Photo 1: Séance de tournage de modèle vidéo à l’EPP Ambatomena à Antsirabe avec l’équipe multimédia du Ministère. Photo: Hasiniavo Rasolohery, 2022 Ce blog est disponible en anglais. Cliquez pour lire en anglais. Contexte Le Ministère de l’Éducation Nationale, via l’Institut National de Formation Pédagogique (INFP), prévoit d’utiliser les nouvelles technologies dans la formation sur les premiers pas en lecture-écriture…

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Despite two years of recovery since Covid-19 lockdowns, school systems worldwide still experience lower post-pandemic attendance levels than pre-Covid. Marginalised learners have been disproportionately affected by the pandemic. Several strategies are being used to accelerate returns to schooling. Messaging is one strategy that is often regarded as likely to be highly cost-effective.  Our Hub-led research in Ghana tests and compares…

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MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant…

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Call for Papers in a Special Issue on Decolonising EdTech

At EdTech Hub, we’ve been reflecting on how coloniality is embedded in our work: from the colonial roots of the international development sector to colonial practices embedded in research methods to “core-to-periphery” design and deployment of EdTech interventions. We’ve previously blogged about resources for tackling coloniality and digital neocolonialism in EdTech, decolonising Open Educational Resources and a reflection on personalised…

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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…

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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…

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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…

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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…

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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…

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