How the Government of Sierra Leone is improving its Education Data Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus.  The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Curriculum Reform & Building Back Better. - Chuang, Rachel; Mullan, Joel (2020)
This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

India’s distance learning response to the COVID-19 crisis - Doraiswamy, Harish; Gupta, Gouri; Kamath, Dhruv; Sharma, Sudhanshu (Central Square Foundation, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Impact de la pandémie de COVID-19 sur l’éducation en Afrique et incidence sur le recours aux technologies: Sondage sur l’expérience et les opinions des éducateurs et spécialistes de technologies - eLearning Africa; EdTech Hub (2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

O Efeito da COVID-19 na Educação em África e Suas Implicações para a Utilização da Tecnologia Um Inquérito sobre a Experiência e as Opiniões de Educadores e Especialistas em Tecnologia - eLearning Africa; EdTech Hub (2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The potential of using technology to support personalised learning in low- and middle-income countries - Major, Louis; Francis, Gill (EdTech Hub, 2020)
With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (EdTech Hub, 2020)
By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
Keywords: Helpdesk Response; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; dode_eth-src-eth; dode_eth-trf2-dode

What we have learnt from designing and implementing tablet-based learning across the world (EdTech Hub, 2020)
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
Keywords: F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub, 2020)
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, , Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda (EdTech Hub, 2020)
By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini  A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Distance Learning as a Tool for System Resilience - EducationLinks (2020)
Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoETH

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Technology-Supported Personalised Learning: A Rapid Evidence Review - Major, Louis; Francis, Gill A. (EdTech Hub, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
Keywords: F: Evidence review; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
Keywords: F: Helpdesk response; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Expert Consultation: Radio-Based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.
Keywords: C:Philippines; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v2; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Pakistan: A Rapid Scan - Baloch, Imdad; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Pakistan; F: Country scan; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Zimbabwe: A Rapid Scan - Dzinotyiweyi, Monica; Taddese, Abeba (EdTech Hub, 2020)
Keywords: C:Zimbabwe; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Tanzania: A Rapid Scan - Groeneveld, Caspar; Taddese, Abeba (EdTech Hub, 2020)
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.
Keywords: C:Tanzania; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Jordan: A Rapid Scan - Khalayleh, A.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, 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, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Jordan; F: Country scan; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Rwanda: A Rapid Scan - Kimenyi, Eric; Chuang, Rachel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert
Keywords: C:Rwanda; F: Country scan; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (EdTech Hub, 2020)
This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.
Keywords: C:Madagascar; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; W:Low connectivity and/or electricity; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Sierra Leone; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

EdTech in Kenya: A Rapid Scan - Otieno, J.; Taddese, A. (EdTech Hub, 2020)
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 and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Kenya; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

EdTech in Ghana: A Rapid Scan - Taddese, A. (EdTech Hub, 2020)
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 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 and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: Access; C:Ghana; Distance learning; EdTech; LP: English; Online learning; Remote learning; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH

How India responded: distance learning in the time of COVID-19 (EdTech Hub, 2020)
As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Building effective COVID-19 education response plans: Insights from Africa and Asia - Otieno, Jenn Cotter; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2020)
by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (EdTech Hub, 2020)
EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
Keywords: F: Helpdesk response; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Helping you find and compare EdTech tools (EdTech Hub, 2020)
We’re excited to publish the first version of a tool to help you find and compare EdTech tools.  The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Supporting innovation in the time of COVID: What we've done and what we'll do next (EdTech Hub, 2020)
When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
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.
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
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.
Keywords: L:English UXZJW5DR; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:F:Educational data QWBAFGFR; TAG:F:Online and distance teaching and learning A32ARSFK; TAG:H:Audio and Radio QIAXGMEU; TAG:P:Teachers DAJFZBM8; TAG:W:Low connectivity and/or electricity KET3PKDI; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:F:Educational data QWBAFGFR; _T:F:Online and distance teaching and learning A32ARSFK; _T:H:Audio and Radio QIAXGMEU; _T:P:Teachers DAJFZBM8; _T:W:Low connectivity and/or electricity KET3PKDI; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (EdTech Hub, 2020)
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.
Keywords: L:English UXZJW5DR; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2020)
In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:i; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech call for ideas: What have we learned from the applications? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world.  Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Publish, learn, improve (EdTech Hub, 2020)
This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
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.
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

Help us improve education through technology: Sign up for user research (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2020)
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _forthcoming; _zenodoETH:submitted; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe; Damani, Kalifa (EdTech Hub, 2020)
Keywords: C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:g; _zenodoETH; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).
Keywords: C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _yl:g; _zenodo:submitted; _zenodoETH; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (Education Development Trust, 2020)
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic - McBurnie, Chris (EdTech Hub, 2020)
This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
Keywords: COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (EdTech Hub, 2020)
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

What are countries doing that already use remote learning extensively? What can we learn from them? - Ndaruhutse, Susy; Gibbs, Emma; Fitzpatrick, Rachael (2020)
Keywords: H: Distance education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Francophone countries and COVID-19 EdTech response (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Solutions EdTech face au COVID-19 dans les pays francophones (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Solutions EdTech face au COVID-19 dans les pays francophones - Lwamba, Etienne (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _yl:p; _zenodoETH; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries - David, Raluca; Pellini, Arnaldo; Jordan, Katy; Philips, Toby (Zenodo, 2020)
Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis.
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodoETH; covid-19; crisis education; distance education; education; education policy; educational technology; emergency education; pandemic education; school closures; schools

The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Remote Learning: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)
This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.
Keywords: Methods; _DOILIVE; _EdTechHub_Output; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Online and distance teaching and learning A32ARSFK; _cover:other:ok; _zenodo:submitted; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Best Practice in Pedagogy for Remote Teaching - McAleavy, Tony; Gorgen, Kristine (Education Development Trust, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found; ⛔ No INSPIRE recid found

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
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.
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners.  Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
Keywords: F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-dode

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

Sandboxes: Testing the strategy in Malawi - Carter, Alice (EdTech Hub, 2020)
Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation.  Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …
Keywords: C:Malawi; F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
Keywords: C:Low-income countries; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:o; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:m; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Problem Analysis. A Global Public Good produced by the EdTech Hub - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Sandboxes: My experience participating in the sandbox alpha - Kumasewera, Pilirani (EdTech Hub, 2020)
This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandboxes: our approach to systemic experimentation - Simpson, Lea (EdTech Hub, 2020)
What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Summarised Findings from the EdTech Hub Helpdesk - Chuang, Rachel; Moss Coflan, Caitlin (EdTech Hub, 2020)
As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodoETH; _zenodoETH:submitted

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries (EdTech Hub, 2020)
During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools.
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ (EdTech Hub, 2020)
Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Conseils pour l’introduction de la technologie en classe Liste de sources annotée - Allier-Gagneur, Zoé; Lwamba, Etienne (EdTech Hub, 2020)
Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.
Keywords: F: Helpdesk response; LP: French; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda - Chuang, Rachel; Koomar, Saalim (EdTech Hub, 2020)
This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.
Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Position paper: EdTech for learners (internal working paper). - Damani, Kalifa; Francis, Gill; McIntyre, Nora; Major, Louis; Hollow, David (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

EdTech in Nigeria: A Rapid Scan - Dele-Ajayi, Opeyemi; Taddese, Abeba (EdTech Hub, 2020)
Keywords: C:Nigeria; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Call for ideas for EdTech responses to coronavirus (COVID-19) - EdTech Hub (EdTech Hub, 2020)
UPDATE: The call is now closed  We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed.  We have been delighted and overwhelmed by the huge number […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Hub: Resources from other organisations - EdTech Hub (EdTech Hub, 2020)
Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The effect of Covid-19 on education in Africa and its implications for the use of technology - eLearning Africa; EdTech Hub (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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

A scoping review of technology in education in LMICs - descriptive statistics and sample search results - Haßler, Björn; McIntyre, Nora; Mitchell, Joel; Martin, Kevin; Nourie, Kristi; Damani, Kalifa; Kristi Nourie; Kalifa Damani (EdTech Hub, 2020)
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:v; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (The EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
Keywords: _DOILIVE; _EdTechHub_Output; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; ⛔ No DOI found

Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.
Keywords: C:Mozambique; ES:Educational data; ES:Monitoring and evaluation; F: Helpdesk response; L:Low-level foundational skills; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (EdTech Hub, 2020)
This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
Keywords: C: Ghana; F: Helpdesk response; H: Open resources; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (EdTech Hub, 2020)
Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted; _zenodoETH

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH

Activating local study-groups for children’s learning—an equitable EdTech response? - Power, Tom (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf

Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

SUMMARY Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

EdTech in Liberia: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
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 digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Liberia; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Senegal: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
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 digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Senegal; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; pu

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
Keywords: LP: English; R:Literature review, systematic review; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:g; _zenodoETH:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; educational technology, EdTech, low-income countries, literature review

Research publication strategy and proposed publications - Haßler, Björn; McIntyre, Nora; Hollow, David; Jordan, Katy; Hennessy, Sara; Brugha, Meaghan; Mitchell, Joel (EdTech Hub, 2019)
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
Keywords: LP: English; R:Literature review, systematic review; _DOILIVE; _EdTechHub_Output; _zenodoETH

Hello, I’m Björn, Director of Research – The EdTech Hub - Haßler, Björn (EdTech Hub, 2019)
I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the #EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission.
Keywords: _DOILIVE; _EdTechHub_Output; _yl:r; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keyword inventory (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:p; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Five starting points on innovation for the EdTech Hub – The EdTech Hub - Simpson, Lea (EdTech Hub, 2019)
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech Hub - Hennessy, Sara (EdTech Hub, 2019)
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Hub Research and Innovation to fulfill the potential of EdTech - Nicolai, Susan (EdTech Hub, 2019)
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub - Jamieson Eberhardt, Molly (EdTech Hub, 2019)
If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:q; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Methodology for literature reviews undertaken by the EdTech Hub - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Sara Hennessy; David Hollow; Katy Jordan; Kevin Martin; Mary Murphy; Hannah Walker (EdTech Hub, 2019)
An output of the EdTEch Hub
Keywords: LP: English; R:Literature review, systematic review; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _dont_post_PDF; _yl:h; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Systemic Mixed-Methods Research — A conceptual framework for EdTech research along the IDIA scale - Haßler, Björn; Hennessy, Sara; Hollow, David; Simpson, Lea; Carter, Alice; Damani, Kalifa; Francis, Gill; Jordan, Katy; McIntyre, Nora; Mitchell, Joel (EdTech Hub, 2019)
Keywords: LP: English; R:Mixed methods; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; _yl:f; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Complexity and Considerations in Delivering Adaptive Learning Digital Services - Proctor, Jamie (EdTech Hub, 2019)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Education for people and planet: creating sustainable futures for all - UNESCO (2016)
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Eritrea Education Sector Plan 2018-2022 - Ministry of Education of Eritrea (Global Partnership for Education, 2028)
The mission of the Ministry of Education of Eritrea during implementation of the new Education Sector Plan 2018-2022 is "to provide a quality and relevant education consistent with the national aspirations to all Eritrean."

What is Tech Winter? Know understanding, cause, and impact for startup companies - VOI Editorial Team (VOI - Waktunya Merevolusi Pemberitaan, 2025)
What is a tech winger? Tech winger is a period where there is a significant decline in the technology industry...

KoboToolbox - KoboToolbox (2025)
KoboToolbox is an intuitive, powerful, and reliable software used to collect, analyze, and manage data for surveys, monitoring, evaluation, and research.

Ukraine Conflict: An overview - Mills, Claire (UK Parliament, House of Commons Library, 2025)
Russia's invasion of Ukraine marked its third anniversary on 24 February 2025.
Keywords: ⛔ No DOI found

AI-powered dropout prediction in India - Education for All in India (2025)
Explore AI-powered models for predicting student dropouts in India, with case studies from Kerala and Bihar, phased implementation strategies, and policy recommendations for the Ministry of Education under Samagra Shiksha.

Pakistan floods and cloudbursts visualised in maps and satellite images - Ali, Marium (Al Jazeera, 2025)
Heavier than usual rains and sudden cloudbursts during this monsoon season kill more than 300 people in recent days.

Ukraine: Education Cluster Response, January - June 2025 - Education Cluster; Save the Children; UNICEF (2025)
Infographic in English on Ukraine about Education and Protection and Human Rights; published on 14 Aug 2025 by Education Cluster, Save the Children and 2count other organizations

African education systems in the role of Artificial Intelligence (AI) in automated decision-making - Omwenga, Michael Keari; Kayusi, Fredrick; Chebet, Everlyne; Juma, Linety; Kayus, Bismark Agura; Siro, Rhoda Moraa; Munga, Catherine; Chavula, Petros (LatIA, 2025)
PDF | The main areas of focus for reforming educational systems are the incorporation of artificial intelligence (AI). Although artificial intelligence... | Find, read and cite all the research you need on ResearchGate

Groundbreaking AI teacher training program in Rwanda - Day of AI (2025)
Rwanda kicks off groundbreaking Day of AI program, beginning nationwide rollout to teachers and students in East Africa.

EGRA-AI Automating Early Grade Reading Assessments in South Africa - AI For Education (AI-for-Education.org, 2025)

Ministry rolling out AI school uses framework - Mwakalinga, Grace (The Guardian, Nipashe, 2025)

Exploring AI in education: Child-computer interaction in the Global South - Verma, Riti; Weber, Ingmar; Cannanure, Vikram Kamath (ACM Journal on Computing and Sustainable Societies, 2025)

Oblasts of Ukraine - Wikipedia (Wikipedia, 2025)
An oblast (Ukrainian: область, romanized: oblast, pronounced [ˈɔblɐsʲtʲ] ; pl. області, oblasti), sometimes translated as region or province, is the main type of first-level administrative division of Ukraine. The country's territory is divided into 24 oblasts, as well as one autonomous republic and two cities with special status. As Ukraine is a unitary state, oblasts do not have much legal scope of competence other than that which is established in the Ukrainian Constitution and devolved by law. Articles 140–146 of Chapter XI of the constitution deal directly with local authorities and their competence. Oblasts are divided into raions, with each oblast having between three and eight raions following the July 2020 reform.

EdTech Hub: Transforming learning through evidence - Results for Development (Results for Development, 2025)
A global initiative led by R4D and partners that gives education decision-makers the evidence they need to use technology to transform education in low-and middle-income countries.

Over a thousand schools have connected to the "Mriya" educational platform - Ukrainian National News (Ukrainian National News (UNN), 2025)
УНН Technologies ✎ Over 1,300 Ukrainian schools have joined the national educational platform "Mriya." This exceeded initial expectations, improving parental interaction…

The 3rd UNESCO Global Forum on the Ethics of AI: Keynote Address - Lanier, Jaron (2025)

Govt turns to AI for faster delivery of projects - Byron, Rejaul Karim (The Daily Star, 2025)
Bangladesh plans to launch a Tk 316 crore reform programme aimed at significantly speeding up project planning, approval, and implementation through the use of artificial intelligence for the first time.

Budget 2025-26 from a climate lens - Naeem, Zainab (2025)
By any measure, Pakistan’s federal budget for FY2025-26 represents a notable evolution in the country's approach to climate change.For a country that has endured some of the most brutal...

Climate Risk Index 2025 - Germanwatch (2025)
The Climate Risk Index (CRI) ranks countries by the human and economic toll of extreme weather. The latest edition highlights increasing losses and the urgent need for stronger climate resilience and action.

UNICEF Annual Report 2024 - UNICEF (2025)
Staying and delivering for children

CATCH by GoGlobal is now on the All-Ukrainian Online School: The first recovery learning program in Ukraine for primary school students is now available to every teacher - GoGlobal (2025)
The first recovery learning program in Ukraine for primary school students is now available to every teacher

Evaluating the Learner Experience of the TCPD Learning Management System for Primary School Teachers in Tanzania - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Simmons, Hannah; Komba, Aneth (2025 IST-Africa Conference (IST-Africa), 2025)

Self-directed learning and student-centred learning: A conceptual comparison - Morris, Thomas Howard; Bremmer, Nicholas; Sakata, Nozomi (Pedagogy, Culture & Society, 2025)
Self-directed learning and student-centred learning are key theoretical constructs in the educational literature. However, to date, the similarities and differences between these terms have not been examined. This paper therefore provides a historical overview of both constructs, followed by an analysis of the similarities and differences between them. The analysis found that student-centred learning has been interpreted in a much broader and more inconsistent way than self-directed learning, and that any conceptual comparison is dependent on the ways in which student-centred learning is interpreted. In particular, the inclusion or non-inclusion of the notion of power-sharing is key when comparing student-centred learning to self-directed learning. If power-sharing is not considered part of student-centred learning, learning might be student-centred and not yet self-directed. An original and important conclusion from the present work is that: only if power-sharing is considered part of student-centred learning can learning be both student-centred and self-directed. Increased clarity around the meanings of these concepts will benefit teachers and other educational stakeholders and will allow us to conduct more valid research to examine the potential impacts of such approaches.

Program Deep Learning Ruangguru untuk Siapkan Sekolah Hadapi TKA & UTBK - Ruangguru (Ruangguru, 2025)

New data: Progress and challenges for the education of displaced pupils from Ukraine in Europe | European School Education Platform - UNESCO (2025)
A new interagency dashboard led by UNESCO is offering key data on the education of displaced Ukrainian children across host countries in Europe. It was built in cooperation with UNHCR, the EU, UNICEF, OECD and the Council of Europe.

Call for Saudis to join national AI training - Arab News (Arab News, 2025)
RIYADH: The Saudi Data and AI Authority, in collaboration with the education and human resources and social development ministries, has invited citizens to register for the national initiative, “One Million Saudis in AI – SAMAI.” The initiative, which is taking place for the first time, aims to train 1 million Saudis in artificial intelligence to strengthen national capabilities in line with Vision 2030, the Saudi Press Agency reported on Wednesday.

Human Development Report 2025 - United Nations Development Programme (UNDP, 2025)
The 2025 Human Development Report explores the implications of artificial intelligence for human development and the choices we can make to ensure that it enhances human capabilities. Rather than attempting to predict the future, the report argues that we must shape it—by making bold decisions so that AI augments what people can do.

The All-Ukrainian Online School - hundrED (2025)
The All-Ukrainian Online School ensures uninterrupted learning for millions of Ukrainian students affected by war and displacement. This national digital platform delivers free, curriculum-aligned content created by expert teachers, offering a scalable, inclusive solution for hybrid and remote education.

EdTech funding drops again in early 2025. Fewer deals, but bigger bets - HolonIQ (2025)
$410M in Global EdTech VC funding with fewer deals, larger checks, and new regional momentum hint at where investment is heading next.

AI-based identification and support of at-risk students: A case study of the Moroccan education system - Elbouknify, Ismail; Berrada, Ismail; Mekouar, Loubna; Iraqi, Youssef; Bergou, El Houcine; Belhabib, Hind; Nail, Younes; Wardi, Souhail (2025)
PDF | Student dropout is a global issue influenced by personal, familial, and academic factors, with varying rates across countries. This paper... | Find, read and cite all the research you need on ResearchGate

Mriya: Ukraine's innovative educational ecosystem - Government of Ukraine (2025)
Mriia is revolutionizing education in Ukraine by integrating personalized learning, simplifying administration, and offering real-time progress tracking to students, teachers, and parents

Ukraine launches digital educational platform “Mriia” nationwide for all schools - Litnarovych, Vlad (UNITED24 Media, 2025)
Ukrainian President Zelenskyy announces Mriia, an AI-based educational platform, is now accessible to all schools, enhancing digital learning nationwide.

The roles of AI and educational leaders in AI-assisted administrative decision-making: A proposed framework for symbiotic collaboration - Dai, Ruixun; Thomas, Matthew Krehl Edward; Rawolle, Shaun (The Australian Educational Researcher, 2025)
Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collaborative synergy between AI and human leaders in educational governance, there is a gap in explicating the precise roles they undertake. This paper aims to address the void by providing a conceptual framework for the symbiotic roles of AI and educational leaders in the administrative decision-making process. This paper views administrative decision-making in schools as a political process involving negotiations among administrators, teachers, students, and parents. Within the framework, AI shoulders informational roles such as collecting and analysing data with its data analysis capability. Conversely, educational leaders are tasked with establishing the vision, disseminating information, managing conflicts, identifying new opportunities, negotiating and allocating decision-making authority to stakeholders. Moreover, educational leaders should encourage and supervise the implementation of AI in schools. The framework serves as a theoretical lens for prospective studies of AI impacts on education leadership and administration and bears practical implications for the preparation of future school leaders, contributing to the creation of a scenario where AI augments, rather than replaces educational leadership.
Keywords: AI-assisted decision-making; AI-human collaboration; Educational administration; Leadership; Technological change

One Teacher Thailand: A case study of a teacher learning network - Thang, Sarah; Thinley, Sangay; Wiboonuppatum, Rangsun; Saihjee, Aarti; Khlaisang, Jintavee; Thammetar, Thapanee; Kaosaiyaporn, Ophat; Saiyasit, Pichsinee; Theeraroungchaisri, Natchapat (UNICEF and EdTechHub, 2025)
กรณีศึกษาเครือข่ายครู ประเทศไทย

Artificial Intelligence Readiness Assessment Report - UNESCO (UNESCO, 2025)

Kenya: Registered refugees and asylum-seekers as of 31 March 2025 - UNHCR (UNHCR Kenya, 2025)

Usage patterns of Teachers' Continuous Professional Development Learning Management System in Primary schools in Tanzania - Mtebe, Joel S.; Kondoro, Aron; Maro, Salome; Simmons, Hannah; Komba, Aneth (East African Journal of Science, Technology and Innovation, 2025)
This study aims to understand how primary school teachers in Tanzania use the Teachers' Continuous Professional Development (TCPD) Learning Management System (LMS). There is currently limited information about how effectively the LMS supports teachers' ongoing professional development through structured Communities of Learning. Without clear data on usage patterns, it is difficult to identify barriers to access and measure the success of the LMS in improving teacher training. To fill this knowledge gap, the study examined LMS log data over a period of one year (July 2023–June 2024). It specifically looked at how often teachers logged into the system, which modules they enrolled in, what resources they accessed, and from which regions they logged in. The analysis revealed that usage was highest during key academic periods, such as the start of school terms and exam preparations, suggesting that teachers engage more actively with the LMS during these critical times. Teachers predominantly accessed practical modules, including those related to curriculum guidelines and foundational education training. This indicates that teachers prefer resources directly applicable to their teaching tasks. There was also a noticeable increase in LMS access through mobile devices, highlighting the growing importance of mobile technology in teacher professional development. However, significant challenges remain, such as limited internet connectivity and varying digital literacy levels, particularly in rural areas. These issues create obstacles for equitable LMS usage. The study recommends targeted efforts to enhance internet infrastructure, provide digital literacy training, and improve mobile accessibility. Addressing these challenges can increase the effectiveness of the TCPD LMS, ensuring equitable and widespread professional development support for primary school teachers across Tanzania.

Ukraine Education Cluster Strategy 2025 - Education Cluster; Save the Children (2025)
Manual and Guideline in English on Ukraine about Coordination, Education and more; published on 25 Mar 2025 by Education Cluster, Save the Children and 2count other organizations

IID at CIES 2025: Exploring AI’s role in Bangladesh’s education system - IID (IID, 2025)

Critical perspectives on the use of technology with refugees and displaced communities: The case of Dadaab - Leomoi, Ochan (Journal of Interactive Media in Education, 2025)
Dadaab Refugee Complex hosts refugees from the Horn of Africa and the Great Lakes region. According to a UNHCR (2023) report, at 31 January 2023 Dadaab refugee camps were host to a total population of 233,828 registered refugees and asylum seekers, representing 41% of the total recognized forcibly displaced people in Kenya. This paper will explore Dadaab as the context for connected learning in addition to the author’s first-hand accounts. The author provides a reflexive account of the perspectives of refugees in Dadaab refugee camps and Dadaab host-communities on the role of higher education for individual and social transformation, and how technology could be embraced to leverage learning despite challenges to the access and use of the internet, and computers. In this paper, the author makes a reflexive account of the role of education in transforming refugee learners and communities, and how technology was employed, albeit with challenges, to connect Dadaab with other higher education institutions within and beyond Kenya’s boundaries. The author is further concerned with how technology in higher education in crisis contexts is conceived as the agent that builds networks of scholars, generates connections for development, and promotes exchange of knowledge and ideas among students and faculty across all geographical borders.

Generative AI in education: Current state, future directions, and implications in Bangladesh - Tasnim, Maisha (CIES, 2025)

Artificial intelligence and the future of school leadership - Osegbue, Gloria Chineze; Ekwe, Ngozika Ijeoma; Ogaga, Samson Alordiah (Nigerian Journal of Social Psychology, 2025)
Abstract School leadership is changing due to the growing integration of artificial intelligence (AI) into educational institutions. AI can improve data-driven decision-making, automate administrative duties, and assist school administrators in managing their stress. However, its integration also provides difficulties and ethical issues that should be carefully considered. This study aims to investigate how AI affects school leadership, with a particular emphasis on how it affects stress management, educational governance, and policy implementation. The goal is to examine how AI can improve leadership efficacy while tackling possible issues in the field of education. By automating repetitive processes and facilitating more effective time management and decision-making, AI-driven solutions have greatly lessened the administrative load on school administrators. However, The incorporation of AI brings difficulties, including algorithmic bias, employee resistance, and the requirement for ethical standards. School administrators must balance AI's effectiveness with human judgment while applying it openly and morally. AI has enormous potential to change educational governance through enhancing adherence, tracking student progress, and allocating resources as efficiently as possible. But putting it into practice calls for careful handling of moral issues like algorithmic bias, data privacy, and transparency. School administrators should prioritise AI literacy, set ethical standards, and promote a collaborative atmosphere to optimise AI's advantages. Educators must get professional development and training to incorporate AI into school systems successfully.
Keywords: AI in education; data-driven decision-making; educational governance; ethical AI; school leadership; stress management

Shikho aims to bring in the AI hype to ed-tech—here’s how - Monamee, Maisha Islam (The Daily Star, 2025)
Shikho, a Bangladesh-based edtech company, has recently introduced a beta version of Shikho AI, an artificial intelligence tool aimed at addressing educational gaps for Bangla-speaking students.

Shikho aims to bring in the AI hype to ed-tech—here’s how - Monamee, Maisha Islam (The Daily Star, 2025)
Shikho, a Bangladesh-based edtech company, has recently introduced a beta version of Shikho AI, an artificial intelligence tool aimed at addressing educational gaps for Bangla-speaking students.

Uneven Adoption of Artificial Intelligence Tools Among U.S. Teachers and Principals in the 2023–2024 School Year - Kaufman, Julia H.; Woo, Ashley; Eagan, Joshua; Lee, Sabrina; Kassan, Emma B. (RAND Corporation, 2025)
Drawing on nationally representative survey data, the authors examine the use of artificial intelligence (AI) tools and products among teachers and principals and the presence of school policies on the use of AI during the 2023–2024 school year. Their findings provide useful information for those who support teachers at the school, district, and state levels, as well as providers and developers of AI tools for use by teachers and students.
Keywords: Alumni; Artificial Intelligence; Education Curriculum; Educational Technology; Principals; Research; Students; Teachers and Teaching

The impact of Artificial Intelligence on educational administration - Kakanuglu, Samuel (Eurasian Experiment Journal of Arts and Management, 2025)
Keywords: ⛔ No DOI found

Transforming general upper secondary education in Ukraine: Insights from international experiences - OECD (OECD Publishing, 2025)

To ban or not to ban? - UNESCO (UNESCO, 2025)
Monitoring countries’ regulations on smartphone use in school

Attacks on education in Ukraine double in 2024, leaving some parents terrified to send their children to school - Save the Children (Save the Children International, 2025)
New analysis, released on the eve of International Day of Education, shows 576 education facilities in Ukraine – including schools, kindergartens and universities – were damaged or destroyed in 2024 compared to 256 education facilities in 2023.

Gallup Data Analytics series on Pakistan Social and Living Standards Measurement data - Gallup Pakistan (2025)
Gallup Pakistan, the Pakistani affiliate of Gallup International, is a leading survey research and consultancy firm in Pakistan. Gallup Pakistan is a specialist in independent third-party evaluation and ratings. The company is widely attributed to be the founder of science of polling in Pakistan and brings over 40 years of experience in conducting and analyzing opinion polling in Pakistan.

National Artificial Intelligence Policy 2024 [Draft] - Ministry of Posts, Telecommunications and Information Technology (Government of Bangladesh, 2025)

The impact of AI on the future of education in Indonesia - Fauziddin, Mohammad; Adha, Twinda Rizki; Arifiyanti, Nurul; Indriyani, Fenny; Rizki, Lussy Midani; Wulandary, Verra; Reddy, Vankelu Sai Venkateswarlu (Educative: Jurnal Ilmiah Pendidikan, 2025)
Keywords: Adaptive education; Artificial Intelligence; digital literacy; educational ethics; technology

World Bank makes 10-year plan with Pakistan for $20 billion in funding - Greenfield, Charlotte (Reuters, 2025)
Pakistan's prime minister on Wednesday welcomed a first-of-its-kind agreement with the World Bank for a plan to focus $20 billion in lending to the cash-strapped nation over the coming decade on development issues like the impact of climate change as well as boosting private-sector growth.

Ensuring quality education: ACS Future School launches revolutionary app for smarter learning - Dhaka Tribune (Dhaka Tribune, 2025)
To ensure quality education and make learning easier for students from Grades 6-10, ACS Future School has developed an innovative platform that combines advanced technology and a team of top-notch educators from BUET, Dhaka University, and Dhaka Medical College. This platform...

Interactive whiteboard as a medium for Nahwu learning: Bridging technology and Arabic grammar education - Masnun; Baharun, Segaf; Syakur, Sultan Abdus (International Journal of Arabic Language Teaching, 2025)
People who have mastered Nahwu often struggle to adjust to using technology. This research investigates the integration of Interactive Whiteboards (IWBs) as a transformative tool in Nahwu (Arabic syntax) learning, addressing the longstanding challenges associated with traditional pedagogical approaches. The study emphasizes the unique contribution of IWBs in bridging the gap between traditional Nahwu instruction and technology-based learning by incorporating multimodal strategies, such as dynamic diagrams, real-time feedback, and interactive sentence-building exercises. These features not only enhance student engagement but also simplify the comprehension of intricate grammatical rules, making Nahwu more accessible to modern learners. The qualitative research involved 30 students and 5 educators from an Islamic boarding school, utilizing interviews, focus group discussions, classroom observations, and document analysis. Key findings demonstrate that IWBs significantly improve cognitive retention, student participation, and the overall effectiveness of Nahwu instruction. Practical recommendations include providing robust teacher training on IWB integration, designing interactive lesson plans tailored to the needs of Generation Z learners, and leveraging IWB capabilities to foster collaborative and inquiry-based learning environments. This study highlights IWBs as a cornerstone in modernizing Arabic grammar education, offering actionable insights for educators and institutions aiming to implement technology-driven teaching solutions effectively.
Keywords: Arabic grammar; Nahwu learning; educational technology; interactive whiteboards; pedagogical innovation

Estimating the increase in emissions caused by AI-augmented search - Vanderbauwhede, Wim (arXiv, 2025)
AI-generated answers to conventional search queries dramatically increase the energy consumption. By our estimates, energy demand increase by 60-70 times. This is a based on an updated estimate of energy consumption for conventional search and recent work on the energy demand of queries to the BLOOM model, a 176B parameter model, and OpenAI's GPT-3, which is of similar complexity.
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Forecast mostly gloomy, but that’s a good thing - Harford, Tim (Financial Times, 2025)

Reimagining educational leadership and management through artificial intelligence: An integrative systematic review - Arar, Khalid; Tlili, Ahmed; Schunka, Lori; Salha, Soheil; Saiti, Anna (Leadership and Policy in Schools, 2025)
The intersection of Artificial Intelligence (AI) and educational leadership has garnered significant attention in recent years due to advancements in knowledge technology and digital literacy. Despite growing interest from scholars and policymakers over the past decade, a comprehensive review of AI in the context of educational leadership and policy is still lacking. This study addresses this gap by systematically analyzing 168 peer-reviewed papers published between 2000 and 2024 through bibliometric analysis. It then conducts a thematic analysis of the top 20 highly cited papers to focus on key challenges and opportunities identified in applying AI from the perspectives of educational leadership and management. The results reveal major trends, geographic distributions, topical focuses, core concepts, themes, and their interconnections, as well as their implications from the viewpoints of educational leadership and management. The study highlights strategies and potential for integrating AI into educational leadership roles in the current era. Additionally, this study discusses the implications, limitations, and future research directions based on the reviewed studies.

Bridging Educational Gaps Watching TV at Home: The Impact of an Educational TV Show on Kenyan Children - Baier, Jasmin; Barasa, Laura; Bottan, Nicolas; Ghosh, Anushka; Millrine, Mark (SSRN, 2025)

Integrating digital personalised learning into pre-primary classroom practice: A teacher-researcher multiple-case study partnership in Kenya - Daltry, Rebecca; Major, Louis; Otieno, Mary; Otieno, Kevin; Jordan, Katy; Moustafa, Nariman (Education Sciences, 2025)
Keywords: ⛔ No DOI found

Managing ADHD symptoms in children through the use of various technology-driven serious games: A systematic review - Doulou, Aikaterini; Pergantis, Pantelis; Drigas, Athanasios; Skianis, Charalampos (Multimodal Technologies and Interaction, 2025)
Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children.

Education Development Trust - Education Development Trust (2025)
Improving school systems at scale and provide empowering employability and careers services to young people and adults.