Strengthening Digital Learning across Indonesia: A Study Brief Cover photo credit: Top left: ©UNICEF/2020/Markoding, top right: ©UNICEF/2020/Arimacs Wilander, bottom: ©UNICEF/2020/Markoding b ©UNICEF/2020/Markoding INTRODUCTION COVID-19 is widening Indonesia’s education gaps. In 2020, the pandemic resulted in the immediate closure of 530,000 schools and a rapid shift to distance learning for 68 million students. The pandemic brought forward many digital learning innovations and investment in education technology (EdTech), but it also widened existing inequities in education for many children. Many low-income students and teachers do not have digital devices or skills required for home-based learning.1 In 2020, 67 per cent of teachers reported difficulties in operating devices and using online learning platforms.2 Children with disabilities are worst affected as many have been unable to access services required for their personalized learning.3 It is estimated 4.4 million children and adolescents aged 7–18 years are still out of school and only 55 per cent of children from poor families are enrolled in secondary school.4,5 The World Bank estimates that the pandemic-induced income losses for families could lead to 91,000 children dropping out of school in Indonesia.6 Indonesia’s vast archipelago results in infrastructural constraints and poor Internet connectivity for many students and teachers in rural and remote areas.7 Four out of five Internet users in Indonesia live in Java and Sumatra.8 1 Yarrow, Noah, and Riaz Bhardwaj, ‘Indonesia’s education technology during COVID-19 and beyond’, World Bank, 19 May 2020, <https:// blogsworldbank.org/eastasiapacific/indonesias-education-technology-during-COVID-19-and-beyond> 2 Yarrow, Noah; Masood, Eema; Afkar, Rythia., ‘Estimated impacts of COVID-19 on learning and earning in Indonesia: How to turn the tide’, World Bank, 2020, <http://documents1.worldbank.org/curated/en/184651597383628008/pdf/Main-Report.pdf> 3 Gupta, Deepali and Khairina, Noviandri N., ‘COVID-19 and the learning inequities in Indonesia: Four ways to bridge the gap. World Bank, 21 August 2020, <https://blogs.worldbank.org/eastasiapacific/COVID-19-and-learning-inequities-indonesia-four-ways-bridge-gap> 4 UNICEF Indonesia, ‘Education and adolescents’, <www.unicef.org/indonesia/education-and-adolescents> 5 OXFAM International, ‘Towards a more equal Indonesia’, OXFAM Briefing Paper, Kilimani, February 2017. 6 Gupta, Deepali and Khairina, Noviandri N., ‘COVID-19 and the learning inequities in Indonesia: Four ways to bridge the gap. World Bank, 21 August 2020, <https://blogs.worldbank.org/eastasiapacific/COVID-19-and-learning-inequities-indonesia-four-ways-bridge-gap> 7 Lee, Yen Nee, ’The pandemic’s effect on education is not being discussed enough, says Indonesian minister’. Singapore Summit, 2020. <https:// www.cnbc.com/2020/09/14/indonesias-education-minister-on-COVIDs-effect-on-students-learning.html> 8 Ibid. 1 PURPOSE OF STUDY To identify the bottlenecks that limit the equitable expansion and effectiveness of digital learning, UNICEF Indonesia commissioned an analysis of the digital learning landscape in Indonesia.9 The study investigated the availability, quality and use of digital learning platforms; digital skills gap for teachers and students; and Internet connectivity of school communities. Following a desk review and expert interviews, the findings were validated by conversations with students, teachers and parents from Papua, East Java, West Sulawesi, Central Palu, East Nusa Tenggara, Maluku and West Java. This research brief presents the study’s findings and practical recommendations for the following three actions: ÌÌ Strengthen digital learning content and platforms. ÌÌ Develop digital skills of students and teachers. ÌÌ Expand digital connectivity in schools across the country. UNICEF’s Reimagine Education global initiative aims to upgrade digital learning content and strengthen digital skills among students and teachers.10 Fostering partnerships across public and private sectors – and with young people themselves – is the only way to do this. UNICEF is calling for: 1. The most vulnerable children and young people to be prioritised in getting connected and gaining access to quality digital learning. 2. Digital learning to be relevant to each individual child and young person, including their level of education and language, and is accessible for children with disabilities. 3. Education funding to be protected and for the needs of the most vulnerable children and young people to be prioritised. 4. Decision-makers to maximise innovation, impetus and investment through cross- community collaborations involving governments, businesses, community groups, industry pioneers and more. 9 This research brief was based on the UNICEF-commissioned report ‘Situational Analysis on Digital Learning Landscape in Indonesia’, compiled by Quicksand Design Studio in 2020. 10 UNICEF Reimagine Education Initiative, <https://www.unicef.org/reimagine/education> 2 ACTION 1 STRENGTHEN DIGITAL LEARNING CONTENT AND PLATFORMS Key findings There is limited uptake of online education platforms by students and teachers due to lack of awareness and perceptions of low quality. The pandemic has led to an upsurge in the number and use of education platforms. However, many teachers have not integrated these platforms into their teaching. In a survey, 57 per cent of students are unaware of government-provided Rumah Belajar platform, while both students and teachers complain about the quality of the platform compared to private EdTech platforms.11 Social media platforms and conferencing applications are more popular than EdTech for digital learning. Facebook, WhatsApp, and LINE; and conferencing applications Google-meet and Zoom are the most popular choices for communication and sharing teaching assignments. They are easier to use, affordable and do not require high Internet speed. "I use WhatsApp and messenger only because those apps don’t require a strong internet “ connection, and many of my students live in rural and mountainous areas with bad internet connection." - Teacher, aged 25, Mamuju District, West Sulawesi Private EdTech platforms typically target university or final-year school students and private schools. One in four EdTech firms were found to be exclusively targeting private sector education providers.12 The EdTech market is concentrated in Jakarta. "I have four school going children, and I have never heard of any EdTech platform. Anything “ related to purchasing a mobile and paying for an internet voucher must be expensive." - Parent, Alor Kecil District, East Nusa Tenggara Distribution of Edtech firms by geographical penetration of their products 60% 50% 40% 30% 20% 10% 0% Bali Riau Other Jambi Papua Banten Maluku D.I. Aceh Overseas East Java Lampung Bengkulu Gorontalo West Java West D.K.I Jakarta Central Java West Sumatra West D.I. Yogyakarta West Sulawesi West North Sumatra North Sulawesi South Sumatra All of Indonesia South Sulawesi East Kalimantan Central Sulawesi West Kalimantan West North Kalimantan Central Kalimantan East Nusa Tenggara West Nusa Tenggara West Source: World Bank, 2020. 11 Ministry of Education, Culture, Research and Technology, ‘KPAI survey on teachers and students’, Indonesia, 3-8 April 2020. 12 World Bank Group, ‘EdTech in Indonesia- Ready for take-off?’, World Bank Group and Australian Government, May 2020, <http://documents1. worldbank.org/curated/en/535881589465343528/pdf/EdTech-in-Indonesia-Ready-for-Take-off.pdf> 3 Children with disabilities are worse affected as digital platforms are rarely adapted to meet their needs. Private EdTech platforms do not have any adaptations for students with disabilities. There is limited outreach and support for their specialized digital learning needs. The shift of education outside the classroom has led to challenges for monitoring teaching and learning performances. Difficulties in monitoring children when learning from home has resulted in a fall in learning outcomes, and students dropping out of school. In 2020, many students and parents said that they did not receive feedback from teachers on assignments or exams.13 With limited digital skills, teachers are unable to monitor students’ learning or communicate effectively.14 Students reported putting less effort into assignments, not being able to understand learning materials and ‘cheating’ by using Google or asking family to complete assignments.15 Distance learning reduces social interaction, student well-being and engagement between students and teachers, particularly in rural areas with poor Internet connectivity. Children reported feeling anxious due to the sudden shift to digital learning. Online education is also a potential risk to students’ safety and well-being by exposing them to inappropriate content, cyberbullying and sexual grooming. There is low awareness and knowledge of digital safety, increasing vulnerability to cybercrimes.16 "Some teachers give too many assignments during online learning, it is hard to manage all “ the work together, also we have no support for all the work, it is difficult to manage it all alone." - Student, aged 14, Jember City, East Java Recommendations Encourage greater community awareness and uptake of digital learning and EdTech platforms. ÌÌ Create social media campaigns on how digital learning platforms can improve learning outcomes, in partnership with social media companies. ÌÌ Raise awareness on how families can access Internet plans, quotas and hardware through