Your search
Results 5 resources
-
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on...
-
Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and...
-
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,...
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Timor-Leste. This report...
-
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
Filter by our tags
Learners
Educators
Education systems
- Access (3)
- Assessment (1)
- Curriculum and educational content (2)
- Educational data (1)
- Equity (4)
- Quality (1)
- System readiness (2)
Hardware and modality
- App-based (2)
- Audio (2)
- Blended learning (3)
- Desktop and laptop computers (2)
- Distance education (3)
- Online learning (2)
- Open educational resources (2)
- Personalised learning (1)
- Phone (3)
- Radio (1)
- Social media and messaging (2)
- Tablet (3)
- Television (1)
- Video (2)
Educational level
Within-country contexts
Publisher and type
- Country summaries and case studies (1)
- Other type (1)
- Rapid Evidence Review (1)
- Technical Report (1)
- Working Paper (2)
Research method
Topic Area
Focus Countries
- Bangladesh (1)
- Ghana (1)
- Kenya (2)
- Pakistan (2)
- Sierra Leone (1)