Your search
Results 7 resources
-
To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to...
-
Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more...
-
This Rapid Evidence Review provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices for learners in contexts of forced displacement. The main aim of the review is to provide education decision-makers, funders, and implementers (among others), with a clear picture of which interventions may be the most effective in these contexts and, crucially, which implementation decisions facilitate or hinder this effectiveness. We reviewed...
-
This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices in emergency contexts. The main aim of the review is to provide education decision-makers, funders, and implementers (among others) with a clear picture of ‘what works’ regarding EdTech in emergencies. Crucially, it also aims to create an understanding of the conditions necessary to ensure the effectiveness of these interventions. Accordingly,...
-
This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
-
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
Filter by our tags
Learners
Educators
Education systems
- Access (4)
- Accountability (1)
- Assessment (1)
- Curriculum and educational content (3)
- Education financing (2)
- Educational data (4)
- Equity (3)
- Governance (1)
- Monitoring and evaluation (2)
- Quality (4)
- System readiness (2)
Hardware and modality
- App-based (3)
- Audio (3)
- Blended learning (3)
- Desktop and laptop computers (3)
- Distance education (4)
- Online learning (3)
- Open educational resources (3)
- Personalised learning (2)
- Phone (3)
- Printed teaching and learning materials (1)
- Radio (1)
- Social media and messaging (3)
- Tablet (2)
- Video (2)
Educational level
- Primary education (3)
- Secondary education (3)
Within-country contexts
- Fragile and conflict affected contexts (2)
- Low connectivity and/or electricity (4)
- Peri-urban (1)
- Rural (2)
- Urban (2)
Language of publication
- English (4)
Publisher and type
- Helpdesk Response (1)
- Position Paper (1)
- Rapid Evidence Review (2)
- Working Paper (2)
Research method
Topic Area
Focus Countries
- Bangladesh
- Ghana (5)
- Kenya (5)
- Pakistan (4)
- Sierra Leone (4)
- Tanzania (3)