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Project Report Marketing Strategy & Value Innovation (MSVI) 1



ACKNOWLEDGEMENT

First and foremost, we express our gratitude to Allah the almighty, who aided us
with His strength, gave us wisdom and patience to complete this term paper.

We would like to express our deepest appreciation to all those who provided us
the possibility to complete this report.

Our Special gratitude goes out to our coach, Ekhlaque Ahmed, whose
contribution in stimulating suggestions and encouragement, helped us to
coordinate our project especially in writing this report. Also it goes without saying
that without the concepts given to us during the course of the project are the
reason why we could complete this report.

Furthermore, we would like to acknowledge with much appreciation the crucial
role of the staff of E-Learning Network (ELN), who gave the permission to use all
gathered information and the necessary materials to complete the Report.
Special shout out goes to Faiza Khalil (Program Manager) and Sana Ali (CEO) to
arrange the visits and help us go through the required details. Though the visits
could have been more elaborative but whatever information we gathered on the
field are the one we used to compile the report. The visits were very few in
number due to busy travel schedule of the team at ELN.

Last but not least, many thanks go to our beloved parents for their support and
encouragement. And also to our class mates who helped us further strengthen
our concepts in many ways and keep our competitive spirit alive.

Project Report Marketing Strategy & Value Innovation (MSVI) 2



CREDITS

The section enlists all the parties involved in the commencement, preparation
and finalization of the report. Team members names along with the
representations from the E-Learning Network are mentioned here for everyone
to know the involvement of.


A. Institute of Business Management

THE COACH TEAM MEMBERS

Ekhlague Ammad Asim Owais Razi Umair Abdul Hamza

Ahmed (TL) uddin Saleem Hadi Ali

B. E-Learning Network

CEO CTO Program Manager

Sana Farooq Usman Mufti Faiza Khalil

Project Report Marketing Strategy & Value Innovation (MSVI) 3



TABLE OF CONTENTS

Titles Page #

Acknowledgement 2

Credits 3

Executive Summary 5
A. Introduction 6
B. Industry Background 8
C. SWOT Analysis 14
D. Teacher Training 15
E. About ELN 18
F. Michael Porters 5 Forces 22
G. Education/Training As Is 23
H. Strategic Sequence 24
I. Build Utility Map: Blocked 25
J. Strategic Canvas & ERRC 26
K. Build Utility Map: Unblocked 28
L. 6 Path Analysis 29
M. Business Model 32
N. Conclusion 34
Appendix A: 2017 Percentage of Students
Appendix B: HSC Marking
Appendix C: LMS Screenshot

Project Report Marketing Strategy & Value Innovation (MSVI) 4



EXECUTIVE SUMMARY

The report provides information related to the entrepreneurial venture of Sana
Farooq (CEO) and Team in providing online accredited teacher training to raise
the bar of the local training in Pakistan. They took franchise of ELN from UK in
2016 and started their journey in Pakistans market of providing Teachers
Training. Though ELN provides Quality Assurance Training and Leadership and
Management Training at all levels however they are focused on providing
Teachers Training in Pakistan.

Methods of analysis utilized in this report include looking into qualification of
teachers available in the Education industry of Pakistan in the Public and Private
Schools, training they receive, Customer/Non-Customer Analysis, Porter's Five
Forces and Teachers Pain Points to evaluate the training provided to them in the
schools in the conventional industry. Beyond that the pain points are taken
through a strategic sequence that involves Buyer Utility Map, Strategy Canvas,
ERRC Mode, 6-Path Analysis to determine the final Focus, Divergence and Tagline
of the E0Kearninig Network.

The report finds that the E-Learning Network has great prospects in the context
of E-Learning in Pakistan however due to the Regulation Authorities in Pakistan
they are and will face magnanimous hurdles if they try to implement any
standards for Teacher Training such as QCF in UK. However, they can continue to
go to schools directly and generate awareness about the international standards
such as QCF to raise the level of local education to international standards.

It has been only a year and a half for ELN to arrive in Pakistan therefore most of
the findings in this report should be considered as recommendations that are yet
to be implemented in its fullest form with the generation of awareness.

It is recommended:

That ELN should push regulatory body in Pakistan to adopt an international
standard to enhance Quality training for Teachers.
That ELN should look across buyer groups to create awareness about its
service.
That ELN should focus more on Social Group interactions and provide
fulfillment to their already attractive e-learning.

Project Report Marketing Strategy & Value Innovation (MSVI) 5



A.INTRODUCTION

The Constitution of Islamic Republic of Pakistan, 1973 lays down that

State shall be responsible for eradication of illiteracy and
provision of free and compulsory education up to secondary
level, within minimum possible time.

(Article 37-B, 1973 Constitution of Pakistan)

The article 25A Right to Education of the Constitution says that:

The State shall provide free and compulsory education to all
children of the age of five to sixteen years in such manner as
may be determined by law.

Education is a fundamental human right and every child is entitled to it. It is
critical to our development as individuals and as societies, and it helps cover the
way to a successful and productive future. When we ensure that children have
access to a quality education that is rooted in gender equality, we create a ripple
effect of opportunity that impacts generations to come. Unfortunately,
Education is one of the deprived fields of country and unable to get due attention
by any governments.

Our nations education sector has always been the states stepchild. Its failures
and weaknesses cannot be overestimated and while this plaguing issue does not
make it to authorities concerns, it does indeed is of major concern. Pakistans
spending on primary, secondary and higher education is a mere two per cent,
that is less than the spending in India, Iran and Bangladesh, which is a reflection
of our priorities and is in turn reflected in the scholarship, or lack of, produced
here.

In a report released in September 2016, the UN said that Pakistans education is
more than 60 years behind the rest of the world in primary and secondary
education targets, respectively. Pakistan has one of the largest and fastest
growing youth populations in the world with an estimated 59 million people from
4-10 years of age. We must ask what are we giving this population? At this rate

Project Report Marketing Strategy & Value Innovation (MSVI) 6



and with our foundations so rickety, we will never be able to catch up with the
rest of the world.

Amongst many other issues, one of the most pertaining issue with respect to
quality of education system in Pakistan is deprivation of preparing teachers for
the challenges of a rapidly changing world that means failure in equipping them
with methods and opportunities for upgrading subject-specific expertise;
implementing effecting teaching practices; instilling an understanding of
technology/emerging sciences (such as life skills); and the ability of work
collaboratively with other teachers, communities and parents.

This is needed at a time when the teaching profession in Pakistan is suffering from
low morale and motivation; poor standards of performance; low remuneration
packages, slow career mobility; a growing trend towards contract rather than
permanent employments; disparate and poor standards of pre-and in-service
training and generally low levels of institution support.

At all levels of education, teachers are the very heart of the effort made to
establish the common foundations for the acquisition of skills, knowledge,
lifelong learning, culture, respect for constructive achievements and regard for
codes of conduct that are essential for the economic, social, and cultural progress
of society. In so many respects, the future of the worlds is in the hands of
teachers.

Project Report Marketing Strategy & Value Innovation (MSVI) 7



B. INDUSTRY BACKGROUND

Education is clearly a critical area for developing countries, and has for some time
been an area of focus of the development community. In the past, however,
there was limited attention to the role of education in the overall mix of
educational in-situations in various countries. This section covers how the
Educational industry in Pakistan works in through various private and public
schools along with providing quantitative data about spread of public/private
schools. Lastly it also lists the proportion of various types of educational system
across Pakistan.

In Pakistan, education is a provincial subject as a result of the 18 Constitutional
Amendment legislated by the parliament during April 2010. The provincial/area
governments enjoy greater autonomy in several social and economic sectors,
including education. The Ministry of Education and Trainings and Standards in
Higher Education (MET&SHE) at the federal level coordinates with international
development partners and provides a platform to the provincial/area
departments of education for exchange of information and creating synergy,
synchronization and harmony.

Public sector formal school system, which is largest service provider in Pakistan,
consists of 12 academic years. It starts from Primary and ends at Intermediate
level or Higher Secondary School Certificate (HSSC). Pre-primary classes (local
name Katchi class, translation: Pre-Primary; premature or not ripe yet) can be
found in schools, but this level is not recognized in terms of budgetary provision
or examination. Private sector caters for educational needs of about one third
enrolled children having diverse streams, some following public sector national
curricula, while others opting for curricula of Cambridge International
Examinations.

The children of upper-middle classes, residing in urban localities, mostly attend
high cost private schools, offering foreign curricula and international examination
systems (O and A levels) and are staffed with qualified and trained teachers, well-
equipped classrooms, all essential facilities of good quality, and imported
teaching-learning materials.

Majority of the children, residing mainly in rural and semi-urban areas and
belonging to the low income families, attend public schools which offer free
education but are characterized by poor quality of education due to lack of

Project Report Marketing Strategy & Value Innovation (MSVI) 8



physical facilities, shortage or absence of teachers, and non-availability of

suitable learning materials.
Each province has its own Department of Education. Educational institutions
located in the federal capital territory are administered directly by the Ministry
of Education.

Pakistan experienced difficulties in improving educational provision in the 1990s
with, for instance, insufficient school buildings, lack of essential facilities,
untrained or poorly trained teachers in remote areas, lack of classroom resources
and unavailability of textbooks. The country is now trying to reverse the situation
through a so-called bottom-up and top-down strategy, giving priority to both
basic education and higher education.

The gross domestic product (GDP) was 4.445 billion Rs in 2016-17 with 2.70%
spent on allocation for education. The financing of education is assured in part
by foreign donors.

School Education
Pakistan's education system focuses strongly on primary education. Despite this
concentration, however, there are still many children between 5 to 9 years of age
that are not attending school and it would appear that the primary system needs
to expand if universal primary enrolment is to be achieved. Other countries
reviewed have significantly larger proportions of children of primary age in their
primary education programs. At the same time, the system's ability to
accommodate students who wish to continue their education beyond the
primary level is relatively low, which has both economic and social implications
for Pakistan's future. Balancing growth at the primary level with growth at the
higher levels of education should be a priority.

In 2016/17, Pakistan's education system accommodated over 36 million
students. Of these, 95% (34 million) were studying at basic education levels, pre-
primary through higher secondary as show in appendix A.

Primary and secondary education is provided by public and private schools as well
as by Islamic madrasahs. School education is organized in a 5+3+2+2 model:
Primary stage (5 years); middle stage (3 years); lower secondary stage (2 years);
and upper secondary stage (2 years). Education starts at the age of five. Pre-
school classes known as Katchi were discontinued during the 1980s. They were
reintroduced with the National Education Policy 1998-2010.

Project Report Marketing Strategy & Value Innovation (MSVI) 9



According to information from the Ministry of Education, Pakistan has passed a

law on compulsory education (eight years of schooling). Some provinces also
have laws regarding this. Implementation of the law is dependent on support
from all the provinces, which has not been secured so far. Schools normally close
for ten weeks from the beginning of June until mid/late August. Winter holidays
usually run from mid-December to early January.

School education is organized by the Ministry of Education. The Curriculum Wing
within the ministry formulates the national framework curriculum through a wide
stakeholder consultation. The present curriculum was revised and updated in the
year 2000 and 2002 for science subjects and social science subjects respectively.
A new revision of the national curriculum for sciences and social science
subjects/humanities at the primary, secondary and higher secondary education
levels is planned for the years 2005/2006 in order to make the curriculum more
responsive to modern needs and comparable with international standards.

The Inter Board Committee of Chairmen (IBCC) controls the 26 boards of
intermediate and secondary education. The boards, one federal and the
remainder provincial, affiliate schools, implement, regulate and monitor schemes
of studies and curricula, and hold Secondary School Certificate (SSC) and Higher
Secondary School Certificate (HSSC) exams. Three technical boards are
responsible for vocational and technical education. A list of the boards is
published by IBCC on their website at http://www.ibcc.edu.pk/default.asp.
The boards are autonomous institutions financed by fees from the affiliated
schools and from students allowed for examination. Urdu is generally the
medium of instruction within the education system.

Public School
Pakistan had a total of around 155,000 primary schools in 2003-04 with an
enrolment of around 19.8 million pupils and 432,000 teachers. Boys' schools
comprise around 74,000 institutions, while girls' schools and mixed schools make
up the remaining 81,000 institutions. In government schools in urban areas 51%
of the pupils are boys, while the rate in private schools is about 60% and 69% in
rural areas.
Although the general enrolment of girls in education is progressing, nevertheless
the ratio of girls to boys still favours boys, with 72% in primary education and 64%
in secondary education. The current policy encourages the enrolment of girls by
supplying them with scholarships and free textbooks.

Project Report Marketing Strategy & Value Innovation (MSVI) 10


Private education
Before 1972, private educational institutions constituted a substantial proportion
of the total educational system of schools and colleges. In 1972 the Pakistan
government nationalized all private educational institutions.
Because of a lack of funding for public education, private educational institutions
were again permitted to operate from 1979. The government even encouraged
private enterprises to open educational institutions in rural areas. Non-
Governmental Organizations (NGO) could contractually take over government
schools for a prescribed time-period.

Enrolment in private schools is now in the order of 42% of total enrolment and
37% at the middle school level. At the secondary and higher secondary level, the
enrolment in private education is 30% and 64% respectively. Enrolment in private
schools is predominant among urban middle and upper income families. Private
schools are considered in general to exhibit better performances than
government and state schools, but the quality of education varies.

Enrolment in private schools is predominant among urban middle and upper
income families. Private schools are considered in general to exhibit better
performances than government and state schools, but the quality of education
varies. In some areas government schools are non-functioning or nonexistent and
parents send their children to low-cost private schools with basic facilities or to
local maktabs or madaris (religious schools).

National Curricula

Primary education
Primary education comprises Grades I-V. The language of instruction is either
Urdu or the regional language. The curriculum includes reading, writing,
arithmetic, general science, social studies, Islamic education, and physical
education.

Middle level education
Middle level education lasts from Grades VI-VIII. The curriculum includes the
compulsory subjects of Urdu, English, mathematics, sciences, social studies, and
Islamic studies. Non-Muslims are exempt from Islamiyat-Islamic Studies. Instead
they are taught Moral Education.

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Secondary Education
Secondary Education lasts from Grades IX through X. Students can specialize in
science, humanities, or technical streams. Compulsory subjects for all are English,
Urdu, Islamiyat, Pakistan studies and mathematics.

However, rural areas often offer a limited choice of subjects due to lack of staff
and facilities, such as science labs in science streams. Only 35% out of 9,200
secondary and higher secondary schools in Pakistan meet the minimum
requirements of an equipped laboratory according to official statistics published
in the Education Sector Reforms: Action Plan for 2001/2002 to 2005/2006. The
government plans to construct new science labs in about 3,000 schools during
2011-2020.

Assessment & Documentation

Assessment
Pakistan has introduced a continuous assessment and examination system. Pupils
are assessed through course work, class participation, and examinations.
However, promotion from one grade to another is automatic. Examination is
conducted by the boards. It consists of question papers comprising different
sections: objective questions, short answer questions and long answer questions.
The final mark is determined by the final set of examinations. Those who fail their
national examinations at the first or "Annual" sitting by three subjects or less are
able to retake the failed subjects, usually for a maximum of two "Supplementary"
sittings. If no subjects are passed after the third and final supplementary, the
entire set of examinations must be repeated, according to information from the
UK NARIC.

Pass percentages vary according to the district, gender of the candidate as well
as the stream chosen. Statistics from the different boards show that the highest
pass percentages are found within the pre-medical and pre-engineering groups
and within the science group. See Appendix B.

Documentation
The final qualification awarded is either the Intermediate Certificate or the Higher
Secondary School Certificate. The student receives a certificate/diploma with the
marks obtained issued by the relevant Board. The Inter Board Committee of
Chairmen might attest the certificate.

Project Report Marketing Strategy & Value Innovation (MSVI) 12



11-12

15-16
High Secondary Schools

Secondary Education
13-14 09-10
High Schools

10-12 Middle School 06-08

Elementary Education


Elementary or Primary Schools


10-12 01-05

03-04 Pre- Primary Schools UA-K

Age Grade

Project Report Marketing Strategy & Value Innovation (MSVI) 13



C. SWOT ANALYSIS
Conducting a SWOT analysis of your business or industry is a lot more fun than
it sounds. It wont take much time, and doing it forces you to think about your
business or industry in a whole new way.

The point of a SWOT analysis is to help one develop a strong business strategy
by making sure youve considered all of your businesss strengths and
weaknesses, as well as the opportunities and threats it faces in the marketplace.
Please find below SWOT Analysis done on conventional teacher training
industry of Pakistan.

Strengths Weakness
Teachers are highly motivated to get experience Current curricula are very old and
equivalency conventional and are not designed to the
Pakistan have good schools and schooling need.
system Lack of appropriate budget for training.
Students wants to be educated Teachers are far behind in developing core
Increasing awareness amount private schools competencies fundamental to their profession
Not selecting the teachers on merit, lack of
proper screening and relaxing of qualification
requirements have jeopardized the end
objective of providing quality education.
Lack of facilities for teacher welfare,
counseling and career guidance.

Opportunities Threats
Govt. need to impose the rules and regulation Future generation will not get the quality
regarding hiring process of teacher education
Accreditation system has to be evolved. No proper security has been provided to
Accreditation is an evaluation process that teachers and student
determines the quality of an institution or Population growth is greater than
program using predetermined standards. literacygrowth overseas employment will go to
Use of distance education and e-learning and countrywhich is more educated.
adoption of latest information and Human resource of Pakistan is not competitive
communications technologies.
Foreign aid could be a great opportunity to
enhance our education industry
A proper government agency should be
formed for the transparency of teacher hiring
method.
Scholarships

Project Report Marketing Strategy & Value Innovation (MSVI) 14


D. TEACHER TRAINING

Teacher education in Pakistan is offered in the higher secondary education
sector, in the tertiary/university sector and through in-service training for the
higher education sector. Teacher education is conducted in institutions under the
control of the Provincial Education Departments and Education Extension
Centers. Teacher education program are offered in Government Colleges of
Elementary Teachers, Government Colleges of Education, Institutes of Education
and Research, and Departments of Education in universities.

In order to strengthen the quality of teacher education, in 2001 Pakistan
implemented a teacher education reform. Under this reform, admission to
primary school teachers colleges (Grades I - VIII) will require either 10 or 12 years
of schooling. The students with a matriculation background (10 years of
schooling) are required to complete a 3-year teacher training program, while
students who have passed Grade XII require 1 years. Candidates obtain a
Diploma in Education.

Previously, teachers for Grades I - V were required to complete a minimum of a
one-year teacher-training program. Admission was based on completion of
Grade X at minimum. Candidates obtained a Primary Teaching Certificate (P.T.C.).
Teachers for Grades VI - VIII had to have 12 years of schooling before being
admitted to a one-year teacher-training program after which they would obtain
a Certificate in Teaching (C.T.).

Teachers for secondary education Grades IX - X are required to complete a one-
year teacher training program for which the admission requirement is a 4-year
Bachelor of Arts or Bachelor of Science. The credential awarded is a Bachelor of
Education, B.Ed.

Teachers for Grades XI - XII are required to complete a two-year teacher-training
program leading to a Master of Education degree, M.Ed. The Higher Education
Commission (HEC) offers in-service training programs for University and College
teachers. The Federal Board of Intermediate and Secondary Education (FBISE)
and HEC are entrusted by the government with all matters concerning teacher
education, including quality, content and evaluation within their area of
authority.

Details are mentioned below in the table.

Project Report Marketing Strategy & Value Innovation (MSVI) 15



Final Degree/
Level of Class- level Admission
Certificate Duration Institutions
teachers to teach qualification
awarded

Government
Primary Diploma in
Grades I - 12 years of colleges, Dep.
school Education 1 years
VIII education of. Education at
teachers Certificate
universities, etc.
10 years of
3 years
education
Secondary B.Ed.,Bachelor Postgraduate
Grades IX
school ofEducation B.A./B.BSc. 1 year course at
X
teachers degree university
After B.Ed.:
Secondary M.Ed., Master
Grades XI postgraduate
school of Education B.Ed. 2 years
XI course at
teachers degree
university
Higher
education HEC: Learning
University Masters 6 days to 3
teachers, Not mentioned Innovation
and college Degree months
in-service Service
training

It is observed during our analysis of industry and teacher training options that
the level of teacher training courses is not as par with the international
standards. Moreover, the local teacher training institutes available in the
market are below the quality that should be acceptable.

Customer/Non-Customer Analysis
Before the launch of ELN in 2016, the company conducted a moderate survey of
over 25 to 40 Teachers at various schools in Pakistan. Most of the schools are
located in major cities i.e. Karachi, Lahore and Islamabad. The survey revealed
some interesting facts about the issues they have encountered in coordinating
with their students and management. However, the focus of their survey is
pertaining to look into their satisfaction with respect to their subject knowledge
in comparison to the international Market. The survey also looked at how
effective teachers are able to convey the concepts to the students and what are
their teaching techniques. The survey at the end provided ELN with few pain
points that will be discussed later on in the report.

Moreover, we conducted observational survey with competent and experienced
teachers of various schools in Karachi that are non-customers of ELN. They are

Project Report Marketing Strategy & Value Innovation (MSVI) 16



asked to provide their feedback on their education along with what they are
doing in order to keep it updated. Also they are asked if they will consider taking
any trainings that would allow them to teach abroad. 90% of the prospects have
said Yes to such service. The questions are asked from random teachers.

It goes without saying that the major problem afflicting education in Pakistan is
the quality of learning and competency level of both students and teachers.
Increases in access and enrollment are unsustainable without improvements in
the quality of teaching and learning at the classroom level. Current data indicates
that for every 100 students enrolled in government schools at grade one, only 8
go on to complete grade twelve.

There are 203 teacher-training institutions in Pakistan including the University of
Education (Punjab) teacher training facilities in universities, the Bureau of
Curricula, Elementary Training Colleges and designated teacher training outposts
in government high schools. The above number include almost 300 decentralized
Teachers Resource Centers that are being established under the
education sector reform program in all four provinces of Pakistan. Teacher
training programs are proliferating, but without standards or quality assurance.

There is a pressing need to build a cadre of resource persons strategically
selected from Government and Non-Governmental Organizations. The resource
persons trained under PTEPDP will be available throughout the country to
improve skills of colleagues at training institutions and teachers
in government or non-elite private schools. They will be trained in the selected
core areas of mathematics, science and the teaching of English as a Second
Language, and leadership for managing change, which will make a difference in
the classroom, and improve learning competencies and school effectiveness.

Teacher preparation and institutional development is the centerpiece of
objectives that support the Mission's strategic priorities. Institutional
development and management skills are also required to facilitate application of
the newly acquired professional skills. The training will draw upon lessons
learned in other strategically located countries and shall consider the potentials
offered through the use of new learning technologies. Other new areas of
emphasis include organizational performance assessment and post-training
program support.

Project Report Marketing Strategy & Value Innovation (MSVI) 17



E. ABOUT ELN

E-Learning Network ELN (SMC) Pvt. Ltd. is a registered organization in England &
Wales, providing Pearson (BTEC) and Laser Learning Accredited Teacher Training,
Quality Assurance Training and Leadership and Management Training at all levels,
ELN has trained over 1500 personals providing 18,760 hours of training in 14
countries across Europe and Asia, providing professional development BTEC,
NVQ and QCF courses.

ELN is in the preliminary phase of development in Pakistan starting in 2015; ELN
has provided 1600 hours of certified Pearson, teachers training courses offline to
400 teachers working in private elite schools of Sindh.

ELNs online courses are for aspiring teachers and leading professionals of the
teaching and education sector. We provide valuable opportunities to achieve UK
qualifications without the travel costs or taking time off work. The role of The E-
learning Network (ELN) is as follow:

Unique face-to-face and e-learning blended solutions
Training and capacity of beginner to experienced teachers
Offering the course of educational leadership and management
Introducing ICT to government teach

ELN Pakistan aims to provide quality trainings to teachers who dont have access
to international standard trainings as they cant afford to go abroad to study and
expand their portfolios. ELN online trainings will give opportunities to female
teachers who cant afford to go abroad or even access local training workshops
due to conveyance and cost issues.

Around 25 schools in Karachi are on ELN training some of the prominent ones are
Karachi Grammar School, The Frobels Academy, Bayview High School, Indus
Academy, The CAS School and others. ELN also works with Special need schools
in Karachi providing their teachers support to work with special educational need
persons and helping mainstream teachers in how to make their classrooms more
inclusive and sustainable for special needs.

One of the biggest USPs ELN offers in Pakistan is focusing on customizing our
internationally recognized online courses to the local audiences, we have
provided over 100 teachers training courses in Sindh only over the past 2 years.

Project Report Marketing Strategy & Value Innovation (MSVI) 18



After successfully delivering teachers training to Karachi private schools we are

now working on converting the private sector content to public sector and
semi/rural audiences - including localization in terms of language and cultural
context.

ELN VALUES

Excel - we will always strive to exceed expectations in

every area of operation; customer service, employee
satisfaction, quality service provision, growth.

Enlighten - We want to educate people in the holistic
and complete sense of the word. We want to inspire
you to become the best you can be, to fully realize and
achieve your full potential and to always keep growing.

Evolve - We want to be at the forefront of educational
advancement, to revolutionize the perception and
experience of e-Learning, to make quality e-Learning
accessible, affordable and achievable for every person
who wants to learn.

Engage - High-quality, recognized education should
not be a privilege and never a burden. We want to
always provide an interactive experience where you
can let your unique-self contribute, grow, learn and
enjoy learning

Project Report Marketing Strategy & Value Innovation (MSVI) 19



ELN MISSION

Become the fastest growing provider of accredited

education in the UK and beyond.
Be one of the best places for people to work, be
creative and belong.
Be known for always putting customers needs and
opinions first, to provide solutions and always
respond fast.
Become a brand that people recognise, trust and
benefit from.
Consistently invest in, experiment with and utilise
technological advancements to improve all areas of
business.

ELN VISION
Engaging, high-quality, accredited education should be
available to everyone, everywhere. We will be
distinguished by our innovation, passion and
accessibility.

Figure 1.0 shows the locations and brief history of ELNs establishment.

Project Report Marketing Strategy & Value Innovation (MSVI) 20



Figure 1.0

Project Report Marketing Strategy & Value Innovation (MSVI) 21


F. MICHEAL PORTERS 5 FORCES

Porter's Five Forces is a simple but powerful tool for understanding the
competitiveness of your business environment, and for identifying your
strategy's potential profitability. This is extremely useful, because, when you
understand the forces in your environment or industry that can affect your
profitability, you'll be able to adjust your strategy accordingly. In this section, we
will briefly look into the conventional and educational training industry of
Pakistan.

# Factors Intensity Reason

No Private bodies are present for teacher

1 Competitive Rivalry Low
training at school levels

No Private bodies are present for teacher

2 Supplier Power Low
training at school levels

Few Private bodies present for teacher training

3 Buyer Power Low
at school levels.

Around 203 teacher-training institutions are

available in Pakistan with low Quality content.
These are the substitutes to ELN.
4 Threat of Substitutes Low
Despite those there is Low Threat to ELN.
No online platform available in Pakistan for
Teacher Training.
Huge market potential for new entrants.
Teacher Training Institution available are on
5 Threat of New Entry High Government or Private Level
Few Accredited Institutes are available in
Pakistan.

Conclusively, Porter's Five Forces Analysis presents that the Pakistans Teacher
Training industry is filled with low quality government led teacher training
institution. There are close to zero private bodies that provide any accredited
teacher trainings that are as per the international standards such as QCF i.e.
Qualification and Credit Framework that would give teachers the opportunity to
not only work in Pakistan but also in almost 14 countries.

Project Report Marketing Strategy & Value Innovation (MSVI) 22



G. EDUCATION/TRAINING AS IS
In order to value innovate, the conventional education/training industry As Is
scenario need to be studied and genuine pain points are extracted based on the
Customer and Non-Customer (Prospects) Analysis.


# Pain Points Description

Trainings offered by local institutions in Pakistan have no

1 Standardization
2 Deliverance
3 Training Options
4 Training Incentives
5 Access to Quality Trainings
6 Career Counseling
7 Interactive Courses
8 Cost
9 Only On-Site Availability
10 Exhaustive Registration
recognition aboard
Current method of delivery is not up to the mark mostly in Public
Schools
Primitive method of providing trainings.
No gains are received by teachers on getting trainings from local
institutions
No easy access of quality training
No availability of career counsel for teachers
Conservative courses with little to no fun
Expensive courses as compared to the value they offer
Customers have to visit respective institution to get trained.
Long/Time Consuming Process with a lot of information digging.

Project Report Marketing Strategy & Value Innovation (MSVI) 23


24
focus on the bigger picture instead of number, find below the strategic question
Based on the strategy sequence explained by BOF where main emphasis is to

Marketing Strategy & Value Innovation (MSVI)

Though, courses Brining
are rightly priced Regulatory
however lack of Authority on
standardization board
H. STRATEGIC SEQUENCE

doesnt attract Change of

buyers. mindset
mapped on the model of E-Learning Network.

Adoption
Buyer Utility Price Cost
Hurdles
Price easily
Teachers have the
accessible to the
need to take the
mass of target
course to get
buyers i.e.
them accredited.
Teachers.

Project Report



I. BUYER UTILITY MAP: BLOCKED

The Buyer Utility Map helps to get managers thinking from a demand-side
perspective. It outlines all the levers companies can pull to deliver exceptional
utility to buyers as well as the various experiences buyers can have of a product
or service.

6
The Stages of Buyer Experience Cycle
Purchase Delivery Use Supplements Maintenance Disposal
High Cost as
compared to Have to go to Little or no
Customer Lack of options
value, the institution if Incentives
Productivity Due to workload
unavailability of needed
The Utility Levers

flex timing
Access to
quality Training;
Hefty
Simplicity registration,
Stress to go and
attend
Obsolete options
On Site Poor knowledge
Convenience Availability deliverance
available
6

Non
standardization
Risk no monetary
value

Fun & Image Interactive Courses

Environmental
Friendliness

Project Report Marketing Strategy & Value Innovation (MSVI) 25



J. STRATEGIC CANVAS & ERRC

Value proposition offered by E-Learning Network is based on the differentiating
factors from its competitors in Pakistan. As ELN doesnt face any direct
competition but from the completion from the local training institutions that are
not accredited.

The section deals with factors that ELN has eliminated which was offered by their
indirect competitors. All the factors of ELN ERRC is based on what is demanded
by the customer or through customer insight.

Strategy canvas being the central diagnostic tool and an action framework gives
clear picture on the current state of play along with ELN competitive edge.
The Strategic Canvas is given in the order of Eliminate, Reduce, Raise and Create
as it should have been plotted between the convention Teacher Training Industry
and E-Learning Network.

Diagram below clearly mentions the individual ERRC elements. Just to elaborate
them in detail, E-Learning Network completely eliminates the process of hefty
registration by using an online system. Moreover, it Reduces the Price of
Teacher Trainings along with the need of being on-site in a class to take such
trainings.

Project Report Marketing Strategy & Value Innovation (MSVI) 26



It also raises the way courses are conducted by making them interactive and
converting them into a quality piece that enhances them with quality training
they normally not being able to get in their local teaching training institutions.

Eliminate Reduce

> On-Site
> Hefty Availability
Registration
> Price

> Interactive Courses

> Access to Quality
> Standardization
Training > Online Access
> Incentives of > Flexible Timing
Training
> Social Group
> Obsolete Options
Interaction
> Deliverance
Raise Create

Moreover, they have Raised the options with which trainings were conducted
along with raising the way deliverance is made. Not only that they also brought
the Standardization of course material from UK to Pakistan. They provided online
access to a system that contains virtual classes and material to a course (24/7)
with the ease of accessing their class anytime as they required.

Project Report Marketing Strategy & Value Innovation (MSVI) 27



K. BUYER UTILITY MAP: UNBLOCK

Pakistans Teacher Training and educational industry had block items as shown in
the section G. However, with E-Learnings value innovation and strategic
sequence they are trying to unblock almost all the items. The exceptions, in
Pakistan, comes where the regulatory authority is involved and that mainly
prevents from application of standardization of any kind. Table below lists the
unblock items with the respective description.

6
The Stages of Buyer Experience Cycle
Purchase Delivery Use Supplements Maintenance Disposal
Low Cost as New level of
No waiting Recognized in 14
Customer compare to
countries
courses. Award,
time
Productivity value, always Certificate and
available Diploma
The Utility Levers

No stress to go,
Maintain your
Ease of Access,
Simplicity Easy to register
career while
staying home

Flex timing, Social

Blended option Good
Group Interaction
Convenience Onsite on knowledge
online deliverance
6

International
standardization
Risk ,
PEARSON

Interactive
Fun & Image Courses

Environmental
Friendliness

Project Report Marketing Strategy & Value Innovation (MSVI) 28



L. 6 PATH ANALYSIS
In order to create a new market space, innovative companies adopt 6 path model
to create a market space for them out of the red ocean. These 6 paths include:

1. Looking across substitute industries
2. Looking across strategic groups within industry
3. Looking across the chain of buyers
4. Looking across complementary Product and Service Offering
5. Looking Across Functional or Emotional appeal to buyers
6. Looking across time

E-Learning Network is adopting few of the 6 paths and they are looking across
strategic chain of buyers, looking across time and looking across substitutes.

Since ELN is still new to Pakistans industry all of these the model identified here
are considered as recommendation that should be implemented by ELN to go to
a path of success.

1. Looking Across Buyer Groups:
Just like any other industry, competitors
Looking Across converge around a common definition of
target buyer. And similar to any buyer
Buyers Groups group, there are chain of buyers who are
directly or indirectly involved in buying
decisions.
Influencers such as As there is no standardization in
Dean of School or Pakistan, in order to get successful here
ELNs should start focusing across chain
Head of Regulatory of buyers. They should focus on the
Authority heads of the schools and so as the heads
of the regulatory authorities rather than
the actual buyers. As, lets face it, they
are the ones who will at the end send
their respective teachers to these trainings. Focus on Influencers is key here and
that can get them to the success in Pakistan as they are looking at.

Project Report Marketing Strategy & Value Innovation (MSVI) 29



2. Looking Across Substitutes:

Organizations compete not only within
Looking Across
the industries but also with organizations Substitutes
in other industries which produce
alternative product and services to their
industry.
Training Institutes /
One of the biggest limitations we put on
our organization is to assume that our
Government teacher
products/services compete in a defined trainings requiring
and unchanging industry with a very
narrow view of the environment. physical presence.

The first path in formulating the blue
ocean strategy is to find the alternative industries to your industry.

ELN substitute are Private training bureaus / Local In-house Training Institution/
and Government level teacher trainings etc. However, there are deficiencies
these substitutes have that open a broad market space for ELN to value innovate
in. At one place these substitutes, required physical presence they are miles
behind the quality of content ELN has to offer. Moreover, ELN introduced the
online version on Teacher Training System named Learning Management System
(LMS) that provides its prospects and customers with the facility of learning that
no other substitutes have to offer as of now.

Project Report Marketing Strategy & Value Innovation (MSVI) 30



Looking Across 3. Looking Across Time:
Time Many of us respond to trends in our
industry at the point they are making an
impact. In other words, we create
reactive strategies, which allow us to
Click & Learn adapt to a changing environment. All
industries are subject to external trends
IT Advancements that affect their business over time.
LMS Instead of adapting incrementally and
somewhat passively, one can gain
insights into how the trend(s) will
change value to customers and impact
their organizations business model.

ELN adage the potential in IT industry. It envisioned the time when people dont
have to go through all the hassle to find good trainers. With the advancement in
IT, all was possible

Apart from the above three, rest of the three basic approaches to reconstruct
market boundaries are very loosely implemented with E-Learning Network. The
three approaches are as given below.

4. Look across complementary product and service offerings
5. Look across the functional-emotional orientation of an industry
6. Looking across Strategic Groups.

Project Report Marketing Strategy & Value Innovation (MSVI) 31



M. BUSINESS MODEL
With most economies quickly moving towards knowledge-resourced survival
strategies, eLearning is the most sought-after knowledge management
pedagogy. ELN is one such platform that focuses on to provide the most engaging
and effective e-Learning using cutting edge scientifically proven technologies.

E-Learning Network is based on Business 2 Commerce (B2C) - E-Commerce
Subscription Model where teachers can register and take trainings that alleviate
their subject knowledge along with their people skills.

Below is given a step by step procedure of how the teacher will register to ELN
for its training and how it will register for its workshop. Some of the screenshot
for E-Learnings Language Management System (LMS) can be found in Appendix
C.

1. Teacher Registration for Training
1. 4. 5.
2. 3.
Register for Make Payment Start
Sign In Choose Course
LMS Online Learning

2. Workshop Registration
1.
2. 3. 4. 5.
Contact
Enroll in Make Payment Obtain UID and Attend
LMS from
Workshop Online Password Workshop
Website



At this moment in Pakistan, ELN has collaborations with some local school. They
initially started with the word of mouth and Social Networks. They aim to raise
the teaching standards in Pakistan by providing training and development
courses to school teachers.

ELN offered online courses and also held workshops by breaking down courses
at some levels and by attending series of workshop the participant can achieved
equivalent certificate or diploma. The participant can also have one on one
session of trainings and workshops on flexible timing

Project Report Marketing Strategy & Value Innovation (MSVI) 32



Value Proposition
Keeping all these customer pain points in mind, CEO has decided to introduce
online courses and development programs for aspiring teachers and leading
professionals of the teaching and education sector, providing valuable
opportunities to achieve UK qualifications without the travel costs or taking time
off work. These courses are equivalent to QCF which are recognized throughout
the 14 countries.

In terms of course content, teaching methodologies and a gamified learning
experience, ELN is giving the best choice for online learning and training
opportunities to move your career forward! Our courses have theoretical and
practical units and are completely customized to your career goals.

Divergence
ELN is differentiating from the existing teachers training institutions on the
following points:

Online services
Flexible timing
Interactive sessions
Specialized course with structure addressing the need
Series of Short Workshops leading to a complete certificate or diploma
Equivalency across 14 countries
Accreditation with International Bodies

Project Report Marketing Strategy & Value Innovation (MSVI) 33



N. CONCLUSION
Technology is changing the attitudes and learning capabilities of students at an
incredible rate. This requires the teachers, must also evolve in certain pace in
order to keep up with the changing era. In Pakistan, with the boom in technology
and media, the adaptation of technological advancement by children is at
lightning speed. The schools are still operating on an outdated mode of teaching
and system of education is above the level of its teachers. Teachers play a crucial
role in the system of education. It is important that the teachers are equipped
with proper knowledge, skills and attitudes in carrying out the goals of education,
fulfilling their obligations and impart the future generations with knowledge at
the same rate at which they are growing in age of technological boom.

There are few problems in the teacher-training programs which include non -
availability of qualified teaching faculty for the quality training programs, lack of
incentives for schools, unavailability of standardized curriculum for training and
lack of effective regulations and regulatory body.In a nutshell, teachers training
is of dire importance for Pakistans growth and to get in the lines of developed
countries of the world.

ELN has a perfect stage to grow exponentially with huge gap in supply of
standardized teacher training and demand to acquire competent teachers.
Although e-learning is still in its infancy, it clearly has a huge potential to
revolutionize and enhance all our futures. As technology becomes faster, more
reliable, more affordable and more interoperable, so will e-learning become
more and more entrenched in our daily lives.

ELN has very huge advantage due to the following factors:

Flexi-Time Approach
An ELN course offers a flexible time and location approach by changing the
learning environment. It enables learning to take place in a variety of different
places, both physical and virtual. Teachers who work full time and have tight work
schedules, who have young children, or for whatever reason are unable to attend
regular classes at a specific time and location, often require and really appreciate
a flexible time and location course. (Mantyla and Woods, 2001).

Project Report Marketing Strategy & Value Innovation (MSVI) 34



Mixed-Mode, Blended Approach

ELN is a social experience, even in the classroom much learning takes place
informally in exchanges between different groups. Learning is better when
computer-mediated lessons are combined with virtual classes, workshops, off-
line events, and online coaches. Computers can make aspects of learning more
convenient, but they do not eliminate the need for human intervention. (How
People Learn, 2003).

A Teacher-Centred Approach
An ELN package not only provides a marriage of digital technology and learning,
it also facilitates teacher centered learning. With this approach, individual
teachers are assessed and foundation is built through one on one sessions then
the actual certification is offered. The Govt. need to impose regulations for
minimum standardized pre-requisite and constant growth for the teachers to
cope with the boom in every walk of life.

The Pakistan is extremely well placed to achieve excellence in the field of e-
learning, due to the support and commitment of our current Government.
However, it cannot be expected to happen overnight.

In conclusion, the time is ripe for the current body of e-learning pedagogy, which
has recently broadened to encompass the geo-cultural landscapes of developing
countries, to merge more meaningfully with the conclusions and theories of
researchers in the educational ICT community.


Reference: E-LEARNING IN TERTIARY EDUCATION: WHERE DO WE STAND? ISBN 92-64-00920-
5 OECD 2005

Project Report Marketing Strategy & Value Innovation (MSVI) 35



APPENDIX A
Percentage of Students by Level of Education, 2017

Education Levels Students Percentage %
Pre-primary 7,547,470 20.9
Primary 17,806,488 49.3
Middle Elementary 5,566,186 15.4
Secondary/Trade Voc. 2,508,644 6.9
Higher Secondary 902,821 2.5

Sub-total Basic Education 34,331,609 95.1

Postsecondary 1,765,828 4.9
Total 36,097,437 100

2.5%, 3%

6.9%, 7%
20.9%, 22%
Pre-primary
15.4%, 16%
Primary

Middle Elementary

Secondary/Trade Voc.

Higher Secondary

49.3%, 52%

APPENDIX B
Higher Secondary (School) Certificate / Intermediate (Examination) Certificate
Marking

Mark Percentage result Remarks

A+ 100 - 80% Outstanding/Distinction
A 79-70% Excellent
B 69-60% Very Good
C 59-50% Good
D 49-40% Satisfactory
E 39-33% Pass
F Under 33% Failed

APPENDIX C
Few screenshots are provided below of E-Learnings Virtual Environment with
which Teachers are provided training.

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