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Design-Based Implementation Research Baseline Data Collection: Technical report [Technical Report]

Koomar, S., Adam, T., Massam, W. E., … Barretto, J. - 2022 - EdTech Hub

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...

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...

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...

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...

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context (Helpdesk Response No. 37)

Rui, Y., & Upadhyay, A. - 2022 - EdTech Hub

This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio,...

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia (Helpdesk Response No. 27)

Upadhyay, A., Shoobridge, J., & Moss Coflan, C. - 2020 - EdTech Hub

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.

Expert Consultation: Radio-Based Education in the Philippines (Helpdesk Response No. 26)

McBurnie, C. - 2020 - EdTech Hub

These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.

How Can Participatory Methods Centre Teachers Within Education Policy? [Learning Brief]

Koomar, S. - 2024 - EdTech Hub

This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected...

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone (Working Paper No. 51)

Beoku-Betts, I., & Leh Wi Lan - 2023 - EdTech Hub

Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school...

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings [Technical report]

Koomar, S., Massam, W., Chachage, K., … Nkya, H. - 2024 - EdTech Hub

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...

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries (Helpdesk Response No. 30)

Kaye, T., Groeneveld, C., & Bashir, A. - 2020 - EdTech Hub

This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms [Methodology publication]

Major, L., Daltry, R., Otieno, M., … Friedburg, A. - 2023 - EdTech Hub

This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital...

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process

Beoku-Betts, I., Ampofo, R., & Haßler, B. - 2024 - EdTech Hub

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...

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone (Working Paper No. 48)

Espinoza-Revollo, P., Ali, Y., Garrod, O., … Haßler, B. - 2023 - EdTech Hub

This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no...