@techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 4: {Content} curation}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9VKXVKGI}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0078}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803092 10.53832/edtechhub.0078 2405685:9VKXVKGI}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 3: {Skills} taxonomy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VFV5SG9H}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the third of five reports on the development of a proof of concept for the Hub and describes our observations during the creation of a skills taxonomy. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0077}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803101 10.53832/edtechhub.0077 2405685:VFV5SG9H}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Tanzania}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Tanzania}}, url = {https://docs.edtechhub.org/lib/FCPCJFJ4}, abstract = {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 the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0039}, note = {ZenodoArchiveID: 5652136 previousshortDOI: 10/ghgnd4 previousDOI: 10.5281/zenodo.3911643 shortDOI: 10/ghgnd4 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911643 10.5281/zenodo.3911643 10.53832/edtechhub.0039 10/ghgnd4 2339240:2TKLQMKH 2339240:34IT889J 2339240:3UYWE57M 2339240:KMUFUI9L 2339240:MAIH68ES 2405685:4LWXXRCJ 2405685:5E4ZNE5G 2405685:F529QI2E 2405685:FCPCJFJ4 2405685:K76239FV 2405685:PW7BBS8G 2405685:UN3KMN7M 4656463:N2EMSCU6}, keywords = {C:Tanzania, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{rahman_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 2: {Insights} from user research}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CI5UZ5R4}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Rahman, Asad and Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0076}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803107 10.53832/edtechhub.0076 2405685:CI5UZ5R4 2405685:HU5IFEK9}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_deploying_2020, type = {Technical {Guidance}}, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {Feasibility} {Assessment}}, url = {https://docs.edtechhub.org/lib/K7JDL4IL}, abstract = {The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0028}, note = {ZenodoArchiveID: 5652121 previousZenodoArchiveID: 3941727 previousDOI: 10.5281/zenodo.3941727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 10.53832/edtechhub.0028 2129771:KLLMDHKK 2339240:Y5Z46TRU 2405685:2B8SH5S3 2405685:K7JDL4IL}, keywords = {C:Tanzania, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-learning {Environment} in {Zanzibar}: {Digital} {Content} {Curation}}, url = {https://docs.edtechhub.org/lib/T2W7MU3K}, abstract = {In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, doi = {10.5281/zenodo.3966976}, note = {ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {A} {Short} {Guide}}, url = {https://docs.edtechub.org/lib/85C5HVC7}, abstract = {In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = aug, year = {2020}, doi = {10.53832/edtechhub.0029}, note = {ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kaye_monitoring_2020, type = {Helpdesk {Response}}, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle}-{Income} {Countries}}, copyright = {Creative Commomns Attribution 4.0}, shorttitle = {Monitoring {Distance} {Education}}, url = {https://docs.edtechhub.org/lib/XUVA9827}, abstract = {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.}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652092}, note = {ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{groeneveld_helping_2021, title = {Helping improve the {Kenya} {Education} {Cloud} with a {SWOT} analysis}, url = {https://edtechhub.org/2021/04/15/helping-improve-the-kenya-education-cloud-with-a-swot-analysis/}, abstract = {In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world.  Governments all over the world responded to Covid-19 school closures by…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4707900}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{groeneveld_implementing_2020, title = {Implementing a virtual learning environment in a resource-constrained setting: five key reflections}, shorttitle = {Implementing a virtual learning environment in a resource-constrained setting}, url = {https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/}, abstract = {Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = dec, year = {2020}, doi = {10.5281/zenodo.4708006}, note = {PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{bashir_new_2020, title = {New {Brief}: {Monitoring} {Distance} {Learning} {During} the {Covid}-19 {Pandemic}}, shorttitle = {New {Brief}}, url = {https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/}, abstract = {In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Bashir, Amreen and Groeneveld, Caspar and Kaye, Tom}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708238}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{groeneveld_swot_2021, title = {{SWOT} {Analysis} of the {Kenya} {Education} {Cloud}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/R3E3KVHX}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = jan, year = {2021}, doi = {10.5281/zenodo.4745991}, note = {ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5: {Final} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5XBMPDX6}, abstract = {In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0079}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2405685:5XBMPDX6}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1}, url = {https://docs.edtechhub.org/lib/EW94QPAA}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0075}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803111 10.53832/edtechhub.0075 2339240:XBN27377 2405685:674LJ8EY 2405685:EW94QPAA}, keywords = {\_r:AddedByZotZen}, } @techreport{kaye_nepal_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Nepal “{Ask} me anything” {Session}: {Responses} to audience questions}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Nepal "{Ask} me anything" {Session}}, url = {https://docs.edtechhub.org/lib/UXQG7GRG}, abstract = {On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.}, language = {en}, number = {13}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Moss, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0014}, note = {previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG}, keywords = {C:Nepal, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{groeneveld_work_2021, type = {Technical {Guidance}}, title = {A {Work} {Plan} for {Content} {Creation}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/EH6F8M5P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Proctor, Jamie and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4617798}, note = {ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{zubairi_pakistan_2022, type = {Technical {Report}}, title = {Pakistan {Digital} {Learning} {Landscape} {Analysis}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HEXCEXFK}, abstract = {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 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.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Khalayleh, Abdullah and Baloch, Imdad and Mazari, Haani and Kaye, Tom and Groeneveld, Caspar}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0093}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK 2405685:XMGEKJ3V}, keywords = {\_r:AddedByZotZen}, }