Blog

Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech

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At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions. We’ve just begun this journey, but in trying to embody one of our EdTech Hub values of ‘fearless and humble learning,’ we wanted to think out loud with you. This is the first of a three-part, long-form series exploring what it means to strive toward ‘Decolonising EdTech’.

Special thanks to our @GlobalEdTechHub twitter followers who responded to our crowd-sourcing call for resources on Decolonising EdTech.

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Policymakers and Girls’ Education in Emergencies in Kenya

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In a recent report, we explore the extent to which policymakers in Kenya have produced or used quality data to drive equitable and coordinated provisions of education for girls and women. We conducted 25 semi-structured interviews with a wide range of key stakeholders, both at the national and county levels. We also consulted non-state actors such as United Nations organisations, civil society organisations, research organisations, non-governmental organisations and religious authorities. 

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The Story of ‘Unlocking Data’

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Photo Credit: Image by ESSA

Imagine you are working in the Ugandan Ministry of Education and you want to understand how barriers to girls’ education at secondary level are changing. You can find a few academic articles that look relevant but sit behind a paywall, and a high-level report from a consulting firm, none of which answer the exact question you want to ask. You know the data that was used to write these articles and reports could provide crucial insights if analysed with your priorities in mind. However, tracking down the data is fruitless  —  the data was not deposited, catalogued, or indeed ethically cleared for future use.

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Using ‘building blocks’ to develop digital education platforms cheaper and faster

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Earlier this year, our team at EdTech Hub and partners at the Bill & Melinda Gates Foundation noticed a recurring pattern: we saw colleagues around the world — in government, the private sector, civil society — working to develop various digital platforms for learning. We also noticed that most of them tended to need similar platform components — and they either developed them from scratch or used off-the-shelf solutions that weren’t quite tailored to their needs. 

We found ourselves wondering … if we, as a global EdTech community, can understand which platform components or ‘building blocks’, are needed and how they can be used most effectively, we could reduce duplication, increase quality, and conserve resources — ultimately lowering the cost of digital education opportunities and giving access to more children. 

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St. Vincent Cooperative Bank partners with UK-SVG Friends for SVG relief efforts

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Cross-posted from https://uksvgfriends.org/.

The UK-SVG Friendship Trust has teamed up with the St. Vincent Cooperative Bank as its local partner to assure the framework for the disbursement of its EC$ 800,000 La Soufriere Volcanic Eruption Recovery Assistance Programme.

The UK based Trust has engaged the bank due to its long-standing commitment to the country as one of the oldest indigenous banks. The “penny bank” with its strong roots in local communities will act to ensure that all funds spent locally are accounted for and that the programme delivers for its intended beneficiaries.

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Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work

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This blog post is a cross-post from EdTech Hub‘s blog https://edtechhub.org/2021/05/07/advancing-evidence-based-decision-making-in-lmics-focus-of-edtech-hubs-work/ (Creative Commons Attribution 4.0). The blog post was written by Sara Hennessy on the 7th May 2021.

This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. 

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5 Considerations When Using Technology for Teacher Professional Development in Low Resource Areas

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Repost

The right type of teacher professional development (TPD) is one of the most effective interventions to improve student learning and wellbeing. It’s second only to Teaching at the Right Level (TaRL), though to effectively teach at the right level, TPD is needed. Even before COVID-19 brought about disruptions to schools and in-person teaching, there has been increasing interest in the potential for technology to enhance effective, sustainable, and scalable teacher professional development.

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WELCOME DONNA FRASER OBE OLY TO TEAM UK SVG Friends

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Four times Olympian for Team GB announced this week on LinkedIn that she is now an official Ambassador for the UK-SVG Friendship Trust.

As a British Vincentian, Donna will continue to use her platform to support our La Soufriere Volcanic Eruption – Recovery Assistance Programme (SVG-RAP) which aims to assist families and friends directly impacted and displaced due to the ongoing eruption.

Our team is ecstatic to work alongside this great champion!

Your donations will help to reach those in need and with Donna’s support, we will ensure that our women, young girls and those living with disabilities are given greater attention.

Remember to share our GoFundMe campaign link and find us on your favourite social media platform by searching for @uksvgfriends.

#StrongerTogether #UKSVGFriends#IdonatedtoSVG#DonatetoSVG

More donations on the ground, 40ft container shipped AND Amazon Wishlist donations. Let’s keep going!

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This week we have helped even more people on the ground including a donation of 1,500 Sanitary pad packs to the Ministry of National Mobilisation, Social Development, the Family, Gender Affairs, Youth Housing and Informal Settlement to buffer their various welfare interventions. This is on top of the 3,000 Sanitary packs and 300 food care packages distributed – you can see images in the gallery above.

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