How to Design EdTech Programmes That Lead to Gender-Transformative Change
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. We start by explaining what the term ‘gender-transformative change’ means, and why it is needed. We then outline some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, we then discuss insights from the approaches taken by four programmes:
Two in sub-Saharan Africa:
- Anasoma in Kenya
- Promoting Equality in African Schools (PEAS) in Uganda
One in Latin America:
- Percepciones in Mexico
One in South Asia:
- English and Digital for Girls’ Education (EDGE).
We reflect on how initiatives could be enhanced to enable more gender-transformative dimensions. The paper concludes with guidance on how to integrate a gender-transformative approach into EdTech initiatives at each stage of the programme cycle.