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This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. This protocol was...
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The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital...
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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,...
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Gilgit-Baltistan, located in the northernmost part of Pakistan, is a region known for its mountainous geography. Its complex geography creates challenges for education, such as geographic isolation and infrastructural limitations. While technology offers the potential to overcome these barriers of isolation, several infrastructural and capacity barriers prevent equitable access to EdTech. The Government of Gilgit-Baltistan has strived to respond to these barriers by introducing a more...
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The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to...
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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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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...
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The Cohort Learning Handbook captures EdTech Hub’s approach to building cohorts on its Evidence-Led Entrepreneurship Course. The course aims to help entrepreneurs adopt and utilise evidence to learn and to scale their products and services. The Handbook is for individuals and organisations who support EdTech entrepreneurs (e.g., accelerators, entrepreneurship programmes, and funders). Building a cohort supports entrepreneurs to learn quickly and more confidently as a result of learning with,...
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Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers,...
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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 how in-service Communities of Practice (CoPs) support teacher learning and how EdTech can enhance this aspect of teacher professional development (TPD) in low- and middle-income countries. In-service CoPs have become an important component of TPD, creating spaces where teachers can share their knowledge...
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This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices in emergency contexts. The main aim of the review is to provide education decision-makers, funders, and implementers (among others) with a clear picture of ‘what works’ regarding EdTech in emergencies. Crucially, it also aims to create an understanding of the conditions necessary to ensure the effectiveness of these interventions. Accordingly,...
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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.
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This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good...
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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
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During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
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This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The...
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This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good...
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Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV...
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The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In...
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Commissioned as a Helpdesk request from the FCDO-funded Partnership for Learning for All in Nigeria (PLANE) project, this EdTech Hub rapid scan provides an overview of the EdTech landscape in Nigeria. Given the PLANE programme’s focus on northern Nigeria, this rapid scan also assesses state-level policies and infrastructural challenges in three northern Nigerian states — Jigawa, Kaduna, and Kano. Furthermore, this rapid scan builds on the evidence presented in the previous EdTech Hub rapid...
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