This MEL Framework for Technology-Supported Remote Training seeks to help education program implementers, governments, and program evaluators more effectively design, implement, and learn lessons from remote training activities. It places special consideration on the unique characteristics of technology-supported interventions in the global South. The framework presents minimum standards for the evaluation of technology-supported remote training, which, in turn, facilitates the development of an actionable evidence base for replication and scale-up. Rather than “just another theoretical framework” developed from a purely academic angle, or a framework stemming from a one-off training effort, this framework is based on guiding questions and proposed indicators that have been carefully investigated, tested, and used in five RTI monitoring and research efforts across the global South: Kyrgyz Republic, Liberia, Malawi, the Philippines, and Uganda (Pouezevara et al. 2021). Furthermore, the framework has been reviewed for clarity, practicality, and relevance by several RTI project teams across Africa and Asia.

Led by the Basic Education Coalition (BEC), the Governments' Organizational Responses to COVID-19 - Igniting Interest and Institutional Capacity in EdTech study sought to understand what governments, specifically Ministries of Education (MoE), had to do organizationally to implement these programs, such as forging new partnerships, organizing and capacity building of personnel, developing or revising distance learning policies, and so on. The information shared in this report stems from a global survey implemented across 12 countries in Asia, Africa, the Caribbean and South America with 23 responses from key MoE staff, including several department directors. In doing so, the study fills a knowledge gap for the international basic education sector and provides valuable insights to inform future education systems' capacity building programming. Insights and learnings surfaced from this study provide critical data on MoE capacity, technology investment, and other emerging structural shifts and strategies to support large-scale Education Technology (EdTech) programming and digital transformation of key activities.

This presentation summarizes qualitative data from user observations and semi-structured interviews with teachers and coaches, as well as Kenyan education officials on their use of Tangerine:Coach (previously Tangerine:Tutor) data for decision-making and teacher support. Tangerine:Coach is open-source software developed by RTI International that has been deployed in support of over 25,000 schools nationwide in Kenya since 2015, and is currently being introduced or scaled up also in Cambodia, Jordan, Liberia, Sierra Leone, West Bank, and Uganda. In Kenya, a typical coach visit to a school includes taking stock of classroom conditions, observing teacher practice, appraising student ability, and providing pedagogical support to teachers. Tangerine:Coach is designed with the intent of supporting this process - the software applies logic to combine data from surveys, classroom observations, and student assessments into a feedback report tailored for each coaching conversation. Coaches regularly upload their data to a central server which are then published to an online dashboard and sent by email to education officials. In theory, this data-sharing enables ongoing monitoring of coach activities and student progress and allows for timely targeted support (e.g., through additional school visits or professional development) to schools, teachers, or coaches as needed. Yet, how are these different actors actually using the data and dashboards? What changes are they making in their coaching or resource allocations? What data format is most accessible to actors across the different levels of the education system?   This prevention was developed by Lucy Wambari, Timothy Slade, and Carmen Strigel for the 2018 mEducation Alliance Symposium.