As governments in Eastern and Southern Africa lean into education reform to adapt to the changing needs of their societies and tackle the global learning crisis, the integration of technology has become a central piece of these reforms. This is particularly the case in the post-Covid-19 world, where the need to build resilient education systems that support learning outside the…
Este blog está disponible para leer en inglés. Haga clic aquí para ver la versión en inglés. Utilizar modalidades de aprendizaje y enseñanza diversas e inclusivas se ha vuelto cada vez más importante para dar continuidad a la educación, debido sobre todo a la pandemia de Covid-19. En mayo de 2022, EdTech Hub trabajó con la Oficina Regional de UNICEF…
This is Part 6 of a six-part blog series inspired by discussions with partners working in the EdTech space who recognise they do not have the information they need to make informed decisions and recommendations. So, we have put together a series summarising what we have learned so far in each of our focus areas: Data for Decisions, Digital Personalised…
This blog is available to read in Spanish. Click here for the Spanish version. Using diverse and inclusive learning and teaching modalities has become increasingly important for providing educational continuity, mainly due to the Covid-19 pandemic. In May 2022, EdTech Hub worked with the UNICEF Latin America and Caribbean Regional Office (UNICEF-LACRO), the UNICEF country office in El Salvador, and…
New research from EdTech Hub explores the response to climate emergencies following the Pakistan floods – the worst in recent history – and highlights the importance of utilising existing, most accessible technologies to ensure learning continuity. According to the Global Climate Risk Index, Pakistan is the country with the eight highest risk from the effects of climate change in the…
In order to explore how technology can be used to deliver Teaching at the Right Level (TaRL) in low-resource environments, EdTech Hub partnered with Pakistan’s Sustainable Development Policy Institute (SDPI) on a study investigating the impact of learning outcomes through the use of EdTech during Covid-19 (Adil et al. 2021). This study has since been published as an open-access journal…
Kenya, sometimes called the ‘Silicon Savannah’ of Africa, is home to one of the most vibrant EdTech ecosystems in Africa (see Otieno & Taddesse, 2020). Building on government initiatives such as the flagship Digital Literacy Programme (DLP), the country’s Covid-19 education response (Ngware & Ochieng, 2020) included tremendous efforts to provide distance learning solutions. This week, the Kenya EdTech Summit…
This is Part 5 of a six-part blog series inspired by discussions with partners working in the EdTech space who recognise they do not have the information they need to make informed decisions and recommendations. So, we have put together a series summarising what we have learned so far in each of our focus areas: Data for Decisions, Digital Personalised…
The Girls’ Education Challenge (GEC) was launched by the UK’s Foreign, Commonwealth and Development Office (FCDO) in 2012 as a 12-year commitment to reach the most marginalised girls in the world and is the largest global fund dedicated to girls’ education. Within the GEC’s second phase, a second cohort of girls is being supported through Leave No Girl Behind, which…
Reviewers: Tom Kaye, Laila Friese To optimise decision-making, government stakeholders are moving towards even more effective use of data systems by both developing and applying rigorous research within a harmonised evidence ecosystem. In this blog, we explore how evidence is currently being produced, communicated, and used in Bangladesh, Kenya, and Sierra Leone. These three countries, with varying degrees of centralisation…