Item history (laila@edtechhub.org, Tue Feb 10 2026 21:37:14 GMT+0000 (Greenwich Mean Time))

TY - RPRT
TI - A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh
AU - Clark-Wilson, Alison
AU - Ahmed, Shakil
AU - Kaye, Tom
AU - Zubairi, Asma
AB - The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12.
Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education
An output of the EdTech Hub, https://edtechhub.org
CN - 0088
DA - 2022/03/30/
PY - 2022
DO - 10.53832/edtechhub.0088
LA - en
M3 - Working Paper
PB - EdTech Hub
SN - 44
UR - https://docs.edtechhub.org/lib/29Z2JFJT
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TY - RPRT
TI - A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh
AU - Clark-Wilson, Alison
AU - Ahmed, Shakil
AU - Kaye, Tom
AU - Zubairi, Asma
AB - In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes.
One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country.
The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC.
An output of the EdTech Hub, https://edtechhub.org
DA - 2022/03/30/
PY - 2022
DO - 10.53832/edtechhub.0088
DP - DOI.org (Crossref)
LA - en
PB - EdTech Hub
UR - https://docs.edtechhub.org/lib/29Z2JFJT
Y2 - 2025/02/16/17:37:33
L1 - https://docs.edtechhub.org/lib/29Z2JFJT/download/Y9MESZJY/Clark-Wilson%20et%20al.%20-%202022%20-%20A%20Theory%20of%20Change%20for%20Teachers%20towards%20a%20Technolo.pdf
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