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Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and...
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In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the...
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In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of...
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Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and...
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EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
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Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more...
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An output of the EdTech Hub, https://edtechhub.org
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Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention...
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On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the...
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The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional...
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Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities,...
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Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported...
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The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our...
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We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?” As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
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Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of...
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