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A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward...
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There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be...
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ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in...
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Kenya Focus country EdTech Hub works in six focus countries (Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone and Tanzania) to conduct research, support governments, and support scale-up of EdTech programmes. “Female students with teacher on computer” by Ericsson Images is licensed under CC BY-NC-ND 2.0 READ KENYA COUNTRY SCAN Population: 47.6 million Median age: 20 years Internet penetration: 43% Mobile penetration:…
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