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This document is a summary of a country scan on Lao Peoples Democratic Republic produced by EdTech Hub as part of the ASEAN-UK SAGE programme. 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...
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At the 2023 Education World Forum the International Development Minister launched a Girls’ Education and Skills Programme following the UK-ASEAN Plan of Action.
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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, Vietnam. This report was...
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This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. 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...
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This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a...
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With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.
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This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.
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As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage.
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During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling...
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Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City,...
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Purpose This paper aims to report insights from the planning and execution phase of an interactive radio instruction (IRI) intervention envisioned as a medium-term response plan to address school closures amidst the global Coronavirus pandemic. The project has been envisioned by a local development agency in the province of Balochistan for adolescent out-of-school (OOS) girls. Design/methodology/approach This study reports...
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#sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1:...
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The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital...
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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, Lao People’s Democratic...
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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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This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures,...
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