Your search
Results 33 resources
-
As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
-
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.
-
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers,...
-
An output of the EdTech Hub, https://edtechhub.org
-
This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. This protocol was...
-
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, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox...
-
This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
-
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As...
-
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...
-
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.
-
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
Filter by our tags
Learners
Educators
Education systems
- Access (20)
- Accountability (1)
- Assessment (7)
- Curriculum and educational content (13)
- Education financing (3)
- Educational data (7)
- Equity (19)
- Governance (1)
- Monitoring and evaluation (5)
- Quality (11)
- System readiness (8)
Hardware and modality
- Phone
- App-based (17)
- Audio (14)
- Blended learning (12)
- Desktop and laptop computers (16)
- Distance education (18)
- Online learning (18)
- Open educational resources (7)
- Personalised learning (10)
- Printed teaching and learning materials (9)
- Radio (19)
- Social media and messaging (14)
- Tablet (15)
- Television (12)
- Video (14)
Educational level
- Early childhood and pre-primary (5)
- Higher education (3)
- Informal education (5)
- Primary education (23)
- Secondary education (21)
- Vocational education (2)
Within-country contexts
- Fragile and conflict affected contexts (9)
- Low connectivity and/or electricity (22)
- Peri-urban (8)
- Rural (12)
- Urban (9)
Language of publication
Publisher and type
- Blog / op-ed (2)
- Country summaries and case studies (1)
- Evidence Review (2)
- Helpdesk Response (11)
- In partnership with UNICEF (1)
- Journal article (1)
- Methodology publication (1)
- Other type (3)
- Rapid Evidence Review (7)
- Sandbox Sprint Review (2)
- Technical Report (5)
- Working Paper (3)
Research method
Topic Area
Focus Countries
- Bangladesh (4)
- Ghana (3)
- Kenya (8)
- Pakistan (6)
- Sierra Leone (3)
- Tanzania (2)