Understanding the enablers and barriers to equitable design and deployment of EdTech solutions

• In Event: Leveraging technology for equity in Education- A Framework, and tool for EdTech Designers and Deployers .

Proposal

In East Africa, access to EdTech resources is unevenly distributed, reflecting existing social, historical, and geographical disparities. As technology-driven education gains momentum, it's imperative that EdTech developers and deployers prioritize equity to prevent exacerbating existing inequalities. A recent study in Africa revealed that only 4% of children have access to distance learning solutions, primarily through television. Moreover, a report by Bouhaj (2021) underscored the limited internet coverage in Sub-Saharan Africa, which stands at 27%. To ensure equitable access and benefits from EdTech, it's essential to address these challenges and develop strategies that bridge the digital divide.

A report by Action Aid International revealed that 38 million children in Africa are out of school, with girls disproportionately affected. The World Bank estimates that 53% of learners in low-income countries struggle with basic reading skills, and a severe shortage of 17 million trained teachers’ further hampers educational quality. Despite progress in increasing school enrolment and addressing inequalities, disparities in access to education persist. Education technologies (EdTech), offer a promising solution to bridge these gaps, reaching out-of-school children, facilitating learning in emergencies, and supporting educators. However, the design and deployment of EdTech solutions must consider low-technology and non-technology factors to ensure accessibility for children with limited internet, power, and connectivity.
The EQUIP project has been testing the use of a collectively design equity framework by the same name, EQUIP which stands for EdTech for Quality Learning: Understanding Inclusion and Equity Pathways. The EQUIP framework is mapped out into two axes, the horizontal axis represents the various design factors [infrastructure, hardware, software, medium, pedagogy, content, training, support and monitoring and evaluation]to be considered by a designer and deployer, while the vertical axis maps out equity considerations under each design factor including accessibility, mind-sets, factors of exclusion, context, pedagogy and users.
The EQUIP framework testing phase encompassed a range of activities, including Knowledge, attitudes and practices surveys, EdTech solution assessments, reflective journaling, group coaching, and key informant interviews. Through this 6-months process, we gained valuable insights into the barriers and opportunities for designing EdTech solutions with an equity lens. These include the lack of contextual evidence on equity in East African EdTech, limited funding for equity-focused design and deployment, and the government's greater reach and scalability compared to individual entrepreneurs or civil society actors. By addressing these challenges, we can envision a future where equity is a central consideration in large-scale EdTech interventions, ensuring equitable access to quality education for the most marginalized learners
In conclusion, the EQUIP framework testing phase has provided valuable insights into the challenges and opportunities for promoting equity in East African EdTech. By addressing the identified barriers, such as limited contextual evidence and funding constraints, we can create a more equitable and inclusive educational landscape where all learners, regardless of their background, have access to quality education

Authors

• Deborah Kimathi, Learning Generation Initiative, EDC

• Faith Mbushi Wanjiku, Dignitas

• Faraja Nyalandu Kotta

• Jennifer Cotter Otieno, Education Design Unlimited

• Roopal Thaker, ZanaAfrica