TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - 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. CN - 0028 DA - 2020/07/30/ PY - 2020 M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K7JDL4IL KW - C:Tanzania KW - H:Online learning KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: A Short Guide AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - 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. CN - 0029 DA - 2020/08// PY - 2020 PB - EdTech Hub UR - https://docs.edtechub.org/lib/85C5HVC7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-learning Environment in Zanzibar: Digital Content Curation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - 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. DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T2W7MU3K KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. AU - Morris, Emily AU - Philip, Miriam AU - Othman, Abrahman Faki AU - Mitchell, James AU - Quiones, Esteban J. AU - Leatxe, Denisse AB - Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:… DA - 2009/// PY - 2009 LA - en PB - Education Development Center, Inc. and Ministry of Education and Vocational Training UR - https://cupdf.com/document/radio-instruction-to-strengthen-education-rise-in-iddedcorgsitesiddedcorgfilesradio.html Y2 - 2021/11/02/01:05:57 ER - TY - CONF TI - Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar AU - Ahmada, Raya Idrissa AU - Abdulla, Ali Abdulla AU - Yunus, Said Ali Said AU - Ismail, Maryam Jaffar A2 - Tatnall, Arthur A2 - Mavengere, Nicholas T3 - IFIP Advances in Information and Communication Technology AB - In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed. C1 - Cham C3 - Sustainable ICT, Education and Learning DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-28764-1_16 DP - Springer Link SP - 135 EP - 144 LA - en PB - Springer International Publishing SN - 978-3-030-28764-1 KW - Digital classroom KW - ICT KW - Kio-Kits KW - STEM for Success KW - Student-centered learning KW - Zanzibar ER - TY - GEN TI - GIS data of schools in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - GEN TI - School data Zanzibar, per district and grade (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - GEN TI - Disability, computer and school data in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - GEN TI - Zanzibar ICT Policy DA - 2013/// PY - 2013 PB - Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications UR - https://egoz.go.tz/index.php?option=com_osdownloads&task=routedownload&tmpl=component&id=5&Itemid=101&lang=en ER - TY - BLOG TI - Implementing a virtual learning environment in a resource-constrained setting: five key reflections AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom T2 - EdTech Hub AB - 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… DA - 2020/12/15/T19:32:55+00:00 PY - 2020 LA - en-US ST - Implementing a virtual learning environment in a resource-constrained setting UR - https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/ Y2 - 2021/04/21/17:19:49 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - GEN TI - Zanzibar Education Policy DA - 2006/// PY - 2006 PB - Ministry of Education and Vocational Training UR - https://www.moez.go.tz/docs/pwA4nrszmk_Zanzibar_Education_Policy.pdf ER - TY - GEN TI - Zanzibar Education Development Plan II 2017/2018-2021/2022 DA - 2017/// PY - 2017 PB - Ministry of Education and Vocational Training UR - https://www.globalpartnership.org/sites/default/files/zedp_ii_zanzibar.pdf ER - TY - RPRT TI - Situational Analysis: UNICEF Tanzania Decentralization and Local Governance Support Strategy (Mainland and Zanzibar) AU - Tidemand, Per CY - Dar es Salaam DA - 2018/// PY - 2018 DP - Zotero LA - en PB - UNICEF UR - https://www.unicef.org/tanzania/media/1491/file/DeLOG-Assessment-Stocktake.pdf ER - TY - RPRT TI - Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation AU - Education Development Center DA - 2015/// PY - 2015 SP - 63 LA - EN UR - https://www.edc.org/sites/default/files/uploads/RISE-ZTUR-evaluation.pdf ER - TY - RPRT TI - A Work Plan for Content Creation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Proctor, Jamie AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/18/ PY - 2021 LA - en M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EH6F8M5P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech and Covid-19: 10 Things to Know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate AB - EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here… DA - 2021/// PY - 2021 LA - en PB - EdTech Hub ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir AU - EdTech Hub Team DA - 2021/// PY - 2021 LA - fr UR - https://docs.edtechhub.org/lib/DQ5URLSY KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list AU - McBurnie, Chris AB - Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19. CN - 0022 DA - 2020/04// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 6 ST - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19 UR - https://docs.edtechhub.org/lib/A3T2DQ4D KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Experiment Types for EdTech AU - Rahman, Asad AU - Carter, Alice AU - WambûiKuria, Catherine AU - Mbugua, Ciku AU - Simpson, Lea AU - Kably, Nathan AB - An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org CN - 0128 DA - 2022/// PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/X8MUXS39 KW - _r:AddedByZotZen ER - TY - RPRT TI - تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها AU - EdTech Hub Team DA - 2021/// PY - 2021 LA - ar UR - https://docs.edtechhub.org/lib/26VNTFQU KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Radio: A Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery. DA - 2020/06// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 4 ST - Radio UR - https://docs.edtechhub.org/lib/YMWE6FR6 KW - L:English UXZJW5DR KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:F:Educational data QWBAFGFR KW - TAG:F:Online and distance teaching and learning A32ARSFK KW - TAG:H:Audio and Radio QIAXGMEU KW - TAG:P:Teachers DAJFZBM8 KW - TAG:W:Low connectivity and/or electricity KET3PKDI KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:F:Educational data QWBAFGFR KW - _T:F:Online and distance teaching and learning A32ARSFK KW - _T:H:Audio and Radio QIAXGMEU KW - _T:P:Teachers DAJFZBM8 KW - _T:W:Low connectivity and/or electricity KET3PKDI KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. AU - Korin, Astrid AB - An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE. DA - 2021/05/01/ PY - 2021 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 31 UR - https://docs.edtechhub.org/lib/RTQ64R3P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - GEN TI - Number of Computers by District 2018 (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 3: Skills taxonomy AU - Groeneveld, Caspar AB - 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 CN - 0077 DA - 2022/01/31/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/VFV5SG9H KW - _r:AddedByZotZen ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research AU - Rahman, Asad AU - Groeneveld, Caspar AB - 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 CN - 0076 DA - 2022/01/31/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub SN - 2 UR - https://docs.edtechhub.org/lib/CI5UZ5R4 KW - _r:AddedByZotZen ER - TY - RPRT TI - Teacher Continuous Professional Development in Tanzania: Lessons Learnt AU - Chachage, Kristeen AU - Thakrar, Jay AB - 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 CN - 0157 DA - 2023/// PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9WBV8KPN KW - _r:AddedByZotZen ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 4: Content curation AU - Groeneveld, Caspar AB - 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 CN - 0078 DA - 2022/01/31/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub SN - 4 UR - https://docs.edtechhub.org/lib/9VKXVKGI KW - _r:AddedByZotZen ER - TY - RPRT TI - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming AU - Hodor, Raymond AU - Owusu, Ernest Adu AU - Ofori-Davis, Lucy AU - Afram, Alexander AU - Sefa-Nyarko, Clement AB - An output of the EdTech Hub, https://edtechhub.org CN - 0064 DA - 2021/11/01/ PY - 2021 LA - en M3 - Technical Report PB - EdTech Hub ST - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana UR - https://docs.edtechhub.org/lib/2A5NQEV8 KW - _r:AddedByZotZen ER - TY - RPRT TI - A Country-Level Research Review: EdTech in Tanzania AU - Jordan, Katy AU - Proctor, Jamie AU - Koomar, Saalim AU - Bapna, Akanksha AB - 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. DA - 2021/03/18/ PY - 2021 DP - Zenodo PB - Zenodo ST - A Country-Level Research Review UR - https://zenodo.org/record/4618376 Y2 - 2021/09/30/11:00:15 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen AB - 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. DA - 2020/11/23/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 30 ST - Monitoring Distance Education UR - https://docs.edtechhub.org/lib/XUVA9827 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Future of EMIS: A Public Financial Management Perspective AU - Cresswell, Simon AU - Long, Cathal AU - Fraser, Alasdair AB - 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 CN - 0165 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/4NSU75DR KW - _r:AddedByZotZen ER - TY - RPRT TI - Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries AU - Hennessy, Sara AU - Jordan, Katy AU - Wagner, Daniel A. AU - EdTech Hub Team DA - 2021/// PY - 2021 M3 - Working Paper PB - The EdTech Hub SN - 7 ST - Problem Analysis and Focus of EdTech Hub’s Work UR - https://docs.edtechhub.org/lib/PBXBB7LF KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Congo, Democratic Republic COD KW - _C:El Salvador SLV KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - __C:scheme:1 KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER -