Personalized learning
Project | Analyzing tech-enabled personalized learning solutions in developing country contexts
For years, educators have advocated the transformative potential of personalized learning, which can be broadly defined as an approach centred on the individual learner. Flexible and responsive to their needs, its promise lies in the ability of tech to tailor learning based on the needs and performances of individuals.
So in the last decade, advancements in information and communications technology, data science and machine learning have led to an explosion in the development of tech-enabled solutions, helping to boost the popularity of personalized learning.
These solutions have shown some evidence in improving learning outcomes in developing countries, especially in terms of closing the education gap for lower-attaining students. However, evidence from developing countries is still emerging, and research remains thin.
UNICEF Innocenti wanted to dig deeper, so began a landscape analysis of personalized learning solutions in low- and middle-income countries (LMICs).
The objective of the analysis is to:
- Build understanding of how tech-enabled personalized learning solutions are being operationalized in LMICs, including positive trends, promising practices, and gaps.
- Cut through the hype and provide balanced insights to inform policy discourse and markets on personalized learning design and implementation.
Analysis and insight
Coming soon
Explainer on personalized learning
Comparison of EdTech product evaluation rubrics
Database of personalized learning solutions
Compendium of personalized learning solutions
Ecosystem analysis report on personalized learning in developing countries
Reference group
| Tom Kaye | EdTech Hub, Global Country Engagement Lead |
| Louis Major | University of Cambridge / EdTech Hub, Senior Research Associate |
| Gouri Gupta | Central Square Foundation, Project Director (EdTech) |
| Juan Pablo Giraldo Ospino | UNICEF Programme Division, Education Specialist |
| Sunita Grote | UNICEF Office of Innovation, Innovation Manager |
| Carlos Vargas Tamez | UNESCO, Chief of Section on Teacher Development & Head of the Secretariat for the International Taskforce on Teachers for Education 2030 |
| Steven Edwin Vosloo | UNICEF OGIP, Policy Specialist (Digital) |
| Asyia Kazmi | Gates Foundation, Policy Lead–Global Education |
| Eliza Berg | MIT Solve, Lead, Learning and University Communities |
| Meg Hamel | ISTE, Director of Learning Initiatives, EdSurge Research |
| Nora Marketos | Jacobs Foundation, Co-Lead, Learning Schools |
| John Soleanicov | Jacobs Foundation, Co-Lead, Learning Schools |
| Rose Sagun | Consultant–High Touch High Tech for All, The Education Commission |
| Amy Bellinger | Head of Programs, Education Workforce Initiative and High Touch High Tech Initiative, The Education Commission |
Project team
From UNICEF:
| Andaleeb Alam | UNICEF Innocenti, Policy Specialist / UNICEF Personalized Learning Project Lead |
| Thomas Dreesen | UNICEF Innocenti, Education Manager–Research |
| Priyamvada Tiwari | UNICEF Innocenti Research Analyst |
| Mathu Shalini Sivanandan | UNICEF Innocenti, Research Analyst |
| Marta Carnelli | UNICEF Innocenti, Education Consultant |
External:
| Nathan Castillo | University of Illinois, Assistant Professor of Global Studies in Education / Lead Consultant, Personalized Learning Project |
| Taskeen Adam | Open Development and Education, Associate Manager |
| Ghaida Alrawashdeh | University of Illinois, Doctoral Researcher in Global Studies in Education |
| Tingting Rui | University of Pennsylvania, Master’s degree candidate in International Education Development |
| Thaer Al-Sheikh Theeb | Open Development and Education, Analyst |
| Yomna El-Serafy | Open Development and Education, Analyst |