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In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
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To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to...
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Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary...
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Bantwana’s Siyakha Girls model is designed to strengthen the economic resilience of vulnerable adolescent girls and young women (AGYW).
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Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
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An output of the EdTech Hub, https://edtechhub.org
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A project designed to create accessible and empowering learning opportunities for out-of-school adolescent girls in Sierra Leone, strengthening their knowledge, skills, and agency to shape their lives.
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At the 2023 Education World Forum the International Development Minister launched a Girls’ Education and Skills Programme following the UK-ASEAN Plan of Action.
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An output of the EdTech Hub, https://edtechhub.org
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This paper examines whether there is attitudinal gender bias towards girls in the use of computers in selected schools in Central Africa. Drawing from the theory of socialization, the paper also establishes the causes of the attitudinal gender bias towards girls in the use of computers wherever they are manifest. The aim is to ensure women’s access to the benefits of ICTs, making it a central tool in women’s empowerment and the promotion of gender equality. Quantitative and qualitative data...
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An output of the EdTech Hub, https://edtechhub.org/
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This issue of BUWA explores these questions and provides space for African women and men to define the kind of education that can meet SDG goals. Articles in the issue assess the existing policy frameworks and the officially stated drivers which are shaping them as well as those which are not stated. The various tested and emerging untested models for delivering quality education for women and girls on the continent are considered, as well as key questions around innovative, robust financing...
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Solutions to Keep Girls Learning in Emergencies
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