Why the COVID Crisis Is Not EdTech’s Moment in Africa

Author: Lee CrawFurd, Centre for Global Development

This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has a global scope. While the data is still partial (e.g. doesn’t include broader lists of edtech startups from South Africa or Ikeja, Abuja, and Lagos in Nigeria) the insights made in this article are extremely valuable. Even if the estimates were off by a factor of 2 or 3, points about the optimal use of digital learning still hold true. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to help us grow it!

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Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic

Authors: Björn Haßler, Abdullah Khalayleh, Chris McBurnie, Taskeen Adam and Zoé Allier-Gagneur

As with education in general, our ability to respond to COVID-19  in education depends significantly on access to resources by students and teachers. Even in this moment of crisis, governments should inform their decisions regarding education and educational resources on the available data whenever possible. However, we realise that accessing relevant data is not necessarily straightforward and this should not block other elements of system response-recovery-reform. 

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Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19)

Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0.

One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where many adults have not had the opportunity to have a formal education themselves. Fortunately, educational television has the potential to facilitate out-of-school learning. This technology has been shown to have real impacts on outcomes, utilises readily available technology and can be implemented at scale.

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Educational Response to COVID-19 from Jordan and other Arab Countries

Author: Nour Awamleh, Research and Program Development Coordinator, Queen Rania Foundation

The Activating Edtech project in Jordan aims to develop an agile, iterative and evidence-based approach to the decision-making process within the Jordanian Ministry of Education. Activating Edtech aims to understand problems and assumptions in education, then tests out the possible solutions to those problems while trying to activate technology, where possible. The project started in January 2019 and continues to today. After introducing the team, we turn to the education response to COVID -19 across a number of Arab countries.

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