collaborations between governments, learning institutions, NGOs and the private sector
Improvements in the strength of data being used
solutions that harness digital technology and communication to ensure no nobody is excluded
informal learning that’s self-directed and mediated through family or community members
Responses to COVID-19 can also learn from how education technology can:
play a part in ensuring the effectiveness of double-shifting or multiple shifting
support education authorities with distance learning measures and in particular school reopening messages
support experimentation with innovative accreditation and certification, often using digital tools
improve the design, implementation, monitoring and evaluation of Interventions
It’s also worth noting that:
effective EiE education responses – from low-tech to high-tech – appear to include some element of psychosocial support, which positions emotional wellbeing and safety as key to improving learning outcomes
effective teacher learning programmes appear to have an adaptable, blended approach, which retains the ‘trainer presence’ in some form
EdTech can amplify the impact of most effective teachers and teaching practices
Accelerated Education Programmes show promise in emergency settings, but EdTech evidence is scarce.