Why the COVID Crisis Is Not EdTech’s Moment in Africa

This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to help us grow it!

With schools closed for hundreds of million students around the world, many have hoped that ‘EdTech’ can help keep children learning via internet, apps, and mobiles. A new database published by the “EdTech Hub” shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.

At last count, the EdTech Hub database profiled 168 companies, organisations, and initiatives in low- and middle-income countries. Though not limited to Africa, this is where the majority of organisations in the database are focused. The vast majority (160) have at least one African country as their target market. The database includes no organisations from China, which is the world’s largest edtech market. There is also little from India, home to the highest-valued edtech firm in the world (ByJu’s), and perhaps the most promising independently evaluated product out there (Education Initiative’s “Mindspark”).

Just 19 million out of over 450 million children in Africa are using edtech. Most of these “users” are watching TV.

Most of the products in the database are targeted primarily at teachers or adults—for example teacher training or record-keeping systems. Sixty-seven products are targeted primarily at children—and so could potentially be of use to those at home due to school closures. These products have a combined total of 19 million regular users, compare to the more than 450 million children aged 14 or younger in all countries in Africa (this total may be an underestimate as it assumes no user uses more than one product). The vast majority—17 million—of these “users” are viewers of a TV show, produced by Ubongo. The show broadcasts in 14 countries, and viewership data is from just 6 of these, implies the estimated number of viewers is a massive undercount. Just two products have over 1 million monthly users: Ubongo and Eneza, an SMS-based interactive learning app. Fourteen products had reached over 100,000 total users before the crisis started.

Users have doubled since schools closed, but from a small base

The average numbers of child users has increased by 97 percent since schools closed, but this still leaves a tiny fraction of children served by any product. The majority of entries to the EdTech Hub database had been made by March 2020, just before schools began to close around the world. I emailed the public email address listed in the database for the 63 firms that make student-focused products and had submitted by March, to ask if their user-base has increased since schools closed. This email received responses from 13 firms, including estimates for the two biggest firms: Ubongo had grown from 13 million to 16.9 million viewers, and Eneza from 580,000 to 1.2 million. Scaling up firms that didn’t respond by the same average 97 percent increase might lead to a new total of perhaps 28 million out of 450+ million children.

Ubongo is a kids’ TV show that is something like the East African version of Sesame Street. As well as having substantially more users than most products, Ubongo also stands apart in having some independent evidence of effectiveness. This includes two small RCTs in Tanzania and Rwanda, and a (much) larger observational study using 39,000 children from the Uwezo survey.

The second biggest product is an SMS-based learning app, Eneza, with over 1 million unique monthly users. Though it has passed something of a market test, there is yet to be any independent analysis of the effectiveness of Eneza at improving student learning.

Figure 1. Few firms had many users before the crisis

Chart showing that Ubongo and Eneza have both seen large jumps in monthly users since the crisis, and Ubongo leads by a lot on monthly users

Note: Data from EdTechHub.org

Market size matters

Over half of the firms in the database come from just three countries; South Africa, Kenya, and Nigeria. There is a clear gap in Francophone countries—with just one product from Togo, one from Mauritius, and one from Morocco. This likely reflects some under-counting by the database, but also less activity in Francophone countries. Regardless of where they are based, most organisations serve multiple national markets. But large countries are served disproportionately. There is clear theory and evidence linking innovation to market size. The bigger the potential profits, the more teams will attempt to create solutions, and as most attempts will fail, you need a lot of attempts: 83 percent of Silicon Valley tech firms started in 2000 had gone bust by 2009. In India, more than 90 percent go bust within their first 5 years. Take Tanzania: 1 of 9 products in the database has reached a large scale. Looking at the number of products available in each country, most large countries with over 10 million children are relatively well served with over 30 products to choose from. But this drops off rapidly, with most smaller countries having less than 10 products available. And this matters—half of the children in Africa live in countries of less than 5 million children.

Figure 2. Where edtech products used in African countries are being built

Chart showing that South Africa, Kenya, and Nigeria lead on edtech companies, and few countries have double digit numbers of firms
Scatter plot comparing number of edtech products vs. population, showing many countries with significant populations and few products

Note: Data from EdTechHub.org. 13 firms listed more than one country as their home country; the figure on the left presents data only from the first listed country. The figure on the right shows the number of available products in a country, regardless of where the organisation is based.

The future of edtech will be complementing teachers, not replacing them

Evidence increasingly suggests that technology done well should be thought of as a complement to traditional teaching, not a substitute. You need them both. A new NBER working paper by a team of economists from California and Moscow finds diminishing returns to more computer-assisted learning. The first “dose” is more useful than the next.

Figure 3. Edtech and traditional teaching are complements, not substitutes

Figure showing a diminishing return to investments in computer-assisted learning

Note: Figure reproduced from Bettinger, E., Fairlie, R., Kapuza, A., Kardanova, E., Loyalka, P., & Zakharov, A. (2020). Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function. doi:10.3386/w26967

second recent NBER paper by a different team found that new learning software delivered by a nongovernmental organization in Chinese schools had positive effects on learning, but the same software had no impact when delivered by the government. So the human element matters not just in the classroom, but also in the bureaucracy.

This raises an important challenge for the current crisis. What is needed right now are things children can do alone at home, delivered through low-tech options like TV, radio, and feature phones. What will be needed in the future is software that can be used to complement existing teaching—for instance by supporting teachers with remote coaching. And more than that, for both parents and governments to be able to choose effective software, what will be needed (as we researchers are so fond of saying) is more research on which products actually work.

EdTech call for ideas: What have we learned from the applications?

This is part of our coronavirus (COVID-19) and EdTech series.

On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world. 

Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and innovators around the world, we’ve sought to answer: what do these innovators need right now? In future blogs, we’ll cut the data in different ways to answer other questions.

Nearly 20% of the world’s population is now in need of an alternative way to learn. Not just learners, but teachers, parents, education authorities and ecosystems are all having to adapt to a new normal. At the EdTech Hub, we believe technologies have something to offer in this context for low and middle income countries. 

Below we talk about the different sources of support EdTech innovators need. Spoiler alert: funding is top. More surprising perhaps, are some of the other themes and insights once you dig deeper into the data. 

Funding: 88 applications. 
Trusted partnerships: 40 applications. 
Education expertise: 25 applications
Technology expertise: 11 applications
Technical partnership: 7 applications
Marketing: 7 applications
Research support: 5 applications
Themes drawn from answer to the question: What kind of support are you in most need of in order to make your EdTech initiative successful?

Funding – boldness and flexibility

Funding is the top need highlighted by EdTech innovators. ‘Bottom up’ initiatives, often sprung up directly in response to COVID-19, have tended to request US$10,000 to $50,000. More mature innovations seeking to scale up have requested US$500,000 to $1 million. Un short: there are opportunities for cheques of all sizes to catalyse impact.

What innovators say they’ll spend the money on can be split into four major themes: hiring people; investing in tech (for example hardware); working capital and operational costs; and marketing and distribution channels.

From conversations with innovators, we’ve also heard the need for existing funders (whether donors or private investors) to be flexible – with targets, milestones, and disbursement patterns. 

For EdTech innovators, COVID-19 represents a challenge and an opportunity. Alongside more demand for what they build, innovators also face massive disruptions in adapting their supply chains, ways of working, and any in-person components to their product or service.

The trusted partnership: stuff money can’t buy

Besides funding, we’re consistently hearing that the number one need for EdTech innovators is trusted partnerships, to help get the product or innovation into the communities that need it most. 

“How do we catch those who aren’t online? In other words, students in public schools and children from low or even middle income families?”

Founder of an EdTech startup, Nigeria

Innovators like the one quoted above understand that people from low-income or marginalised contexts won’t just stumble across what they’re offering. They need a partner – whether it’s government at local or national level, NGOs, a school(s) or education authority, or other local organisation – to distribute or implement the innovation. This could mean taking it to communities affected by the global learning crisis, contextualising the product, on-boarding users, navigating local customs and intricacies, and so on.

A good example of the kinds of support an EdTech innovator needed is summed up in one quote from the Founder of an EdTech startup in Myanmar:

“I need to import my hardware – but there’s regulation against importing comms devices. I know we must be able to work through and around this – but how?”

Five times as many innovators sought this trusted partnership over “marketing” support. Truly, they perceived the local knowledge and connections a partner could bring as something money can’t buy.  

In return, it was striking to read how many EdTech innovators were willing to work as partners – rather than ‘suppliers’ – and tailor their work based on the wisdom of potential trusted partners.

If you work with students, teachers, parents or communities affected by the global learning crisis, know that there is a talented pool of innovators eager to work with you!

I know the technology, but need education know-how

Next in the list of innovator needs was education know-how. This took several forms. Most straightforward was the need to create high-quality content. In the words of the CEO of a startup building an online platform in Malawi: 

“We need to create more content, cover more subjects, create more classes. The global COVID pandemic means we have to shift from secondary to primary education. We need more qualified teachers, more illustrators”

We found two interesting variations on this. Firstly, many EdTech innovators wanted support ‘localising’ content, translating it or making it suitable for particular communities. We suspect that in a global pandemic, where an innovator once served a particular country, their innovation now has global relevance – and so needs content relevant for communities around the world. Linked to this, EdTech innovators also sought more general pedagogy expertise, particularly on the interface of tech and education. 

“A lot of our users, although they are refugees or internally displaced, have Whatsapp or access to Whatsapp. But it’s not really well set up for remote learning? How do you effectively use pedagogy with it?”

Founder of an EdTech startup, UK (operating in Jordan) 

Meeting communities where they are – and trying to get them a good-quality of education – requires know-how in ‘what works’ with different tools and technologies. But there’s a research gap, and where it exists it isn’t always accessible or practically applicable for innovators. 

Bringing the ‘tech’ in EdTech

Further down the list, we saw innovators request both technology expertise and technical partnerships. 

That this was (relatively) low down the list of priority needs for EdTech innovators reflects the importance of pedagogy, policy, and place-based factors – beyond the tech itself – in scaling EdTech for impact. 

It might also reflect that our acceleration call and day-to-day engagement targets EdTech innovators working in low-income settings, and therefore working with ‘low tech – radio, TV, SMS, voice call. Technology expertise wanted by EdTech innovators was generally related to design, user experience (UX), and app or software development. These functions are mostly only relevant when building for communities with smartphones or laptops – a small subset of those not able to go to school.

“I need capable developers, capable designers – but I can’t find them in Myanmar. I can’t keep doing all this myself”

Founder of an EdTech startup, Myanmar

Technical partnerships sought by EdTech innovators aimed to accelerate scale: for example, cloud hosting partnerships with large service providers, or data provision partnerships with telecoms giants. Generally, startups didn’t have the connections with power players in the large corporates, but were eager to get access and capitalise on the sentiment to support those affected by COVID19.

Does this sound like you?

The EdTech Hub is eager to connect those who are willing and able to support with the innovators that could use it most. If that sounds like you, drop us a note at COVIDcall@edtechhub.org

If you are an EdTech innovator looking to pitch to funders, our call for ideas is still open

Sandboxes: My experience participating in the sandbox alpha

Written by Pilirani Kumasewera, Padziwe

This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.

One of my happiest moments in 2019 was when I received an email with notification that Padziwe, an EdTech startup which I founded, has been selected by the EdTech Hub to test one of our applications in a sandbox. We felt exceptionally lucky considering that out of all the 195 countries in the world the Hub chose Malawi and, more specifically, Padziwe. This sandbox focused on Teachers Desk, an application which Padziwe developed to offer continuous professional development (CPD) for teachers. 

Continue reading “Sandboxes: My experience participating in the sandbox alpha”