Your search
Results 154 resources
-
This rapid scan presents a curated list of EdTech policies in sub-Saharan Africa, compiled in response to a request from the World Bank. Based on desk research from mid-2024, it highlights that most policies predate COVID-19, with few new ones emerging post-2020. Many countries lack dedicated EdTech policies, instead relying on broader ICT or education strategies. Common themes include digital infrastructure, distance learning, and teacher training, while gaps remain in support for...
-
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader...
-
The Malawi National Numeracy Programme (NNP) was designed in 2020 in partnership with the Malawi Ministry of Education and Cambridge Education (Mott McDonald), funded by the UK Foreign, Commonwealth and Development Office (FCDO). Building on findings from a prior qualitative review of the NNP's programme components, EdTech Hub proposed a new phase of design-based implementation research (DBIR) to be undertaken in Term 2 of the 2022–2023 school year to refine the school-based teacher...
-
An output of the EdTEch Hub
-
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...
-
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The...
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of...
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
This document is a guidance note on digital platforms, specifically focusing on e-learning and the use of Opale and Moodle software. It aims to support the implementation of a digital learning platform in Madagascar. The report addresses questions and challenges faced by the Ministry of National Education in developing and deploying digital educational content. It covers various aspects of e-learning, including evaluation methods, content structuring, accessibility, interactivity, and...
Filter by our tags
Learners
Educators
Education systems
- Access (28)
- Accountability (6)
- Assessment (7)
- Curriculum and educational content (19)
- Education financing (3)
- Educational data (12)
- Equity (29)
- Governance (10)
- Monitoring and evaluation (10)
- Quality (11)
- System readiness (12)
Hardware and modality
- App-based (9)
- Audio (5)
- Blended learning (17)
- Desktop and laptop computers (8)
- Distance education (19)
- MP3 player (1)
- Online learning (15)
- Open educational resources (6)
- Personalised learning (6)
- Phone (12)
- Printed teaching and learning materials (8)
- Radio (7)
- Social media and messaging (3)
- Tablet (14)
- Television (5)
- Video (9)
Educational level
- Adult education (3)
- Early childhood and pre-primary (6)
- Higher education (4)
- Informal education (6)
- Primary education (41)
- Secondary education (37)
- Vocational education (1)
Within-country contexts
- Fragile and conflict affected contexts (9)
- Low connectivity and/or electricity (31)
- Peri-urban (10)
- Rural (19)
- Urban (13)
Language of publication
Publisher and type
- Blog / op-ed (1)
- Country summaries and case studies (4)
- Evidence Review (10)
- Helpdesk Response (19)
- In partnership with UNICEF (8)
- In partnership with World Bank (3)
- Journal article (3)
- Learning Brief (2)
- Methodology publication (1)
- Other type (6)
- Policy Brief (5)
- Position Paper (2)
- Rapid Evidence Review (7)
- Sandbox Sprint Review (2)
- Systematic Review (1)
- Technical Report (13)
- Working Paper (14)
Research method
Topic Area
Focus Countries
- Bangladesh (6)
- Ghana (3)
- Kenya (8)
- Malawi (3)
- Pakistan (8)
- Sierra Leone (5)
- Tanzania (6)