Results 53 resources
Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries (Helpdesk Response No. 30)Kaye, T., Groeneveld, C., & Bashir, A. - 2020 - EdTech Hub
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.
Deploying an e-learning Environment in Zanzibar: Digital Content CurationGroeneveld, C., Kibga, E., & Kaye, T. - 2020 - EdTech Hub
In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing...
SWOT Analysis of the Kenya Education CloudGroeneveld, C., Kimenyi, E., & Kaye, T. - 2021 - EdTech Hub
Building effective COVID-19 Education Response Plans: Insights from Africa and Asia (EdTech Hub Helpdesk Response No. 15)Kimenyi, E., Otieno, J., & Kaye, T. - 2020 - EdTech Hub
Let’s Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems [Case Study]Myers, C., Kaye, T., & Khalayleh, A. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Implementing a virtual learning environment in a resource-constrained setting: five key reflectionsGroeneveld, C., Kibga, E., & Kaye, T. - 2020, December 15 - EdTech Hub
Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…
The Maldives and Sri Lanka: Question & Answer Session (EdTech Hub Helpdesk Response No. 18)Adam, T., Kaye, T., & Haßler, B. - 2020 - EdTech Hub
EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.
Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16)Lynch, P., Kaye, T., & Terlektsi, E. - 2020 - EdTech Hub
The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss...
Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment [Technical Guidance]Groeneveld, C., Kibga, E., & Kaye, T. - 2020 - EdTech Hub
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...
Deploying an e-Learning Environment in Zanzibar: A Short GuideGroeneveld, C., Kibga, E., & Kaye, T. - 2020 - EdTech Hub
In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system...
Helping improve the Kenya Education Cloud with a SWOT analysisGroeneveld, C., Kimenyi, E., & Kaye, T. - 2021, April 15 - EdTech Hub
In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world. Governments all over the world responded to Covid-19 school closures by…
New Brief: Monitoring Distance Learning During the Covid-19 PandemicBashir, A., Groeneveld, C., & Kaye, T. - 2020, November 30 - EdTech Hub
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
Building effective COVID-19 education response plans: Insights from Africa and AsiaOtieno, J. C., Kimenyi, E., & Kaye, T. - 2020, June 25 - EdTech Hub
by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…
Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List (EdTech Hub Helpdesk Request No. 11)Koomar, S., Moss Coflan, C., & Kaye, T. - 2020 - EdTech Hub
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
A Theory of Change for a Technology-Enhanced Education System in Bangladesh (Working Paper No. 30)Clark-Wilson, A., Bashir, A., & Kaye, T. - 2021 - EdTech Hub
The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved...
Five lessons learnt from Bangladesh’s experience responding to COVID-19Sarwar, Mohammad Afzal Hossain, Hossain, I., & Kaye, T. - 2020, July 15 - EdTech Hub
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
A Work Plan for Content Creation [Technical Guidance]Groeneveld, C., Kibga, E., Proctor, J., & Kaye, T. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomesSingal, N., Lynch, P., Kaye, T., & Francis, G. - 2021, April 23 - EdTech Hub
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Country-Level Research Review: EdTech in Bangladesh [Country summaries and case studies (was: Country scan)]Zubairi, A., Kreimeia, A., Kaye, T., & Ashlee, A. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Nepal “Ask me anything” Session: Responses to audience questions (EdTech Hub Helpdesk Response No. 13)Kaye, T., Groeneveld, C., Moss, C., & Haßler, B. - 2020 - EdTech Hub
On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the...
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