edtech market outlook in brazil - dot digital...

EdTech Market Outlook in Brazil

CEOLuiz Alberto Ferla

COORubens Araújo de Oliveira

CFOGuilherme D. Ferla Junior

EdTech SpecialistsLívia FelizardoSimone Carminatti

Intelligence Analysts Ana Paula Aparecida de Barros Martins Luana Carla de Moura dos SantosCaio Lasagno

Communication and MarketingLuis Fernando PalermoPriscilla de Andrade

RevisionTalita Cancelier

DesignNara Azevedo e Tássia Mohr

Photos and ImagesShutterstock

D725p

DOT digital group

EdTech Market Outlook in Brazil / DOT digital group . _Florianópolis, 2017.

40 p. : il.

It contains bibliography.

1. Education. 2. Technology. I. Title.

CDU: 371.68

YEARS


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EDITORIAL

When we are in contact with something regard-ed as fascinating, learning becomes uncompli-cated. EdTech (Education Technology) offers innovations such as the development of cus-tomized softwares, online platforms, mobile applications, educational solutions as vir-tual reality simulators, educational games,

among other customized technologies to constitute a more attractive and effective edu-

cation process.

For corporations, the challenges of current economics stimulate strategic thinking to survive in scenarios of economic insta-bility or growth recovery. The projects for continued education make one of the most precious assets of companies possible: organizational knowledge.

The changes brought by the EdTech Market allows the reinvention and greater efficiency of the educational process, of qualification, training and, consequently, business.

It is not possible to picture education without the intensive usage of technology. Having these changes in mind, we, from DOT digital group, gladly present the e-book “EdTech Market Outlook in Brazil”, with studies upon the evolution, the current scenario, the challeng-es and trends of such dynamic context of the combination between technology and education. Have a nice reading!

Luiz Alberto Ferla

CEO - DOT digital group


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HighlightsConcept

There are so many new features in the world of education and technology that, in English, both topics have already merged in a single word: EdTech. The term originates from the words “education” and “technology” and sum-marizes a trend of the market that aims to innovate educational methodol-ogies through technological resources. It ranges from the development of online learning platforms, mobile applications, big data usage and learning analytics, as well as the building of educational solutions as virtual and en-hanced reality and gamification strategies, in order to leverage learning and engage students.

Range

Education is one of the cornerstones not only of the country’s social context, but also of its economy. The EdTech market presents a range of products and services that contribute to the educational practices and become a set of solutions that leverage teaching in any context: academic, corporate or continued education. They are solutions that surpass the online world. Per-sonnel qualification is doubtlessly one of the most important strategic ac-tions of organizations with great growth potential.


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Market

It is estimated that the global market for EdTech grows 17% each year, reach-ing US$ 252 billions in revenues up to 2020, according to EdTechXGlobal report of 2016. The businesses that involve training, lectures and in-compa-ny events, aiming corporate qualification, grew 42% in 2016, in comparison with 2014.

Challenges

Technologies for education are a global trend and it is important to con-sider that they are directly connected to the needs of the company and the customer satisfaction. For this purpose, it is essential to observe par-ticularities as previous experiences of the organizations, the contexts of implementation, institutional maturity, geographic location, organizational culture, among other factors. The gap between knowledge for work – more specifically, skills to solve problems in the digital context – and the formal education of the personnel is increasing. Current teaching cannot fulfill the work market needs.

http://ecosystem.edtechxeurope.com/2016-edtech-report



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Diversification

The EdTech market is increasingly spreading and consolidating. The diver-sification of the target audience is wide. Schools, Universities and organiza-tions are the main consumers. Nevertheless, the significant change is hap-pening inside Corporate Education. As well as digitalization transformed the reality of the financial market, it will also transform the educational model in its entirety, mainly for two factors: firstly, students of our time have already been born with the digital DNA; secondly, because “digital” will be, soon, the core of all industries.

Market Potential for Corporate Education in Brazil

The more the organizations understand the importance of Corporate Edu-cation actions, the more they want to develop innovative educational solu-tions that bring benefits and add strategic value to the training. Sectors related to IT companies and telecommunications, banks, franchises, agri-business, retail, healthcare, pharmaceutical industries and professional as-sociations are rather representative in Brazilian economy, which demands training and qualification.

Future

All technology efforts aiming education will revolutionize the sector. Educa-tion in the future will be more and more in the students’ hands. All of them will have control over what, when, where and how to learn. Such custom-ization will allow students to learn far faster than if they had to compete with other students for the teacher/instructor’s attention. It is necessary to follow this evolution, since the advance of education is in tune with the inclusion of technologies.

SUMMARY

1. EdTech - A transforming market ................................8

2. Actions developed - in EdTech global market ..... 13

3. Profiling of the target - audience of EdTech ........ 21

4. Cases .............................................................................27

BANCO MUNDIAL................................................................................. 27

IBMEC ........................................................................................................29

Faculdade CNA ..................................................................................... 30

SENAR ...................................................................................................... 31

TIVIT ........................................................................................................... 33

5. Trends ...........................................................................35

Support sources ................................................................................... 37


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EdTechA transforming market

Technology has been directly changing and improving important sectors of economy. Education is part of this technological revolution. Schools, univer-sities and corporate environments have benefited from it. The union between education and technology has been named EdTech – Education Technology.

According to Pierre Lévy, an expert in the field and of the cyber culture phe-nomenon (relation between communication technologies, information and culture): “New ways of thinking and living together are being elaborated in the world of telecommunication and informatics. The relationship between men, work and intelligence actually depend on the constant metamorpho-sis of informational devices of all kinds. Reading, writing, eyesight, hearing, creation and learning are captured through increasingly more advanced in-formatics. (LÉVY, 2008, p. 8).

1.


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In other words, it is not only an evolution in terms of technological innova-tion. We are immersed in a cultural transformation, which is totally affected by the new technologies. The greatest challenge is to perform the transition between the current teaching model, with learning focused in institutions, universities, schools and teachers, to a model based on the student, the final stage of learning experience. It is a mindset change closely connected to development and to the usage of new technologies.

It is necessary to favor a more integrated and extensive education, noticing its various spaces and time in our digital world.

Investments

Education is a segment that remains greatly represented in the national market. Brazil is a country that invests in education, although some scenar-ios do not reflect this reality. According to the Organization for Economic Cooperation and Development (OCDE), in their most recent study, Brazil invested 5.7% of its Gross Domestic Product in education during the year 2015. This value is higher than what is invested by the most developed coun-tries, whose average is 5%. The goal set for 2024 is that public expenses with education reach 10% of GDP.

However, despite the high investment, Brazil is not among the countries with greater efficacy in learning. Leading the nations with the best balance be-tween public expenses and good results are countries such as South Korea, China, Japan, Singapore and Taiwan.

Integration of technologies is one of the strategies for competence in Ed-ucation in these countries. Asia has the fastest growth rate in the world concerning investments in EdTech. Europe follows and also registers an in-crease in merging and purchases. The USA, responsible for the constitution of the trend, manage the flow for the market. It is estimated that the global market for EdTech grows 17% every year, reaching US$ 252 billions of reve-nues by 2020.

In Brazil, corporate education is still overlooked by the organizations, risking competitive and strategic matters. The country is developing and investing mainly in quality and form of education. It is expected that the marked ex-pands. Beyond the business opportunities with private education and cor-porate training, there is an expectation for a greater participation of the government, adopting EdTech solutions to supply educational demands.


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Investing in corporate education, training and developing personnel is more than a way to bring benefits to the organizations. A research performed by Deloitte “Educação Corporativa no Brasil” (Corporate Education in Brazil) – reveals that there is a trend to implement universities of the companies with solid investments in corporate education as an alternative to improve professional qualification. Besides, distance education is also one of the growing branches, with the intensive application of EdTech tools to fulfill this demand.

Challenges

Population growth will increase EdTech opportunities. According to Ed-TechXGlobal report of 2016, international conference which leads education-al conference, the number of students around the world will be 2.7 billions by 2035. To fulfill this demand, when assessed from the point of view of higher education, for instance, and of traditional education, it would be necessary to build two universities a day in the next 20 years, which is unfeasible.

Another challenge is to find partners that develop technological solutions based on consistent methodologies of teaching and learning. Companies that take into consideration the clients’ educational background, the application contexts, their cultural, infrastructural and market positioning differences.

The report EdTech 2016: Global Perspectives, Local Insights precisely dis-cusses such cultural comprehension for the application of EdTech solutions. This approach should reach up to the way learning is proposed, regard-ing the consumption environment, schools, universities, corporate environ-ments, among others. It is mandatory to take advantage of the opportunities opened by technological development, but solutions must be focused at the students, clearly about their necessities and different learning styles. The re-port highlights some approaches focused on the 21st century competences, called 4Cs – Communication, Collaboration, Creativity and Critical Thinking, which are relevant factors and must be integrated to EdTech solutions.

It is also important to assess the teachers’ participation in this learning pro-cess guided by technologies, since teachers will not be completely substi-tuted by applications or softwares for adaptive learning. There will always be the inherently human necessity. However, in this new scenario, the teach-er is a learning component that works as a guide, indicating the path to the students. Technology allows students to be independent and also a funda-mental factor that provides support to structure the amount of information to be accessed and the multiple learning opportunities to be explored.

https://www2.deloitte.com/br/pt/pages/deloitte-educacao/articles/pesquisa-educacao-corporativa.html



http://www.edtechworldtour.com/


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Advantages

In face of a scenario of economic instability, it is necessary to invest in learn-ing to follow market fluctuation. Personnel qualification provides econom-ic and cultural growth, and also fosters competitive advantages for the corporations.

Here are some benefits from the investment in technological solutions in education:

• Learning methods can be customized, collaborative and the tech-nology is adaptable.

• Student can learn in their own pace and according to their need.

• It is possible to alternate between individualized and project-based (groups) learning.

• The access to experts is facilitated and knowledge sharing happens in a flexible way, anytime, anywhere.

• With technology, it is feasible to reach large scale, following stu-dents’ engagement and performance in real time. Thus, it is possible to adjust the course of learning immediately, making further invest-ments unnecessary.

• Access to automated data allows a more precise analysis, with diag-nose of individual progress and the offer of methods according to the evident need.

• Costs are lower, around 50 % to 70%, if compared to presential edu-cation, since the investments in personnel, infrastructure, commu-ting, food, supplies, and such decrease.


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Market diversification

EdTech has a consolidated market, but the significant change is happening inside Corporate Education. This audience needs qualification and the trend is that online trainings occupy more and more space. Big corporations im-plement the so-called Corporate Universities, responsible for educational programs related to their core business.

In this scenario, the goal of the organizations is to leverage skills and stim-ulate competences in their personnel. The advantages include low cost, the usage of the acquired knowledge in their daily activities and continued ed-ucation. From the perspective of the personnel, there is the understanding that, with qualification, a better performance is achieved, which provides better chances to keep the job, be promoted and have their salaries raised. Both parts – owners and workers – benefit from it.


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Actions developed in EdTech global market

EdTech actions in the most developed countries

According to the report EdTechXGlobal, educational market is worth more than US$ 5 trillion worldwide, but only 2% is digitalized, which streghthens the trend of EdTech as a promising market.

Here are some strategies of leading countries in the field of Education Technology.

United States

The actions developed by the USA are closely related to the practices that use technology as support. Highlights are customized learning, the usage of crowd funding to connect teachers to underprivileged students with learn-ing needs, online platforms for family education and solutions that allow access for teachers and students to school all year long, including on vaca-tion period. There, Corporate Education is widely spread and it is part of the practices developed in the companies. Data from the research “O panorama do treinamento no Brasil”(An overview of training in Brazil), that established a comparison to the practices in the USA, revealed that Americans use 32 hours every 12 months to perform activities related to Corporate Education. The average investment of the companies for each individual is US$ 1,208. Brazilian values display 22 hours and R$ 518. However, the study shows that Brazil has increased its activity in the field in 33%, compared to the previous year, when the time invested in corporate training was 16.6 hours.

South Korea

South Korea is a leading country in private education and stimulates the cul-ture of participative learning. They are also the worldwide leader in internet access. Therefore, technology is really incorporated to their lives, with con-siderable adoption to mobile solutions. EdTech actions gain visibility with mobile applications to spread content on videos and games.

2.


http://www.integracao.com.br/pesquisa-panorama-do-treinamento-no-brasil-2016.pdf

http://www.integracao.com.br/pesquisa-panorama-do-treinamento-no-brasil-2016.pdf


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China

China, as well as India, is one of the biggest educational systems in the world, with 25 to 35 million enrollments to universities every year. The country is also responsible for designing and making some of the most sophisticated and qualified technologies in the world, as in smartphones. This combination between education and technology has given the country several universities among the best in the planet. Since August 2015, around 22% of all expenses in education have been assigned to online learning services. One of the cor-nerstones to the boom of EdTech in China is the focus on qualified content, as well as digital platforms that bring credibility, flexibility and agility.

Germany

One of the greatest economic shareholders in Europe. Digital transformation is a priority to the country, and the digitalization of education is one of the cornerstones of this evolution. Government has stimulated the sector organizing events to elaborate strategies to implement solutions of technology in education, as well as an agenda that addresses new competences and education jobs.


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| MOBILE APPLICATIONS

Smartphones are the first choice to have inter-net access in Brazil. In 2016, it was the opinion of 69% internet users (Data from a National Poll on Internet Usage Habits in Brazil). EdTech solutions also encompass such behavior, de-veloping applications for continued education. Educational objects allow access flexibility, dy-namic, practical and interactive contents.

| LEARNING GAMES

They are devices built to strengthen the com-prehension of the content and de involvement of qualifying people. The resources make memoriza-tion easier and encourage participants to practice, learn and solve challenges. Thus, new skills and knowledge are acquired, which helps learning. It is possible to develop simple games, as “quizzes” (question solving on specific content); interactive stories (participant has to make decisions in a spe-cific scenario); adaptive content stories (player can change scenarios, with more interaction with the game and the content); as well as other cus-tomized games.

Solutions with great agitation in the national context

http://agenciabrasil.ebc.com.br/geral/noticia/2017-02/sete-em-cada-dez-brasileiros-acessam-internet-e-elevam-uso-de-smartphone

http://agenciabrasil.ebc.com.br/geral/noticia/2017-02/sete-em-cada-dez-brasileiros-acessam-internet-e-elevam-uso-de-smartphone


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| GAMIFICATION

Solutions based on gamification may be used for different purposes: teach, assess, and develop so-cial learning, among others. Gamification acts rais-ing engagement in teaching-learning situations both from the students’ point of view and from the perspective of monitors, tutors and teachers. Gam-ified solutions are scientifically based and validated in several applications. They consist in mechanics that favor the expected behavioral changes to exe-cute educational goals. With gamification solutions, for instance, elements that stimulate the consump-tion of content or the collaboration between the participants in a course are included. The acknowl-edgment can be done through scores or awards. The outcome is a greater involvement of the public, but the goal is always to make learning and content assimilation easier.

| SIMULATORS AND INTERACTIVE SYSTEMS

Resources that use simulators and interactive systems are complements that combine the practice in virtual and real environments. Such technologies have expanded the dis-tance education perception beyond the computer screen, as they promote the experience, something more interac-tive than just reading or listening to instructions. Interactive systems can be used integratedly with games and simula-tors, and use technologies of Enhanced Reality (ER) and Virtual Reality (VR). Try to picture unusual learning scenar-ios and situations that in real life would be hard to manage. Now, include contents for the resolution of these problems, in an immersive and practical way. Interactive systems with ER/VR make it possible, as a new way to learn actively. When we include ER/VR interactions with mobile devices, the way people Interact with content and other people is also enhanced, which intensifies collaborative learning.


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| LEARNING TRACKS

Automated form to structure educa-tional solutions, allows contents to be engineered in order to potentialize learning or, yet, encourage students to build their own path, according to their needs and interests. The strate-gy can also suggest readings, books, movies and contact with teachers and monitors.

| DISTANCE EDUCATION PLATFORMS

Solutions based in Learning Management System (LMS) are fundamental in education-al projects. Such platforms allow the union of diverse technologies aiming a better learn-ing management. For instance, an LMS plat-form may contain multimedia content, tools for planning automated actions, assessment, tools for communication with discussion fo-rums, chats, messages and such. Besides, this system can be potentialized with the usage of other technologies like gamification, virtual and enhanced reality, mobile applications, etc.


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| STUDENTS RECRUITMENT

Actions to approach and convince students to adopt EdTech solutions. Based on data Sci-ence, it is possible to identify the precise profile of the potential student. Here, MarTech (Mar-keting Technology) solutions are also applied, with segmented communication aimed to at-tract students. Communication, which used to be inspirationally and talented based, is science nowadays. Big Data, Data Science and Micro targeting are used in strategies that identify the profiles of current students, elaborate personas and locate true clones of these students in the universe of Big Data. Later on, segmented mul-tiplatform communication action takes place, using argumentation and language aimed to the specific public profiles.

| VIDEOS

Communicate in a clear and simple way. This is the only op-tion through which people want to consume contents. Different types of videos (classes, anima-tions, collages, whiteboard) are more and more used as educa-tional solutions.


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| ADAPTIVE TEACHING

The architecture of EdTech that analyzes data also uses the so-cial range of the internet to offer customized learning, adjusted according to the competence of each individual, stimulating stu-dent to learn, focusing on the ef-fective knowledge retention.

| BIG DATA AND LEARNING ANALYTICS

With digital technology, it is possible to obtain data about the individual needs, interests, diffi-culties and progress of the students, which en-ables decision-making and quick development of strategies for possible interventions. Having means to understand a great amount of data and benefit from them, through strategic anal-ysis, helps to identify the best and most ade-quate methodologies for each individual.


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| ARTIFICIAL INTELLIGENCE

They are algorithms able to per-form tasks that normally demand human intelligence. Artificial intelli-gence is a wide concept of learning machine, that focuses on the devel-opment of programs and softwares that may learn, understand, think, plan and perform specific functions and tasks.

| PREDICTIVE ANALYSIS

Through data analysis and the de-velopment of specific algorithms, it is possible to predict behaviors and act beforehand to optimize experi-ences of knowledge building to the students, avoiding evasion.


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3. Profiling of the target audience of EdTech

EdTech market is wide, and may attend any audience that needs educational solutions. However, most of the audiences still focus on public and private in-stitutions and the corporate market – the later with great business potential.

Students from public and private institutions

EdTech market, aimed at Higher Education Institutions (Instituições de En-sino Superior - IES), is still dominated by private universities. However, due to the market estimate for government investment in education in the next years (as informed in chapter 1, the goal for 2024 is that the expenses in education reach 10 % GDP, currently it is 5.7%), there is an expectation of a greater range of public institutions.


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Data from the last EAD Census (2015/2016) evidence that among the 39 insti-tutions that offered online courses or subjects in Brazil, 54% are private (from which 33% are profit seeking and 20 non-profit seeking), while 26% are public universities. Other institutions belong to the “S” System (Senai, Sesi, Sebrae, Senac, Senar etc.), 7% public offices and 3% are NGOs and third sector.

Distance Education is already present in numerous Higher Education Insti-tutions in Brazil, both in capital cities and in the countryside. Most of these institutions is in the Southeastern Region (42%), notably São Paulo (22%). However, according to the opinion of the participants of the Census, to wid-en Distance Education, technological and administrative innovations are de-manded, as well as technological and support infrastructure to the students in more elaborate levels, if compared to presential education. All are items that are covered by EdTech solutions.

Other interesting data reveal that nearly 70% of private institutions profit or non-profit seeking, as well as federal public institutions, have students who not only study, but also work. Among the most notable contents are free courses, primarily professional initiation, corporate courses and oper-ational training.

Other behavior that has intensified in the last decade is the pursuit for indi-vidual education, which is, largely, a complement of the knowledge acquired at schools and universities – a professional update, as the interest for arts, languages or a more specific knowledge they wish to achieve. EdTech solu-tions make the recruitment of this student feasible with the creation of more customized courses, based on individual preferences and cognitive styles, and offer technologies as gamification, mobile applications and data analy-sis, which allow engagement and prevent evasion.

Workers from public and private corporations

Besides the already listed advantages on the implementation of education programs in companies, it is worth to notice that, when used as a strategy, it may increase the productivity and efficiency of the organizations, since qualified personnel become a competitive differential, because they add value and knowledge to the business.

Brazilian corporate market has already surrendered to the innovation and conveniences provided by e-learning. With the increasing usage of the in-ternet, companies noticed that virtual courses are an efficient way to qualify their personnel. Most of the corporate courses in the market, according to the Brazilian Direct Marketing Association (Associação Brasileira de Market-ing Direto - ABEMD), are professional initiation, improvement, operational training and languages.

http://abed.org.br/arquivos/Censo_EAD_2015_POR.pdf


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According to the EAD Census Brazil 2015, free corporate and non-corporate courses are the ones that grew more and had the greater number of enroll-ments. Highlights are professional initiation and operational training, with 1,880,165 e 1,001,819 enrollments, respectively.

Such consistent growth is due to:

• More options of solutions with a reasonable price, which allows a more balanced relation between the budget aimed at tools and contents.

• Greater comprehension from the Human Resources departments about its application possibilities.

• There are implemented projects that are reference to new initiatives.

• Medium-size companies start to consider the implementation of e-learning projects.

Partner qualification Other opportunity, inside the corporate market is to qualify partners. Com-panies hire education technology solutions to train partners (suppliers and customers), strengthening the brand’s principles, its way of serving, capti-vating them and gaining their loyalty.

Strategies to attend this target involve online trainings; technical consultan-cy before or after sales, to attend the partners during negotiation; opera-tional training, as the ones used for the operation of tools and services with the customer.

Market potential for Corporate Education in BrazilAn analysis that demonstrates the potential for Corporate Education in Bra-zil can be the market agitation in seven sectors of economy: Agribusiness, IT and Telecommunication Companies, Retail, Franchises, Banks, Professional Associations, Healthcare and Pharmaceutical Industries. These sectors de-mand operational training, process capacitation and competence updating.

AgribusinessAgribusiness involves a set of numerous productive chains that range from crop production and distribution to food commerce. It is a huge sector, high-ly competitive, that needs constant modernization and continuous qualifica-tion. It represents 48% of Brazil’s total exports and 37% of employment. Good results from 2016 are expected to continue in 2017. Estimates from Brazil-ian Agriculture and Livestock Confederation (Confederação da Agricultura e Pecuária do Brasil - CNA) forecast a growth rate of 2% after 3% in 2016.


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IT and Telecommunication CompaniesHiring in the technology sector in Brazil did not follow the country’s eco-nomic instability. It was one of the few sectors that kept receiving substan-tial investments, and hiring more people. In 2015, software, hardware and IT service companies grew 9.2% in relation to the previous year. In 2016, this number reached 10%. Brazil was ahead of the world’s average indicator, 5.6%. It is predicted that this market grows above 6% in 2017. The telecom-munication market is estimated to grow 5.7%. Such sectors need constant updating and innovation is part of their daily life. EdTech contributes to al-low that all professionals, from management to operation, be aligned to new technological practices.

Retail

Retail corresponds to 12% of Brazilian GDP and it is responsible for 43% off all commerce. Around 26% of retail refers to non-lasting goods, represented by grocery stores, supermarkets, and food and liquor stores. This sector also comprehends cars, fuel and lubricant fluid; construction materials; fabric, clothes and shoes; books, newspapers and stationery; toiletry, cosmetics etc. It is a sector that demands capacitation and training in both economic scenarios, the instability and growth.


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Franchises

The sector of franchises registered R$ 151.247 billions in revenues in 2016, an increase of 8.3% in relation to 2015, which was R$ 139.593 billions. The expected growth rate for 2017 is from 4% to 5%. The segments of franchises that grew more were healthcare, beauty and wellness (15.5%), automotive services (11.6%) and fashion/clothing (10.4%). More than 3 thousand brands operate with franchises in Brazil. In this business model, knowledge transfer is mandatory to obtain success. EdTech allows such sharing in a quick, effec-tive and inexpensive way.

Banks

Bank clients are 68% of total population. Sector has undergone several changes due to mobile application services. This number went from 4.7 bil-lions to 11.2 billions between 2014 and 2015. This volume represents an in-crease rate of 138%. It is even more noticeable if we consider that, in 2012, only 1% of total bank operations were mobile. Other subject that comes up is the appearance of FinTechs or Financial Technology startups. They use technology intensively to innovate their services and attend customers that are often dissatisfied at the traditional bank services. In order to be able to follow such fast transformations, either for the banks or to the FinTechs, qualification is essential.

Professional associations

Organs that develop an important role to defend, inspect, raise awareness and qualification of professionals from various sectors. When there is an investment of intellectual capital, it reflects as a differential in modern orga-nizations, as they believe that the development of the potential and profes-sional updating are excellent opportunities to make a difference and obtain success. In a scenario that time optimization and the need for professional qualification are indisputable questions, technologies become the most fa-vorable means for such scalability, velocity and quality that the educational processes for these organizations demand.

Healthcare

Healthcare sector involves the chain of doctors, nurses, dentists, clinics, offices, hospitals, laboratories and drugstores. All this healthcare service providers attend 50 million people in Brazil, who use private plans to consult, make exams or get hospitalization. The sector needs constant technological innovations to attend a population that will increasingly demand more healthcare services. Data from the National Confedera-tion of General, Life and Supplementary Health Insurance (Confederação


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Nacional das Empresas de Seguros Gerais, Previdência Privada e Vida, Saúde Suplementar e Capitalização CNseg) reveal that the sector ended 2016 with a 9% expansion rate, not included here the complementary healthcare segment. For 2017, they estimate to grow 11%.

Main achievements after the adoption of Corporate Education:

• Direct increase on productivity.

• Competitive advantage.

• Customer satisfaction.

• Development of abilities and competences.

• Continuous qualification of personnel, according to market changes.

• Qualified personnel to adequately operate equipment.

• Integration of workers with the corporate culture.

• Optimization of workers’ time management.

• Cost reduction, with qualification of processes.

• Decision making more precise.


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CASES

WORLD BANK

World Bank – the biggest global source to foster development, lending around US$ 60 billions every year in donations and loans to 187 countries – imple-mented a platform of distance education in Brazil to qualify public and private organs that search for funding to their projects. The initiative make possible to double the number of trained people, with a 30% cost reduction.

Challenge

The process of capacitation on public and private organizations that require funding at the bank used to take five presential days and not always had good results.

Solution

The usage of the distance education (LMS) with the necessary technology to present theoretical contents and the assessment through multidevice. Solu-tion emerged from the necessity to implement blended learning methodology, which allowed an online leveling for later practical exploration at presential.

Results

The success of the course in Brazil took World Bank to expand the solution for Latin America and Caribbean in 2017. The platform, internationalized to English and Spanish, is able to identify the user’s country of origin and, automatically, offer the course in the correspondent language, including contents that are adapted to each country’s specific needs.

4.

http://www.worldbank.org/pt/country/brazil


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More than 100 students per class

Satisfaction rate: 91%

DOT has been a partner of the World Bank in Brazil for almost 3 years, developing e-learning products that are essential to our de-velopment in Latin America. The team is always receptive to our needs, able to comprehend our orders and deliver products that go beyond our expectations.”

Eduardo França, expert in Financial Management of World Bank.

This project of internationalization of distance education platform for World Bank represents, today, an important landmark at the his-tory of DOT digital group. It validates our work from the point of view of one of the most respectful institutions in the planet and that has an important role for the development of countries as Brazil”, states

Rubens Araújo de Oliveira, COO of DOT digital group.


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IBMEC

Development of Distance Education subjects for Post-Graduation

Challenge

IBMEC, a reference in higher education in Brazil, had the challenge to update and develop new post-graduation subjects with mobile access, to fulfill the demands of their target audience, regarding their educational and techno-logical trends.

Solution

DOT has developed a complete educational and visual project for the per-fect equalization of the new subjects and the necessary updates. The sub-jects were developed with responsiveness and language that were adequate to the students’ profile, as well as interactive and dynamic resources. It was also developed a game Balanced Scorecard (BSB) for the subject of Corpo-rate Strategy, to replace the evaluation activity, raising the students’ interest on the topic.

Results

An amount of 23 subjects were developed and updated, built to be ac-cessed multidevice.

http://www.ibmc.com.br/


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Faculdade CNA (CNA College)The initiative, whose model is a role model to the country, focuses on the qual-ity education offer, via internet, to all individuals who live or work in rural areas. To form professionals who are able to face challenges and leverage Brazilian agribusiness, the institution provides courses that can be accessed when and where students prefer, in order to prepare for the opportunities that the coun-tryside offers. The program is divided in relation to the areas of legislation, hu-man resources and management of rural properties.

Challenge The raise on the demand for professionalization of rural workers took Fac-uldade CNA, education institution focused on agribusiness and part of CNA (Brazilian Livestock and Agriculture Confederation (Confederação da Agri-cultura e Pecuária do Brasil) – to launch their first distance extension course, via internet, about human resources in rural sector in Brazil.

SolutionThe development of an educational portal to announce offers and purchases, via e-commerce; distance education platform (LMS) with automated resourc-es to plan and control educational actions; e-learning courses and monitoring & tutoring to students, performed through the communication tools on the platform and a toll-free number.

Results

We knew the capacity of DOT to fulfill all the demands of the project with technology, contents and people who are specialized and qualified at Distance Education, that is why the choice was so natural.”, states

Dyovanna Depolo, Distance Education Coordinator at Faculdade CNA.

http://www.faculdadecna.com.br/


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SENAR

The increase on the demand for professionalization of rural workers took Na-tional Service for Rural Learning (Serviço Nacional de Aprendizagem Rural - SENAR) to offer the first high-school level course for agribusiness, free and semipresential: The Technical Course on Agribusiness, supported by the e-TEC network, from the Ministry of Education (Ministério da Educação - MEC).

Challenge

SENAR, reference in qualification and education of rural workers, had the chal-lenge to launch the first high-school level technical course on agribusiness.

Solution

The development of an educational portal to announce the offer; a distance education platform (LMS) with automated resources to plan and control ed-ucational actions; the development of contents that are adequate to the needs of the target; monitoring & tutoring to students, performed through the communication tools on the platform and a toll-free number; Academic Management System to manage the course.

The platform has a hybrid format, using didactic material as e-learning cours-es, video classes and brochures on virtual environment guided by an online tutor. It also provides presential classes led by a presential tutor.


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Results

Currently, the Technical Course on Agribusiness, semipresential, has around 7 thousand students in 23 states and 92 centers.

In a first moment, we opted for a platform for an already existing academic management platform, but after a year the teams came to the conclusion that it would be even more effective to have our own system, more adequate to the project.”, states

Maria Cristina Ferreira, Formal Education Coordinator at SENAR, noting that the

project was launched in February 2015.

Most of the course success is due to the efforts and the partnership with DOT, which is all the time involved with the goal to contribute with the formal education of agribusiness professionals...”

Maria Cristina Ferreira, Formal Education Coordinator at SENAR


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TIVIT

The necessity to offer constant capacitation of the professionals took TIV-IT - leader of integrated services in Latin America – to invest in a Distance Education platform.

Challenge

Expand the TECHNO TIVIT academy, which provides programs for the for-mation of the company’s IT professionals.

Solution

DOT proposed the development and implementation of a technological platform that was adequate to our needs, with contents and qualified pro-fessionals to support the project.

TIVIT is a company that breathes agility and quality in its operations, therefore, our partners are chosen under the same criteria. From our first contact with the DOT team, we noticed that they would quickly adapt to our culture and it was exactly what happened in the first months of our partnership”, says

Tatiana Lorenzi, Director of Organizational Human Development at TIVIT.

Besides the portal with the offers, the platform with interactive educational solutions, it was developed an exclusive mobile application that allows ac-cess to short and relevant contents, anytime and anywhere.


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Results

The project, implemented more than a year ago, provides 232 courses, avail-able to around 7 thousand workers.

With positive results, TIVIT released, in March 2017, the Corporate Education Portal, now with offers to the other seven academies of the organization.


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What will the future bring?Trends, perspectives and expectations

Many future technologies are already being tested today. Resources are still limited, but the seeds are sown.

According to the predictions made by the futurist Thomas Frey, in 2030 the biggest internet company will be based on education. His forecast includes optimized versions of open online courses and intelligent bots for interac-tion, which will be able to customize every lesson plan, according to the student’s preference. To achieve this, solutions that are based on learning machines will accelerate the educational space.

Learning machine, artificial intelligence and neural networks aim, using algo-rithms, capacity to develop tasks that normally demand human intelligence. The main probability is that, with more and more available digital data, feed-ing these algorithms will be easier, as well as using them on education.

5.

https://www.weforum.org/agenda/2017/01/the-largest-internet-company-in-2030-this-prediction-will-probably-surprise-you?utm_content=bufferca6f5&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

http://www.futuristspeaker.com/


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Some educational solutions for the future:

• The immersive power of virtual reality and the technology of the 3D printers, which brought to the students’ reality concepts that used to be presented only in textbooks.

• The raising number of connected technologies, which multiply through the internet of things – Gartner predicts that, by 2020, the-re will be 26 billion devices connected to internet.

• Wearables – as, for example, enhanced reality glasses, that allow a greater interaction between technology and the human being.

The understanding of technologies as extensions of our potentialities af-fects directly the way we deal with knowledge. EdTech, for example, can contribute to the connection between people and contents, promoting the change that education is able to perform. Such union potentializes the sense of innovation and follows the needs of a society which is increasingly con-nected. The mission of our institutions and companies is to produce educa-tion committed to an attentive look to new digital formats and scenarios.


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Support sourcesBORNELI, Júnior. Mercado Edtech será o mais rentável nos próximos anos. 2017. Disponível em: <https://conteudo.startse.com.br/mercado/juniorbone-li/marcado-edtech-sera-o-mais-rentavel-nos-proximos-anos/>. Acesso em: 21 mar. 2017.

CHIQUITELLI, Claudia. Setor de franquias projeta um crescimento para 2017. 2017. Disponível em: <http://zh.clicrbs.com.br/rs/vida-e-estilo/em-pregos-e-carreiras/noticia/2017/03/setor-de-franquias-projeta-um-cresci-mento-para-2017-9742642.html>. Acesso em: 03 abr. 2017.

DREHER, Felipe. Uso do mobile banking no Brasil cresce 138% em um ano. 2016. Disponível em: <http://idgnow.com.br/ti-pessoal/2016/05/31/uso-do-mobile-banking-no-brasil-cresce-138-em-um-ano/>. Acesso em: 03 abr. 2017.

DOT Digital Group. Educação, tecnologia e a competitividade das empresas bra-sileiras. 2016. Disponível em: <http://dotgroup.com.br/intelligent_report/opin-iao-educacao-tecnologia-e-a-competitividade-das-empresas-brasileiras/>. Acesso em: 2103 mar. 2017.

DOT Digital Group. MarTech: uma nova oportunidade para o setor de TI. 2017. Di-sponível em: <http://dotgroup.com.br/intelligent_report/opiniao-martech-uma-no-va-oportunidade-para-o-setor-de-ti/>. Acesso em: 21 mar. 2017.

DOT Digital Group. As tendências digitais para a educação online. 2017. Disponível em: <http://dotgroup.com.br/intelligent_report/edtech-as-tendencias-digitais-pa-ra-a-educacao-online/>. Acesso em: 21 mar. 2017.

DOT Digital Group. INTELLIGENT REPORT. 2017. Disponível em : http://dotgroup.com.br/intelligent_report/>. Acesso em: 21 mar. 2017.

DOT Digital Group. Realidade Aumentada na capacitação: benefícios e vantagens. 2017. Disponível em: <http://dotgroup.com.br/intelligent_report/realidade-aumen-tada-na-capacitacao-beneficios-e-vantagens/>. Acesso em: 21 mar. 2017.

DOT Digital Group. Tendências tecnológicas para a educação online em 2017. http://dotgroup.com.br/intelligent_report/infografico-tendencias-tecnologi-cas-para-a-educacao-online-em-2017/. Disponível em: <http://dotgroup.com.br/intelligent_report/infografico-tendencias-tecnologicas-para-a-educacao-on-line-em-2017/>. Acesso em: 21 mar. 2017.

EDTECH WORLD TOUR. Edtech 2016: Global perspectives, Local insights. 2016. Disponível em: <http://www.edtechworldtour.com/>. Acesso em: 21 mar. 2017.

EDTECHXGLOBAL. Global Report Predicts EdTech Spend to Reach $252bn by 2020. 2016. Disponível em: <http://www.prnewswire.com/news-releases/global-report-predicts-edtech-spend-to-reach-252bn-by-2020-580765301.html>. Acesso em: 21 mar. 2017.


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EDUCATION Technology (Ed Tech) and Smart Classrooms Market by Hardware (IWB, Projectors, Displays, Printers), Systems (LMC, LCMS, LCDS, SRS, DMS), Tech-nologies (Gaming, Analytics, ERP, Dashboards) - Global Forecast to 2020. 2017. Disponível em: <http://www.marketsandmarkets.com/Market-Reports/education-al-technology-ed-tech-market-1066.html>. Acesso em: 21 mar. 2017.

HE Future of Educational Technology. 2017. Disponível em: <http://blog.datafox.com/educational-technology-industry-analysis-key-players-future-trends/>. Aces-so em: 21 mar. 2017.

INOVAR PESQUISA. Infográfico: o setor bancário brasileiro. 2016. Disponível em: <http://www.innovarepesquisa.com.br/blog/infografico-o-setor-bancar-io-brasileiro/>. Acesso em: 03 abr. 2017.

INTEGRAÇÃO. O panorama do treinamento no Brasil: Fatos, Indicadores,-Tendências e Análises. 2016. Disponível em: <http://www.integracao.com.br/pesquisa-panorama-do-treinamento-no-brasil-2016.pdf>. Acesso em: 03 abr. 2017.

LENOIR, Francois. The largest internet company in 2030? This prediction will probably surprise you. 2017. Disponível em: <https://www.weforum.org/agenda/2017/01/the-largest-internet-company-in-2030-this-prediction-will-probably-surprise-you?utm_content=bufferca6f5&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer>. Acesso em: 21 mar. 2017.

LÉVY. P.As Tecnologias da Inteligência: O futuro do Pensamento na Era da Informática.

Rio de Janeiro: 34, 2008a.

Mesmo na crise, treinamento cresce nos EUA. 2014. Disponível em: <http://monitoreducacaocorporativa.org.br/mesmo-na-crise-treinamento-cresce-nos-eua/>. Acesso em: 03 abr. 2017.

Mercado de TI deve crescer 3% em 2016 no Brasil, aponta estudo da Abes e do IDC. 2016. Disponível em: <http://epocanegocios.globo.com/Tecnologia/noticia/2016/06/epoca-negocios-mercado-de-ti-deve-crescer-3-em-2016-no-brasil-aponta-estudo-da-abes-e-do-idc.html>. Acesso em: 03 abr. 2017.

MORENO, Felipe. Edtech: conheça um dos setores mais quentes do mer-cado de startups. 2017. Disponível em: <https://conteudo.startse.com.br/mercado/felipe/edtech-setores-mais-quentes-mercado-startups/>. Aces-so em: 21 mar. 2017.

O crescimento do agronegócio no Brasil e a necessidade de uma gestão de projetos eficaz para o setor. 2016. Disponível em: <http://exame.abril.com.br/negocios/dino/o-crescimento-do-agronegocio-no-brasil-e-a-necessidade-de-uma-gestao-de-projetos-eficaz-para-o-setor-shtml/>. Acesso em: 03 abr. 2017.


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PATI, Camila. Brasileiro recebe metade do treinamento de um america-no. 2015. Disponível em: <http://exame.abril.com.br/carreira/brasileiro-rece-be-metade-do-treinamento-de-um-americano/>. Acesso em: 03 abr. 2017.

PINHEIRO, Wladmir. Brasil investe mais em educação do que países ri-cos, mas gasto por aluno é pequeno. 2015. Disponível em: <http://www.correio24horas.com.br/detalhe/agenda-bahia/noticia/brasil-investe-mais-em-educacao-do-que-paises-ricos-mas-gasto-por-aluno-e-pequeno/?-cHash=f4242d07f39e2c6ad6fd8a17ffbbb12d>. Acesso em: 21 mar. 2017.

REIN, Raffaela. The 20 Edtech Startups Changing Education in Europe. 2015. Dis-ponível em: <https://www.edsurge.com/news/2015-07-02-the-20-edtech-startups-changing-education-in-europe>. Acesso em: 21 mar. 2017.

SMITH, Frank. 5 Tech Trends that Could Supercharge Education in 2016. Disponível em: <http://www.edtechmagazine.com/higher/article/2015/12/5-tech-trends-could-supercharge-education-2016>. Acesso em: 12 mar. 2017.

TAURION, Cezar. Serão as FinTechs uma ameaça real ao futuro dos bancos? 2016. Disponível em: <http://cio.com.br/opiniao/2016/04/11/serao-as-fintechs-uma-amea-ca-real-ao-futuro-dos-bancos/>. Acesso em: 03 abr. 2017.

VEDRENNE-CLOQUET, Benjamin. What is EdTech and why is it such a big oppor-tunity? 2017. Disponível em: <https://www.hottopics.ht/stories/education/what-is-edtech-and-why-is-it-important/>. Acesso em: 21 mar. 2017.

WESTWOOD, Jonathan. What India’s failing edtech startups can learn from Chi-na to succeed. 2017. Disponível em: <https://www.techinasia.com/talk/indian-start-ups-learn-edtech-china>. Acesso em: 21 mar. 2017.

O panorama do treinamento no Brasil: Fatos, Indicadores,Tendências e Análises

https://www.imcgrupo.com/impress/gt/upload/o_panorama_do_trein-amento_no_brasil_2015.pdf Acesso em: 19 abr. 2017.

Deloitte - Educação Corporativa no Brasil Habilidades para uma nova era do conhecimento

<https://www2.deloitte.com/br/pt/pages/deloitte-educacao/articles/pesquisa-ed-ucacao-corporativa.html/>. Acesso em: 19 abr. 2017.

(Footnotes)

1 Termo designado para a prática que arrecada fundos para a filantropia. É uma forma de financiamento coletivo.

https://www.imcgrupo.com/impress/gt/upload/o_panorama_do_treinamento_no_brasil_2015.pdf

https://www.imcgrupo.com/impress/gt/upload/o_panorama_do_treinamento_no_brasil_2015.pdf


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www.dotgroup.com.br

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