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Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam
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In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education...
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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 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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In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling...
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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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Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This...
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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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Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing...
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The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some...
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