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This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of...
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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive. Nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, and in this case, Lao People’s Democratic...
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Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
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An output of the EdTech Hub, https://edtechhub.org
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An output of the EdTech Hub, https://edtechhub.org
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EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…
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An output of the EdTech Hub, https://edtechhub.org
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A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
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The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In...
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Real-time performance data in education enable critically needed tracking of program activities and instructors’ and learners’ progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and...
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An output of the EdTech Hub, https://edtechhub.org
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An output of the EdTEch Hub
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This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
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This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As...
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During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote...
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Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning...
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The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org
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