EdTech in Liberia: A Rapid Scan

Abstract

EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.

Understanding the potential of using EdTech to measure and mitigate learning loss

“…Guidance on effective and sustainable approaches to mitigating learning losses also emphasises the importance of supporting robust teacher professional development (TPD) at the policy level. Teacher practice significantly impacts the use and effectiveness of EdTech, making educator support and preparation imperative for the successful implementation of EdTech approaches to mitigate learning losses (⇡Upadhyay et al, 2020). For example, while 70% of teachers in Latin America report using EdTech regularly in their classes, looking at a more granular level, we can see that in Brazil, one in five teachers never use ICT for class work (⇡OECD, 2020).…”