Results 12 resources
documentEdTech, Learning and Equity: The EdTech Hub Research PortfolioHaßler, B., Wagner, D., & Outhwaite, L. - 2023 - EdTechHub
An output of the EdTechHub, https://edtechhub.org/
The Future of EMIS: A Public Financial Management Perspective [Working Paper]Cresswell, S., Long, C., & Fraser, A. - 2023 - EdTech Hub
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...
Learning continuity in response to climate emergencies: Pakistan’s 2022 floods [Technical Report]Mazari, H., Baloch, I., Thinley, S., … Perry, F. - 2023 - EdTech Hub
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers,...
EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone (Working Paper No. 49)Nicolai, S., Jefferies, K., & Stepanek Lockhart, A. - 2023 - EdTech Hub
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...
Data Access and Protection Laws in Pakistan: A technical review (Helpdesk Response No. 44)Halim, W., Upadhyay, A., & Coflan, C. - 2022 - EdTech Hub
The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also...
Engaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF’s engagement in the technology-facilitated learning arena in Pakistan [Internal Papers]EdTech Hub Team - 2022 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Pakistan Digital Learning Landscape Analysis [Technical Report]Zubairi, A., Khalayleh, A., Baloch, I., … Groeneveld, C. - 2022 - EdTech Hub
The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital...
Pakistan Landscape Analysis Inception Report: UNICEF Inception ReportEdTech Hub Team - 2022 - EdTech Hub
Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how...
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...
Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan [Evidence Review]Wilson, S., Khalayleh, A., Baloch, I., & Kaye, T. - 2022 - EdTech Hub
During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling...
EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations [Working Paper]Rahman, A., Plaut, D., Salami, T., & Carter, A. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
EdTech Innovation for COVID-19: Insights from our global call for ideas [Insight Report]Plaut, D., Carter, A., Dixon, M., & Salami, T. - 2020 - EdTech Hub
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