We are pleased to share experiences and lessons from the activities carried out as part of the Government of Tanzania’s efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development programmes. Our collaborative work with Tanzanian government education bodies, including Tanzania Institute of Education (TIE), Ministry…
Measuring student learning in a meaningful way is a significant challenge within a single school, but measuring and comparing learning outcomes at a global scale can seem impossible. This is a problem for anyone in a position of choosing between different options for maximising the impact of their spending on education because it is difficult to make a data-driven decision.…
Reviewers: Laila Friese, Molly Jamieson Eberhardt, and Jillian Makungu Pakistan has demonstrated resilience and adaptability in addressing educational challenges through the use of education technology (EdTech). The country faces several educational challenges, including some of the highest numbers of out-of-school children in the world and learning poverty* for those in school. Leveraging its vibrant EdTech ecosystem, Pakistan’s federal regions and provinces…
Researchers’ note: This blog was written after a provisional analysis of the midline data. Since the blog’s publication, endline data has been collected, the final sample confirmed, data analysed and results submitted for peer-review. The final publication and results will be linked here when the review is complete and journal article published. This blog forms part of a wider research…
Why and how did we do this? This blog presents Part 1 of our lessons on tech-enabled professional development. We shall be bringing you more insights in Part 2. Stay tuned! Through Bangladesh’s national curriculum reform, the Government of Bangladesh intends to transform education by reducing the pressure of high-stakes exams and enhancing teaching practices (for example, through experiential learning,…
It starts with curiosity. Once something has our curiosity, we begin to study it. After a period of study, we begin to believe that we understand it. At this point, we find ways to put our understanding to the test. Using the test results, we update our understanding. It is through this reiterative process that we deepen our insight. At…
Why and how did we do this? When countries had to close schools during the Covid-19 pandemic, governments and development partners turned to technology to ensure learning did not stop. This led to the rapid development of numerous digital learning platforms worldwide, aiming to enhance access and quality of education beyond traditional classroom settings. To assess the reach and status…
Over 1.6 billion students were affected by Covid-19 school closures, with an estimated global average of 14 weeks of school lost (UNESCO, 2021). This compounded a learning crisis that existed before the pandemic and has increased inequality, as the most marginalized were often left without structured learning for longer periods (Brookings, 2022). With nearly 90% of countries utilizing some form…
Academic experts in education are increasingly turning their attention to EdTech as a serious research topic because it is both exciting and potentially transformative while also posing unique challenges.In the past, the field of EdTech has perhaps had a reputation for needing to take research more seriously and scaling rapidly without a deep understanding of context or waiting for evidence…
Utafiti Elimu Tanzania (Swahili for Education Research Tanzania) is an annual evidence-into-policy forum bringing together collaborative planning efforts across the education system in Tanzania. In 2022, the conference focused on teacher continuous professional development (TCPD), data for decision-making, EdTech strategy, inclusion, school safety, and gender. In 2023, two main themes — teacher workforce planning and climate change — were selected…
