Equity and inclusion

How can we ensure inclusive digital learning?

Database: Accessible Digital Learning Portal

This database provides resources for the production, distribution and implementation of accessible digital content and tools in high- and low-resource environments. It aims to support policymakers, publishers, schools, educators, parents and learners.

Tip: You can use the catalogue to sort resources and tools by user needs, connectivity, country, age group, etc.

Report: Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries 

This brief aims to support equitable remote learning in over 120 countries. It provides key insights such as (1) using multiple delivery channels for remote learning, (2) strengthening engagement with stakeholders including caregivers and teachers and (3) improving quality of learning through monitoring tools.

Report: Digital Learning for Every Child

This report is focused on four key actions: (1) Bridge the electrical and digital divides, (2) Ensure the effective implementation of digital and blended learning for all children and their teachers, (3) Protect children’s well-being, safety and security and (4) Invest in data collection and further research.

Report: Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon

This report outlines the implementation of a digital learning course for Syrian refugees in Lebanon. The course was centered on language learning and accessed on tablets and mobile phones during non-formal education (NFE) classes. Qualitative and quantitative improvements in language skills were reported for students who participated in the digital course.

Tip: See page 7 for a summary of key findings.

Report: Using EdTech to Support Primary School Learners with Disabilities in LMICs

This report is based on a 2021 EdTech Hub literature review on how EdTech can support better learning outcomes for primary school children with disabilities in low- and middle-income countries (LMICs). It outlines the policy recommendations including: alignment of EdTech research to global commitment, guidelines on who is responsible for sourcing technology, and investment in mobile and portable devices.

What do we know about EdTech and girls' education?

Report: Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies 

This solutions book outlines key considerations and practical checklists under four areas: (1) promoting gender-responsive and inclusive planning in emergencies, (2) strengthening gender-responsive distance education, (3) leveraging social protection strategies to reduce financial barriers for girls and (4) understanding program costs and value-for-money.

Tip: See pages 20 – 31 for promising practices in distance education in emergencies, categorized by no-tech, low-tech and high-tech approaches.

Rapid evidence review: Girls’ education and EdTech 

This review examines existing literature on the use of technology for girls’ education in low and middle-income countries (LMICs). It highlights the benefits of EdTech for girls, the gender digital divide and the role of parents and teachers in enabling girls’ access to technology. Further, the review delves into a range of technology options, like mobile phones, that can facilitate more learning opportunities for girls.

Web page: Girls’ Education Roadmap

The roadmap aims to answer the following questions about girls’ education: Who is doing what? What’s working where? What are the biggest needs facing girls? It analyzes data from thousands of studies to generate key recommendations and insights. For example, the roadmap highlights that in the context of Covid-19, additional efforts are needed to address issues of cost and to support teachers with new challenges to learning as students return to school. This roadmap was launched as part of the Evidence for Gender and Education Resource (EGER), a project led by the Population Council’s GIRL Center in partnership with Echidna Giving.

Tip: You can use the Map Builder to visualize global programs focused on girls’ education and EdTech (under the ‘Choose Approach’ dropdown menu, you can select one or more of the options starting with ‘Education Technology:’).

Guide: Designing and monitoring distance teaching and learning interventions

This guide aims to support decision-makers on how to design, implement and monitor distance teaching and learning (DTL) interventions during disruptions to education. It is organized by five domains: (1) local context and education system, (2) distance teaching and learning modalities, (3) content and curriculum, (4) pedagogy and assessment and (5) monitoring, evaluation, learning and adaptation. It additionally incorporates cross-cutting principles of equity, safeguarding, cost-effectiveness and sustainability.

Report: Supporting marginalised girls: Lessons learned before the pandemic 

This report summarizes the impact of school closures on marginalized girls and presents strategies to mitigate these negative impacts, including: coordinating across sectors, addressing economic barriers and creating safe spaces (virtual or physical) for girls’ learning during school closures.

Report: Inequalities in girls’ learning opportunities via EdTech: addressing the challenge of Covid-19 

This report focuses on five factors that contribute to digital inequalities: digital access, digital freedom, digital literacy, digital pedagogies and digital design. These factors should be considered during the design and implementation of EdTech interventions to ensure equitable learning outcomes.

Report: Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19

Research conducted by EdTech Hub in partnership with The Busara Center for Behavioral Economics and Ubongo identified several key factors that can improve access and use of EdTeach for girls. These include: improving caregiver digital literacy; increasing caregiver involvement in their child’s education through the amount of time spent and encouragement given; increasing acceptance of TV, radio, smartphones and other devices for learning; and supporting intentions to provide equal educational opportunities for all children.

Tip: See pages 9 – 10 for a summary of policy implications.

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