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Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted...

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming [Technical Report]

Hodor, R., Owusu, E. A., Ofori-Davis, L., … Sefa-Nyarko, C. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational...

Education in Conflict and Crisis in 2035: Twelve trends and five scenarios for how the future might unfold [Technical Report]

Rahman, A., & Freeman, A. - 2025 - EdTech Hub

This strategic foresight study aims to understand the shifts that might take place in education systems in low- and middle-income country (LMIC) contexts, given developments in the increase in global conflict and crises that might occur over the next 10 years. It begins by capturing twelve trends, relating to conflict and crisis, that might affect the development of education systems in LMICs. After identifying trends, we combined them to sketch five concrete, tangible scenarios. This...

Open content is typically digital content that allows broader use than traditionally printed or copyrighted content. Open content is freed up content, for instance through permissive licensing, such as Creative Commons. Open content includes open educational resources (OER), OpenCourseWare (OCW), open video, open access publications, as well as open data. It shares some similarity with open source software. Open content can have different freedoms, such as legal freedom, technological...

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16)

Lynch, P., Kaye, T., & Terlektsi, E. - 2020 - EdTech Hub

The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss...

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations [Working Paper]

Rahman, A., Plaut, D., Salami, T., & Carter, A. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone (Working Paper No. 51)

Beoku-Betts, I., & Leh Wi Lan - 2023 - EdTech Hub

Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school...

We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal...

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of...

This paper describes teacher strategies and experiences with interactive whiteboards (IWBs) and draws on the published research in this area to understand how a systemic approach to technology-based innovations in schools can contribute to quality education for all. It explores ways to support the cultural shift in teacher and learner roles that helps to integrate the technology effectively into classroom teaching. It begins by considering how the features of IWB technology might potentially...

Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice [Policy Brief]

Hennessy, S., Koomar, S., & Kreimeia, A. - 2022 - EdTech Hub

This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech...

Telephone Survey: Caregivers’ and Learners’ Perspectives on SMS for Education in Kenya [Technical Report]

Myers, C., Jordan, K., Khagame, P., … Zhao, A. - 2022 - EdTech Hub

This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org

This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the...

Summary: EdTech for Learners With Cognitive and Learning Disabilities - A Rapid Evidence Review for the Southeast Asian Region

Mitchell, J., Thang, S., Zhao, A., … Nimra, A. - 2024 - EdTech Hub

This document is a summary of a rapid evidence review on EdTech for Learners With Cognitive and Learning Disabilities produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners,...

Rolling Out a National Virtual Learning Environment (EdTech Hub Helpdesk Request No. 22)

Adam, T., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub

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.

Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In...