There is nothing new in identifying racial and gender stereotypes in textbooks. What is problematic is that it still happens. Stereotypes start to develop at home from birth onwards – the age of 3 has been researched as an age when children take on racial prejudice, so the textbooks may just be reinforcing views developed much earlier,but that is no excuse…..
By M Niaz Asadullah, Professor of Development Economics at the University of Malaya, Malaysia, and Kazi Mukitul Islam, German Embassy, Dhaka, Bangladesh. Female education is widely believed to benefit society through both economic and non-economic channels. Yet, for decades, girls around the developing world have lagged behind boys in education. Realizing the seriousness of the […]
via Gender stereotypes in Bangladeshi, Indonesian, Malaysian and Pakistani textbooks — World Education Blog
International Women’s Day is a global celebration of the social, economic, cultural and political achievements of women everywhere. It also acts as a reminder that although much has been accomplished around the world, there is a long way to go to reach full equality. For this to happen, we must empower every girl and woman […]
via Stepping up the pace towards gender equality in education through stronger accountability — World Education Blog
Having some success with simple mobile phones for monitoring the work of volunteers in Tanzania -it is good to see the explosion of possibilities for using mobile technologies, particularly for isolated and rural contexts.
[REVIEW] Edtech for Learning in Emergencies and Displaced Settings
Michaelle Tauson and Luke Stannard, Save the Children
The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings. The field of EdTech is vast, and has influenced almost every facet of modern educational delivery. This report will focus on ‘child facing’ EdTech, which refers to technology – both software and hardware – designed directly for use by the child or by a teacher, parent, or facilitator working with a child.
Overall, this report amasses evidence to develop a more nuanced understanding of what is required to implement effective and ethical EdTech programmes that lead to children learning, asking the research question: How can the utilisation of EdTech (at home or at school) for teaching and learning best facilitate the learning process of children in crisis-affected settings?
Click to read a blog post about this resource and download this resource.