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Deploying an e-learning Environment in Zanzibar: Digital Content Curation

Groeneveld, 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...

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. (Helpdesk Response No. 23)

Koomar, S., & Blest, H. - 2020 - EdTech Hub

This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.

Open Educational Resources in Africa: A Curated Resource List (Helpdesk Response No. 20)

Koomar, S., & Jull, S. - 2020 - EdTech Hub

This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.

EdTech in Liberia: A Rapid Scan (Country Scan No. 1)

Upadhyay, A., & Taddese, A. - 2020 - EdTech Hub

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 digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is...

EdTech in Senegal: A Rapid Scan (Country Scan No. 9)

Upadhyay, A., & Taddese, A. - 2020 - EdTech Hub

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 digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is...

Girls’ Education and EdTech: A Rapid Evidence Review (Rapid Evidence Review No. 2)

Webb, D., Barringer, K., Torrance, R., & Mitchell, J. - 2020 - EdTech Hub

This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by...

The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub

Jamieson Eberhardt, M. - 2019, January 11 - EdTech Hub

If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal...

To inform the development of Malawi's National Numeracy Programme (NNP), EdTech Hub worked with the Directorate of Quality Assurance Services (Malawi), Cambridge Education, and the UK Foreign, Commonwealth and Development Office (FCDO) to examine the NNP’s components during its extended pilot phase during the 2022–2023 school year, and explore how these might be refined to improve teaching and learning of mathematics in Malawi. In-depth qualitative research in four schools was undertaken to...

The Malawi National Numeracy Programme (NNP) was designed in 2020 in partnership with the Malawi Ministry of Education and Cambridge Education (Mott McDonald), funded by the UK Foreign, Commonwealth and Development Office (FCDO). Building on findings from a prior qualitative review of the NNP's programme components, EdTech Hub proposed a new phase of design-based implementation research (DBIR) to be undertaken in Term 2 of the 2022–2023 school year to refine the school-based teacher...

MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role...

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...

The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where...

The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.

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...

Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content...

Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.

Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.