In February 2022 in Kiambu County, Kenya, 22 km from the nation’s capital city of Nairobi, we are driving through the coffee plantation within Tatu city, a developing and economic area. We approached Tatu primary school, a national and county government-run school to talk with them about having recently started using digital personalised learning platforms for children from 4-6 years…
Building a platform to allow governments to quickly select, approve, and reuse existing Open Educational Resources As the Covid-19 crisis led to school closures in March 2020, governments all over the world scrambled to move to remote teaching. But many countries struggled to find enough content to cover large parts of their curricula. Especially in Eastern and Southern Africa, fragile…
Kenya’s remote learning offerings are an example for the region — but how did they come about and what model does Kenya provide? The recent disruptions in education caused by Covid led many countries to quickly implement remote learning interventions. Kenya’s Educational Media Directorate — part of the Kenya Institute for Curriculum Development (KICD) — provides a model for implementing…
In recent years, interest in the ways that educational technology (EdTech) can personalise learning has increased. Personalised learning approaches build on pedagogical models which enable students to access content and learning experiences that are matched to their level. Recently, research has begun to focus on the way that EdTech tools can support the learner-centred and flexible benefits of personalised learning,…
This guest blog from UNICEF and World Bank expounds more on the recently launched remote learning resource packs and how the tools can be used to deliver quality remote learning. At the height of the COVID-19 pandemic, as 1.6 billion schoolchildren were affected by school closures, countries around the world introduced remote learning as a crisis-response. This led to an…
The Prioritizing Learning During Covid-19 report, recently launched by the Global Education Evidence Advisory Panel, reinforces a well-known but often overlooked refrain about EdTech: it is not a silver bullet. Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather…
When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be most effective in responding to global school closures.
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to help us grow it!
With schools closed for hundreds of million students around the world, many have hoped that ‘EdTech’ can help keep children learning via internet, apps, and mobiles. A new database published by the “EdTech Hub” shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.
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 innovators around the world, we’ve sought to answer: what do these innovators need right now? In future blogs, we’ll cut the data in different ways to answer other questions.
This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.
