Abstract:

The value of technology within education systems is clear to see, functioning as a means for delivering equitable education to all, a skill to prepare for the world of work, as well as a tool for policymaking and education management as recognized by the 2023 Global Education Monitoring Report. The potential and importance of digital learning solutions became increasingly apparent during the COVID-19 pandemic, when education systems across the world turned to distance learning activities in an attempt to continue delivering teaching. While research on the impact of technology on learning outcomes is slowly growing, significant evidence gaps remain. For digital learning solutions to be effective, it is important that they are informed by evidence and that barriers to successful implementation are properly understood and addressed. This paper therefore seeks to identify the key challenges and opportunities in implementing technology – based distance learning solutions, and what lessons can be learned from countries’ responses to the COVID-19 pandemic. Using evaluation findings on the Global Partnership for Education (GPE)’s COVID-19 response including 10 in-depth country case studies (Bangladesh, Cameroon, Côte d’Ivoire, Democratic Republic of Congo, Ethiopia, Ghana, Federated States of Micronesia, Mozambique, Nicaragua, and Tonga),the paper highlights a range of challenges that countries faced and solutions that they adopt when attempting to leverage technology to implement distance learning programs during the pandemic. This paper focuses on four areas which are related to: infrastructure and technological capability; institutional capacity; contextualization and adaptability of effective digital solutions; and equity and inclusion. Despite aspirations to utilize digital and remote solutions, in many cases a lack of digital infrastructure hindered implementation resulting in countries pivoting to no or low-tech solutions which were more aligned with their technological capabilities. Where digital infrastructure was present, further capacity building was often required at both teacher and student level to facilitate implementation of activities. Findings suggest that even when both technological and institutional capacity were present in countries, the effectiveness of the solutions implemented varied. For example, the functionality of digital learning platforms, relevance of content produced, and lack of personalization were all raised by beneficiaries as impacting upon the effectiveness and relevance of the remote learning activities implemented. While some case studies demonstrated strong approaches to equity and inclusion, others failed to adapt interventions to different contexts and marginalized groups. Where equity was considered in the planning and implementation of activities, attention was often focused on remote and rural communities as opposed to a more cross-cutting approach accounting for girls, children with disabilities, and children affected by conflict. Based upon these challenges, the paper outlines lessons learned, good practices, and opportunities for improvement when looking ahead at how best to continue integrating technologies into education to support system resilience. Whilst these interventions were designed for COVID, they have the potential to provide benefits going forward.

Keywords:

Distance learning, Technology, System resilience, Equity and inclusion.