Your search
Results 372 resources
-
School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close,...
-
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
-
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
-
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to...
-
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise...
-
In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions,...
-
An output of the EdTech Hub, https://edtechhub.org
-
During the early stages of the COVID-19 pandemic, almost all countries implemented school closures to prevent disease transmission. However, prolonged closures can put children at risk of leaving school permanently, a decision that can reduce their long-term potential and income. This study investigated the extent to which the COVID-19 pandemic and associated school closures reduced school attendance in Malawi, a low-income African country. We used longitudinal data from a cohort of...
-
In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a...
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This...
-
Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled...
-
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...
-
A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially...
Filter by our tags
Learners
Educators
Education systems
- Access (58)
- Accountability (11)
- Assessment (13)
- Curriculum and educational content (31)
- Education financing (10)
- Educational data (24)
- Equity (61)
- Governance (12)
- Monitoring and evaluation (15)
- Quality (27)
- System readiness (20)
Hardware and modality
- App-based (20)
- Audio (14)
- Blended learning (26)
- Desktop and laptop computers (18)
- Distance education (34)
- Online learning (26)
- Open educational resources (15)
- Personalised learning (15)
- Phone (35)
- Printed teaching and learning materials (11)
- Radio (22)
- Social media and messaging (16)
- Tablet (22)
- Television (14)
- Video (18)
Educational level
- Adult education (1)
- Early childhood and pre-primary (12)
- Higher education (8)
- Informal education (17)
- Primary education (74)
- Secondary education (71)
- Vocational education (4)
Within-country contexts
- Fragile and conflict affected contexts (17)
- Low connectivity and/or electricity (56)
- Peri-urban (18)
- Rural (33)
- Urban (24)
Language of publication
Publisher and type
- Blog / op-ed (5)
- Country summaries and case studies (12)
- Evidence Review (16)
- Helpdesk Response (27)
- Horizon-scanning study (1)
- In partnership with UNICEF (12)
- In partnership with World Bank (3)
- Journal article (6)
- Learning Brief (2)
- Methodology publication (3)
- Other type (8)
- Policy Brief (5)
- Position Paper (6)
- Rapid Evidence Review (15)
- Research Instruments and Tools (1)
- Sandbox Sprint Review (4)
- Systematic Review (1)
- Technical Report (14)
- Working Paper (14)
Research method
Topic Area
Focus Countries
- Bangladesh (10)
- Ghana (7)
- Kenya (15)
- Malawi (3)
- Pakistan (12)
- Sierra Leone (8)
- Tanzania (7)