Empowering Education: Catalyzing Change through Outcome-based Funding EdTech Program

Information and Communication Technology (ICT) has become a pivotal element in modern education systems worldwide, and India is no exception. The implementation of ICT in government schools has been gaining momentum, driven by the need to bridge the digital divide and enhance educational outcomes. The National Education Policy (NEP) 2020 also emphasizes using technology to improve education and equip students with future-ready skills. Research indicates that technology in education invariably increases students’ learning, understanding, and achievement besides augmenting their motivation to learn.

According to the Unified District Information System for Education Plus Report (UDISE+ 2021–2022), if we talk about the availability of digital infrastructure in government schools of India, only 24.4% of all government schools have internet access, and 37.7% have computers.

The number of schools with internet facilities and those with functional computers has, however, gone up since 2018-19. According to the previous UDISE data, the percentage of schools with functional computers has increased from 33.49 percent in 2018-19 to 45.8 percent in 2021-22.

Achieving effective implementation and coherence in inflexible government education systems is often challenging. Prior to making significant investments in EdTech hardware, governments should ensure they have a robust procurement system to identify the best products. Additionally, they should extensively pilot and refine the training, support, and accountability mechanisms required for these products to positively impact student learning.

Outcome-Based Funding EdTech Program:

Under the flagship Aspirational Districts Program, NITI Aayog has launched a pilot of a Personalized Adaptive Learning (PAL) based EdTech program across 4 districts of Uttar Pradesh: Balrampur, Chandauli, Fatehpur, and Sonbhadra. The pilot program targets classes 3 to 8 for Mathematics, Hindi, and Science (Science in classes 6 to 8 only) for a duration of two academic years (2023-2024 and 2024-2025). The program is based on the “Outcome-based Funding” approach, where a part of the payment to selected PAL EdTech providers will be made only upon achievement of pre-defined outcomes (improvement in learning levels of participating students).

PAL Labs are transforming classrooms into dynamic environments where students are encouraged to think critically, communicate effectively, and embrace lifelong learning.

Features of the Program:

1. Accountability of Service Provider (SP) towards improving learning outcomes: Service Provider is responsible for overall implementation at the school level including the set-up of tab-labs, provision of PAL content, teacher training, creation of student profiles, provision of a field support team, and maintenance of the lab for the duration of the program.
2. Outcome Evaluation: One of the critical components of this program is to independently evaluate and verify outcome achievements, based on which district administration will make the outcome-linked payments to the Service Provider.

Challenges with Current EdTech Programs:

• Focus on deployment vs learning outcomes- The focus largely in most ed-tech programs has been on the deployment of devices and not the actual usage of devices.
• Availability of data and analytics- Currently, there is limited focus on the availability of data and analytics on the actual usage of the ICT infrastructure and learning outcomes.
• Content- Often, the ed-tech content provided on the devices is not in sync with the State syllabus or content progression is sometimes different from textbooks.
• Capacity building- After devices are deployed in schools, there is a lack of ongoing support for teachers.
• Maintenance of devices- Currently, there is limited accountability on service providers or any other stakeholder for the maintenance of devices which results in most devices becoming defunct.

Changes that this Program seeks to bring about:

• Focus on learning outcomes versus only deployment- By linking SP’s payments to improvement in learning outcomes, the focus will shift from only device set-up to its usage too.
• Availability of data and analytics- SP will be required to share periodic data on the usage of the PAL labs that can be used to nudge stakeholders.
• Content- Content in the PAL labs will be aligned with the State curriculum thereby enabling blended learning in schools.
• Capacity building- SP will provide field management staff who will visit schools and provide necessary support and training to teachers.
• Maintenance of devices- SP will be accountable for the maintenance of devices for an initial 2-year period.

Started in July 2023, across 280 schools, such payment linkage is already resulting in driving the desired improvement in school service delivery. Usage of PAL across these 280 labs surged past 11 lakh hours by 72,000 students. The EdTech intervention comprises 50 tablets per school loaded with a Personalized Adaptive Learning solution along with other hardware.

Major components of the Program:

1. Outcome-Based Funding Approach- Unlike conventional approaches focused solely on deployment, this model links service provider payments to tangible improvements in learning outcomes. Essentially, if the predetermined targets for improving student learning are not met, the service provider does not receive the due payment.
2. Personalized Adaptive Learning (PAL) Technology- Students learn at different rates. However, it can be challenging for teachers to individualize lesson plans. It is much easier with technology. Leveraging the transformative potential of Personalized Adaptive Learning (PAL) technology, students are now equipped with state-of-the-art tablets pre-loaded with curriculum-aligned content.
3. Creating Vibrant Learning Spaces- The PAL Labs- Beyond the mere provision of technology lies a deeper commitment to holistic development and empowerment. PAL Labs, established in the selected 280 schools across 4 districts, serve as vibrant hubs of learning. Guided by dedicated educators and supported by a robust field team, the program is implemented effectively at the school level aligning key stakeholders.
4. Ensuring Accountability and Transparency- Crucial to the success of such a program is the establishment of rigorous monitoring and evaluation mechanisms to track progress and ensure accountability. An Independent third-party evaluator is being engaged to assess the impact of the program, while live online dashboards enable stakeholders at District, Block, and School levels to monitor performance in real-time and make data-driven decisions.
5. Empowering Educators- Capacity Building and Support- The World Bank’s EdTech Readiness Index recognizes teachers as one of the six pillars to be strengthened for best practices in policy and application. Recognizing the pivotal role of educators in shaping the future of education, this program prioritizes capacity building and support for teachers. Through regular workshops, seminars, and coaching sessions, educators are equipped with the knowledge, skills, and tools necessary to effectively integrate technology into their teaching practices and create engaging learning environments.

The way forward:

As we witness the dawn of a new era in educational governance, it becomes increasingly clear that the traditional paradigms of one-size-fits-all approaches are no longer sufficient in addressing the diverse needs of learners. For a government to leapfrog toward a digital transformation in education, providing more than infrastructure within the education system is crucial.

The adoption of outcome-based funding in government procurement heralds a paradigm shift in educational governance. By aligning incentives with measurable improvements in learning outcomes, this approach holds service providers accountable for delivering tangible results. In doing so, it not only ensures optimal utilization of resources but also fosters a culture of transparency, accountability, and continuous improvement. In our journey towards a brighter educational future, let's embrace the transformative potential of innovative approaches to foster a more inclusive, equitable, and prosperous society for generations to come.

References:

• Bahri, M., & Iyer, M. (2024, April 14). Leveraging evidence, technology, and outcome-based financing for learning in govt schools. Retrieved from Financial Express: https://www.financialexpress.com/jobs-career/education-leveraging-evidence-technology-and-outcome-based-financing-for-learning-in-govt-schools-3456339/
• Empowering educators and learners: Insights and strategies from the EdTech Readiness Index. (2023, April 26). Retrieved from World Bank: https://blogs.worldbank.org/en/education/empowering-educators-and-learners-insights-and-strategies-edtech-readiness-index
• Johnson, D., & Sampson, R. (2020, January 14). Tech-ing Up: The Opportunities and Obstacles of Teaching with Technology in India. Retrieved from RISE: https://riseprogramme.org/blog/tech-ing-up.html
• (2020). National Education Policy. Ministry of Education, Government of India.
• (2021-22). Unified district information system for education plus (UDISE+). Department of School Education and Literacy. Ministry of Education.