How Much Does Universal Digital Learning Cost?
Policy Brief Policy Brief

How Much Does Universal Digital Learning Cost?

AUTHOR(S)
Haogen Yao; Mathieu Brossard; Suguru Mizunoya; Bassem Nasir; Patrick Walugembe; Rachel Cooper; Atif Rafique; Nicolas Reuge

Published: 2021 Policy Brief

COVID-19 school closures initially revealed more than 75% of children lacked access to critical digital learning opportunities. Three out of four were living in the poorest 40% of households. Digital learning is impossible without connectivity and electricity. However, in places like Chad, Malawi and Niger, the proportion of people with access to electricity is below 1 in 5. What efforts will ensure these children are not further left behind in future crises if schools are again closed? How much will universal access to digital learning cost? The answer is US$1.4 trillion.

This paper estimates the cost of universalizing digital learning by 2030, in alignment with the conceptual framework of the Reimagine Education initiative. It provides a rationale for cost assumptions; classifies costs into enabling digital learning and delivering digital learning; and, finally, discusses financing achievability by comparing the estimated costs with current spending in education and other sectors.

How much it will cost in your country? For a localized costing, download the National Guide Price Generator from the dropdown menu. 

Cite this publication | No. of pages: 17 | Thematic area: Education | Tags: electricity, equity, inequity, internet, learning, online learning, remote learning
Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific
Innocenti Research Report Innocenti Research Report

Reopening With Resilience: Lessons from Remote Learning During COVID-19 – East Asia and the Pacific

AUTHOR(S)
Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl; Thomas Dreesen

Published: 2021 Innocenti Research Report

COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low.  

A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts. 

Cite this publication | No. of pages: 16 | Thematic area: Education | Tags: COVID-19, COVID-19 response, east asia, electricity, government policy, online learning, pacific islands, remote learning, rural areas
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