Your search
Results 8 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...
-
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...
-
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 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...
-
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE)....
-
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...
-
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 (6)
- Assessment (2)
- Curriculum and educational content (6)
- Education financing (1)
- Educational data (2)
- Equity (5)
- Governance (1)
- Monitoring and evaluation (2)
- Quality (7)
- System readiness (2)
Hardware and modality
- App-based
- Audio (3)
- Blended learning (6)
- Desktop and laptop computers (4)
- Distance education (6)
- Online learning (5)
- Open educational resources (2)
- Personalised learning (2)
- Phone (5)
- Printed teaching and learning materials (2)
- Radio (1)
- Social media and messaging (3)
- Tablet (5)
- Video (3)
Educational level
- Adult education (1)
- Primary education (7)
- Secondary education (4)
Within-country contexts
- Fragile and conflict affected contexts (2)
- Low connectivity and/or electricity (6)
- Peri-urban (2)
- Rural (4)
- Urban (2)
Publisher and type
- Journal article (1)
- Other type (1)
- Policy Brief (1)
- Rapid Evidence Review (2)
- Technical Report (2)
- Working Paper (1)
Research method
- Content analysis and thematic analysis (2)
- Design-based research (1)
- Evaluation research (3)
- Interaction analysis and coding (1)
- Interviews and focus groups (2)
- Literature review, systematic review and meta-analysis (3)
- Mixed methods (2)
- Observation (2)
- (Participatory) Action research (2)
- Surveys and questionnaires (1)
Topic Area
Focus Countries
- Bangladesh (3)
- Ghana (2)
- Kenya (3)
- Pakistan (3)
- Sierra Leone (2)
- Tanzania (4)