Strengthening decision-makers’ capacities for appropriate EdTech use in South and Southeast Asia — the Philippines

 

Technologies in the school environment have long shown potential to improve education in low-income countries. However, significant gaps in knowledge, capacity and policy still hinder the effective adoption and scaling of proven educational technologies (EdTech) in these contexts. There is a lack of impartial, reliable evidence on the impact of EdTech.

Further, the challenge lies not only in identifying technologies that improve learning outcomes (rather than simply focusing on digital inputs) but also in enhancing educators’ capacity to effectively use these technologies and in creating favourable policy environments for their success. More importantly, there is a need to include EdTech in broader pedagogical approaches and educational interventions rather than putting it at the centre, and to ensure it reaches vulnerable populations and promotes gender equality throughout its design, implementation and scaling.

In response to these challenges, and building on prior research, IDRC is launching a three-year global initiative to generate new, Southern-led evidence on EdTech priorities for public education to support the adoption and scaling of learning-centered innovations, and foster policies that enable EdTech to deliver on its potential in low- and middle-income countries. In Asia, the initiative will be implemented by local partners in Cambodia, Bangladesh, the Philippines, Sri Lanka and Vietnam.

The objective is to collaboratively develop a continuing professional development (CPD) program for school heads and supervisors on appropriate use of EdTech for subsequent institutionalization by the Philippine Department of Education. Key activities will include co-creating a competency framework and curriculum, systematizing CPD provision, and fostering industry engagement and practitioner cross-learning through evidence cafés and community of practice-building. This research aims to contribute to the body of knowledge on effective, equitable and sustainable large-scale policy and program reform in the field of EdTech, particularly in the context of the Global South.