Your search
Results 10 resources
-
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 is a report on a knowledge exchange visit between the Ministry of National Education of Madagascar and the Mauritius Institute for Education. The visit focused on sharing lessons and discussing ongoing projects related to technology in education. Key objectives included presenting successes and challenges of distance learning, discussing pedagogical design and digital platforms, and exploring long-term collaboration. School visits provided insights into technology integration in...
-
This is a practical guide for users of a tablet for the distance learning platform (FAD), specifically for 2000 primary teachers in Madagascar. It covers: Tablet Basics: How to use the tablet, buttons, screen, touch controls, navigation, and settings. Accessories: Information on the solar charger / power bank and mini-speaker. Communication: Instructions on making calls, sending SMS and emails, and accessing the internet. Applications: Guides for using applications for training content and...
-
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...
-
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...
-
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...
-
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...
-
An output of the EdTech Hub, https://edtechhub.org
-
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
-
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
Filter by our tags
Learners
Educators
Education systems
- Curriculum and educational content
- Access (9)
- Accountability (1)
- Assessment (4)
- Education financing (1)
- Educational data (3)
- Equity (5)
- Governance (2)
- Monitoring and evaluation (2)
- Quality (6)
- System readiness (6)
Hardware and modality
- Online learning
- App-based (9)
- Audio (5)
- Blended learning (8)
- Desktop and laptop computers (7)
- Distance education (8)
- Open educational resources (4)
- Personalised learning (5)
- Phone (7)
- Printed teaching and learning materials (5)
- Radio (3)
- Social media and messaging (4)
- Tablet (7)
- Television (1)
- Video (6)
Educational level
- Adult education (2)
- Early childhood and pre-primary (2)
- Higher education (1)
- Informal education (2)
- Primary education (9)
- Secondary education (7)
- Vocational education (1)
Within-country contexts
- Fragile and conflict affected contexts (3)
- Low connectivity and/or electricity (9)
- Peri-urban (4)
- Rural (7)
- Urban (4)
Language of publication
Publisher and type
- Helpdesk Response (1)
- Other type (3)
- Position Paper (1)
- Rapid Evidence Review (3)
- Technical Report (1)
- Working Paper (2)
Research method
Topic Area
Focus Countries
- Bangladesh (2)
- Ghana (2)
- Kenya (2)
- Pakistan (2)
- Sierra Leone (2)
- Tanzania (1)