M learning report_final_dec2010

mLearning: A Platform for Educational
Opportunities at the Base of the Pyramid
November 2010

mLearning: A Platform for Educational Opportunities
at the Base of the Pyramid

Table of Contents

Foreword by Chris Locke 2

Foreword by Her Majesty Queen Rania Al Abdullah 3

1. Introduction 5

2. What is mLearning? 6

3. Challenges for Learning Today 9
a. Cost and Funding 9
b. Child Labour Expectations 9
c. Equal Opportunity 9
d. Drop-Outs 9
e. Application and Relevance of Curriculum 9
f. Cultural and Religious Attitudes 10
g. Teacher Training and Support 10
Case Study – Ayala Foundation – Text2Teach (BridgeIT) 11

4. Beneﬁts of mLearning 12
a. Inclusive and Non Discriminatory 12
Case Study – Mobilink – SMS for Literacy 13
b. On the Go and Real Time Learning 14
c. Complementary or Independent 14
Case Study – Mobitel – mLearning Platform 15
Case Study – Nokia – MoMaths 17

5. Opportunities for mLearning 18
a. Access and Ubiquity 18
Case Study – BBC World Service Trust – Janala 19
Case Study – Ericsson – Education Programme 20
b. Current Market 21
Case Study – Carnegie Mellon Institute and University of California, Berkeley – MILLEE 22
Case Study – Shuttleworth Foundation – M4Lit 23

6. Conclusions on the mLearning Landscape Today 24
a. The Business Case is Still Under Debate 24
b. Scalability and Replicability are a Challenge 26
c. Handset and Technology Limitations 28
d. Still an Emerging and Fragmented Market 29

7. Recommendations for MNOs on mLearning 30

Acknowledgements 32

Front cover and opposite photos: GSMA

GSMA 2010 01


Foreword by Chris Locke

We have seen over the past increasing role for mobile ICT in schools, and within
years how mobile is playing this report we look at some projects in this area, but
an increasing role in we feel that mobile has a unique role to play in
addressing development reaching those who are outside of the scope of
issues – such as providing traditional schooling, and yet who will benefit
access to banking, to health immensely from access to simple educational
information, to agricultural programmes.
services reaching rural
farmers. The scale and We are encouraged by the case studies we document
ubiquity of mobile networks here, and there are some great programmes that show
means they are often the only infrastructure in remote there is a large appetite and need for mobile learning
and rural areas, and the mobile industry has shown its services, but we hope that by releasing this report we
innovative approaches to solving these needs using can catalyse more activity in this area, and start
mobile technology. building programmes at scale that can provide a
strong complementary role for mobile alongside
Perhaps the most impactful long-term development existing educational services.
goal that mobile technology can aid is education. We
know that focusing on education builds sustainable
benefits – educating parents who then educate
children, or vice-versa – and yet access to education
outside of traditional schooling programmes can be
limited. It is in this area, in life-long learning driven by
consumers, that this report focuses. There is an Managing Director, GSMA Development Fund
Chris Locke

02 GSMA 2010

mLearning Report
2010

Foreword by Her Majesty Queen Rania Al Abdullah

mLearning is ‘anytime, Without innovative approaches like mLearning, these
anywhere’ learning. It’s a children will remain imprisoned by poverty,
lesson down a phone line; a immobilised by insecurity, and beyond the reach of
text book in a text message; a traditional aid. Mobiles offer opportunities to children
signal of hope on an too scared to leave their homes; to little girls who
affordable screen. spend half the day fetching water; or to little boys
tilling the fields until nightfall.
For nearly 70 million out-of-
school children and nearly I want to thank GSMA for their leadership role and
760 million illiterate adults; this ground-breaking report that will help transform
for rural communities, poverty pockets, and conflict mLearning from a patchwork of pioneering initiatives
zones, mLearning is much more: it is a lifeline. And into a global network of well-founded and well-
it’s dialing up social and economic reform. funded programs. As industry leaders, it is your job to
scale up existing efforts, encourage more, and raise the
Education through mobile devices can be a urgency of this issue.
transformative force for good. In the face of disease, it
can mean a clean bill of health; in an economic Together, if we imagine and re-imagine the possibilities
downturn, it can mean a skilled workforce ready to for mLearning, we can give our most vulnerable
earn again; in a warzone, it can be the language of children, a teacher in their pocket, a classroom in their
diplomacy and dialogue. hand, and a future at their fingertips.

Most of all, greater mobile learning means greater life-
long earnings. For every year of school a child attends,
Rania Al Abdullah

their future incomes could rise by as much as 20% –
so not only can mobile phones boost connectivity, they
can boost prosperity, too.

For the mobile phone industry, there is much to be
gained, as well. As a family’s income rises from $1 to
$4 a day, their spending on telecoms increases – faster
than spending on any other category.

Of course, mLearning will never replace a teacher in a
classroom. But, when half of all out-of-school children
live in fragile and conflict-affected countries, the
majority in sub-Saharan Africa, there are precious few
alternatives. In fact, it is conflict children in particular
who are most desperate for an education, because they
know it is their best hope at finding prosperity and
their countries’ best chance at securing peace.

GSMA 2010 03


1. Introduction

Education is a key investment in human capital: no The research found that there are many mLearning
variable from 1900 better explains economic success in projects currently taking place globally, although the
2000 than investment in education1. Yet today 69 vast majority are on a small scale and it is assumed an
million school children globally don’t have access to even greater number are not documented. It was
basic education while 759 million adults don’t have a observed that activity is more widespread in the
formal education2. With worldwide GSM mobile developed world, especially the US and the UK, where
connections predicted to reach 5 billion by the end of mobile technology is more prevalent and advanced,
20103, the opportunity for mobile learning, or and where funding does not present as great a barrier.
mLearning as it is known, to overcome barriers to However, with 98% of the world’s illiterate or semi-
traditional learning such as accessibility and cost literate population4 residing in developing countries,
moves closer to becoming a reality. where access to schools and resource materials is at a
minimum, such regions present the greatest areas of
The GSMA represents the interests of the worldwide need. These markets therefore represent the greatest
mobile communications industry and as such, has opportunities for mLearning programmes and
taken a leadership role on behalf of mobile network products.
operators (MNOs) and vendors, in understanding
how mLearning is being used today and its potential The past year has seen a substantial increase in
for the future. The GSMA Development Fund has mLearning initiatives5 and certainly there is escalating
conducted preliminary research into the current talk of its potential. But is the potential of mLearning
landscape of mLearning in the developing world to hype or reality? Despite the many successes
assess the ways in which mobile devices are being mLearning is experiencing, more research is needed
used as an intervention in learning and to consider the to understand how this ubiquitous technology can be
future of this powerful tool. used to provide educational resources to those most
in need, along with the development of a sustainable
The GSMA Development Fund was established in and robust business case.
2006 to help accelerate social and economic
development for those living under US$2 per day
through the use of mobile technology. As part of its
ever growing programme, new research areas are
assessed to understand the potential benefits of mobile
technologies in helping foster innovation and growth
within the industry. Although mLearning is not a new
concept, the GSMA Development Fund believes that
mLearning is now approaching a tipping point where
the potential of such services are realised, supported
by sustainable business models.

This report summarises our findings on past
developments and the current landscape of
mLearning in the developing world through research
and interviews with MNOs, technology vendors,
foundations and the academic community. It is not
intended to be an exhaustive evaluation of the global
mLearning market, but rather a summary of activity
so far and, more importantly, some guidance and ideas
for future development.
Photo: GSMA

1 Edward L. Glaeser, Fred and Eleanor Glimp Professor of Economics at Harvard, New York Times, October 6, 2009
2 http://www.campaignforeducation.org/docs/reports/1goal/1Goal%20School%20Report.pdf
3 Wireless Intelligence
4 The 2010 Education for All Global Monitoring Report, Reaching the Marginalised: http://unesdoc.unesco.org/images/0018/001866/186606E.pdf
5 Sam S. Adkins, Chief Research Officer, Ambient Insight

GSMA 2010 05


2. What is mLearning?
‘Extending Mobile Beyond the Grid’
Lauren Dawes, GSM Association

For the purpose of this report, the following definition differentiated from eLearning in its ability to unlock
will be used: the user from a fixed infrastructure and limited
distribution. Devices synchronous with mLearning
include Personal Digital Assistants (PDA’s), Pocket
PC’s and laptops, Smartphones and, importantly in
mLearning is the ability to access educational

the developing world, basic mobile handsets.
resources, tools and materials at anytime from
anywhere, using a mobile device.

A fundamental element of mLearning is its ability to When considering the ‘learning’ component of
deliver learning resources to those who may otherwise mLearning, there needs to be a distinction between
be unable to attend traditional learning environments general ‘information’ being made accessible to users
such as classrooms, and provide a practical and and content that is educational and has been
personal way to learn. However, mLearning can occur developed to teach the end user a skill or to provide
in the classroom, as an online course or anywhere the new knowledge. Therefore, learning activities should
learner has their mobile device. He/she does not even enable the achievement of stated objectives and
have to be mobile. It is not only about the device, but learning outcomes. Although the delivery method will
about the connectivity, capabilities and experience6. influence the learning format, learning and
educational resources should focus around content
Mobile phones are truly unique in their ubiquity, and not content delivery.
accessibility and affordability. Although mLearning is
often considered as part of the wider ecosystem of The Development Fund has devised a framework for
eLearning (which comprises all forms of electronically mLearning to help categorise the many options in this
supported learning and teaching) mLearning is expansive and complex landscape.

Photo courtesy of Nokia

6 Judy Brown, Mobile Technology Analyst http://mlearnopedia.blogspot.com/2009/05/types-of-mobile-learning.html

06 GSMA 2010


Figure 1: mLearning Framework

IVR MESSAGING MOBILE WEB APPLICATIONS
Technology

VOICE SMS USSD GPRS BLUETOOTH WiFi

LOW END FEATURE SMART

SYNCRONOUS ASYNCHRONOUS
Mode

FORMAL INFORMAL
Ongoing Education

Education Support
Patient Education
Self Improvement

Practice/Improve
Foundation
Learning Area

Languages
Vocational

Numeracy

Education
Learning New

Life Skills
Development
and Support
Training

Literacy

Practitioner
Teacher
Secondary

Education

Health
Financial
Certified
Primary

Tertiary

Tech
Learner

STUDENT TEACHER EMPLOYEE SELF MOTIVATED

COMPLEMENTARY INDEPENDENT
Method

In addition or support to other learning activities As a standalone way of accessing educational tools,
resources or courses
Players

ACADEMIC CONTENT GOVERNMENT MOBILE NETWORK NON GOVERNMENT TECHNOLOGY
COMMUNITY PROVIDERS ORGANISATIONS OPERATORS ORGANISATIONS VENDORS

GSMA 2010 07


3. Challenges for Learning Today

There are a number of significant challenges - Whilst the gender gap in primary education is
preventing the delivery of education today in the narrowing in many countries, 54% of all children
developing world. A lack of funding, resources and out of school are girls9 generally due to parents’ low
limited access are amongst the major issues. Below is demand for education of their daughters reflecting
a summary of the challenges: both cultural norms and the importance of girls’
work in and around the home.

- Based on World Bank research and economic data
- Achievement of universal education is expensive and UNESCO education statistics, Plan estimates
a. Cost and Funding

and many developing world countries simply do the economic cost to 65 low and middle income and
not have the wealth to educate their citizens, even transitional countries of failing to educate girls to
to primary level. the same standard as boys as a staggering US$92
billion each year10.
- The role of international aid in achieving Universal
Primary Education has been critical and much
progress has been made, to reach the first UN
Millennium Development Goal by 2015. Prospects - Drop-out rates in the developing world are very
d. Drop-Outs

for children receiving education beyond primary high for various reasons.
level in the developing world are however very
poor on account of cost. - Many children suffer violence, sexual abuse and
bullying at school that make them not want to
- Remoteness of educational institutions permits return. Corporal punishment is widespread in
many children and adults from being able to access African schools.
them.
- There is an issue of girls dropping out of education
when they reach puberty due to poor sanitation in
schools11.
- Children are often unable to attend school as their
b. Child Labour Expectations

parents require them to work and bring an income
into the household.
- Adhesion to the national or local curriculum is
e. Application and Relevance of Curriculum

- Children that attend school are limited in their especially a problem in developing countries where
contribution to household and paid labour, which often the educational resources are outdated due to
leads to an increase in costs for a family and a a lack of funding and availability.
decrease in household income. Nearly 250 million
children have to work to help their families . - Curricula are often developed by urban elites who
have limited understanding of the learning needs
of children from poor rural communities.

- Half of the world’s out of school children live in
c. Equal Opportunity

communities where the language used in schools is
different from that used at home.

- A third of all children out of school have a
disability8 and it is often their disability that
prevents them from attending school.

8 Campaign for Education, Millions Missing Out: http://www.campaignforeducation.org/en/why-education-for-all/millionsmissout/
9 World Vision, Education’s Missing Millions: http://www.worldvision.org.uk/upload/pdf/Education%27s_Missing_Millions_-_Main_Report.pdf
9 The 2010 Education for All Global Monitoring Report, Reaching the Marginalised: http://unesdoc.unesco.org/images/0018/001866/186606E.pdf
10 Children in Focus, Paying the Price, Plan 2008, Plan, International Headquarters, Chobham House
11 http://www.wateraid.org/international/what_we_do/how_we_work/equity_and_inclusion/8350.asp

GSMA 2010 09


- Often conflict arises between what is taught at
f. Cultural and Religious Attitudes UNESCO Six Goals of Education for All

home and at school which can lead to parents
opposing girls’ continued attendance at school. Expanding and improving comprehensive early
Goal 1

childhood care and education, especially for the most
- Discriminatory attitudes towards the schooling of vulnerable and disadvantaged children
girls are informed by customs and culture.

- Adults are often embarrassed to go back to school Ensuring that by 2015 all children, particularly girls,
Goal 2

and study. children in difficult circumstances and those belonging
to ethnic minorities, have access to, and complete, free
and compulsory primary education of good quality.

- It is estimated that up to half of all teachers in
g. Teacher Training and Support

Ensuring that the learning needs of all young people
Goal 3
developing countries lack proper training and
continuing professional development. and adults are met through equitable access to
appropriate learning and life-skills programmes
- Throughout the developing world teachers on the
public payroll are often absent from school.
Achieving a 50 per cent improvement in levels of adult
Goal 4
Teacher-absenteeism rates are around 20% in rural
literacy by 2015, especially for women, and equitable
Kenya, 27% in Uganda and 14% in Ecuador. (The
access to basic and continuing education for all adults.
Economist, Global targets, local ingenuity
http://www.economist.com/node/17090934).
Eliminating gender disparities in primary and
Goal 5

- Many schools do not provide the management secondary education by 2005, and achieving gender
support, resources or tools that teachers need to equality in education by 2015, with a focus on
carry out their job. ensuring girls’ full and equal access to and
achievement in basic education of good quality.
- Pay and benefits (such as housing and health care)
for teachers are generally poor which leads to low
morale and declining status. Improving all aspects of the quality of education and
Goal 6

ensuring excellence of all so that recognized and
- Overcrowding occurs in many classrooms, in many measurable learning outcomes are achieved by all,
countries, because of teacher shortages and poor especially in literacy, numeracy and essential life skills.
deployment of teachers to rural areas. Policies that
stipulated free education have exacerbated this
issue, since they weren’t accompanied by the The Ayala Foundation have partnered with several
needed increase in the number of trained teachers. organisations to use mobile technology to help tackle
two of the key challenges in learning- relevance of
curriculum along with teacher training and support.
They have now trained over 600 teachers on how to
use their educational toolkit that was developed in
conjunction with Nokia.

Photo courtesy of Nokia

10 GSMA 2010


Case Study
Ayala Foundation – Text2Teach (BridgeIT)
Complementary classroom based learning and teacher support

Almost every Filipino family has at least one mobile public schools in Region 12 and the Autonomous
phone within their reach. SMS is the most popular Region of Muslim Mindanao (ARMM), funded by
feature of mobile phones which Filipinos use to USAID through the Education and Livelihood Skills
connect with family and friends, do business, and to Alliance (ELSA) in 2005-2007.
get involved in social and political activities. Access to
information, as well as creation of opportunities for A US$600K grant in 2007 allowed the expansion of the
growth, is now at the fingertips of every phone owner. program in Luzon through an agreement between
Nokia and the local T2T alliance. The expansion covers
The Ayala Foundation convened the Text2Teach (T2T) 350 additional schools in Luzon. In 2009, 97 schools
Alliance consisting of Ayala Foundation, the from 8 areas in 5 provinces of Northern Luzon, were
Department of Education, Globe Telecom, Nokia, reached and 466 teachers trained to use the technology.
SEAMEO INNOTECH, PMSI-Dream Satellite, and Out of the 200 targeted schools for 2010, 56 schools
Chikka Asia to roll out T2T in the Philippines in 2003. have been reached, with another 111 schools targeted
T2T allows teachers to download short videos to a for deployment within the year. 25,700 students are
mobile device and screen them in their classroom. The presently benefiting from the program. It’s projected
project was originally satellite-enabled education that by 2011, T2T will have reached 350 schools in
equipment consisting of a machine called a Media Luzon, with about 1,750 teachers and DepEd officials
Master, a television set, and a mobile phone. trained and approximately 70,000-80,000 grades 5 and
However, the T2T technology has since upgraded 6 public elementary school students reached.
from this satellite-based delivery to a full cellular
platform, using a 3G-enabled device such as the Nokia The country’s geographical landscape continues to be
N95 8GB and N86 8MP, equipped with an application a challenge in making services, resources, and
called Nokia Education Delivery (NED). NED makes information accessible. While it takes time, effort, and
it easier for teachers to select and download video resources, investing in the Filipino youth’s education
clips to be used in their day-to-day lesson. is ultimately a sound investment toward a brighter
future for the country. T2T has proven that distance
The growth and expansion of the Text2Teach Alliance does not equate to inaccessibility; and that effective
can be seen through the years from the time T2T partnerships can help us improve the quality of
program was piloted in 40 schools from Quezon City, instruction for our students not just to raise student
Batangas, and Cotabato City way back in 2003. In 2004, performance, but also to better prepare them in
Text2Teach reached 41 schools in Oriental Mindoro, becoming productive Filipino citizens. Investing in
Antique, and Cagayan de Oro; and then another 124 education is an investment for the country’s future.

Evolution of BridgeIT T2T Technology from satellite-based delivery into Nokia Education Delivery (NED)

MEDIA FILES
Video

Video

Video

Video

8 GSMA Green Power for Mobile: ‘Top Ten Findings’, 2008
9 IMS Research, ‘The Green Last Mile – World – 2009’, September 2009
10 GSMA Development Fund, “Green Power for Mobile: Charging Choices”, 2009 GSMA 2010 11


4. Benefits of mLearning

Mobile devices are able to offer a solution to several With 80% of the world’s disabled living in
key challenges facing learning today in the developing countries and only 2-3%12 of disabled
developing world. The benefits of mobile devices to children attending school, mLearning can provide a
learning are as follows: way to access otherwise hard to obtain educational
resources. Voice or text can be customised for use
with blind or deaf learners and speech recognition
technology is advancing at a great pace and will be
mLearning provides a personal way of accessing looked upon to play a significant role for those with
a. Inclusive and Non Discriminatory

educational content with the ability to build an disabilities, mLearning and mServices in general.
extensive learning community. Activities can be
tailored to meet the individual user needs. mLearning can help to bridge the educational gender
mLearning can be done confidentially in the privacy divide that is more pronounced in developing
of one’s house or preferred learning area and has no countries by providing a safe learning environment
time constraints. Therefore learning can take place for females without having to leave the household or
outside of work or other duties without loss to community. Religious and informative content or
household income. messages (general knowledge, science, health and
nutrition, etc) can help overcome cultural sensitivities.

Photo: GSMA

12 World Bank, You Think: http://youthink.worldbank.org/issues/disabilities

12 GSMA 2010


Case Study
Mobilink – SMS for Literacy
SMS used to help improve young women’s literacy in Pakistan

Pakistani mobile operator Mobilink, a subsidiary of end. Families also appreciated the greater sense of
Orascom, has sought to demonstrate the power of security that being able to contact their daughters or
mobile phones to improve literacy rates for adolescent wives provided. Users can pay US$6 to buy their
girls in rural areas of Pakistan where reading materials phones at the end of the programme and continue
are often scarce. Yet there is often resistance to girls’ receiving text messages.
having the independence that mobile phones
symbolise. In 2009, Mobilink partnered with UNESCO On March 25, 2010 Mobilink announced the expansion
and a local nongovernmental organisation (NGO), of the SMS-based literacy project. The pilot project
Bunyad, on a pilot project in a rural area of southern conducted with 250 adolescent girls showed a marked
Punjab province involving 250 females aged 15-24 improvement in their skills and has managed to
who had recently completed a basic literacy overcome the socio-cultural barriers traditionally
programme. Each of the girls was provided with a associated with owning a cell phone. The expansion
low-cost mobile phone and prepaid connection. of the programme is based on the success of the pilot
Teachers were trained by Bunyad to teach students and the same mechanism as earlier used with an
how to read and write using mobile phones. additional 1,000 female learners to understand the
impact of replicating the project on a larger scale.
The company set up a system for the NGO to send out
SMS messages in an effort to maintain and improve The success of this programme demonstrates how
participants’ literacy, which often lapses because of mobile phones can be used to increase the reach and
inadequate access to interesting reading material. effectiveness of basic education programmes. It also
Crucially, low-cost phones were selected which can illustrates the fact that suspicion of mobile phones can
send and receive messages in Urdu, the local be overcome by showing parents and leaders how
language, rather than in English. The girls received up mobiles can be used to transmit culturally sensitive
to six messages a day on a variety of topics including information whilst increasing girls’ literacy rates.
religion, health and nutrition, and were expected to
practise reading and writing down the messages and
responding to their teachers via SMS. Monthly
assessments of participants’ learning gains were
“With more than 98 million mobile phone users in Pakistan

conducted to assess impact.
versus a 60 million illiterate population, the mobile phone holds
endless potential if placed in the right hands. A leading cause for

Programme organisers encountered considerable
extremely low female literacy in Pakistan is either because the

resistance on the part of parents and community
educational facility is far or the family does not want the girl to go

leaders to the idea of allowing girls to have mobile
outside the house. There are however, two flip sides to this socio-

phones, largely due to the conservative social norms of
cultural barrier: the female, while being confined to the home

the area. This resistance began to soften, however,
space in Pakistan, is inadvertently the center of knowledge and

once people began to see the nature of the messages
learning for her off spring, most of whom don’t make it past

the girls were receiving and the benefits the
primary school; and she has relatively more time available to

programme conferred. Exams taken by the girls
participate actively in mLearning programs.”

participating in the programme showed striking
early gains in literacy, with the share of girls
Bilal Munir Sheikh, Vice President Marketing, Mobilink (Part of

receiving the lowest scores dropping nearly 80%.
Orascom Telecom Group)

Participants and their families are even taking
advantage of other features of the phones, including
the calculator. While 56% of learners and their families
initially maintained negative feelings toward the
programme, 87% were satisfied with its results by the

GSMA 2010 13


mLearning courses can be updated on a regular basis
b. On the Go and Real Time Learning

unlike, for example, books which need constant
reprints to remain relevant with up to date content.
For example, teachers are able to access and download
curriculum in real time so that content remains current
and relevant. Learning on the go also allows for ‘on
the job’ training to occur and be put into practice
immediately.

mLearning has the flexibility and capability of acting
c. Complementary or Independent

as a standalone method of learning, in a formal or
informal environment, or as part of a wider learning
programme. It is often debated that mLearning should
only be seen as a final resort for learning or teaching,
however, for many people it is a way to incorporate
education into their lives when they may have
previously been denied the opportunity, therefore
becoming an enhancement to their livelihood.

Photo: GSMA

14 GSMA 2010


Case Study
Mobitel – mLearning Platform
Mobile solutions for remote vocational qualifications

mLearning is an exclusive purpose-built globally in Marketing(EDM) via mLearning. University of
accessible content delivery and learning platform that Colombo is Sri Lanka’s oldest and largest institution of
had been conceived, designed, developed and higher education and was founded in 1921 as the
deployed by Sri Lanka Telecom Mobitel. Further, it is Ceylon University College. Following the success of
an initiative directly in line with Mobitel’s company the trial with the Faculty of Graduate Studies, the
vision “To lead Sri Lanka into an Info-com and mLearning platform was extended to four more
Knowledge rich society” and it’s positioning as the faculties of the University of Colombo to offer several
Caring National Mobile Services Provider. With other programmes including a Masters in Applied
mLearning, local educational institutions are now Electronics, Postgraduate Diploma in Business
empowered to break through traditional barriers such Management, a Diploma in Tourism Management and
as limited capacity and resources and extend their Business English.
reach to a much wider audience and at the same time
extract the very best of expertise from across the globe Furthermore, University of Colombo recently
without incurring an additional cost on logistics. commenced its second batch of the EDM programme
via mLearning, with the programme’s reach now
Traditional learning environments mixed with cutting extended to the Maldives, whereby students there
edge technology is what provides mLearning the lead could follow the course in parallel with the Sri Lankan
when it comes to supporting education. mLearning’s students from their own country. The significance of
uniqueness lies in the fact that it provides an extensible this feat was the fact that the University of Colombo
collaborative learning environment where tailor-made was able to extend their reach overseas without having
educational environments can be built to provide to physically set up a single branch office.
wide-ranging learning management solutions. The
educational tool comprises of a wide range of
applications. It combines the most productive elements
of current e-learning applications with multiple user
interactive video conferencing features, slides, virtual
smart boards, material upload facilities, content
management facilities and also SMS, email and offline
messaging. Furthermore, virtual classroom settings
add a one hundred percent interactive element to the
learning experience.

Mobitel first trialled this innovative platform by
facilitating the Faculty of Graduate Studies, University
of Colombo, Sri Lanka to deliver its Executive Diploma Photo courtesy of Mobitel

GSMA 2010 15


A more recent and significant development with Speaking on mLearning, Suren J. Amarasekera, CEO
regards to mLearning is the strategic tie up with the of Sri Lanka Telecom Mobitel said “mLearning is
Chartered Institute of Management Accountants – designed to deliver quality education and acts as a
CIMA in August 2010. CIMA is the world’s largest and catalyst which fosters a knowledge economy where
leading professional body of management accountants traditional barriers are overcome. The ability to access
with 172,000 members and students in 168 countries. faculty from all over the world makes it a unique
The tie up with Mobitel now extends CIMA’s reach mode of education thus enriching and exceeding
further across the globe and allows prospective traditional classroom experience. Its versatility
students from any location to follow lessons delivered enables a more engaging learning experience and
by a world acclaimed CIMA lecture panel using provides access to learning to anyone, anywhere,
Mobitel’s mLearning platform. Initially CIMA will be anytime. mLearning is perhaps the most profound
offering courses to students from Maldives, Pakistan, transformational endeavour that we have
Bangladesh and the Middle Eastern countries using undertaken and we have developed this unique
mLearning, scheduled to commence in November 2010. platform with passion and commitment because we
believe mLearning has the true potential to create a
Mobitel is also in discussion with several leading paradigm shift in the delivery of education, thus far
Universities in the UK and groundwork is being done thought infeasible.”
to facilitate Sri Lankan students to follow globally
recognised courses live from their own homes via
mLearning.

16 GSMA 2010


Case Study
Nokia – MoMaths
Mobile learning used to help boost mathematic skills for Grade 10 students in South Africa

The Mobile Learning for Mathematics Project (where an average decline of 22% is evident), was 7%
(MoMaths) is an innovative intervention in education less for regular users of the service than that of their
using mobile phones. It is funded and led by Nokia peers who did not use it regularly.
who partnered with the South African government,
MTN and Cell C, Maskew Miller Longman and MXit.
It was piloted in 2009 with six public schools in South
Africa. To date, the project has reached 30 schools in
“Nolukhanyo completed 1,413 practice exercises or tests in 20

three provinces involving approximately 4,000
weeks, her friend Nokuthulo completed 934 in the same period.

learners of Grade 10 mathematics.
Did it help their mathematics results? Nolukhanyo maintained her
good results from Grade 9 scoring 64%. This is in a context where

Through this project, teenagers in Grade 10 (mostly
the average drop in results from Grade 9 to Grade 10 amongst the

aged 17) are able to do their mathematics homework
learners was 22%. Nokuthulo improved her results from almost

and revision on MXit, a mobile social networking
failing Grade 9 with 42%, to a more comfortable pass with 59%

platform used by millions of youth in South Africa. The
in the first term of Grade 10. This is very positive for the future of

materials are aligned to the current South African
social services using mobile technologies.”

curriculum for mathematics. Learners can work
through short theory sections, or answer questions
Riitta Vanska, Senior Manager, Mobile and Learning Services at

from a database of approximately 10,000 questions,
Nokia.

which are categorised by topic and degree of difficulty.

The students receive immediate feedback on multiple
“One day the projector screen broke down and we had no power-

choice practice exercises, and can compare results with
but we did have mobile phones. I was able to continue our lesson

their classmates in their school, in other provinces, and
using the MoMaths programme. The children thoroughly enjoy it

nationally. They can then opt to take a test choosing
and have shown increased motivation towards maths studies.

their difficulty level: easy, medium, or difficult, assess
Learners are open to any new technology and they embrace it with

their performance on a particular topic in mathematics,
the rules you lay down. It is however a slow process convincing the

and compare this to other learners’ results. By having
parents and other teachers to embrace and use the technology

the service embedded in MXit, which they use to chat
which is available and on hand. Adults are always more resistant to

with their friends, the mathematics service is available
change.”

in their social space; they do not have to go elsewhere
to find their mathematics homework.
Avril Hendricks, Teacher using MoMaths programme

Most learners use their own mobile phones for this
service. Those who do not have their own phone either
borrow one from friends and family or make use of a
device provided by the school. Learners reported that
they use the service most commonly outside of school
time, and especially in the early evenings. Learners
continued using the service over weekends, during
school holidays and on days affected by recurrent
teacher strikes. It is an anytime, anywhere tool. It is a
‘test-yourself and revision’ guide for mathematics that
fits in your pocket.

The service provides a way to monitor which learners
are working regularly at mathematics problems,
completing their homework, and getting feedback on
their results. Preliminary findings for 350 learners
showed that the average shift in their individual results
from Grade 9 to the mid-year examination in Grade 10 Photo courtesy of Nokia

GSMA 2010 17


5. Opportunities for mLearning

reveal that 62% of the phone owners share their
Mobile ownership continues to rise at a rapid rate and phones with their family, 44% with their friends and
a. Access and Ubiquity

5 billion connections are anticipated by the end of 20% share their phone also with their neighbours.
2010, rising to 6 billion by 2012. For example, the Moreover, only 2% of the phone owners actually
current mobile phone ownership level in Kenya is charge for the use of their mobile phone16. This
estimated at 53% and is expected to reach 100% by end highlights the significant role of the mobile handset as
of 201213 (equating to 42 million people); while in a social tool and the importance of access to one.
India, current penetration stands at 50% and is forecast
to reach around 80%14 (equating to 945 million people) There have been several successful projects that are
by this same time. In Africa, research indicates that based around handset sharing, for example, the
mobile coverage could be extended to cover 97 percent operator led ‘Village Phone’ concept originally
of Africa's population without public subsidy15. launched by Grameenphone and not-for-profit
Movirtu's MXShare. With such apparent widespread
Rates of access to a mobile phone, as opposed to accessibility and reach, mobiles phones have come to
ownership, are even higher in developing countries as the forefront of technology as a fundamental tool for
one mobile phone is often shared within and between stimulating social and economic growth in areas of
families. In Botswana for instance, household surveys health, agriculture, money and education.

Photo: GSMA

15 InfoDev: http://www.infodev.org/en/Project.116.html
16 Sebusang S., Masupe S., Chumai J. Botswana. In: Gillwald A., editor. Towards an African e-index; household and individual ICT access and
usage across 10 countries in Africa.Johannesburg, South Africa: The Link Centre, Witwatersrand University; 2005.

18 GSMA 2010


Case Study
BBC World Service Trust – Janala
English lessons delivered via voice and SMS in Bangladesh

In November 2009, the BBC World Service Trust
launched BBC Janala (‘Window’), a groundbreaking
multi-platform project using mobile phones, the
internet and television to provide English language
teaching to millions of people in Bangladesh for the
first time. In just nine months, Janala has attracted
almost three million calls with a high rate of repeat
users. The service could not be simpler. All customers
need to do is dial 3000 to access hundreds of three
minute audio lessons, which range from ‘Essential
English’ to ‘English for Work’. Learners can then
assess their progress with interactive audio quizzes,
or even record their own stories in English. Photo courtesy of BBC

With a tariff of just 1 Taka (1 pence) per minute BBC Further platforms will emerge in the near future. In
Janala is affordable to many of the 50 million plus October 2010 Bishaash (‘Believe’) will be launched, the
mobile users in Bangladesh. Partnership with the first ever bilingual drama to be set between
mobile sector has been critical, with all six of the Bangladesh and the UK. This will be accompanied by
country’s operators - Banglalink, Citycell, an English language teaching programme: BBC Janala
Grameenphone, TeleTalk, Robi and Warid - joining - Mojay Mojay Skekha (‘Learning is Fun’), which will
forces to offer a service across all networks at half the build on the English language used in the drama.
cost of typical value added service tariffs. Appearing on state broadcaster BTV, it is likely to be
watched by tens of millions, and additionally drive
Speaking English is no longer just an ambition of the traffic to related lessons and quizzes on mobile, as well
wealthy. 84% of Bangladeshis surveyed by the BBC as lessons on bbcjanala.com and in print.
proclaimed learning English was a top priority for
their future and a staggering 99% want their children The BBC World Service Trust has attracted significant
to learn. Over half are in socioeconomic group D interest from outside of Bangladesh with many others
living on less than £2 a day. In countries like in the mobile sector interested in setting up equivalent
Bangladesh, English has lost its colonial baggage and services in Asia and the Middle East. The
become a vocational skill for anyone who wants to development community is paying attention too in
compete in the job market, or has the aspiration to what could be one of the first economically viable
connect with the wider world. models using mobile to help deliver education to some
of the poorest and hard to reach in the developing
The mobile service is also supported by other world.
platforms. Substantial text-based lessons, as well as
audio content and more than 100,000 audio lessons BBC Janala is funded by the UK Governments
have been downloaded from the mobile internet site Department for International Development through
for high and low-handset users . The country’s biggest English in Action, a major educational initiative
newspaper Prothom Alo offers print lessons - linked launched to raise the language skills of 25 million
to mobile and web content - three times a week. people in Bangladesh by 2017.

GSMA 2010 19


Case Study
Ericsson – Education Programme
Using ICT based solutions to improve education across the developing world

Ericsson is championing the use of mobile broadband mobile phones. The current program is aimed at two
technology to support education initiatives around the distinct target audiences within the vast rural
world. Information sharing using mobile networks population; secondary school students and farmers.
and access to the internet via the mobile phone, known
as mLearning (mobile learning) brings education to
geographical areas where people may not have access The Earth Institute, Ericsson and Millennium Promise
Connect To Learn

to teachers, schools and educational resources. have launched a global effort to promote universal
access and quality in secondary education in
In the Millennium Villages across Sub Saharan Africa, developing countries, with an emphasis on girls’
Community Health Workers are using the mobile education. This will be achieved by coordinating
phone as a learning tool. As an extension of Ericsson’s scholarships and using information and
involvement in the Millennium Villages Project, they communications technology (“ICT”) to enhance the
have co-founded Connect To Learn, an education quality of the education and connecting school
initiative supporting secondary education especially children globally through the use of ICT.
for girls through scholarships and the use of ICT in
classrooms. In China, Ericsson is working with the On September 19, 2010, the Broadband Commission
Ministry of Education to support students in rural report "A 2010 leadership imperative: The future built
communities. And as a member of the Broadband on broadband" was delivered to the UN Secretary-
Commission for Digital Development, Ericsson is General with recommendations and the proposed
committed to promoting the use of mobile networks plan of action to deliver "Broadband Inclusion for All”.
to help accelerate the achievement of universal
education around the globe. Around the world, mLearning – as well as access to
traditional eLearning - via mobile broadband is
already appearing in various guises. Ericsson CEO
Community Health Workers (CHW) in the and President and Broadband Commissioner, Hans
Millennium Villages in Sub Saharan Africa

Millennium Villages in Kenya, Uganda and Rwanda Vestberg, says “It’s time for the classroom to go global
are using mLearning modules on their mobile phones. and go mobile, since mobile networks have started to
Reproductive health and care for newborns are two of surpass fixed in many parts of the world.” Mr
the subjects CHWs can download from a central Vestberg suggests that in addition to simple lesson
database to their mobile phone. Mobile networks delivery, interactive discussion, social networking,
provide the privacy, quality of service and curriculum design and implementation are also
interoperability required to deliver this learning already possible – and valuable.
application.

In China 70% of the population live in rural areas with
Education program in China

limited access to educational resources. Ericsson in
China is working with the Ministry of Education and
a major service provider to develop a complete eco-
system to manage the development and distribution
of interactive learning content via low-cost basic

Photo courtesy of Ericsson

20 GSMA 2010


Future Trends
Bharti Airtel Addresses Energy Efficiency to Tackle a US$500 Million Problem
Randeep Sekhon, Bharti Airtel

Current trends are largely driven by the adoption of
b. Current Market

mLearning across 2G networks in developing regions
"Mobile phones are a unique and ubiquitous way to disseminate

with literacy, health education and life skills based
health education and educational messages to rural areas in

initiatives primarily launched by NGOs, carriers,
developing countries that wouldn’t ordinarily be reached. The

device makers and governments. These programmes
mobile phone has challenged the regular way of disseminating

are aimed at rural teachers, healthcare workers and
healthcare information, because of its omni-presence, bottom-up

self-motivated users who are being provided with
growth and usability."

professional development, procedural support and
decision support via mobile devices17. Initiatives such
Hajo van Beijma, Text To Change, Partnership Director

as Nokia’s OVI Life Tools, a subscription based service
that supplies Educational, Agricultural and
Entertainment services was rolled out rolled out in In China, as of July 2010, the top selling app across all
India and Indonesia and has attracted over one million categories was an mLearning app that supplied
subscribers. The programme has since been launched detailed instructions on how to survive a range of
in China and now incorporates Health services. natural disasters. China Mobile, China Telecom and
China Unicom have all opened app stores with
mHealth and mLearning have seen a convergence mLearning accounting for 15-17% of their inventory18.
with health education services becoming a large
market in its own right. Reliance Communications, In the more developed world, despite the current
MTN and Zain have all helped to launch health global financial crisis, the US market alone for
education and awareness initiatives in their respective mLearning products and services is growing at a five-
markets. year compound annual growth rate (CAGR) of 21.7%
with revenues reaching US$538 million in 2007. To
compare numbers, the US market for eLearning
products and services is growing by a five-year CAGR
Zain Kenya partnered with Text To Change (TTC), a 7.4%19. In Japan, local textbook manufacturer ALC
Text to Change

non-profit organization to use mobile phone Press took part in an evaluation on the use of English
technology to make life saving knowledge easily language lessons formatted differently for computers
available to the general public and especially to and cell phones. Even in a country where internet
community and family level caregivers. TTC is penetration is at 78%, results showed that 90% of cell
specialised in interactive and incentive based SMS phone users were still accessing the lessons after 15
programs addressing a wide range of health issues days, compared to only 50% of computer users20. The
such as HIV/AIDS, Malaria and Reproductive Health. Apple store has thousands of educational apps
By 2009, TTC had reached over 200,000 people with helping to transform the way teachers teach and
low-tech mobile phone based health messages. students learn by providing on-the-go learning21.

These numbers include the growing trend of
mLearning products on handheld gaming consoles,
“Zain Kenya is very committed to working with Text to Change.

for example Sony PSP or Nintendo DS. Whilst these
The TTC SMS quiz has really proven to be a simple and very

devices are not widespread in developing countries,
successful way to transfer HIV/AIDS sensitisation and other health

educational games have proved to be an innovative
related messages to our staff members and to many people in the

method to encourage and motivate both children and
African communities.”

Rene Meza, Zain Kenya, Managing Director adults to learn.

17 Sam S. Adkins, Chief Research Officer, Ambient Insight Research, 2010
18 Sam S. Adkins, Chief Research Officer, Ambient Insight Research, 2010
19 Ambient Insight Research, 2010: http://www.ambientinsight.com/Reports/MobileLearning.aspx
20 The Mobile-based Learning (MBL) in Japan, Masayasu Morita, Research Center for Advanced Science and Technology, University of Tokyo, Japan, 2003
21 http://www.apple.com/education/ipodtouch-iphone/#apps

GSMA 2010 21


Case Study
Carnegie Mellon University and University of California, Berkeley – MILLEE
Mobile games for children in rural India

The MILLEE project at Carnegie Mellon University The team includes members who, through their
and the University of California, Berkeley aims to experiences growing up in India and/or volunteering
improve “power language” literacy among low- with humanitarian organisations working to improve
income children in developing countries through education there, possess a deep knowledge of the local
mLearning. MILLEE, which stands for Mobile and cultural context. The MILLEE team have designed and
Immersive Learning for Literacy in Emerging developed a new suite of MILLEE games which aims
Economies, revolves around the idea that immersive, to teach English as a Second Language (ESL) as
engaging and yet educational games on mobile mandated by the state government of Andhra Pradesh
phones that target language literacy can make high- in India.
quality learning more accessible to low-income
children in underdeveloped regions who lack access The MILLEE team is also working with academic
to high quality schooling. Recently the team has ran collaborators who are experimenting with similar
semester-length deployments of MILLEE in two design knowledge to improve Mandarin literacy
settings, namely, an after-school program at a village among low-income children in non-coastal regions in
school and a naturalistic study of how rural children China as well as ESL literacy in Sub-Saharan Africa.
used MILLEE games in out-of-school settings which
included their homes, workplaces and elsewhere the
pilot studies did not only demonstrate learning
benefits, but also uncovered the social rituals that
emerged when rural children have access to MILLEE
games in their everyday environments.

The MILLEE team is designing and developing a new
suite of more than ten educational mobile games
which incorporate the lessons learned in previous
studies. In such a multidisciplinary endeavour, the
team comprises computer scientists, human-computer
interaction specialists, second language and reading
acquisition specialists, as well as videogame designers. Photo courtesy of MILLEE

22 GSMA 2010


Case Study
Shuttleworth Foundation – M4Lit
Exploring the viability of using mobile phones to support reading and writing by youth in South Africa

The m4Lit project began in 2009 as a pilot initiative to
explore whether and how teens in South Africa would
read stories on their mobile phones. Most of the
reading and writing that happens on mobile phones is
of very short texts, e.g. SMS and chat messages on
MXit. The Shuttleworth Foundation published a story
called Kontax in September last year– twenty pages in
length – and actively invited reader participation
through this longer content; mobile phones are
interactive after all. Readers could leave comments on
chapters, vote in opinion polls related to the story and
enter a writing competition. By the end of May 2010
another Kontax story had been published.

The uptake was tremendous. Since launch, the two
stories have been read over 34,000 times on mobile
phones. Over 4,000 entries have been received in the
writing competitions and over 4,000 comments have
been left by readers on individual chapters. Many of
the readers asked for more stories and in different
Photo courtesy of Shuttleworth Foundation

genres. Encouraged by the high uptake of the stories Books are scarce and prohibitively expensive for most
and by these reader requests, the Shuttleworth South Africans. Statistics show that 51% of households
Foundation decided to launch Yoza. Within the first in South Africa do not own a single leisure book, while
month, Yoza had more than 60,000 unique visitors and an elite 6% of households own 40 books or more. Only
over 8,500 user comments. 7% of schools have functioning libraries.

Yoza’s goal is to get young people reading and writing, What South Africa’s teens do have access to are mobile
and in the ‘book-poor’ but ‘mobile phone-rich’ context phones, with statistics indicating that 90% of urban
of South Africa, the phone is a viable complement and youth have access to a mobile phone. The take up and
sometimes alternative to a printed book. If, as a interaction with the first two Kontax stories published
country, South Africa wants our youth to read, then in English and isiXhosa clearly demonstrates that
both books printed on paper and books on mobile mobile phones are a viable platform for local teen
phones are needed. The paper versus pixels debate reading and writing. There is no charge for the actual
consistently takes up a lot of page space, but in a stories, but users do pay their mobile network
country with a severe literacy problem, it is necessary operator for mobile data traffic. Images have been kept
to move beyond that and focus on reading and writing, to a minimum to keep the mobile data charges low –
whatever the medium. these data charges on local mobile phones range from
5c to 9c per chapter (USD0.01c), making Yoza m-
There is a growing awareness around the impact that a novels a very affordable option for great reading
lack of books has on literacy levels in South Africa. material for teens.

GSMA 2010 23


6. Conclusions on the mLearning Landscape Today

If the uptake of mobiles and mLearning is growing so sometimes paid for by individuals looking to further
rapidly, what are the opportunities for mLearning their careers and sometimes by employers looking to
businesses and consumers? Unlike internet build employees’ skills. Beyond this, learning for
penetration, mobile penetration is quickly catching personal development is commonly paid for by the
that of the more developed countries, so it’s easier to consumer, so it is possibly this area where there is the
speculate the potential for mLearning services to greatest potential for a sustainable business to evolve.
follow the growing revenues of those countries. The Subscription based Apps are seen as the most
increasing enthusiasm around mLearning services and sustainable model within developing markets,
products has incited much interest around this and however these do not necessarily cater for the lowest
further research is being conducted on the mLearning end handsets that are still widely used.
trends in developing markets.
For a government to pay, the benefits must outweigh
Four recurrent challenges to mLearning uptake by the costs in comparison to the traditional method of
MNOs were identified when investigating the teaching. Learning outcomes (i.e. students’ results)
mLearning landscape: should be at least on a par with those achieved
through the classroom approach for the vast majority
of students and delivery via a mobile network and
Whilst eBooks, tablets and apps have taken off in the handset should be cheaper than the resources
a. The Business Case is Still Under Debate

developed world and show promise for continued currently used. To date, there have been no substantial
sustainability, it becomes more difficult to develop a trials to prove this is the case hence mLearning, as a
robust business case for mLearning in developing replacement for primary, secondary and tertiary
countries where lower end handsets and lesser education, remains branded “unsustainable”.
incomes prevail. Content and the provision of it costs
money and it is not yet clear who should pay –
governments, local authorities, the consumer or other.
There are also costs associated with handsets and the
Figure 2. Breakdown of Types of mLearning Programmes

use of mobile networks that need to be sustained. This
Involving MNOs to Date

can again prove a challenge, in particular when
looking at the use of mobile handsets in classrooms.
11% 11%

The global goal set by the UN Millennium
6%

Development Goals is for universal primary education
11%

for all, however who pays for education beyond this
point is widely debated and varies from one country
8%

or region to the next. Likewise vocational learning is

14%

39%

Foundation Literacy/Numeracy
Health Education Teacher Training
Language Vocational
Life Skills

24 GSMA 2010


Using the framework the Development Fund devised Vocational training, health education and
to categorise mLearning, some of the programmes and literacy/numeracy services were also popular which
services found in developing countries that were falls in line with the theory that where content is seen
either led or supported by MNOs were assessed. The of value to either raise living standards or
results showed the most common learning area rolled employment opportunities, end users will pay.
out or supported by an MNO was language lessons Teacher training and foundation learning were less
with 39%. These were generally English lessons and popular models possibly because of the belief that this
which were found in Bangladesh, Brazil, Chile, India should be paid for by governments.
and Venezuela.

Figure 3: Possible Investors

Investor Motivation Return
Government/School Currently funding educational resources. Investment in to country’s future sustainability,
Increase reach to those without access. economy and growth.
Foundation/NGO In line with current strategies, ie. working towards MDGs Meet strategic and developmental goals.
or UNESCO Six Goals of Education for All.
Vendor Able to develop handset specific content to create Increase sales/revenues.
competitive edge.
MNO Creating social and economical impact and value. increase network traffic/customers.
Ability to develop and manage in-house and offer as VAS. Increase ARPU.
Parents/Self Content is of value and will lead to increase Investment in their future and increased
in income. employment/financial opportunities.
Content is readily accessible and current.
Content Provider Keep in line with worldwide trend to digitalise content. Increase reach and as a result, increased
Digitalised content cheaper and easier to update. user base.

Photo: GSMA

GSMA 2010 25


Most pilots that have taken place to date have been
b. Scalability and Replicability are a Challenge Figure 4. MNO mLearning Initiatives by Continent

designed to test an mLearning hypothesis but without
scale or sustainability in mind. They have been limited
9%

to small control groups and have been implemented
3% 20%

as a classroom ‘experiment’ or a research trial with the
aim of testing a theory around usability.

Furthermore, small scale pilots are also difficult to
measure and evaluate. Funding is a major issue here
with much of the backing going behind ‘good projects
that are not sustainable’22. mLearning trials that focus
on scalability can be costly due to the amount of
research and development required and funding for
such research has generally been relied upon from
NGOs.

A key challenge with replication of mLearning
68%

services is the need for content to be locally specific
Africa North America

and current. For example, educational agriculture
Asia South America

voice messages sent to farmers in India by IKSL is
provided at a district and zone level (smaller area than
state). Messages are sent in the local language and
provide information on crops, animals and news
specific to that region. Furthermore, local cultural When looking at the geographic spread of mLearning
norms prevent the wide dissemination of content, for services, Asia is currently leading the market with 68%
instance, pregnancy advice varies from country to of the MNO programmes in developing countries
country, especially where local myths need to be existing here and of these, 47% being language lessons.
dispelled.

Photo: GSMA

22 John Traxler, Professor Mobile Learning, Director Learning Lab, University of Wolverhampton

26 GSMA 2010


Figure 5. Types of MNO mLearning Programmes in Asia Figure 6. Types of MNO mLearning Programmes in Africa

100% 100%

90% 90%

80% 80%

70% 70%

60% 60%

50% 50%

40% 40%

30% 30%

20% 20%

10% 10%

0% 0%
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at

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at

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ra
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ng

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uc
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Lit

In countries such as India and Bangladesh, English is Africa shows an entirely different trend, and in a
seen as hugely valuable in both study and the continent where the number of AIDS or HIV infected
workforce and therefore a service worth paying for. persons is estimated to be around 22m23, it’s
However, most countries in Asia and Africa have a encouraging to observe that 50% of programmes are
plethora of dialects and languages making replication focused around health education. In South America,
of content difficult. This challenge has been identified Language Apps and programmes dominated the
and the growing demand for mLearning products and mLearning market with almost 70% delivering ‘Learn
services has seen a surge in the number of companies English’ services.
who now specialise in developing and rolling out
content. Some examples of these are Enterux solutions,
La Mark Vision Ltd, EnableM and OnPoint Digital.

23 UNAIDS and World Health Organisation: http://data.unaids.org/pub/GlobalReport/2008/jc1510_2008_global_report_pp211_234_en.pdf

GSMA 2010 27


The key handset and technology limitations to
mLearning have been identified as:
c. Handset and Technology Limitations

(a) Mobile coverage – despite GSM covering 90% of
Figure 7. Types of Handsets Used in MNO mLearning

the global population, this still leaves in excess of
Projects

half a billion people without a mobile connection
and therefore unable to access mLearning.
100%

Furthermore, network coverage is often skewed
90%

towards urban environments where more
traditional methods of learning are more effective.
80%

70%

60%
(b) Handset availability – whilst nearly 5 billion people
are believed to be connected to a mobile device, this
still leaves 1.5 billion without. Many will utilise a
50%

shared village or family mobile phone (often for a
40%

fee), but one of the key benefits of mLearning is
having personal content, anytime and anywhere
30%

which is lost through using a shared device.
20%

Furthermore, mobile devices are often banned in
classrooms.
10%

0%

(c) Handset literacy – many people might have access
e
d

ne
ur

to a mobile phone but they lack an understanding
En

ho
at
w

tp
Fe
Lo

of how the phone works. However, studies have
ar
Sm

shown that the basic functions of a handset can be
mastered relatively quickly. Perhaps the greater
Current trends show that 50% of mLearning issue lies with the users lack of knowledge and
programmes in developing countries are designed and understanding as to the functions their handset is
rolled out to be compliant with feature phone capable of.
technologies. Although the permeation of tablets,
Smartphones and laptops brings a richer and more (d) Screen size – low-end handsets have the smallest
contextualised experience to the learner, it should be screens today which prohibits certain types of
born in mind that in developing markets, Smartphone content from being displayed and relies on the user
penetration is only expected to reach around 17% by having adequate eye sight (approximately 87% of
201424. Therefore low end or feature phones still need the world's visually impaired live in developing
to be considered a viable and valuable tool for countries25). Low resolution means content
mLearning. provided will not be as rich as what can be received
on Smartphones, PDAs, tablets or other more
advanced devices.

24 International Data Corporation (IDC), 2010
25 World Health Organisation May 2009, http://www.who.int/mediacentre/factsheets/fs282/en/

28 GSMA 2010


(e) Smartphones – these devices offer the most user-
friendly mLearning experience today yet are not mLearning has been examined and projects piloted for
d. Still an Emerging and Fragmented Market

affordable for the vast majority of those living in the past ten years, yet it remains a nascent market.
the developing world (prices start at US$100). Reasons for this include:
Smartphone prices are predicted to fall
considerably over the next few years but it is still (a) The key players required to catalyse the uptake of
unclear when they will become commonplace at mobile learning are often working independently
the base of the pyramid, if ever. of each other. There are many pilot projects that
have been implemented but our research shows
(f) Charging – 1.6 billion people live off the electricity that most of these exist in disparity among various
grid and a further 1 billion live where the grid is organisations without best practises, results and
inconsistent. Mobile phones require regular learnings being properly documented or shared.
charging and hence this is a significant impediment The educationists, academics and researchers have
to those interested in mLearning. a greater understanding on what mLearning
methods are most effective, but not necessarily the
experience to transform them into sustainable or
Debunking Small Screen Size Myth commercial projects.

(b) There has been no major, large scale project that
“The key is to embrace what mobile devices were meant to do: be

has exposed mLearning into the mainstream
mobile! Is the screen smaller than a desktop monitor or a laptop

market. Whilst there have been significant trials
LCD? Are there fewer pixels and less resolution? Of course, but that

and a jump in recent uptake, mLearning remains
doesn’t necessarily imply a disadvantage or limitation. When

unknown to many involved in the mobile industry
thinking about mobile learning, we cannot forget the ‘mobile’ part.”

John Feser, Managing Partner, Float Mobile Learning and just what role they can play.

Photo: GSMA

GSMA 2010 29


7. Recommendations for MNOs on mLearning

The successful roll-out of an mLearning project relies
on a number of factors:
(d) Don’t wait for Smartphones, the mLearning Opportunity

Examine the technology and capabilities of the
Exists Now

prevalent devices your customers are using. It is
The more successful examples of mLearning have apparent that the adoption of mLearning is not
(a) Invest in Specific Community Needs

been developed to meet the specific needs of a directly related to technical readiness, but rather to
community or were in response to a government user readiness. Therefore solutions should ideally
request. For example, BBC WST’s Janala be device agnostic in order to reach as many people
programme was developed to roll out English as possible. For example, implementing content
lessons in Bangladesh after the government designed purely for smart devices in South Africa
identified the need for improved English skills. where their penetration is only about 12% would
The BBC WST carried out substantial R&D before effectively be cutting out 88% of the market and
rolling out Janala and has since marketed their potential profits. Without considering the lower end
product via a range of different mediums. Good device customers, those often in greatest need of
branding and marketing targeted at your specific education due to extreme poverty or lack of access
market will increase your potential for greater will continue to be deprived of the opportunity.
return.

Although it makes good business sense to There is a great necessity for a convening of the thought
(b) Hyper-Local, Relevant and Entertaining Content is Critical Final Call to the mLearning Community at Large

reproduce content whenever feasible; keeping it leaders and experts in order to work towards growing
local and relevant is essential for success. Consider the mLearning industry in a structured way. Best
the use of local legends and heroes to help promote practices and learnings should be shared among key
services and appeal to customers. Investment in players in order to determine what an mLearning
R&D of a new mLearning product establishes the industry should look like and determine the value chain.
effective use of mobile pedagogy, along with
content that is relevant and stimulating. Looking beyond Apps and subscription based
services, there needs to be a convergence between the
social and commercial side of mLearning to commit to
There is greater and more immediate value in using this powerful and ubiquitous technology to its
(c) mLearning is a Business, not just CSR Activity

vocational forms of mLearning where the end user fullest potential. Even for governments and NGOs, it
is paying for the service. Health education, is not just enough to put money behind small pilot
language lessons and general life skills are seen by projects to see what happens. The time for
mobile customers as valuable and worth paying experiments and small scale pilots is coming to an end.
for. Many MNOs have CSR activities surrounding
education, for example donating funds and MNOs and vendors have the networks and hardware
resources to help build schools or sponsoring to deliver content, and experience developing
scholarships. Whilst this type of activity often falls sustainable and commercial enterprises around this.
in line with company’s strategic social However, pedagogues, researchers, content providers
responsibilities and is an altruistic contribution to and governments all have vital roles to play, ensuring
society, MNOs should consider the benefits of their relevance of learning materials and best practices in
own networks. By merely conducting ‘business as delivering educational resources via mobile devices.
usual’, implementing and growing their network A meeting of all these industries could facilitate and
coverage, they are increasing the opportunities for catalyse the expansion of a robust and sustainable
those in rural and ultra regions to ‘get connected’ mLearning model and help alleviate the extensive
and use mLearning services, thus increasing educational challenges that affect all demographics
customer base and revenues. and regions of the world.

30 GSMA 2010


Figure 8: mLearning Initiatives involving MNOs

Project MNO Partners Learning Location
(Implementing/ (Implementing/ Area
Supporting) Supporting)
A Wonderful World/ Zain King Abdulaziz University Foundation Saudi Arabia
Mobile Learning Solutions
BridgeIT Vodacom Foundation Ayala Foundation, Teacher Training Tanzania
International Youth
Foundation, Nokia,
Pearson, United Nations
Development Programme,
Philippines Department
of Education , USAID
Education Programme Multiple Ericsson Multiple Worldwide
Edutainment Service Etisalat Rubicon Group Holding Vocational Afghanistan,
Egypt, Sri Lanka
English Class Bharti Airtel Language India
Executive Diploma Accounting Mobitel Chartered Institute of Vocational Sri Lanka
Management Accountants
Executive Diploma Mobitel University of Colombo Vocational Sri Lanka
in Marketing
Executive Diploma Wataniya University of Colombo Vocational Maldives
in Marketing
Freedom HIV/AIDS Project Reliance Communications Multi-Stakeholder Health Education India
Janala Aktel, Banglalink, DFID, BBC WST Language Bangladesh
Citycell, GrameenPhone,
Teletalk, Warid
Kantoo English Movistar La Mark Vision Ltd Language Venezuela, Chlie
Kantoo English Vivo La Mark Vision Ltd Language Brazil
Learn English BSNL OnMobile, EnableM Language India
Technologies
Learning About Living MTN (Foundation) Multi-Stakeholder Health Education Nigeria
Maxis Academy Maxis Vocational (Employee training) Malaysia
Mgurujee Aircel Mgurujee Language India
MILLEE Verizon Carnegie Mellon University Literacy/Numeracy India
Mobile Math (Pilot) bmobile St Augustine’s Department Foundation Trinidad and Tobago
of Mathematics and
Computer Science
MoMaths Cell C , MTN Nokia, Department of Literacy/Numeracy South Africa
Education (Western
Cape Province), MML
OVI Life Tools Multiple Nokia Life Skills China
OVI Life Tools Bharti Nokia Life Skills India,
OVI Life Tools Idea Nokia Life Skills Indonesia
Seekho Tata Teleservices Seekho Language India
SMS for Literacy Mobilink UNESCO Literacy/Numeracy Pakistan
Text to Change MTN , Zain Text to Change Health Education Multiple- Africa
Text2Teach Globe Telecom Ayala Foundation, Teacher Training Philippines
International Youth
Foundation, Nokia,
Pearson, United Nations
Development Programme,
Philippines Department
of Education , USAID
Uexaminer Ufone Foundation Pakistan

GSMA 2010 31


Acknowledgements

The GSMA Development Fund would like to thank the following who gave up their time to share their experiences and insights to
inform this report:

1GOAL; AMBIENT INSIGHT RESEARCH: Sam Adkins; Avril Hendricks; AXIATA; AYALA FOUNDATION:
Marisse Catangay; BANGLALINK; BBC WORLD SERVICE TRUST: Sara Chamberlain; Bharti; CAPE
PENINSULA UNIVERSITY OF TECHNOLOGY: Johannes Cronje; DIALOG; EASTERN CAPE DEPARTMENT
OF EDUCATION; ERICSSON: Konstantinos Tzingakis; Elaine Weidman; Heather Johnson; EUROPEAN
SCHOOLNET; GRAMEENPHONE; LEARNING SKILLS NETWORK: Jill Attewell; LONDON KNOWLEDGE
LAB: Niall Winters; MASKEW MILLER LONGMAN; Matthew Kam; MERAKA INSTITUTE: Adele Botha and
Merryl Ford; MICROSOFT: Jonathan Donner; MOBITEL: Tilani Abeyratne; MTN; NOKIA: Riitta Vanska; NTT
DOCOMO; O2/TELEFONICA; ORASCOM: Yasmine Negm; PEARSON; PORTUGAL TELECOM; ROBI;
SAFARICOM; SHUTTLEWORTH FOUNDATION: Steve Vosloo; TELENOR; TEXT TO CHANGE: Hajo van
Beijma; UNIVERSITY OF WOLVERHAMPTON: John Traxler; VSO: Jo Rhodes-Jiao and Stephen Nock

The GSMA Development Fund is interested to hear from any organisations, and in particular Mobile Network Operators,
that have any experience in mLearning programmes or future plans to launch services. Please contact the mLearning Team at
mlearning@gsm.org.

Photo: GSMA

32 GSMA 2010

For further information please contact
mlearning@gsm.org
GSMA London Ofﬁce
T +44 (0) 20 7356 0600
www.gsmworld.com/mlearning
November 2010

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