GenEd (Generation Educators)

A virtual professional development platform empowering Indonesian educators to upskill, network, and sustainably reinvent the way they teach. 

The Indonesian education sector and business industry is completely disconnected. Teachers have little insights into what are the necessary skills demands of future businesses - and the skills gap continues to widen.

Further, the majority of schools in Indonesia do not have a comprehensive learning program for its teachers to update their teaching practices. Available alternatives are short-term, unstructured, passive and lack 21st century relevance. Leading teachers to resort to outdated teaching methods insufficient to equip students with the skills of tomorrow.

How can we demand our educators to innovate in the classrooms, if we are not innovating the way we are training them?

At GenEd, we aim to seamlessly integrate business and education. We gathered academics and professionals across industries, compiled best practices, and developed bite-sized online learning journeys for teachers with a range of 21st century topics: design thinking, entrepreneurial mindset, data analytics and many more

The learnings on our platform are adaptable for all subjects and all grade levels. Our networking services also allow teachers to collaborate with professionals and co-create exciting, and relevant lessons.

Our platform is uniquely structured to inspire Indonesian educators to sustainably reinvent the way they teach and continuously innovate their lessons - so that they can help students develop skills to thrive in the future. 

We believe that teachers must be placed at the center of the solution in solving Indonesia's and ASEAN's widening skills gap. Join us in reimagining education: together we can empower teachers, inspire generations, and transform a nation.

Indonesia has one of the lowest children literacy rates in ASEAN, consecutively ranked bottom 10 of the PISA test for 20 years. Current Indonesian adult literacy rates are equivalent to secondary school students in Scandinavia. By 2030, Indonesia is predicted to incur USD 440 billion loss in economic output due to one of the widest employment skills gap. 

Without critical thinking and literacy skills, Indonesian children and adults will be unable to make accurate informed decisions, embrace tolerance, and obtain social mobility. 

The root of the matter is that teachers in Indonesia have limited opportunities to upskill or update their teaching practices and have little insights into the skills demands of future businesses. The majority of schools in Indonesia do not have a comprehensive learning program for its educators, with teachers receiving on average two trainings annually. Alternative programs are often short-term, unstructured, passive and lack 21st century relevance. 

Without a clear learning pathway, teachers resort to outdated teaching methods insufficient to equip students with critical thinking & literacy skills key to thriving in the future of work. 

This issue is pervasive nationwide affecting public and private schools, in rural and urban areas whereby 2.6 million teachers is currently raising 50 million future generation of Indonesians without sufficient support and tools. 

Our solution: for low-cost annual subscription packages, we offer schools a transformative learning pathway and networking opportunities for its educators throughout the year so they can take ownership of their learning & equip students with future skills.

Our solution serves the 2.6 million (formal and non-formal) Indonesian teachers nationwide across 273,968 schools, as well as the future teachers targeted to graduate yearly. The teachers vary in ages, experience, gender, and reside in rural and urban areas. 

The majority of Indonesian schools do not have a structured teacher training program, and alternatives are often short-term, unstructured, passive and lack 21st century relevance. Teachers are deprived of professional development and upskilling opportunities, and resort to outdated teaching practices. 

To further understand the needs of teachers as our users, we have engaged with various teacher-led communities (each with an outreach of more than 500 teachers) and facilitated monthly focus groups of teachers in urban and rural areas. 

In developing our products, our internal team of active educators are engaged in designing, evaluating, and testing the products. Our learning modules have been co-created in partnership with grassroot educator-led communities, and reviewed by esteemed academic advisors. Since the launching our pilot in 2020, we have continuously refined the product based on our user experience.  

GenEd is the first solution in Indonesia working with schools to adopt the transformative learning journey and networking opportunities for teachers throughout the year. The focus on 21st century topics such as design thinking and data literacy ensure that teachers gain insights into the skills demands of the future - helping them innovate their lessons to better prepare students to thrive in the future.  

The solution is scalable to millions of teachers and schools in ASEAN.

Lack of structured learning, networking, and exposure to best practices, lead Indonesian teachers to resort to outdated practices insufficient to prepare students with future skills. 

With monthly subscriptions priced at less than a cup of coffee, our solution is affordable. Our web-based platform is desktop and mobile responsive, accessible from anywhere with internet connection, and accommodates device storage limits.

The bite-sized modules can be completed in less than 20 minutes, easily integrated into daily routines, and easily adopted by schools and teachers at any point of the year.

Focus on critical thinking and 21st century skills (information literacy, data literacy, emotional literacy, design thinking, etc.) helps teachers apply innovative pedagogies across all subjects (including STEM) at all levels, to improve student learning outcomes and work readiness, improve literacy, numeracy, and social emotional learning.

Building on OECD’s PISA & innovative learning environments framework, and the Australian teaching standards, each module supports teachers in applying activities to accommodate different learning pace & styles at offline and virtual settings. Therefore increasing equitable access to quality learning for underserved learners.

The digital library of best practices inspire educators to innovate their lessons, and the networking services facilitate teachers' collaboration with professionals to co-create exciting relevant lessons.

Onboarding by customer support helps teachers engage meaningfully with the products and confidently develop the necessary digital literacy. 

The solution is well aligned with the challenge as it empowers educators and school leaders with access to quality professional development and training opportunities.

Founder and CEO of GenEd is Anggaris Anggia (Ghea) Cininta. She will be the designated team lead for this challenge.

GenEd believes that innovation is reconstructing and redesigning existing systems and perspectives into something different. We help educators innovate the way they teach by innovating how we train them:

1. Innovation Learning: 

• The first solution in Indonesia that authentically bridges business industry and education sector by co-creating bite-sized modules with corporations.

• Uniquely uses micro-course format to encourage consistent behavioural and mindset shifts, to help educators transform into innovators.

• Innovative usage of multimedia throughout the micro-courses (video, podcast, quiz, written reflection).

• Topics are innovative as it approaches pedagogy from various business skills perspectives, providing teachers with exposure to relevant upskilling opportunities of the 21st century. For example, the “entrepreneurial mindset” module with Deloitte, and “environmental literacy” with Carbonethics. Other modules in the pipeline include “story telling: from advertisers”, and “visible thinking: from designers”. See here.

2. Innovation Library:

• The first platform in Indonesia offering curated videos of global best teaching practices accessible with Indonesian subtitles completed with a detailed analysis of key teaching strategies used which can be replicated in their own classrooms. 

3. Innovation Community 

• the first Indonesian networking services that pairs teachers with 1) other educators for structured peer-mentorship sessions; and 2) industry professionals with relevant subject matter expertise to co-create innovative classroom activities.

• Each networking session is a guided process with deliverables to document the innovation. As part of CSR initiatives, Companies can sign up to be a part of the corporate network and genuinely contribute to reimagining the future of education.

Through our pilot launch in November 2020, we have tested our solution on 100 users and gathered data before and after taking our courses. We have also facilitated workshop focus groups to teachers in rural and urban areas on various topics to further measure levels of understanding and overall reception.

Furthermore, we regularly assess competitor learning products and various best reviewed & internationally recognized teacher training programs (such as National Geographic Educator Certification programs etc.).

Finally, our Academic Advisors and Professionals with decades of experience in the education sector review all GenEd contents and programs. Based on this, we periodically refine and redesign the program to be more engaging, actionable and of higher quality content.

Our latest version included additions in more colourful visuals, score leaderboards, and coursework section. This version is aimed to be launched on Indonesian National Teachers’ Day on 25th of November 2021.

The core technology that powers our solution is an educator-specific web-based platform for learning, networking, and sourcing digital pedagogical tools & inspiration. GenEd’s learning modules are uniquely designed with bright visuals and gamified elements to maximize engagement.

Each microcourse comprises of various multimedia technology i.e. animation, podcasts, quizzes, reflection, gamified coursework, self-assessment surveys, and downloadable digital tools and worksheets. At the end of each journey, teachers would be able to upload their coursework to a designated section of the platform for further assessment. If successful, they will obtain a certificate of completion.

Further, GenEd’s one-of-a-kind networking service matches teachers with peers and business professionals based on relevant subject matter and other areas of interest. We are currently developing a more advanced automated algorithm to expedite the pairing process.

Additionally, GenEd’s digital library complement’s the learning journeys with a series of curated videos of the world’s best teaching practices - all available with Indonesian subtitles and a detailed play-by-play pedagogical analysis to help teachers replicate in their classrooms.

GenEd’s proprietary technology includes a unique learning management system that assesses and provides visual analytics on teachers’ preferences and performance throughout the learning programs (online courses, networking services, digital library). The embedded self-assessment surveys before, during and after each learning measure school climate, teacher engagement, student satisfaction and other aspects.

Additionally, the GenEd platform is able to synthesize various data input and helps schools identify when and for which key pedagogical areas that teachers will need extra support or where they might thrive.

We believe that our transformative online learning program would address previously limited teacher upskilling opportunities and exposure to global best practices.

GenEd’s theory of change is centered on our belief that with sufficient engagement in routine upskilling activities & exposure to global best teaching practices throughout the school year, Indonesian teachers will gain actionable routines to implement in and bring innovation to their classrooms.

Furthermore, by facilitating meaningful collaborations between individual teachers and business industry professionals, we will empower educators with authentic insights into skills demands of the business sector and provide the confidence to reinvent their lessons to better prepare students for the future.
Hence, Teachers would have no shortage of inspiration all year- and would be able to sustainably reinvent the way they teach.

As teachers transform from the traditional instructors into skilled facilitators, innovators, designers, creators, collaborators and leaders, students will benefit in the short term from differentiation strategies, different sensory and intellectual stimulation, and various thinking perspectives through increased interaction, engagement and participation.  

Consequently, in the long term students will too emulate the innovative mindset, develop critical thinking skills, and build various literacies key to thriving in the fourth industrial revolution and beyond. Once every student has access to lessons delivered by informed, inspired, and innovative teachers, equitable quality education would be successfully attained.

GenEd’s products and services has real potential to catalyze positive change in education, by reimagining how to meaningfully connect business & education through empowering teachers. In turn, students will flourish as future problem solvers, entrepreneurs, changemakers, and designers.

Understand our theory of change further here.

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The main impact parameters of our programs are:

1. Outreach & Retention

Active users and subscribers indicate the outreach of the programs. Self-reported number of students per teacher indicate indirect impact for learners.

2. Usability & Satisfaction

Data metrics (user drop-off points, time spent per course & coursework) from our learning management system and self-assessed surveys, measures user obstacles and satisfaction levels.

3. Confidence & Mindset

Self-assessment surveys embedded into the learning programs (pre-course, during, post-course), measure user confidence and inclination to experiment with different pedagogical strategies in class.

4. Learning & Application

Quizzes completion and coursework submissions give insight to quality of knowledge absorbed and immediate application by users

5. Adoption of learning

Follow-up calls and e-mail surveys 15, 30, 60, and 90 days upon completion of the learning journeys can identify level of mindset shift and transformation as an innovator.

6. Student Outcome 

Measuring differences in student performance, participation, and engagement before new teaching strategy implementation and periodically after execution, indicate success.

7. School transformation

School self-reported increase in student-led extracurricular activities, improved teacher-led initiatives/projects, and increased positive feedback from parents on school improvements, indicate creation of innovative learning environments in school.

Our impact goals are to improve overall teaching and learning in schools as follows:

By 2022 to transform 4,700 schools, empower 42,000 teachers, and impact 840,000 students. 

By 2024 to transform 8,400 schools, empower 76.000 teachers, 1 million students.

By 2026 to transform 14,800 schools, empower 134.000 teachers, and impact 2.6 million students.

Empowering teachers refers to providing opportunities to upskill& network, to increase their confidence in innovating the way they teach while effectively developing critical thinking for students.

School transformation refers to creating innovative learning environments enriched with active student-led and teacher-led initiatives, demonstrating sense of agency and ownership learning.

Student impact addresses student outcomes and ability to interact with information meaningfully and development of adaptive & agile mindset. 

By closely working together with schools, we will be able to ensure genuine adoption of innovative pedagogies by teachers throughout lessons and further help students learn how to think and be prepared for the future challenges of the workforce.

We aim to achieve the above impact goals through various B2B2C and B2C channels, collaborative partnerships, as well as rigorous marketing. 

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1. Financing: 

Our primary barrier is the right financing support (grants or the right investor). We are currently operating based on a fully volunteer basis where everyone donates their skills and time. We would love to have sufficient resources to employ permanent skilled employees to further grow the company and gain financially sustainable operations.

2. Legal: 

Governmental and legal bureaucracy create disconnect between 3 core ministries involved in delivery of education and training of teachers:

• Ministry of religion,
• Ministry of education
• Ministry of research and technology (up until 2020)

This creates difficulty in alligning lesson plans, student learning goals and teacher training programs.

3. Cultural:

The Pandemic has eliminated some of the previously strong resistance to virtual courses and accelerated adoption of online learning.

However, there are still some difficult existing cultural perspectives that may hinder teachers’ transformation into innovators. For example, the Eastern culture to respect your elders (as they are believed to know more) can sometimes lead to younger generation being afraid to suggest new innovation. There is also the perception of modernization may be teaching values that deviate from strong Asian/Eastern values.

Furthermore, the education system has also put in place various administrative burden to the teachers whereby educators would be resistant to add upskilling or professional development programs on series of tasks. 

3. Market entry:

Introducing a new product to schools would require significant marketing and sales efforts. We would love to have the initial funding to kick start pushing our product to the market.

Formerly named Generation Peace, a community organization initiated 10 years ago to advocate against the increasing intraschool violence happening around Jakarta. It has always been apparent that Indonesian students lacked critical and independent thinking to make accurate informed decisions, embraced tolerance, and grasp better economic opportunities.

As a new mother in 2017, Ghea discovered the OECD’s PISA framework and shared many parents’ concern of attainable quality education delivered by skilled and innovative teachers. Through the framework, Ghea recognized the root cause of low critical thinking skills in students are teachers who retain outdated teaching practices and do not receive adequate upskilling opportunities.

Since then, Generation Peace (later renamed into GenEd) pivoted to focusing on teacher training and professional development. At the heart of GenEd, is Ghea’s personal mission to place teachers at the center of the solution to solving Indonesia’s education crisis.

Ghea’s vision to reimagining the future of education is that when we empower teachers, we will inspire generations, and we can transform a nation (and even the world)! 

Our power team comprises of 10 core professionals (volunteer - part time) and 50 assisting professionals (volunteer - adhoc basis). All professionals donate time and skills on a voluntary/volunteer basis.

Our power team comprises of 60 passionate volunteers from diverse backgrounds in various industries and a dedicated core team of experienced professionals

Ghea as the Founder and CEO has 10 years of experience as a corporate consultant and the latter 5 in leadership positions - accustomed to helping potential clients identify problems, retain long-term relations, and close deals. Her experience allowed her to build various links of corporate, governmental, and education networks

Eireen as Chief of Academics has more than 6 years experience as a certified educator, teacher trainer and curriculums specialist. 

Jody as our Chief of Technology has years of back-end, front-end and UI/UX design experience

Yusuf as our Chief of Finance has more than 10 years experience as a senior certified public auditor at a leading public accountant firm

Special mention to our official academic advisor: Mrs Alexandra Silitonga with 28 years of experience as teacher, teacher trainer, workshop learder, and headmaster of International Baccaleareatte and IB inspired schools in Indonesia; and

Mr Jaspal Sidhu as our business advisor is the chairman of SIngapore International School and sekolah inspirasi schools aspiring to build affordable quality schools across Indonesia.

Collectively, our team has the rights skills and background to authentically develop, deploy, and refine solutions aimed to empower educators through upskilling opportunities and bridging business and education. Importantly, our team is driven to making the GenEd dream a promising reality.

Ghea is known for her big dreams and going the extra mile to advocate for her causes.

In 2010, she set up a community organization advocating for critical thinking in students to combat intraschool violence.

Since then, she established GenEd in 2019 and was adamant in adressing the root cause of low critical thinking and literacy skills across the country.

Pushing through the lockdown in the early 2020, she rallied volunteers from across the world and managed a team of diverse & skilled volunteers toto collectively design and develop the sophisticated web-based GenEd platform. She was able to communicate her idea & vision of a teacher-centric solution and (together with her team) successfully converted a simple ideation into the core product it is today. 

With her collaborative mindset, she has also established connections with numerous high profile institutions including the OECD’s PISA team, and secured partnerships with other leading international institutions. 

Ghea has shown year after year that developing youth’s critical thinking skills is of her utmost concern - her passion to improving education in Indonesia and beyond has yet to falter.

GenEd has co-created learning journeys with: 

• Deloitte, global consultancy firm, co-created the “entrepreneurial mindset” journey to help teachers incorporate entrepreneurial exercises. Deloitte also collaborated to facilitate monthly focus groups with teachers.
• Pengajar Belajar, the non profit arm of “Girls Generation” co-developed the “Data Literacy” journey to help teachers engage students in identifying, collecting, understanding, and interpreting data (combatting misinformation and ensuring informed decision-making).
• TeachnSpire, an educator-led organization, co-created the “Design Thinking” journey to help teachers incorporate exercises in empathy, problem definition, ideation, and prototyping.
• Kikori, an award winning US-based social EdTech, is developing six core journeys in pedagogical fundamentals as a 1) facilitator; 2) communicator; 3) experiential educator; 4) mentor & coach; 5) designer & innovator; 6) leader.
• WandernWonder, an Indonesian k-12 institution, is developing the “Emotional Literacy” journey to help teachers incorporate empathy exercises before, during and after class. Additionally also developing “Information Literacy” to help teachers employ guided reading strategies.
• Cultural Intellectual Property Rights Innotiative (CIPRI), an award-winning social enterprise in fashion sustainability is co-creating“Cultural Literacy” journey promoting CIPRI’s “3Cs” principles of cultural protection: Credit, Consent, and Compensation.
• CarbonEthics, the Indonesian social enterprise are co-creating “Environmental Literacy” module to help teachers with different strategies to introduce climate change.

Winning the OCTAVA social innovation challenge would provide an incredible boost to our credibility as an enterprise and validate our solution, and further help secure key global collaborations & partnerships with renowned institutions & businesses.

Additionally, the USD 50,000 grant funding would give us the much needed financial support to launch our product, build our traction, and continue to test & refine the product-market fit necessary to make meaningful change in the lives of Indonesian teachers and students.

Furthermore, attaining the incredible opportunity of undergoing the cohort accelerator program, as well as receiving mentorship guidance from the world’s most experienced academics and professionals would be invaluable - particularly to ensure that we not only attain our business goals but successfully (and sustainably) achieve our social impact goals.

Finally, the networking opportunity to learn from, collaborate and consult with the other cohort enterprises would be deeply meaningful for GenEd’s growth and resilience as an enterprise. Most importantly, together to create real catalytic changes and reshape the global education landscape.

Firstly, GenEd would greatly benefit from learning how to further refine our impact metrics, data collection methods, and analysis that could help us continue to improve our product and truly create positive impact in education.

Secondly, to ensure the best user experience on our web-platforms, we would greatly value any insights to strengthen and optimize our technology infrastructure.

Thirdly, GenEd would benefit from understanding the strategies needed to design the right systems to streamline our operations and be as effective & efficient as possible (including from our business model). 

Fourthly, GenEd would value any insights on how to capture new markets as well as create & execute successful leads and sales strategies.

Lastly, GenEd would greatly benefit from the vast and esteemed MIT & OCTAVA network to build and define our own growth strategy