Item history (LFriese, Thu Aug 03 2023 10:43:57 GMT+0100 (BST))

TY - RPRT
TI - Pakistan Digital Learning Landscape Analysis
AU - Zubairi, Asma
AU - Khalayleh, Abdullah
AU - Baloch, Imdad
AU - Mazari, Haani
AU - Kaye, Tom
AU - Groeneveld, Caspar
AB - The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups.
Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem.
The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan.
Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF
An output of the EdTech Hub, https://edtechhub.org
CN - 0093
DA - 2022/03/04/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/HEXCEXFK
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TY - RPRT
TI - Pakistan Digital Learning Landscape Analysis
AU - Zubairi, Asma
AU - Khalayleh, Abdullah
AU - Baloch, Imdad
AU - Mazari, Haani
AU - Kaye, Tom
AU - Groeneveld, Caspar
AB - The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups.
Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem.
The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan.
Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF
An output of the EdTech Hub, https://edtechhub.org
CN - 0093
DA - 2022/03/04/
PY - 2022
LA - en
M3 - Technical Report
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/HEXCEXFK
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item.extra: DOI: 10.53832/edtechhub.0093 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK

itemOLD.extra:

Pakistan Digital Learning Landscape Analysis

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Pakistan Digital Learning Landscape Analysis

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