The fifth and final episode in the Evidence-Based EdTech miniseries produced by Professor Rose Luckin's EDUCATE Ventures Research, exploring education, research, AI and EdTech, and hosted on The Edtech Podcast The Evidence-Based EdTech miniseries connects, combines, and highlights leading expertise and opinion from the worlds of EdTech, AI, Research, and Education, helping teachers, learners, and technology developers get to grips with ethical learning tools led by the evidence. In our previous episode, Rose was in conversation with representatives from Make (Good) Trouble, Feminist Internet, and Soundwaves Foundation, an organisation pursuing technology to assist with deaf or hearing-impaired students in the classroom.  We asked a number of questions that centred around what inclusive technology looks like to each of the guests in the room, given that they had and worked with unique perspectives, and what their thoughts were around user agency and why it was so vital EdTech developers be mindful of this in the creation of their products.  Our last question was on what we should demand of technology that it cater to people from diverse backgrounds.  Was it data, the context, access, that allowed tech to help those from diverse backgrounds? In this episode, we’d like to extend these same thoughts on DEI and ethics outward, beyond the borders of the UK. We'll be asking: Are international education ecosystems implementing their diversity, equity and inclusion any differently from that of the UK?  What could be learned from them that EdTech developers and educationalists can adopt and use in the UK? From an international perspective, is the technology developed in the first world, but exported to the third, sensitive to the context of its use or too prescriptive?  And as an additional point, has the third world reshaped its attitudes towards diversity and ethics in technology in line with what it believes the first world will find desirable or employable? There’s rumour of national and international standards for good evidence in EdTech coming out of some countries, with presumably varying emphasis placed on adherence to these standards by different governments and regulatory bodies.  What is our guest's opinion on how robust they think regulation needs to be where EdTech evidence is concerned, and how strictly do they think such standards should be enforced when developing and using EdTech?           Our guest this week is Jane Mann, Managing Director for Cambridge Partnership for Education. With over two decades of experience in the education sector, as Managing Director of the Cambridge Partnership for Education Jane is now focused on working with ministries of education, government agencies, NGOs, donor agencies and educational organisations to advocate for, design and implement effective programmes of education transformation. The Cambridge Partnership for Education works across the globe in curriculum and assessment design and development, creation of teaching and learning resources, professional development, stakeholder engagement and English language learning and skills. Thank you to Cambridge Partnership for Education for sponsoring this episode, and for supporting the Evidence-Based EdTech series on the EdTech Podcast.