in the country.10/69The Future of LearningMethodologyThe main methodologies and objectives used for this research are outlined in Table 1.Table 1:Methodologies used in the researchData sourceObjectiveDesk-based researchDevelo

76、p an understanding of digital and mobile technologies currently deployed in the education sector in the PhilippinesIdentify key initiatives and programmes implemented by national and international organisations to facilitate the deployment of EdTech in the PhilippinesIdentify key EdTech solutions be

77、ing deployed by governments in other countries(including Australia,India,Indonesia,Pakistan,the UK and Vietnam)Semi-structured interviewsKey informant interviews with government ministries and agencies,development partners and non-governmental organisations(NGOs)involved in EdTech in the Philippines

78、,as well as national and international EdTech solution providers*Identify key barriers in implementing EdTech solutions at scale in the PhilippinesUnderstand the key needs and barriers faced by government agencies,NGOs and the private sector in developing and implementing EdTech solutionsIdentify be

79、st practices followed by EdTech providers in other countries that are working with national governments to implement EdTech solutions at scaleRoundtable discussionParticipants included national civil society organisations,research institutions,EdTech providers,schools and private sector organisation

80、s,including EdTech providers and telecommunications companies(telecoms)*Understand the current use of EdTech in the Philippines and the most popular use cases being implementedLearn about the key players involved in the delivery of EdTech in the Philippines*A full list of key informants and roundtab

81、le participants can be found in Annex 1.International markets such as Australia,India,Indonesia,Pakistan,the UK and Vietnam,were used to identify lessons and best practices for the Philippines.Each case study was selected based on its applicability to the Philippines either in terms of the challenge

82、s it addresses or the local context in which it has been deployed.This report is intended for the use of a range of actors in the Philippines as well as other LMICs,including EdTech solution providers,international development partners,academic and research institutions,civil society organisations a

83、nd private sector companies.The findings of the report may also be used by government agencies and policymaking bodies to inform their deliberations on the role of EdTech in the education sector.This report can also serve as a guide for LMICs instigating the use of mobile and digital technologies in

84、 the education sector.11/69The Future of Learning03.Unlocking the potential of ICT in education12/69The Future of Learning3.1 The education sector in the Philippines17 EDCOM2.(2024).Miseducation:The Failed System of Philippine Education:EDCOM II Year One Report.18 Bai,N.(4 August 2023).“Educational

85、Challenges in the Philippines”.Broken Chalk.19 Hernando Malipot,M.(6 December 2023).“2022 PISA results a clear indication that PH education system is in worst state-PBEd”.Manila Bulletin.20 The Programme for International Student Assessment(PISA)is conducted by the Organisation for Economic Co-Opera

86、tion and Development(OECD)and measures the academic performance of 15 year-olds around the world.21 World Bank.(17 November 2023).Press release.“World Bank delivers financial boost to Philippines to strengthen climate preparedness at schools,health facilities,communities”.22 Ibid.23 Bravo,D.Q.(31 Ju

87、ly 2024).“Evacuees displace kids from classrooms amid clashes in Maguindanao”.I.24 Philippine Institute for Development Studies.(12 February 2024).Press release.“COVID-19 school closures led to significant learning losses,says World Bank expert”.More than 27 million students are enrolled in public a

88、nd private schools and state and local universities and colleges in the Philippines.17 Of the approximately 66,000 elementary and secondary schools in the country,75%are public schools.Basic education in the Philippines comprises kindergarten to grade 12(1718 years old)and higher education refers to

89、 college and university education.Basic education is governed by the Department of Education(DepEd)and its various bureaus,while higher education is governed by the Commission on Higher Education(CHED).In addition,the Technical Education and Skills Development Authority(TESDA)is responsible for tech

90、nical and vocational education and training(TVET)programmes in the Philippines.Key challenges in the education sectorThe education sector in the Philippines faces numerous challenges.18 In 2022,the country scored among the lowest globally for student performance in core subjects of mathematics,readi

91、ng and science.19,20 This section highlights some of the key challenges faced by the education sector.School closuresThe Philippines is experiencing a rise in the frequency and intensity of extreme weather.Approximately 78%of public schools and 96%of students are vulnerable to weather events such as

92、 typhoons,landslides,floods and heatwaves.21 Schools are often closed for the safety of students and school buildings have been damaged.In 2022 alone,the learning of more than 2 million students was disrupted by climate-related damage to school buildings.22Ongoing armed conflict in the Maguindanao p

93、rovince has also forced schools to close to protect the safety of students.23 School closures have a major impact on learning,with estimates suggesting that one week of school closure could result in a decline of almost 1%in learning levels.24 Maintaining learning continuity during extreme climate e

94、vents and periods of armed conflict is therefore crucial.Inadequate resourcesThe impacts of climate change not only result in school closures but also the destruction of school buildings and learning materials such as textbooks.This has economic implications as budgets must frequently be used to res

95、tore buildings and restock learning materials.This work also takes time,further hindering the return to school following an extreme weather event.Resources are limited in rural areas,particularly on small islands and in geographically isolated and disadvantaged areas(GIDA).These regions contend with

96、 fewer teachers,smaller classrooms and reduced resources,limiting the quality of education that can be delivered.Multigrade classrooms are also common in rural Philippines due to a lack of resources and students,creating a challenging educational environment in which teachers must adapt their teachi

97、ng to the needs of students at a range of learning levels.This has yet to be addressed at scale.13/69The Future of LearningOut-of-school youth25 For more information,see the World Bank Data website:Philippines.26 Child Hope Philippines.(16 August 2024).“Bridging the Gap:Understanding and addressing

98、school dropouts in the Philippines”.27 USAID.(2022).The Philippines Out of School Youth Ecosystem:An Opportunity 2.0 Study.28 For more information,see“Basic Education”,Situation of Children Philippines.29 Ibid.30 DepEd.(2021).Policy guidelines on the provision of educational programs and services fo

99、r learners with disabilities in the K to 12 basic education program.One of the major challenges for education in the Philippines is the high numbers of youth who are out of school.According to the World Bank,86%of the population aged 25 and over have completed primary education,but this drops to 35%

100、for secondary education and 26%for higher education.25 This is owing to a number of factors,such as lack of student engagement,low academic performance26 and gender-specific factors such as early marriage and pregnancy,which reduce motivation to continue studies.Furthermore,many low-income families

101、are compelled to choose work over education to meet their immediate financial needs.27 Some communities,particularly in rural areas,do not have adequate schooling facilities,excluding children from attending school.Schools catering to students with additional needs are also lacking.The high prevalen

102、ce of out-of-school youth affects both individuals and communities,leading to limited job opportunities and the chance to secure higher incomes,impeding economic stability and growth.Disability inclusion in educationFor children with disabilities,the provision of quality education is compounded by a

103、 lack of appropriate resources,specialised teachers and general knowledge of how to deliver inclusive access to education.The number of Special Needs Education(SNeD)learners in the Philippines increased by 42%between 2021 and 2022,increasing the student-teacher ratio to 38:1.28 Yet,59%of schools at

104、the elementary level,56%at the junior high level and 29%at the senior high level do not offer places for persons with disabilities.29 In 2021,DepEd launched policy guidelines on the Provision of Educational Programs and Services of Learners with Disabilities in the K to 12 Basic Education Program.30

105、 While this policy is a notable step toward inclusive education for children with disabilities,in practice,substantial gaps remain.14/69The Future of LearningTeacher training and capacity building31 PBEd.(2023).The State of Philippine Education Report 2023.32 For more information,see:“Basic Educatio

106、n”,Situation of Children Philippines.33 OECD.(2023).PISA 2022 Results(Volume I and II)Country notes:Philippines.34 For more information,see World Bank Data:Philippines.The NGO Philippine Business for Education(PBEd)identifies teacher quality as one of seven priorities to improve learning outcomes,an

107、d lack of teacher support as one of the four most pressing issues.31 Teacher training suffers from gaps in courses that leave newly qualified teachers underprepared to plan lessons and manage a classroom.Furthermore,nonteaching requirements,including administrative work,committee work and compulsory

108、 training,are highly demanding.The lack of support and professional development available to teachers in the Philippines acts as a deterrent to the profession and has led to low recruitment rates and high numbers of teachers seeking opportunities abroad.The student-to-teacher ratio across the Philip

109、pines is increasing,with substantial disparity between regions.32 In 2022,ratios were as different as 20:1 in the Cordillera Administrative Region(CAR)(elementary level)and 67:1 in the Bangsamoro Autonomous Region in Muslim Mindanao(BARMM)(all education levels).According to PISA 2022,a global educat

110、ion evaluation survey led by the Organisation for Economic Co-operation and Development(OECD),results show that 43%of students in the Philippines attend schools where instruction has been reduced due to teaching staff shortages.33As shown in Figure 2,school completion rates beyond primary education

111、are declining,indicating a need to strengthen the education sector.The challenges mentioned at both the school and university level can have serious social,developmental and economic impacts for the Philippines,holding back the future workforce and affecting the countrys global competitiveness in th

112、e coming years.Figure 2Philippine population aged 25 and over who have completed at least primary,basic and higher education(%)Source:World Bank,20223420192020202182%85%86%86%71%64%62%62%30%35%27%26%2022PrimaryBasicHigherSource:World Bank,20223415/69The Future of Learning3.2 Current use of EdTech in

113、 the Philippines35 World Bank.(2022).Philippines:Learning poverty brief.36 In the PISA assessments,Level 2 proficiency refers to the baseline level of proficiency students need to participate fully in society.37 For more information,see“COVID-19 education response”,UNESCO.38 World Bank.(2021).The Im

114、pact of the COVID-19 Pandemic on Low Income Households in the Philippines:Impending Human Capital Crisis.39 Embudo,F.L.(29 October 2021).“Research:Filipino children struggle to study at home due to distractions;prefer face-to-face classes”.OneNetwork.40 OECD.(2022).PISA 2022 Results Factsheets:Phili

115、ppines.Learning levels in the Philippines have reached critically low levels since the onset of the global COVID-19 pandemic.In 2022,proficiency in core subjects of reading,mathematics and science at age 15 was low(Figure 3).According to the World Bank,91%of 10 year-old children were experiencing le

116、arning poverty,meaning they could not read or understand short,age-appropriate text,compared with 35%on average in the East Asia and Pacific region and 60%in LMICs.35 Figure 3:Percentage of 15 year-olds achieving Level 2 proficiency in core learning subjects36Figure 3Percentage of 15 year-olds achie

117、ving Level 2 profi ciency in core learning subjects35Source:PISA scores(2022)MathematicsReadingScience69%74%76%16%24%23%OECD averagePhilippinesThe onset of the pandemic forced the government to resort to distance learning with little preparation,exacerbating educational gaps.The Philippines was the

118、last country in the world to reopen in-person classes,37 with education from October 2020 to November 2021 conducted entirely through distance learning.Existing gaps in access to digital infrastructure had a disproportionate impact on rural and underserved communities and rendered this form of learn

119、ing inaccessible for many students.The World Bank estimates that as little as 25%of students who attended school prior to the pandemic engaged in learning activities during community lockdowns.38Even students who had access to distance learning faced challenges engaging with content,with 67%reportin

120、g that they preferred physical classes because it was difficult to understand learning materials in modules or online classes.39 During remote learning,41%of students had problems at least once a week understanding school assignments and 34%had problems finding someone who could help them with schoo

121、lwork.4016/69The Future of LearningRelevance of EdTech in the Philippines41 The Knowledge Review.(n.d.).“The Significance of Culture-based Education in Philippines”.42 OCHA.(2022).Philippines:Super Typhoon Rai(Odette)Situation Report No.10 Final Report(As of 8 July 2022).The geography of the Philipp

122、ines,which is home to more than 2,000 inhabited islands and diverse cultures,language and regional contexts,present unique challenges for the delivery of quality and accessible education.The education sector is faced with ensuring that each of these contexts is served appropriately with high-quality

123、,inclusive and engaging learning content.41 This requires flexible curricula informed by intricate local knowledge.However,a lack of national resources and disparities in local resources prevent government agencies from implementing this at scale.Digital technologies have the potential to address so

124、me of these needs by enabling the delivery of affordable,inclusive and scalable education solutions across the Philippines.The considerable learning loss faced by the country as a result of the COVID-19 pandemic has been compounded by the severe impacts of climate events on educational facilities.In

125、 December 2021,Typhoon Odette affected 11 regions and 29,671 schools in the Philippines,with 5,800 classrooms and 28 million learning materials destroyed.42 DepEd estimated the costs of reconstruction and repair of classrooms at more than PHP 21 billion(USD 370 million).As one of the countries most

126、affected by climate change,the Philippines grapples with developing an education sector that is equipped to maintain learning continuity amid recurring climate-related disasters.The Philippines would benefit from the increased adoption of EdTech to close learning gaps and prevent learning setbacks d

127、ue to climate-related school closures and other disruptions.This report advocates for a blended approach to EdTech to strengthen the existing school system and maximise learning outcomes in the country.17/69The Future of LearningInvestments in connectivity and infrastructure are critical to enable t

128、he adoption of EdTechBuilding a robust foundation of digital connectivity and infrastructure is essential to ensure the Philippines is ready to deploy technology-driven education services at scale.The country is poised to be a key player in the Southeast Asian region given its growing smartphone and

129、 mobile internet connections,and the forecasted uptake of 5G services(figure 4).Parameters like fixed broadband speeds are also slowly improving,but the Philippines lags behind other Southeast Asian countries like Singapore,Malaysia,Thailand and Vietnam in median download speeds.43 The Philippines g

130、overnment is boosting the digital ecosystem through planned investments in fibre broadband and connectivity infrastructure.The governments sovereign wealth fund,the Maharlika Fund has identified digital connectivity as a priority investment area for 2025.44Philippine mobile network operators(MNOs)al

131、so have the opportunity to support efforts to further strengthen connectivity in the country.For example,Globe Telecom spent$1.3 billion in 2023 in capital expenditure to boost mobile data infrastructure,also investing in new 5G lines and fibre network.45 More recently,the MNO PLDT,along with their

132、wireless subsidiary Smart Communications and PLDT Enterprise,joined the GSMAs Open Gateway Initiative,which aims to ensure seamless communication and better customer experience through interoperable access to mobile networks.46Despite these efforts to boost digital connectivity and infrastructure,ke

133、y barriers remain to be addressed.While at least 90%of Filipino households are able to use smartphones,there is considerable disparity within provinces,especially between the National Capital Region and developing regions like the BARMM.47 Affordability of mobile devices is another barrier,with the

134、Philippines scoring just 28.5 out of 100 on handset affordability in the GSMAs Mobile Connectivity Index,and 19.6 on device affordability for the poorest 40%.48 More needs to be done to make devices affordable for last-mile populations,such as exploring handset financing options,reviewing taxes on m

135、obile phones that place a burden on customers and subsidising the uptake of mobile data.43 Johan,A.(31 July 2024).Fiber in the Philippines is improving and catching up with its regional peers.GSMA Mobile for Development Blog.44 Cruz,B.M.D.(1 September 2024).“Maharlika to be active in 2025 in all pri

136、ority investment areas”.Business World.45 Globe Telecom.(7 March 2024).“Globe expands network in line with sustained digital inclusion push”.46 Toms,J.P.(25 June 2024).“Philippine telcos join GSMA Open Gateway Initiative”.RCR Wireless News.47 Philippine Statistics Authority.(25 January 2023).Press r

137、elease.“Three in every four women use smartphones”.48 For more information,see the GSMA Mobile Connectivity Index.Figure 4Connectivity parameters in the Philippines(2023-30)Source:GSMA Intelligence data100%90%80%70%60%50%40%30%20%10%0%5G connections(%)Mobile internet subscribers(%)Smartphone connect

138、ions(%)202320242025202620272028202920306%9%13%20%27%34%40%46%BOX 118/69The Future of Learning3.3 Opportunity for technology to address education challenges The past two decades have seen mobile and digital technologies optimise the delivery of education through a variety of use cases.In LMICs,where

139、the delivery of accessible and quality education is challenged by a lack of school infrastructure,inadequate access to resources such as textbooks and other learning materials,availability of sufficiently qualified teachers,low student-to-teacher ratio and socio-economic factors that contribute to s

140、chool dropouts,technology can play a critical role in providing access to education for all.In the context of this study,“EdTech”refers to the use of digital tools and platforms,or technology across the education system,in classrooms and at home.EdTech solutions are hardware or software products and

141、 services that enhance teaching and learning through their usage.While educational content has been available on mobile apps and online platforms for several years,the COVID-19 pandemic hastened the adoption of EdTech use cases such as LMS and virtual classrooms in the wake of widespread school clos

142、ures.Since the development and accessibility of emerging technologies like artificial intelligence(AI),the Internet of Things(IoT),natural language processing(NLP)and augmented and virtual reality(AR/VR)more recently,use cases have emerged that have potential to be deployed at scale.EdTech use cases

143、 can overlap,with solutions providing multiple use cases within a single service.For example,AdaptoX(case study 4),a solution develop by Indonesian start-up Ruangguru,is both an online learning and personalised learning tool.The main categories and characteristics of EdTech use cases are highlighted

144、 in Figure 5,along with examples of solution providers both within and outside the Philippines.19/69The Future of LearningFigure 5Key EdTech use cases StudentsEnd UsersStudents and teachersTeachers and schoolsOnline learning platformsCloud computingData analyticsLearning management systemsDatabase m

145、anagementApp integrationAdaptive learningArtifi cial IntelligenceBig data analyticsVirtual classroomsVideo-conferencingSmartboards/SmartTVsGamifi ed learning platformsGame development enginesUI/UX design toolsOf ine learning platformsCloud storageData sharingEdTech use cases In the context of this s

146、tudy,“EdTech”refers to the use of digital tools and platforms,or technology across the education system,in classrooms and at home.EdTech solutions are hardware or software products and services that enhance teaching and learning through their usage.20/69The Future of Learning 01.Online learning plat

147、formsOnline learning platforms can be either mobile apps or web-based platforms.These are particularly useful when face-to-face learning is not possible because they allow learning to continue remotely.Digital platforms can also enrich students learning experiences when used in a hybrid format,throu

148、gh more engaging homework and exam preparation tasks,such as gamified and video-based content.Delivery channels:Mobile apps,smart TVs and smartboardsExamples:Gokongwei Brothers Foundation,Philippines(teacher training);upGrad,India(higher education)Case study 1Gokongwei Brothers FoundationOnline less

149、on plans for science,technology,engineering and mathematics(STEM)teachersKey lesson Adapting training to teachers digital needs makes training programmes more impactfulThe Gokongwei Brothers Foundation(GBF)was established in 1992 to have a positive impact on the education sector in the Philippines,w

150、ith a focus on STEM education.GBF initiatives include an educators development programme,a scholarship programme for students and technical and vocational training.They also offer a teacher scholarship to help train more qualified teachers.One of GBFs key initiatives is Class Builder,a teacher train

151、ing platform that helps teachers to learn and review the lessons that they are going to teach.Class Builder provides interactive coaching to teachers to create their lesson plans,building their skills by sharing lesson content,teaching strategies and facilitation techniques.They also provide customi

152、sable lesson content that teachers can adapt to their classrooms.The interactive platform allows teachers to access the lesson plan(in the form of PowerPoint slides)only after they have completed the days review.BGF partnered with human-centred design(HCD)firm IDEO to create Class Builder,finding wa

153、ys to lessen the burden faced by teachers in using digital content and tools in addition to administrative duties.To scale their impact,GBF is exploring the use of AI to generate content for more grade levels and subjects,hoping to build on their current output of 200 lessons per subject per year.Mo

154、de Online and offline Target users STEM teachers Use case Online learning platform Device required Smartphones Technology Data analytics,AI 21/69The Future of Learning 02.Offline learning platformsIn areas with unreliable connectivity and in low-resource settings,offline digital education tools that

155、 require minimal or no connectivity ensure that students can still access digital learning content.Examples of offline learning platforms include cached learning content,one-time downloadable content or content stored on hard drives.Offline learning platforms can also be used to provide teachers in

156、low-resource settings with access to training materials and upskilling content.Delivery channels:PDF files,mobile appsExamples:ADB Last Mile Schools project,Philippines(basic education);Kipin,Indonesia(all learning levels);Case study 2Knowledge Channel Foundation,Inc.Accessible early childhood educa

157、tion for all Key lesson Legacy techologies like television can help increase equitable access to digital educationThe Knowledge Channel Foundation Inc.(KCFI)is one of the oldest education non-profit organisations in the Philippines.Founded in 1999,KCFI aims to provide transformative learning experie

158、nces for marginalised Filipino children and communities.Their key focus is on children aged 08 years who require holistic developmental support,including the acquisition of basic literacy and numeracy skills.KCFI first started offering early childhood education programmes over the popular medium of

159、television,featuring a mix of animated and live learning content for young children.KCFIs interventions in the education and teaching ecosystem in the Philippines include building a digital content library of educational videos and games,teacher training and capacity building programmes and pilot pr

160、ojects to deploy EdTech solutions across the country.KCFI has also worked to provide access to connectivity and education in geographically isolated areas,in some regions delivering offline learning materials and satellite dishes to access their network programmes.As of 2024,KCFI has produced or acq

161、uired more than 3,500 video lessons and interactive games and session guides.These video lessons are accessed on-air through the Knowledge Channel TV broadcast,online and offline through Knowledge Channel TV and/or the Knowledge Channel Portable Media Library packages.More than 13,000 public schools

162、 have been provided with access to Knowledge Channels programmes and content.Mode Offline,online,on-air Target users Children aged 318 years,educators,parents Use case Offline learning,online learning Device required TV,laptops,other devices Technology Legacy tech(TV,radio,multimedia)22/69The Future

163、 of Learning 03.Virtual classroomsVirtual classrooms are live-broadcasted or prerecorded lessons that can be played by teachers inside the classroom.They enhance face-to-face teaching in situations where there are shortages of teachers or low numbers of students per grade,supporting teachers to prov

164、ide high-quality teaching at a range of learning levels.Delivery channels:Smartphones,tablets,laptopsExamples:Ericssons Connect to Learn Initiative,Philippines(teacher training);EdKasa,Pakistan(basic education)Case study 3EdKasaClosing the learning gap for multigrade classrooms in remote schoolsKey

165、lesson Hyperlocalised EdTech solutions that cater to specific learning contexts foster equitable impactEdKasa is Pakistans leading EdTech platform.Founded in 2017,it has two solutions offerings:an exam preparation app providing video lectures,quizzes and past exam questions for each of the major exa

166、m boards in Pakistan;and Connected Classrooms,a subscription-service virtual classroom and LMS available to schools.Connected Classrooms provides hyperlocalised learning content,including access to live virtual lectures,assessments and assignments,marking and performance tracking.The platform enable

167、s multigrade schools to facilitate student learning at the appropriate level by negating the need for schools to hire teachers for each grade,which may only have two or three students.Subscription plans are designed to be affordable to schools through the government-provided discretionary fund for t

168、eaching,available to public schools.Lesson broadcasts are available across all the examination boards and for all textbooks in Pakistan,and local instructors connect to the broadcasts via Android-powered displays.Although lesson broadcasts are live,live student-to-teacher interactions are not facili

169、tated.All interactions,assessments and assignments are completed via WhatsApp,including the tracking of learning outcomes.Students with below-average scores are identified to local instructors and parents/caregivers for additional support.AI is used to rapidly grade multiple choice assessments and a

170、ssignments,and is being explored for use in long-form answers.Connected Classrooms works in parallel with mainstream schools and has seen 100%improvement in English-language skills and mathematics competencies.Mode Online Target users Schools Use case Virtual classroom Device required Android smartp

171、hone and devices Technology AI23/69The Future of Learning 04.Adaptive learning49 Ruangguru.(2022).Annual Impact Report Ruangguru 2022.In the context of EdTech,“adaptive learning”refers to the customisation of education to meet the different needs and interests of students.A popular adaptive learning

172、 format is the use of AI to automate the assignment of learning content based on test results or learning goals,create intervention plans for underperforming students and adapt learning content to students needs.Personalised learning allows students to learn at their own pace,provides additional sup

173、port and facilitates more engaging learning content.Delivery channels:Smartphones,tablets,laptopsExamples:Ruangguru(AdaptoX),Indonesia(high school);Beaj,Pakistan(teacher training)Case study 4Ruangguru(AdaptoX)AI-powered gamified learningKey lesson AI has the potential to enhance existing solutions a

174、nd facilitate independent and personalised learningEstablished in 2014 as an online tutor marketplace for young Indonesians,Ruangguru now provides a comprehensive suite of EdTech services to students from age three to adulthood and to teachers in Indonesia,Vietnam and Thailand.Working across three p

175、illars(accessibility,quality and employability)Ruanggurus service offering includes subscription-based learning videos,simulations and interactive games,live teaching,an LMS and online soft skills training.AdaptoX is one example of the suite of EdTech solutions Ruangguru provides.Launched in 2022,it

176、 integrates simulations and interactive games in educational videos.Students can learn at their own pace by completing lessons or playing educational games tailored to their comprehension level.The AdaptoX feature is available on the Ruangguru mobile app,compatible on both Android and IOS devices.AI

177、 is used to adapt learning videos to student needs based on their answers to mid-video quiz questions.If a student answers a question incorrectly the video will provide the correct answer.Students can request either a quick or detailed explanation.Once a student has completed a video quiz,they are g

178、iven the option to select understand or confused,which then determines whether the content needs to be repeated before progressing to the next task/module.As students progress through the material,the software automatically adapts quiz questions to match their comprehension.AdaptoX has increased stu

179、dents study time by up to 86%and 92%of users have credited AdaptoX with having a substantial impact on their content mastery.49 Mode Online Target users High school students Use case Personalised learning,gaming Device required Tablets,smartphones Technology AI24/69The Future of Learning 05.Learning

180、 management systems50 Learning Passport.(2023).Learning Passport Annual Report 2023.A learning management system(LMS)is a software application or web-based platform that facilitates the creation,delivery and reporting of learning.An LMS can be used for tasks such as developing lesson plans and learn

181、ing content,assigning home and classroom-based tasks and tracking student progress.It has the potential to enhance teacher-student interactions and reduce other work demands on teachers,increasing the time they can spend on teaching and improving their ability to initiate interventions for underperf

182、orming students.Delivery channels:Learning software,online platformsExamples:UNICEF Learning Passport,Philippines(basic education);Edmicro,Vietnam;Orenda(Taleemabad),Pakistan(all learning levels)Case study 5Learning PassportProviding offline EdTech solutions in remote areas Key lesson Access to cust

183、omised digital content is key to technology-enabled teachingThe Learning Passport initiative was launched in 2018 by UNICEF Philippines,in partnership with DepEd and Microsoft,to provide teachers and students at the basic education level with access to digital education resources.The initiative aims

184、 to improve the teaching and learning experience in multigrade schools in the Philippines through innovative technology solutions made available offline.This was in response to the widespread destruction of schools and learning materials from Typhoon Odette in 2021,which added to the learning loss c

185、aused by the COVID-19 pandemic.Learning Passport was developed as an LMS that offered local and customised educational content that could be accessed on tablets or smartphones without the internet.Devices are connected to a local area network(LAN).The primary objective of Learning Passport is to sup

186、port teachers with classroom management in multigrade classrooms,which require them to prepare multiple lessons for different grades at the same time.According to the 2023 Learning Passport annual report,the platform has been implemented by 96 schools in the Philippines.50 Although this innovative o

187、ffline solution addresses a key gap in learning delivery in the Philippines,a barrier to scaling the solution is the quality and lifespan of the tablets used in their implementations.Mode Online,offline Target users Teachers,students Use case Offline learning platform Device required Tablets,smartph

188、ones Technology Cloud storage25/69The Future of Learning 06.Gamified learning platforms51 Rocket Learning.(n.d.).“How Rocket Learning is using WhatsApp to end learning poverty”.Gamified learning platforms incorporate game elements and mechanics in learning activities to increase student engagement a

189、nd motivation.Gamified learning platforms are most common in subjects like English,mathematics and science to make learning more interactive for students.They are delivered mainly via online platforms and mobile apps.Delivery channels:Smartphones,tablets,laptopsExamples:Knowledge Channel Foundation,

190、Philippines(basic education);Rocket Learning,India(early childhood education);MEL Science,United Kingdom(basic education)Case study 6Rocket LearningUsing technology to address early learning gaps in IndiaKey lesson Empowering parents/caregivers and educators with accessible tools is essential for ef

191、fective early learning Rocket Learning,an Indian EdTech start-up founded in 2020,aims to transform early childhood education for children aged 36 by empowering parents/caregivers and Anganwadi(daycare)workers.Through partnerships with Indias public daycare system,Rocket Learning provides engaging,pl

192、ay-based content to support early learning at both daycare centres and homes.This approach helps children build essential early development skills.Currently,Rocket Learning reaches 2.5 million children across 10 states in India with their customised early childhood development content.The platform u

193、ses activity-and play-based methods to develop foundational numeracy,preliteracy,cognitive,social,emotional and motor skills.By delivering content through WhatsApp,Rocket Learning makes it easy for daycare workers and parents to access structured learning activities.Designed to support childrens Mod

194、e Online Target users Daycare workers,parents Use case Digital learning platform Device required Tablets,smartphones Technology Chat messaging,predictive AI development,the content includes short curriculum videos,interactive tasks,nudges and rewards.Rocket Learning is also building a predictive AI

195、model to serve as a personalised learning coach,adapting content based on a childs unique needs and progress.Rocket Learning collaborates with Indias Ministry of Women and Child Development and the Department of Education to support systemic initiatives aimed at providing equitable,high-quality earl

196、y learning opportunities across underserved communities.Children using Rocket Learnings content demonstrate stronger language and preliteracy skills.In one study,90%of children using the platform could describe a picture in sentences,compared to 77%in a nonuser group.Additionally,61%of children in t

197、he Rocket Learning group could complete complex patterns,compared to 39%in the comparison group.51 26/69The Future of LearningAI in EdTech:emerging technologies amplify the impact of EdTech solutionsThe use of emerging technologies,such as AI,AR/VR,big data and robotics,presents an opportunity to en

198、hance existing EdTech solutions in the Philippines(figure 6).AI-powered tools can enable personalised learning experiences for students and teachers,through use cases like intelligent tutoring systems and adaptive learning platforms.This can be particularly helpful for replicating a classroom enviro

199、nment when students are at different learning levels.This study identifies a few examples of organisations that are using emerging technologies to strengthen the impact and reach of their EdTech solutions.Rocket Learning(case study 6),an EdTech start-up in India,is working on a predictive AI solutio

200、n to customise their solution to the unique needs of the daycare workers and parents/caregivers who use their educational content.EdKasa,a start-up in Pakistan,is using AI to make the grading of mathematics and other binary assessments more efficient,and Beaj(case study 7),also in Pakistan,is using

201、ChatGPT for their bilingual speech recognition software in language practise tasks.In high-income countries(HICs),the UK EdTech start-up Kortext is using AI to create customised and interactive content for students and educational institutions from existing textbooks.In Australia,AI is powering star

202、t-up Tuteros solution(case study 8),which provides teachers with tools to curate personalised learning materials in mathematics.As demonstrated through various case studies in this report,there are numerous applications of AI that can be used to deliver more impactful education.Which most AI-based s

203、olutions are using predictive AI,GenAI is being increasingly leveraged for content creation,both for students and teachers in the form of lesson plans.BOX 227/69The Future of LearningFigure 6AI and emerging technologies in EdTech Source:Authors assessment.Applicable use casesAdministrative tasksTeac

204、hing and teacher trainingStudent learning experienceAI-driven gamified educational platformsOnline tutoring and self-learning platformsEarly identification of learning difficultiesEdTech tools for students with accessibility needsGrading and assessment processesTranslation and localisation of learni

205、ng contentPredictive AIGenerative AIEmerging AI fieldsContent creation and summarising,interactive and adaptive lessonsCreation of lesson plans,teaching feedback,interactive trainingCurriculum development,school resource management Adaptive learning platforms,virtual classroomsTracking student perfo

206、rmance,anticipating gaps in learning outcomesData-driven administrative decision-makingCreation of new content,multimedia,teacher training Data-driven insights and decision-making,and personalised learningComputer vision Automatic speech recognitionNatural language processingAutomatic speech recogni

207、tionAI-powered speech-to-textNatural language processingBOX 228/69The Future of LearningCase study 7BeajUpskilling teachers for education delivery in Pakistan Key lesson Messaging platforms are an accessible mode of delivery for personalised learning in low-resource regions Founded in 2022,Beaj is a

208、n early-stage EdTech start-up based in Pakistan.Beaj provides research-based skills development courses for teachers focussed on English-language proficiency,pedagogy and soft skills.The courses are designed to function on feature mobile phones and with limited internet connectivity,helping address

209、the barrier of low internet connection that excludes many learners from digital education.The Beaj app provides real-time feedback and personalised learning via a ChatGPT-powered,bilingual speech recognition software.An offline version of the app is available,enabling users to access content in a si

210、ngle download and substantially reducing data demands.This function does not support video content,however,and Beaj requests weekly app updates to monitor data and usage.To improve accessibility for those with limited data,Beaj also uses WhatsApp as a delivery channel,allowing teachers to utilise th

211、eir existing WhatsApp-only data packages.The WhatsApp platform offers the same functions as the mobile app via a WhatsApp delivery bot.These packages provide unlimited usage of WhatsApp and WhatsApp data for a fraction of the cost of standard data packages.To personalise learning journeys and contex

212、tualise content for individual users,Beaj has added a bilingual,voice-enabled,Chat-GPT-powered chatbot.Mode Online,offline Target users Teachers Use case Adaptive learning Device required Tablets,smartphones Technology Messaging,GenAIBOX 229/69The Future of LearningCase study 8TuteroAI-powered teach

213、ing assistantKey lesson AI can be an enabling tool for teachers to create engaging content Founded in 2021,Tutero is an Australian start-up providing personalised online education and an AI-powered co-teacher platform for mathematics teachers.52 Tutero launched their AI platform in the United States

214、 in September 2024.The AI-powered teaching assistant has numerous features aimed at reducing teachers administrative and material preparation workload,enabling them to focus on teaching.Teachers can use the software to generate lesson plans by inputting the topic,lesson structure and target skills t

215、hey want to cover.They can also create individualised worksheets,selecting the complexity,duration and format based on student needs and learning levels,as well as interactive presentations.The software has a bank of thousands of ready-made questions and simulations that teachers can use for student

216、 assessments.A key strength of Tutero is their commitment to ensuring the software has value for teachers.They are continuously working with teachers,conducting weekly user tests that encourage teachers to input their ideas and feedback.Through this model,Tutero has ensured that all student interact

217、ion components of the software are printer-compatible,allowing the option for paper-based rather than purely digital learning.Mode Online Target users Students,teachers Use case LMS,online learning platform Device required Tablets,laptops Technology Predictive AI52 See the Tutero website for more in

218、formation.BOX 230/69The Future of LearningCase study 9MEL ScienceCombining offline and virtual solutions to deliver STEM educationKey lesson Blended learning can be an effective pedagogical tool for the impactful and sustainable use of EdTechMEL Science is a UK-based EdTech company founded in 2015 t

219、hat delivers STEM education through a combination of physical science kits and interactive VR simulations.MEL Science aims to make learning science accessible and engaging for students,especially at the secondary school level,while being affordable and easy to scale.53 It also aims to address the ge

220、nder imbalance among STEM students at higher education levels,by cultivating an interest in science among them and encouraging more girls to study STEM subjects.MEL Sciences solution can be used by schools as part of their science classes or by students at home.Each kit consists of a physical scienc

221、e set,a VR headset,and an app to aid its usage.The VR headset enables students to simulate science experiments and tasks in real time.The blended approach to learning science helps students to grasp concepts better and bridges access to digital tools for students from schools with less resources.Eac

222、h learning bundle can be used by 2 4 students at one time and are priced starting at$20.54 Packages offered to schools also include an online library of more than 80 science lessons,in video or VR mode.The educational content used by MEL Science,including worksheets and recorded lessons are in accor

223、dance with the UK education curriculum and the Next Generation Science Standards(NGSS)from the United States.Mode Online and offline Target users Students,teachers Use case Gamified learning platform Device required Tablets,smartphones Technology VR53 Miglani,M.(30 April 2021).“Experimenting with ME

224、L Science:Nesta Impact Investments supports a new educational platform”.NESTA.54 For more information,see the MEL Science for Schools website.BOX 231/69The Future of Learning04.Scaling EdTech for improved education outcomes32/69The Future of Learning4.1 Key enablers of EdTech deliveryThe deployment

225、of EdTech solutions depends on several key enablers,including the availability of devices,reliable digital connectivity and the digital skills of educators,students and parents/caregivers.The roll-out of EdTech solutions also requires a conducive regulatory environment that promotes partnerships bet

226、ween the government and EdTech providers,encourages innovation and improves foundational digital infrastructure.Figure 7 outlines these key enablers of EdTech delivery.Figure 7Key enablers of EdTech delivery Source:GSMA Mobile for Development.Digital connectivity and infrastructureStrategic partners

227、hipsCapacity building and trainingPolicy and regulatory environment Mobile internet and broadband connectivity Access to regular electricity supply Cost of mobile data and internet Availability of devices Enabling af ordable access to EdTech for schools and individuals Localisation of content Endors

228、ement of the ef ectiveness of the solution Digital needs assessment of teachers and schools Digital skills training for parents/caregivers School management training Policy incentives for schools to implement EdTech tools Partnerships to enhance access to internet and mobile networks EdTech usage an

229、d data standards33/69The Future of LearningDigital connectivity and infrastructure55 GSMA.(2024).The Mobile Economy Asia Pacific 2024.56 DepEd.(February 2022).“Data on electricity supply”.DepEd Data Bits.57 GSMA.(2023).The State of Mobile Internet Connectivity Report 2023.58 Philippine Statistics Au

230、thority.(2023).Press release.“Three in every four women use smartphones”.The deployment of Edtech hinges on the availability,reliability and affordability of electricity,digital devices(smart TVs,tablets,phones,computers and laptops)and,in most cases,connectivity.Depending on the type of device used

231、,the device-to-learner ratio will vary.For smart TVs or LMS,a minimum of one device per classroom is needed.EdTech that is deployed in classrooms to enhance independent learning requires higher device-to-learner ratios,increasing to one device per student for home-based solutions.Smartphones and tab

232、lets are popular ways to access EdTech,with many solutions requiring apps or software to be downloaded.In 2023,smartphone adoption in the Philippines was 73%and is expected to rise to 78%by 2030.55 While smartphone adoption is rising,there is still a gap in access and scope for low-tech mobile EdTec

233、h solutions that do not require a smartphone.Given the uneven ownership of smartphones within households as well,it is important to consider the potential of offline solutions.An example of a legacy technology-based EdTech initiative is offered by the Knowledge Channel Foundation Inc.,an education f

234、oundation offering early childhood education programmes over television,broadcasting a mix of animated and live learning content for young children.Access to tablets and laptops is required for solutions that rely on larger screens.A stable electricity connection is also needed as smartphones,tablet

235、s and laptops have a maximum battery of approximately 14 hours,which decreases as devices age.In the absence of home-charging facilities,in-school charging or charging hubs become vital in low-resource environments such as the Philippines.According to DepEd,90%of all public schools have access to el

236、ectricity from the national grid.56 With the exception of offline solutions,most EdTech tools require a reliable broadband connection.Depending on the complexity of the solution,data demands can be high and incur high costs for learners.Rural communities in particular may be held back from using mob

237、ile internet due to factors such as affordability of devices,access to mobile data and lack of digital skills.57 There is an 11%gap in the availability of smartphones between urban and rural households in the Philippines.58 34/69The Future of LearningThe role of local government units in driving EdT

238、ech adoption in the PhilippinesEdTech initiatives in public schools in the Philippines are largely driven by local government units(LGUs)in collaboration with the national government and private sector players.These initiatives are based on the needs of schools,teachers and students,and the specific

239、 gaps facing the education sector at provincial and local levels.The cities of Pasig in theNational Capital Region and Baguio in the Cordillera Administrative Region are two examples of how the adoption of EdTech initiatives was accelerated at the local level.To facilitate distance learning during t

240、he height of the COVID-19 pandemic,Pasig City distributed more than 140,000 tablets to students in public elementary,junior and senior schools,as well as laptops to students studying ICT.59In 2021,Pasig City also launched the Connectivity Allowance initiative to facilitate student access to broadban

241、d.60 The cash allowance scheme granted each student PHP 500($8.70)per month for mobile data to facilitate communication with teachers and access to digital learning materials outside of school.Baguio City launched the Smart Learning Communities pilot programme in October 2024,leveraging technology,d

242、ata and collaborative practices to curate a supportive community of learners and educators.61 As part of the pilot,teachers were offered targeted training in technology to ensure they were equipped with the skills to use the tools effectively in their teaching.The success of such programmes depends

243、heavily on the budgetary resources available at the local level,which varies greatly across the Philippines.As a result,schools in certain provinces gain access to EdTech tools while others continue to use more traditional teaching tools.Allocating more resources from the national government earmark

244、ed for EdTech initiatives could help address this disparity.59 Hernandez,K.(30 September 2020).“Pasig to distribute tablets and laptops to learners”.The Post.60 For more information,see the Pasig City Programs website.61 See,D.A.(21 October 2024).“15 Baguio schools pilot Smart Learning Communities”.

245、Herald Express.BOX 335/69The Future of LearningStrategic partnerships 62 Globe.(11 December 2020).“Globe taps Habi,TFP for teacher skills enhancement”.63 BDO.(August 2022).“Huawei and BDO Foundation bring laptops to schools”.Strengthening the education sector in the Philippines will,in turn,strength

246、en the countrys future workforce,benefiting both the private and public sectors.By coming together in strategic ways to deploy EdTech at scale,public-and private-sector partners can make a long-term investment in this workforce.There are several ways that government agencies,connectivity providers a

247、nd academic institutions can come together to realise the opportunity of EdTech.For example,private partnerships can help remove the affordability barrier,particularly for those in rural regions and at the last mile.EdKasa,an EdTech solution provider in Pakistan(case study 3),partnered with TikTok i

248、n January 2022 to provide 21,000 scholarships to students using the EdKasa exam preparation app.In the Philippines,Habi Education Lab and Globe Telecom have demonstrated the value of private partnerships in upskilling teachers.As part of their long-standing partnership,during the COVID-19 pandemic a

249、nd under Globes Global Filipino Teachers(GFT)programme,the two companies created a learning series for teachers to build their capacity for remote and blended learning.62Private partnerships can facilitate the creation of EdTech content tailored to the context in which it is offered.For example,upGr

250、ad,a start-up based in India(case study 10),is working closely with universities and industry experts across India to develop curriculum that simulates a university environment and prepares students for the workplace.Public-private partnerships(PPPs)can also support tailored content and encourage th

251、e adoption of solutions at the school level,as demonstrated by Edmicro,an LMS provider in Vietnam(case study 11).PPPs can prove vital in the procurement and maintenance of devices,essential for the deployment of EdTech.In the Philippines,the government has established partnerships with various compa

252、nies to secure donations of new and used laptops and tablets for use in schools across the country.6336/69The Future of LearningCase study 10upGradLifelong learning partner of post-grade 12 learners in IndiaKey lesson Strategic partnerships with the industry are important to produce relevant and fut

253、ure-ready contentupGrad is an EdTech start-up based in India.Launched in 2015,upGrad provides deep learning and short certification programmes for post-grade 12 learners,including live classes,exams and grading.The courses are designed to be completed on laptops and desktops.Partnerships with univer

254、sities and industry experts are leveraged to design course curriculum.The end products are courses that simulate the university environment,overlaid with in-depth industry knowledge.Programmes range from two to three days for technical courses to two to three years for masters and doctorate courses.

255、upGrad has three learner profiles:those seeking to pivot to another sector,those wanting to upskill for career advancement and those intending to build confidence in workplace skills.upGrads most popular courses are data science,masters degrees in law,management courses,digital marketing and busines

256、s management doctorates.upGrad also offers interview preparation through mock interviews and provides students with mentors in their chosen field.upGrad uses an in-house LMS.The content is owned and uploaded by upGrad themselves,except for a few courses that are owned by university partners.By keepi

257、ng content production in-house,upGrad can retain control over learning outcomes and course completion rates.upGrad is currently working toward university status.Mode Online Target users Students Use case Online learning platform,LMS Device required Smartphones,laptops,tablets Technology Data analyti

258、cs37/69The Future of LearningCapacity building and training64 For more information,see Philippine Business for Education.Investing in capacity building and teacher training is a key component of building a sustainable EdTech ecosystem.Familiarising teachers with EdTech solutions and creating incenti

259、ves for them to integrate the solutions in their teaching not only improves learning outcomes for students,but can also simplify or optimise their daily tasks and create more capacity for teaching.Without relevant and timely capacity building for teachers,new EdTech interventions will benefit neithe

260、r students nor educational institutions in the long term.Teachers must be trained not only in the use of EdTech tools and platforms,but how to use them effectively in their teaching.For instance,in the Philippines the NGO PBEd offers a training programme for teachers and school administrators that p

261、repares them to implement digital education tools.64 The programme is based on a needs assessment conducted by PBEd to understand their digital skills needs,to ensure that the training effectively addresses any gaps and provides teachers with the capabilities needed to implement EdTech solutions in

262、the classroom.In addition to building the digital skills of teachers and training them to use EdTech tools,it is also important to build the ICT skills of students based on their grade level.For instance,younger students who are learning to use devices like smartphones and tablets must be provided w

263、ith the requisite training to use the devices effectively and safely.Among older students,building skills such as prompt engineering developing clear queries for chatbots to produce relevant responses will help them to use GenAI tools like ChatGPT.Experts consulted for this research suggest there is

264、 a mismatch in the level of support available to students,with private schools devoting more resources to equipping students with these skills compared to public schools.Finally,building the digital literacy skills of parents and caregivers is important for ensuring that EdTech tools are delivered a

265、nd used as intended.38/69The Future of LearningCase study 11EdmicroAll-encompassing learning management system and content creationKey lesson Rigorous teacher training and ongoing support are critical to ensure teacher-readiness to implement EdTechLaunched in 2018,Vietnam start-up Edmicro has become

266、 an established EdTech provider supporting students,teachers and schools to improve learning outcomes.Each of Edmicros EdTech solutions has been built to fit and improve Vietnams education system,streamlining existing processes and supporting the delivery of more engaging learning.This is achieved t

267、hrough numerous business-to-business(B2B)use cases,including an LMS,personalised microlearning software,digital mock testing,online classrooms and an innovative lesson plan approval system,as well as a business-to-consumer(B2C)app.Edmicro focuses primarily on teacher training and capacity building w

268、hen onboarding new schools to use their solutions.The first step is a three-month trial and intensive teacher training period.During this time,Edmicro leverages Zalo a popular messaging platform in Vietnam to enable teachers to ask questions and reach out for support.Edmicros approach to teacher tra

269、ining ensures that teachers are on board with the platform,understand its benefits and are both willing and able to use it confidently and efficiently.Once the trial phase is complete,a dedicated team provides ongoing support via multiple channels like email,phone and Zalo,and will go to schools to

270、provide additional training upon request.Edmicro has found that after one year,teachers are able to use the system comfortably with minimal need for additional training.The multiple communication channels also serve as a feedback loop,enabling impact to be measured and updated based on the needs of

271、users.Mode Online Target users Teachers Use case LMS Device required Tablets,smartphones,hotline Technology Data analytics39/69The Future of LearningCase study 12Makers Empire3D design software for STEMKey lesson Combining classroom teaching with EdTech can accelerate STEM learning Founded in 2013,M

272、akers Empire is an EdTech based in Australia offering 3D design software and accredited professional learning programmes for teachers.Makers Empire focusses on improving the spatial reasoning skills(a prerequisite for success in STEM)of students aged 515.The software is used in more than 50 countrie

273、s by more than 28,000 educators as a teaching tool.65The Makers Empire 3D design app,available on all major platforms,is designed for use on tablets and laptops and enables users to practise design thinking,engineering design and other STEM concepts.There are multiple subscription plans and schools

274、have the opportunity to join Makers Empire-managed pilots and programmes.Many of the app features work offline and content is available in multiple languages,including English,Spanish,Arabic and Ukrainian,as well as via text-to-speech.The app also has a function that enables students and teachers to

275、 visualise their designs in the real world through an AR tool built into the app or via export to third-party apps.A study by the University of South Australias Centre for Change and Complexity in Learning(C3L)found that when Makers Empire software is integrated in teaching,it significantly increase

276、s students spatial orientation,spatial visualisation and mental rotation skills,and decreases anxiety felt towards STEM subjects.66 Mode Online/Offline Target users Students,Teachers Use case Gamified learning/offline learning platform Device required Tablets,laptops Technology AR65 For more informa

277、tion,see:Makers Empire for Teachers.66 University of South Australia.(12 August 2022).“Gamified education keeps kids connected to STEM”.40/69The Future of LearningPolicy and regulatory environment Government support for digital education spans numerous areas,from digital infrastructure and devices t

278、o training programmes for educators,to safeguards such as cybersecurity and data privacy,to M&E mechanisms.Government agencies have an important role in developing incentives for the private sector,philanthropic organisations and civil society organisations to actively engage in the EdTech ecosystem

279、.Coordination between public sector entities at the national and local level is also important.Countries must put a national EdTech strategy or roadmap in place that can be adapted at provincial and local government levels.In conjunction with an EdTech strategy,adequate data governance and privacy p

280、olicies that address the safe use of EdTech tools by students are equally important.While the COVID-19 pandemic hastened the use of devices like smartphones and tablets by government departments,devices that connect to the internet must be regulated to safeguard the safety and well-being of young le

281、arners.Investing in cybersecurity programmes is an effective way for local governments to ensure this.While most LMICs including the Philippines do not have a national EdTech policy and strategy in place,there are policies around digital transformation,data storage and privacy,e-governance,and vario

282、us child protection policies that are relevant in the context of implementing EdTech solutions.These policies must be reviewed to ensure that the safe and sustainable use of EdTech in the country.Other related policies on teacher training,digital device procurement,and public sector investments must

283、 also be examined so that EdTech innovation is encouraged while having the necessary safeguards in place.41/69The Future of Learning4.2 Designing effective EdTech solutionsSeveral parameters need to be considered when designing high-quality and impactful EdTech solutions.These include scalability,ac

284、cessibility,environmental sustainability,affordability,inclusivity and safety and security.EdTech solutions must also show,or have the potential to show,measurable learning outcomes,which requires having M&E processes in place.Figure 8 presents the parameters and sub-parameters that may be used to m

285、easure them.Figure 8Parameters and sub-parameters to measure the ef ectiveness of EdTech solutions Source:Authors assessment.ScalableMeasurable learning outcomes AccessibleEnvironmentally sustainableAf ordableSafety and securityInclusiveInfrastructure requirementsAdaptive to local contextsM&E proces

286、sesClarity on intended outcomesUser-friendlinessEase of access through devicesEnergy requirements and mixPolicies for e-waste disposal,servicingand repairingCosts borne by usersCapital costs and operational costsData privacy and securityDevice safeguards for usageCustomised to dif erent learning nee

287、dsDigital content regionally and locally relevantEf ectiveness of EdTech solutions42/69The Future of Learning Measurable learning outcomesEdTech solutions must show,or have the potential to show,a measurable impact on improved learning outcomes for students,teacher performance or school performance.

288、It can also be helpful to measure changes in student engagement as a result of using EdTech tools,as this can inform the design and development of new EdTech initiatives.Without a robust M&E mechanism,evidence from EdTech solution pilots and projects cannot be used to build sustainable and long-term

289、 solutions.Data from EdTech solutions that have resulted in improved learning outcomes can also be used to design and influence EdTech policies and strategies.ScalableEdTech solutions must have the potential to be deployed at scale,especially when they are intended for public schools.Considerations

290、include the cost of deployment,cost of usage,applicability of content across regions and appropriate capacity building and training programmes to ensure educators can implement them seamlessly.Exploring strategic partnerships to tap into delivery channels and access devices can help ensure EdTech so

291、lutions are scalable.AccessibleThe accessibility of EdTech solutions is another important consideration.Effective EdTech solutions should be available on different devices,including laptops,tablets and smartphones,to address the uneven access that can result from households sharing devices.For EdTec

292、h content to be accessible on multiple platforms,EdTech providers must also consider the technical and format requirements of different platforms.Environmentally sustainableAs the use of devices powering EdTech solutions increases,concerns arise about their environmental footprint and sustainability

293、.The lifespan of devices like smartphones,laptops and tablets is rarely more than three years,creating a need for these devices and other hardware to be serviced and repaired in schools.Having safe processes in place for the disposal of devices and other e-waste is a way to address this.For EdTech p

294、roviders,exploring alternative energy sources to power their solutions,such as solar panels and batteries,is an important consideration to reduce reliance on fossil fuel,especially in geographically remote areas.67 Coflan,C.M.and Kaye,T.(2020).“Using Education Technology to Support Students with Spe

295、cial Educational Needs and Disabilities in Low-and Middle-Income Countries”.EdTech Hub.AffordableAffordability is one of the most important considerations in deploying EdTech solutions in LMICs.This includes the cost of mobile data to access the internet,the cost of devices such as mobile phones and

296、 smartphones and the cost of installing and upgrading software needed to run the solution.EdTech providers should assess their target users to ensure they do not exclude populations in low-resource settings from accessing their tools.InclusiveEdTech solutions must be designed with end users in mind,

297、with easy-to-use interfaces that are easy to access on devices.EdTech solutions also have the potential to bridge usage barriers faced by students with learning disabilities,such as dyslexia,who find reading and writing challenging.EdTech can also support students with vision and hearing impairments

298、.67 Emerging AI tools like NLP and speech recognition,as well as text-to-speech,video creation software,“talking”calculators and e-books with multimedia functionality,are some of the features that could be integrated in EdTech solutions to enhance access to quality education for students with disabi

299、lities.Safety and securitySchools and EdTech providers collect vast amounts of personal data,which demands robust data governance and security processes and data privacy.Cybersecurity is a key issue,given the vulnerability of young children being exposed to the internet through devices like smartpho

300、nes and tablets.EdTech solutions should include built-in tools to monitor the usage of digital platforms and regulate screen time for students.43/69The Future of Learning05.Improving adoption of EdTech in the Philippines44/69The Future of Learning5.1 Key players supporting EdTech deliveryGovernment

301、agencies68 USAID.(2020).EdTech Ecosystem Report:Philippines.69 For more information,see the DepEd website.Depending on their purview,government departments responsible for education in the Philippines have a mandate to promote and facilitate the integration of technology in the delivery of education

302、.The DepEd,CHED and TESDA have all been active in the promotion of EdTech over the past 25 years.68 The school closures that were necessary during the COVID-19 pandemic expedited the deployment of EdTech and,post-COVID,the government has been exploring additional use cases to improve learning outcom

303、es and reduce inequalities in education across the country.Table 2 outlines the key governing bodies for education in the Philippines and their associated mandates and priorities.Table 1:Key governing bodies in the education sector in the PhilippinesGoverning bodyMandateKey activities and priorities

304、Department of Education69DepEd is tasked with the management of the basic education system,including both public and private schools.Applies to students in formal education aged 518 and youth and young adults in informal educationCommission on Higher EducationCHED is responsible for the promotion an

305、d quality of higher education,with the aim to advance learning and research,educate high-level professionals and enrich historical and cultural heritage.Ensure access to quality higher education,guaranteeing and protecting academic freedomAdvance learning and research,educate high-level professional

306、s and enrich historical and cultural heritageTechnical Education and Skills Development Authority TESDA is mandated to manage technical education and skills development.The agency also implements programmes such as proactive job matching,training and institutional capacity building and manages a ski

307、lls certification system.Proactive job matching,standards setting and systems development,training(school,community,centre and enterprise)and institutional capacity buildingMassive Open Online Courses(MOOCs)offered through the website45/69The Future of LearningOverview of basic education70 Hernando-

308、Malipot,M.(25 January 2024).“DepEd eyes full digitalization,interconnectivity of offices and schools through DigiEd 2028”.Manila Bulletin.71 DepEd.(2022).Launching of the Basic Education Development Plan 2030.72 For more information,see Access to Resources and Innovations in Science Education(ARISE)

309、.DepEd is active in the implementation of EdTech and leads several initiatives to roll out the use of digital technologies in education.For instance,in early 2024,they announced DIGI-ED 2028,a project to fully digitalise all DepEd offices and schools nationwide,and the launch of a MATATAG(stable)por

310、tal.Through this initiative,DepEd has pledged to provide e-books to schools and to modernise assessment systems using computer-based technologies;use AI in teaching and learning;and provide Wi-Fi in all schools and digital tools for students with disabilities to improve inclusion in education.70 Oth

311、er initiatives include the Department of Education Computerization Program(DCP),which provides hardware to public schools.The Basic Education Development Plan(BEDP)2030,71 launched in 2023,is the first long-term plan implemented by DepEd and serves as a roadmap to improve learning outcomes through q

312、uality education.The plan covers four pillars:access,equity,quality and resilience,and the scope covers formal education from ages 518 and nonformal education for youth and adults.The plan also intends to maximise the use of EdTech solutions for remote learning and build an evidence base for the use

313、 of technology in education.CHED and TESDA are both active in the deployment of technology to facilitate and improve their respective educational responsibilities.Figure 10 presents some key EdTech initiatives implemented by the two agencies.DepEd,CHED and TESDA have each implemented their own EdTec

314、h initiatives,but progress has varied widely both between and within the agencies.As a result,the deployment of EdTech in the Philippines remains piecemeal and its potential to improve learning outcomes and inclusion in education has yet to be realised.Other government agencies also have initiatives

315、 to improve the integration of technologies in education.One example is the Department of Science and Technologys SEI Courseware Project,which developed digital teaching materials for subjects like mathematics and science.72 These materials are available on platforms such as Google Play and are desi

316、gned to support teachers and students by aligning with DepEds learning competencies.The course was developed with accessibility in mind,as it can be used on mobile devices,making it more available to students in areas where access to traditional resources is limited.Figure 9Current EdTech initiative

317、s implemented by CHED and TESDA Source:GSMA Mobile for DevelopmentPHIL CHED ConnectTESDA Online program(TOP)CHEDHigher EducationTESDATechnical education and skills developmentSmart Campus ProjectEnquiry AI chatbotCHED HiEd BayanihanTOP Mobile46/69The Future of LearningNotable EdTech initiatives of T

318、ESDATESDA implements programmes such as proactive job matching,training and institutional capacity building in addition to managing a skills certification system.TESDA operates the TESDA Online Program(TOP),which offers MOOCs.A range of courses are offered,and participants are issued a certificate u

319、pon course completion,with the opportunity to take a face-to-face assessment to obtain a national certification.73 The TESDA Online Mobile Program was launched in 2022 to increase access to its MOOCs.74 Courses are available via the TESDA mobile app,which allows offline downloads of materials up to

320、5 MB.TESDA is in the process of implementing emerging technologies in their programmes.In September 2023,extended reality(XR),a combination of VR and AR,was integrated in TVET and assessment.For example,the technology is used in heavy equipment operations training to simulate hazardous environments.

321、XR also enables more interactive and engaging remote learning.75In early 2024,TOPE,a pilot of an AI chatbot pilot with language translation capabilities,was launched.The chatbot is used to answer questions from users and preliminary results suggest that it has cut email enquiries by 50%.7673 Global

322、Education Monitoring Report Team and Philippine Normal University.(2024).Technology in education:a case study on the Philippines.UNESCO.74 For more information,see Media on the TESDA website.75 Abad,R.(16 September 2023).“TESDA pioneers usage of XR tech in TVET”.BusinessMirror.76 TESDA.(13 January 2

323、024).“TESDA reveals improvements to online training program”.77 For more information,see ProFuturo.Non-governmental actors and international development organisations Academia and civil society organisations are actively involved in promoting and supporting the use of EdTech.Entities spearheading th

324、ese initiatives include universities,NGOs,research organisations and philanthropic organisations,including international development organisations.Within academia,the development,deployment and evaluation of the use of technology in education is a key research area.The Philippine Normal University c

325、onducts active research on the development of PC-and mobile phone-based educational technologies for senior high schools.Other universities involved in the research and development of EdTech are Ateneo de Manila University and Silliman University.Universities also play a key role in testing the appl

326、icability of emerging technologies like AI and AR/VR technologies to power EdTech solutions,as well as convening innovators working on similar themes.Among NGOs and non-profit organisations,Khan Academy Philippines(KAP)offers solutions like Khanmigo,a personalised learning solution.KAP,in partnershi

327、p with DepEd,is currently deploying a pilot programme for grades 46 that provides remedial learning for mathematics and science.Other players include the Gokongwei Brothers Foundation(case study 1)and the Ayala Foundation.77 In addition,international development organisations,including the FCDO,UNIC

328、EF,Asian Development Bank(ADB)and the United States Agency for International Development(USAID),have undertaken a mix of research and programmatic interventions to advance the use of technology in the education sector.Through strategic partnerships,these organisations work with governments and priva

329、te sector actors to develop,pilot and deploy EdTech solutions across the Philippines.BOX 447/69The Future of LearningRegional organisations focused on education are also involved in supporting the education and EdTech ecosystem in the Philippines.The Southeast Asian Ministers of Education Organisati

330、on(SEAMEO),among other initiatives,is involved in implementing the ASEAN-UK Supporting the Advancement of Girls Education(ASEAN-UK SAGE)which aims to address barriers of access to education for girls across Southeast Asia.78 SEAMEO Innotech(Regional Center 78 For more information,see SEAMEO Secretar

331、iat.79 For more information,see SEAMEO Innotech.80 For more information,see ASPBAE.81 ACEN RES.(27 February 2024).“Xavier sets an example for schools with a 100%shift to renewable energy”.82 Mascarias,E.M.and Mangadlao,I.M.(18 December 2022).“Solar power fuels Surigao islands rise from Odette”.I.83

332、Microsoft Philippines Communications Team.(30 April 2024).“Microsoft announces AI skilling opportunities for 2.5 million people in the ASEAN region by 2025”.for Education Innovation and Technology)conducts evidence-based research and capacity development programmes for teachers and supports innovati

333、on in education through funding and technical assistance.79 Another example is the Asia South Pacific Association for Basic and Adult Education(ASPBAE)a regional network of civil society organisations that works on policy advocacy,capacity building,and facilitates strategic partnerships in the ecosystem.80Private sector organisations In addition to government and civil society organisations,the pr