Reflections from EdTech Asia

Innovators can turn to academic research, government reports, and industry data to inform their product development. However, accessibility and localization of research findings are key challenges. Participants highlighted the importance of cultural context awareness when engaging with foundational research, especially in international markets.

Various evaluation models are discussed, including student engagement, self-reported surveys, and improvement in learning outcomes. The complexities of evaluating soft skills and the importance of considering factors like cost and profitability were also highlighted.

The idea of collaboration between academia, EdTech companies, and practitioners is emphasized as a way to bridge the gap between research and practice. This can involve co-developing products, conducting joint research, and training teachers on effective implementation.

Investors should consider the company's stage and business model when determining expected returns. Early-stage companies and those in less regulated sectors may offer higher potential returns but also carry greater risk.

Early childhood education and physical, non-tech businesses are often underfunded due to factors like perceived risk and scalability challenges. Additionally, sectors with heavy regulation or those targeting non-English speaking populations may also face funding difficulties.

To encourage private entrepreneurship, the focus should shift from solely financial returns to also recognizing and rewarding companies that create positive social impact. This can attract purpose-driven entrepreneurs and investors.

The education system should promote creative thinking and practical skills from a young age. Collaboration between individuals with diverse skill sets, such as tech experts and those with deep understanding of educational needs, can lead to more innovative solutions.

Private companies can foster entrepreneurship through on-the-job training and cross-functional exposure, allowing employees to develop a broader skill set and potentially identify entrepreneurial opportunities.

Participants had varying perspectives on what scaling means in education, ranging from replicating a successful model to maximizing coverage and impact.

The group identified several common assumptions about scaling, including:

• Scaling is always positive and desirable.
• Scaling is primarily about technology and digitization.
• Scaling requires significant financial investment.
• Scaling is easily replicable across different contexts.
• Scaling leads to linear growth in impact.

Participants discussed the complexities of scaling in education, highlighting factors such as:

• The human-centered nature of education, where teachers and personalized learning experiences are crucial.
• Geographical and cultural differences that require localization and adaptation.
• The need for constant innovation and adaptation to meet evolving needs.
• The difficulty of measuring impact and defining desired outcomes.
• The potential trade-off between growth and quality.

The group explored potential solutions and approaches to scaling, including:

• Focusing on desired outcomes and working backward to design interventions.
• Prioritizing resources and funding for education, including teacher compensation.
• Ensuring that policies and decision-makers are well-informed about the realities of teaching and learning.
• Collaboration and partnerships to leverage expertise and resources.
• Ongoing evaluation and adaptation to ensure effectiveness and impact.