TED | Jaya's blog

The Economics Of Electronic Content

The following article was probably published around 2013 but the date of publication is not mentioned on the original url. Nevertheless, here it is.

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A few weeks ago educational researcher and professor of Educational Technology at Newcastle University, UK, Dr Sugata Mitra won the $1 million TED grant for his ‘Hole-In-The-Wall’ project. It basically promotes the concept of school in the cloud (web) relying on the premise that in the absence of supervision or formal teaching students will discover good content, share, discuss and teach others too. It is based on his experiments conducted in 1999 at Kalkaji, an urban slum in New Delhi. Mitra and his colleagues dug a hole in a wall bordering the slum, installed an internet-connected PC, and left it there (with a hidden camera filming the area). What they saw was kids from the slum playing around with the computer and in the process learning how to use it and how to go online, and then teaching each other. Such is the nature of technology that children relatively unexposed to the internet and computers were able to operate and learn to work with the technology.

The outcome of the experiment points towards one direction – the need for availability of reliable and relevant content. The importance and demand of good and reliable content in education is evident in the alacrity with which SmartClasses were adopted in India. The vendors, who were keen to sell computer hardware and claim they have “content for KG till 12 Std”, had a strong USP -– make the information electronically available would help their students in learning. According to a proposal letter from a Delhi-based vendor says they offer to set up SmartClasses and a Knowledge Centre and they have done so in over 10,000 schools across India. Recently there has been some information circulating that this large firm responsible for introducing smart classes is floundering since the veracity and quality of the content it offers is questionable. Schools are getting out of these alliances after 2-3 years of getting into the partnerships.

The ‘E’ Landscape
Sure, the market for e-content is growing. However, to get a definite figure for the size of the edu-content market is difficult. Perhaps these numbers and facts will help us imagine the landscape and possibilities in the ‘E’ economics. The literacy rate for the Indian population is 74.02 per cent (2011), up by 9 per cent from the previous decade. Of this 40 per cent of the population is below the age of 30, where 200 million children are under the age of 18 and 69 million of them reside in urban areas. The book market is estimated to be between Rs 10,000-12,000 crore in value with over 18,000 publishers doing business in the country. and you will perhaps even plan on setting up shop for e-content. Moreover, the publishing industry is growing at a rate of 30 per cent as per recent Ficci estimates.

Now, let’s go over the statistics on the electronic part of the content. The O’Reilly Global eBook Market’s (Feb 2013) says the ebook market in India is expected to be less than 1 per cent of the total book market, though this too is expected to grow by 20-25 per cent in the next 2-3 years.

Almost all of the online educational content and digital books are currently in English. According to PrintWeek India “In the last five years, digital printing industry has grown by approximately 21.6 per cent and over the next five years it is expected to expand by 23.6 per cent. There is a growth of 73 per cent in textbook printing in the last five years in India.”

The government of India is leading several initiatives to promote digital literacy and provide access to digital content at school and college levels. National-level missions such as the Rs 4612 crore ($859 million) National Mission on Education through ICT (NME-ICT) have been introduced. The NME-ICT is working in collaboration with other related missions and schemes—National Knowledge Network, Scheme of ICT in Schools, National Translation Mission, and the Vocational Education Mission. The idea behind the initiative, according to a report published in The Hindu (7 January 2009,http://www.hindu.com/thehindu/holnus/001200901021501.htm), is to work towards creating personalised and interactive knowledge module for students.

India’s education sector, moreover, is set to increase to Rs 602,410 crore ($109.84 billion) by FY15 due to the expected strong demand for quality education going by a recent report issued by India Ratings, a Fitch Group Company. Indian education sector’s market size in FY12 is estimated to be Rs 341,180 crore and the market for content forms a key chunk of this pie. The sector grew at a compounded annual growth rate of 16.5 per cent during FY05-FY12. The higher education (HE) segment was at 34.04 per cent ($17.02billion) of the total size in FY10 and grew by a CAGR of 18.13 per cent during FY04-FY10.

The Fitch report also said that it has a stable outlook on the Indian education sector which includes both school and higher education. Hence it is not surprising that content service providers and publishers future strategies are based on how to capitalise this sector. For instance, in Jan 2013 it was announced that HarperCollins India would be launching a new educational division in India. Collins India in a press note said the English-language schools textbook market in India currently stood at more that £150m, more than the market size in the UK, and is expected to grow further. Similarly Wiley India launched its Authorship Development Roadshow to get quality content in Bangalore and Chennai.

Now link all this to the demand from thousands of schools for e-content in India, and perhaps you will immediately think of registering a company and learning the ropes of the business to supply content. And competition already exists in the form of the education sector (K-12, higher education and academic) who were the early adopters of e-learning and e-content have company — the trade publishers too have joined the ‘E’ game.

But it’s not just competition that could prove a bugbear to your prospective firm. The vendor should find out if the content he is providing to schools is legitimate and importantly if it is suitable to the recipients.

With the tablet and smartphones boom in India, convergence is inevitable. However offering good content then becomes a prerequisite. As Thomas Abraham, managing director with Gurgaon-based Hachette India says, “Where trade (non academic books, literary fiction, self help, mind, body and spirit lists) books are concerned, 90 per cent of revenues come from the straight text flows of narrative fiction or non-fiction — the printed page moving on to the screen.”

Content Is Still King
One of the five publishing predictions for 2013 made at international publishing conferences at the start of the year is reiteration of the fact that content will be king. This is the future of publishing. If content falters or is under-par, it will not translate into a sustainable business model. It does not matter if the service provider is a trade publisher for fiction and non-fiction books or an education publisher for creating textbooks, everyone has to focus on creating good, reliable and authentic content.

Today there are slight shifts noticed in the nomenclature being used to offer content. Well-established publishing firms whose focus is education prefer to no longer be identified as publishers instead as educational service providers. Others will prefer to use terms like “content management” and “curriculum development”. Trade publishers, whose prime focus in their children’s list is to create fiction and non-fiction, recognising the need for offering reliable and branded content in educational institutions are now expanding their lists to include grammar books, elocution speeches and quiz books written by “branded” names or those who are willing to lend names. Everyone recognises the market and its potential, so it does make strategic sense to tweak existing lists and offer it in any format: print, digital or audio. Or as was said at the ‘If Book Then’ conference, Milan (19 March 2013) “data is the new oil of xxi century”.

15 Jan 2021

Jumpstart, 28-29 Aug 2013

11 09 , 2013 1 Comment

Jumpstart this year was focused on talking, discussing, tackling issues in children’s literature in a range of languages. The discussions were not necessarily confined to the domain of English-language publishing. The presentations, panel discussions and conversations on the side were representative of the enthusiasm, involvement and engagement that the various stakeholders in children’s literature hold. For Subir Shukla, the definition of children’s literature, was inclusive of textbooks that were being created for children in all languages across all states. It was not necessarily confined to the domain of trade literature ( picture books, chapter books, fiction and non-fiction) but that which was being created and used on a daily basis in classrooms across states. According to Subir Shukla textbooks such as the ones he was discussing had phenomenal print runs of 700,000 + as opposed to 5,000+ of trade literature, so it was a definition hard to dispute. Though there will always be quibbles about what constitutes “children’s literature”.

Anita Roy, Sampurna Chattarji and Anushka Ravishankar, Jumpstart 2013

The first day sessions were attended very well. There were an estimated 175 people who had registered, apart from the invitees, speakers, panelists etc. But there was even better constructive engagement to be experienced on the sidelines, during the coffee and lunch breaks, the reception ( by invitation only) in the evening etc. The second day was quieter with a hum of activity in the various sessions. These were primarily masterclasses focussed on writing and illustrating, followed by the book souk — a form of B2B speed-dating between authors and publishers.

Jumpstart 2013

This is the fourth edition of Jumpstart. Every year there has been something new on offer. In terms of content, formats and organisation. For instance, this year participants could register on separate days, depending upon what sessions were of interest to them rather than sign up for the two-day conference. It made a marked difference to the level of engagement between the audience and speakers. There were (mostly) focussed questions from the floor instead of too many rambling observations. The proposed format of inviting speakers to make presentations like the TED lectures was a good idea, since these are highly experienced professionals, but without a rehearsal the day before there was palpable nervousness amongst the speakers. So very soon the TED-like talks fizzled out into simple presentations from the podium followed by a panel discussion.

This time it was evident that the first day of the conference was meant for intensive networking. People were obviously engaged in serious conversations, business cards were being exchanged and the immense (business) possibilities of bringing so many stakeholders in children’s literature together was apparent. If only it were possible to know beforehand who were all the registered participants at Jumpstart, maybe the networking could have been more effective, since there is a limit to how many conversations one can have in a few hours. Energies do get spent. Maybe upon registering Jumpstart visitors could visit a restricted access section of the official website and view the names of expected people and their email ids, reach out to them, fix appointments, and do a bit of homework before attending the conference so the interactions could be far more constructive. Otherwise too much time was being spent in exchanging pleasantries, especially for Jumpstart virgins. Veterans, of course, knew how to mingle and move swiftly from one huddle to the next, glean information, exchange cards and initiate conversations, many to be completed days later. Over the years, I hear, many business engagements have emerged from or facilitated by Jumpstart. This year one of the immediate ones was award-winning illustrator Julia Kaergel’s visit to Kumaon University, facilitated by Arundhati Desothali.

The “practical” aspect of the conference – the masterclasses and the Book Souk – are feature that continue to enchant a number of participants. Illustrators and writers have the opportunity have face-to-face interactions with publishing professionals, experts and of course authors can meet editors of publishing firms to show them their manuscripts. Maybe next year a session on learning how to cost one’s labour and/or the costs involved in producing children’s literature could also be factored in. It would certainly help many of the conversations to be a tad sharper and focused. People have dreams and it is up to the publishers to make them come alive through a partnership, but many of those dreams need to be realistic, only possible if economics and money are discussed.

Translation panel, Jumpstart 2013

Rohini Chowdhury, translator and writer, says it well about children’s literature, something that German Book Office is constantly working at and facilitating through such platforms like Jumpstart – “Children are demanding readers, they absorb and observe, criticize and comment with a great deal more engagement and involvement than do most adults. They are also our future, and therefore, whether it is an original novel or story, or a translated work, children deserve the best that I can give.” (http://bit.ly/18OytEa )

11 Sept 2013

TED Posts

The Economics Of Electronic Content

Jumpstart, 28-29 Aug 2013

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