Your search
Results 6 resources
-
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
-
Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more...
-
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of...
-
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 second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design,...
-
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...
Filter by our tags
Learners
Educators
Education systems
- Access (1)
- Accountability (1)
- Assessment (1)
- Curriculum and educational content (1)
- Education financing (1)
- Educational data (2)
- Equity (1)
- Governance (1)
- Monitoring and evaluation (3)
- Quality (2)
- System readiness (1)
Hardware and modality
- App-based (1)
- Audio (1)
- Blended learning (3)
- Desktop and laptop computers (1)
- Distance education (3)
- Online learning (2)
- Open educational resources (1)
- Personalised learning (1)
- Phone (1)
- Printed teaching and learning materials (1)
- Radio (1)
- Social media and messaging (1)
- Tablet (1)
Educational level
- Primary education (2)
- Secondary education (3)
Within-country contexts
- Low connectivity and/or electricity (4)
- Peri-urban (1)
- Rural (3)
- Urban (2)
Language of publication
- English (4)
Publisher and type
- Helpdesk Response (1)
- Sandbox Sprint Review (1)
- Working Paper (3)
Research method
Topic Area
Focus Countries
- Bangladesh
- Ghana (2)
- Kenya (2)
- Pakistan (2)
- Sierra Leone (2)
- Tanzania (1)