Your search
Results 28 resources
-
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or teacher continuous professional development [TCPD]) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The research project, 'The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR)', closely aligns with the Tanzania National TCPD implementation plan, to evaluate the implementation of MEWAKA at school level....
-
The study reported here is for Phase 2 of the research project known as ‘The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania’ and part of the global Empowering Teachers Initiative (ETI), which comprises 10 country projects. It is closely aligned with the implementation of ‘MEWAKA’ (Mafunzo Endelevu kwa Walimu Kazini) or Teacher continuous professional development (TCPD), and the Tanzania National TCPD implementation...
-
High-income countries often use external incentives such as remuneration, professional pathways or accreditation to motivate teachers to engage in professional development. This paper reflects on the challenges of engaging teachers in school-based professional development in resource-scarce education environments where the use of such incentives is not feasible and explores practical strategies to motivate their engagement. In such contexts, where qualified teacher status and promotion are...
-
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role...
-
This Rapid Evidence Review provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices for learners in contexts of forced displacement. The main aim of the review is to provide education decision-makers, funders, and implementers (among others), with a clear picture of which interventions may be the most effective in these contexts and, crucially, which implementation decisions facilitate or hinder this effectiveness. We reviewed...
-
This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices in emergency contexts. The main aim of the review is to provide education decision-makers, funders, and implementers (among others) with a clear picture of ‘what works’ regarding EdTech in emergencies. Crucially, it also aims to create an understanding of the conditions necessary to ensure the effectiveness of these interventions. Accordingly,...
-
To inform the development of Malawi's National Numeracy Programme (NNP), EdTech Hub worked with the Directorate of Quality Assurance Services (Malawi), Cambridge Education, and the UK Foreign, Commonwealth and Development Office (FCDO) to examine the NNP’s components during its extended pilot phase during the 2022–2023 school year, and explore how these might be refined to improve teaching and learning of mathematics in Malawi. In-depth qualitative research in four schools was undertaken to...
-
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...
Filter by our tags
Learners
Educators
Education systems
- Access (12)
- Accountability (9)
- Assessment (3)
- Curriculum and educational content (15)
- Education financing (1)
- Educational data (5)
- Equity (7)
- Governance (7)
- Monitoring and evaluation (7)
- Quality (13)
- System readiness (6)
Hardware and modality
- App-based (11)
- Audio (3)
- Blended learning (15)
- Desktop and laptop computers (4)
- Distance education (15)
- Online learning (8)
- Open educational resources (4)
- Personalised learning (2)
- Phone (7)
- Printed teaching and learning materials (4)
- Radio (1)
- Social media and messaging (5)
- Tablet (13)
- Video (8)
Educational level
- Adult education (7)
- Early childhood and pre-primary (1)
- Informal education (1)
- Primary education (23)
- Secondary education (10)
- Vocational education (2)
Within-country contexts
- Fragile and conflict affected contexts (2)
- Low connectivity and/or electricity (15)
- Peri-urban (4)
- Rural (17)
- Urban (4)
Publisher and type
- Country summaries and case studies (1)
- In partnership with UNICEF (1)
- In partnership with World Bank (1)
- Journal article (2)
- Learning Brief (2)
- Methodology publication (1)
- Other type (2)
- Policy Brief (4)
- Rapid Evidence Review (2)
- Technical Report (10)
- Working Paper (5)
Research method
Topic Area
Focus Countries
- Bangladesh (4)
- Ghana (3)
- Kenya (4)
- Malawi (5)
- Pakistan (2)
- Sierra Leone (5)
- Tanzania (12)