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An output of the EdTech Hub, https://edtechhub.org
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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...
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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...
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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...
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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...
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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
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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...
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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
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On 29 June 2022, Bertha Centre, EdTech Hub, Open Development & Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes,...
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Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how...
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Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally...
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This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech...
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During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using...
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