Tech and Talent: Lessons from Indonesia and the Path Forward for Malawi

UNESCO, in partnership with UNICEF and the Ministry of Education, Culture, Research, and Technology in Indonesia, invited 20 countries to participate in a three-day Gateways Study Visit in Bali, Indonesia. The visit was conducted under the framework of the Gateways for Public Digital Learning Initiative, aimed at showcasing how Indonesia is leveraging digital platforms to enhance the equity and quality of education across a country of over 275 million people. As a member of the Gateways initiative, Malawi was invited to participate, represented by Dr. Joshua Valeta, Director of the Directorate of Open and Distance e-Learning (DODeL), and myself as the Country Lead for The EdTech Hub in Malawi. 

The study visit took place in early October 2024. Below are the key insights and lessons which I believe other countries can benefit from if adopted and contextualised.

Indonesia’s Digital Learning Transformation

As the country with the fourth-largest student population globally, Indonesia faced significant challenges in its education system. The COVID-19 pandemic led to extended school closures, posing substantial obstacles to effective learning continuity. Although the government had attempted to integrate technology into the education sector, early efforts were hindered by several challenges, including:

• Proliferation of numerous low-quality, non-scalable apps
• Lack of a centralised management system for educational apps
• Inconsistent app quality and standards
• Ineffective outcomes in achieving educational goals

Recognising the need for a strategic shift, Indonesia’s government initiated several key reforms to improve their use of EdTech tools to address educational challenges:

• Adopted a User-Centric Approach: Transitioned from a top-down model to one that centred on user needs so that apps reflected and addressed human pain points and processes.
• Built In-House Expertise: Brought in engineers, coders, and designers to work alongside the government as part of delivery teams, rather than treating them as external vendors. This was done to tap into the talent and the aggressive, goal-oriented approach from the private sector.
• Focused on Early Success: Prioritised the development of initial products with high potential for success to secure stakeholder buy-in and confidence.
• Recruited Top Talent: Hired skilled professionals from outside the government to drive innovation.
• Ensured Scalability: Developed scalable tech solutions that could be expanded as needed to cater for the huge educational population that the country has.
• Created a Central Marketplace: Established a platform for schools to access and purchase educational tools and materials so that schools from rural areas could have the same access to educational resources without problems.
• Empowered Teachers: Focused on empowering teachers to maximise their potential in teaching and supporting learners.
• Democratized EdTech: Made educational technology accessible to all, ensuring equitable access.
• Implemented Personalized Learning: Enabled flexible curriculum coverage, allowing teachers to tailor learning experiences to each learner.
• Maintained a Long-Term Vision: Focused on sustainable success through a phased approach

Guiding Principles

The patience which the government of Indonesia demonstrated — building on small successes, engaging early adopters, and achieving large-scale change over three years — was an essential takeaway for me. Below are some guiding principles I picked from this visit:

1. Focus on Lasting Value: Develop solutions that provide enduring benefits.
2. User-Centricity: Maintain a deep focus on the needs and experiences of users.
3. Embrace “Good Enough”: Prioritise progress over perfection — “Every minute spent chasing perfection is a minute lost to solve the next problem.”
4. Think in Ecosystems: Approach challenges with a holistic mindset.
5. Work-In-Progress Mindset: Continuously iterate and improve solutions.
6. Seductive, Not Mandatory, Adoption: Encourage the adoption of new initiatives through their inherent appeal rather than imposing them on end-users.

Reflections

🖥️ Leveraging tech-driven projects 

Malawi stands at a pivotal moment in its journey toward integrating technology into education. Various tech-enabled projects are currently scaling, including the Building Educational Foundations through Innovation and Technology (BEFIT) program and the NextGen National Reading Programme (NRP). The creation of digital content and the development of numerous educational apps have become more prevalent. However, the Ministry of Education in Malawi could gain valuable insights by learning from Indonesia’s experience in streamlining its digital education initiatives.

📲 Top-down model

While each country has a unique set of challenges and opportunities shaped by its national context, certain principles in the successful integration of educational technology remain universal. A closer examination of Indonesia’s approach — especially its shift from a top-down model to a user-centric strategy — could offer valuable lessons for Malawi. Additionally, reviewing evidence and best practices gathered by EdTech Hub from various focus countries could further illuminate paths for effective implementation.

📚 Professional Development and Empowerment

A key priority should be the empowerment of teachers to fully realise their potential. Technology in education should enhance, not burden, the teaching experience. The Ministry of Education, through the National Numeracy Programme (NNP), implemented Teacher Learning Cycles (TLCs). These TLC’s, which EdTech Hub helped implement and evaluate have demonstrated significant potential. To achieve maximum impact, it is crucial for the Ministry to further invest in these TCDP, ensuring they receive the attention and resources necessary for scaling their benefits.

👋🏾 Public and Private Sector Collaborations

Another crucial aspect is the human resource component. For Malawi to accelerate progress towards its educational vision, stronger collaboration with the private sector is essential. The private sector holds a wealth of talent as well as grit that the Ministry could leverage. Establishing a dedicated delivery team with clear, time-bound targets could significantly expedite progress.

In my experience, many government employees are deeply involved in important tasks such as meetings, workshops, policy development and implementation, which can sometimes limit their capacity for immediate execution and innovation. By complementing this expertise with private sector professionals, who are often highly focused on goal-oriented outcomes, the Ministry can enhance its ability to achieve educational targets more efficiently. This partnership would combine the strengths of both sectors for maximum impact.

Looking Forward

In moving forward, Malawi can build a robust ecosystem that supports both teachers and learners. This means not only adopting cutting-edge technologies but also ensuring that these tools are scalable, user-friendly, and genuinely add value to the educational experience. By learning from successful models like Indonesia’s and leveraging insights from global partners like EdTech Hub, Malawi can better navigate the complexities of digital transformation in education.