Kerko updates to IIEP Educational Policy Toolbox website

KEY INFORMATION

LocationWorldwide
Start dateSeptember 2021
End dateNovember 2021
Clients UNESCO International Institute for Educational Planning

BACKGROUND

The UNESCO IIEP required technical support in building an Open Source evidence library to organise their publications. The contract focused on using Kerko Library software to integrate the IIEP Education Policy Toolbox library (a fully searchable library of resources, all of which are available in open access and tagged to relevant Policy Toolbox pages) into the Education Policy Toolbox website.

CONTRIBUTION

OpenDevEd performed the following tasks under the supervision of Amélie Gagnon, Senior Programme Specialist (Development) and Project Manager 

  • Conducted inception and discovery activities with IIEPdev and IIEPdev and IIEP-IT teams
  • Tested the staging app, identified issues, reported issues to IIEP team, and shared knowledge about the apps’s architecture or function in order to support them in solving the issues
  • Made technical modifications, including:
  • Configuring the build process for running the app in a custom Docker image
  • Configuring app function according to IIEP requirements (URL paths, search functions,  print function, library item exclusion, citation style selection, Google Analytics integration)
  • Made additional ergonomic and style upgrades, including:
  • Integrating library stylistic changes to match that of the EPT through the development of a custom application 
  • Updating navigation mechanism for smoother blending with parent site and informal pages 
  • Implementing ‘badges’ to highlight IIEP- produced resources

Capacity building on analysis and use of qualitative data

KEY DETAILS

LocationZimbabwe
Start dateNovember 2021
End dateDecember 2021
Clients UNESCO Regional Office for Southern Africa (ROSA)

BACKGROUND

UNESCO Regional Office for Southern Africa is implementing a Global Partnership for Education (GPE) funded Rapid Teacher Training on Open and Distance Learning Programme for teachers in Zimbabwe. As of June 2021, the programme had trained about 1,400 teachers in 2 modules. Of the programme’s 20 Teacher Trainers, ten were handling Module 1 on Introduction to Open Distance and Online Learning for Teachers in Africa, while another ten were handling Module 2 on Planning lessons for remote learning. In all, 60 Teacher Trainer reports on the sessions were produced. Contained critical information, trends, and issues that needed to be analyzed and documented, and used to develop policy briefs and action plans for teacher training and continuous professional development of teachers. OpenDevEd were therefore contracted to build the capacity of the research team at the Ministry of Primary and Secondary Education (MoPSE) to conduct data analysis and develop programme implications.

CONTRIBUTION

The OpenDevEd team conducted the following activities:

  • Producing an inception report, including a 5 weeks training plan for 10 researchers at MoPSE
  • Conducting 10 training sessions, virtually, each two hours long, over a period of five weeks to train 10 MoPSE researchers to review, collate, and analyze the Teacher Trainers reports (60 in all made up of 30 for Module 1 and another 30 for Module 2), including a focus on data analysis and developing policy and programme implications.
  • Supporting MoPSE researchers to produce a 10-page analysis report (with embedded graphics) from trainers’ reports on Modules 1 and 2.
  • Developing a two-page policy brief on the findings and implications; and producing an infographic on the findings and implications

RESOURCES

— See more publications in our Evidence Library .
— Capacity building on our Evidence Library

Partnership Database for TVET

KEY DETAILS

LocationGermany
Start dateJanuary 2022
End dateApril 2022
ClientBertelsmann Foundation

BACKGROUND

Open Development and Education conducted a mixed-methods study to create a database of partnerships in TVET (Technical and Vocational Education and Training) between agencies in Germany and overseas. The database provides an overview of the extent and location of activities, as well as the responsible institutions. The database contributes to research and implementation in the field of ‘transnational qualification and mobility partnerships’ (‘tQMP’, ‘training partnerships’) in the Federal Republic of Germany, which is an important topic related to migration. The database developed is supporting the activities of the Bertelsmann Foundation in the area of TVET.

CONTRIBUTION

The information was collected on:

  • ongoing and completed training partnerships, including integration of such partnerships into German TVET programmes,
  • stakeholders from different sectors in business, civil society and politics, who operate or support partnerships,
  • the geographical location of the activities taking place and planned in the countries of origin and destination within the framework of the partnerships,
  • the target groups addressed by the partnerships in the countries of origin,
  • funding institutions and the extent of funding for the partnerships,
  • possible conceptual approaches of the stakeholders and the funding programs developed for them.

OpenDevEd staff provided the following deliverables:

  • A final report as well as a database detailing ongoing interventions, programmes, and activities involved in training partnerships.

RESOURCES

— Report (This report is an internal report and not available from this site)

Haßler, B., Haseloff, G., & Dreischmeier, W. (2022). Bericht zur tQMP Studie. OpenDevEd. https://doi.org/10.53832/opendeved.0273

— TVET in our Evidence Library

Upgrading SANBS Learning Portal

kEY DETAILS

LocationSouth Africa
Clients South Africa National Blood Service
PartnersCOOi Studios

BACKGROUND

In collaboration with COOi studios, OpenDevEd worked with the South African National Blood Services(SANBS) to support the journey of building a human-centric learning experience portal (LXP) for the SANBS. The proposed LXP functions/features were as follows; 

  • Personalised Learning Experience for both internal and external users
  • Content Management 
  • Content Creation assisting SANBS employees to refresh existing content whilst building a new framework/structure to be followed for content creation. 
  • Data Migration, content from the old portal (LMS + CPD) to Moodle portal,  ensuring all the data pulls through, repackaging content to follow the design of the other existing eLearning Moodle courses. 
  • Learning Recognition and Rewards; leader boards for different groups  (internal and external HCP), recognition badges, certifications for course  completions, ability to award CPD points/certificates for MYCPD-approved courses
  • South African National Blood Services Upgrading of Digital Learning Portal – COOi Studios 
  • Mobile application in an effort to increase accessibility, provide a mobile application, that must be POPI Act compliant, providing Terms of Use and  Privacy Policy. 
  • Administration Reporting: Reporting % time spent per course, monthly  reports on new users, location of users, content executed per user 
  • System Administration the portal must be able to: register new users, change  passwords, automatically allocate CPD points to users where they have earned  them by completing a learning programme on the portal, discontinue  memberships for exiting employees, be able to perform bulk uploads of new  joiners liaise with SANBS IT on technical updates such as security, applied  patches, backups to be conducted

CONTRIBUTION

OpenDevEd performed the following tasks:

  • Provided technical support to the SANDBS team on selecting the appropriate portal
  • Provided technical support on prototyping the porta

Resources

— South Africa in our Evidence Library

— Learning experience portals in our Evidence Library

Pakistan TPD T4T Landscape Review

key details

LocationPakistan
Start date11/10/2021
End date28/02/2022
ClientAdam Smith International

background

The overall objective of this assignment was to deliver a landscape review of Teacher Professional Development (TPD) programmes in Pakistan in order to support enhanced TPD practices that leverage tech-based solutions.

CONTRIBUTIONS

Dr. Björn Haßler performed the following activities:

  • Supported the development of the research framework for the study
  • Identified suitable TPD interventions 
  • Quality assurance and standardisation of questionnaires and data collection protocols
  • Contributed to and quality-assured key programme documentation, including: 
  • Inception Report and Work Plan
  • Desk Review
  • Mapping of technology-enabled TPD programmes
  • Analytical report (including case studies)
  • Final programme report

RESOURCES

— Find more about education in Pakistan in our Evidence Library

UNICEF PAL

key details

LocationGlobal
Start date01/02/2021
End date31/07/2022
ClientAcademic Global for UNICEF OGIP
PartnerUNICEF OGIP Academic Global

BACKGROUND

The Office of Global Insight sought to undertake a landscape analysis that explores emerging trends, challenges, and opportunities in the use of Personalized Learning (PL) solutions in low- and middle-income countries. The landscape analysis focuses on tech-enabled PL solutions of the following type: (i) data-driven systems, (ii) adaptive learning systems, and, (iii) intelligent tutoring systems. The landscape analysis comprised two phases – Phase A and Phase B. 

  • Phase A undertakes a scan of the different types of PL solutions being implemented in developing country contexts and identifies trends in key product design and implementation-related characteristics. 40 digital personalised solutions in LMICs were reviewed. The output of Phase A is a slide deck and compendium with the 40 product profiles.
  • Phase B explores the policy, financing, and implementation environment/eco-system factors which affect PL design and use to identify emerging lessons, barriers, and opportunities, relevant to developing country contexts. The output is a 35-page report covering trends, barriers, opportunities, and challenges of eco-system factors.

OpenDevEd partnered with Academic Global (the lead) to provide consultancy services to produce the landscape analysis.

CONTRIBUTIONS

The OpenDevEd team was led by Taskeen Adam, with support from Yomna El-Serafy and Thaer AlSheik Theeb.

OpenDevEd was fully engaged throughout both Phase A and B, providing thought leadership, strategic input, project management, data collection, analysis, and report write-up.

The Phase A report has proved timely and in high demand. The project pioneered a reference group on digital personalised learning to bring partners such as Bill and Melinda Gates Foundation, Central Square Foundation, MIT Solve, Word Bank and UNICEF together to co-ordinate, align and share learnings. The preliminary findings have been presented at the mEd Alliance conference and CIES.

RESOURCES

— UNICEF in our Evidence Library

TPD Evidence and Impact

Evidence of good practice and impact of technology-enabled teacher learning circles

key details

LocationGlobal
Start date10/02/2021
End date30/04/2021
ClientSave the Children Norway (Redd Barna)

BACKGROUND

In response to the impact of the COVID-19 pandemic on education service delivery around the world, particularly in humanitarian contexts, Save the Children Norway commissioned a review of evidence of good practice and impact regarding technology-enabled teacher learning circles.

Teacher wellbeing is a notable concern for those seeking to deliver effective education, and teacher learning circles and peer-to-peer networks are a recognised means of promoting engagement and mental health/psychosocial support amongst teachers. However, the evidence is unclear as to how technology affects these benefits in humanitarian contexts, as well as other issues including inequity in access to hardware.

The review conducted by OpenDevEd helped the Save the Children team to better understand good practice and the evidence base behind effective technology-enabled teacher learning circles/peer-to-peer networks. This guidance will be used in Save the Children’s support ministries of education, teacher training institutions, and Education Cluster working groups.

CONTRIBUTIONS

OpenDevEd staff, working in collaboration with Save the Children’s Education in Emergencies Adviser, performed the following key tasks:

  • Produce literature review and best practice list identifying, reviewing, and synthesising academic and grey literature on teacher learning circles
  • Conduct key informant interviews and other qualitative data collection methods to summarise existing knowledge within and beyond Save the Children’s programmes
  • Conduct barrier analysis – based on literature review, qualitative data collection, and further desk research – to identify key barriers and enablers to promoting effective teacher engagement through learning circles/peer-to-peer networks
  • Compile concise guidance note for Save the Children programme and technical teams – incorporating literature review, evidence synthesis, barrier/enabler analysis, and good practice list – on implementing and supporting teacher learning circles, with appropriate tools for teams to localise and contextualise their establishment and KPIs to monitor them

Personnel: Primary Investigator, Senior Education Adviser, with additional Education Analyst support and inputs


RESOURCES

— Programmes outputs in our Evidence Library

The EdTech Hub

Key details

LocationWorldwide
Clients UK FCDO, World Bank, Bill, and Melinda Gates Foundation and UNICEF
PartnersUniversity of Cambridge, Results for Development, The ODI, Brink and Jigsaw

Background

The EdTech Hub is a consortium-led programme, which aims to increase the use of evidence to inform decision-making regarding the most appropriate and effective uses of technology to improve learning, through cutting-edge research methods and innovation approaches.

  1. Generating rigorous research evidence on the effectiveness of technology for education, focusing on the most marginalised populations
  2. Engaging stakeholders in evidence-based decision-making on technology use in education

The programme is structured into three spheres of work: 

  • Research – Building a broader knowledge base around educational technology (edtech) effectiveness
  • Engagement – Working directly with partners and governments to promote effective edtech use in policy and practice
  • Innovation – Exploring new and innovative pathways to assist and enhance learning through technology, championing new ideas

The Hub’s work relates to technology and learning worldwide. Nonetheless, the programme also has a list of six low-and middle-income countries as its focus, particularly or its engagement work: Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone, and Tanzania.

Our Approach

Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. The study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). The study addresses three key gaps that currently exist in the literature surrounding TPD in emergency contexts in the following ways:

  • Examining learning outcomes. Examining the relationship between TPD and student learning outcomes, using an exploratory mixed-methods design that goes beyond the limited approaches of previous studies.
  • Examining conceptualisation of TPD. Investigates the relative importance of education system components and aspects of TPD.
  • Examining definitions of ‘emergency’. The study focuses on Sierra Leone, where the population has experienced multiple, overlapping forms of emergency, and fills the gap in the EiE evidence base on improving learning outcomes despite contextual pressures.

Contribution

OpenDevEd is engaged across the Engagement, Innovation, and Research spheres, with the oversight of Dr. Björn Haßler as the Technical director of the Hub. Tasks undertaken by OpenDevEd staff include:

  • Rapid review Help Desk assessments for governments and clients in priority countries
  • Construction and maintenance of the Hub’s Evidence Library and publishing research with Creative Commons licensing
  • Leading agile sandbox innovations with external partners such as Jusoor Syria
  • Direct in-country engagement with Ministries of Education in Kenya, Sierra Leone, Tanzania, and Pakistan, integrating edtech into national education programming, promoting the use of open education resources, and partnering with tech providers (e.g. Kolibri)

Personnel provided: Technical Director, Tech Adviser, Researcher, and other short-term research and engagement staff as needed, dependent upon the expertise required by the Hub.


RESOURCES

Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://docs.opendeved.net/lib/D2GQYC5S
Coflan, C. M., & Kaye, T. (2020). Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries (EdTech Hub Helpdesk Response No. 4). EdTech Hub. https://doi.org/10.5281/zenodo.3744581
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123
Haßler, B., Brugha, M., Muyoya, C., Mitchell, J., Hollow, D., & Jackson, A. (2018). Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis (Principles for Digital Development — Resource Development Program Asset No. 1). Digital Impact Alliance. https://doi.org/10.5281/zenodo.1204703
Allier-Gagneur, Z., McBurnie, C., Haßler, B., & Chuang, R. (2020). Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (EdTech Hub Helpdesk Response No. 10B). EdTech Hub. https://doi.org/10.5281/zenodo.3873462
Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. (2020). Using blended learning to support marginalised adolescent girls’ education: a review of the evidence (Helpdesk Response No. 25). EdTech Hub. https://doi.org/10.5281/zenodo.3952069
McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response No. 8). https://doi.org/10.5281/zenodo.3784940
Haßler, B., Khalayleh, A., & McBurnie, C. (2020). A five-part education response to the COVID-19 pandemic (EdTech Hub Helpdesk Response No. 5). https://doi.org/10.5281/zenodo.3756012
Haßler, B. (2020). Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries. Zenodo. https://doi.org/10.5281/zenodo.3753513
Adam, T., Chuang, R., & Haßler, B. (2021). Structured Pedagogy and EdTech. EdTech Hub. https://doi.org/10.5281/zenodo.4460344
Haßler, B., Adam, T., Allier-Gagneur, Z., Blower, T., Brugha, M., Damani, K., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Megha-Bongnkar, G., Murphy, M., & Walker, H. (2021). Methodology for literature reviews undertaken by the EdTech Hub (Working Paper No. 10). EdTech Hub. https://doi.org/10.5281/zenodo.4557508
Haßler, B., El-Serafy, Y., Khalayleh, A., & McBurnie, C. (2021). Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research (Working Paper No. 9). EdTech Hub. https://doi.org/10.5281/zenodo.4557484
Haßler, B., Bennett, G., & Damani, K. (2021). Teacher professional development in sub-Saharan Africa: Equity and scale. In C. McNaught & S. Gravett (Eds.), Embedding Social Justice in Teacher Education and Development in Africa. Routledge. https://docs.opendeved.net/lib/E2Q73NBN
Hennessy, S., Haßler, B., & Hofmann, R. (2015). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399–427. https://doi.org/10.1080/02671522.2015.1073343
Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Murphy, M., & Walker, H. (2019). Literature reviews of educational technology research in low and middle-income countries: an audit of the field (EdTech Hub Working Paper No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.3523942
Haßler, B., Nicolai, S., McBurnie, C., Jordan, K., Wilson, S., & Kreimeia, A. (2020). EdTech and COVID-19 response [Save Our Future] (Background Paper No. 3; #SaveOurFuture). Education Commission. https://doi.org/10.5281/zenodo.3983877
Haßler, B., Bennett, G., & Damani, K. (2020). Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]. https://doi.org/10.5281/zenodo.3924551
Lynch, P., Kaye, T., & Terlektsi, E. (2020). Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16). EdTech Hub. https://doi.org/10.5281/zenodo.3891379
Adam, T., McBurnie, C., & Haßler, B. (2020). Rolling out a national virtual learning environment (EdTech Hub Helpdesk Request No. 22). https://doi.org/10.5281/zenodo.3406132
McBurnie, C. (2020). The use of virtual learning environments and learning management systems during the COVID-19 pandemic (EdTech Hub Helpdesk Request No. 7). https://doi.org/10.5281/zenodo.3805843
McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list (EdTech Hub Helpdesk Response No. 6). https://doi.org/10.5281/zenodo.3762228
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub. https://doi.org/10.5281/zenodo.3971656
Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List [EdTech Hub Helpdesk Request]. EdTech Hub.
Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. (EdTech Hub Helpdesk Request No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3631749
Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology (EdTech Hub Helpdesk Response No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.3631747
Haßler, B., & Moss, C. (2020). Teacher professional development and coaching in low-income countries: An evidence-informed conversation (EdTech Hub Helpdesk Response No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3631745
Haßler, B., Hennessy, S., Hollow, D., Simpson, L., Carter, A., Kalifa Damani, Gill Francis, Katy Jordan, Nora McIntyre, & Joel Mitchell. (2019). Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale (EdTech Hub Working Paper No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3377828
Groeneveld, C., Kimenyi, E., & Kaye, T. (2021). SWOT Analysis of the Kenya Education Cloud. EdTech Hub. https://docs.edtechhub.org/lib/UMJTLGUE
Haßler, B., McIntyre, N., Hollow, D., Jordan, K., Hennessy, S., Brugha, M., & Mitchell, J. (2019). Research publication strategy and proposed publications (EdTech Hub Working Paper No. 4). EdTech Hub. https://doi.org/10.5281/zenodo.3624977
Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2019). Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). (Research Sphere Outputs) [Working document]. EdTech Hub. https://doi.org/10.5281/zenodo.3352007
Haßler, B., McIntyre, N., Jordan, K., Mitchell, J., Brugha, M., Martin, K., Nourie, K., & Damani, K. (2020). A scoping review of technology in education in LMICs - descriptive statistics and sample search results (EdTech Hub Working Paper No. 6). EdTech Hub. https://doi.org/10.5281/zenodo.3631588
Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2020). Technology in education in low-income countries: Problem analysis and focus of the Hub’s work (EdTech Hub Working Paper No. 5). EdTech Hub. https://doi.org/10.5281/zenodo.3352007
Kaye, T., Groeneveld, C., Moss, C., & Haßler, B. (2020). Nepal “Ask me anything” Session: Responses to audience questions (EdTech Hub Helpdesk Response No. 13). EdTech Hub. https://doi.org/10.5281/zenodo.3804380
Haßler, B., Taskeen Adam, Meaghan Brugha, Kalifa Damani, Zoe Allier-Gagneur, Sara Hennessy, David Hollow, Katy Jordan, Kevin Martin, Mary Murphy, & Hannah Walker. (2019). Methodology for literature reviews undertaken by the EdTech Hub (EdTech Hub Working Paper No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3352100
Haßler, B., Adam, T., Allier-Gagneur, Z., Khalayleh, A., McBurnie, C., & McIntyre, N. (2020). Keyword inventory with country statistics (EdTech Hub Research Instruments No. 3; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3908363
Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Sara Hennessy, David Hollow, Katy Jordan, Kevin Martin, Mary Murphy, & Hannah Walker. (2019). Keyword inventory (EdTech Hub Research Instruments No. 1; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3523935
Koomar, S., Allier-Gagneur, Z., & McBurnie, C. (2020). Effective teacher education in low-connectivity settings: a curated resource list (EdTech Hub Helpdesk Response No. 21). https://doi.org/10.5281/zenodo.3407498
Khalayleh, A., & Taddese, A. (2020). EdTech in Jordan: A Rapid Scan [EdTech Hub Country Scan]. EdTech Hub. https://doi.org/10.5281/zenodo.3911128
Haßler, B., Nicolai, S., McBurnie, C., Jordan, K., Wilson, S., & Kreimeia, A. (2020). EdTech and COVID-19 response [EdTech Hub Report]. EdTech Hub. https://doi.org/10.5281/zenodo.4118177
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment [Technical Guidance]. EdTech Hub. https://doi.org/10.5281/zenodo.3941727
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-learning Environment in Zanzibar: Digital Content Curation. EdTech Hub. https://docs.edtechhub.org/lib/T2W7MU3K
Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Murphy, M., & Walker, H. (2019). Country list with HDI, iHDI, MPI and Gini (version 1) (EdTech Hub Research Instruments No. 1; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3346903
Kaye, T., Chuang, R., Moss Coflan, C., & Haßler, B. (2020). Bangladesh Back-to-School Campaign (EdTech Hub Helpdesk Response No. 18). https://doi.org/10.5281/zenodo.3865298
Haßler, B., McBurnie, C., & Allier-Gagneur, Z. (2020). Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) (EdTech Hub Helpdesk Response No. 10A). https://doi.org/10.5281/zenodo.3873458
Kimenyi, E., Otieno, J., & Kaye, T. (2020). Building effective COVID-19 Education Response Plans: Insights from Africa and Asia (EdTech Hub Helpdesk Response No. 15). https://doi.org/10.5281/zenodo.3884302
Adam, T., Agyapong, S., Asare, S., Heady, L., Wacharia, W., Mjomba, R., Mugo, J., Mukiria, F., & Munday, G. (2020). Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis. ESSA, Zizi Afrique, EdTech Hub. https://doi.org/10.5281/zenodo.4279156
Chuang, R., & Khalayleh, A. (2021). Low-Tech Devices and Connectivity for Learning in Lebanon (EdTech Hub Helpdesk Response No. 29). EdTech Hub. https://doi.org/10.5281/zenodo.4140412
McBurnie, C. (2020). Expert Consultation: Radio-based Education in the Philippines (No. 26; EdTech Hub Helpdesk Response). EdTech Hub. https://doi.org/10.5281/zenodo.3469739
Nicolai, S., & Haßler, B. (2020, October 29). EdTech’s three promising approaches to #SaveOurFuture. EdTech Hub. https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/
Castillo, N., Adam, T., & Haßler, B. (2021). EdTech for accelerating learning outcomes: Implications for low-income contexts [working title]. https://docs.edtechhub.org/lib/QVX4XRJF

See more publications in our Evidence Library .

IRISE

Key details

LocationLiberia
Start date01/10/2021
End datePresent
ClientSOFRECO

Background

The Improving Results in Secondary Education (IRISE) Project is funded by the World Bank to assist the Government of Liberia to improve the senior secondary education (grades 10–12) through “innovative approaches aimed at improving access, quality of teaching and learning, as well as systems building in a resource and capacity strained environment”. The project has six components:

  • Improving Teaching in Senior Secondary Education;
  • Closing the Access Gap in Secondary Education;
  • Increasing Completion Prospects in Secondary Education for Girls; 
  • Technology for learning and digital skills; 
  • Capacity building, Technical Assistant, Program Coordination, Monitoring and Management, and; 
  • Contingent Emergency Response.

Our Approach

OpenDevEd was contracted by SOFRECO to:

  • Providing technical support to the Ministry of Education and University of Liberia and Tubman University in aligning teachers’ education curricula in 8 subjects, with national senior secondary curricula and WASSCE syllabi while ensuring the best ownership of the revision process and empowerment of faculty;
  • Supporting the adaptation of teachers’ training materials and practices to Open Educational approach.

CONTRIBUTIONS

  • Leading and coordinating the overall program activities and technical assistance team
  • Ensuring the anchoring of the technical assistance activities within the IRISE Project
  • Coordinating the gap analysis process
  • Ensuring technical advice in OER4Schools and similar relevant approaches
  • Ensuring technical guidance for the review and realignment of the existing curricula
  • Ensuring technical guidance for revising the courses/modules syllabi, as well as developing training and teaching materials 
  • Elaborating the in-service professional development plan
  • Leading the curriculum and module validation workshops
  • Ensure report preparation and finalization

RESOURCES

— Programmes outputs in our Evidence Library

Tich mi ar tich dem (E-Cubed)

Key details

LocationSierra Leone
Start dateDecember 2021
End dateDecember 2023
ClientDubai Cares

Background

Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country. A distributed TPD model is currently being favoured, and our research provides crucial and timely evidence to shore up current government plans for a scalable, effective intervention.

Our Approach

Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. The study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). The study addresses three key gaps that currently exist in the literature surrounding TPD in emergency contexts in the following ways:

  • Examining learning outcomes. Examining the relationship between TPD and student learning outcomes, using an exploratory mixed-methods design that goes beyond the limited approaches of previous studies.
  • Examining conceptualisation of TPD. Investigates the relative importance of education system components and aspects of TPD.
  • Examining definitions of ‘emergency’. The study focuses on Sierra Leone, where the population has experienced multiple, overlapping forms of emergency, and fills the gap in the EiE evidence base on improving learning outcomes despite contextual pressures.

contribution

ODE staff are responsible for the following activities:

  • Conducting and management of all design-based implementation research and randomised control trial activities, iterating in cycles from two to over 200 schools across peri-urban and rural Sierra Leone. This includes management of a team of six researchers and 24 enumerators, in partnership with EducAid 
  • Development of contextually-specific data collection tools for collection, analysis, and reporting of both quantitative data gathered from large-scale fieldwork in Bombali and Tonkolili regions
  • Stakeholder liaison and management, building partnerships with research organisations and programmes in Sierra Leone, and developing relationships with key governmental stakeholders such as the Teaching Service Commission

outcome


Documents