Your search
Results 25 resources
-
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...
-
An output of the EdTech Hub, https://edtechhub.org/
-
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...
-
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,...
-
In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions,...
-
This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects:...
-
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...
-
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...
-
The Cohort Learning Handbook captures EdTech Hub’s approach to building cohorts on its Evidence-Led Entrepreneurship Course. The course aims to help entrepreneurs adopt and utilise evidence to learn and to scale their products and services. The Handbook is for individuals and organisations who support EdTech entrepreneurs (e.g., accelerators, entrepreneurship programmes, and funders). Building a cohort supports entrepreneurs to learn quickly and more confidently as a result of learning with,...
-
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to...
-
The study reported here is for Phase 2 of the research project known as ‘The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania’ and part of the global Empowering Teachers Initiative (ETI), which comprises 10 country projects. It is closely aligned with the implementation of ‘MEWAKA’ (Mafunzo Endelevu kwa Walimu Kazini) or Teacher continuous professional development (TCPD), and the Tanzania National TCPD implementation...
-
High-income countries often use external incentives such as remuneration, professional pathways or accreditation to motivate teachers to engage in professional development. This paper reflects on the challenges of engaging teachers in school-based professional development in resource-scarce education environments where the use of such incentives is not feasible and explores practical strategies to motivate their engagement. In such contexts, where qualified teacher status and promotion are...
-
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no...
-
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.
-
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
-
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.
-
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role...
Filter by our tags
Learners
Educators
Education systems
- Access (16)
- Accountability (5)
- Assessment (5)
- Curriculum and educational content (9)
- Education financing (4)
- Educational data (9)
- Equity (13)
- Governance (3)
- Monitoring and evaluation (5)
- Quality (9)
- System readiness (5)
Hardware and modality
- App-based (8)
- Audio (5)
- Blended learning (5)
- Desktop and laptop computers (5)
- Distance education (9)
- Online learning (5)
- Open educational resources (5)
- Personalised learning (6)
- Phone (10)
- Printed teaching and learning materials (8)
- Radio (5)
- Social media and messaging (4)
- Tablet (8)
- Television (4)
- Video (10)
Educational level
- Adult education (2)
- Early childhood and pre-primary (9)
- Higher education (3)
- Informal education (6)
- Primary education (21)
- Secondary education (14)
- Vocational education (2)
Within-country contexts
Publisher and type
- Blog / op-ed (1)
- Country summaries and case studies (2)
- Helpdesk Response (5)
- In partnership with UNICEF (1)
- In partnership with World Bank (1)
- Journal article (1)
- Learning Brief (1)
- Methodology publication (2)
- Other type (2)
- Policy Brief (1)
- Rapid Evidence Review (2)
- Technical Report (4)
- Working Paper (1)
Research method
Topic Area
Focus Countries
- Bangladesh (1)
- Ghana (2)
- Kenya (2)
- Malawi (4)
- Sierra Leone (8)
- Tanzania (6)
Publication year
-
Between 2000 and 2025
(25)
-
Between 2010 and 2019
(1)
- 2019 (1)
- Between 2020 and 2025 (24)
-
Between 2010 and 2019
(1)