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Results 48 resources
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An output of the EdTech Hub, https://edtechhub.org
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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,...
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EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
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This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global...
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This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
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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...
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In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so...
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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.
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This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
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As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
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This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
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An output of the EdTech Hub, https://edtechhub.org
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An output of the EdTech Hub, https://edtechhub.org
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An output of the EdTech Hub, https://edtechhub.org
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Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic...
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Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV...
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In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
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