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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 rapid scan presents a curated list of EdTech policies in sub-Saharan Africa, compiled in response to a request from the World Bank. Based on desk research from mid-2024, it highlights that most policies predate COVID-19, with few new ones emerging post-2020. Many countries lack dedicated EdTech policies, instead relying on broader ICT or education strategies. Common themes include digital infrastructure, distance learning, and teacher training, while gaps remain in support for...
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High-income countries often use external incentives such as remuneration, professional pathways or accreditation to motivate teachers to engage in professional development. This paper reflects on the challenges of engaging teachers in school-based professional development in resource-scarce education environments where the use of such incentives is not feasible and explores practical strategies to motivate their engagement. In such contexts, where qualified teacher status and promotion are...
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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 artificial intelligence (AI) that might occur over the next 10 years. It begins by capturing fourteen trends, relating to AI that might affect the development of education systems in LMICs. After identifying trends, we combined them to sketch five concrete, tangible scenarios. This understanding will inform a...
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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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