The integration of technology in education has significantly bolstered efficiency and adaptability within the educational realm. With a growing reliance on educational technology (Ed-tech) solutions worldwide, it's crucial to synchronize these innovations with Sustainable Development Goal 4 (SDG 4), emphasizing accessible and high-quality education for everyone. The Institute of Policy Studies of Sri Lanka (IPS) recently organized a hybrid Roundtable Discussion titled 'Ed-tech Towards Achieving SDGs,' providing insightful insights into how Ed-tech can narrow educational disparities and examining both the drivers and obstacles to its future expansion.
Presently, the central emphasis within Ed-tech circles is on adjusting to swiftly advancing technologies. Additionally, there are apprehensions that excessive dependence on technology might exacerbate inequalities in accessing top-tier education. The aforementioned discourse offers perspectives on utilizing Ed-tech to tackle these disparities and surmount obstacles, stressing the significance of regional collaboration, public-private alliances, and the recent rise of Artificial Intelligence (AI).
One significant takeaway from the conversation highlighted the essentiality of regional collaboration in expediting the integration and acceptance of Ed-tech. Ms. Cahya Raith, representing the Southeast Asian Ministers of Education Organization – Regional Open Learning Center (SEAMOLEC), emphasized the significance of exchanging knowledge, engaging in joint research and development initiatives, and implementing collaborative capacity-building programs to propel Ed-tech forward within the region.
Likewise, the SEAMEO holds significant sway in the Ed-tech domain of the region, nurturing inventive methodologies in Open and Distance Learning (ODL) while strategically incorporating metaverse and artificial intelligence (AI) technologies. Additionally, they aim to elevate educators' competencies through their regional training initiatives tailored to enhance technology incorporation within the educational sphere.
The convergence of Southeast Asian nations toward a knowledge-centric economy has emerged as a pivotal factor influencing Ed-tech policies across the region. Ms. Ratna Hartine, representing Angel Investment Network Indonesia (ANGIN), observed that regional Ed-tech policies predominantly prioritize the digitization of national education data and administration. This involves the establishment of digital archives encompassing lectures, e-books, simulation software, and other educational resources, alongside efforts to broaden access to quality education through mobile learning platforms. Moreover, there is a focus on empowering teachers through specialized training programs to equip them with essential skills.
The conversation also highlighted the vital importance of public-private partnerships (PPP) in the advancement of Ed-tech. Mr. Asith de Silva, Senior Manager – Social Innovation at Dialog Axiata PLC, elaborated on how their partnership with Sri Lanka's Ministry of Education played a crucial role in the success of the 'Nenasa' program. Since 2009, Nenasa has been providing educational content to Sri Lankan students through diverse technological platforms such as TV channels and mobile apps. Additionally, it conducts teacher training programs aimed at enhancing educators' proficiency in utilizing technology during teaching.
India's 'OLabs' is another noteworthy PPP in South Asia that makes lab resources readily (anytime) and remotely (anywhere) available to students without access to physical labs or where equipment is not available in their schools due to scarcity or cost. The initiative was pioneered by AmritaCREATE and C-DAC under a research grant from the Ministry of Electronics and Information Technology in India, and collaboration and funding support from the public sector has been instrumental in developing such Ed-tech initiatives that support education in schools. Students can access over 170 interactive simulations online anytime, anywhere with OLabs.
Importantly, Mr. Georges Boarde, Senior Education Programme Specialist from the United Nations Relief and Works Agency for Palestine Refugees (UNRWA) in the Near East, highlighted the role played by the UNRWA e-learning platform in improving access to remote learning material and resources for Palestinian refugee students. He also stated how they prioritize enhancing education resilience by improving the preparedness of students and teachers for remote learning and teaching in times of emergencies, such as the COVID-19 pandemic and the ongoing conflict in the region. While the UNRWA is a humanitarian organization that provides its services free to refugees, Mr Boarde highlighted the lack of internal revenue sources as a main barrier to implementing their plans for integrating technology in education, as well as the important role played by donors in facilitating the development of Ed-tech, including its scope and quality.
