Your search
Results 191 resources
-
EdTech in Pakistan: A Rapid Scan (Country Scan No. 10)Baloch, I., & Taddese, A. - 2020 - EdTech Hub
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, Pakistan. This report was...
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania....
-
EdTech in Jordan: A Rapid Scan (Country Scan No. 6)Khalayleh, A., & Taddese, A. - 2020 - EdTech Hub
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, in this case, in Jordan. This report was...
-
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, in Rwanda. This report was...
-
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, in Sierra Leone. This...
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, 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, Kenya....
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, 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, Ghana. This...
-
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.
-
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
-
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
-
Report on the Government of Sierra Leone Education Data Hub
-
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles...
-
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As...
-
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
-
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
Filter by our tags
Learners
Educators
Education systems
- Access (28)
- Accountability (4)
- Assessment (9)
- Curriculum and educational content (17)
- Education financing (1)
- Educational data (12)
- Equity (28)
- Governance (10)
- Monitoring and evaluation (11)
- Quality (17)
- System readiness (12)
Hardware and modality
- App-based (13)
- Audio (7)
- Blended learning (18)
- Desktop and laptop computers (14)
- Distance education (26)
- MP3 player (1)
- Online learning (19)
- Open educational resources (5)
- Personalised learning (10)
- Phone (27)
- Printed teaching and learning materials (8)
- Radio (15)
- Social media and messaging (8)
- Tablet (20)
- Television (10)
- Video (10)
Educational level
- Adult education (2)
- Early childhood and pre-primary (6)
- Higher education (3)
- Informal education (5)
- Primary education (52)
- Secondary education (45)
- Vocational education (5)
Within-country contexts
- Fragile and conflict affected contexts (13)
- Low connectivity and/or electricity (35)
- Peri-urban (9)
- Rural (22)
- Urban (13)
Language of publication
Publisher and type
- Blog / op-ed (1)
- Collaborative evaluation (1)
- Country summaries and case studies (8)
- Evidence Review (14)
- Helpdesk Response (25)
- Horizon-scanning study (1)
- In partnership with UNICEF (12)
- Journal article (3)
- Learning Brief (3)
- Methodology publication (3)
- Other type (7)
- Policy Brief (3)
- Position Paper (4)
- Rapid Evidence Review (6)
- Sandbox Sprint Review (3)
- Systematic Review (1)
- Technical Report (17)
- Working Paper (14)
Research method
Topic Area
Focus Countries
- Bangladesh (7)
- Ghana (5)
- Kenya (8)
- Malawi (1)
- Pakistan (9)
- Sierra Leone (8)
- Tanzania (7)
Publication year
-
Between 2000 and 2024
(187)
- Between 2010 and 2019 (4)
- Between 2020 and 2024 (183)
- Unknown (4)