Your search
Results 6 resources
-
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of...
-
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...
-
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners...
-
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected...
-
This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
-
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
Filter by our tags
Learners
Educators
Education systems
- Access (2)
- Assessment (1)
- Curriculum and educational content (2)
- Equity (1)
- Governance (2)
- Monitoring and evaluation (2)
- Quality (2)
- System readiness (1)
Hardware and modality
- Blended learning
- App-based (1)
- Audio (1)
- Desktop and laptop computers (2)
- Distance education (5)
- Online learning (4)
- Open educational resources (1)
- Personalised learning (1)
- Phone (3)
- Printed teaching and learning materials (1)
- Radio (1)
- Social media and messaging (2)
- Tablet (2)
- Video (1)
Educational level
- Primary education (5)
- Secondary education (5)
- Vocational education (1)
Within-country contexts
- Fragile and conflict affected contexts (1)
- Low connectivity and/or electricity (4)
- Peri-urban (1)
- Rural (3)
- Urban (1)
Language of publication
Publisher and type
- Helpdesk Response (2)
- Learning Brief (1)
- Sandbox Sprint Review (1)
- Working Paper (2)
Research method
- Content analysis and thematic analysis (1)
- Design-based research (1)
- Experimental and quasi-experimental research (1)
- Interviews and focus groups (3)
- Literature review, systematic review and meta-analysis (3)
- Mixed methods (2)
- Observation (2)
- (Participatory) Action research (1)
- Surveys and questionnaires (2)
Topic Area
Focus Countries
- Bangladesh (4)
- Ghana (1)
- Kenya (1)
- Malawi (1)
- Pakistan (1)
- Sierra Leone (2)
- Tanzania (1)