"There is no one-size-fits-all way in which governments should promote and implement initiatives that use digital technologies to improve the learning outcomes of the most marginalised, and governments always need to take into consideration their local contexts and priorities. However, in very gener ... al terms, the following order of initial priorities and actions is often appropriate: 1. Creating a long-term cross-party vision for ensuring that digital technologies are used to enhance learning by the poorest and most marginalised; 2. Establishing an integrated and holistic cross-government team to deliver that vision; 3. Beginning by ensuring that all teacher training colleges have as high-quality digital infrastructures as affordable, and that pre-service and in-service training programmes are implemented to ensure that teachers are trained in appropriate and relevant pedagogies; 4. Prioritising the specific educational challenges for which digital technologies can have the most significant impact for the most marginalised in your country (this could, for example, be high numbers of refugees, very dispersed island communities, or numerous minority ethnic groups for whom learning content in the main language is inappropriate); 5. Identifying and implementing technology-relevant (in terms of what is both feasible and affordable) approaches to resolve these challenges, remembering that low-tech options (such as radio or TV) and Open Educational Resources can often deliver very cost-effective and resilient options, and that multi-sector partnerships with the private sector and civil society can be valuable in ensuring appropriateness and sustainability; 6. At all times ensuring that security, safety and privacy receive the highest priority in using digital technology for delivering education and training, especially for children and vulnerable adults." (Pages 12-13) more

"This report, and the survey findings behind it, provides a unique insight into the perspectives of EdTech experts regarding the impact of the Covid-19 pandemic on education in Africa. It is based on the findings of a survey of the eLearning Africa network, which attracted approximately 1650 respons ... es from respondents in 52 countries in Africa. 15 countries (29%) provide 1217 (73%) of the responses. 52% of the respondents are directly involved in the education sector and 9% are in the ICT sector. 71% work for government or not-for-profit organisations, and 21% for for-profit businesses. 40% are teachers / lecturers / professors, and 13% are ICT / EdTech specialists or entrepreneurs. The sample represents a group of experts rather than a cross-section of the population, yet the findings of the survey are undoubtedly significant [...] Survey respondents were clear in highlighting the three main obstacles for learners in the midst of school shutdown: a lack of access to technology, an unsuitable home learning environment, and a lack of access to learning materials. For teachers, the main impediment was the lack of appropriate training to design and manage distance learning programmes. This was compounded by a lack of infrastructure: electricity, connectivity, devices; and a lack of appropriate learning materials: books, television and internet-enabled devices. The findings are clear: poorer students and those most geographically dispersed are most at risk of missing out on education if there is no conventional school to attend. In addition to these difficulties, respondents noted that most teachers were as inadequately prepared and ill-equipped to deal with this new situation as their students were. And similarly, parents were also ill-equipped to support their children’s education at home. While some governments provided ‘sensitisation’ for teachers and parents, many did not. And 83% of respondents thought that their current school curriculum did not lend itself to distance delivery." (Executive summary) more