Educational technology

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured.

A Framework for Education Quality

A good quality education arises from interaction between three enabling environments: policy, the school, and the home and community. Policies aimed at raising the quality of education for disadvantaged learners in sub-Saharan Africa and other low income contexts need to start by identifying key priorities for a specific national or local context. A framework for… Read more


Low-cost private schools: Evidence, approaches and emerging issues

Over the past five years, a polarised debate about the potential contribution of low-cost private schools (LCPSs) to achieving Education for All (EFA) objectives has received growing coverage in international policy circles. At the heart of this debate are disputed questions about whether these schools are providing quality education, reaching disadvantaged groups, supporting or undermining… Read more


Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries

The UK Department for International Development (DFID) has commissioned a series of rigorous literature reviews focused on different aspects of education. The reviews identify critical evidence gaps to guide future research programmes and present existing evidence for the development of effective interventions. Dr Jo Westbrook from the University of Sussex and colleagues authored the review… Read more


Technology and Child Development: Evidence from the One Laptop per Child Program

Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomised evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate… Read more


Elimu Kwa Teknolojia (A BridgeIT Program) Summative Evaluation Executive Summary

The goal of the Bridgeit program in Tanzania was to significantly increase the educational quality and achievement among students at primary school level in mathematics, science and life skills through the innovative use of cell phones and digital technology. Principal evaluation findings: Test scores of BridgeIT students in maths and science were significantly higher, 10-20%,… Read more


Remedying Education: Evidence from two randomized experiments in India

This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to teach students lagging behind in basic literacy and numeracy skills. It increased average test scores of all children in treatment schools by 0.28 standard deviation, mostly due to large gains experienced by children at the bottom… Read more


Participation and Performance in Education in Sub-Saharan Africa with special reference to Kenya: Improving Policy and Practice

This paper explores aspects of exclusion from education and how patterns of participation have been changing using national data sets. The first part of the analysis uses administrative data from countries in Sub Saharan Africa to chart enrolments by grade over the last decade and explore how enrolment has been changing in terms of grade,… Read more


Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries

This rigorous literature review, commissioned by the Department for International Development (DfID), UK, focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: Review existing evidence on the review topic to inform programme design and policy making undertaken by the DfID, other agencies and researchers; and Identify critical evidence gaps… Read more


Literacy, Foundation Learning and Assessment in Developing Countries

The UK Department for International Development (DFID) Education has commissioned a series of rigorous literature reviews focused on different aspects of education. This review focuses on literacy and foundation learning. Developing countries face distinct challenges in providing access to quality education. Educational provision also varies markedly in terms of teacher training, teaching and learning resources,… Read more


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