Your search
Results 508 resources
-
This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings
-
"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website
-
An output of the EdTech Hub, https://edtechhub.org
-
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and...
-
Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.
-
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
-
This rigorous review synthesises studies on the empowerment impacts of girls’ clubs and life skills programmes with a gender equality focus. Girls’ clubs, or youth development clubs, have become an increasingly common component of school-based and community-based programmes that aim to improve capability outcomes and broader wellbeing of girls in developing countries. While some in the development community are enthusiastic about the potential of such clubs to empower girls, others raise...
-
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio,...
-
COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and...
-
This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of...
-
Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata...
-
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
-
Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2...
-
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, 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, Timor-Leste. This report...
-
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.
-
Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and...
-
EdTech in Cambodia: A Rapid ScanThinley, S., Hayat, A., Thang, S., & Mazari, H. - 2024 - EdTech Hub
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Cambodia. This report was...
Filter by our tags
Learners
Educators
Education systems
- Access (43)
- Accountability (7)
- Assessment (11)
- Curriculum and educational content (20)
- Education financing (4)
- Educational data (15)
- Equity (43)
- Governance (6)
- Monitoring and evaluation (10)
- Quality (17)
- System readiness (9)
Hardware and modality
- App-based (13)
- Audio (8)
- Blended learning (16)
- Desktop and laptop computers (11)
- Distance education (25)
- Online learning (17)
- Open educational resources (7)
- Personalised learning (11)
- Phone (27)
- Printed teaching and learning materials (8)
- Radio (20)
- Social media and messaging (11)
- Tablet (16)
- Television (12)
- Video (9)
Educational level
- Early childhood and pre-primary (7)
- Higher education (5)
- Informal education (12)
- Primary education (59)
- Secondary education (54)
- Vocational education (1)
Within-country contexts
- Fragile and conflict affected contexts (10)
- Low connectivity and/or electricity (45)
- Peri-urban (12)
- Rural (27)
- Urban (19)
Language of publication
Publisher and type
- Blog / op-ed (6)
- Country summaries and case studies (9)
- Evidence Review (14)
- Helpdesk Response (22)
- In partnership with UNICEF (11)
- In partnership with World Bank (2)
- Journal article (6)
- Methodology publication (2)
- Other type (7)
- Policy Brief (5)
- Position Paper (5)
- Rapid Evidence Review (6)
- Research Instruments and Tools (1)
- Sandbox Sprint Review (4)
- Systematic Review (1)
- Technical Report (12)
- Working Paper (13)
Research method
Topic Area
Focus Countries
- Bangladesh (8)
- Ghana (4)
- Kenya (10)
- Malawi (1)
- Pakistan (9)
- Sierra Leone (6)
- Tanzania (5)
Publication year
-
Between 1900 and 1999
(2)
-
Between 1960 and 1969
(1)
- 1963 (1)
-
Between 1990 and 1999
(1)
- 1996 (1)
-
Between 1960 and 1969
(1)
- Between 2000 and 2024 (479)
- Unknown (27)