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This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions...

Key considerations when developing an ICT in  Education strategy (Helpdesk Response No. 43)

AlSheikh Theeb, T., Chuang, R., & Pandit, S. - 2022 - EdTech Hub

This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org

Blended and Hybrid Learning Initiatives: A curated list for El Salvador (Helpdesk Response No. 36)

Villavicencio, X., & Coflan, C. M. - 2022 - EdTech Hub

This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance...

Teacher Deployment in Sierra Leone: Lessons learnt and going forward [Policy briefing]

Beoku-Betts, I. - 2023 - EdTech Hub

This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of...

An EdTech reading list from the Helpdesk team: Autumn 2020

2020, November 3 - EdTech Hub

In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…

Artificial Intelligence and Education Systems in 2035: Fourteen trends and five scenarios for how the future might unfold [Technical Report]

Rahman, A., & Freeman, A. - 2025 - EdTech Hub

This strategic foresight study aims to understand the shifts that might take place in education systems in low- and middle-income country (LMIC) contexts, given developments in artificial intelligence (AI) that might occur over the next 10 years. It begins by capturing fourteen trends, relating to AI that might affect the development of education systems in LMICs. After identifying trends, we combined them to sketch five concrete, tangible scenarios. This understanding will inform a...

Rolling Out a National Virtual Learning Environment (EdTech Hub Helpdesk Request No. 22)

Adam, T., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub

A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.

Learning Continuity in Response to Climate Emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods [Evidence review]

Mazari, H., Baloch, I., Thinley, S., … Perry, F. - 2022 - EdTech Hub

This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on...

We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching...

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. (Helpdesk Response No. 31)

Korin, A. - 2021 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research (Technical Report No. 2)

Rahman, A., & Groeneveld, C. - 2022 - EdTech Hub

In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been...

Note de conseils sur la plateforme numérique [Rapport Technique]

Messa, A., Koomar, S., & Mitchell, J. - 2025 - EdTech Hub

This document is a guidance note on digital platforms, specifically focusing on e-learning and the use of Opale and Moodle software. It aims to support the implementation of a digital learning platform in Madagascar. The report addresses questions and challenges faced by the Ministry of National Education in developing and deploying digital educational content. It covers various aspects of e-learning, including evaluation methods, content structuring, accessibility, interactivity, and...

Summarised Findings from the EdTech Hub Helpdesk [Working Paper]

Chuang, R., & Moss Coflan, C. - 2020 - EdTech Hub

As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.

Our latest blog looks at using evidence to strengthen tech-supported teacher professional development in Madagascar. For more details, visit our website.

In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting...

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process

Beoku-Betts, I., Ampofo, R., & Haßler, B. - 2024 - EdTech Hub

The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School...

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes

Saidu, A., Casado, E. R., Shergill, M., & McBurnie, C. - 2021, March 26 - EdTech Hub

Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…