Your search
Results 49 resources
-
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued...
-
In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions,...
-
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, Lao People’s Democratic...
-
EdTech in Cambodia: A Rapid ScanThinley, S., Hayat, A., Thang, S., & Mazari, H. - 2024 - EdTech Hub
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include 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, Cambodia. This report was...
-
As neurodivergent learners continue to face multifaceted challenges that affect their education, education systems, environments, and practices have struggled to address their needs adequately. This rapid evidence synthesis explores the current state of evidence regarding the use of educational technologies (EdTech) for neurodivergent learners in low-and middle-income countries (LMICs). The review was conducted in two phases to offer complementary insights on the topic. The first phase...
-
An output of the EdTech Hub, https://edtechhub.org
-
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 Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by...
-
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
- Equity
- Access (38)
- Accountability (5)
- Assessment (8)
- Curriculum and educational content (20)
- Education financing (5)
- Educational data (8)
- Governance (6)
- Monitoring and evaluation (7)
- Quality (15)
- System readiness (13)
Hardware and modality
- App-based (10)
- Audio (10)
- Blended learning (13)
- Desktop and laptop computers (10)
- Distance education (18)
- MP3 player (1)
- Online learning (12)
- Open educational resources (7)
- Personalised learning (9)
- Phone (19)
- Printed teaching and learning materials (9)
- Radio (11)
- Social media and messaging (10)
- Tablet (12)
- Television (7)
- Video (12)
Educational level
- Adult education (2)
- Early childhood and pre-primary (5)
- Higher education (4)
- Informal education (8)
- Primary education (35)
- Secondary education (33)
- Vocational education (2)
Within-country contexts
- Fragile and conflict affected contexts (11)
- Low connectivity and/or electricity (26)
- Peri-urban (7)
- Rural (14)
- Urban (10)
Publisher and type
- Country summaries and case studies (4)
- Evidence Review (8)
- Helpdesk Response (8)
- In partnership with UNICEF (2)
- In partnership with World Bank (2)
- Journal article (2)
- Learning Brief (4)
- Other type (4)
- Policy Brief (2)
- Position Paper (1)
- Rapid Evidence Review (8)
- Research Instruments and Tools (1)
- Sandbox Sprint Review (2)
- Systematic Review (1)
- Technical Report (4)
- Working Paper (6)
Research method
Topic Area
Focus Countries
- Bangladesh (4)
- Ghana (4)
- Kenya (9)
- Malawi (1)
- Pakistan (7)
- Sierra Leone (4)
- Tanzania (3)
Publication year
- Between 2000 and 2025 (48)
- Unknown (1)