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 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,…
This blog is the first in a series exploring Raising Readers, an EdTech Hub and Worldreader research project set in Kenya seeking to better understand what drives parental engagement in learning and generate new evidence on what works in terms of learner equity, quality, and cost-efficiency. This blog sets out the human-centered design approach undertaken by Kenyan school officials, parents,…
In March 2022, EdTech Hub’s executive director Verna Lalbeharie joined partners from the Aga Khan Foundation’s (AKF) Schools2030 programme for a school visit in Tanzania’s Temeke district. The visit coincided with the Utafiti Elimu Tanzania conference, of which AKF and EdTech Hub were co-sponsors, as well as data-collection for one the studies in the EdTech Hub research portfolio. Toangoma primary…
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…
Participation & Messaging What is Participation & Messaging? Technology to promote participation in school. The challenge facing the education sector: A significant number of children are out of school worldwide and this situation has been exacerbated by the impact of Covid-19. Many of the most marginalized who were previously enrolled in schools are at risk of never returning. And so…
