Your search
Results 6 resources
-
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no...
-
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote...
-
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...
-
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners...
-
This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of...
-
Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global...
Filter by our tags
Learners
Educators
Education systems
- Access (1)
- Assessment (1)
- Curriculum and educational content (2)
- Equity (1)
- Quality (2)
- System readiness (1)
Hardware and modality
- App-based (2)
- Audio (1)
- Blended learning (2)
- Desktop and laptop computers (3)
- Distance education (2)
- Online learning (3)
- Open educational resources (1)
- Personalised learning (1)
- Phone (2)
- Printed teaching and learning materials (2)
- Radio (1)
- Social media and messaging (1)
- Tablet (3)
- Video (1)
Educational level
- Primary education (3)
- Secondary education (3)
Within-country contexts
- Low connectivity and/or electricity (3)
- Peri-urban (2)
- Rural (3)
- Urban (2)
Publisher and type
- Helpdesk Response (1)
- Other type (1)
- Sandbox Sprint Review (1)
- Working Paper (2)
Research method
Topic Area
Focus Countries
- Bangladesh (2)
- Ghana (1)
- Kenya (1)
- Pakistan (1)
- Sierra Leone (2)
- Tanzania (1)