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The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers 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 parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of...
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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected...
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This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
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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 This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
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An output of the EdTech Hub, https://edtechhub.org
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This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by...
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This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal...
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