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…
Technology uptake is not trivial, contrary to what some in Pakistani policy circles may believe. We have heard ministers excitedly talk about how they think technology can help ‘leapfrog’ and how it is the panacea to wide-scale educational problems. Think about the last time you shifted from one platform or technology to another and changed the way you routinely did…
To address the global learning crisis, there must be a fundamental change in how technology is used in education. As global leaders join together in the coming days to commit to action at the Transforming Education Summit, we call for collaboration across the sector to build an evidence-driven future for EdTech in low- and middle-income countries, and explain the steps…
Technology exists within a broader system of factors that need to work together to make impact at scale. EdTech Hub has codified the system into 6Ps: people, product, pedagogy, policy, place, and provision. EdTech programmes need to engage and integrate with all parts of the system in order to be successful. We have created the 6Ps Audit Tool to assess EdTech…
Learnings from our Sandbox Quality education requires a strong teaching workforce. And one of the most effective interventions in impacting learner achievement in low- and middle-income countries (LMICs) are teacher education programmes Evans & Popova (2015). To this end, the Teaching Service Commission (TSC) in Sierra Leone is planning to roll out a tech-supported teacher continuous professional development (TCPD) programme…
This is Part 3 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 is Part 1 of a six-part blog series inspired by discussions with partners working in the EdTech space who recognize they do not have the information they need to make informed decisions and recommendations. With that in mind, we put together a series summarising what we have learned so far in each of our focus areas: Data for Decisions,…
In sub-Saharan Africa, there is no shortage of new technology in the education sector. There is also a substantial global body of research on the science of learning. However, it is not often that we see where the two intersect: many EdTech developers don’t apply what we know about how children learn to the design of their products. We believe…
The onset of the Covid-19 pandemic in 2020 exacerbated many already existing challenges affecting access to education worldwide. At its peak, over 1.6 billion learners globally were affected by school closures, disproportionately impacting children in low- and lower-middle-income countries who were already facing substantial education challenges prior to the pandemic. With 2 trillion hours of in-person schooling lost due to…
In 2021, EdTech Hub partnered with the University of Oxford’s Blavatnik School of Government to deliver an executive education programme focused on digital transformation and educational technologies (EdTech). This programme — which convened nearly 30 policymakers from 13 countries — was a miniature community of practice (COP) focused on EdTech reform. In this blog, we introduce key principles to implement…
