@techreport{ashlee_refugee_2020, type = {Rapid {Evidence} {Review}}, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/UUNEJ7FS}, abstract = {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 context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4557019}, note = {ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV}, keywords = {L:Refugees and migrants, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{zubairi_country-level_2021, type = {Country summaries and case studies (was: {Country} scan)}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QUJHNPRD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Kreimeia, Adam and Kaye, Tom and Ashlee, Amy}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651981}, note = {ZenodoArchiveID: 5651981 previousDOI: 10.5281/zenodo.5109678 previousDOI: 10.5281/zenodo.4943272 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4943272 10.5281/zenodo.5109678 10.5281/zenodo.5651981 2339240:TCHKGQZS 2405685:QUJHNPRD 2405685:XH44AG5R 2405685:YULPZE4D}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{mitchell_education_nodate, type = {Rapid {Evidence} {Review}}, title = {Education in {Emergencies}: {A} {Rapid} {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/ZPTMAP5C}, number = {7}, institution = {EdTech Hub}, author = {Mitchell, Joel and Ashlee, Amy and Clericetti, Giulia and Gladwell, Jessica and Torrance, Rebecca}, doi = {10.5281/zenodo.4556940}, note = {PreviousDOI: 10.5281/zenodo.4476897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4476897 10.5281/zenodo.4556940 2339240:GU8FEH69 2339240:W9GJBGT9 2405685:FEXJQ37Q 2405685:ZPTMAP5C}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @article{barnes_education_2023, title = {Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during {COVID}-19 school closures in {Pakistan}}, issn = {1573-1723}, shorttitle = {Education in times of restriction}, url = {https://doi.org/10.1007/s10671-023-09353-4}, doi = {10.1007/s10671-023-09353-4}, abstract = {This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.}, language = {en}, urldate = {2023-06-28}, journal = {Educational Research for Policy and Practice}, author = {Barnes, Katrina and Ashlee, Amy and Mukankusi, Aimee and Pacitto, Julia and Rabi, Asma and Thomas, Matt and Ullah, Noor and Zazai, Rozina and Zhao, Annette}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-023-09353-4 2405685:SWPGW69K}, keywords = {COVID-19, Distance education, Educational technology, Gender, Pakistan, Refugee education}, }