Digital Skills Development in EAP: Key Findings and Recommendations from the Country Studies The World Bank September 2023 1 Contents Executive Summary ...................................................................................................................................... 4 1. Objective of the Study .............................................................................................................................. 7 2. Methodology of the Study ........................................................................................................................ 8 3. Key Findings ........................................................................................................................................... 11 3.1 Digital Skills Development Policy .................................................................................................... 11 3.2 Digital Skills Infrastructure............................................................................................................... 17 3.3 Digital Skills Training through Education and Skills Development ................................................. 25 4. Policy Recommendations........................................................................................................................ 29 4.1 Digital Skills Development Policy .................................................................................................... 29 4.2 Digital Skills Infrastructure............................................................................................................... 29 4.3 Digital Skills Training through Education and Skills Development ................................................. 30 Annex 1: Websites/Links of the Policies, Learning Platforms, and Courses .............................................. 31 Annex 2: Recommendations for the Six Participating Countries ............................................................... 33 References ................................................................................................................................................... 38 2 Acronyms AI Artificial Intelligence AmBisyon AmBisyon Nation 2040 of the Philippines BOS Bantuan Operasional Sekolah/School Operational Assistance (Indonesia) CET Continuing Education and Training COVID Corona Virus Disease DEP Digital Education Program (Philippines) DepEd Department of Education (Philippines) DICT Department of Information, Communications and Technology (Philippines) DILG Department of Interior and Local Government (Philippines) DTI Department of Trade and Industry (Philippines) ECDA Early Childhood Development Agency (Singapore) EdTech Education Technology GEA General Education Agency (Mongolia) GovTech Government Technology Agency (Singapore) ICT Information and Communication Technology IMDA Infocomm Media Development Authority (Singapore) IoT Internet of Things KERIS Korea Education and Research Information Service KNISE Korea National Institute for Special Education LMS Learning Management System MCI Ministry of Communication and Information (Singapore) MES Ministry of Education and Science (Mongolia) MHRSS Ministry of Human Resources and Social Security (China) MOE Ministry of Education MoECRT Ministry of Education, Culture, Research and Technology (Indonesia) MOEL Ministry of Employment and Labor (Korea) MOOC Massive Open Online Courses MoRA Ministry of Religious Affairs (Indonesia) MOSIT Ministry of Science and ICT (Korea) MOSS Ministry of SMEs and Startups (Korea) NBP National Broadband Plan (Korea) NEDA National Economic and Development Authority (Philippines) NEIS National Education Information System (Korea) NGO Non-governmental organizations OER Open educational resources PASA Programmatic Advisory Services and Analytics SLS Student Learning Space (Singapore) SME Small and medium enterprises SNDGG Smart Nation and Digital Government Group (Singapore) SNDGO Smart Nation and Digital Government Office (Singapore) SSG SkillsFuture Singapore TESDA Technical Education and Skills Development Authority (Philippines) WB World Bank 3 EXECUTIVE SUMMARY Unprecedented disruptions that COVID-19 pandemic caused to education compelled almost all countries of the world, including those of EAP region, to adopt education technology and online learning approaches to recover learning loss in the educational institutions. This necessitated development of digital skills among the teachers and students. On the other hand, industries started going online due to closure of businesses for several months or years. All this required digitally skilled human resources, but significant digital gaps existed in the educational institutions and industries. This analytical work was designed to examine the evolution and status of digital skills development, identify key challenges, best practices, and lessons for informing digital skills development policies and initiatives, as well as to promote policy dialogue, knowledge sharing, and cooperation in the EAP region. The study team designed, to illustrate the state of EAP digital skills landscape, an analytical framework based on the World Bank's (WB) digital capabilities framework that includes structural elements, enabling resources and digital skills training programs. The team furthermore identified key actions in three elements (digital skills policy, enabling digital infrastructure, and digital skills training) to guide the six participating country teams (China, Indonesia, Korea, Mongolia, Philippines, and Singapore) to collect all needed information and analyze the best practice examples of each action. The study used a mixed methods approach of qualitative and quantitative analyses, including analysis of policy documents, literature and case studies, and meta-synthesis on six country studies. The Key Findings The key findings that emerged from the country studies are briefly presented under three main elements: digital skills development policy, digital skills infrastructure, and digital skills training. Digital Skills Development Policy ▪ Digital skills policy in the participating countries evolved over a long period, leading to an evolutionary approach to developing skills that contributed to building a sustainable policy environment. This approach seems to have arisen from slow investment, adoption of digital technologies in education, and rigidity of mindset of employers, administrators, policymakers, and educators. The governments demonstrated strong commitment and policies related to the national digital skills framework and supporting environment via mid to long-term transformation plans. Korea and Singapore stood out as two pioneers in the EAP region. ▪ The relevant ministries and government agencies engaged and led initiatives to promote digital skills development in the participating countries. However, there were challenges in coordinative efforts, indicating that a whole-of-government approach is key to effective digital skills development. ▪ The digital development policies often lack proper implementation plans and funding and have insufficient participation from the private sector. Many countries have implemented uncoordinated initiatives without sufficient attention to the reform of courses, training of faculty, and technical support for the use of technology, resulting in sub-optimal outcomes. It was also found that significant increases in government's investment in digital transformation and ICT were not commensurate with the spending in digital skills development, that received the lowest proportion in some countries. ▪ The digital skills development initiatives require strong public-private partnerships that help fully utilize the private sector's financial and professional capacities during implementation of national policies. While still somewhat disjointed, public-private initiatives outreach, coordination and collaborative programs have taken place in several of these countries. 4 ▪ Digital skills development plans and programs require multistakeholder engagement. The participating countries emphasized multistakeholder approach in developing skill development strategies, although progress in some countries is slow. ▪ Countries need to invest in implementing a large-scale assessment of the digital skills of the adult population. It is necessary for the countries to engage more systematically in assessing the adult population's digital skills by using large-scale assessments that would be critical to monitor progress, target policies, and ensure SDG 4.0. Digital Skills Infrastructure ▪ Despite the countries’ initiatives to make digital networks and services available to citizens, infrastructure is still the main challenge in connecting in some countries, especially for disadvantaged groups, resulting in significantly lower-quality internet access, particularly for digital learning at schools. A common set of infrastructures combined in layers with software enables a thriving digital ecosystem, as evidenced by the Singapore experience. ▪ Countries were found to invest in country-wide digital infrastructures, but inadequate and targeted support for vulnerable and disadvantaged groups is creating walls on the way of helping countries bridge the digital divide. ▪ The participating countries increased investment in data centers, mainly driven by digitalization initiatives, increased data consumption, and the adoption of technologies such as 5G, big data, IoT, and AI. ▪ The internet has reached most of the populations in the participating countries; however, some parts of Indonesia, Mongolia, and the Philippines remain offline and cannot fully participate in the digital economy. ▪ The governments of most of the participating countries provided online learning resources through national e-learning platforms to support curriculum delivery, but there is a need for quality evaluation standards and assurance, especially for the private sector providers. Digital Skills Training ▪ Digital skills were incorporated into most participating countries’ K to 12 curricula. In these countries, schools have started implementing a new curriculum with IT as a compulsory subject, with the core competencies of computational thinking and digital skills, mostly from Grades 7 to 10. ▪ The pandemic caused the nations to accelerate the digital skills training agenda, but all countries were generally using education technology even before the pandemic. This is manifested in the inclusion of EdTech in the K-12 curriculum, the enactment of laws and policies to promote digital skills, and the acceleration of investments in digital infrastructures. ▪ All six participating countries implemented digital skills training for teachers throughout their career paths for a long time, starting from the pre-pandemic period. Teachers receive training from various providers, including central and local government teacher training centers, as well as communities of practice to support peer learning for developing digital skills. ▪ The government and training agencies provided online content and support measures to reduce the digital gap for those in vulnerable segments of society, particularly in remote areas. The Key Recommendations 5 Digital Skills Policy 1. The three key elements of structure, enabler, and capacity, which are closely interlinked, need to be harmoniously balanced to develop digital skills, including the use of emerging technologies. The government must also allocate resources and mobilize different stakeholders for balanced and planned development. 2. Based on the national digitalization framework, the government needs to develop country action plans on digital skills development with detailed evidence-based operational plans. It should be linked to the demand for different types of digital skills, the current state of supply, the availability of resources, the feasibility of implementation to reach the targets, and a sound M&E system, including a large-scale assessment of adult population. 3. The government needs to coordinate the segmented efforts in digital skills development by each ministry and stakeholder with a focus on cross-sectoral coordination through adopting a whole-of- government approach and promoting strong links among the different digital transformation agendas to minimize overlaps among different programs. Digital Skills Infrastructure 4. The government needs to adopt a long-term investment strategy for effective digital skills infrastructure development. Due to the investment size and its recurrence, annual budget allocations will be aligned with multi-year digital skills plans in an optimal situation. There is also a need for the government to budget for expanding the fiber optic cable network in rural areas to narrow the digital divide. 5. It is the responsibility of the government to leverage partnerships with the private sector for inclusive digital skills development. The government should collaborate with private companies to ensure the delivery of a comprehensive digitalization plan across all segments of the economy and society. Digital Skills Training 6. The government should ensure reflection of private sector players' digital skills demands and technology changes by inducing them to participate in the digital skills development process, as they are in the best position to know the changes in technology, skills and knowledge needs. 7. It is important for the government to continue responding to dynamic and evolving changes in the world of digital skills, develop flexible digital skills training programs that incorporate ongoing reviews and updates, and provide different forms of training. Besides governmental efforts, educational institutions can incorporate IT technologies, particularly AI technologies, into their training programs to provide flexible and individualized training. 8. Both the government and the educational institutions need to strengthen digital capacity building of teachers as their digital and pedagogical skills are essential for successfully delivering digital skills programs to students. Basic and continuous refresher teacher training blended with different digital skills training and peer mentorship models should bring together different skills, such as creativity, innovation capacity, educational problem-solving, and the ability to incorporate new resources into the classroom. 9. There is a need to create a learning environment conducive to digital skills training by developing a digital skills training system consisting of professional teachers, effective instructional design, a systemic training scheme, digital tools and materials, standardized data collection, and periodic monitoring and evaluation. Training institutions must define the desired learning experience for their students and design pedagogy and content that resonate with faculty and students to achieve strong learning outcomes. 6 1. Objective of the Study The COVID-19 pandemic caused unprecedented disruption to the provision of education and skills but accelerated digital transformation in education and skills in EAP countries. The World Bank’s survey in selected EAP countries1 found that most institutions across the countries closed for face-to-face classes as a measure to counter the COVID-19 pandemic, and these disruptions lasted over several months or even longer. For continued courses, institutions quickly adopted education technology (EdTech) and online learning approaches, with 44% having fully remote delivery of education and training (World Bank Forthcoming). Digital skills are becoming essential for learning recovery and productivity growth, but there are still significant skills gaps. As we emerge from the height of the pandemic, strengthening digital skills would enable faster learning recovery, more robust human capital, and enhanced economic and social transformation. This shift toward digital skills is compounded by rapid technological progress, demographic transformation, and climate change. Skills research shows that virtually all occupations, regardless of the digital intensity of the jobs, require at least some basic or intermediate digital skills, but there is a shortage of workforce equipped with such required skills (World Bank 2021). This analytical work was designed to examine the evolution and status of digital skills development, identify key challenges, best practices, and lessons for informing digital skills development policies and initiatives, as well as to promote policy dialogue, knowledge sharing and cooperation in the EAP region. In this paper, we have summarized key findings based on the results from six country studies (China, Indonesia, Korea, Mongolia, Philippines, and Singapore) and shed light on the way forward. This will allow us to answer three questions: (1) Under the three components of digital skills development (digital skills policy, enabling digital skills infrastructure, and digital skills training), what are the trends and good practices in EAP countries? (2) What are the challenges and areas to improve? (3) What are the implications and lessons learned from the countries’ experiences? 1 Cambodia, Gansu Province of China, Korea, Mongolia, Tonga, and Vietnam 7 2. Methodology of the Study This study used the same definition of digital skills provided in the Bank’s research paper (WB, 2020): the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately. Digital skills have a broad spectrum, from foundational to advanced, continuously updated in line with technological development. There are three broad categories of digital skills including basic or foundational skills, intermediate skills, and advanced skills for ICT professionals. This study mainly focuses on strengthening all citizens' basic and intermediate digital skills through formal education and short-term training. The countries were selected from the different income groups and digital development levels to capture diversity within a common digital skills development framework. It sought to understand how systematic differences in infrastructure, policy and education were associated with differences across countries in digital skills development, including adopting new technology. After country analysis on the income and digital readiness levels and the consultation with the World Bank’s country teams and government officials, the team selected three client countries of Indonesia, Mongolia, and the Philippines, with the leading countries in the region of China, Korea, and Singapore. Based on the study, the team will continue to provide policy consultation and capacity building for the participating countries. To illustrate the state of EAP digital skills landscape, the study team designed an analytical framework based on the WB’s digital capabilities framework. It includes (1) structural elements such as legal framework, organization, and funding; (2) enabling resources such as technology, data, and systems; and (3) digital skills training programs.2 Considering the multi-disciplinary concept of digital skills, this study follows the same three key elements of digital capabilities framework to form the digital skills development model (PASA's Digital Skills Development Model as shown in Figure 1), which focuses on digital skills policy (structure), enabling digital infrastructure (enablers), and digital skills training (capabilities). The digital skills policy will help adjust education and skills development system to equip the future workforce with required digital skills. A digital infrastructure including digital connections, platforms, resources, and services will enable the use of advanced technology and services to design and deliver digital skills. The digital skills training will ensure equipping students, teachers, administrators, and the workforce with necessary digital skills through formal education and short-term training programs. 2 Melhem, Samia and Jacobsen, Astrid Herdis. 2021. A Global Study on Digital Capabilities. Washington, DC: World Bank Group. http://documents.worldbank.org/curated/en/959181623060169420/A-Global-Study-on-Digital-Capabilities. 8 Figure 1: PASA’s Digital Skills Development Model Source: Melhem and Jacobsen (2021) Based on this analytical framework on digital skills development, the team identified key actions in three elements (digital skills policy, enabling digital skills infrastructure, and digital skills training) to guide all participating country teams to collect all needed information and analyze the best practice examples of each action, which will highlight obstacles, opportunities, processes, and results in building the enabling digital skills development system. It would ultimately provide key consideration and support benchmarking at government and school levels (Table 1). Table 1: Key Actions of the Three Elements in the PASA’s Digital Skills Development Model Number Element Key Actions • Define skills framework, goals and outcomes • Create a multi-stakeholder group that includes other government agencies, such as energy, agriculture, environment, health, ICT, finance, the private sector, NGOs, and international organizations. 1 Digital skills policy • Cross-sectoral enabling policies for strengthening digital skills • Conduct readiness assessment- policies, schools, institutions, technology and procurement options for connectivity, devices, and software • Secure budget and assess the impact of investment in technology • Connect participating institutions to adequate and secure infrastructure (e.g., Enabling digital ecosystem broadband) 2 (infrastructure/platform/ •Deploy quality digital networks, platforms, service) and applications • Apply innovative technology to facilitate 9 Number Element Key Actions individualized learning and create a differentiated student experience • Harness trusted analytical tools for enabling impactful, responsible, and equitable uses of data available • Develop/update/integrate/adapt curriculum and assessment tools • Train teachers and educational staff • Develop or procure digital content to Digital skills training through support curriculum delivery including any 3 education and skills development simulations, digital labs, learning content, assessment platforms • Customized learning support for vulnerable students • Create M&E plan The study used a mixed methods approach of quantitative and qualitative analyses. A qualitative document analysis of policy documents, literature and case studies, and meta-synthesis on six country studies were used to examine the common trends, best practices, and policy implications. The quantitative data, such as international and domestic statistics and survey results, were also used to support qualitative analysis. 10 3. Key Findings 3.1 Digital Skills Development Policy The studies explored the evolution of the national agenda for digital transformation. Overall, the governments in six countries demonstrated strong commitment and policies related to the national digital skills framework and supporting environment via mid to long-term transformation plans. These plans laid out policy goals, implementation paths, and supporting measures, and were updated periodically to reflect the evolving industrial and technological development needs. The national emphasis on digitalization as a key to survival and prosperity was strengthened amid the governments’ responses to COVID-19. For example, China initiated its digital skills development policy in 2012, went through three implementation stages, and subsequently launched a new action plan last year (Box 1). Singapore introduced five Education Masterplans (1997-current) to transform the students’ learning environment and equip them with critical digital competencies (Box 2). Table 2 lists the key policies and plans for digital skills development in each country, with the online links in Annex 1, and conveys the following key messages: a) The countries' policies and plans emphasized constructing an ICT environment, taking digital technologies accessible to all citizens with a special focus on teachers and students, enhancing the ability to use technologies, and establishing M&E system. For example, Korea successfully used the KRIVET-designed M&E system to evaluate the performance of K-Digital Training and K- Credit program. It helped the Ministry of Employment and Labor to identify problems and weaknesses of the programs, and continuously modify and improve the training courses. b) There were policy initiatives in the countries to implement digitally oriented curriculum, life-long learning, and business innovation. For example, Singapore developed the ICT-in-Education Masterplan with one of the objectives of teaching a strong ICT-oriented mindset within the populace. The Policy on Information and Communication Development of Mongolia accelerates the development of knowledge-intensive and technology-oriented lifelong learning. One of the four strategic thrusts of Philippine Digital Strategy is ICT industry and business innovation for national development. Table 2: Key Policies on Digital Skills Development Country Policies and Programs Objectives and Key Measures Ten-Year Development • Construct the information technology environment Plan for Education and the support system. Informatization (2011- • Improve the application level of education 2020) informatization and management. • Ensure digital technologies and applications are Education China accessible to all teachers and school-aged students. Informatization 2.0 • Enhance the ability to utilize digital technologies and Action Plan (2018) the information literacy of all teachers and students. Guiding Opinions of the • The monitoring and evaluation systems are Ministry of Education on established to track and assess each project Strengthening the periodically. Application of the Three Classrooms (2020) 11 Country Policies and Programs Objectives and Key Measures • Promote national education system that focuses on Law No. 20/2003 on the use of curriculum that adapts to development National Education technology, and the use of technology for remote System learning. • The Digital Nation framework sets three main pillars of digital governance, digital society, and digital Indonesia Digital Nation economy. Indonesia (2021) • Human resources that are digitally literate and skilled are an important building block of the envisioned system. Presidential Regulation • Enhance ICT skills for STEM human resources. No. 18/2020 on National • Promote digital transformation through improvement Medium-Term Planning of digital infrastructure. 2024 Basic Plan for National • Defined a mid to long-term strategy for digital Informatization (1994- transformation, updated the government’s new role, 2022) identified priority investment areas and projects, and emphasized cooperation with industries. ICT in Education Master • To build the ICT infrastructure and support digital Korea Plans (1996-2018) learning at schools. • To speed up digital transformation by promoting the integration of Data, Networks, and AI throughout the Digital New Deal (2020) economy and digitalizing the education infrastructure. • One of the priorities of the master plan is to introduce ICT for training, information exchange, monitoring, Master Plan of evaluation, and accounting by connecting all Education (2006-2015) educational institutions, schools, and kindergartens to the Internet. Policy on • To accelerate the development of Mongolia by Information and making ICT available to the public, developing Mongolia Communication knowledge-intensive, high-tech, and export-oriented Development national industries, supporting human development, (2017-2025) and increasing competitiveness. Education Sector • The plan has five policy directions: (i) lifelong Medium Term learning; (ii) Green, Smart, Digital Technology; (iii) Development Plan inquiry learning; (iv) institutional competence; and (2021-2030) (v) open and inclusive education. • The policy has four strategic thrusts: (i) transparent government and efficient services; (ii) internet Philippine Digital Philippines opportunities for all people; (iii) investing in people: Strategy (2011-2016) digital literacy for all; and (iv) ICT industry and business innovation for national development. 12 Country Policies and Programs Objectives and Key Measures • The role of the education sector is highlighted as a AmBisyon Nation 2040 driver of digital transformation by ensuring that (2016) curricula and teaching and learning methods remain relevant in the digital age. The Digital • To accelerate digital transformation in the basic Transformation in Basic education sector in both public and private schools. Education Act (2022) • It establishes not only physical infrastructure but also the environment and a strong ICT-oriented mindset ICT-in-Education among the populace. Masterplan (1997-2019) • It supports the Internet in classroom teaching and learning across school curricula to enhance students’ experiences in an ICT-enriched environment. • A nation's vision to harness ICT, networks, and big Singapore data to create tech-enabled lives based on 3 key Smart Nation Initiative pillars of Digital Economy, Digital Government, and (2014) Digital Society. • To equip businesses and the workforce to adapt to digital changes. • A vision that every Singaporean is digitally ready to Digital Readiness seize the benefits and opportunities of technology in Blueprint (2018) everyday living. Box 1. Three Stages of Digital Skills Development Policies in China Since 2012, China’s digital skills strategy was developed based on the three stages of development process. The first stage focused on equipping IT infrastructure and support service system, marked by the Ten-Year Development Plan for Education Informatization (2011-2020). It focused on constructing the IT environment, particularly the comprehensive coverage of broadband networks in all regions and all types of schools. The second stage of policies focused on continuously improving digital infrastructure and enhancing digital literacy. In 2018, MOE introduced the Education Informatization 2.0 Action Plan to promote building a digital campus in all schools and strengthening the digital literacy of teachers and students. The third stage focused on inclusive digital literacy development and advanced digital skills. Under the Action Plan for Improving Digital Literacy and Skills for All by MHRSS in 2021, the government emphasized digital transformation in all sectors to harness digital technology, cultivate advanced digital skills and talents, and promote improving digital literacy for all citizens. Source: China Country Report. 13 Box 2. Education Masterplans for Digital Skills Development in Singapore The MOE introduced a series of ICT Masterplans for Education for schools at all levels, with different focus areas on digital skills education. Table 3: Singapore’s Education Masterplans for Digital Skills Development Masterplan Period Focus areas ICT-in-Education 1997-2002 The mp1 laid a strong foundation for schools to harness ICT. It Masterplan 1 provided basic infrastructure and equipped teachers with a basic (mp1) level of digital competency, leading to technology being widely accepted for use in education. ICT-in-Education 2003-2008 The mp2 built on the foundation of the mp1 to strive for an effective Masterplan 2 and pervasive use of ICT in education. The key priorities were to (mp2) ensure that all schools achieved a baseline level of ICT use while fully supporting schools ready to achieve higher levels of ICT use in education. It also aimed to strengthen the integration of ICT in curriculum and assessment. ICT-in-Education 2009-2014 The mp3 aimed to enrich and transform students' learning Masterplan 3 environments and equip them with the critical competencies and (mp3) dispositions to succeed in a knowledge economy. This masterplan focused on self-directed learning, collaborative learning competencies and responsible use of ICT by students. ICT-in-Education 2015-2019 The mp4 focused on quality learning, in alignment with MOE’s Masterplan 4 emphasis on student-centric and values-driven education. This (mp4) included helping students gain knowledge through mastering subjects, acquiring 'Twenty-First Century Competencies’ and being responsible digital citizens. Educational 2020-2030 The EdTech Plan guides the development of a technology- Technology enriched school environment for teaching and learning. It adopts a (EdTech) Plan responsive, agile approach and structure to help MOE react quickly to technological and contextual changes to ensure the effective use of EdTech for quality teaching and learning. Source: MOE Singapore 2021 A whole government approach is key to effective digital skills development. All relevant ministries and government agencies must participate in developing national strategic plans to provide digital skills education and training. Despite the challenge in collaborative efforts, the study found that various government agencies engaged and led initiatives to promote the development of digital skills in these countries. Box 3 provides a case study of cross-sectoral coordination by the Singapore government, which has been one of the success factors of its digitalization initiatives. Box 3: The Smart Nation and Digital Government Office (SNDGO) in Singapore The Singapore government used a whole-of-government approach to engage multiple stakeholders across different sectors and agencies to develop a comprehensive and coordinated digital skills strategy. The SNDGO, formed in 2017 under the Prime Minister’s Office, manages key Smart Nation projects and leads various digital transformation and capability development efforts, taking a collective approach toward building a Smart Nation. In addition, the SNDGO and the Government Technology Agency (GovTech), its implementation counterpart, were collectively structured as the Smart Nation and Digital Government Group (SNDGG) to support and coordinate digital transformation initiatives across the entire public sector (Figure 2). 14 Figure 2: Organizational Chart for SNDGG3 Source: GovTech n.d. However, these policies often lack proper implementation plans and funding and have insufficient participation from the private sector. Many of these strategies lack operational details and provide inadequate information to guide detailed policy development and investments. In practice, many countries have implemented uncoordinated initiatives without sufficient attention to the reform of courses, training of faculty, and technical support for the use of technology. As a result, many of these initiatives have delivered sub-optimal outcomes. Digital skills development programs in several countries were also significantly reduced or removed in 2021 due to budget redirection to address the COVID-19 emergencies in areas such as health mitigation and vaccination. In Mongolia, there is insufficient budget for the new government plan for digital skills, especially in increasing its national broadband network and infrastructure. This is partly due to the difficulty in finding partners from the private sector to support these developments. The initiatives require strong public-private partnerships. Skills development needs to meet the demand for employability; therefore, the role of the private sector should be emphasized. It is important to fully utilize the private sector's financial and professional capacities while implementing national policies. While still somewhat disjointed, public-private initiatives outreach, coordination and collaborative programs have taken place in several of these countries. Boxes 4 and 5 highlight private sector and community initiatives for developing digital skills in Singapore, Indonesia, and Korea. Box 4: Partnership with Private Sector and Community in Digital Skills Training in Singapore Singapore's private companies and non-governmental organizations (NGOs) offer various digital skills training programs to support vulnerable groups. 3 Government Technology Agency of Singapore (n.d.). Our Role. Accesses 25 August 2022, from https://www.tech.gov.sg/who-we-are/our-role/. 15 Table 4: Private Sector and Community Initiatives on Digital Skills Training Private Sector and Organization Focus Community Initiatives Code for Change, Microsoft Helping young talents nationwide develop Microsoft Imagine Cup computational thinking skills. ReadAble ReadAble Building language and numeracy skills and improving digital literacy skills among disadvantaged communities. Digital literacy for Daughters of Offering IT literacy courses to equip low-income single mothers Tomorrow women with skills to enhance their employability. Source: EI, C. H. and SOON, C. 2021. Box 5: Public and Private Cooperation in Indonesia and Korea During the school closure due to pandemic, the Indonesian government worked with the private companies to support students’ online learning. Various internet service providers offered low-cost internet access as low as IDR1,000 per 1 GB for school stakeholders to access selected education websites. EdTech companies also worked with the local governments and schools to provide education services in remote areas via hybrid platforms and free content packages. Digital skills training was offered by these EdTech companies to school administrators, teachers, students, and parents, to acquire capabilities to use their products and services. In Korea, the Ministry of Employment and Labor (MOEL), Ministry of Science and ICT (MOSIT), Ministry of SMEs and Startups (MOSS), and the MOE introduced "Supply Plan for Software Professionals based on the Collaboration between the Private Sector and the Government� in 2021 to respond to the shortage of software professionals faced by companies, especially for SMEs and startups. The plan established the government and private sector collaboration mechanism, and encouraged the private sector, including industry associations, to lead workforce training on advanced digital skills. The collaboration helped incorporate industry’s skills need and strengthen public-private partnerships' monitoring and evaluation system in workforce training. Sources: Country Reports of Korea and Indonesia In addition to PPP approach, digital skills development plans and programs require multistakeholder engagement. Countries emphasized multistakeholder approach in skills development, although progress in some countries is slow. For instance, the Korean government has been coordinating the different ministries and stakeholders to implement the national digital skills policy. Singapore has also done well in engaging different stakeholders across the sectors and government agencies while developing a comprehensive digital skills strategy. However, Indonesia has faced some difficulties in mobilizing the stakeholders due to the fragmented approach and engagement. There have been significant increases in governments’ investment in digital transformation, but digital skills receive the lowest proportion in some countries. The studies found that government's spending on digital transformation and ICT had increased in recent years, but digital skills development still receives the lowest share of the digitalization budget. In Korea, the government's investment in educational digitalization has steadily increased, using the long-term commitment to provide financial support to each of the four ICT-in-Education Master Plans. The government continued to focus on narrowing the digital divide, and in the fourth Master Plan, it invested in a smart education platform to provide individualized e-learning and promote cloud computing in education that supports the usage of 16 digital textbooks for all students. Singapore and China were found to actively fight against digital exclusion through continued investments in digital infrastructure. Table 5 provides details on government investment in each country on educational digitalization4, and conveys the following key messages: a) The countries invested with varying degrees of budget allocation in education, especially in primary and secondary education, starting before the pandemic. b) Some countries earmarked their budget allocations in specific items, such as system development, digital data, infrastructure, procurement of multimedia packages, digital skills development, etc. c) There has been a tendency for governments to incrementally increase educational digitalization budgets every year. Table 5: Government Investment in Educational Digitalization Country Investment in Educational Digitalization China The investment in primary and secondary education informatization reached RMB 163.4 billion (US$23.8 million) in 2021, a 9.1% year-on-year increase. Indonesia At the public sector level, ministries and government institutions are allocating around IDR249.8 trillion (US$16 million) from 2020-2022, with most of the budget being apportioned for system development, digital data, and infrastructure. The fund is also channeled for digital skills development, digital school programs, and ICT-relevant research and development. Korea The budget for educational digitalization in 2020 was KRW903 billion (US$692 million), a 112.8% increase from 2018 (KRW424 billion, US$325 million). Mongolia The state budget for the ICT sector has been increased twice during the last 10 years, reaching more than MNT 1.2 billion (US$339 thousand). Philippines As one of the country's spending priorities, a budget was allocated for various digital skill-related programs. In the basic education sector, for example, ₱ 11.6 billion (US$212 million) was allocated to the Department of Education (DepEd) for the Computerization Program to procure and distribute 108,177 multimedia packages for public schools. Singapore Amid the COVID-19 pandemic, the Singapore government increased public spending on ICT by 10 percent, from SGD 3.5 billion (US$2.6 billion) to SGD 3.8 billion (US$2.8 billion), to accelerate national digitalization efforts. There is a need for investment in implementing a large-scale assessment of the digital skills of the adult population. Systematic assessment of the digital skills of the adult population using large-scale assessment is critically important to monitor progress, target policies, and ensure SDG 4.0. Internationally recognized frameworks, such as DIGICOMP, can be used to develop large-scale assessments. Evidence indicates that EAP region lags in implementing the digital skills assessments of the adult population. For example, almost half of the youth in the EAP region (49 percent) do not have the digital skills to perform simple computer-based activities such as copying or moving files or folders or sending an e-mail with an attached file (UNICEF 2022). 3.2 Digital Skills Infrastructure Despite the countries’ initiatives to make digital networks and services available to citizens, infrastructure is still the main challenge in some countries, especially for supporting disadvantaged 4 The study team could not provide details of investment in education digitalization with comparable statistics, as there are no standard indicator to be used in all participating countries for collection of similar data. 17 groups. According to the Ookla Speedtest Global Index 2020, mobile internet and fixed broadband internet speeds in the Philippines were more than 55 percent slower than the global averages for these services. This placed the country in the 111th rank out of 139 countries for mobile internet speed, and in the 107th rank out of 176 countries for fixed broadband speed (DTI 2020). Despite the high mobile broadband penetration in Indonesia, only 4% of the population or 16% of households and only 10% of schools are connected via fixed broadband, mainly due to the subscription cost. Indonesia also faced issues with download speed, which was among the slowest in the ASEAN region. This resulted in significantly lower-quality internet access, particularly for digital learning at schools. Table 6 shows the digital profiles of six countries. Table 6: Digital Profiles of Selected Six Countries Indicators Singapore Korea China Indonesia Philippines Mongolia No. of population (million): 5.64 51.8 1.43 275.5 115.6 3.4 2022a billion GDP per capita (USD): 2022b 4946.8 32254 12720 4788 3498 4946 % of households with access to 96.7 aa 98.0 bb 96m 16m 20.21 11.37@ fixed broadband network (2020) (2019) % of schools with access to fixed 100@@ 100L 100m 10m 24.52L 89.9L broadband network (Only secondary) Mobile penetration rate 161.9 123.9 99.8 140 140 137.8 Fixed broadband speed (Mbps): 255.83 212.57 214.58 21.23 78.69 60.13 2022c Fixed broadband users: 2022 (%) 110h 47.25L 108.0c 18.0i 34j 11.34c Investment in digital 2.8 billion 692 23.8 16 million 212 ** 339 transformation (USD) (2022)d million million (2020- Million thousand (2020)d (2021)* (2022)d (2022) (2022)d Data centers: 2022e 1000+e 150 443 e 68f 13g NA (2020)e National Cybersecurity Index 31 34 72 47 46 134 (Global Rank and Index): 2022f (71.43) (68.83) (51.95) (63.64) (63.64) (18.18) ICT Development Index (Global 18 2 80 111 101 91 Rank and Index): 2022f (89) (56) (56) (42) (47) (50) Networked Readiness Index 2 9 23 59 83 80 (Global Rank and Index): 2022f (79) (76) (69) (52) (45) (43) *Investment in primary and secondary education. **Basic education only. NA=Not available. a Sources of data for population: www.microtrends.net/countries. aa Korea: 96.7% as of the end of 2020 (KISDI, 2022). Korea Information Society Development Institute. 2022. Telecommunications market review. Retrieved from KISDI Research Report (2022).pp. 21-49. https://www.kisdi.re.kr/report/list.do?key=m2101113024770&arrMasterId=3934580. b www.data.worldbank.org/indicator/NY.GDP.PCAP.CD?locations=MN. bb Singapore Household Access to Broadband: % of Broadband penetration data was reported at 98 percent in 2019. Infocomm Media Development Authority of Singapore. In Singapore, residential wired broadband household penetration rate was 92.8%, and wireless broadband population penetration rate was 201.2% in April 2022. Data source: Singapore Country report. C www.worldpopulationreview.com/country/rankings/internet-speeds-by-country. Data for China on fixed broadband users relate to 2020. d Digital Skills Country Reports, and Table 4 of this report. e A data center is a network of computing and storage resources that enables the delivery of shared software applications and data. These centers can house large amounts of critical and important data and are vital to the daily functions of companies and consumers alike. https://www.statista.com/statistics/1228433/data-centers-worldwide-by-country/. Sources of data for data centers: www.ncsi.ega.ee/country. f businesswire.com. g www.baxtel.com. h https://www.kearney.com/service/digital/article/-/insights/building-an-internet-for-the-future-of-southeast-asia. i https://www.kearney.com/service/digital/article/-/insights/building-an-internet-for-the-future-of-southeast-asia. j https://www.kearney.com/service/digital/article/-/insights/building-an-internet-for-the-future-of-southeast-asia. k https://datareportal.com/reports/digital-2023-philippines. L Country Report. m https://datareportal.com/reports/digital-2022- philippines#:~:text=Mobile%20connections%20in%20the%20Philippines%20in%202022&text=GSMA%20Intelligence's%20numbers%20indica 18 te%20that,percent)%20between%202021%20and%202022; https://datareportal.com/reports/digital-2023-south-korea; https://www.statista.com/statistics/265175/china-high-speed-broadband-internet-penetration-rate/. * https://www.google.com/search?q=Mobile+penetration+rate+in+mongolia&ei=ucyzZMmgHcKo4- EPhNmEsAY&ved=0ahUKEwiJ4eS0iJOAAxVC1DgGHYQsAWYQ4dUDCA8&uact=5&oq=Mobile+penetration+rate+in+mongolia&gs_lp=E gxnd3Mtd2l6LXNlcnAiI01vYmlsZSBwZW5ldHJhdGlvbiByYXRlIGluIG1vbmdvbGlhMgUQIRigATIIECEYFhgeGB1I2S1QAFiYKnAAeAGQ AQCYAdIBoAHKEKoBBjAuMTIuMbgBA8gBAPgBAvgBAcICBxAAGBMYgATCAggQABgWGB4YE8ICChAhGBYYHhgPGB3CAgcQIR igARgK4gMEGAAgQeIDBRIBMSBAiAYB&sclient=gws-wiz-serp.@ https://www.worlddata.info/asia/mongolia/telecommunication.php. Singapore data for mobile penetration rate relates to April 2022. @ https://www.worlddata.info/asia/mongolia/telecommunication.php. @@ https://datahub.itu.int/dashboards/umc/?e=SGP&i=. A common set of infrastructure combined in layers with software enables a thriving digital ecosystem, as evidenced by the Singapore experience. To facilitate government agencies to build up digital applications, Singapore developed a common platform, the Singapore Government Technology Stack (SGTS), consisting of layers of software and infrastructure.5 Government agencies deliver services on this common set of infrastructure that improves the speed of delivery of their services. Countries were found to invest in country-wide digital infrastructure,6 but insufficient support for vulnerable and disadvantaged groups is creating walls in the way of helping countries bridge the digital divide. For example, Mongolia is conspicuous by significant differences in digital infrastructure and internet connectivity between rural and urban areas, uneven progress, digital skills mismatch, and inadequate electricity supply across the country. Indonesia is experiencing a digital divide in the rural regions due to a lack of access to the Internet and digital services and a lack of relevance in digital education and training. Despite significant strides in digital skills development, China still faces several challenges including digital divide between urban and rural areas due to lower internet penetration and access to digital resources. Similar issues exist in Korea in the rural disadvantaged communities. We witnessed the countries’ increased investment in data centers, mainly driven by digitalization initiatives, increased data consumption, and the adoption of technologies such as 5G, big data, IoT, and AI. Due to its strategic location, attractive business environment, and supportive regulations, Singapore has become the region's digital hub with more than 1000 data centers. Indonesia is also expected to become one of Southeast Asia’s top three data center hubs, with the increased investment from both public and private sectors after the pandemic 7 . It is also one of the ten national priorities under the Indonesian government's Making Indonesia 4.0 plan to make the country one of the top 10 global economies by 2030. In 2022, China launched a national project to establish an integrated network of major data centers. Under the project, the government built eight national computing hubs and planned to set up ten data center clusters nationwide. While the Internet has reached most of the population in these countries, some parts of Indonesia, Mongolia, and the Philippines remain offline and cannot fully participate in the digital economy. There are still infrastructure gaps between the western and eastern parts of Indonesia. A higher concentration of internet users was in Java, Kalimantan, and Sumatra, whereas a lower proportion was in Maluku, Nusa Tenggara, and Papua (World Bank 2021). The digital divide was particularly acute for the underserved population, including 7,900 villages with no internet access (MCI 2022) and 8,451 schools with no or poor internet connectivity (Gobel 2021). The statistical data of Mongolia's rural and urban areas 5 “With SGTS, government agencies will be able to tap on a suite of tools and services hosted on a shared infrastructure. SGTS will also enable easy exchange of data across the government, aggregating data collection for richer insights that will help with policy development and monitoring of operations.� https://www.tech.gov.sg/files/products-and-services/sg-tech-stack-media-factsheet-sep-2018.pdf. 6 It would have been good to show a comparable set of digital infrastructure for all countries but the team could not do it due to nonavailability of data in the country reports for the indicators, such as % of households/schools with access to fixed broadband network, mobile penetration rate, internet penetration rate, average internet speed, etc. 7 https://www.southeast-asia.kearney.com/article/-/insights/how-data-center-operators-can-win-in-southeast-asia 19 shows unequal digital infrastructure and internet connectivity. Internet access was adequately diversified in urban areas as the urban population benefits from many options such as mobile data, mobile broadband, fixed broadband, etc. However, diversity in lower-cost offerings and means of connection in rural areas was not enough. Table 7 presents the countries’ state of internet adoption, building up of data centers, and measures to address the digital divide, and conveys the following key messages: a) All countries achieved outstanding progress in the mobile penetration rate, ranging from 84% (Mongolia) to 161.9% (Singapore). However, the fixed broadband network remained weak in Indonesia (4%), followed by Mongolia (11.34%). Singapore, China, and Korea had super performances with 92.8%, 96% (in 2020), and 98% (in 2021), respectively. b) All countries had priority on the establishment of data centers, and some were trying to be data center hubs, while Singapore has already become the hub of the Asia Pacific with over 1000 data centers. c) The countries' policy and programmatic supports are helping reduce digital divide between the urban and rural areas. Lack of access to electricity in the remote regions/islands/hilly areas in some countries (e.g., Mongolia, Indonesia, and the Philippines) has posed a threat to digitally connecting people of all categories in all areas. Table 7: Network, Data Center, and Digital Divide in Six Countries Country Network Data Center Digital Divide China • By the end of 2020, • In 2022, the • China’s online poverty more than 98% of government approved alleviation action has administrative and a project to construct 8 enabled residents in impoverished villages national computing impoverished areas to had access to optical hubs and plans to build access the internet, fiber and 4G network. 10 national data center bridge the digital divide, • The proportion of clusters. and gain the digital households with a • Most of China’s data dividend. fixed broadband centers are distributed • Companies providing network increased in the eastern regions, basic from 52.6% in 2015 to but the country is telecommunications 96% in 2020, and trying to channel more services have carried out broadband users from computing resources targeted fee reductions 57.4% in 2015 to to its less developed for poverty-stricken 108% in 2020. western regions. areas and have thus • The Internet benefited more than 12 penetration rate in million households and primary and secondary made digital services schools has increased affordable for people in from 79.37% in 2016 impoverished areas. to 100% in 2020. • 99.92% of schools have an outbound bandwidth of 100M. Indonesia • Mobile broadband • With increased • With the BOS fund, penetration is high, at investment after the schools can obtain nearly 140% of the pandemic, Indonesia is connection subscriptions population. However, expected to become and digital devices. The 20 Country Network Data Center Digital Divide the number of one of Southeast Asia's MoECRT also subscribers to fixed top three data center distributes ICT broadband is quite hubs. Prominent global equipment packages, limited, with 4% of the vendors and regional such as laptops, tablets, population or 16% of companies compete in and routers, to remote households and only the Indonesian data schools through an ICT 10% of schools center market. support program. connected through • Data centers are one of fixed broadband. the ten national priorities under the Indonesian government's Making Indonesia 4.0 plan to make the country one of the top 10 global economies by 2030. Korea • Has a high level of • The number of data • In 2020, the government access to the internet centers in South Korea distributed smart devices and data services. The increased from around and installed Wi-Fi to all number of individuals 50 in early 2000s to elementary and middle using the internet has around 150 in 2020. schools. increased dramatically since 1998, reaching 98% in 2021. • MOE plans to install a gigabit-capacity wireless transmission network (Wi-Fi) in all 380,000 learning spaces in elementary and secondary schools by 2024. Mongolia • More than 84% of the • The Mongolian • There are many population is using the government has challenges regarding internet. The mobile designated data center technology usage. One cellular subscription industry as out of five Mongolians per 100 people is strategically important does not have full access 140.01, while the fixed for development. to electricity, and many broadband • A new certified Tier students lack access to subscription per 100 III data center, which digital devices. people is at the low meets the highest level of 11.34. international reliability standards, will open in Mongolia in 2022. Philippines • Basic ICT • The Philippines is • The first National ICT infrastructure, such as becoming a big player Household Survey in the internet, remain in the industry as many 2019 revealed that out of 21 Country Network Data Center Digital Divide weak in the country. In companies have started 43,838 household 2020, mobile and fixed investing in data respondents, 82 percent broadband internet centers amid growing did not have access to were about 55 percent demand. the internet, and 76 and 69 percent slower • The government is percent did not have than the global trying to attract access to a computer at average. hyperscalers and other home. large partners to the Philippines. For instance, Space DC announced plans to build a network of hyperscale data centers in the country by the end of 2022. Singapore • Singapore has one of • Singapore has more • In 2021, the MOE the highest smartphone than 1,000 operational provided every and internet usage data centers and has secondary school student rates, with a mobile long been the data with a personal learning population penetration center hub of the Asia device to increase digital rate of 161.9% and Pacific. literacy and facilitate a residential wired better teaching and broadband household learning environment. penetration rate of 92.8%. The study found that most countries provided online learning resources through national e-learning platforms, but there is a need for quality evaluation standards and assurance, especially for the private sector providers. The governments have developed or procured digital content to support curriculum delivery, including simulations, digital labs, learning content, and assessment. The resources are of high quality and very rich in content, broadly covering all courses. However, more detailed classification and evaluation standards for the content developed by the private sector will need to be established to control their quality. The content and technology should also be applied to facilitate individualized learning and create a differentiated student experience. Box 6 describes the national e- learning platform in China. Box 6: National Smart Education Platform in China On March 28, 2022, the MOE integrated all available learning resources and platforms into the National Smart Education Platform. The Platform includes many sub-platforms and provides rich curriculum resources and educational services. Relying on big data, cloud computing, artificial intelligence, and other technologies, the platform offers learners customized and smart services through quick searches and intelligent recommendations to meet diversified learning demands. This is also intended to enhance learners' learning experience. Source: China Country Report The countries developed digital learning resources for students and teachers and adopted various support measures to cope with the sudden onslaught of COVID-19 pandemic. The digital education 22 resources include accelerated curriculum, LMS, subject- and grade-level specific learning content, sign language, and Braille for people with disabilities. Support measures include free online education resources, blended learning, digital devices, technical support for teachers, interactive learning tools, digital platforms, etc. It is worth mentioning that access to free e-learning opportunities does not necessarily ensure adequate utilization. It is essential to determine to what extent the students and other citizens are utilizing the platforms, online courses and other digital facilities. This necessitates periodical evaluation by the responsible government agencies of the uses of these opportunities, using some indicators, such as number of active users, number of visits, number of e-courses that students complete online, share of students who enroll in e-courses and complete it, learning outcome of students from attending the e-courses, etc. These pertinent issues could, however, be a topic for future study. Table 8 details these resources and support measures of the case study countries, and conveys the following key messages: a) Four countries (Singapore, China, Korea, and the Philippines) have robust central digital platforms developed by the government containing learning resources, and others have platforms of small to medium size developed by the government and with the assistance of the private sector. b) The platforms can access learning resources such as curriculum, educational services, learning content, teaching tools, data services, sign language and braille, LMS, etc. Singapore has taken the initiative to integrate AI into its national platform to help students develop learning pathways, monitor study progress, and assist teachers in automating assessments. Table 8: Digital Education Resources and Support Measures during COVID-19 Digital education platforms and Country Support measures during the pandemic resources China • The MOE integrated all available • MOE provided free online education learning resources and platforms into resources such as video courses, e- the National Smart Education Platform, books, PowerPoints, and animations. which provides rich curriculum • Blended learning was provided for all resources and educational services. levels of education. • Teaching tools for online learning • Open University provides online include Tencent Classroom, lifelong learning resources. Xuexitong, Rain Classroom, Xunfei Platform, etc. Indonesia • MoECRT and MoRA have developed • Schools adjusted themselves to the many platforms to provide LMS and need for online learning since the offer learning content and data outbreak of COVID-19. services, including Rumah Belajar • Community-driven programs and (Learning House) and Akun Belajar.id collaboration with the private sector (Learning Account), E-learning for free educational materials, LMS, Madrasah, and Literasi Digital. and digital devices. • Students from poorer households were supported by the schools for mobile devices. • The schools formed informal task forces, comprising IT teachers who served as peer tutors to provide one- on-one technical support to teachers with weaker digital literacy and skills. Korea • National education platforms such as • During online classes under COVID- National Education Information 19, about 50,000 online learning 23 Digital education platforms and Country Support measures during the pandemic resources System (NEIS), EDUNET, Cyber content items such as video lectures, Learning System, and others were audio textbooks, and e-books were established to strengthen digital added to public education platforms. education. • Public platforms provided by Korea • Learning content with closed captions, Education and Research Information sign language, and Braille was Service (KERIS) and EBS were developed and uploaded to the utilized mainly for giving feedback to platforms. students and assigning homework. Two-way videoconferencing tools such as Zoom and Google Hangout/Meet were also used for online classes. Mongolia • Educational software and LMS • MES worked with multiple platforms were developed with the stakeholders to design interactive private sector. They include 'E-School' learning tools. for school management and • Many schools took the initiative to information systems, 'EDU' for school learn and use various platforms for resource management, and 'Tutormate' online classes. for comprehensive learning • MES launched TV lessons to ensure management. th continuation of learning for all types of schools. Philippines • The National Education Portal is a • In 2020, DICT accelerated the gateway to DepEd learning resources, implementation of Digital Education including various subject-specific and Program (DEP) to facilitate the digital grade-level-specific learning content. transformation of the education sector • "DepEd Commons" is an open during and beyond the COVID-19 educational resources (OER) platform pandemic. This included delivering that supports distance learning online education at schools by modalities for learners in public and providing learners with ICT devices private schools. and LMS and enhanced training for • The TESDA Online Program was ICT literacy and competency. launched as an online learning platform and open educational resource for TVET to reskill the workers. 24 Digital education platforms and Country Support measures during the pandemic resources Singapore • The MOE developed and rolled out the • The IMDA and ESG worked with Singapore Student Learning Space SkillsFuture Singapore (SSG) and the (SLS) in 2018, containing tools and Early Childhood Development curriculum-aligned resources in major Agency (ECDA) to pre-approve two subjects for teachers and students from solutions to develop online learning primary to pre-university level. content, manage attendance digitally, • The government uses cloud and issue digital certificates. These technologies to enhance remote solutions allow education centers and learning services. To modernize them, Continuing Education and Training it is in the process of migrating MOE's (CET) providers to deliver both online systems to the Government and blended (a combination of online Commercial Cloud. and offline) learning programs. • Under the guiding principle of delivering "personalized and adaptive" teaching and learning experiences, Artificial Intelligence (AI) was introduced in a pilot program to make learning more effective, and to help students develop learning pathways and monitor their progress. It also assists teachers by automating assessments, which enhance teachers' ability to provide effective and timely feedback. 3.3 Digital Skills Training through Education and Skills Development All countries recognized digitalization as a key enabler for transforming education sector, and they supported educational reforms with teacher training; however, some countries were constrained in fully utilizing technology for digitalization of education sector. The countries’ attempts to digitize education at all levels yielded results with varying degrees of progress, depending on the extent of effectiveness in implementing programs and policies as well as inter-agency coordination. The study found that digital skills were incorporated into most countries’ K to 12 curricula. In these countries, schools started implementing a new curriculum with IT as a compulsory subject, with the core competencies of computational thinking and digital skills, mostly from Grades 7 to 10. For example, the ICT-in-Education Masterplans in Singapore guided schools on incorporating digital skills in curriculum and classroom activities, ensuring that all students acquire basic to advanced digital skills. The Korean MOE included basic digital skills with the revised curriculum in 2000 and progressed to incorporate advanced computational skills in the recently revised curriculum. Table 9 provides each country's curriculum incorporating digital skills, and Box 7 highlights the shift in the curriculum focus on digital skills in Korea. Table 9: Curriculum Incorporating Digital Skills 25 Country Curriculum Development in Digital Skills China • Several nationwide curriculum reforms have been made since 2000, such as Curriculum of ICT Education for All School Students (2000) and New Cycle of Curriculum Innovation for Basic Education and Integrating ICT into Curriculum (2002). The government made significant investments in EdTech to implement these reforms. Indonesia • Computational Skills Framework is embedded in the new curriculum to enhance informatics subjects. • With the latest development of Kurikulum Merdeka (or Freedom Curriculum), Informatics has become a compulsory subject for formal education at the junior and senior secondary education levels. Students are prepared to acquire more advanced ICT skills through understanding computational thinking, computer systems, algorithms and programming, data analysis, and cross-field practices. Korea • Concerning school education, the Korean government shifted from teaching basic ICT skills (revised curriculum in 2000) to equipping students with advanced computational skills using software, programming, AI, and data (revised curriculum in 2015). Mongolia • The MOE encourages schools and teachers to implement EdTech tools in curriculum. • The only subject in the school curriculum that teaches about computer use is ICT subject, which is taught in Grades 9-12. However, according to the country studies’ interviews with educational authorities, the ICT subject's curriculum, content and textbook were not well equipped to fully utilize technology. Philippines • In the Philippines, digital literacy has been part of the K to 12 curricula for almost ten years. The DepEd identified the inclusion of digital literacy in the education curriculum as the first step towards digital skills development for equipping students with digital skills for future jobs having ICT component. Singapore • With the introduction of various masterplans for schools at all levels, the teachers and students in Singapore have been able to increase their digital competencies in accordance with changing industry demands. These master plans have guided the schools in incorporating digital skills into their curriculum. For example, ICT-in-Education Masterplan 2 ensures that all schools achieve a baseline level of ICT use, while fully supporting schools ready to achieve higher levels of ICT use in education. Box 7. National Curriculum on Digital Skills in Korea In 2000, the government introduced the 7th revised educational curriculum, requiring basic digital skills of ICT knowledge and internet and PC usage. More than 80% of elementary, middle, and high schools implemented computer education. The 2007 and 2009 revised curriculums focused on advanced computer skills such as computational thinking, programming and information ethics. The 2015 revised curriculum intended to further enhance advanced digital skills by making software education compulsory for elementary and middle schools, focusing on data analysis, algorithm design, programming and cooperative problem-solving skills. Table 10 details the changes in the national curriculum in Korea. Table 10: Changes in the Korean National Curriculum on Digital Skills 26 Revised curriculum in Revised curriculum in Revised curriculum in Curriculum 2000 2007 and 2009 2015 • Promote education • Introduce computer • Enhance advanced utilizing ICT science and computational thinking Objective computational thinking skills skills • Basic ICT skills • Computational • Software skills thinking skills • Advanced programming • Programming skills skills Required Skills • Information security • Cooperative problem- and ethics solving skills • ICT culture and ethics • The computer subject • The computer subject • Software education was optional for was changed to became mandatory for students in middle and information subject, elementary and middle high school and focused on schools. It is optional for • The government also enhancing computer high school students. announced "ICT science skills. This • The curriculum for the Education Guidelines" subject was still information subject in 2000, encouraging optional for middle emphasized information all schools to provide and high school ethics and security, Results ICT-based education. students. computational thinking As a result, more than • The ICT Education and application skills, 80% of middle and Guidelines were and problem-solving and high school students discontinued in 2007, teamwork skills. selected computer and the percentage of subjects. students who selected the information subject was reduced to 28% in 2010. Source: KRIVET 2019 All countries used EdTech even before the pandemic, and it has accelerated digital skills training. This is manifested in the inclusion of EdTech in the K-12 curriculum, enactment of laws and policies to promote digital skills, and acceleration of investments in digital infrastructures. In the Philippines, several digital platforms were in operation to serve the education sector, and a framework was developed to improve the quality of education by integrating ICT into classroom teaching. China implemented a ten-year development plan for education informatization and issued an action plan to strengthen the digital skills. South Korea invested heavily in building a strong ICT infrastructure at schools, which substantially paid off during COVID-19. Singapore government recognized the need for digitalization long before the arrival of the pandemic, and introduced various Master Plans to move toward the vision of Smart Nation. Similarly, Indonesia implemented several policies and initiatives to achieve the Vision for a Digital Nation. Mongolia’s earlier national programs were directed toward establishing computer labs and internet connectivity at schools. All six countries implemented digital skills training for teachers throughout their career paths for a long time, starting from the pre-pandemic period. Teachers receive training from various providers, 27 including central and local governments' teacher training centers, as well as communities of practice to support peer learning for developing digital skills. In Korea, following the government policy of making software education compulsory in elementary school, MOE provided financial subsidies to the national teachers' colleges to restructure their curriculum, enhance practical training, and implement software education programs to build the students' digital skills. The Mongolian government also developed teachers' ICT competencies requirements, including using ICT in assessment, pedagogy, and learning environment. The teachers' online training platform and professional development programs were provided by the General Education Agency (GEA) under the Ministry of Education and Science (MES). However, the teacher surveys show that the lack of computer equipment and facilities and low internet speed hindered effective skills training. The government and training agencies provided online content and support measures to reduce the digital gap for those in vulnerable segments of society. The Chinese government launched “Online Open Courses� project to promote higher education MOOC courses in the western region. The project helped develop over 1,000 pieces of relevant content and trained over 10,000 higher education teachers in the central and western regions. In Singapore, the new DigitalAccess@Home scheme, introduced by the Infocomm Media Development Authority (IMDA), provides subsidized broadband and digital devices to low-income Singaporean households to strengthen digital inclusion. Eligible households can choose from devices such as laptops or tablets, and have different broadband connectivity options. The Department of Information, Communications and Technology (DICT) of the Philippines established the National Broadband Plan (NBP) to accelerate the deployment of fiber optic cables and wireless technologies throughout the country, particularly in remote areas. It also intends to improve overall internet speed and affordability. Box 8 highlights the support measures by the Philippines government to enhance the connectivity of vulnerable communities. Box 8: Free Wi-Fi for All Program in the Philippines The Philippines government launched the Free Wi-Fi for All Program to provide free internet access in public places nationwide. It aims to provide free internet access in 120,000 sites including the remote, vulnerable, and off-grid communities. The Department of Information and Communications Technology (DICT) is mobilizing various public sectors and private companies including the Department of Interior and Local Government (DILG), the National Economic and Development Authority (NEDA), Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), the University of the Philippines, and private contractors to roll out the initiative. The free Wi-Fi sites benefit users in low-income communities in Isabela, Cagayan, Benguet, Palawan, Davao del Sur, Lanao del Sur, and Sorsogon. Source: United Nations n.d. 28 4. Policy Recommendations Based on the analysis of country cases, the following recommendations aligned to the three dimensions of digital skills policy, digital skills infrastructure, and digital skills training are proposed for the regional development of digital skills. 4.1 Digital Skills Development Policy Recommendation 1: A harmonious balance among the key elements of structure, enabler and capacity is required for digital skills development, including use of emerging technologies to create a robust skills development program that empowers individuals and organizations to thrive in digital age. These three components are closely interlinked, and the government needs to allocate resources and mobilize different stakeholders for their balanced and planned development. Policies must also be comprehensive enough to enable digital skills development and ensure accessibility to accurate and timely data on digital skills gaps. Recommendation 2: Develop country action plans on digital skills development with operational details, implementation strategies, enough financial resources and a sound M&E arrangement. Based on the national digitalization framework, the government needs to develop digital skills policy with evidence-based operational plans. It should be linked to the demand for different types of digital skills, the current state of supply, the objectives and targets set by the country, the availability of resources, and the feasibility of implementation to reach the targets. A sound M&E system including a large-scale assessment of adult population, would also be critical to monitor the policy implementation. For example, the Korean government developed the Test of Practical Competency in ICT (TOPCIT) to diagnose and assess people’s ICT skills, which helps improve the digital skills training programs. Recommendation 3: Take a whole-of-government approach and focus on cross-sectoral coordination. The government needs to coordinate the segmented efforts by each ministry and stakeholder in developing digital skills. It should promote strong links among the different digital transformation agendas and align them to education policies. Clear roles and responsibilities of various ministries and stakeholders are needed, and it requires minimizing the overlaps among different programs and streamlining the platforms for the development of digital skills. 4.2 Digital Skills Infrastructure Recommendation 4: Adopt a long-term investment perspective in the digital ecosystem rather than one-off procurements. The need for equipment and networking infrastructure increases over time, so long- term financing strategies are needed for effective ecosystem development. Due to the investment size and its recurrence, in an optimal situation, annual budget allocations will be aligned with multi-year digital skills plans, resources permitting (Yarrow et al. 2022). Recommendation 5: Leverage partnerships with the private sector for inclusive digital skills development. The government should collaborate with private companies to ensure the delivery of a comprehensive digitalization plan across all segments of the economy and society, such as procuring digital devices, subsidizing internet subscription fees, and developing free online educational content. 29 4.3 Digital Skills Training through Education and Skills Development Recommendation 6: Reflect digital skills demands and technology changes by inducing industries to participate in the digital skills development process. Since private enterprises and industry associations are in the best position to know the changes in technology, skills and knowledge needs, the government must reflect their opinions and needs and leverage their expertise, financial resources, and physical infrastructure in the skills development process. Recommendation 7: Develop flexible digital skills programs. It is important to continue responding to dynamic and evolving changes in the world of digital skills, thereby providing flexible and agile skills training programs that incorporate ongoing updates. Different forms of training can be provided, such as modular online training, training credit systems, and in-house virtual training. Educational institutions can incorporate ICT into their training programs, particularly AI technologies, to provide flexible and individualized training. Recommendation 8: Strengthen digital capacity building of teachers. Teachers' digital and pedagogical skills are essential for successfully delivering digital skills programs. Effective teacher training, both initial and continuous, should bring together different skills, such as creativity, problem-solving, and the ability to incorporate new resources into the classroom. Different models of digital skills training and cloud-based professional development platforms can be developed to reach every teacher. Peer mentorship has also been shown to be effective, therefore, teacher working groups can be formed to provide ongoing support for teachers. Recommendation 9. Develop a learning environment conducive to digital skills training. A digital skills training program requires professional teachers, a systemic training scheme, digital tools and materials, standardized data collection, and a periodic monitoring and evaluation. The training institutions must define the desired learning experience for their students and design a classroom and pedagogy that can support them in achieving the learning goals. 30 Annex 1: Websites/Links of the Policies, Learning Platforms, and Courses Classification Country Description Website/Link Policy Ten-Year Development Plan for http://old.moe.gov.cn/publicfiles/busin Documents Education Informatization (2011- ess/htmlfiles/moe/s5892/201203/1333 China 2020) 22.html Education Informatization 2.0 http://wwwmoe.gov.cn/srcsite/A16/s33 Action Plan (2018 42/201804/t20180425_334188.html http://planipolis.iiep.unesco.org/upload Law No. 20/2003 on National /Indonesia/Indonesia_Education_Act.p Education System df Indonesia Presidential Regulation No. 18/2020 https://faolex.fao.org/docs/pdf/ins2047 on National Medium-Term Planning 23.pdf 2024 https://www.mois.go.kr/cmm/fms/File Basic Plan for National Down.do?atchFileId=FILE_00000000 Informatization (1994-2022) 0022254&fileSn=0 https://www.moe.go.kr/boardCnts/file ICT in Education Master Plans Down.do?fileSeq=2fffa040a2c870714 Korea (1996-2018) 26e676b4f87b0a6 https://www.msit.go.kr/eng/bbs/view.d o?sCode=eng&mId=4&mPid=2&page Digital New Deal (2020) Index=&bbsSeqNo=42&nttSeqNo=44 3&searchOpt=&searchTxt= https://www.globalpartnership.org/site Master Plan of Education (2006- s/default/files/2006-01-Ministry-of- 2015) Education-Mongolia-Education- Mongolia Plan_processed.pdf https://cdn.greensoft.mn/uploads/users/ Education Sector Medium Term 2649/files/PDF%20files/Development Development Plan (2021-2030) %20plan%202030%20En.pdf https://www.slideshare.net/sonniesanto Philippine Digital Strategy (2011- s/the-philippine-digital-strategy- 2016) 20112016 https://2040.neda.gov.ph/about- Philippines ambisyon-natin- AmBisyon Nation 2040 (2016) 2040/#:~:text=AmBisyon%20Natin%2 02040%20represents%20the,country% 20will%20be%20by%202040. https://www.smartnation.gov.sg/about- Smart Nation Initiative (2014) smart-nation/our- journey/achievements/ Singapore https://www.mci.gov.sg/- Digital Readiness Blueprint (2018) /media/MciCorp/Doc/MCI_Blueprint- Report_FINAL.ashx Learning National Smart Education Platform https://www.smartedu.cn/ Platform/ Courses China Tencent Classroom https://ke.qq.com/ Xuexitong https://apps.chaoxing.com/ 31 Classification Country Description Website/Link https://apps.apple.com/us/app/rainclass Rain Classroom room/id1515487012 Xunfei Platform https://www.xfyun.cn/ Rumah Belajar (Learning House) http://rumahbelajar.id/ Akun Belajar.id (Learning Account) https://belajar.id/ Indonesia E-learning Madrasah https://elearning.kemenag.go.id/ https://www.djkn.kemenkeu.go.id/kpk nl-semarang/baca- Literasi Digital artikel/15761/Pentingnya-Literasi- Digital-Bagi-Pegawai.html National Education Information https://www.neis.go.kr/nxuiPortal/inde System (NEIS) x.html EDUNET http://www.edunet.net/ Education Broadcasting System Korea https://www.ebs.co.kr/ (EBS) Eduable http://www.eduable.net/ Korea National Institute for Special http://www.nise.go.kr/jsp/knise/en/en_ Education (KNISE) message.jsp Mongolia E-School https://eschool.mn/ https://ncr1.lms.deped.gov.ph/moodle/i National Education Portal ndex.php Philippines https://training.deped.gov.ph/course/in DepEd Commons dex.php?categoryid=49 TESDA Online Program https://e-tesda.gov.ph/ Singapore Student Learning Space Singapore https://www.learning.moe.edu.sg/ (SLS) 32 Annex 2: Recommendations for the Six Participating Countries The following table provides the key recommendations for digital skills development in the six participating countries. The key messages are that (a) the countries need to strengthen their digital skills development policies, plans, frameworks, and training programs based on their gaps and needs, and (b) the adopted interventions and initiatives would be country-specific and varied depending on the country-context, digital landscape, government's investment capacity, and mindset of policymakers, administrators, employers and educators. Country Recommendations for Digital Skills Development Digital Skills Development Digital Skills Infrastructure Digital Skills Training Policy CHINA • Align the digital skills • Undertake robust programs • Develop more detailed policies with the to bridge the digital divide training standards and country’s digital skills by investing in digital build a training system development plans and skills infrastructure and that covers everyone in goals, establish a more encouraging PPP through urban and rural areas and comprehensive and policies and incentives to facilitates digital literacy flexible digital skills extend digital services and and skills development. framework adaptable to connectivity to remote • Strengthen educational changing needs and areas. institutions to improve the demands, and strengthen • Undertake robust plans and digital skills training the monitoring and invest more heavily, system, actively explore evaluation of digital specifically in developing new models of digital skills skills policies and digital infrastructure to training, and incorporate IT programs. support the Western region technologies, including AI • Develop a mechanism to and the disadvantaged. technologies. enhance inter-ministerial • Strengthen the protection of • Update the curriculum coordination further to personal privacy and digital and teaching methods in ensure better security. In addition, digital the schools and collaboration for copyright protection needs to universities regularly to promoting the be further strengthened. align with emerging development of digital • Strengthen collaboration both technologies and industry skills. within and outside the demands. borders: closer cooperation • Foster a nationwide strong between the government culture of lifelong learning entities and the relevant and provide more stakeholders for sharing opportunities for reskilling resources, expertise, and best and upskilling workers in practices in digital skills the face of changing work development, as well as demands due to digitization stronger engagement with and automation. international organizations. • Increase the supply of learning resources, especially related to new occupations relevant to digital skills. • Address the digital skills gap among students and workers by providing more opportunities for digital skill education and training, especially for those 33 Country Recommendations for Digital Skills Development Digital Skills Development Digital Skills Infrastructure Digital Skills Training Policy disadvantaged by socioeconomic inequities with no internet access or limited digital literacy. INDONESIA • Include special provisions in • Benchmark international best • Promote digital skills training the digital skills policies to practices in the cross-cutting through education for students reach the disadvantaged elements of digital skills and teachers using formal and groups and reduce the extent infrastructure to nonformal approaches. of the digital divide and design/redesign policies and • Undertake robust programs to digital exclusion. implementation approaches. develop relevant online content • Develop/strengthen in national and ethnic monitoring and evaluation languages to expand the scope mechanisms to regularly of digital skills training take stock of digital skills of nationwide. both the students of educational institutions and adults that can ultimately inform public policies for digital skills. KOREA • Develop and implement a • Develop a strong, sustainable • Strengthen the existing comprehensive skills collaboration mechanism to measures undertaken for development system. There ensure that existing bridging digital gaps among is an urgent need for the collaboration between the rural students by deploying government to have an MoE and MoSIT remains adequate number of properly effective skills development stronger as they implement the trained Digital system that is more highly optimistic plans to Tutors/assistant teachers for comprehensive than the establish the AI Platform for ICT classes in rural schools. existing one, for developing All and the K-Education Rural students, especially as well as reskilling and Integrated Platform. The those in disadvantaged areas, upskilling workers in the government has developed need to be provided with high-tech rapidly growing plans for establishing these free/low-cost internet industries in the fields of two national-level platforms connectivity and digital AR/VR, AI robot, next- for further strengthening the learning materials. generation display, and digital learning tailored by AI. • Address the prevailing semi-conductor industries as imbalance in gender well. distribution and regional allocation of training • To fully address the issue of institutions under the K- existing digital divide, Digital Training (KIT) ensure inclusive growth program. As the KIT is through policies to fully entrusted with providing job- cover the disadvantaged seeking workers with groups of population practical digital skills, its role especially in the remote is nationally significant to areas. Despite implementing address the needs of both various programs and male and female job seekers initiatives for promoting in remote areas. Thus, inclusiveness and reducing measures for reducing the digital divide like the K- gender gaps and institutional Digital Credit, digital divide 34 Country Recommendations for Digital Skills Development Digital Skills Development Digital Skills Infrastructure Digital Skills Training Policy still exists in some rural gaps by involving more rural areas. It is therefore training providers with necessary to undertake adequate training-providing appropriate measures for capacity are needed. instituting inclusiveness in • Figure out appropriate skills development policies interventions for effective (both sectoral and non- and equitable ways of sectoral) by providing providing digital skills financial subsidies and training for reskilling and programs to socially and upskilling of industrial economically disadvantaged workers as well as a large people. portion of youth and adults. Despite several initiatives, • Design a systematic many workers, youth, and monitoring and evaluation adults face digital (M&E) system that supports obsolescence with the the digital skills emergence of the fourth development policies, and industrial revolution (4IR) then strictly conduct the and the upcoming 5IR. It is, M&E work regularly. No therefore, integral for the comprehensive monitoring government to find suitable and evaluation (M&E) ways to address digital system exists covering all obsolescence so that all digital policies and people can be adept at using programs except the one for the digital skills needed in K-Digital Training and K- their workplace. Digital Credit. The government needs to design, continuously revise and improve the M&E system to examine the implementation process and results of the digital skills development policies and related education and training programs. • Develop a comprehensive National Standard Classification of Digital Skills. Since the existing National Standard Classification of Science and Technology does not cover many essential digital skills, it has become imperative for the government to take steps to revisit and redesign the document. 35 Country Recommendations for Digital Skills Development Digital Skills Development Digital Skills Infrastructure Digital Skills Training Policy MONGOLIA • Align the policy goals with • Prioritize development of • Undertake innovative each other and integrate digital infrastructure through programs to enhance them properly to ensure they expansion of fiber optic cable teachers’ digital skills so they are holistic and sustainable network in rural and urban can appropriately interact by avoiding fragmented slum areas, intensification of with students digitally. ways of developing policies. efforts to introduce 5G Develop a strong relationship Enhance the relevance of technology and providing mechanism for seeking digital skills programs to the universal access. support from the ICT changing needs of the • Develop cloud-based digital specialists to help teachers employers, regional platforms for all sectors, integrate ICT into teaching contexts, and country’s prioritizing the education and curriculum. technological readiness, and sector, and develop special • Provide support specific to then strengthen the policy skill development portals for people’s locations to meet the implementation teachers to use for their needs of those living in mechanisms. digital skills development. isolated rural areas. Efforts • Leverage the potential of and best practices in urban mobile communication schools can be scaled up to technologies to improve rural schools to promote peer digital skills of isolated learning. populations. Review school • Develop robust programs for curriculum and undertake attractive content curriculum reforms that development in Mongolian would enhance its relevance language in collaboration to market needs. with private sector. • Undertake programs for skilling and upskilling the public servants working in different ministries and public agencies, as well as high-level technical staff in every economic sector. • Develop and expand lifelong learning opportunities to equip learners with digital skills. PHILIPPINES • Strengthen monitoring and • Use emerging technologies • Use data to improve evaluation to assess the such as AI and data analytics to learning content. impact of implemented identify digital skills gaps more • Begin developing the future programs in developing ICT accurately and to improve the labor force with skills skills. contents of skills development relevant to 4IR. programs that are in high demand to better respond to labor market needs. • Use the existing programs to provide access to training programs to the disadvantaged sectors. • Leverage partnerships with the private sector to pursue the delivery of quality digital skills as well as upskilling and reskilling training programs. 36 Country Recommendations for Digital Skills Development Digital Skills Development Digital Skills Infrastructure Digital Skills Training Policy • Invest adequately and in a planned way in developing digital infrastructure to expand access to digital education and training programs in all parts of the country. SINGAPORE • Take an evolutionary • Develop and Implement approach in designing and policies with participation of all implementing digital skills stakeholders by ensuring development policy and inclusiveness step-by-step in a building a strong digital phased fashion. ecosystem. • Establish strong coordination • Comprehensively identify across various government target segments by agencies, which would segmenting the population contribute to sustaining the into different groups based gains attained through digital on their needs and skills policies and programs. capabilities in digital skills, • Build strong partnerships with and then design specific the non-state sector to deliver initiatives and programs for comprehensive digitalization each segment to address plans across all segments of the segment-specific needs. economy and society. • Address the mindsets of individuals and companies and design targeted interventions to encourage the acquisition of digital skills. • Build systems for flexibility and change based on review of existing work processes and technology systems and then define a multi-year plan to redesign different parts of the processes and systems over time. 37 References DTI (Department of Trade and Industry). 2020. 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