No abstract

This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). The World Bank (2020) states that by 2030 FCV settings will be home to up to two thirds of the world’s extreme poor; these settings have become increasingly complex over the past decade, with the COVID-19 pandemic threatening to exacerbate existing challenges. This list explores effective uses of EdTech in FCV settings. It particularly emphasises interventions and evidence relevant to the Yemeni context and distance learning during the  COVID-19 crisis. These resources were selected with the intention to include practical recommendations on technology-enabled interventions which could support a proposed national distance learning system in Yemen.

An output of the EdTech Hub, https://edtechhub.org

No abstract

This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020–2021. The aims were to capture teachers’ recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers’ recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls’ learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.