Digital Skills in Latin American Teachers - Estrada, Ricardo (Development Bank of Latin America, 2020)
We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks

Digital technologies in education - World Bank (2021)

Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises - Bakibinga-Gaswaga, Elizabeth; Bakibinga, Stella; Bakibinga, David Baxter Mutekanga; Bakibinga, Pauline (The Pan African Medical Journal, 2020)
The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.

Digital Technology and the Futures of Education: Towards ‘Non-Stupid’ Optimism - Facer, Keri; Selwyn, Neil (2021)
Keywords: ⛔ No DOI found

Digital technology governance: developing countries’ priorities and concerns - Phillips, Toby; Kira, Beatriz; Tartakowsky, Andrea; Dolan, Jonathan; Natih, Putu (2020)

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

Digital transformation in the time of COVID-19: The case of MENA - Guermazi, Boutheina (2020)
In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.

Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? - Iivari, Netta; Sharma, Sumita; Ventä-Olkkonen, Leena (International Journal of Information Management, 2020)

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children

Digitalisation Report - Federal Ministry for Digital and Economic Affairs (Austrian Federal Government, 2021)

Digitalization, education and skills development in the global South: An assessment of the debate with a focus on Sub-Saharan Africa - Langthaler, Margarita; Bazafkan, Homa (ÖFSE Briefing Paper, 2020)
The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.

Digitalization in teaching and education in Malawi: Digitalization, the future of work and the teaching profession project - Saka, Tionge Weddington (2021)

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)

Digitizing taxation and premature formalization in developing countries - Roy, Pallavi; Khan, Mushtaq H. (Development and Change, 2021)
The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.

DIKSHA - National Portal of India (2020)

DIKSHA - Platform for School Education – Apps on Google Play - DIKSHA (2020)
The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. - Ngari, Prof Fr Stephen Mbugua; Ndung’u, Stephen W. (Editon Consortium Journal of Educational Management and Leadership, 2020)
This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.
Keywords: COVID-19 Pandemic; Disaster Management; Education Sector; Preparedness

Dispelling the Myths: What the Research Says about Teacher Professional Learning - Hill, Heather C.; Papay, John P.; Schwartz, Nathaniel (2022)

Displaced and dismayed: how ICTs are helping refugees and migrants, and how we can do better - Bock, Joseph G.; Haque, Ziaul; McMahon, Kevin A. (Information Technology for Development, 2020)
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources - Huang, Ronghuai; Tlili, Ahmed; Chang, Ting Wen; Zhang, Xiangling; Nascimbeni, Fabio; Burgos, Daniel (Smart Learning Environments, 2020)
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Keywords: Coronavirus (COVID-19); Distance education; Online education; Open education; Open educational practices (OEP); Open educational resources (OER)

Disruptive Classroom Technologies - Magana, Sonny (2020)

Disseminating the Evidence and Outputs Generated by Your Programme: Three options for setting up an evidence library - Haßler, Björn; Mansour, Hassan; Friese, Laila; Longley, Sophie (EdTech Hub, 2023)
This document is designed as a guide for building and implementing a content management system, specifically an evidence library, prioritising the needs of research programmes generating evidence for other researchers and policymakers and for public readership and global dissemination. The primary focus is on securely building a system to meet research discovery requirements, such as search engine optimisation, and visibility on Google Scholar. A robust content management system like an evidence library goes beyond simply meeting web standards. It is about enhancing the research discoverability of your work, gauging your impact and reach, increasing the accessibility of your evidence, and fostering a more collaborative environment. This comprehensive approach is vital for successfully sharing evidence with the public and the global community. The document is primarily aimed at project or communications leads. We assume no specific technical expertise. It seeks to help you decide how to deploy an evidence library and whether to draw on internal or external resources (such as web developers). We expect the document to also be useful for product owners and web developers; however, we expect that for such users, the document will cover a lot of familiar ground.
Keywords: _EdTechHub_Output; _comingsoon; _r:AddedByMyEducationEvidence

Distance Learning A guide to playful distance learning – online and offline - Lego Foundation (2020)

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (International Task Force on Teachers for Education 2030, 2022)

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

Distance Learning Denied - Giannini, Stefania (World Education Blog, 2020)
Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…

Distance Learning during COVID-19 - Inter-Agency Network for Education in Emergencies (2020)
The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)

Distance learning: Reach & Effectiveness in South Asia - Panth, Brajesh; van Cappelle, Frank; Li, Zhigang; van Kalmthout, Ellen; Gochyyev, Perman; Hayashi, Ryotaro (2021)

Distance learning solutions - UNESCO (2020)

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
Keywords: relational pedagogy

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Do civil service performance incentives work: Evidence from Ghana and Zambia - Williams, Martin (International Growth Centre, 2020)

Do High-Stakes Exams Promote Consistent Educational Standards? - Rossiter, Jack; Abreh, Might Kojo; Ali, Aisha; Sandefur, Justin (Working Papers, 2021)
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.

Dos anos despues salvando a una generacion - International Bank for Reconstruction and Development; World Bank (2022)

Dot Mini - Access anything. Anywhere. - HundrED (2020)
Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)

Draft Value Added Tax (Digital Marketplace Supply) Regulations, 2020 - Kenya Revenue Authority (2020)

Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network

DSTI Education Data Hub - DSTI (2020)

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)

E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal - Shamim Miah, A.S.M; Rasel Kabir, Md; Sultana, Sarmin (Contemporary Research in Education and English Language Teaching, 2020)
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.

E-learning Strategy - UNICEF Sudan (2021)

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)

E-Pustakalaya | Home - OLE Nepal (2020)

E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown - Bhaumik, Rikisha; Priyadarshini, Anita (Asian Journal of Distance Education, 2020)
In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:
Keywords: covid-19; digital access; e-readiness; online delivery; online learning

E-waste and planned obsolescence - Selwyn, Neil (Critical Studies of EDUCATION & TECHNOLOGY, 2021)
Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…

EAGER Scenario Model – Sierra Leone - Cochran, Mikaela (The International Rescue Committee, 2022)

Early effects of the COVID-19 lockdown on children in rural Bangladesh - Makino, Momoe; Shonchoy, Abu S; Wahhaj, Zaki (2021)
Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the eﬀects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the eﬀects of lockdown and school closure in terms of the child’s gender and the type of shocks. We ﬁnd a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were signiﬁcantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our ﬁndings oﬀer a cautionary tale regarding the potential longterm eﬀects of pandemic for girls in developing countries.
Keywords: ⛔ No DOI found

Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts - Social Impact (2020)

East Asia/Southeast Asia: Mongolia - CIA Factsheet (2020)

Eastern and Southern Africa Region Working Paper – Structured Pedagogy: For Real-Time Equitable Improvements in Learning Outcomes - Chakera, Shiraz; Haffner, Deborah; Harrop, Elizabeth (UNICEF, 2020)

Economic role of education in agriculture: evidence from rural Vietnam - Ninh, Le Khuong (Journal of Economics and Development, 2020)
Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.
Keywords: Agriculture; Education; Household; Input; Output; Rice; Rural; Schooling; Vietnam

Ed tech, long overhyped, missed its moment amid COVID-19. What now? - Cheney, Catherine (Devex, 2021)
Devex speaks with the experts about how low-cost education technology might ensure more equitable access to remote learning during the pandemic and in any future disruptions to schooling.

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis - Selwyn, Neil (E-Learning and Digital Media, 2021)
Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.

Edify | Liberia - Edify (Edify, 2020)
Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.

Edo State Universal Basic Education Board – Education for all! - EdoBEST (2020)

Edraak - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

EdTech and Covid-19: 10 Things to Know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2021)
EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations - Rahman, Asad; Plaut, Daniel; Salami, Taiye; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech and Covid-19: lessons from around the world - Pellini, Arnaldo (EdTech Hub, 2021)
Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (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; _MELA_seen; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (#SaveOurFuture, 2020)
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _cover:v2; _r:CopiedFromEvLib; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and Covid-19: the story so far - Gould, Briony (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

EdTech and Emergency Remote Learning: A Systematic Review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Sam; Nicolai, Susan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech and Equity: Position Paper - Zubairi, Asma; Jefferies, Kate; Kreimeia, Adam, Kreimeia, (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? - Jordan, Katy; Myers, Christina (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Association for Computing Machinery, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
Keywords: educational technology; equity; gender; girls education; international development; low- and middle-income countries

Edtech and marginalization: scaling for learning equity - Castillo, N. M.; Wagner, D; Alrawashde, G; Moog, C (UNESCO GEM Background paper, 2023)

EdTech and the COVID-19 response: A case study of Kenya - Ngware, Moses; Ochieng, Vollan (EdTech Hub, 2020)
Keywords: Kenya; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _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

EdTech companies in Sub-Saharan Africa - EdTech Hub (Airtable, 2020)
Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)

EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2023)
To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic - Damani, Kalifa; Daltry, Rebecca; Jordan, Katy; Hills, Libby; Evans, Laura (Development Policy Review, 2022)
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.
Keywords: Covid-19; EdTech; education; gender; rural Uganda

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Rapid scan of online safety in education - Mazari, Haani; Kaye, Tom (EdTech Hub, 2022)
This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. - Ampofo, Rudolph; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Hub Quarterly Report October to December 2020 - EdTech Hub Team (2020)

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

EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning - The EdTech Hub (2020)

EdTech in Cambodia: A Rapid Scan - Thinley, Sangay; Hayat, Amal; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech in developing countries: a review of the evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2021)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.

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

EdTech in Indonesia: Ready for Take-off? - Bhardwaj, Riaz; Yarrow, Noah; Calì, Massimiliano (World Bank Group, 2020)

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 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 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 Malawi: A Rapid Scan - Rui, Yang (Tingting) (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but not 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, Malawi. Keywords: Malawi, EdTech, Policy, ICT An output of the EdTech Hub, https://edtechhub.org
Keywords: Coming soon; _r:AddedByMyEducationEvidence; _r:AddedByZotZen

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

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 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

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

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 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 the time of COVID-19: We need more than evidence to harness the potential of EdTech to deliver on its promise | The Education and Development Forum - Outhred, Rachel; Lipcan, Alina (UKFIET, 2020)

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 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

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

EdTech Interventions Database - EdTech Hub (2020)

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

EdTech Interventions for Deaf Learners: Sprint 2 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

EdTech, Learning and Equity: The EdTech Hub Research Portfolio - Haßler, Björn; Wagner, Dan; Outhwaite, Laura (EdTechHub, 2023)
Keywords: _internal; _r:AddedByMyEducationEvidence

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Hassler, Bjorn (2020)

Edtech Should Be More Evidence-Driven - EdSurge News - Segura, Fabio; Sommer, Simon (EdSurge, 2022)
The $300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success

Edtech Startups in Latin America 2021 Survey Results - Lavca (2021)

EdTech supporting sex education for students in Malawi Global EdTech - Global EdTech (2022)

EdTech Systems Research (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Systems Research - EdTech Hub (EdTech Hub, 2022)

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context - Rui, Yang (Tingting); Upadhyay, Arjun (EdTech Hub, 2022)
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech to Reach the Most Marginalised: A Call to Action - Zubairi, Asma; Kreimeia, Adam; Jefferies, Kate; Nicolai, Susan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; ___working_potential_duplicate; _r:AddedByZotZen; _zenodo:submitted

EdTech to support blended learning in Mozambique A curated list of EdTech interventions to inform UNICEF Mozambique in their process of building a deeper understanding of blended learning mechanisms in the region. - Flam, Rebekka; Ramesh Vasudevan, Sharanya; Coutrim, Erica (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

EdTech to Support Out-of-School Children and Adolescents - Thinley, Sangay; Rui, Yang (EdTech Hub, 2023)
This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Tulna Standards - EdTech Tulna (2020)
The EdTech Tulna standards define a set of expectations for the design of EdTech products

EdTechTools Relaunched with TVET Resources - EdTech Hub; Generation Unlimited (EdTech Hub, 2021)
EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…
Keywords: _EdTechHub_Output

Edu TV Channel 2020 - Kenya Institute of Curriculum Development (2020)

Educación en pausa - Seusan, Laura Andreea; Maradiegue, Rocío (2021)
Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19

Educating Students to Improve the World - Reimers, Fernando M. (SpringerBriefs in Education, 2020)

Education - Jazz Foundation (2020)
Committed towards a more educated nation

Education - UNICEF (2020)
Providing quality education to all

Education and COVID-19 - UNICEF Data (2020)
More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…

Education and Covid-19 response: bringing schools and learning back on track - Ahmed, Manzoor; Rahaman, Mostafizur; Hossain, Syed Shahadat; Ahmed, Ghiasuddin (Education Watch/Campaign for Popular Education (CAMPE), 2020)

Education and Disability in the Global South: New Perspectives from Africa and Asia - Fennell, Shailaja (Journal of Human Development and Capabilities, 2020)

Education and distance learning gaming platform - KarMuqabla (2020)
Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software

Education and distance learning gaming platform - KarMuqabla (2020)
Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software

Education and Sustainable Development Challenges - Information and Decision Support Center (2021)
التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري,

Education and the COVID-19 pandemic - Daniel, Sir John (PROSPECTS, 2020)
The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.

Education: Annual Report 2020 - UNICEF Sudan (2021)

Education budget of Pakistan - Pakistan Alliance for Girls Education (2020)
Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year.

Education cannot wait - UNICEF (2020)
Learning continues for students in KP despite the pandemic

Education Contingency Plan for Novel Coronavirus (COVID-19) - Ministry of General Education (Zambia) (2020)

Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) - Zacharia, Sharon (World Bank, 2020)

Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Rising Academy Network, 2020)

Education Coordinated COVID-19 Response Strategy - Federal Ministry of Education (Nigeria) (2020)

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

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

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. 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 st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; países de bajos ingresos

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries - Pellini, Arnaldo; David, Raluca; Katy, Jordan; Phillips, Toby (2020)
Keywords: ___working_potential_duplicate

Education during the pandemic: VVOB continues capacity development of education partners from a safe distance - Vandenbosch, Tom; Katelin, Raw (Teaching at the Right Level, 2020)
VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […]

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)

Education Finance Watch 2021 - World Bank; UNESCO (Global Education Monitoring Report, 2021)

Education finance watch 2022 - Global Education Monitoring Report Team (UNESCO, 2022)

Education for All: An Integrated Approach (Phase II) - Education Above All (2021)

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)

Education for all in the time of COVID-19: how education can be part of the solution - GSMA (2020)

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (United Nations Educational, Scientific and Cultural Organisation, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…
Keywords: ___working_potential_duplicate

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (Education for the most marginalised, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education: From disruption to recovery - UNESCO (UNESCO, 2020)
A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.
Keywords: ___working_potential_duplicate

Education: Giving Every Child the Right to Education - UNICEF (2020)
Providing quality education to all

Education: Giving every child the right to education - UNICEF (2021)

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all

Education in Africa: What are we learning? - Evans, David K; Mendez Acosta, Amina (Journal of African Economies, 2021)
Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).

Education in Africa: What Are We Learning? - Evans, David; Acosta, Amina Mendez (2020)
Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
Keywords: ⛔ No DOI found

Education in Emergencies, Mental Wellbeing and E-Learning - Shohel, M. Mahruf C.; Mahmud, Arif; Urmee, Munira Azhar; Anwar, Muhammad Naveed; Rahman, Mohammad Mojibur; Acharya, Dev Raj; Ashrafuzzaman, Md; Shohel, M. Mahruf C.; Mahmud, Arif; Urmee, Munira Azhar; Anwar, Muhammad Naveed; Rahman, Mohammad Mojibur; et al. (IntechOpen, 2021)
The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.

Education in Madagascar - Global Partnership for Education (2020)
See education data for Madagascar and learn about GPE programs, grants, results and progress.

Education in Pakistan - Global Partnership for Education (Global Partnership for Education, 2021)
See education data for Pakistan and learn about GPE programs, grants, results and progress.

Education in precarious times: A comparative study across six countries to identify design priorities for mobile learning in a pandemic - Hall, Tony; Connolly, Cornelia; Ó Grádaigh, Seán; Burden, Kevin; Kearney, Matthew; Schuck, Sandy; Bottema, Jeroen; Cazemier, Gerton; Hustinx, Wouter; Evens, Marie; Koenraad, Ton; Makridou, Eria; et al. (Information and Learning Science, 2020)
Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.
Keywords: COVID-19; Comparative; Education; Learning; Mobile; Remote; Study

Education in Sub-Saharan Africa - John, Doe; Jane, Doe (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Education in Tanzania - Global Partnership for Education (2020)

Education in Tanzania - Global Partnership for Education (Global Partnership for Education website, 2021)
See education data for Tanzania and learn about GPE programs, grants, results and progress.

Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan - Barnes, Katrina; Ashlee, Amy; Mukankusi, Aimee; Pacitto, Julia; Rabi, Asma; Thomas, Matt; Ullah, Noor; Zazai, Rozina; Zhao, Annette (Educational Research for Policy and Practice, 2023)
This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.
Keywords: COVID-19; Distance education; Educational technology; Gender; Pakistan; Refugee education

Education in Yemen - Global Partnership for Education (2020)
See education data for Yemen and learn about GPE programs, grants, results and progress.

Education Innovation Challenge Data Dashboard - Directorate of Science, Technology and Innovation (2020)

Education Innovation Challenge - Reflection & Learning Summit Report - DSTI (2020)

Education | Liberia - UNESCO Institute for Statistics (2020)

Education Management Information System (EMIS) - Government of Balochistan (2022)

Education Management Information Systems (EMIS) that Track Individual Student Data in Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)
Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia

Education Ministry creates special online study platform for SHS students (2020)
The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help...

EDUCATION-PAKISTAN: ALIF Spells Open Sesame For Pre-schoolers | Inter Press Service - Iqbal, Nadeem (Inter Press Service News Agency, 2020)

Education Policy Brief Latin America and the Caribbean #2: Four Key Elements to Make Hybrid Education a Reality | Publications - IADB (2020)

Education Programme For Results (EP4R) Annual Review 2020 - DFID (Department for International Development (DFID), 2020)

Education PS dismissal draws mixed reactions - The Citizen (The Citizen, 2020)
Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)

Education Radio Knowledge Pack: With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)

EDUCATION REFORM - Ministry of Education Ghana - Ministry of Education Ghana (2020)
The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals