Southeast Asia faces significant challenges in addressing the barriers that lead to school dropout and non-enrolment, particularly among Out-of-School Children and Youth (OOSCY). These barriers include financial constraints, health issues, logistical and infrastructural limitations, and attitudinal factors.

On 28 November 2024, the Out-of-School Children and Youth (OOSCY) Rapid Scoping Study was launched at the Royal Orchid Sheraton Hotel and Towers in Bangkok, Thailand. The event brought together a diverse group of participants, including policymakers, government agencies, NGOs, and education stakeholders from across Southeast Asia and beyond. This milestone highlighted the pressing rise in the number of OOSCY in the region and served as a critical platform for engaging policymakers from ministries of education in meaningful dialogues.

Two key policy dialogues were held during the event. The first focused on strategies to support OOSCY from a policy-making perspective, while the second delved into the transformative potential of Education Technology (EdTech) in addressing challenges and creating inclusive educational opportunities. This second dialogue fostered a dynamic exchange among stakeholders, underscoring the role of EdTech in reshaping learning pathways and bridging gaps for marginalised youth.

Distinguished policymakers and education experts (from left to right):

Dr Nuraini binti Abu Bakar, Assistiant Director, Education Policy Planning and Research Division, Ministry of Education, Malaysia; Ms Georgina Ann H Yang, Assistant Secretary, Office of the Secretary and External Partnerships Service, Department of Education, Philippines; Ms Rika Yorozu, Education Programme Specialist, UNESCO Regional Office in Bangkok; Ms Haani Mazari, Asia Lead, EdTech Hub.

Globally, the integration of Education Technology (EdTech) has demonstrated the potential to enhance access, quality, and inclusivity in education, particularly for OOSCY. Alternative learning systems supported by EdTech offer flexible access to education through tailored modules and lessons which can help address the needs of OOSCY.

EdTech has been used in numerous ways to support OOSCY by improving enrolment, retention, and learning. Nonetheless, its full impact depends on greater investment and evidence-based approaches. Challenges such as limited internet connectivity, lack of devices, and infrastructure gaps continue to hinder equitable access and the effective delivery of EdTech solutions. While technology serves as a critical enabler, panellists emphasised that the core focus should remain on educational outcomes, along with employability and skill development.

Alternative learning systems supported by EdTech also offer innovative ways to reach marginalised groups. For instance, community-based learners have benefited from programmes designed to address their unique needs, bridging gaps that traditional educational systems often overlook. These efforts demonstrate the potential of EdTech to transform learning pathways and provide more equitable opportunities for OOSCY across diverse contexts.

The barriers faced by OOSCY extend beyond financial limitations to include a range of socio-economic challenges, such as infrastructure, physical and mental health issues, negative attitudes towards schooling, and the intersection of gender and disability.

While technology plays a part of the solution, it is crucial to prioritise education first and use technology as a tool to reach marginalised communities, providing them with pathways to skills development and employment. This requires a holistic approach to understanding the diverse challenges faced by OOSCY, as emphasised by Ms Haani Mazari, Asia Lead at EdTech Hub.

UNESCO is leveraging partnerships with national governments to implement scalable and cost-effective EdTech solutions that address educational challenges. Initiatives like the Learning Point app provide innovative approaches, such as conditional cash transfers, to incentivize continued education and offer flexible learning pathways.

Participating online, Mr Mahboob Mahmood, founder of Knowledge Platform, shared his insights:

Despite the growing potential of EdTech, challenges such as sustainability and evaluation persist. Ms Rika Yorozu from UNESCO highlighted that many projects for OOSCY, which operate outside government systems, often lack robust impact evaluations and long-term sustainability.

Achieving Sustainable Development Goal #4 — ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all — requires concerted efforts, particularly in tackling the growing issue of OOSCY in the region. Panelists emphasised that addressing the diverse needs of OOSCY requires collaborative efforts among governments, civil society, and private sectors. Holistic approaches, including the integration of EdTech to tackle barriers, along with rapid feedback mechanisms and sustainable funding, are essential to creating transformative and lifelong opportunities for OOSCY in Southeast Asia.

The rapid scoping study on Out-of-School Children and Youth in Southeast Asia was co-authored by EdTech Hub and the SEAMEO Secretariat. The research study, report launch, and policy dialogue were conducted as part of the ASEAN-UK SAGE Programme delivered by the SEAMEO Secretariat and the British Council Indonesia, in partnership with Australian Council for Educational Research (ACER) and EdTech Hub.

ASEAN-UK SAGE is an ASEAN cooperation programme funded by UK International Development from the UK government.