Your search
Results 7 resources
-
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued...
-
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
-
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...
-
An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
-
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on...
-
In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
-
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.
Filter by our tags
Learners
Educators
Education systems
- Access (6)
- Accountability (1)
- Assessment (1)
- Curriculum and educational content (1)
- Education financing (1)
- Equity (4)
- Monitoring and evaluation (1)
- Quality (3)
- System readiness (2)
Hardware and modality
- Television
- App-based (2)
- Audio (3)
- Blended learning (2)
- Desktop and laptop computers (3)
- Distance education (5)
- Online learning (4)
- Personalised learning (1)
- Phone (7)
- Printed teaching and learning materials (3)
- Radio (7)
- Social media and messaging (2)
- Tablet (4)
- Video (4)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (1)
- Low connectivity and/or electricity (4)
- Peri-urban (1)
- Rural (3)
- Urban (1)
Language of publication
- English (6)
Publisher and type
- Evidence Review (1)
- Helpdesk Response (4)
- Rapid Evidence Review (1)
- Technical Report (1)
- Working Paper (1)