Ambient Insight`s 2012-2017 Worldwide Mobile Learning Market

Transcription

Ambient Insight
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The 2012-2017 Worldwide Mobile
Learning Market
The Global Mobile Learning Market is in a Boom Phase:
Consumers and Academic Buyers Dominate the Market
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www.ambientinsight.com
Quantitative Market Analysis by:
Sam S. Adkins, Chief Research Officer
Published: December 2013
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Ambient Insight's 2012-2017 Worldwide Mobile Learning Market Forecast:
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Table of Contents
List of Tables ...................................................................... 6
List of Figures ................................................................... 11
Executive Overview ........................................................... 13
The Convergent Catalysts in the Worldwide Mobile Learning Market 14
Explosion in Mobile Learning Value-added Services (VAS) .......................15
Strong Consumer Demand for Mobile Learning.......................................17
Direct Carrier Billing Accelerates Consumer Demand ...............................18
Large-Scale Tablet Adoption in the Consumer and Academic Segments .....19
Personal Learning Devices Continue to Hit the Market .............................20
What You Will Find in This Report ................................................ 21
Who are the Buyers? ..........................................................................22
What Are They Buying? .......................................................................23
Related Research ......................................................................................... 25
Africa Abstract .......................................................................... 26
The Major Catalysts in the Africa Mobile Learning Market ........................28
The Boom in Mobile Learning VAS .................................................................. 29
The Adoption of Tablets and Personal Learning Devices in the Schools ................ 31
Smarter Low-cost Devices and Faster Networks Pervade Africa .......................... 33
Direct Carrier Billing Energizes the App Ecosystem ........................................... 34
Leapfrogging the Digital Divide In Africa ......................................................... 35
Asia Abstract ............................................................................ 37
Primary Catalysts in Asia: New Delivery Channels, New Revenues ............38
Mobile Learning VAS Spreads Like Wildfire in Asia ............................................ 40
The Device Makers and Telecoms Drive the Market .......................................... 40
The Device Makers Pave the Way for Content Suppliers...................................................40
The Dumb Pipes are Actually Pretty Smart in Asia............................................................42
Large-scale Adoption of Tablets and Personal Learning Devices ......................... 43
The Leapfrog Effect in Asia: The Post-PC Learning Experience ........................... 44
Eastern Europe Abstract ............................................................. 45
Latin America Abstract ............................................................... 46
The Catalysts in Latin America .............................................................48
Boom in Mobile Learning VAS ........................................................................ 48
Large-scale Adoption of Smartphones and Tablets ........................................... 49
The Leapfrog Effect in Latin America: The Post-PC Learning Experience .............. 50
Middle East Abstract .................................................................. 51
The Major Catalysts in the Middle East Mobile Learning Market ................53
Consumer Demand for Mobile Learning ........................................................... 54
National Academic Content Digitization Efforts ................................................. 55
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Large-scale Deployments of Tablets in the Schools........................................... 56
Rapid Adoption of Mobile Learning in Higher Education ..................................... 56
North America Abstract .............................................................. 57
Western Europe Abstract ............................................................ 58
The Catalysts in Western Europe ..........................................................60
High Mobile and Smartphone Penetration Rates ............................................... 61
Direct Carrier Billing Increases Consumer Demand ........................................... 61
National Academic Content Digitization Efforts ................................................. 62
Growing Use of Tablets and BYOD in the Schools ............................................. 63
Rapid Adoption of Mobile Learning in Higher Education ..................................... 64
2012-2017 Regional Mobile Learning Forecast and Analysis .... 66
Africa....................................................................................... 66
Africa Demand-side Analysis ................................................................67
Algeria ....................................................................................................... 67
Angola........................................................................................................ 69
Ghana ........................................................................................................ 71
Kenya ........................................................................................................ 73
Mozambique................................................................................................ 77
Nigeria ....................................................................................................... 79
Rwanda ...................................................................................................... 82
Senegal ...................................................................................................... 84
South Africa ................................................................................................ 87
Tanzania ..................................................................................................... 93
Tunisia ....................................................................................................... 96
Uganda....................................................................................................... 97
Zambia ....................................................................................................... 99
Zimbabwe ................................................................................................. 101
Africa Supply-side Analysis ................................................................ 104
Asia ....................................................................................... 106
Asia Demand-side Analysis ................................................................ 106
Australia ................................................................................................... 107
Bangladesh ............................................................................................... 109
Cambodia ................................................................................................. 110
China (including Hong Kong and Macao) ....................................................... 111
India ........................................................................................................ 113
Indonesia ................................................................................................. 115
Japan ....................................................................................................... 117
Laos ......................................................................................................... 119
Malaysia ................................................................................................... 120
Mongolia ................................................................................................... 122
Nepal ....................................................................................................... 123
New Zealand ............................................................................................. 125
Pakistan ................................................................................................... 126
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The Philippines .......................................................................................... 128
Singapore ................................................................................................. 130
South Korea .............................................................................................. 132
Sri Lanka .................................................................................................. 134
Taiwan ..................................................................................................... 135
Thailand ................................................................................................... 136
Vietnam.................................................................................................... 139
Asia Supply-side Analysis .................................................................. 140
Eastern Europe ....................................................................... 141
Eastern Europe Demand-side Analysis ................................................ 142
Azerbaijan ................................................................................................ 142
Belarus ..................................................................................................... 143
Kazakhstan ............................................................................................... 144
Moldova.................................................................................................... 146
The Russian Federation .............................................................................. 147
Ukraine .................................................................................................... 149
Eastern Europe Supply-side Analysis .................................................. 151
Latin America ......................................................................... 153
Latin America Demand-side Analysis .................................................. 153
Argentina .................................................................................................. 154
Bolivia ...................................................................................................... 157
Brazil ....................................................................................................... 158
Chile ........................................................................................................ 162
Colombia .................................................................................................. 165
Costa Rica ................................................................................................ 166
The Dominican Republic.............................................................................. 168
Ecuador .................................................................................................... 169
Guatemala ................................................................................................ 171
Mexico...................................................................................................... 173
Panama .................................................................................................... 175
Paraguay .................................................................................................. 177
Peru ......................................................................................................... 178
Uruguay ................................................................................................... 179
Venezuela ................................................................................................. 181
Latin America Supply-side Analysis ..................................................... 183
The Middle East ...................................................................... 185
Middle East Demand-side Analysis ...................................................... 185
Bahrain .................................................................................................... 186
Egypt ....................................................................................................... 187
Israel ....................................................................................................... 189
Jordan ...................................................................................................... 192
Kuwait ...................................................................................................... 194
Lebanon ................................................................................................... 195
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Oman ....................................................................................................... 197
Qatar ....................................................................................................... 199
Saudi Arabia ............................................................................................. 201
Turkey...................................................................................................... 204
The United Arab Emirates (UAE) .................................................................. 206
Yemen...................................................................................................... 210
Middle East Supply-side Analysis ........................................................ 211
North America ........................................................................ 213
North America Demand-side Analysis.................................................. 214
Canada Demand-side Analysis by Eight Buyer Segments ................................ 214
Consumers ........................................................................................................................215
Federal Government .........................................................................................................216
Provincial and Local Government ....................................................................................217
PreK-12 ............................................................................................................................218
Higher Education..............................................................................................................219
Corporations .....................................................................................................................221
NGOs, Non-profits, and Associations ..............................................................................222
Healthcare ........................................................................................................................223
US Demand-side Analysis by Eight Buyer Segments ....................................... 224
Consumers ........................................................................................................................225
Federal Government .........................................................................................................226
State and Local Governments ...........................................................................................228
PreK-12 ............................................................................................................................229
Higher Education..............................................................................................................231
Corporations .....................................................................................................................233
NGOs, Non-profits, and Associations ..............................................................................234
Healthcare ........................................................................................................................236
North America Supply-side Analysis .................................................... 238
Canada Supply-side Analysis by Five Product Types ....................................... 241
US Supply-side Analysis by Five Product Types .............................................. 242
Western Europe ...................................................................... 244
Western Europe Demand-side Analysis ............................................... 244
Austria ..................................................................................................... 246
Belgium .................................................................................................... 248
Bulgaria .................................................................................................... 251
Croatia ..................................................................................................... 253
The Czech Republic .................................................................................... 255
Denmark .................................................................................................. 258
Finland ..................................................................................................... 261
France ...................................................................................................... 264
Germany .................................................................................................. 267
Greece ..................................................................................................... 270
Hungary ................................................................................................... 272
Ireland ..................................................................................................... 275
Italy ......................................................................................................... 277
Lithuania .................................................................................................. 280
The Netherlands ........................................................................................ 282
Norway..................................................................................................... 285
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Poland ...................................................................................................... 287
Portugal.................................................................................................... 290
Romania ................................................................................................... 292
Slovakia ................................................................................................... 294
Spain ....................................................................................................... 295
Sweden .................................................................................................... 299
Switzerland ............................................................................................... 301
The United Kingdom (UK) ........................................................................... 304
Western Europe Supply-side Analysis ................................................. 308
Worldwide Supply-side Analysis ........................................ 310
Packaged Content ............................................................................ 311
Mobile Learning VAS ......................................................................... 312
Custom Content Development Services ............................................... 313
Authoring Tools and Platforms ........................................................... 314
Personal Learning Devices (PLDs)....................................................... 315
List of Personal Learning Devices on the Market as of December 2013 .............. 316
Index of Suppliers ........................................................... 322
List of Tables
Table 1 – Total Number of Mobile Learning VAS Products by Region as
of the End of 2012 .................................................................................16
Table 2 - Top Fifteen Global Tablet Planned Deployments in School
Systems as of August 2013 .....................................................................19
Table 3 - Number of Suppliers Identified by Seven Regions .........................22
Table 4 - 2012-2017 Worldwide Revenue Forecasts for Mobile Learning
Products and Services by Region (in $US Millions) ......................................66
Table 5 - 2012-2017 Revenue Forecasts for Mobile Learning by
Fourteen Countries in Africa (in $US Millions) ............................................67
Table 6 - 2012-2017 Revenue Forecasts for Mobile Learning in Algeria
(in $US Millions) ....................................................................................68
Table 7 - 2012-2017 Revenue Forecasts for Mobile Learning in Angola
(in $US Millions) ....................................................................................69
Table 8 - 2012-2017 Revenue Forecasts for Mobile Learning in Ghana
(in $US Millions) ....................................................................................71
Table 9 - 2012-2017 Revenue Forecasts for Mobile Learning in Kenya
(in $US Millions) ....................................................................................74
Table 10 - 2012-2017 Revenue Forecasts for Mobile Learning in
Mozambique (in $US Millions) ..................................................................77
Table 11 - 2012-2017 Revenue Forecasts for Mobile Learning in Nigeria
(in $US Millions) ....................................................................................79
Rwanda (in $US Millions) ........................................................................82
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Senegal (in $US Millions..........................................................................85
Table 14 - 2012-2017 Revenue Forecasts for Mobile Learning in South
Africa (in $US Millions .............................................................................87
Tanzania (in $US Millions ........................................................................93
Table 16 - 2012-2017 Revenue Forecasts for Mobile Learning in Tunisia
(in $US Millions ......................................................................................96
Uganda (in $US Millions ..........................................................................98
Zambia (in $US Millions ........................................................................ 100
Zimbabwe (in $US Millions .................................................................... 101
Table 20 - 2012-2017 Africa Revenue Forecasts for Mobile Learning by
Five Product Types (in $US Millions) ....................................................... 104
Twenty Top Buying Countries in Asia (in $US Millions) .............................. 106
Australia (in $US Millions) ..................................................................... 107
Bangladesh (in $US Millions) ................................................................. 109
Cambodia (in $US Millions).................................................................... 110
Table 25 - 2012-2017 Revenue Forecasts for Mobile Learning in China
(in $US Millions) .................................................................................. 111
Table 26 - 2012-2017 Revenue Forecasts for Mobile Learning in India
(in $US Millions) .................................................................................. 113
Indonesia (in $US Millions) .................................................................... 115
Table 28 - 2012-2017 Revenue Forecasts for Mobile Learning in Japan
(in $US Millions) .................................................................................. 117
Table 29 - 2012-2017 Revenue Forecasts for Mobile Learning in Laos
(in $US Millions) .................................................................................. 119
Malaysia (in $US Millions) ..................................................................... 120
Mongolia (in $US Millions) ..................................................................... 122
Table 32 - 2012-2017 Revenue Forecasts for Mobile Learning in Nepal
(in $US Millions) .................................................................................. 123
Table 33 - 2012-2017 Revenue Forecasts for Mobile Learning in New
Zealand (in $US Millions) ...................................................................... 125
Pakistan (in $US Millions) ...................................................................... 126
Table 35 - 2012-2017 Revenue Forecasts for Mobile Learning in the
Philippines (in $US Millions) ................................................................... 128
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Singapore (in $US Millions) ................................................................... 130
Table 37 - 2012-2017 Revenue Forecasts for Mobile Learning in South
Korea (in $US Millions) ......................................................................... 132
Table 38 - 2012-2017 Revenue Forecasts for Mobile Learning in Sri
Lanka (in $US Millions) ......................................................................... 134
Table 39 - 2012-2017 Revenue Forecasts for Mobile Learning in Taiwan
(in $US Millions) .................................................................................. 135
Thailand (in $US Millions) ...................................................................... 137
Vietnam (in $US Millions) ...................................................................... 139
Table 42 - 2012-2017 Asia Revenue Forecasts for Mobile Learning by
Table 43 - 2012-2017 Revenue Forecasts for Mobile Learning by Ten
Top Buying Countries in Eastern Europe (in $US Millions) .......................... 142
Azerbaijan (in $US Millions) ................................................................... 142
Belarus (in $US Millions) ....................................................................... 143
Kazakhstan (in $US Millions) ................................................................. 145
Moldova (in $US Millions) ...................................................................... 146
Russian Federation (in $US Millions) ....................................................... 147
Ukraine (in $US Millions) ....................................................................... 149
Table 50 - 2012-2017 Eastern Europe Revenue Forecasts for Mobile
Learning by Product Type (in $US Millions) .............................................. 152
Fifteen Countries in Latin America (in $US Millions) .................................. 154
Argentina (in $US Millions) .................................................................... 155
Table 53 - 2012-2017 Revenue Forecasts for Mobile Learning in Bolivia
(in $US Millions) .................................................................................. 157
Table 54 - 2012-2017 Revenue Forecasts for Mobile Learning in Brazil
(in $US Millions) .................................................................................. 158
Table 55 - 2012-2017 Revenue Forecasts for Mobile Learning in Chile
(in $US Millions) .................................................................................. 162
Colombia (in $US Millions)..................................................................... 165
Table 57 - 2012-2017 Revenue Forecasts for Mobile Learning in Costa
Rica (in $US Millions) ............................................................................ 166
Dominican Republic (in $US Millions) ...................................................... 168
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Ecuador (in $US Millions) ...................................................................... 169
Guatemala (in $US Millions) .................................................................. 171
Table 61 - 2012-2017 Revenue Forecasts for Mobile Learning in Mexico
(in $US Millions) .................................................................................. 173
Panama (in $US Millions) ...................................................................... 175
Paraguay (in $US Millions) .................................................................... 177
Table 64 - 2012-2017 Revenue Forecasts for Mobile Learning in Peru
(in $US Millions) .................................................................................. 178
Uruguay (in $US Millions) ...................................................................... 180
Venezuela (in $US Millions) ................................................................... 181
Table 67 - 2012-2017 Latin America Revenue Forecasts for Mobile
Learning by Five Product Types (in $US Millions) ...................................... 183
Table 68 - 2012-2017 Revenue Forecasts for Mobile Learning by Top
Buying Countries in the Middle East (in $US Millions) ................................ 185
Bahrain (in $US Millions) ....................................................................... 186
Table 70 - 2012-2017 Revenue Forecasts for Mobile Learning in Egypt
(in $US Millions) .................................................................................. 187
Table 71 - 2012-2017 Revenue Forecasts for Mobile Learning in Israel
(in $US Millions) .................................................................................. 189
Table 72 - 2012-2017 Revenue Forecasts for Mobile Learning in Jordan
(in $US Millions) .................................................................................. 192
Table 73 - 2012-2017 Revenue Forecasts for Mobile Learning in Kuwait
(in $US Millions) .................................................................................. 194
Lebanon (in $US Millions) ...................................................................... 195
Table 75 - 2012-2017 Revenue Forecasts for Mobile Learning in Oman
(in $US Millions) .................................................................................. 197
Table 76 - 2012-2017 Revenue Forecasts for Mobile Learning in Qatar
(in $US Millions) .................................................................................. 199
Table 77 - 2012-2017 Revenue Forecasts for Mobile Learning in Saudi
Arabia (in $US Millions)......................................................................... 201
Table 78 - 2012-2017 Revenue Forecasts for Mobile Learning in Turkey
(in $US Millions) .................................................................................. 204
UAE (in $US Millions) ............................................................................ 206
UAE (in $US Millions) ............................................................................ 210
Table 81 - 2012-2017 Middle East Revenue Forecasts for Mobile
Learning by Product Type (in $US Millions) .............................................. 211
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Table 82 - 2012-2017 Mobile Learning Revenue Forecasts for North
America Broken out by the US and Canada (in $US Millions)...................... 213
Table 83 - 2012-2017 Canada Revenue Forecasts for Mobile Learning
Products by Eight Buyer Segments (in $US Millions) ................................. 214
Table 84 - 2012-2017 US Revenue Forecasts for Mobile Learning
Products by Eight Buyer Segments (in $US Millions) ................................. 224
Table 85 - 2012-2017 US Healthcare Continuing Medical Education
(CME) Expenditures by Delivery Medium (in $US Millions) ......................... 238
Table 86 - 2012-2017 North America Revenue Forecasts for Mobile
Table 87 - 2012-2017 Canada Revenue Forecasts for Mobile Learning
by Five Product Types (in $US Millions) ................................................... 241
Table 88 - 2012-2017 US Revenue Forecasts for Mobile Learning by
Twenty-Four Top Buying Countries in Western Europe (in $US Millions) ...... 245
Table 90 - 2012-2017 Revenue Forecasts for Mobile Learning in Austria
(in $US Millions) .................................................................................. 246
Belgium (in $US Millions) ...................................................................... 248
Bulgaria (in $US Millions) ...................................................................... 251
Table 93 - 2012-2017 Revenue Forecasts for Mobile Learning in Croatia
(in $US Millions) .................................................................................. 253
Czech Republic (in $US Millions) ............................................................ 256
Denmark (in $US Millions) ..................................................................... 258
Table 96 - 2012-2017 Revenue Forecasts for Mobile Learning in Finland
(in $US Millions) .................................................................................. 261
Table 97 - 2012-2017 Revenue Forecasts for Mobile Learning in France
(in $US Millions) .................................................................................. 264
Germany (in $US Millions) ..................................................................... 267
Table 99 - 2012-2017 Revenue Forecasts for Mobile Learning in Greece
(in $US Millions) .................................................................................. 270
Hungary (in $US Millions) ...................................................................... 272
Ireland (in $US Millions)........................................................................ 275
Table 102 - 2012-2017 Revenue Forecasts for Mobile Learning in Italy
(in $US Millions) .................................................................................. 277
Lithuania (in $US Millions) ..................................................................... 280
Netherlands (in $US Millions) ................................................................. 282
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Norway (in $US Millions) ....................................................................... 286
Poland (in $US Millions) ........................................................................ 287
Portugal (in $US Millions) ...................................................................... 290
Romania (in $US Millions) ..................................................................... 292
Slovakia (in $US Millions) ...................................................................... 294
Table 110 - 2012-2017 Revenue Forecasts for Mobile Learning in Spain
(in $US Millions) .................................................................................. 296
Sweden (in $US Millions) ...................................................................... 299
Switzerland (in $US Millions) ................................................................. 301
Table 113 -2012-2017 Revenue Forecasts for Mobile Learning in the
United Kingdom (in $US Millions) ........................................................... 304
Table 114 - 2012-2017 Western Europe Revenue Forecasts for Mobile
Table 115 - 2012-2017 Worldwide Revenue Forecasts for Mobile
Learning by Product Type Across All Regions (in $US Millions) ................... 310
Table 116 - 2012-2017 Worldwide Revenue Forecasts for Mobile
Learning Packaged Content by Region (in $US Millions) ............................ 311
Table 117 – 2012-2017 Worldwide Revenue Forecasts for Mobile
Learning Value Added Service (VAS) by Region (in $US Millions) ................ 312
Learning Custom Content Development Services by Region (in $US
Millions) .............................................................................................. 314
Learning Authoring Tools and Platforms by Region (in $US Millions) ........... 315
Learning Personal Learning Devices by Region (in $US Millions) ................. 316
List of Figures
Figure 1 - 2012-2017 Worldwide Mobile Learning Five-year Growth
Rates by Region .....................................................................................13
Figure 2 – 2012-2017 Top Twenty Worldwide Mobile Learning Five-year
Growth Rates by Country (across all products) ..........................................14
Figure 3 – The Convergent Catalysts in the Booming 2012 Worldwide
Mobile Learning Market ...........................................................................15
Figure 4 – 2008-2012 Worldwide Number of Mobile Learning VAS
Products ...............................................................................................16
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Figure 5 – The 2012 Content Trench – Percent of Total Paid Mobile
Learnig Apps by Target Demographic........................................................17
Figure 6 - 2012-2017 Worldwide Mobile Learning Five-year Growth
Rates by Product Type ............................................................................24
Figure 7 - 2012-2017 Top Africa Mobile Learning Five-year Growth
Rates by Country ...................................................................................26
Figure 8 – Primary Catalysts Driving the 2012-2017 Mobile Learning
Market in Africa .....................................................................................29
Figure 9 - 2012-2017 Top Ten Mobile Learning Five-year Growth Rates
in Asia by Country ..................................................................................38
Figure 10 - Primary Catalysts Driving the 2012-2017 Mobile Learning
Market in Asia ........................................................................................39
Figure 11 - 2012-2017 Top Eastern Europe Mobile Learning Five-year
Growth Rates by Country ........................................................................45
Figure 12 - 2012-2017 Top Eight Mobile Learning Five-year Growth
Rates in Latin America by Country ............................................................46
Figure 13 - Primary Catalysts Driving the 2012-2017 Mobile Learning
Market in Latin America ..........................................................................47
Figure 14 - 2012-2017 Top Middle East Mobile Learning Five-year
Growth Rates by Country ........................................................................51
Figure 15 – Major Catalysts Driving the 2012-2017 Mobile Learning
Market in the Middle East ........................................................................53
Figure 16 - 2012-2017 Top Western Europe Mobile Learning Five-year
Growth Rates for by Country ...................................................................59
Figure 17 - Major Catalysts Driving the 2012-2017 Mobile Learning
Market in Western Europe .......................................................................60
Figure 18 - 2012-2017 Africa Mobile Learning Five-year Growth Rates
by Five Product Types ........................................................................... 105
Figure 19 - 2012-2017 Asia Mobile Learning Five-year Growth Rates by
Five Product Types ............................................................................... 141
Figure 20 - 2012-2017 Eastern Europe Mobile Learning Five-year
Growth Rates by Five Product Types ....................................................... 153
Figure 21 - 2012-2017 Latin America Mobile Learning Five-year Growth
Rates by Five Product Types .................................................................. 184
Figure 22 - 2012-2017 Middle East Mobile Learning Five-year Growth
Rates by Five Product Types .................................................................. 212
Figure 23 – Who is the US Healthcare Buyer? 2012-2017 Shift in the
Mobile Learning Buyer Demographic ....................................................... 237
Figure 24 - 2012-2017 North America Mobile Learning Five-year
Figure 25 - 2012-2017 Western Europe Mobile Learning Five-year
Figure 26 – The 2012 Worldwide Mobile Learning VAS Ecosystem .............. 313
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Executive Overview
The worldwide market for Mobile Learning products and services reached
$5.3 billion in 2012. The five-year compound annual growth rate (CAGR) is
18.2% and revenues will more than double to $12.2 billion by 2017.
Over 915 suppliers
competing in
specific countries
across the planet
are cited in this
Premium report.
This will help
international
suppliers identify
local partners,
distributors,
resellers, and
potential merger
and acquisition
(M&A) targets.
In 2012, Asia was the top buying region followed by North America and
Western Europe. By 2017, Latin America will be outspending Western Europe
and will become the third-largest buying region after Asia and North
America.
In terms of growth, Africa, Latin America, and Asia will have the highest
growth rates throughout the forecast period
Figure 1 - 2012-2017 Worldwide Mobile Learning Five-year Growth Rates by
Region
In 2012, the top buying countries were the US, Japan, South Korea, China,
and India, respectively. By 2017, the top buying countries will be China, the
US, Indonesia, India, and Brazil, respectively.
There are 93 countries analyzed in this report. 62 of those countries have
growth rates above the global aggregate of 18.2%. There are 22 countries in
the world with Mobile Learning growth rates above 40%. High growth rates
are now concentrated in the more dynamic developing regions.
For example, 15 of the 20 countries analyzed in Asia, 14 of the 15 countries
analyzed in Latin America, 12 of the 14 countries analyzed in Africa, and 9 of
the 12 countries analyzed in the Middle East all have growth rates well above
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the aggregate 18.2%. In Africa, 11 countries have growth rates above 30%.
Six countries in the Middle East have growth rates above 50%.
Figure 2 – 2012-2017 Top Twenty Worldwide Mobile Learning Five-year
Growth Rates by Country (across all products)
This report
identifies the 93
countries in the
seven regions with
the highest uptake
of Mobile Learning
and identifies the
major buying
segments and the
types of products
they buy.
The patterns in the countries with the highest growth rates are clear. Six of
the top twenty growth rates are in Asia, six are in the Middle East, and five
are in Africa. Mobile Learning is now being embraced as an essential strategy
to improve education in these dynamic economies.
For the fifth year in a row, we have revised our worldwide Mobile
Learning forecasts significantly upward.
The Convergent Catalysts in the Worldwide Mobile
Learning Market
While the catalysts for Mobile Learning are different for each region, there
are global trends that can be identified. The primary catalysts in the global
Mobile Learning market are the:




Explosion of Mobile Learning value-added services (VAS)
Strong consumer demand for Mobile Learning
New direct carrier billing agreements across the planet accelerate
consumer demand
Large scale tablet adoption in the consumer and academic segments
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
Growing number of personal learning devices (PLDs) coming on the
market
There are catalysts that are highly localized to some regions and specific
countries and they are identified in the Abstracts for those regions included
in this Executive Overview.
Figure 3 – The Convergent Catalysts in the Booming 2012 Worldwide Mobile
Learning Market
Mobile Learning VAS has dramatically altered the Mobile Learning landscape.
To date, Mobile Learning VAS products are heavily concentrated in Asia,
Africa, and Latin America.
Explosion in Mobile Learning Value-added Services (VAS)
Mobile Learning VAS is a subscription-based product sold directly to
consumers and organizations by telecom network operators, device makers,
and content suppliers. The content is usually delivered over mobile networks
via audio, SMS, or Interactive Voice Response (IVR).
Subscription-based Mobile Learning content sold as a value-added service is
relatively new on the market and essentially represents a new type of Mobile
Learning product – a fusion of packaged content and services. Ambient
Insight has labeled this new product type "Mobile Learning VAS".
Worldwide revenues for Mobile Learning VAS products will more
than quadruple over the 2012-2017 forecast period.
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The explosive growth of new Mobile Learning VAS offerings continues
unabated. On average, 7-8 new Mobile Learning VAS products come on the
market every month.
Figure 4 – 2008-2012 Worldwide Number of Mobile Learning VAS Products
By the end of 2012, there were over 220 Mobile Learning VAS products in 55
countries. Asia had the most Mobile Learning VAS products followed by
Africa and Latin America. As far as specific countries, India had the most
with 34 Mobile Learning VAS products on the market, followed by Brazil with
12, and the US with 11.
Table 1 – Total Number of Mobile Learning VAS Products by Region as of the
End of 2012
Region
Africa
Asia
Eastern Europe
Latin America
The Middle East
North America
Western Europe
Totals
Number of
Mobile Learning
VAS Products in
the Region
44
98
4
27
18
14
15
220
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The operators initially launched Mobile Learning VAS products in developing
economies in 2008 and are now expanding into the developed economies.
Mobile Learning VAS products are now also found in Australia, South Korea,
the UK, New Zealand, Taiwan, the US, Italy, Ireland, Germany, Finland,
Spain, and Japan.
Asia accounts for the majority of Mobile Learning VAS revenues throughout
the forecast period, but it is not the fastest growing region. Africa has the
highest growth rate in the world for Mobile Learning VAS.
Strong Consumer Demand for Mobile Learning
Consumers buy Mobile Learning VAS subscriptions, educational apps, and
personal learning devices preloaded with content. Ambient Insight analyzed
the consumer buying behavior in all the major app stores in 93 countries and
found a global meta-pattern that we call the "content trench."
Figure 5 – The 2012 Content Trench – Percent of Total Paid Mobile Learnig
Apps by Target Demographic
The content trench is a view of the inventory "on the shelves" in the
consumer-facing venues. Over 31% of the inventory across the major app
stores on the planet combined are early childhood learning apps and most of
them are edugames.
At the other end of the spectrum are educational apps designed for adults.
Over 26% of the apps in the global app stores combined are designed for
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adults. Brain trainers are popular in a surprising number of countries, but
the adult inventory also includes language learning apps, tourist guides,
how-to guides, cooking apps, and a wide range of other instructional apps.
Although there are country-specific exceptions, this trench pattern is
remarkably similar in most of the countries analyzed in this report. There
were very few exceptions. Tunisia was the only country that did not have a
majority of early childhood learning apps across the mobile app stores in
2012. Brain trainers are rapidly gaining in popularity across the planet, but
have yet to reach several countries in this report. A consumer buying
analysis is provided for every country in this report.
A significant catalyst driving consumer demand for Mobile Learning is the
proliferation of 4G networks and the subsequent explosion in smartphone
and tablet sales. This is happening in most of the countries analyzed in this
report.
One major new pattern we identified in 2012 is the dramatic impact of direct
carrier billing on consumer purchasing.
Direct Carrier Billing Accelerates Consumer Demand
The app store ecosystem in some countries is quite new and credit cards are
not in widespread use in many countries across the planet. This gives the
mobile network operators (MNOs) the edge since they can offer the
conveniences of direct billing to their customers. Consequently, consumers
are more likely to buy educational content in the app stores operated by the
MNOs in countries with low credit card usage, rather than in the branded app
stores from companies like Google or Apple.
By the end of 2012, Samsung, Nokia, Microsoft, Facebook, Sony, BlackBerry,
Mozilla, and Google have direct billing agreements in Latin America, Eastern
Europe, the Middle East, Africa, and Asia. Amazon joined the fray in August
2013 announcing a deal with third-party mobile billing provider Bango.
The MNOs have a significant advantage in the developing economies as they
are often the only electronic payment gateway.
Direct carrier billing is also becoming popular in Western Europe and North
America. It is now seen as an easy way for consumers to purchase all kinds
of products, not just Mobile Learning apps.
One major reason that the device makers are eager to cooperate with MNOs
is the correlation between app sales and direct carrier billing. Direct carriers
billing has been shown to increase sales conversion by up to five times,
more than sufficient to justify the revenue sharing with the MNOs.
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Large-Scale Tablet Adoption in the Consumer and
Academic Segments
The most significant trend driving the uptake of Mobile Learning in academic
segments across the globe is the adoption of tablets in the schools. This is
occurring on a small scale in almost every country analyzed in this report.
Governments are launching national programs to provide tablets to schools
and many are large-scale efforts.
Table 2 - Top Fifteen Global Tablet Planned Deployments in School Systems
as of August 2013
Country or
School District
India
Egypt
Turkey
Kenya
South Korea
Thailand
Ukraine
The United
Kingdom
Rwanda
Brazil
Los Angeles Unified
School District
(USA)
Malaysia
Colombia
Lebanon
Jamaica
Number of
Tablets PCs to
be Distributed
20,000,000
20,000,000
10,600,000
10,000,000
9,700,000
5,000,000
3,500,000
1,800,000
1,000,000
900,000
645,000
540,000
500,000
400,000
400,000
As of early 2013, the One Laptop Per Child (OLPC) device is a tablet, which
makes the OLPC moniker anachronistic. OLPC laptops are in use on a large
scale in several countries, most noticeably Uruguay, Peru, Argentina,
Rwanda, and Senegal. When these laptops are replaced, the tablet version of
the OLPC will be deployed in dozens of countries. The vast majority of OLPCs
were purchased by organizational buyers. As of July 2013, the OLPC tablet is
sold directly to parents in retail outlets.
The presence of large tablet deployments is a significant revenue
opportunity for Mobile Learning content suppliers. Yet the smaller scale midtier deployments can also offer revenue opportunities as well.
There are hundreds of smaller scale deployments ranging from 25,000 to
200,000 in school systems across the planet. Along with the large-scale
deployments, hundreds of mid-tier deployments are also identified by
country in this report.
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Except for the OLPC, all of the largest tablet procurements were for general
purpose tablets that were then provisioned with learning content.
Consequently, they are modified into personal learning devices (PLDs), but
are not designed or marketed as PLDs.
Personal Learning Devices Continue to Hit the Market
Personal learning devices (PLDs) are now an integral part of the global
Mobile Learning market. Over 90 PLDs have come on the market since 2011.
The majority of these devices are designed for early childhood learning and
are purchased by parents of young children. There are devices designed for
older children and devices designed for test prep are now common in places
like India.
The prices for these devices are significantly lower than general purpose
tablets. The defining characteristic of a PLD is that its sole purpose is for
education and the devices are sold preloaded with educational content,
mostly from third-party partners.
Alltel Limited
launched the first
indigenous
personal learning
device in Ghana in
January 2012.
Alltel's K-pad tablet
is designed to
"provide e-learning
and e-health
solutions for the
Ghanaian market."
While most PLDs are developed for local markets, there are now PLDs being
distributed on an international scale. The largest global PLD suppliers are
LeapFrog and VTech. But the strong demand for the devices has created
significant competition in the market.
In May 2012, Houghton Mifflin Harcourt announced a partnership with
Barnes & Noble to give schools "the opportunity to acquire award-winning
HMH digital titles on pre-loaded Barnes & Noble NOOK Readers. Schools can
choose between new or refurbished NOOK Readers. The devices will be preloaded with quality digital content with appropriate titles bundled for
students in all grades K-12."
Samsung announced their Galaxy Tab 3 Kids device in August 2013. The PLD
is "a device just for kids that provides them with an intuitive, fun and kidfriendly user experience filled with rich, interactive and educational content
that parents will love."
Intel launched their tablet PC reference design for Wintel devices in 2012. In
August 2013, Intel announced their Android-based Education tablet, which
includes Intel's Education Software package. Intel's Classmate PCs are
deployed in countries all over the world. Intel has a global distribution
channel in academic segments in dozens of countries. Over 7 million
Classmate PCs were in use as of April 2012. The largest buyer was the
Venezuelan government, which purchased one million of the PCs.
In November 2013, Intel acquired Kno, a major Mobile Learning content
supplier in the education segment. Clearly, Intel is now in a position to
market PLDs and Mobile Learning across the planet.
Google entered the PLD market in November 2013 with the launch of their
Google Play for Education tablet and content bundle. "Google Play for
Education offers teacher-approved apps for students, educational videos,
and books for those in grades K-12. Teachers can search for approved apps
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based on grade level and other criteria, buy them via a purchase order, and
then deploy them to their students."
In January 2014, DreamWorks and Fuhu, announced their joint venture to
release a PLD called the DreamTab tablet. The device "is designed to deliver
fun educational and entertainment experiences that transform the way kids
learn, play, and grow through technology."
Since 2011, over 90
new personal
learning devices
have come on the
market. Some are
being marketed in
specific countries,
while others are
global offerings.
Inexpensive personal learning devices have come on the market in
developing economies. The governments in India and the Philippines have
subsidized the development of personal learning devices and launched them
in 2011.
By early 2012, PLDs were available for under $50 in many countries of the
world. Asia is the only region in the world that sells inexpensive "education
editions" of smartphones preloaded with content, effectively making them
personal learning devices.
The rapid adoption of personal learning devices represents significant
revenue opportunities for content suppliers. Essentially, personal
learning devices represent a new distribution method for packaged
content suppliers.
This report identifies 93 personal learning device suppliers. Several now
have global reach but we also identify domestic PLD suppliers in 27
countries. India has the most PLD suppliers and there are 23 Indian PLD
suppliers are identified in this report.
What You Will Find in This Report
This is an Ambient Insight Premium report. This report combines all of the
content from the seven regional Mobile Learning reports into one
comprehensive report.
There are seven regional sections in this report and each includes a demandside analysis and a supply-side analysis for that region.







Africa
Asia
Eastern Europe
Latin America
The Middle East
North America
Western Europe
In the demand-side analysis, a detailed breakout of revenue forecasts is
provided for the top buying countries in each region. The supply-side
analysis in each regional section breaks out the addressable revenues for
five Mobile Learning product types across the region (for all countries
combined).
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Additionally, a worldwide supply-side analysis for all seven regions across
five product types is included in this Premium report to give suppliers a view
of the international revenue opportunities.
The worldwide supply-side analysis combines all the global Mobile Learning
market revenues and breaks out revenues by five product types. Revenues
for each product type are further broken out by the seven regions.
Over 915 suppliers competing in specific countries across the planet are
cited in this Premium report. This will help international suppliers identify
local partners, distributors, resellers, and potential merger and acquisition
(M&A) targets.
Table 3 - Number of Suppliers Identified by Seven Regions
Region
Africa
Asia
Eastern Europe
Latin America
The Middle East
North America
Western Europe
Totals
Suppliers
Identified
in the
Region
130
140
50
125
90
170
210
915
All revenue forecasts in this report are in $US dollars based on the exchange
rate for each country's currency as of December 2013.
The consumer
buying behaviors in
each of the
countries analyzed
in this report are
quite different. This
report identifies the
mobile educational
apps in the highest
demand in each
country.
Who are the Buyers?
In terms of aggregated global revenues, consumers, academic, and
government buyers will dominate the worldwide market throughout the
forecast period. That said, buying behavior in each country is different and
always includes behavior that is specific to that country.
Consumers dominate most of the countries in this report, but not always.
Academic and government buyers tend to dominate in countries that have
national digitization efforts underway.
In many countries, the private schools are avid adopters of Mobile Learning,
while the public schools lag behind. Those countries are identified in this
report.
Government agencies in many countries buy Mobile Learning content for
government initiatives including language learning, tourism, literacy,
healthcare, and, in some countries, for employee, military, and vocational
training.
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One consistent pattern found across the globe is the absence of
Mobile Learning used for internal corporate training and education.
So far, Mobile Learning does not meet the training needs of those corporate
buyers. Corporations do hire custom content services suppliers to develop
customer-facing educational apps including product manuals and technical
reference apps.
One surprising finding is the almost complete lack of Mobile Learning in the
higher education segments in some countries. This is particularly surprising
because those countries tend to have very high smartphone and mobile
penetration rates. Even in institutions with large-scale eLearning initiatives,
Mobile Learning is often restricted to research projects and small-scale
pilots.
NGOs and non-profits buy Mobile Learning content development services.
NGOs and non-profit foundations are deploying custom mobile content for
literacy, human rights, cultural heritage, tourism, civics, health and wellness,
public safety, and agro-information.
NGOs are often the major donors in educational outreach programs in
developing economies and pay developers to create Mobile Learning content
that is then donated to academic institutions and government agencies,
often preloaded on personal learning devices.
So far, healthcare buyers tend to be concentrated in the developed
economies. This is changing rapidly as pharmaceutical companies and
medical devices makers enter new markets.
Mobile patient education is now becoming common in countries with high
smartphone and tablet penetration rates. Most mHealth initiatives have
some degree of educational content and this is also helping drive adoption of
Mobile Learning in developing economies.
What Are They Buying?
This report identifies the revenue opportunities for each region and across all
the regions for five product types. The regional and worldwide supply-side
sections provide revenue forecasts for five types of Mobile Learning products
and services including:





Packaged content
Value added services (VAS)
Custom content development services
Authoring tools and platforms
Personal learning devices (PLDs)
By 2017, packaged content will generate the highest revenues for suppliers.
Consumers will be the top buyers of packaged content. The buying behavior
in each region and country analyzed in this report is different.
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In 2012, Asia was the top buying region in the world for four of these five
Mobile Learning product types; North America still accounted for the highest
packaged content sales. By 2017, Asia will account for the highest revenues
for all five product types.
Although the content trench pattern is apparent in most countries, the type
of content included in education apps and in Mobile Learning VAS products is
different in each country. For example, test prep apps for driver's exams are
quite often the top selling apps in several countries in Western Europe and
Eastern Europe. This report identifies the top-selling mobile educational
content for 93 countries.
This report includes the forecasts for Mobile Learning content developed for
several types of handheld devices including:






Dedicated gaming devices (e.g. the Nintendo or Sony)
Personal media players (PMPs)
Handheld tablets and slates
Handheld eReaders
Personal learning devices designed solely for learning and
performance support
Mobile phones (feature phones and smartphones)
Figure 6 - 2012-2017 Worldwide Mobile Learning Five-year Growth Rates by
Product Type
In terms of growth, Mobile Learning VAS has the highest worldwide growth
rate followed by custom content development services and dedicated Mobile
Learning authoring tools and platforms.
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Academic buying behavior is quite different from consumer buying behavior.
Most of the content purchased by government-operated school systems is
tightly mapped to government-mandated curriculums. An analysis of those
trends are provided for every country in this report.
Related Research
Buyers of this report may also benefit by the following Ambient Insight
market research:

The Worldwide Market for Self-paced eLearning Products and Services:
2011-2016 Forecast and Analysis

The Worldwide Market for English Language Education Self-paced
eLearning Content: 2011-2016 Forecast and Analysis

The 2013-2018 North America Mobile Edugame Market

The US Market for Location-based Learning Products and Services:
Forecast and Analysis 2011-2016

Ambient Insight’s 2014 Learning Technology Research Taxonomy
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Africa Abstract
"The future of education in Africa is mobile. Mobile learning,
either alone or in combination with existing education
approaches, is supporting and extending education in ways
not possible before."
Steve Vosloo, Mobile Learning Specialist, UNESCO
BBC Future, August 2012
Africa has the highest Mobile Learning growth rate in the world. The fiveyear compound annual growth rate (CAGR) for the Mobile Learning market in
Africa is 38.9%. Revenues will grow more than five times to reach $530.1
million by 2017, up from the $102.4 million reached in 2012. Consumers are
driving the current market, with academic buyers close behind.
Over 130 suppliers
operating in Africa
are cited in this
section to help
international
suppliers identify
local partners,
distributors,
resellers, and
potential merger
and acquisition
(M&A) targets.
This report includes revenue forecasts for fourteen Africa countries: Algeria,
Angola, Ghana, Kenya, Mozambique, Nigeria, Rwanda, Senegal, South
Africa, Tanzania, Tunisia, Uganda, Zambia, and Zimbabwe.
Seven of the fourteen countries analyzed in this region have growth rates
above the 38.9% aggregate rate.
Figure 7 - 2012-2017 Top Africa Mobile Learning Five-year Growth Rates by
Country
Several countries in Africa have mobile penetration rates over 100%
including Algeria, Ghana, Morocco, Senegal, South Africa, and Tunisia.
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Adoption rates are growing very fast in every African country analyzed in
this report.

The number of mobile subscribers in Zimbabwe grew from less than
2 million in 2009 to over 11 million subscribers by the end of 2012

The number of mobile subscribers in Ghana jumped from 23.2
million in 2011 to 27.5 million in 2012.
Ambient Insight has revised our forecasts significantly upward for most
African countries. In our syndicated reports, we only include revenue
forecasts for countries with over $1 million in revenue. We have added
nine more countries to our Mobile Learning analysis for Africa in just
the last year.
Africa is not a single cohesive market. There are 56 countries in Africa with
over 1,500 spoken languages. Suppliers that compete in the region must
market products to specific countries and to particular demographics inside
each country. This report provides suppliers with the competitive intelligence
to do this.
Because of their
own app stores,
direct carrier billing
agreements with
device makers, and
their Mobile
Learning VAS
offerings, the
telecoms are major
players in the
Mobile Learning
market in Africa.
The app ecosystem across Africa is relatively new. The device makers and
the telecoms were first to market with app stores; they began launching app
stores in several countries starting in early 2011. Device makers and
telecoms are quite active in the Africa Mobile Learning market and offer
significant partnering opportunities for international suppliers. The device
makers are now expanding their app stores throughout Africa. This report
identifies the device makers and telecoms active in each country.
Unlike other regions of the world where many telecoms have closed down
their app stores, they are still opening new app stores in Africa—the most
recent being MTN's app store in Nigeria, which opened in July 2013.

Apple opened app stores in sixteen African countries in the last two
years including Algeria, Angola, Ghana, Mozambique, Nigeria,
Tanzania, and Zimbabwe.

In December 2012, Microsoft opened twenty app stores across
Africa including Angola, Kenya, Mozambique, Rwanda, Senegal,
Tanzania, Uganda, Zambia, and Zimbabwe.

Amazon opened their first app store in Africa in South Africa in late
2011. They opened app stores across the continent in May 2013.

The BlackBerry World app store is now available in 37 African
countries. BlackBerry has taken an active role in supporting the
local development of apps in Africa. As of January 2013, there were
over 80 universities and colleges participating in the BlackBerry
Academic Program (BAP).
While app stores are new to the region, Mobile Learning Value Added
Services (VAS) products have been on the market in Africa since 2009 when
Nokia launched Nokia Life in Uganda. Nokia Life launched in Nigeria in 2010.
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Yet the majority of Mobile Learning VAS products came on the market in
2012 and 2013.
Content suppliers competing in Africa have to know the primary languages of
education and training used in the schools, government, and business.
Consumer-facing suppliers also need to understand the language patterns in
each country. They are different in every country analyzed in this report.
This report identifies the official languages, the language of instruction in the
schools, and the major languages in use in terms of the percent of the
population that speak those languages.
There are two Lusophone (Portuguese-speaking) countries analyzed in this
report. English is the primary language of instruction in eight African
countries covered in this report. Yet, it is rarely that simple in Africa.
Many countries in Africa have several official languages. For example, South
Africa has eleven official languages and Zimbabwe has three official
languages. Even in the presence of large populations that speak indigenous
languages, many countries have mandated the use of French or English as
the official language of instruction in the schools. In some African countries,
the official language of instruction is different in the PreK-12 schools and in
the higher education institutions.
Even in countries that mandate French or English as the language of
instruction, the language used in the early grades is often an indigenous
language, depending on the location of the schools, with French or English
instruction starting in about fourth grade. This is one factor contributing to
the emergence of new domestic firms that are better suited (compared to
international suppliers) to develop digital content in the local languages. This
report identifies the language parameters for each of the countries analyzed
in this report.
There are 31
Francophone
(French-speaking)
countries in Africa;
over 115 million
people speak
French on the
continent.
In Tanzania, the government mandates that Swahili be used as the language
of instruction in public primary schools and government-sponsored adult
education centers. However, English is the official language of instruction in
Tanzanian public secondary schools and universities.
The Major Catalysts in the Africa Mobile Learning Market
There are five major catalysts driving the growth of Mobile Learning in
Africa:





The boom in Mobile Learning VAS
The adoption of tablets and personal learning devices (PLDs) in the
schools
The availability of low-cost smartphones and fast networks
Direct carrier billing for app purchases in vendor app stores
The Leapfrog Effect in which mobile devices are the primary
computing devices used by large percentages of the population
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Combined, these catalysts have made Africa the most vibrant Mobile
Learning market on the planet.
Figure 8 – Primary Catalysts Driving the 2012-2017 Mobile Learning Market
in Africa
An interesting
Mobile Learning
VAS is Kytabu
eTextbook rental
service for tablets
in Kenya. The
content is designed
for PreK-12
students and
streamed in real
time to their
tablets. Their
parents "rent" the
eTextbooks for
three cents an
hour.
The Boom in Mobile Learning VAS
“mLearning is powerful because it breaks through the
traditional barriers of time, location, and the cost of delivering
educational content. The power of the Internet in an
educational context has always been that it simplifies access
to content and the experts on that content. With Mxit we are
taking that power and making it easily accessible on the
average feature phone.”
Andrew Rudge, Chief of Insight and Reach at Mxit
October 2012
By July 2013, there were 44 Mobile Learning VAS products in Africa. Kenya
and South Africa led the region with eight and five Mobile Learning VAS
products, respectively. The African Mobile Learning VAS market is unique.
Language learning content dominates the Asia and Latin America Mobile
Learning VAS markets. Literacy, exam prep (also known as exam revision),
mHealth, and "agro" educational content are the top Mobile Learning VAS
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products in Africa. Like Asia and Latin America, many Mobile Learning VAS
offerings in Africa have millions of subscribers.
Mxit is the largest social network in South Africa. Mxit is also a native mobile
platform. By October 2012, Mxit had over five million subscribers to their
new educational content catalog, with 600,000 subscribing to the eight exam
revision applications. Although smartphones are now supported, most Mxit
users still access the service via a feature phone. Mxit executives reported in
the press that "this provides ample evidence that the average mobile phone
can become a transformative education tool for learners."
One successful Mobile Learning VAS on Mxit is QuizMax (developed by
Learning to the Max Foundation), which has over 200,000 subscribers.
QuizMax is an exam prep service for high school students and offers practice
exams that map to South Africa's National Examination Guidelines on math,
physical science, and life science exams.
Another successful Mobile Learning VAS on Mxit is CellSchool. CellSchool
provides short video lessons for 12th graders on math, science, English,
literacy, and accounting. Live tutors are available two hours a day. The
charges for CellSchool are the equivalent of forty cents for a ten-minute
lesson.
Nokia continues to roll out their Nokia Life Mobile Learning VAS across Africa.
Nokia Life, already available in Uganda and Nigeria, launched in Kenya in
early 2013. In April 2013, Bharti Airtel, the region's largest telecom,
announced that they would make Nokia Life available in fifteen additional
countries in Africa including Ghana, Rwanda, Tanzania, and Zambia. Nokia
Life is "designed to meet customer needs in areas such as education,
agriculture, healthcare, livelihood, and even spirituality." Since its launch in
India, Nokia Life has expanded to over 30 countries, and as of June 2013,
had reached more than 100 million people with Mobile Learning content in
18 languages.
Vodafone's
Healthline Mobile
Learning VAS in
Ghana is an SMSbased product that
provides
subscribers with a
range of healthcare
related educational
content and advice.
Vodafone charges
five cents per
message.
Africa has become the proving ground for Mobile Healthcare (mHealth)
services with over 95 active programs operating across the region by the
end of 2012, the most for any region in the world. The mHealth initiatives
are heavily concentrated in Kenya and Uganda, so far. All mHealth
initiatives employ educational content and many are designed solely for
healthcare education.
The telecoms partner with content providers and have become a
lucrative distribution channel for digital education content
publishers. Over 35 of these telecoms are identified in this report.
An example of an "agro" Mobile Learning VAS is iCow, officially launched by
Safaricom in Kenya in July 2013. The service offers a range of agricultural
education and advice and had been in a pilot stage prior to the formal
launch. At the formal launch, the service had over 6,000 active users that
pay the equivalent of four cents per SMS message.
Wikipedia Zero is a free Mobile Learning VAS that includes a text-only
version of the Wikipedia site. The Russia-based telecom VimpleCom
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distributes Wikipedia Zero in Africa. As of September 2012, VimpelCom had
212 million mobile subscribers in 18 countries across Asia and Africa. "The
main target for Wikipedia Zero is people whose primary or only internet
access is via a mobile device."
The Adoption of Tablets and Personal Learning Devices in the
Schools
"There is a not so quiet revolution playing out in the education
sector in Osun State, Nigeria. The Opon Imo initiative is a
unique and groundbreaking attempt at re-engineering how
students learn at the senior secondary level, by making
available to each one of them hand held digital tablets."
Gbenro Adegbola, Managing Director of Evans Publishers
May 2013
Both the PreK-12 and higher education segments across Africa are just
beginning to use mobile devices in the classroom. There were hundreds of
small-scale initiatives as of the end of 2012. The larger deployments have
just started. By the end of the forecast period, tablets will be a major
distribution channel for educational content suppliers competing in Africa.

In October 2012, Microsoft announced an agreement with the
Kenyan government and Indigo Telecom to supply 2,000 tablets
preloaded with educational content to rural Kenyan schools. This is
an example of a relatively small-scale deployment.

In June 2013, the governor of Osun State in Nigeria announced the
Opon-imo (tablet of knowledge) program that will distribute tablets
to every secondary student in the state. The first phase will deploy
150,000 tablets preloaded with "an e-library of 63 eTextbooks, a
virtual classroom, and an integrated test zone."

In June 2013, the government in Gauteng, a highly urbanized
province in South Africa that includes the cities of Johannesburg and
Pretoria, announced that they would distribute 88,000 Huawei
tablets to 2,200 schools in the province by January 2014.

In June 2013, the Kenyan government announced a four-year $622
million project to provide computing devices to every primary
and secondary student in the country. There are just under 10
million school children in Kenya. In July 2013, the government
indicated that a "significant" amount of those devices would be
tablets.
IT School Innovation (ITSI) is a South African Mobile Learning supplier
serving the PreK-12 segment. ITSI has a deal with Samsung and the ITSI
MobiMath, MobiWord and MobiSpeed apps were preloaded on over three
million Samsung devices in 2012.
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The NGO Worldreader distributes Kindle eReaders to schools in Africa
preloaded with over 1,200 eBooks localized for the various countries in
which they operate including Nigeria, Ethiopia, Ghana, Kenya, Uganda,
Rwanda, and Tanzania. Their goal is to reach over one million children
"across the world" by 2015.
Samsung launched
their Smart School
solution in Nigeria
in May 2013. It was
the first Samsung
Smart School
deployment in
Africa.
Tablet adoption is also gaining traction in the higher education segments in
Africa. In November 2012, Ghana Technology University College (GTUC)
launched a new educational tablet called the Campus Companion. The tablet
was built in collaboration with UK-based Learning Nugget. The tablet comes
preloaded with Mobile Learning content from several educational publishers
and is sold to GTUC's 3,000 students at heavily discounted prices. In May
2013, Microsoft launched a tablet-based initiative that targets university
students in Dar es Salaam, Tanzania. UhuruOne, a local ISP, offers an
inexpensive bundle that includes a Windows 8 tablet, wireless broadband
connectivity, and educational applications.
In August 2013, the University of South Africa, the largest online education
provider in Africa with over 310,000 students, launched a program to
provide students with 3G connectivity and a tablet at "massively discounted
prices." Students can buy subsidized tablets for as low as $125 and get 3G
access for the equivalent of $10 a month from any of the four major
telecoms.
Personal learning devices (PLDs) are becoming popular in Africa with
domestic suppliers selling PLDs preloaded with content designed for
particular countries.
Alltel Limited
launched the first
indigenous
personal learning
device in Ghana in
January 2012.
Alltel's K-pad tablet
is designed to
"provide e-learning
and e-health
solutions for the
Ghanaian market."
There are four PLDs in South Africa alone including Phusion Media's MobiPad,
Esquire Technologies' Geeko Kids tablet, Wise Tablets' TAB4Kids, and Future
Mobile Technology's TouchTutor tablet. A new Zambian company called
iSchool sells a personal learning device (to both schools and parents) called
the ZEduPad, which "is packed with primary school lessons for Grade 1-7, in
eight local languages, and has many other apps for education, farming, and
health."
There are 200,000 OLPC (One-Laptop-Per-Child) laptops used in the schools
in Rwanda. In October 2012, the Rwandan government announced they
would purchase one million more OLPCs by 2017. As of early 2013, the
latest OLPC specification is not a laptop, but a tablet. The additional OLPCs
purchased by Rwanda will be the new tablet OLPC.
Intel's Classmate is a low-cost educational laptop preloaded with educational
content, which many school systems in countries across Africa including
Kenya, Nigeria, and South Africa have purchased. Classmate is a product
specification and domestic manufacturers build the actual device. In late
2012, the new Classmate specification became a tablet. In August 2013,
Intel launched a new branded educational tablet simply called the Intel
Education Tablet, which is also sold pre-loaded with educational content.
A major trend influencing the adoption of tablets and PLDs in the schools is
the recent availability of very low-cost tablets "flooding" the markets in
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every country analyzed in this report. Domestic manufacturers are now
selling tablets priced under $200.
Smarter Low-cost Devices and Faster Networks Pervade Africa
"Mobile devices are becoming smarter, faster, and more
affordable; smartphone adoption is growing by around 15%
year on year across the continent, and mobile bandwidth has
become better and more affordable."
Ayanda Dlamini, Business Development Manager, LGR
Telecommunications
March 2013
According to the trade organization GSMA, there are over 500 million mobile
subscriptions in Africa and they forecast that this number will grow to over
750 million by 2017. While most of the phones in use are still feature
phones, most of those phones are now Internet enabled. Samsung estimates
that as of the end of 2012, over 50% of Internet access in Africa was via
mobile devices. In fact, this is often much higher in certain countries. Over
90% of Internet access in Uganda is via a mobile phone and over 70% of the
Internet access in Senegal is via 3G wireless networks.
In October 2012, a Samsung executive stated in the press that smartphones
were outselling PCs "at the ratio of 4 to 1 in the three key African markets."
In February 2013, Safaricom in Kenya announced that they would phase out
feature phones completely in favor of low-cost smartphones. In May 2013,
Vodacom reported it had six million smartphones on its network in South
Africa.
In January 2013,
the Nigerian
government began
distributing over 10
million Internetenabled phones to
farmers in the
country.
A major learning technology catalyst in Africa is the recent arrival of fiber
optic connectivity. Prior to this, satellite access was the primary connectivity
medium, which is very expensive. This was inhibiting the uptake of Internet
connectivity. The telecom industries across Africa are undergoing a rapid
expansion due to the recent connections to international fiber optic cables.
As of the end of 2012, ten major undersea cables connect Africa to the
global Internet. This development ends the region's dependency on
expensive satellite connectivity and dramatically increases the bandwidth
available to customers. The availability of fiber optic connectivity has created
a price war with telecoms and ISPs dropping prices to attract customers. It
has also created a boom in the adoption of Internet and mobile technologies.
3G and 4G wireless networks are rolling out all over Africa. By the end of
2012, all of the fourteen countries in this report had operational 3G
networks. Eleven of the fourteen had launched 4G networks. In June 2013,
the government of Rwanda announced a joint venture with South Korea's KT
Corporation to build a nationwide 4G network that will provide wireless
broadband to 95% of the population in three years. This is the most
comprehensive roll out of 4G in Africa. The new 4G network is being defined
as a "wholesale" network with the government planning to resell connectivity
to the telecoms.
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The faster networks are the prerequisite for smartphones and the device
makers are flooding the market with cheap smartphones.

In February 2013, Samsung released their REX series of phones
priced for emerging markets starting as low as $68.

In June 2013, South Africa-based Vodacom launched a $70
smartphone.

In July 2013, Nokia launched their Asha 210 smartphone in Kenya,
Tanzania, and Uganda priced at $76, $85, and $87, respectively.

In August 2013, China-based Spreadtrum Communications released
two smartphone in the Africa market priced in the $40 range. An
executive stated in the press that "These devices are having a
massive effect on the African market, bringing Internet services in
reach for more people than ever before."
In March 2013, Vodacom reported that they sold 1.6 million smartphones in
2012, a 30% increase from the year before. In May 2013, they reported that
they had over 6 million smartphones on their network in South Africa, which
is 80% of all smartphones in use in that country.
In February 2013, Microsoft launched the three-year, $70 million Microsoft
4Afrika Initiative. According to Microsoft, "the 4Afrika Initiative plans to help
place tens of millions of smart devices in the hands of African youth." As part
of the initiative, Microsoft and Huawei launched the low-cost Huawei 4Afrika
smartphone. At launch, the phone was available in Angola, Kenya, Morocco,
Nigeria, and South Africa. The Huawei 4Afrika phone is "targeted toward
university students, developers, and first-time smartphone users."
The availability of powerful inexpensive mobile devices and the recent arrival
of fiber optic and wireless broadband connectivity across the African
continent has created an explosion in the rate of mobile technology adoption
(and dramatic drops in prices.)
Direct Carrier Billing Energizes the App Ecosystem
"Interestingly enough, app stores that drove service providers’
content portals to extinction over the past few years are today
leading efforts to integrate their storefronts with carrier billing.
Carrier billing enables app stores to boost sales conversions by
up to 5-times."
Oded Israeli, Director, Mobile Payments, Amdocs
February 2013
As of the end of 2012, up to 70% of consumers in Africa did not have credit
cards. The advent of direct carrier billing across the continent removes a
major barrier that impeded the growth of the mobile app ecosystem.
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Telecoms with
direct carrier billing
agreements are
now viable
competitors to
credit card
companies across
the globe, even in
developed
economies.
By the end of 2012, Samsung, Nokia, Microsoft, Facebook, Sony, BlackBerry,
Mozilla, and Google have direct billing agreements in Latin America, Africa,
and Asia. Amazon joined the fray in August 2013 announcing a deal with
third-party mobile billing provider Bango.
The telecoms have a significant advantage in the developing economies as
they are often the only electronic payment gateway. Two of the largest app
stores in Nigeria are branded by the telecoms, but the stores are actually
operated by third-party white-label store providers.

Globacom Nigeria launched their app store in May 2012. Globacom's
app store is built on Malaysia-based Infindo's white-label store
called the Polygon White Label Platform.

In July 2013, MTN Nigeria, the largest telecom in Nigeria, opened
their NextApps store, which is running on top of US-based neXva's
white-label store platform.
In July 2012, VimpleCom's Telecel announced a direct billing agreement with
Google that will allow subscribers in Algeria and Zimbabwe to purchase
content in Google Play and get billed by the carrier. In February 2013,
VimpelCom announced a similar direct billing agreement for Algeria and
Zimbabwe with Microsoft and Nokia.
Direct carrier billing is already integrated with Nokia's app store by 145
telecoms across 52 countries across the globe. In March 2013, Airtel and
Nokia announced a direct billing agreement starting with Airtel subscribers in
Nigeria and Kenya. Airtel reported that they would expand the service
"across Africa" starting with East Africa. In June 2013, Nokia announced a
direct billing arrangement with Vodacom allowing Windows Phone users in
South Africa to buy apps via the device and have the charge applied to their
monthly bill. Vodacom has a similar agreement with BlackBerry and Google.
Leapfrogging the Digital Divide In Africa
"Operators are already reporting that they are shipping more
smartphones than feature phones. In the process, many
Africans are gaining access to services such as social
networking, the web, and email for the first time. Africa will
leapfrog the PC era to the mobile, post-PC world."
Aidan Baigrie, Head of Business Development at SEACOM
October 2012
Mobile devices are now the primary computing devices used by consumers in
many countries in Africa. At GSMA's Connected Living event in June 2013,
Kristin Atkins, Senior Director at Qualcomm, said "For many, the first and
only computing experience will be mobile."
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According to the Nigerian Communications Commission (NCC), over 32
million Nigerians were accessing the web via their mobile devices by
February 2013. What is more interesting is that the NCC reports that the
number of mobile web users is now growing by an average of 1.4 million
people every 60 days.
At the current growth rate, over 40 million Nigerians will be accessing the
web on their mobile devices by the end of 2013. By the end of the forecast
period, over 100 million people will access the web in Nigeria via a mobile
device, far outstripping PC access.
In Uganda, over 90% of the access to the Internet is via mobile devices,
making the web experience a quintessentially mobile experience for users in
that country.
In South Africa,
over 70% of all
mobile users and
85% of high school
and higher
education students
use their phones to
access the web.
Mobile users in African countries are quite advanced in the use of mobile
technology for a variety of things that are still quite rare in developed
economies. Africans now use their devices for banking, payrolls, healthcare,
everyday purchases (like bus fare), agriculture, and social media (the largest
social media network in Africa is the mobile Mxit platform.) In December
2012, Riitta Vänskä, Senior Manager in Nokia's Mobile Learning Group, said
"Mobile phones are now the laptops of Africa."
Mobile banking is widespread in Africa on a scale that dwarfs usage in other
regions. The World Bank reports that 15 of the 20 countries with the highest
percentages of mobile banking usage are in Africa. By May 2013, Uganda
had over nine million mobile money users, triple from the year before.
According to an August 2013 report by the GSMA, over 23 million mobile
subscribers (74% of the population) in Kenya use mobile banking. By far,
this is the highest usage of mobile banking in the world.
Africa has become the proving ground for Mobile Healthcare (mHealth)
initiatives with over 95 active programs operating across the region at the
end of 2012, more than anywhere else in the world. The mHealth initiatives
in Africa are concentrated in Kenya and Uganda.
Large rural populations across Africa are now avid users of Mobile Learning
technology, while relatively few have experienced Self-paced eLearning on a
PC. In developing economies, PC penetration is often low, yet mobile
subscriptions are quite high. Mobile Learning suppliers are targeting the
mobile device as the delivery platform of choice in those economies.
Six of the fourteen countries analyzed in this report had mobile penetration
rates over 100% by the end of 2012. By the end of 2013, three more
countries will also have over 100%.
In stark contrast, none of the fourteen countries analyzed in this report had
a PC-based Internet penetration rate above 50% as of August 2013. Half
had PC-based Internet penetration rates below 25%.
Africa has the highest mobile growth rate in the world and by the end of
the forecast period, all fourteen countries analyzed in this report will
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have mobile penetration rates well above 100%. Virtually all of those
subscribers will be using smartphones and tablets.
Ten of the fourteen
countries in Africa
analyzed in this
report will be
spending more on
Mobile Learning
than on eLearning
by the end of 2013.
In many countries in Africa, accessing the web on an Internet-enabled
feature phone or a smartphone is often a user's first Internet experience, in
what is often referred to as a Post-PC experience. In this scenario, Mobile
Learning is their primary learning technology and they may never be
exposed to other learning products.
By the end of 2012, four countries in Africa (Kenya, Uganda, Tanzania, and
Mozambique) were spending more on Mobile Learning than on Self-paced
Learning. By the end of 2013, six more countries will join the ranks with
Nigeria, Ghana, Rwanda, Zimbabwe, Zambia, and Senegal also spending
more on Mobile Learning than on eLearning.
In the developed economies, Mobile Learning is often seen as a disruptive
learning technology, particularly in the consumer and academic segments. It
is ostensibly disrupting the legacy PC-based Self-paced eLearning industry.
This is referred to as "product substitution" in market research.
Buyers in Africa are not substituting Mobile Learning for Self-paced
eLearning, they are leapfrogging eLearning altogether.
In light of the extraordinary adoption of mobile technology across all sectors
in Africa and the rapid growth of the middle class, African thought leaders
now bristle about the persistent myths of a digital divide in Africa, still
perpetuated by many outside the continent.
In July 2013, SEACOM's Suveer Ramdhani said, "Talk about ‘bridging the
digital divide’ has become clichéd and patronizing. Africans have access to
smart phones and know how to use them. Combine this with the rise of new
broadband communications technologies such as long term evolution (LTE)
for high-speed mobile connectivity and there is no reason that Africa should
not leap straight into the post-PC era.”
Asia Abstract
Asia will generate the highest revenues for Mobile Learning on the planet
throughout the forecast period. It has the third-highest growth rate at
21.2% (after Africa and Latin America.) Mobile Learning revenues in Asia
reached $2.6 billion in 2012 and will reach $6.8 billion by 2017.
Forecasts for twenty countries are included in this Asia section: Australia,
Bangladesh, Cambodia, China (including Hong Kong and Macao), India,
Indonesia, Japan, Laos, Malaysia, Mongolia, Nepal, New Zealand, Pakistan,
the Philippines, Singapore, South Korea, Sri Lanka, Taiwan, Thailand, and
Vietnam.
In the 2012 market, Japan, South Korea, and China were the top buyers,
respectively. By 2017, China will be the top buyer followed by India and
Indonesia.
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Malaysia has the highest growth rate in the region at a breathtaking
57.5%, followed by Thailand and Vietnam at 56.0% and 49.9%,
respectively. Laos, Indonesia, Cambodia, and Mongolia all have growth
rates over 40%.
Thirteen countries in Asia have Mobile Learning growth rates above the
combined aggregate growth rate of 21.2% in the region.
Figure 9 - 2012-2017 Top Ten Mobile Learning Five-year Growth Rates in
Asia by Country
It is interesting that countries like Cambodia, Laos, and Mongolia are now
vibrant Mobile Learning markets. As of the end of 2012, Cambodia ranked
number 19 in the top 20 fastest-growing economies in the world. Laos came
in at number eight. Mongolia is now the fastest growing economy in
the world.
Over 140 suppliers in specific countries in Asia are cited in this section. This
will help international suppliers identify local partners, distributors, resellers,
and potential merger and acquisition (M&A) targets.
Primary Catalysts in Asia: New Delivery Channels, New
Revenues
There are four major catalysts driving the adoption of Mobile Learning in
Asia. The primary catalyst in Asia is the explosion in Mobile Learning value-
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added services (VAS) products that are now generating hundreds of millions
of new revenues each year for suppliers.
Figure 10 - Primary Catalysts Driving the 2012-2017 Mobile Learning Market
in Asia
The second catalyst is the major investments being made by the device
makers and telecoms in the industry. They are major innovators in all the
countries analyzed in this report and in some countries, they are the only
major suppliers.
Another catalyst in the Asia Mobile Learning market is the large-scale
deployment of Internet-connected tablets in the academic segments and the
uptake of personal learning devices in the consumer segments.
The fourth significant catalyst is the acceleration in the adoption of "smart"
mobile devices connected to wireless broadband. In many countries in Asia,
accessing the web on a smartphone is often a user's first Internet
experience, in what is often referred to as a Post-PC experience.
In this scenario, Mobile Learning is their primary learning technology and
they may never be exposed to other learning products.
Combined, these four catalysts have created a massive demand for Mobile
Learning content in Asia on a scale previously seen only in North America.
By as early as 2013, Asia will overtake North America as the top
buying region for Mobile Learning content.
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Mobile Learning VAS Spreads Like Wildfire in Asia
All of the top
telecoms in India
have launched
Mobile Learning
VAS products in the
last four years.
Combined, they
have a potential
customer base of
over 500 million
subscribers.
Mobile Learning has spread like wildfire across Asia. The device makers and
telecom operators initially launched Mobile Learning VAS products in
developing economies in Asia in 2008 and are now expanding into the
developed economies.
Although the Mobile Learning VAS offerings in developing economies in Asia
have relatively low subscription prices, they have millions of customers.
Consequently, the revenues are quite high. Mobile Learning VAS products
are now used by over 200 million subscribers in Asia. Mobile Learning VAS
revenues will more than quadruple in Asia by 2017.
As of February 2013, Asia had 98 Mobile Learning VAS products, more than
any other region and 45% of all Mobile Learning VAS products on the global
market. Africa and Latin America have the next highest concentrations.
In Asia, India had the most with 37 products on the market, followed by
China at eight, and South Korea and the Philippines with six each.
Bangladesh had five Mobile Learning VAS products and Japan had four.
There are Mobile Learning VAS products in New Zealand, Taiwan, Australia,
and Singapore. Clearly, Mobile Learning VAS is no longer isolated in
developing economies.
It should be noted that not all Mobile Learning VAS suppliers are device
makers or telecoms. Depending on the country and the business relationship
between the content supplier and the telecom, the telecoms can take up to
80% of sales (particularly in India). Marketing a Mobile Learning VAS without
a telecom's brand is challenging, yet content suppliers do not have to share
royalties. There is a strong incentive for content suppliers to bypass the
telecoms.
The Device Makers and Telecoms Drive the Market
Device makers
and telecoms in
Asia offer
significant
partnering
opportunities for
content and
services suppliers.
The device makers and telecoms are now major competitors in the Asia
Mobile Learning market. They are making substantial investments in product
development and localized content distribution. They offer third-party
services and content suppliers significant revenue opportunities in specific
countries.
The Device Makers Pave the Way for Content Suppliers
Nokia, Samsung, Apple, LG, and Nintendo are important players in Asia's
Mobile Learning markets. Each contributes to the industry in different ways.
The one thing they have in common is that they are all distribution channels
for third party learning content suppliers.
Nokia has been promoting Mobile Learning in the region since the launch of
their Mobiledu product in China in 2007. Nokia's primary Mobile Learning
product is a Mobile Learning VAS product called Life Tools, which they
launched in India in 2009. In just three years after launch, Nokia's Life
Tools has 95 million subscribers, mostly in India, China, and Indonesia.
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Nokia Life Tools includes low-cost content from over a dozen third-party
educational publishers. The education content includes three sub-modules:
English language learning, general knowledge, and exam tips.
In September 2012, Nokia launched the latest version of Life Tools called
Nokia Life+ in the Philippines, Vietnam, Bangladesh, Malaysia, Pakistan, and
Singapore.
In February 2012, Samsung launched their Learning Hub store in South
Korea stocked with content for their tablet PC with, "6,000 free and paid
learning units in collaboration with some 30 domestic and foreign education
services companies." Samsung is targeting both schools and consumers.
As of February 2013, Samsung was piloting their new Smart School Platform
in schools in 24 countries. The most advanced projects include schools in
South Korea and in Australia. Their primary content partner is US-based
Houghton Mifflin Harcourt.
Samsung's Smart School Platform is part of the device maker's "big vision
for 2020," and includes tablets preloaded with third-party educational
content, and what they call a "mobile Learning Management System (mLMS)." Samsung executives have stated in the press that their goal was to
have 20% of the global academic Mobile Learning market by 2015.
Launched in 2007, Apple's iTunes U has content from over 1,200 higher
educational institutions from 30 countries across the globe. The content is
available in over 155 countries. In February 2013, Apple announced that
they had topped one billion iTunes U content downloads with 60% of the
traffic coming from outside the US.
While the early
enthusiasm for
brain trainers has
dimmed somewhat,
they are still very
popular, particularly
in Asia.
Apple launched a dedicated mobile app for iTunes U in January 2012. As of
January 2013, Apple's iTunes U mobile app consistently ranked in the topfive free educational apps in every country in Asia.
The free learning content in iTunes U has spread awareness about Mobile
Learning in Asia (and the world) and in many cases, it is a user's first
exposure to learning technology of any kind.
In February 2011, LG launched their EduTab tablet in South Korea preloaded
with over 100 third-party educational apps, dictionaries, and assessments.
The device is priced significantly lower than general-purpose devices and LG
stated in the press that they expected the device to be "extremely popular."
Nintendo greatly expanded the buying demographic for mobile edugames by
encouraging developers to design games on a range of topics including early
childhood learning, language learning, yoga training, music, test prep,
cooking, general academic topics, and more recently, art instruction.
Nintendo single-handedly created the international market for the mobile
edugames called brain trainers. Nintendo has defined this new category of
games as "mental training."
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The Dumb Pipes are Actually Pretty Smart in Asia
The telecoms, particularly in North America and Western Europe, have been
referred to as "dumb pipes" since their role in mobile content distribution
has been relegated to data transfer. In those regions, they have not been
particularly successful at competing in the mobile content markets.
Buyers are much more likely to purchase Mobile Learning content in a device
maker's app store rather than the telecom's app store.
This is not true in Asia where the telecoms are major players in the mobile
content markets in most countries in the region. They are the top Mobile
Learning competitors in several Asian countries.
The telecoms have a significant advantage in the developing economies as
they offer the only electronic payment gateway for over 1.6 billion people
across the planet. Direct carrier billing is also convenient for consumers
shopping in third-party stores in developed economies. Google Play began
connecting to direct carrier billing in Japan in 2011.
In December 2012, Microsoft introduced direct carrier billing across
developed economies in Asia in their app store. In February 2013,
VimpelCom announced an alliance with Microsoft and Nokia to add carrier
billing for subscribers buying apps in the Windows Phone Store in Cambodia,
Laos, Bangladesh, and Pakistan.
Telecoms are often the largest Mobile Learning supplier in a country. NTT
Learning Systems is the largest supplier in Japan. Korea's SK Telecom
dominates the South Korean PreK-12 market and has extensive long-term
contracts with the government to manage countrywide initiatives.
The telecoms partner with content providers and have become a
lucrative distribution channel for digital education content
publishers. Over 30 of these telecoms are identified in this report.
In developing economies, the telecoms are "first to market" in the academic
segments as they rollout Internet connectivity to the schools, often under a
government contract. Once in, they are the first point of contact for
academic learning technology buyers. They have the customer relationship
with the schools.
The telecoms have begun to roll out high-priced Mobile Learning VAS
products designed for developed economies. In July 2011, SK Telecom
launched their "T Smart Mobile Learning Platform" in South Korea.
The service offers "premium" high-quality content on tablets from the major
educational publishers in South Korea including Chungdahm Learning,
Daekyo, Visang, Chunjae Education, and SMEnglish. US-based Houghton
Mifflin Harcourt is SK Telekom's most recent educational content partner.
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Large-scale Adoption of Tablets and Personal Learning Devices
Large-scale national deployments of tablets in the academic segments began
in the developed economies several years ago and more recently in
developing economies. Personal learning devices (PLD) have been popular in
the developed economies in Asia for over a decade. The products are now
gaining traction in the less developed economies in Asia.
In October 2011,
the Indian
government
launched the
educational tablet
called Aakash
priced below
$35.00. Aakash 2
launched in
November 2012
with 3.5 million preorders.
So far, the largest national deployments of tablets in Asia are in South
Korea, Thailand, Malaysia, and Singapore. India's Aakash project could be
considered a national effort since the federal government subsidizes the
educational tablets, even though the states buy the devices. Each of these
countries are deploying the tablets differently, usually starting the process at
specific grade levels. This report identifies those differences.
Smaller scale academic adoption of tablets at the state (or province) and
local level are occurring in eleven other countries analyzed in this report. It
is likely that tablets will be present in the PreK-12 and higher education
academic segments in all twenty countries by 2017.
It is quite common in Asia for general-purpose device makers to partner with
educational publishers and offer education bundles with digital content
preloaded on general-purpose tablets. So far, all of these are sold at the
state and local level. The device maker as the seller, markets the bundles to
the state education agencies and local schools. Acer and Samsung are just
two examples of device makers that provide these bundles in several
countries in Asia.
Conversely, the publishers form partnerships with third-party device makers
and sell educational bundles with the publisher's brand. The publisher is the
seller. Vibal Publishing and Diwa Learning Systems in the Philippines are
good examples. Both work directly with Filipino provincial education agencies
and local schools. Pearson sells a branded education tablet called the
Pearson MX Touch tablet in India on third-party tablets.
The presence of national, state, and local tablet deployments is
essentially a vast new delivery channel for Mobile Learning content
suppliers. The deployments also represent significant revenue
opportunities for custom content development services suppliers as
the schools scramble to provision the devices with localized content.
Personal learning devices (PLDs) are quite popular with consumers in Asia
who buy the devices for their preschool and primary school children. The
majority of PLDs in the current market are designed for young children.
Personal learning devices are dedicated tablets designed for education. The
devices are attractive to consumers (parents) and academic buyers because
they are:



Designed solely for education
Preloaded with vetted educational content
Priced significantly lower than general-purpose tablets
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Since 2010, over 65 personal learning devices have come on the global
market. Of the 65 devices on the market at the end of 2012, 27 were
produced in Asia with 18 of those developed in India.
Very few PLD
suppliers develop
their own digital
content. Most of the
personal learning
device suppliers
partner with thirdparty education
publishers for
content.
Personal learning devices are a new distribution channel for
educational publishers and packaged content suppliers. All of the
Asian personal learning device suppliers are identified in this report.
A brand new trend is the entry of the Asian telecoms into the personal
learning device market. In May 2012, China Telecom launched their personal
learning device called Yi Zhi Yi Ben, designed for Chinese children under 12.
In November 2012, KDDI, Japan's second largest telecom, invested $5
million in US-based Fuhu, a developer of personal learning devices for young
children. KDDI intends to market a Japanese version of the device in 2013.
Asia is the only region in the world where telecoms sell inexpensive
"education editions" of smartphones preloaded with learning content,
effectively making them personal learning devices. NTT DoCoMo in Japan is
the latest telecom to do this launching their Smartphone for Juniors device in
January 2013. The phone comes preloaded with an English-Japanese
dictionary, eBook reader, and "an education navigator app" called docomozemi.
The Leapfrog Effect in Asia: The Post-PC Learning Experience
Large rural populations across Asia are now avid users of Mobile Learning
technology, while very few have experienced Self-paced eLearning on a PC.
In developing economies, PC penetration is often low, yet mobile
subscriptions are quite high. Mobile Learning suppliers are targeting the
mobile device as the delivery platform of choice in those economies.
As Nokia executives
are wont to say
about the adoption
of smartphones in
developing
economies, "the
smartphone is the
laptop."
As of 2012, buyers in Indonesia are already spending more on Mobile
Learning than they are spending on Self-paced eLearning. By 2017, ten
countries in Asia will be spending more on Mobile Learning than on
eLearning: India, Laos, Nepal, Malaysia, Indonesia, Cambodia, Pakistan,
Bangladesh, Sri Lanka, and Thailand.
Fourteen of the twenty countries analyzed in this report had mobile
penetration rates over 100% by the end of 2012. This trend is not isolated
to the developed countries.
Vietnam had the highest mobile penetration rate in Asia at 155%, on par
with Singapore, which had a 152% adoption rate. By the end of 2012, Laos,
Cambodia, and Mongolia had mobile penetration rates well above 100%. By
the end of 2012, Cambodia had a higher mobile penetration rate than Japan,
South Korea, New Zealand, or Taiwan.
The China Internet Network Information Center (CINNIC) is a government
Internet administration agency in China. According to CINNIC, 195 million
people in China use their phones to access Mobile Learning content on a
monthly basis.
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Smartphone adoption rates are booming and wireless broadband is available
in every country analyzed in this report. By the end of 2012, over 50% of all
phones sold in the Philippines were smartphones. Over 70% of the phones
sold in China in 2012 were smartphones. In February 2013, the Chinese
Ministry of Industry and Information Technology (MIIT) reported that China
will have over 100 million 3G users by the end of 2013.
Device makers are flooding the markets in developing countries with
inexpensive smartphones. 4G networks are rolling out across Asia. As of
December 2012, half of the twenty countries analyzed in this report had
operational 4G networks. In sixteen of the twenty countries analyzed in
this report, mobile Internet access rates are higher than PC access.
Over 93% (5.3 million) of Internet users in Nepal access the web exclusively
via mobile devices. Accessing the Internet is quintessentially a mobile
experience in Nepal.
Eastern Europe Abstract
Once considered an emerging market, Eastern Europe is now a vibrant
revenue opportunity for suppliers. The growth rate for Mobile Learning in
Eastern Europe is 14.7%. Revenues reached $97.3 million in 2012 and will
nearly double to $193.1 million by 2017.
Figure 11 - 2012-2017 Top Eastern Europe Mobile Learning Five-year Growth
Rates by Country
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Forecasts for the following six countries are included in this Eastern Europe
report: Azerbaijan, Belarus, Kazakhstan, Moldova, the Russian Federation,
and Ukraine.
Four countries have growth rates over the aggregate growth rate of 14.7%.
Azerbaijan has the highest growth rate in the region at 25.6%, followed by
Kazakhstan, Moldova, and Ukraine at 22.8%, 21.8%, and 17.3%,
respectively.
Over 50 suppliers operating in specific countries in Eastern Europe are cited
in this section. This will help international suppliers identify local partners,
distributors, resellers, and potential merger and acquisition (M&A) targets.
Latin America Abstract
The growth rate for Mobile Learning products and services in the Latin
America region is 32.5%, second highest regional growth rate in the world
after the Africa region. Revenues will more than quadruple from the $362.3
million reached in 2012 to a staggering $1.4 billion by 2017.
Over 125 suppliers
operating in Latin
America are cited in
this section to help
international
suppliers identify
local partners,
distributors,
resellers, and
potential merger
and acquisition
(M&A) targets.
Revenue forecasts in this report are broken out for fifteen countries in Latin
America: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, the
Dominican Republic, Ecuador, Guatemala, Mexico, Panama, Paraguay, Peru,
Uruguay, and Venezuela.
Figure 12 - 2012-2017 Top Eight Mobile Learning Five-year Growth Rates in
Latin America by Country
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The highest growth rate is in Guatemala at 42.8%, followed by Brazil, the
Dominican Republic, and Mexico at 36.5%, 35.3%, and 33.6%, respectively.
The growth rates are quite high for every country analyzed in this report.
Twelve of the fifteen countries analyzed in this report have growth rates
above 25%.
The "lowest" Mobile Learning growth rate is in Costa Rica at 17.2%, which is
actually high in comparison to other countries in the world. For example,
Costa Rica has a higher growth rate than Canada or the US and higher than
14 countries in Western Europe.
In terms of revenues, the top buying countries in 2012 were Brazil, Mexico,
Argentina, Colombia, and Venezuela. By 2017, the top buying countries will
be Brazil, Mexico, Colombia, Guatemala, and Argentina. The high growth
rate in Guatemala will result in 2017 revenues totaling six times the
revenues generated in 2012.
There are three major catalysts driving the adoption of Mobile Learning in
Latin America. The primary catalyst is the recent explosion in demand for
Mobile Learning value-added services (VAS) products that are now
generating millions in new revenues each year for suppliers operating in this
region.
Figure 13 - Primary Catalysts Driving the 2012-2017 Mobile Learning Market
in Latin America
The second catalyst in the Latin America Mobile Learning market is the
large-scale adoption of smartphones and tablets connected to wireless
broadband. This has effectively created an advanced delivery channel for
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Mobile Learning suppliers, particularly in the consumer and academic
segments.
The third catalyst is the so-called "leapfrog effect" with a user being exposed
to the Internet and learning content for the first time not on a PC, but on a
mobile device.
The Catalysts in Latin America
Boom in Mobile Learning VAS
The major catalyst is the relatively recent launch of dozens of Mobile
Learning VAS (value added services) products across the region. As of May
2013, all but three of the fifteen countries analyzed in this report have
commercial Mobile Learning VAS products offered by the telecoms. The
boom in demand for these products has resulted in the wide adoption of
Mobile Learning across the consumer segments in these countries.
The telecoms and device makers that offer Mobile Learning VAS
products get their content from third-party suppliers. This
represents a lucrative new distribution channel for digital education
publishers.
One of the first Mobile Learning VAS products in the world was launched in
Uruguay in 2009 by Claro using English language learning content from a
domestic firm called Soloingles. Soloingles now operates in Mexico,
Argentina, and Paraguay as well.
In 2010, there
were only three
Mobile Learning
VAS products on
the market in Latin
America. As of May
2013, there were
27 commercial
Mobile Learning
VAS products in
Latin America.
US-based Urban Planet Mobile sells English language learning products and
is one of the largest Mobile Learning VAS content suppliers in Latin America.
Urban Planet Mobile has partnerships with telecoms in Bolivia, Colombia, the
Dominican Republic, El Salvador, Guatemala, Honduras, Mexico, Panama,
and Peru.
In February 2013, Urban Planet Mobile indicated that they would launch in
six other countries in Latin America in 2013: Argentina, Brazil, Costa Rica,
Chile, Ecuador, Nicaragua, and Paraguay.
Another Mobile Learning VAS content supplier is La Mark's Kantoo, which has
over 3 million subscribers in Brazil alone. Kantoo also has content
agreements with telecoms in Argentina, Mexico, Peru, and Venezuela.
While English language learning is in high demand, there are also Mobile
Learning VAS products for Spanish, Portuguese, French, and Italian in Latin
America.
There are many Mobile Learning VAS products other than language learning
in Latin America. This report identifies the types of educational content that
consumers favor in each country.
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In May 2013, the Brazilian telecom Vivo combined all their Mobile Learning
VAS offerings into a bundle called the Digital Communication for Mobile
Education Services platform. Vivo claims to have six million active users that
pay the equivalent of $1.40 a week to access a wide range of educational
content, health information, and career advice via SMS messages.
Even with churn factored into the equation, it is clear that even at very low
subscription prices, the telecoms that have large customer bases in the
millions are generating a significant amount of revenues each year. These
new revenue streams did not exist prior to 2009.
Not all Mobile Learning VAS suppliers are telecoms. Telecoms can take up to
60-80% in royalties leaving their content partners with a small percentage,
which is a strong incentive for content suppliers to bypass the telecoms. All
the content suppliers need is an SMS-server provider to support the delivery
of the Mobile Learning VAS content.
For example, Wizard Education is the largest private language school chain
in Brazil. In early 2012, they launched an SMS-based English language
learning service. The telecoms charge the subscribers for the data transfer,
but Wizard keeps the majority of the content revenues (less the fees they
pay to their SMS-server provider.)
Large-scale Adoption of Smartphones and Tablets
The presence of 3G
and 4G in any
market is a strong
catalyst for
smartphone and
tablet adoption,
which in turn are
strong catalysts for
the uptake of
Mobile Learning
content.
High-speed networks are rolling out across Latin America at a rapid rate. All
fifteen countries analyzed in this report will have 4G by 2014. The first 4G
networks launched in Latin America in 2011 in Argentina, Bolivia, Brazil,
Ecuador, Panama, and Uruguay. In 2012, 4G networks launched in
Columbia, the Dominican Republic, Guatemala, Mexico, and Venezuela.
Chile's first 4G network launched in early 2013. Costa Rica is on track to get
4G by the end of 2013. Bolivia and Venezuela are set to get 4G in 2014.
The device makers have begun to flood the Latin America region with very
low cost smartphones ranging in price from 100-200 dollars. Nokia and
BlackBerry announced their low-cost smartphones for the region in early
2013.
LG, Sony, ZTE, Alcatel One Touch, and Huawei announced in February 2013
that they would build inexpensive smartphones on Mozilla's new mobile
operating system. The first Mozilla Firefox smartphones launched in Latin
America in June 2013 in Brazil, Colombia, Mexico, and Venezuela.
Across the region, sales of tablets have doubled in 2011 and 2012. By 2017,
there will be over 400 million tablets in use in Latin America. This is a
massive new distribution channel for packaged Mobile Learning content
suppliers.
Large-scale adoption of tablets in the academic segments in countries across
the region are just starting to gain traction.
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
In February 2012, the Brazilian federal government announced that
they would purchase 900,000 tablets for use in 58,000 public
schools

In March 2013, Columbia's Minister of Information Technologies and
Communications (MinTic) announced that they would purchase
500,000 tablets for the public schools.

The La Universidad de la República de Uruguay (UdelaR) had 80,000
students in 2012 and announced in December 2011 that they were
phasing out print-based textbooks over the next four years in favor
of tablets and digital content.

Tecnológico de Monterrey in Mexico had over 38,000 students by
the end of 2012 and started phasing in tablets across the entire
faculty and student population in early 2013.
Smaller scale academic adoption of tablets at the state (or province) and
local level are occurring in six other countries analyzed in this report. It is
likely that tablets will be present in the PreK-12 and higher education
academic segments in all fifteen countries by 2017.
Many of the largest
OLPC deployments
in Latin America
are now comprised
of aging devices. It
is likely that during
the forecast period
a significant
amount of these
older devices will
be replaced with
educational tablets
and personal
learning devices.
The presence of national, state, and local tablet deployments is
essentially a vast new delivery channel for Mobile Learning content
suppliers. The deployments also represent significant revenue
opportunities for custom content development services suppliers as
the schools scramble to provision the devices with localized content.
One reason the PreK-12 segments in some countries are not migrating to
tablets yet is the saturation of laptops. Uruguay is the first country in the
world to reach a one-to-one student-to-computer ratio and Venezuela is on
track to become the second country in the world to achieve this goal by the
end of 2013.
Uruguay is using One Laptop per Child (OLPC) XO devices and as they
replace the older machines, they could opt to use the new XO4 device, which
is a tablet. Venezuela manufactures their own laptops (and most of their
own content) for the schools and just updated their open source operating
system to support tablets.
The Leapfrog Effect in Latin America: The Post-PC Learning
Experience
Large rural populations across Latin America are now avid users of Mobile
Learning technology, while relatively few have experienced Self-paced
eLearning on a PC. In developing economies, PC penetration is often low, yet
mobile subscriptions are quite high. Mobile Learning suppliers are targeting
the mobile device as the delivery platform of choice in those economies.
As of May 2013, all fifteen of the countries analyzed in this report have
significantly higher mobile penetration rates compared to PC-based Internet
access. In some countries it is dramatically higher.
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Thirteen of the fifteen countries analyzed in this report had mobile
penetration rates over 100% by the end of 2012. The highest is in Panama
with an astonishing 200% mobile penetration rate. The two countries under
100% are both above 90%.
According to the
Guatemalan
government, as of
May 2013,
Guatemala had a
mobile penetration
rate of over 142%
compared to a PCbased Internet
penetration rate of
only 27.8%.
In many countries in Latin America, accessing the web on a smartphone is
often a user's first Internet experience, in what is often referred to as a PostPC experience. In this scenario, Mobile Learning is their primary learning
technology and they may never be exposed to other learning products.
By the end of 2012, six countries in Latin America (the Dominican Republic,
Ecuador, Guatemala, Panama, Paraguay, and Uruguay) were spending more
on Mobile Learning than on Self-paced eLearning.
Middle East Abstract
The revenues for Mobile Learning products in the Middle East reached $88.3
million in 2012. The growth rate is 18.4% and revenues will more than
double to $205.4 million by 2017. The largest buyers in the region are
consumers, followed by academic buyers.
This is a regional report with revenue forecasts broken out for twelve
countries: Bahrain, Egypt, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar,
Saudi Arabia, Turkey, the United Arab Emirates (UAE), and Yemen.
Figure 14 - 2012-2017 Top Middle East Mobile Learning Five-year Growth
Rates by Country
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The growth rates in nine of these twelve countries are significantly higher
than the aggregate growth rate of 18.4% for the region. Six countries have
growth rates over 50%. This indicates that the Middle East is still a new
Mobile Learning market with expenditures spiking from relatively small
amounts in 2012 to significant amounts by the end of the forecast period.
Ambient Insight has revised our forecasts significantly upward for most
Middle East countries. In our syndicated reports, we only include revenue
forecasts for countries with over $1 million in revenue. We have added two
more countries (Bahrain and Yemen) to our Mobile Learning analysis for the
Middle East in just the last year.
Mobile Learning Trumps eLearning in the Middle East
There is a significant "threat of product substitution" in the Middle East, with
Mobile Learning gaining traction at the expense of eLearning.
Every country in the region had operational 3G networks by the end of 2012
and nine of the countries analyzed in this report have launched 4G networks.
According to the International Telecommunication Union (ITU), the Middle
East has some of the highest mobile penetration rates in the world.
Of the twelve Middle East countries analyzed in this report, eleven had
mobile penetration rates above 100% and five countries had penetration
rates over 150%. Kuwait and Oman had mobile penetration rates above
200%.
According to the TradeArabia News Service, 73% of all phones in use in July
2013 in the UAE were smartphones, the highest smartphone penetration
rate in the world.
The rapid
adoption of Mobile
Learning is
cannibalizing the
sales of eLearning
products in the
Middle East.
In contrast, half of the twelve countries analyzed in this report have PCbased Internet penetration rates below 50%. Only two countries (Qatar and
Bahrain) have PC-based Internet penetration rates above 75%.
The low PC-based Internet penetration rates explain the relatively low
demand for PC-based eLearning in the consumer segments in the Middle
East. The high mobile penetration rates correlate to the boom in demand for
consumer-facing Mobile Learning content in the region.
The preference for Mobile Learning over eLearning is also starting to take
hold in the two academic segments. As large-scale tablet deployments roll
out in the schools across the region, the primary delivery platform for
learning content will be mobile devices.
By the end of 2012, buyers in half of the twelve countries analyzed in this
report were spending more on Mobile Learning than on Self-paced
eLearning. The growth rates for Mobile Learning are significantly higher than
those for eLearning in nine of the twelve countries.
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Over 90 suppliers operating in specific countries in the Middle East are cited
in this report. This will help international suppliers identify local partners,
The Major Catalysts in the Middle East Mobile Learning
Market
There are four major catalysts in the booming Mobile Learning market in the
Middle East:
Packaged content
includes selfcontained
commercial
products delivered
on tangible media
such as DVDs, as
well as web-based
content. A Mobile
Learning app or a
mobile edugame
are examples of
packaged content.

Consumer demand for Mobile Learning apps and Mobile Learning
VAS products

Large-scale deployments of tablets in the academic segments

Countrywide content digitization efforts across the primary and
secondary school systems in the region

The rapid adoption of Mobile Learning in the higher education
segments
Combined, these catalysts have created a massive demand for packaged
content and a substantial demand for custom content development services
in the academic segments.
Figure 15 – Major Catalysts Driving the 2012-2017 Mobile Learning Market
in the Middle East
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For example, the five-year growth rate for custom content development
services is 39.9% in the Middle East, which is the highest growth rate
for custom services for any region in the world. Revenues for custom
content development services in the region will triple by 2017.
Consumer Demand for Mobile Learning
Consumers are now strong buyers of Mobile Learning apps in every country
analyzed in this report. There are now fourteen Mobile Learning VAS
products on the market across the region. In the current Mobile Learning
market in the region, the telecoms have a major advantage due to their
billing capabilities.
A major barrier for the wider app store ecosystem in the Middle East is the
almost non-existent use of credit cards. Except for Israel, the rest of the
Middle East has a credit card ownership rate of 2-3%, according to a May
2012 Gallup-World Bank study. Direct carrier billing is now seen as a way to
overcome this barrier.
Nokia, Microsoft, BlackBerry, and local app stores now have new direct
carrier billing agreements with telecoms in Jordan, Qatar, and Saudi Arabia.
The telecoms are also launching their own app stores across the region. Four
apps stores were launched by telecoms since 2012 alone with one in Bahrain
and Lebanon and two in Saudi Arabia.
New telecom app
stores and direct
billing agreements
have resulted in a
spike in consumer
purchases,
particularly for
early childhood
learning and
language learning
apps.
Another major catalyst in the region is government mandates designed to
increase English proficiency. This has created a demand for English language
learning in the consumer segment as parents try to help their children gain
proficiency. English language learning apps are now top sellers in several
countries in the region.
Arabic language learning is also in high demand, particularly for young
children and expatriates working in the region. Several new suppliers have
launched Arabic learning apps in the region including BeeLabs, AbjadCity,
Sacha Books, Weladna, and Ketaaby. A company called EduKitten develops
apps to help the children of expatriates learn Arabic.
Mobile Learning VAS products are also gaining in popularity with consumers.
Again, the telecoms have an advantage due to direct billing. At the end of
2011, there were only three Mobile Learning VAS products on the market in
the region, one each in Jordan, Oman, and the UAE.
By September 2013, there were fourteen operational Mobile Learning VAS
products across Jordan, Kuwait, Oman, Saudi Arabia, Turkey, and the UAE.
Five of the fourteen Mobile Learning VAS products are in Saudi Arabia, and
all of them launched in 2012.
In March 2013, the telecom Zain launched the Cloud Campus Mobile
Learning VAS in Kuwait with content from UAE-based Hamdan Bin
Mohammed e-University (HBMeU). The content catalog had 1,950 Mobile
Learning apps at launch, the largest collection of Mobile Learning
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content sold via subscription in the world. Customers are charged for
the service on their monthly phone bill.
The Cloud Campus content is targeted to consumers and includes content
across the spectrum from PreK-12 to adult education apps. Over 600 of the
apps are English language learning apps. Zain intends to expand the service
to their customers in Bahrain, Lebanon, Saudi Arabia, and Jordan.
National Academic Content Digitization Efforts
Countrywide academic content digitization efforts are underway in most of
the countries in the region. Several of the initiatives are quite ambitious:

The goal of Kuwait's "e-education" plan is to deploy Mobile Learning
in all schools by 2013. The program deployed learning technology
and digital content in 2011 starting with high schools. In 2012, the
government began rolling out the Mobile Learning products in the
middle schools, elementary schools, and kindergartens,
respectively. By October 2012, all the textbooks in Kuwait were
digitized.

In September 2011, the Israeli Ministry of Education indicated that
their goal was to replace all print-based textbooks with digital books
by 2016. Also, the government will not approve any books that do
not contain an additional digital format, a policy that took effect in
the 2012-2013 school year. This is the first country in the world to
establish such a firm eTextbook mandate.

In September 2012, the Qatar government announced that all the
instructional content in the public schools would be digital by 2014.
"The e-content objective is to provide world-class digital content
and related services in all areas of the curriculum in both Arabic and
English."

In June 2013, the UAE government indicated that they were on
track to get all state-run schools equipped with learning platforms
by 2015, well ahead of schedule on a project that started in 2010 to
deploy learning technology in all the public schools. The UAE
Minister of Education stated in the press that "the UAE has made
qualitative leaps in keeping pace with advanced learning technology,
establishing a state-of the-art ICT infrastructure in schools, and
publishing 7,000 e-lessons and e-contents." Every student in the
state-run schools (over 230,000) will be using a personal learning
device by 2017.
Many of these initiatives include the provision of tablets on a national scale.
This essentially creates a new delivery platform for suppliers.
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Large-scale Deployments of Tablets in the Schools
As part of the $1.4 billion FATİH initiative, Turkey intends to equip over 15
million students across 40,000 schools with tablets in the next three years,
which represents a huge new delivery ecosystem for learning technology
suppliers. The government issued a tender for the first 10.6 million tablets in
June 2013. Eleven tablet suppliers are competing for the tender including
Microsoft, Samsung, and Apple.
In March 2013, the Egyptian Ministry of Communications and Information
Technology (MCIT) and the Ministry of Education announced the five-year
National Project for School Development. One of the project's goals is to
distribute government-subsidized tablets to over 20 million PreK-12 and
higher education students by 2018. They had distributed over 10,000 tablets
by August 2013.
In the UAE, the goal of the Mohammad Bin Rashid Al Maktoum Smart
Learning initiative (which launched in April 2012) is to "provide every
student with an electronic tablet and access to high-speed 4G networks by
2017." Over 200,000 personal learning devices will be distributed to the
public school students by that time.
There are over 98,000 students in Qatar's primary and secondary public
schools. In September 2012, the government announced that they were on
track to provide every student with a personal learning device by 2014.
"Providing a personal device to students and teachers allows them access to
learning tools, with communication and collaboration capabilities inside and
outside the school."
In May 2013, the Ministry of Education in Lebanon officially launched the
Open Your Tomorrow initiative. One of the goals is to distribute over
400,000 tablets to every child in the country between the ages of six and
eighteen. The project is unique in that it is not confined to just children in
school but to all children in the country. The tablets come preloaded with
Intel's education software. The tablets are 3G-enabled and the state-owned
telecoms offer broadband connectivity at a 70% discount.
Rapid Adoption of Mobile Learning in Higher Education
Most of the higher education institutions in the region have started to offer
online courses, some quite recently. These institutions are experiencing a
boom in online course enrollments. The majority of the students enrolling in
these courses use tablets and smartphones to access the content.
The Arab Open University (AOU) has seven branches in the region: Kuwait,
Saudi Arabia, Egypt, Jordan, Lebanon, Bahrain, and Oman. AOU has physical
campuses and offer most of their courses online (in physical labs and over
the Internet).
AOU is a pan-regional higher education institution that makes extensive use
of Mobile Learning in their programs. They are a pioneer of Mobile Learning
in the region launching a content library for Java-enabled phones in 2007.
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AOU has over 50,000 enrolled students across the region with enrollments
rising by over 20% a year.
Virtual universities (100% online) were quite rare in the region until very
recently. Bin Mohammed e-University (HBMeU) launched in 2009 and is the
first virtual university in the United Arab Emirates (UAE). HBMeU now
creates commercial learning content for Mobile Learning VAS products sold
to consumers.
In September 2012, the UAE government launched the Federal Higher
Education Mobile Learning Initiative in a partnership with Apple and claimed
that "The official launch marked the largest nationwide mobilization of
mobile learning in higher education anywhere in the world that places the
UAE at the forefront of adopting transformative technologies in education."
In the first phase of the initiative, 14,000 iPads were distributed to all firstyear students in the three federal universities in the UAE. The tablets were
preloaded with education apps, with an emphasis on English language
learning. By 2017, over 55,000 students in the federal universities will be
using tablets.
The Turkish government now supports four virtual institutions including
Anadolu University. Anadolu University was an early adopter of Mobile
Learning and is now a major Mobile Learning research facility in the region.
The Saudi Electronic University (SeU) launched in August 2011 by the Saudi
government. In December 2012, the government designated SeE as the
official distance learning institution in the country. In July 2013, SeU
launched their mobile-friendly site in HTML5 and stated that "A smart phone
can be used to access the website."
There were 1,659 registered Moodle sites across the twelve countries in this
report as of September 2013. Turkey had the highest number of sites in the
region at 643, followed by Egypt at 264 and Israel at 226. In May 2013, the
Moodle organization released the first HTML5 version of the platform called
Moodle Mobile, which is accessible on any HTML5 mobile browser.
North America Abstract
The revenues for Mobile Learning products in North America reached $1.4
billion in 2012. The compound annual growth rate (CAGR) is 7.6% and
revenues will grow to $2.1 billion by 2017.
While the growth rate may seem low compared to the other regions in the
world, the revenues are very high. A modest growth rate in a region with
very high revenues means that revenues will remain steady over the
forecast period. North America has the second-largest revenues for Mobile
Learning after Asia.
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The majority of Mobile Learning revenues in North America are concentrated
in the US, yet the growth rates in Canada are significantly higher than in the
US.
The overall growth rate in Canada is 20.8% and the growth rate in the US is
6.1%. One reason for this discrepancy is that the US is a mature market:
the Mobile Learning market in the US is over a decade old. Mobile Learning
adoption is still growing fast in the US, but increased competition and
pricing pressures are dampening revenue growth somewhat.
There are major differences in buying behavior between the US and Canada.
There is one similarity in both countries and that is the popularity of
personal learning devices in the consumer segments.
The revenues for packaged Mobile Learning content are heavily concentrated
in the consumer and healthcare segments in both countries, but the type of
content purchased is different in each country.
In general, suppliers cannot use US buying-behavior patterns as a baseline
for doing business in Canada. They are two distinct markets and data
resulting from conflating the two are not actionable for suppliers.
The buying behavior in the academic segments in either country is quite
different. The buying behavior in the corporate and healthcare segments in
the two countries is fundamentally different.
The dynamics of both countries can be complex and this report provides a
detailed analysis of the supply chains in each country.
Over 170 suppliers in Canada and the US are cited in this report. This will
help both domestic and international suppliers identify local partners,
Western Europe Abstract
This is a regional
report for Western
Europe. Regional
reports are
designed for
suppliers that are
competing (or
plan to compete)
in specific regions.
The growth rate for Mobile Learning in Western Europe is 9.0% and
revenues will reach $885.1 million by 2017, up from the $574.8 million
reached in 2012.
This is a regional report with revenue forecasts broken out for twenty-four
countries: Austria, Belgium, Bulgaria, Croatia, Czech Republic, Denmark,
Finland, France, Germany, Greece, Hungary, Ireland, Italy, Lithuania, the
Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Spain, Sweden,
Switzerland, and the United Kingdom.
Thirteen of the twenty-four countries analyzed in this report have Mobile
Learning growth rates well above the 9.0% aggregate growth rate. Seven
countries have growth rates over 25%. Lithuania has the highest growth
rate followed by Slovakia and Romania.
Over 210 suppliers operating in specific countries in Western Europe are
cited in this section. This will help international suppliers identify local
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partners, distributors, and potential merger and acquisition (M&A) targets.
Domestic resellers are identified as well, providing an entry point for nondomestic eLearning suppliers.
Content suppliers competing in Western Europe need to know the primary
languages of education and training used in the schools, government, and
business. Consumer-facing suppliers also need to understand the language
patterns in each country. Language patterns are different in every country
analyzed in this section.
Figure 16 - 2012-2017 Top Western Europe Mobile Learning Five-year
Growth Rates for by Country
This report identifies the official languages, the language of instruction in the
schools, the major languages in use, and the percent of the population that
speak those languages.
In general, there is a strong consumer demand for early childhood learning
and language learning apps in most Western Europe countries. Brain training
apps are popular in several Western European countries analyzed in this
report.
What is interesting is the unique app buying behaviors in each country. No
two countries analyzed in this report exhibit the same consumer buying
patterns. For example, test prep apps dominate the top ten selling apps in
the various app stores in the UK. This is a pattern found nowhere else in the
region.
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This report identifies the specific types of education apps that
generate the highest revenues in Western Europe in each of the
major app stores in each country.
Device makers and telecoms are quite active in the Western Europe Mobile
Learning market and offer significant partnering opportunities for
international suppliers. This report identifies the device makers and telecoms
active in each country. There is a significant demand for custom content
development services in the region, particularly in the public and private
academic segments. This trend will continue throughout the forecast period
as tablets and personal learning devices gain traction in the region.
The Catalysts in Western Europe
There are five major catalysts driving the adoption of Mobile Learning in
Western Europe:





The high mobile and smartphone penetration rates
The strong consumer demand for Mobile Learning fueled by direct
carrier billing agreements
National academic digitization efforts
Growing use of tablets and BYOD policies in the PreK-12 schools
Rapid adoption of Mobile Learning in the higher education segments
Combined, these catalysts have created a high demand for packaged Mobile
Learning content and custom content development services.
Figure 17 - Major Catalysts Driving the 2012-2017 Mobile Learning Market in
Western Europe
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The proliferation of smartphones and tablets in particular has created a huge
delivery channel for Mobile Learning content suppliers. Direct carrier billing is
now fueling the consumer demand for Mobile Learning content. National
academic digitization initiatives and the growing use of tablets represent
significant new revenue opportunities for digital publishers in the region.
High Mobile and Smartphone Penetration Rates
Western Europe had the highest regional mobile and smartphone penetration
rate in the world by the end of 2012. While the US and South Korea had the
highest smartphone penetration rates in the world as of 2012, at the
regional level, Western Europe's aggregate smartphone penetration rate was
higher than the rates in North America or Asia.
By the end of
2012, every
country in
Western Europe
analyzed in this
report had a
higher mobile
penetration rate
than the United
States.
By the end 2012, every one of the 24 countries analyzed in this report
had mobile penetration rate above 100%. The highest rates were in
Lithuania at 168%, followed by Portugal, Italy, Austria, and Finland 161%,
154%, 153%, and 149%, respectively.
According to the Our Mobile Planet study by Google, by the beginning of
2013, Norway had the highest smartphone penetration rate in Western
Europe at 67.5%, followed by Sweden, the UK, Denmark, Ireland, and Spain
at 62.9%, 62.2%, 59.0%, 57.0%, and 55.4%, respectively. By 2017,
Denmark, Finland, the Netherlands, Norway, and Sweden will all have
smartphone penetration rates above 90%.
According to a June 2013 survey by the Finland-based telecom DNS, 100%
of children in Finland have a mobile phone by the age of eleven. What
is interesting in that survey is that by age twelve, 80% of the children were
using a smartphone.
Relatively speaking, in the 2012 market, tablet penetration rates in the
consumer segments in region were quite low. This will change dramatically
over the forecast period. Tablet sales are spiking in many Western Europe
countries and those countries are identified in this report. Tablet sales are
more than doubling annually in half of the countries analyzed in this report.
Direct Carrier Billing Increases Consumer Demand
Consumers are the top buyers in 21 out of the 24 countries analyzed in this
report. Consumers buy educational apps, subscribe to Mobile Learning value
added service (VAS) products, and purchase personal learning devices. The
consumer demand for Mobile Learning across the region has always been
healthy and has become quite strong due to recent direct carrier billing
agreements.
The mobile network operators have a significant advantage over the major
app stores because of their direct billing capabilities and now the major
branded app stores have realized that they can increase their sales
dramatically via direct carrier billing. In February 2013, an Amdocs executive
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stated in the press that "Carrier billing enables app stores to boost sales
conversions by up to 5-times."
Microsoft, Google, Samsung, Nokia, BlackBerry, and Amazon now have
direct carrier billing agreements with dozens of carriers in the region. This
makes it easy for consumers to buy apps and content suppliers are eager to
get their products in the app stores in the countries that have direct billing
agreements.
This is vital for the "app economy" in countries with low credit card usage.
For example, only a third of Belgians used credit cards; direct billing is a
convenient way to buy education apps. Belgian's Mobistar and Microsoft
announced their direct billing agreement in November 2012 for the Windows
app store. Google Play Store announced a similar agreement with Mobistar
in August 2013.
In many countries, consumer demand for Mobile Learning is heavily
concentrated in early childhood learning apps, with impressive sales.

Germany-based Tivola Publishing is a leading early childhood Mobile
Learning developer. In July 2013, they reported that they had sold
over four million of their apps.

Norway's WeWantToKnow, developed a math edugame called
DragonBox, which is now an international hit and consistently ranks
in the top ten selling educational apps in countries all over the
world.

Sweden–based Toca Boca is one of the world's most successful early
childhood learning app developers. They launched their first app in
March 2011 and by January 2013 had reached over 27 million
downloads.
Commercial Mobile Learning VAS products are relatively new to the region.
The first Mobile Learning VAS in Western Europe launched in Italy in
February 2011 by WIND, one of Italy's largest mobile network operators.
Orange Poland launched the first commercial Mobile Learning VAS in Poland
in February 2013.
Personal learning devices (PLD) are popular with consumers in the region. In
their May 2013 annual report, VTech reported that their PLD revenues in
Western Europe were "up 6.8%, despite being negatively impacted by a
lower than average Euro-US Dollar exchange rate compared to the last
financial year. Sales were higher in the UK, France and Germany while sales
in Spain were lower."
National Academic Content Digitization Efforts
There are major academic content digitization efforts underway in every
country in Western Europe. Even in countries (such as Croatia, Spain, or
Hungary) where education budgets are constrained, these programs are still
being rolled out. The digitization efforts for each country are described in
this report.
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Porto Editora's
Escola Virtual
(Virtual School)
platform in Portugal
is used by over
200,000 students
across 6,000
schools.
In May 2012, The Educational Company of Ireland (Edco) announced that
they had completed a five-year project, "to make schoolbooks on every core
post-primary subject for the 2012/2013 academic year available as ebooks."
In mid-2012, Northern Ireland launched the $235 million Education Network
Northern Ireland program across 1,200 schools reaching 350,000 teachers
and students "allowing teachers and students to gain access to resources
securely via personal devices such as smartphones, iPads, tablet PCs, and
laptops."
In May 2013, the Romanian Ministry of Education announced a national
digitization initiative that will digitize all of Romania's educational content by
the 2017-2018 school year. The initiative is being rolled out in phases
starting with first grade content in the 2013-2014 school year.
As of September 2013, 80% of the official curriculum in Croatia had been
digitized. The digital content is hosted on the Nikola Tesla portal developed
by the Ministry of Science, Education and Sports and the Croatian Academic
and Research Network (CARNet).
The Commission nationale de l'informatique et des libertés (CNIL) is France's
data protection agency and spearheads many digital initiatives in the
country. In October 2013, they announced a major academic digitization
initiative called the Grand National Cause set to launch in early 2014. The
initiative is a consortium of 42 learning technology companies and
educational institutions. This is the largest academic digitization effort in the
region and one of the largest in the world.
In September 2013, the European Union launched the Opening up Education
program funded with "tens of millions of Euros." The program includes 24
key initiatives surrounding digitization that will be completed by 2015. One
major goal is to accelerate the adoption of learning technology and digital
content in countries with low adoption rates.
While the program places a great emphasis on open education resources, it
will also greatly increase the customer base for the academic-facing learning
technology suppliers in the region.
Growing Use of Tablets and BYOD in the Schools
In September 2013, the Croatian government began distributing tablets in
the country's PreK-12 schools as part of their School 2.0 project. The first
deployment of 700 tablets to 25 schools was relatively small, but the
government intends to equip every school in the country with tablets in
three years. There are over a half a million elementary and secondary
students in Croatia. In December 2012, the Lithuanian government launched
the first tablet-based Smart Classroom in the Vilnius Jesuit School. The
government announced at that time that they would expand the program to
150 schools in 2013.
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Many schools at the local level are going 100% digital and equipping all
students with tablets and eTextbooks.

In September 2012, the British School of Paris (BSP), on the
outskirts of Paris, became the first school in France to equip every
student with a tablet.

The school system in Val-de-Marn in France plans to equip all
50,000 of their students with a tablet by the end of 2013.

In April 2013, Oerestad Gymnasium Digital became Denmark's first
100% digital school.
Bring Your Own Device (BYOD) initiatives are becoming common in the
region.

A new mandate in Denmark promotes BYOD policies and as of early
2013, over two thirds of the schools were adopting BYOD practices.

The Austrian government's Mobile Learning Companions project
encourages "schools to focus on digital competences and the use of
‘mobile learning companions’ that students bring into class."

In January 2013, the Flemish government launched a Bring Your
Own Device (BYOD) in 30 schools selected to be "test beds for new
pedagogical practices such as gaming, tablet computing, and the
educational use of mobile phones."

According to the EU's 2011-2012 Survey of Schools: ICT in
Education, the Baltic States and are more likely to implement BYOD
policies than the other countries in Western Europe.
Samsung is now a major competitor in the Mobile Learning market in
Western Europe. Samsung began rolling out their tablet-based Smart School
solution across the region last year. Since October 2012, Samsung has
deployed their Smart School product in Austria, the Czech Republic, Ireland,
Switzerland, and the UK.
Rapid Adoption of Mobile Learning in Higher Education
Mobile Learning adoption in the higher education segments in Western
Europe is uneven. Some institutions in some countries are avid adopters,
while others have lagged behind. Those patterns are identified in this report.
Even institutions without formal Mobile Learning initiatives are running pilots
and research projects. There is interest in almost every higher education
institution in the region as evidenced by the popularity of the iTunes U and
the Blackboard Mobile Learn apps
Mobile Learning is just starting to gain traction in the Austrian higher
education segment, but the adoption rate is accelerating. In late 2011,
Johannes Kepler University Linz, Klagenfurt University, Vienna University of
Technology, and the University of Vienna launched the first nationwide
Mobile Learning pilot in Austria called MobiLearn.
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Apple's iTunes U
consistently ranked
in the top ten
downloaded apps in
Apple's store in
In October 2011, the French Higher Education and Research Ministry
announced agreements with three of the country's mobile network operators
to offer tablets and broadband to higher education students at highly
discounted prices. The French government's goal is to have 95% of all higher
education students using tablets by the end of 2013.
Blackboard Mobile
Learn app also
ranked prominently
in the top free
download rankings.
The largest online education provider in the UK is the Open University (OU),
with over 180,000 students. In January 2013, OU launched their Mobile
Learning app called OU Anywhere on iOS, Android, and Windows 8. "For the
first time, students will have the option to download all the OU textbooks,
videos, and any other materials they need."
every country in
the region. The
In July 2013, VitalSource and CB (the largest educational content provider in
the Netherlands), announced an agreement with the Dutch Publishers
Association "to develop a comprehensive e-textbook fulfillment
platform for the higher education system throughout the region. The
platform is mobile friendly and provides student and teachers with many
"mobile content options."
The Universitat Oberta de Catalunya (UOC) is an online learning university in
Spain with over 60,000 students. UOC is a pioneer of Mobile Learning in the
region. In September 2013, UOC launched their Mobile Learning app called
My Mobile UOC for Android and iOS, which "lets users easily access
classrooms and view the learning resources in all the available formats." An
interesting trend is the tendency to mandate the use of tablets in higher
education institutions.
As of September 2012, Sint-Jozef School of Commerce in Belgium requires
all enrolled students to have an iPad. They can rent one or buy one at a
discount from the institution.
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Ambient Insight`s 2012-2017 Worldwide Mobile Learning Market

Transcription

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