Organisation(s): World Bank
Pages: 7 p.
Many countries in sub-Saharan Africa identify technology as a viable complementary tool to improve learning outcomes in primary and secondary education. New research evidence from The Gambia suggests that a student-centered computer-assisted learning (CAL) program significantly improves student performance and teaching effectiveness in secondary schools. This Policy Brief presents the main finding of this research and discusses its implications for policy in The Gambia and beyond. Policy action to complement traditional pedagogical methods with interactive technology in classrooms can help countries translate their gains in access to education into greater achievements in learning and skills.