Evidence Library – The EdTech Hub - Custom feedEvidence Library – The EdTech Hubhttps://docs.edtechhub.org/lib/2024-03-28T15:12:14.529198+00:00https://docs.edtechhub.org/lib/atom.xml?focus_countries=HGBHKEGDKerkoEdTech, Learning and Equity: The EdTech Hub Research Portfoliohttps://docs.edtechhub.org/lib/MBGNU7HP2023-11-07T17:12:32Z2024-03-15T13:43:17ZHaßler, BjörnWagner, DanOuthwaite, Laura2023-11-30T00:00:00.000ZenCreative Commons Attribution 4.0 InternationalEdTech, Learning and Equity: The EdTech Hub Research PortfolioThe Future of EMIS: A Public Financial Management Perspectivehttps://docs.edtechhub.org/lib/4NSU75DR2022-11-18T19:53:54Z2023-12-05T21:06:43ZPolicymakers 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 important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective.
Keywords: public financial management, budgeting, digital, data governance, education
An output of the EdTech Hub, https://edtechhub.orgCresswell, SimonLong, CathalFraser, Alasdair2023enCreative Commons Attribution 4.0 InternationalThe Future of EMIS: A Public Financial Management PerspectiveLearning continuity in response to climate emergencies: Pakistan's 2022 floodshttps://docs.edtechhub.org/lib/42XI4RCK2022-11-18T10:55:29Z2023-06-05T14:13:24ZBuilding 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, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale.
An output of the EdTech Hub, https://edtechhub.orgMazari, HaaniBaloch, ImdadThinley, SangayRadford, KateKaye, TomPerry, Freya2023enCreative Commons Attribution 4.0 InternationalLearning continuity in response to climate emergencies: Pakistan's 2022 floodsLearning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floodshttps://docs.edtechhub.org/lib/IHTU7JRT2022-11-16T10:37:05Z2023-06-05T14:13:20ZThis 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 education in emergencies globally and nationally.
EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing.
An output of the EdTech Hub, https://edtechhub.orgMazari, HaaniBaloch, ImdadThinley, SangayKaye, TomPerry, Freya2022enCreative Commons Attribution 4.0 InternationalLearning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floodsEdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leonehttps://docs.edtechhub.org/lib/K5BJUBRE2022-09-13T12:16:03Z2023-08-03T09:38:17ZTo 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 four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement.
Keywords: EdTech, Covid-19, digital, education, learning, remote
An output of the EdTech Hub, https://edtechhub.orgNicolai, SusanJefferies, KateStepanek Lockhart, Ashley2023enCreative Commons Attribution 4.0 InternationalEdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra LeoneData Access and Protection Laws in Pakistan: A technical reviewhttps://docs.edtechhub.org/lib/GV4MKFZH2022-06-07T18:18:12Z2022-09-27T16:21:06ZThe 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 come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws.
This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments.
Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption
An output of the EdTech Hub, https://edtechhub.orgHalim, WaqasUpadhyay, ArjunCoflan, Caitlin2022-06-30enCreative Commons Attribution 4.0 InternationalData Access and Protection Laws in Pakistan: A technical reviewEngaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF's engagement in the technology-facilitated learning arena in Pakistanhttps://docs.edtechhub.org/lib/G3WPBFNZ2022-04-22T06:46:54Z2022-04-28T09:11:28ZAn output of the EdTech Hub, https://edtechhub.orgEdTech Hub Team2022-04-22enCreative Commons Attribution 4.0 InternationalEngaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF's engagement in the technology-facilitated learning arena in PakistanPakistan Digital Learning Landscape Analysishttps://docs.edtechhub.org/lib/HEXCEXFK2021-12-12T10:39:14Z2023-08-03T09:44:01ZThe 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 divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups.
Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem.
The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan.
Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF
An output of the EdTech Hub, https://edtechhub.orgZubairi, AsmaKhalayleh, AbdullahBaloch, ImdadMazari, HaaniKaye, TomGroeneveld, Caspar2022-03-04enCreative Commons Attribution 4.0 InternationalPakistan Digital Learning Landscape AnalysisDesk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistanhttps://docs.edtechhub.org/lib/6FN5VTP72021-09-01T12:04:13Z2023-08-03T09:37:01ZDuring 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 further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan.
This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure.
This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan.
Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF
An output of the EdTech Hub, https://edtechhub.orgWilson, SamKhalayleh, AbdullahBaloch, ImdadKaye, Tom2022enCreative Commons Attribution 4.0 InternationalDesk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in PakistanPakistan Landscape Analysis Inception Report: UNICEF Inception Reporthttps://docs.edtechhub.org/lib/HL6BNMQZ2021-07-22T18:12:00Z2022-11-23T12:26:16ZBased 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 both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan.
EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena.
This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections.
Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT
An output of the EdTech Hub, https://edtechhub.orgEdTech Hub Team2022EnglishPakistan Landscape Analysis Inception Report: UNICEF Inception ReportEdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisationshttps://docs.edtechhub.org/lib/MXMPWAA22021-05-20T20:13:33Z2023-08-03T09:38:03ZAn output of the EdTech Hub, https://edtechhub.orgRahman, AsadPlaut, DanielSalami, TaiyeCarter, Alice2021-03-18enCreative Commons Attribution 4.0 InternationalEdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner OrganisationsEdTech Innovation for COVID-19: Insights from our global call for ideashttps://docs.edtechhub.org/lib/S7JARBXV2020-11-17T15:52:04Z2023-08-03T09:39:29ZPlaut, DanielCarter, AliceDixon, MirandaSalami, Taiye2020EdTech Innovation for COVID-19: Insights from our global call for ideas