@techreport{koomar_how_2024, type = {Learning {Brief}}, title = {How {Can} {Participatory} {Methods} {Centre} {Teachers} {Within} {Education} {Policy}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXMUGXHE}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.1005}, note = {ZenodoArchiveID: 10604329 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1005 ZenodoArchiveConcept: 10604328}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{koomar_mewaka_2024, type = {Technical report}, title = {{MEWAKA} {National} {Teacher} {Development} {Reform} in {Tanzania}: {Design}-{Based} {Implementation} {Research}: {Cycle} 1 {Findings}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XHJC3W67}, abstract = {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 that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, G. and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fred and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, H.}, year = {2024}, doi = {10.53832/edtechhub.0167}, note = {ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_edtech_2023, title = {{EdTech}, {Learning} and {Equity}: {The} {EdTech} {Hub} {Research} {Portfolio}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MBGNU7HP}, language = {en}, institution = {EdTechHub}, author = {Haßler, Björn and Wagner, Dan and Outhwaite, Laura}, month = nov, year = {2023}, doi = {10.53832/edtechhub.1000}, note = {ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{koomar_tcpd_2023, type = {Policy {Brief}}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 1 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HUR5C9QN}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = may, year = {2023}, doi = {10.53832/edtechhub.0166}, note = {ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2339240:N4CC2DD8 2405685:FICAJDR3 2405685:HUR5C9QN 2405685:XVCIV366}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_teknolojia_2023, type = {Research {Instruments} and {Tools} / {Zana} za utafiti}, title = {Teknolojia na maendeleo ya taaluma ya walimu nchini {Tanzania}: {Zana} za utafiti}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6V4DBZR8}, abstract = {Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.}, language = {Swahili}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chacage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0149}, note = {ZenodoArchiveID: 7701270 ZenodoArchiveConcept: 7701269 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7701270 10.53832/edtechhub.0149 2405685:6V4DBZR8}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_technology_2023, type = {Research {Instruments} and {Tools}}, title = {Technology and {Teacher} {Professional} {Development} in {Tanzania}: {Research} instruments pack}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXM765F3}, abstract = {This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chachage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0148}, note = {ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3}, keywords = {\_r:AddedByZotZen}, } @techreport{chachage_teacher_2023, title = {Teacher {Continuous} {Professional} {Development} in {Tanzania}: {Lessons} {Learnt}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9WBV8KPN}, abstract = {This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Chachage, Kristeen and Thakrar, Jay}, year = {2023}, doi = {10.53832/edtechhub.0157}, note = {ZenodoArchiveID: 7677950 ZenodoArchiveConcept: 7677949 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7677950 10.53832/edtechhub.0157 2339240:RBNTBT7Z 2405685:9WBV8KPN 2405685:EGL4QHDZ}, keywords = {\_r:AddedByZotZen}, } @techreport{cresswell_future_2023, type = {Working {Paper}}, title = {The {Future} of {EMIS}: {A} {Public} {Financial} {Management} {Perspective}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/4NSU75DR}, abstract = {Policymakers 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.org}, language = {en}, institution = {EdTech Hub}, author = {Cresswell, Simon and Long, Cathal and Fraser, Alasdair}, year = {2023}, doi = {10.53832/edtechhub.0165}, note = {ZenodoArchiveID: 7335773 ZenodoArchiveConcept: 7335772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7299806 10.5281/zenodo.7335773 10.53832/edtechhub.0165 2339240:LJTXPKUD 2405685:4NSU75DR 2405685:ABK6ZFI8 2405685:PFKAMFI6}, keywords = {\_r:AddedByZotZen}, } @techreport{hennessy_uzoefu_2023, type = {Muhtasari {Wa} {Sera} / {Policy} {Brief}}, title = {Uzoefu wa {Walimu} katika kufundisha kwa kutumia teknolojia nchini {Tanzania} {Mapendekezo} {Juu} ya {Sera} na {Utekelezaji}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ECXPS38I}, abstract = {This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub. Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia An output of the EdTech Hub, https://edtechhub.org}, language = {Swahili}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2023}, note = {DOI 10.53832/edtechhub.0147 ZenodoArchiveID: 7652491 ZenodoArchiveConcept: 7652490 2405685:ECXPS38I KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8363989 10.53832/edtechhub.0174 2405685:ECXPS38I 2405685:MDC3E34G}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_design-based_2022, type = {Technical {Report}}, title = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}: {Technical} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KMQCABXM}, abstract = {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 understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Adam, Taskeen and Massam, Winston Edward and Anthony, Gervace and Mrope, Winifrida Jacob and Mtenzi, Fredrick and Mwakabungu, Fika and Komba, Aneth and Hennessy, Sara and Barretto, Johnpaul}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM}, keywords = {\_r:AddedByZotZen}, } @techreport{hennessy_tanzanian_2022, type = {Policy {Brief}}, title = {Tanzanian {Teachers}’ {Experiences} of {Teaching} {With} {Technology}: {Recommendations} for policy and practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VNE3Q93U}, abstract = {This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2022}, doi = {10.53832/edtechhub.0125}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6543151 10.53832/edtechhub.0125 2405685:VNE3Q93U}, keywords = {\_r:AddedByZotZen}, } @article{koomar_reflections_2022, title = {Reflections on technology, teaching, learning, and professional development: {Findings} from a teacher survey in {Tanzania}}, volume = {10}, issn = {2354-2160}, shorttitle = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}}, url = {https://eric.ed.gov/?id=EJ1373064}, doi = {10.30918/AERJ.104.22.048}, abstract = {This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60\% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.}, language = {en}, number = {4}, urldate = {2023-10-12}, journal = {African Educational Research Journal}, author = {Koomar, Saalim and Hennessy, Sara and Zubairi, Asma and Kindoli, Robert and Kreimeia, Adam}, year = {2022}, note = {Publisher: Net Journals ERIC Number: EJ1373064 KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.104.22.048 10.5281/zenodo.5863400 10.53832/edtechhub.0097 2339240:6EFQH53V 2339240:7QAZINAG 2405685:49EBMKRI 2405685:GXZHRRYW 2405685:YXFLNITE}, keywords = {Access to Computers, Elementary School Teachers, Faculty Development, Foreign Countries, Gender Differences, Learning Processes, Pedagogical Content Knowledge, Poverty, Public School Teachers, Rural Urban Differences, Secondary School Teachers, Social Differences, Teacher Attitudes, Teacher Characteristics, Teacher Qualifications, Teacher Surveys, Teaching Experience, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, \_r:AddedByZotZen}, pages = {342--368}, } @techreport{proctor_technical_2021, type = {Internal papers}, title = {Technical {Assistance} to the {Government} of {Tanzania}: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie and Plaut, Daniel and El-Serafy, Yomna and Carter, Alice and Thakrar, Jayshree}, month = aug, year = {2021}, doi = {10.5281/zenodo.5153385}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_country-level_2021, title = {A {Country}-{Level} {Research} {Review}: {EdTech} in {Tanzania}}, shorttitle = {A {Country}-{Level} {Research} {Review}}, url = {https://zenodo.org/record/4618376}, abstract = {This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.}, urldate = {2021-09-30}, institution = {Zenodo}, author = {Jordan, Katy and Proctor, Jamie and Koomar, Saalim and Bapna, Akanksha}, month = mar, year = {2021}, doi = {10.5281/zenodo.4618376}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB}, keywords = {Tanzania, \_\_\_working\_potential\_duplicate, cost effectiveness, educational television, mathematics, ⛔ No DOI found}, }