EdTech in Pakistan: A Rapid Scan

Abstract

EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees

“…Although Pakistan has a vibrant EdTech ecosystem with multiple players offering learning content, many of these solutions cater to primary school students [61]. Furthermore, evidence from COVID-19 exposed that high-tech distance learning runs the risk of leaving marginalised learners further behind [61][62][63]70,71]. Adding to this challenge, there are also a number of factors that make it even more difficult for Afghan refugees in Pakistan to access digital devices, and thus high-tech learning solutions.…”

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan

“…These disparities in access are mirrored in school EdTech infrastructure and hardware, which replicate the general infrastructure and hardware needs outlined above, although provision of EdTech also depends on government spending and differs between government and private schools. Overall, 62% of primary schools, 79% of middle schools, 91% of high schools, and 97% of higher secondary schools have electricity ( Baloch & Taddese, 2020). Computer labs 20 are common (59% in urban areas, 41% in rural schools) reflecting national and provincial government priorities ( ASER, 2019).…”

“…In EdTech, prominent donors have included USAID, the UK Government's Department for International Development (DFID -now the Foreign, Commonwealth and Development Office (FCDO)), the World Bank and the German development agency GIZ. National NGOs involved in the EdTech space include the Aga Khan Foundation -Pakistan, the Citizens Foundation, the READ Foundation, Idara-e-Taleem-o-Aagahi (ITA), and Development in Literacy ( Baloch & Taddese, 2020). Table 7 below sets out the key EdTech priorities of these organisations, which have been selected as they cater to a sizeable primary grades enrolment and have countrywide outreach.…”

“…Organisations such as the Sabaq Foundation (based on the Khan Academy model), ToffeeTV, TeleTaleem, Taleemabad and Knowledge Platform have focused on a model of local content creation (featuring prominently in the national Teleschool initiative in response to. Several EdTech organisations focus on meeting the needs of particular marginalised groups such as Aahung (girls, slum children), Wondertree (children with SEND), Sabaq Lite (rural children) and the Deaf Reach Programme run by Family Education Services Foundation( Baloch & Taddese, 2020). Several EdTech initiatives are donor-led such as USAID's Pakistan Reading Project and UNICEF and the Government of Balochistan's 'Mera Ghar Mera School' initiative.…”