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In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
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The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’...
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An output of the EdTech Hub, https://edtechhub.org/
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An output of the EdTech Hub, https://edtechhub.org
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We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
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An output of the EdTech Hub, https://edtechhub.org
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An output of the EdTech Hub, https://edtechhub.org/
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To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
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This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
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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 report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA)...
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