Your search
Results 8 resources
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania....
-
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 EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
-
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles...
-
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 technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
-
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender,...
-
An output of the EdTech Hub, https://edtechhub.org
Filter by our tags
Learners
Educators
Education systems
- System readiness
- Access (3)
- Accountability (3)
- Assessment (2)
- Curriculum and educational content (3)
- Education financing (2)
- Educational data (2)
- Equity (1)
- Governance (2)
- Monitoring and evaluation (2)
- Quality (3)
Hardware and modality
- App-based (1)
- Blended learning (1)
- Desktop and laptop computers (2)
- Distance education (1)
- Online learning (3)
- Phone (2)
- Printed teaching and learning materials (1)
- Tablet (2)
- Video (1)
Educational level
- Higher education (1)
- Primary education (3)
- Secondary education (3)
Within-country contexts
- Low connectivity and/or electricity (3)
- Peri-urban (1)
- Rural (1)
- Urban (1)
Publisher and type
Research method
Topic Area
Focus Countries
- Bangladesh (1)
- Ghana (1)
- Kenya (1)
- Pakistan (1)
- Sierra Leone (2)
- Tanzania (2)