The Role of E-Labs in Enhancing Literacy and Numeracy in Resource-Limited Settings: Insights from Niger

• In Event: Digital Promises and Analogue Realities: Educational Technologies in Resource-Limited Settings

Proposal

This presentation examines the impact of electronic learning laboratories (E-labs) on literacy and numeracy outcomes in primary schools in Niger, a resource-limited setting. As part of the Adventist Development and Relief Agency’s (ADRA) initiative to improve educational quality through technology, E-labs were introduced in five schools in the Balléyara district. These digital spaces, equipped with tablets, educational applications, and interactive materials, aim to supplement traditional learning methods.
Using a combination of standardized literacy (EGRA) and numeracy (EGMA) tests, household surveys, and qualitative interviews, this study compares learning outcomes between schools with E-labs and those without. The findings reveal that while E-labs contributed to a modest improvement in literacy scores, especially among younger students, the impact on numeracy outcomes was less pronounced. Moreover, the study highlights the challenges of implementing digital solutions in a resource-limited context, where factors such as infrastructure gaps, limited teacher training, and inconsistent access to E-labs can hinder their full potential.
This paper also explores broader issues related to integrating technology in low-resource environments. Key challenges include inadequate teacher capacity to effectively use digital tools, insufficient infrastructure, and barriers to equitable access for marginalized groups, such as students with disabilities. Nevertheless, the study suggests that with targeted investments in teacher training, infrastructure, and inclusive digital materials, E-labs could be an effective model for improving education in low-income countries like Niger.
The findings underscore the importance of adapting technological interventions to local contexts, ensuring that they address existing educational challenges rather than exacerbating them. Recommendations include prioritizing foundational literacy skills, enhancing teacher support, and improving the accessibility and inclusivity of digital education initiatives in resource-constrained settings.

Author

• Tewodros Aragie Kebede, Fafo Institute for Labour and Social Research