Your search
Results 10 resources
-
This report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA)...
-
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...
-
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...
-
An output of the EdTech Hub, https://edtechhub.org
-
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how in-service Communities of Practice (CoPs) support teacher learning and how EdTech can enhance this aspect of teacher professional development (TPD) in low- and middle-income countries. In-service CoPs have become an important component of TPD, creating spaces where teachers can share their knowledge...
-
This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of...
-
This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
-
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...
-
The sub-Saharan Africa region is trapped in a learning crisis with devastating implications for children. The Covid-19 pandemic further exacerbated the situation, with children losing an estimated equivalent of an additional year’s learning. Not addressing the regional learning crisis will have a detrimental impact on economic development and well-being and risks restricting future national and regional economic growth and productivity and fuelling social unrest. Education research has shown...
-
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...
Filter by our tags
Learners
Educators
Education systems
- Quality
- Access (7)
- Accountability (5)
- Assessment (3)
- Curriculum and educational content (5)
- Education financing (2)
- Educational data (4)
- Equity (7)
- Governance (4)
- Monitoring and evaluation (6)
- System readiness (6)
Hardware and modality
- App-based (4)
- Audio (3)
- Blended learning (3)
- Desktop and laptop computers (4)
- Distance education (3)
- MP3 player (1)
- Online learning (3)
- Open educational resources (2)
- Personalised learning (1)
- Phone (6)
- Printed teaching and learning materials (4)
- Radio (2)
- Social media and messaging (1)
- Tablet (6)
- Television (1)
- Video (4)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (1)
- Low connectivity and/or electricity (6)
- Peri-urban (4)
- Rural (5)
- Urban (4)
Publisher and type
- Country summaries and case studies (1)
- Helpdesk Response (1)
- In partnership with UNICEF (1)
- In partnership with World Bank (1)
- Learning Brief (1)
- Other type (1)
- Policy Brief (1)
- Rapid Evidence Review (2)
- Technical Report (1)
- Working Paper (2)
Research method
Topic Area
Focus Countries
- Bangladesh (1)
- Ghana (2)
- Kenya (1)
- Malawi (1)
- Pakistan (2)
- Sierra Leone (2)
- Tanzania (4)