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The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis...

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis...

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research (Technical Report No. 2)

Rahman, A., & Groeneveld, C. - 2022 - EdTech Hub

In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been...

Cost-Effective EdTech Paper 2: Good practice [Position paper]

Mitchell, J., & D’Rozario, J. - 2022 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

The Maldives and Sri Lanka: Question & Answer Session (EdTech Hub Helpdesk Response No. 18)

Adam, T., Kaye, T., & Haßler, B. - 2020 - EdTech Hub

EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.

Keyword inventory (version 1) (Working Paper - Research Instrument No. 08–1)

Haßler, B., Adam, T., Brugha, M., … Walker, H. - 2019 - EdTech Hub

The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.

Testing EdTech Interventions in Bandarban: Key Findings from the EdTech Hub Sandbox [Sandbox Sprint Review]

Tanweer, R., Plaut, D., Datta, R., … Afroze, S. - 2023 - EdTech Hub

The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners...

Covid-19 and EdTech in Africa: A Country-Level Review Based on eLearning Africa Data [Academic papers, book chapters, etc.]

Damani, K. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

Greater numbers of students with Autism are being educated in mainstream settings, enrolled in regular classes, placed with ‘regular’ students, and with teachers who often have limited experience or knowledge about their specific disability. Teachers, with limited knowledge of disability, struggle to successfully include these students into their classes. However, a powerful predictor of successful inclusion of students with a disability into mainstream classrooms is the attitude of the...

This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail...

This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public primary school in the north of Greece. Research questions address the experience of ‘parents–teachers’, the need for technological tools and the...

This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate...

The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 different countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include...

A Theory of Change for a Technology-Enhanced Education System in Bangladesh (Working Paper No. 30)

Clark-Wilson, A., Bashir, A., & Kaye, T. - 2021 - EdTech Hub

The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved...

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that...

In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the...

Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research...

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1 [Sprint Review]

Mbatha, F., Crook, R., & Plaut, D. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them...

School-based sampling has been used to inform targeted responses for malaria and neglected tropical diseases. Standard geostatistical methods for mapping disease prevalence use the school location to model spatial correlation, which is questionable since exposure to the disease is more likely to occur in the residential location. In this paper, we propose to overcome the limitations of standard geostatistical methods by introducing a modelling framework that accounts for the uncertainty in...