Your search
Results 11 resources
-
Gilgit-Baltistan, located in the northernmost part of Pakistan, is a region known for its mountainous geography. Its complex geography creates challenges for education, such as geographic isolation and infrastructural limitations. While technology offers the potential to overcome these barriers of isolation, several infrastructural and capacity barriers prevent equitable access to EdTech. The Government of Gilgit-Baltistan has strived to respond to these barriers by introducing a more...
-
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...
-
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender,...
-
An output of the EdTech Hub, https://edtechhub.org
-
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...
-
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...
-
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek 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...
-
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...
Filter by our tags
Learners
Educators
Education systems
- Access (5)
- Accountability (2)
- Curriculum and educational content (3)
- Educational data (2)
- Equity (3)
- Governance (2)
- Monitoring and evaluation (4)
- Quality (5)
- System readiness (5)
Hardware and modality
- App-based (1)
- Blended learning (3)
- Distance education (2)
- Phone (1)
- Printed teaching and learning materials (1)
- Tablet (3)
- Video (1)
Educational level
- Adult education (2)
- Primary education (9)
- Secondary education (7)
- Vocational education (1)
Within-country contexts
- Rural
- Low connectivity and/or electricity (10)
- Peri-urban (7)
- Urban (7)
Language of publication
- English (9)
Publisher and type
Research method
- Content analysis and thematic analysis (2)
- Design-based research (3)
- Evaluation research (1)
- Interaction analysis and coding (1)
- Interviews and focus groups (6)
- Literature review, systematic review and meta-analysis (3)
- Mixed methods (3)
- Observation (2)
- (Participatory) Action research (1)
- Surveys and questionnaires (1)
Topic Area
Focus Countries
- Malawi (1)
- Pakistan (3)
- Sierra Leone (5)
- Tanzania (2)
Publication year
- Between 2000 and 2024 (11)