UNICEF Personalised learning

key details

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


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.


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.


— UNICEF in our Evidence Library