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Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article...
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This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom),...
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An output of the EdTech Hub, https://edtechhub.org
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This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom),...
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This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom),...
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The article highlights the contradictory role per diem payments play in swiftly attracting local participation in ICT for Development (ICT4D) projects, while undermining long-term capacity building and sustainability with such efforts. We discuss sustainability challenges endemic to ICT4D projects in light of our case study findings from a mobile phone–based intervention in a public health management information system (HMIS) in Malawi. We explore these challenges at multiple levels of...
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We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and...