Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7590218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7590218 ZenodoArchiveConcept: 7590217
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Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India - Tailor, Kavita (2022)
Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.
Publisher: Apollo - University of Cambridge Repository KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.90561 2339240:YMU6UE6X 2405685:KVJUWCPA
Keywords: India; education technology; elementary school; mathematics; personalised learning

Livrable 4: Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7303773 ZenodoArchiveConcept: 7303772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 2405685:RMJK6G6Q
Keywords: _r:AddedByZotZen

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
KerkoCite.ItemAlsoKnownAs: 10.14742/apubs.2022.188 2339240:5I7T94SS 2405685:FVPC94MT
Keywords: relational pedagogy

Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya - Myers, Christina; Jordan, Katy; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia; Zhao, Annette (EdTech Hub, 2022)
This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8
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Session 6: How do I ensure my EdTech investments are cost-effective? - Chuang, Rachel; Proctor, Jamie (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341519 ZenodoArchiveConcept: 7341518 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341519 10.53832/edtechhub.0140 2405685:CWKPJR8R
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How do I ensure my EdTech investments are cost effective - RachelChuang, JamieProctor (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341460 ZenodoArchiveConcept: 7341459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341460 2405685:CUFS8JJE
Keywords: _r:AddedByZotZen

Session 3: How can I develop an aligned and actionable EdTech strategy - Wyss, Natalie; Mbugua, Wanjiku; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341466 ZenodoArchiveConcept: 7341465 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341466 10.53832/edtechhub.0137 2405685:VVT2BI9M
Keywords: _r:AddedByZotZen

Timor-Leste Population and Housing Census 2022 Preliminary Results - Government of Timor-Leste (2022)
The 2022 Population and Housing Census is the fourth census to be conducted in Timor-Leste, following the previous censuses conducted in2015, 2010 and 2004 in the post-independence era. It is the first digital census and also the last one to be conducted at ϐive-year intervals, as the next census will be conducted after 10 years, according to international recommendations. The objective of the 2022 census is to provide up-to-date data on the country’s population size and distribution.This information is important for monitoring the implementation of the Timor-Leste Strategic Development Plan 2011 to 2030 and also provides the country’s disaggregated data for Sustainable Development Goals (SDG) indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:R84V75WK 2405685:QJ6U3IUX
Keywords: ⛔ No INSPIRE recid found

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GK3VH2FL 2405685:ESE39N9B

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41746-022-00700-y 2405685:MMYGXG48 2486141:99IMTN2W
Keywords: Health policy; Translational research

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; Wambûi Kuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2339240:UURNQTLM 2405685:6SXI2PS9 2405685:BT283J6U 2405685:KEFXIABC
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Livrable 1: Rapport de démarrage (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7198360 ZenodoArchiveConcept: 7198359 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7198360 2405685:TFAQ9E87
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Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana - Radford, Kate; Ampofo, Rudolph (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU
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A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer (EdTech Hub, 2022)
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7054334 ZenodoArchiveConcept: 7054333 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7054334 10.53832/edtechhub.0126 2405685:GQSKFD62 2405685:XLXRPW3Z
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الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7143871 ZenodoArchiveConcept: 7143870 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7143871 10.53832/edtechhub.0124 2405685:9DZXFIC7
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Developing a national EdTech strategy - Coflan, Caitlin; Wyss, Natalie; Thinley, Sangay; Roland, Mark (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7065183 ZenodoArchiveConcept: 7065182 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7065183 10.53832/edtechhub.0142 2405685:2437EGZU
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Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior changeincreased tutoring investmentis easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI
Keywords: educational inequality; educational technology; human capital; parental investments

New National Action Plan on Early Childhood Care and Development launched to ensure no child is left behind - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEU7HSYM 2405685:988DZ25F

Government-led edtech initiatives to improve learning outcomes in Kenya (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7004972 ZenodoArchiveConcept: 7004971 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7004972 2405685:QH86RGE6
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School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2405685:MFH269TU
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Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform - Bapna, Akanksha; Myers, Christina; Sharma, Namrata (2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR
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‘6Ps’ audit tool - Rahman, Asad; Carter, Alice (EdTech Hub, 2022)
EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F
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Global Health | Malawi | U.S. Agency for International Development - USAID (2022)
Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.
KerkoCite.ItemAlsoKnownAs: 2339240:UPMFQ54I 2405685:9QFUUNDN

Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (2022)
Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:JD93USWJ 2405685:D5LZH4FM
Keywords: COVID-19; Learning Losses; Remote Learning; Socio-emotional Skills

Understanding the Potential of Using EdTech to Measure and Mitigate Learning Losses in Latin America and the Caribbean - Wyss, Natalie; Myers, Christina (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023358 ZenodoArchiveConcept: 7023357 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023358 10.53832/edtechhub.0110 2405685:FUBDMTM8
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Returning to school after COVID-19 closures: Who is missing in Malawi? - Kidman, Rachel; Breton, Etienne; Behrman, Jere; Kohler, Hans-Peter (International Journal of Educational Development, 2022)
During the early stages of the COVID-19 pandemic, almost all countries implemented school closures to prevent disease transmission. However, prolonged closures can put children at risk of leaving school permanently, a decision that can reduce their long-term potential and income. This study investigated the extent to which the COVID-19 pandemic and associated school closures reduced school attendance in Malawi, a low-income African country. We used longitudinal data from a cohort of adolescents interviewed before (2017/18; at age 10–16) and after (2021; at age 13–20) the pandemic school closures. Of those students who had been attending school prior to school closures, we find that 86% returned when schools re-opened. Dropouts were more pronounced among older girls: over 30% of those aged 17–19 did not return to school. This resulted in further lowering the gender parity index to the greater disadvantage of girls. We also found that students already lagging behind in school were more likely to dropout. Thus, our data suggest that the COVID-19 pandemic has magnified gender inequalities in schooling, at least partially erasing recent progress towards inclusive education. Urgent investments are needed to find and re-enroll lost students now, and to create more resilient and adaptable educational systems before the next pandemic or other negative shock arrives.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2022.102645 2339240:GY9BBMLF 2405685:QFFZJ8XM
Keywords: Adolescents; COVID-19; Child marriage; Education; Pregnancy; School closures

Timor-Leste Labour Force Survey 2021 Report - Government of Timor-Leste (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:W4VNE72G 2405685:FKIGMVVE

Human Development Report 2021/2022 - UNDP (2022)
We live in a world of worry. The ongoing Covid-19 pandemic, having driven reversals in human development in almost every country, continues to spin off variants unpredictably. War in Ukraine and elsewhere has created more human suffering. Record-breaking temperatures, fires, storms and floods sound the alarm of planetary systems increasingly out of whack. Together, they are fuelling a cost-of-living crisis felt around the world, painting a picture of uncertain times and unsettled lives. Uncertainty is not new, but its dimensions are taking ominous new forms today. A new “uncertainty complex” is emerging, never before seen in human history. Constituting it are three volatile and interacting strands: the destabilizing planetary pressures and inequalities of the Anthropocene, the pursuit of sweeping societal transformations to ease those pressures and the widespread and intensifying polarization. This new uncertainty complex and each new crisis it spawns are impeding human development and unsettling lives the world over. In the wake of the pandemic, and for the first time ever, the global Human Development Index (HDI) value declined—for two years straight. Many countries experienced ongoing declines on the HDI in 2021. Even before the pandemic, feelings of insecurity were on the rise nearly everywhere. Many people feel alienated from their political systems, and in another reversal, democratic backsliding has worsened. There is peril in new uncertainties, in the insecurity, polarization and demagoguery that grip many countries. But there is promise, too—an opportunity to reimagine our futures, to renew and adapt our institutions and to craft new stories about who we are and what we value. This is the hopeful path forward, the path to follow if we wish to thrive in a world in flux.
KerkoCite.ItemAlsoKnownAs: 2339240:57HA59AV 2405685:MUAEXKSK
Keywords: ⛔ No INSPIRE recid found

Participation in Timor-Leste: An investment opportunity for private and public donors - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KBGGAACI 2405685:VUXDDBSB

Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; Al Mekdad, Bayan; Sabboura, Rani; Shequem, Yazeed (EdTech Hub, 2022)
The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6929534 10.53832/edtechhub.0123 2339240:7VEG4LSW 2405685:R4E96T5V 2405685:T9NZ63T3 2405685:VSHH2JUL
Keywords: _r:AddedByZotZen

Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5
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Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7019219 ZenodoArchiveConcept: 7019218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7019219 10.53832/edtechhub.0108 2339240:LNQBY8R8 2405685:49ZFP7UN 2405685:MP7LCGPN
Keywords: _r:AddedByZotZen

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia; Tanweer, Daniel Plaut and Rabia, Iman Beoku-Betts (EdTech Hub, 2022)
In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn; Open Development & Education (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2405685:JDHJV2U4

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:2LUSU3T7 2405685:CN4WCIB5

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC
Keywords: _r:AddedByZotZen

Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 GEM Report – Evidence review - Hennessy, S.; D’Angelo, S.; Koomar, S.; Kreimeia, A.; Adam, T.; Cao, L.; Haßler, B. (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. - Ampofo, Rudolph; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6959924 10.53832/edtechhub.0107 2405685:UWIQTDFF
Keywords: _r:AddedByZotZen

Bandarban Sandbox: Needs assessment and hypothesis development - Tanweer, Rabia; Nashtaran, Trishia; Plaut, Daniel; Rahman, Asad; Ahmed, Shakil; Chowdhury, Dilruba; Rabbi, BM Fazley; Hoque, Rashedul; Nahar, Nurun; Afroze, Sadia (EdTech Hub, 2022)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2405685:77665EVG 2405685:JV4F45P5
Keywords: _r:AddedByZotZen

Aprendizaje híbrido Experiencias internacionales con enfoque multimodal - Villavicencio, Xuzel; Coflan, Caitlin (2022)
Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z
Keywords: _r:AddedByZotZen

Key considerations when developing an ICT in Education strategy - AlSheikhTheeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU
Keywords: _r:AddedByZotZen

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context - Rui, Yang (Tingting); Upadhyay, Arjun (EdTech Hub, 2022)
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6924683 10.53832/edtechhub.0102 2405685:JPXVGB3A 2405685:MNMTIMGA
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF
Keywords: _r:AddedByZotZen

Systems, applications and technologies for e-learning - Traore, Moussa (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3
Keywords: _r:AddedByZotZen

Education in Sub-Saharan Africa - John, Doe; Jane, Doe (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6798426 2405685:ZM55V7KM
Keywords: _r:AddedByZotZen

EdTech Systems Research (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5827679 2405685:FNP6VRSS
Keywords: _r:AddedByZotZen

The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador - Büchel, Konstantin; Jakob, Martina; Kühnhanss, Christoph; Steffen, Daniel; Brunetti, Aymo (Journal of Labor Economics, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1086/717727 2405685:RVZAW7V6

Hybrid learning International experiences with multimodal approaches - Villavicencio, Xuzel; Coflan, Caitlin (2022)
This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9
Keywords: _r:AddedByZotZen

Blended and Hybrid Learning Initiatives: A curated list for El Salvador - Villavicencio, Xuzel; Coflan, Caitlin Moss (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583
Keywords: _r:AddedByZotZen

Data Access and Protection Laws in Pakistan: A technical review - Halim, Waqas; Upadhyay, Arjun; Coflan, Caitlin (EdTech Hub, 2022)
The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws. This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments. Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6621244 10.53832/edtechhub.0098 2405685:GV4MKFZH
Keywords: _r:AddedByZotZen

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2339240:5JUXJ5N6 2339240:F43SL362 2405685:8GN4RWMR 2405685:Q8366KLT 2405685:XNBZSCS7
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

How Chimple Encouraged Increase in Adoption and Engagement - Handa, Rhea (2022)
Chimple is now embarking on a journey of rigorous evaluation via a randomized controlled trial (RCT) of its teacher-led, at-home learning model in India, so that it is better prepared to be scaled up. There is an urgent need to build evidence on technology-based home-learning solutions, particularly in low-income contexts, so that we can understand what works, how it works, and whether it works at scale.
KerkoCite.ItemAlsoKnownAs: 2339240:X78CIAZB 2405685:UNEAA4VA

Design-Based Implementation Research Baseline Data Collection: Technical report - Koomar, Saalim; Adam, Taskeen; Massam, Winston Edward; Anthony, Gervace; Mrope, Winifrida Jacob; Mtenzi, Fredrick; Mwakabungu, Fika; Komba, Aneth; Hennessy, Sara; Barretto, Johnpaul (EdTech Hub, 2022)
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM
Keywords: _r:AddedByZotZen

Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data - Ampofo, Rudolph; Korboe, David; Radford, Kate; Mazari, Haani (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ
Keywords: _r:AddedByZotZen

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v17i12.30567 2339240:CI9K6TPW 2405685:H7F66ER6

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 2405685:BBFICUKT

Reference collection - Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6615096 2405685:TZMR2EZU
Keywords: _r:AddedByZotZen

Back to the Basics: Curriculum Reform and Student Learning in Tanzania - Rodriguez-Segura, Daniel; Mbiti, Isaac (Research on Improving Systems of Education (RISE), 2022)
In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2022/099 2339240:W8GCMD8J 2405685:ISJCZYWF

Achieving gender and youth inclusivity in Malawi through Productive Alliances - Botha, Blessings (2022)
When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.
KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2405685:KDZG5MJK 2486141:AU8NLI8I
Keywords: _Added-ailr-2024; _important-ailr-2024

Cambodia’s Ecosystem for Technology Startups - Ek, Sopheara; Vandenberg, Paul (Asian Development Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:94GHL2BN 2405685:S33GUEFK

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8058585 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8058585 ZenodoArchiveConcept: 8058584
Keywords: _r:AddedByZotZen

Education Sector Plan (ESP 2020-2024) : Updating the National Education Strategic Plan (NESP 2020-30) and Accompanied by a Costed Action Plan (2020-2023) - World Bank (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KJISHW6B 2405685:FMQIQAKX
Keywords: ⛔ No INSPIRE recid found

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IHETD9DX 2405685:M4C6ZJ6J

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2339240:S7M2CQ4J 2405685:BRY3EXFT 2405685:KAZQRPA7
Keywords: _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (EdTechHub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6412386 2405685:BPUZD5T5
Keywords: _r:AddedByZotZen

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, 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, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA
Keywords: _r:AddedByZotZen

Iniciativas para el desarrollo de habilidades CTIM de las adolescentes en la región de LAC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497816 10.53832/edtechhub.0091 2405685:TR78WPA9
Keywords: F: Helpdesk response; _r:AddedByZotZen

Engaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF's engagement in the technology-facilitated learning arena in Pakistan - EdTech Hub Team (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6477003 10.53832/edtechhub.0092 2405685:G3WPBFNZ
Keywords: _r:AddedByZotZen

Lao People’s Democratic Republic: Secondary Education Sector Development Program - ADB (2022)
The program comprised a policy-based loan (PBL) and a project grant. It was aligned with the government’s Education Sector Development Framework (ESDF) approved in 2009. It combined national reforms with a focus on targeted investments in 30 poor and educationally disadvantaged districts with a majority of ethnic students. The expected impact was improved educational attainment in Lao PDR, and the outcome was enhanced equity, quality, and efficiency of secondary education in the country.
Accepted: 2022-04-21 Archive Location: Lao People's Democratic Republic Last Modified: 2022-04-21T14:56+08:00 Publisher: ADB Independent Evaluation Department KerkoCite.ItemAlsoKnownAs: 2339240:IENFQFKH 2405685:5M6Y89V6
Keywords: ⛔ No INSPIRE recid found

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:7LCXLE8L 2405685:U3M7PGEE

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR 2405685:4R8W9A36
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Crisis response can and should include education - Curious Learning (Curious Learning, 2022)
On March 10th, Curious Learning started promoting one of our free literacy learning apps (Feed the Monster localized to Ukrainian). In only 3 weeks, there have been over 55,000 downloads at an average cost per download of $0.12.
KerkoCite.ItemAlsoKnownAs: 2339240:LQW3MTQJ 2405685:LNI9FZPF

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2405685:I8GTEI7T 2405685:MFYZUPKU
Keywords: F: Helpdesk response; _r:AddedByZotZen

School Infrastructure Survey - Adam, Taskeen; Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866554 2405685:VIFG4IFF
Keywords: _r:AddedByZotZen

EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? - Jordan, Katy; Myers, Christina (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874080 2405685:9RGDIIHD
Keywords: _r:AddedByZotZen

Teacher Attitudes Survey - Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866562 2405685:G2M69ZP4
Keywords: _r:AddedByZotZen

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6320778 10.53832/edtechhub.0082 2405685:KT9PMHDT
Keywords: _r:AddedByZotZen

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB
Keywords: F: Helpdesk response; _r:AddedByZotZen

A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Ahmed, Shakil; Kaye, Tom; Zubairi, Asma (EdTech Hub, 2022)
The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6400980 10.53832/edtechhub.0086 10.53832/edtechhub.0088 2405685:29Z2JFJT 2405685:CB5GGAXU
Keywords: _r:AddedByZotZen

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7
Keywords: F: Helpdesk response; _r:AddedByZotZen

Engagement Strategy For UNICEF Pakistan (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6379314 2405685:AIRHC5TB
Keywords: _r:AddedByZotZen

Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826262 10.53832/edtechhub.0073 2405685:3EQU9ZAN
Keywords: F: Helpdesk response; _r:AddedByZotZen

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW
Keywords: F: Helpdesk response; _r:AddedByZotZen

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT
Keywords: F: Helpdesk response; _r:AddedByZotZen

Pakistan Digital Learning Landscape Analysis - Zubairi, Asma; Khalayleh, Abdullah; Baloch, Imdad; Mazari, Haani; Kaye, Tom; Groeneveld, Caspar (EdTech Hub, 2022)
The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK 2405685:XMGEKJ3V
Keywords: _r:AddedByZotZen

Social Norms Study Report - UNFPA Timor-Leste (UNFPA, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4DXSEMS9 2405685:RSJIWN8E
Keywords: ⛔ No INSPIRE recid found

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P 2405685:UY33TCG5
Keywords: _yt:a

Public Education Statistics and Indicators 202–12022 - Ministry of Education, Youth and Sports (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5UH39TVV 2405685:Y6NGSXA2

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2339240:MJPJVVCU 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:YBG8MTTQ 2405685:ZDHGEBKD
Keywords: _r:AddedByZotZen

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F.; Bandura, Romina; Lee, Rachel (2022)
Digitalization—which has accelerated around Southeast Asia due to the pandemic—will offer Laos increased government transparency and bureaucracy, in turn improving Laos's long-encumbered education system and business environment.
KerkoCite.ItemAlsoKnownAs: 2339240:8GH7SBZX 2405685:DITZCIPS
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech - Adam, Taskeen; Sarwar, Moizza Binat; Moustafa, Nariman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5997769 10.5281/zenodo.5997789 10.5281/zenodo.5997811 2405685:6NMRRZ3B 2405685:E9WKENWB 2405685:P6JH9CGF
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Technology Options for TCPD in Tanzania - Haßler, Björn; Mtebe, Joel; Abdelrahman, Salma; Kondor, Oscar; Mashauri, Aron; Adam, Taskeen; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 3: Skills taxonomy - Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the third of five reports on the development of a proof of concept for the Hub and describes our observations during the creation of a skills taxonomy. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803101 10.53832/edtechhub.0077 2405685:VFV5SG9H
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 4: Content curation - Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803092 10.53832/edtechhub.0078 2405685:9VKXVKGI
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 1: Inception Report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803111 10.53832/edtechhub.0075 2339240:XBN27377 2405685:674LJ8EY 2405685:EW94QPAA
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research - Rahman, Asad; Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803107 10.53832/edtechhub.0076 2405685:CI5UZ5R4 2405685:HU5IFEK9
Keywords: _r:AddedByZotZen

Libya’s Roadmap for Distance Learning (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5901508 2405685:2WMNXSHF
Keywords: F: Helpdesk response; _r:AddedByZotZen

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2339240:PRMHXVPE 2405685:7S9CUP77 2405685:HHXQI3S4 2405685:VU5JQKWG 2534378:BXN59IRN
Keywords: Read; Teacher education and training; _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2405685:5XBMPDX6
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2405685:CPP3A2WM 2405685:DM8N3E8E 2405685:PXUQJZTH
Keywords: Helpdesk Response; _r:AddedByZotZen

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z
Keywords: _r:AddedByZotZen

Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial - Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin (Journal of Research on Educational Effectiveness, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2021.1969710 2339240:KIHR63ZQ 2405685:SD4K7XXA

Using participatory design approaches in educational research - Cumbo, Bronwyn; Selwyn, Neil (International Journal of Research & Method in Education, 2022)
Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.
Publisher: Routledge _eprint: https://doi.org/10.1080/1743727X.2021.1902981 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2021.1902981 2339240:28BIXHXE 2405685:CA4JF3CY
Keywords: Participatory methods; Scandinavian tradition; co-design; educational research; participatory design

Family engagement in early learning opportunities at home and in early childhood education centers in Colombia - Rey-Guerra, Catalina; Maldonado-Carreño, Carolina; Ponguta, Liliana Angelica; Nieto, Ana María; Yoshikawa, Hirokazu (Early Childhood Research Quarterly, 2022)
Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2021.08.002 2339240:C6WEINQL 2405685:UGJIBE29
Keywords: Child development; Colombia; Early childhood education; Family engagement; Home learning; Multilevel models

Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children - Shavitt, Ilana; Ayres de Araujo Scatollin, Monica; Suzart Ungaretti Rossi, Adriana; Pacífico Mercadante, Mariana; Gamez, Luciano; Resegue, Rosa Miranda; Pisani, Lauren; do Rosário, Maria Conceição (International Journal of Educational Research Open, 2022)
Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100138 2339240:KMFI72C4 2405685:FNHIC9NG
Keywords: Assessment; Cultural adaptation; Early childhood development; Inter-rater reliability; Preschool age children; Translation

Tackling coloniality in EdTech: Making your offering inclusive and socially just - Adam, Taskeen; Moustafa, Nariman; Sarwar, MoizzaBinat (2022)
On 29 June 2022, Bertha Centre, EdTech Hub, Open Development & Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies.
ZenodoArchiveID: 7612943 ZenodoArchiveConcept: 7612942 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7612943 10.53832/edtechhub.0147 10.53832/edtechhub.0150 2405685:3QV8PAED
Keywords: _r:AddedByZotZen

Implementing DREAMS Programming in Malawi - Bantwana World Education Initiative (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:CNBT7I8Y

2022 Findings on the Worst Forms of Child Labor: Timor-Leste - Bureau of International Labor Affairs (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6KRZMKLJ 2405685:EXUN69P3
Keywords: ⛔ No INSPIRE recid found

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy. - Castillo, N; Adam, T; Alam, A; Alrawashdeh, G. S.; Tiwari, P (UNICEF Office of Global Insight & Policy., 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:78P6TGA4 2405685:LK8XX2MQ

EAGER Scenario Model – Sierra Leone - Cochran, Mikaela (The International Rescue Committee, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:CXF88QEI 2339240:UWF4RMSZ 2405685:UEIPLTJ9 2405685:UGYV6DSA

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All Feasible Strategies to Achieve Universal Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4HIVSD9D 2405685:8P2AR68Q

Transformational Empowerment of Adolescent Marginalised Girls in Malawi - da Silva, Carol; Laesecke, Anne; Murray, Matthew; Salicath; Wang, Erica (Girls' Education Challenge, UK Aid, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:EDU4BFPR

Cost-effective EdTech Paper 3: Internal Guidance Note - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7324136 ZenodoArchiveConcept: 7324135 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7324136 10.53832/edtechhub.0153 2405685:GIG4SXEC
Keywords: _r:AddedByZotZen

Cost-Effective Technology Approaches to Improve Education Outcomes for Girls: Learning from 41 Girls’ Education Challenge projects - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596887 ZenodoArchiveConcept: 5596886 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0060 2405685:8ZWX2JI5

Designing for Scale: Understanding design principles and learning process for a personalised learning platform in Kenya - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4

EdTech Systems Research - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596889 ZenodoArchiveConcept: 5596888 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0061 2405685:MDEEA895

Pakistan Landscape Analysis Inception Report: UNICEF Inception Report - EdTech Hub Team (EdTech Hub, 2022)
Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan. EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena. This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections. Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5032936 10.5281/zenodo.5142392 10.53832/edtechhub.0094 2405685:G9DHSZ57 2405685:HL6BNMQZ
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 10.5281/zenodo.6504993 10.53832/edtechhub.0055 2405685:HT8ZGKAB 2405685:QAH4K4D6 2405685:SE5JPCX2
Keywords: HLR3; _r:AddedByZotZen

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students' learning in Egypt - Elkomy, Maha M.; Elkhaial, Nevien H. (Teaching and teacher education, 2022)
The purpose of this study was to explore the impact of the lesson study (LS) approach on developing knowledge and perception of peer mentoring (PM) and communities of practice (CoPs) among kindergarten (K.G.) teachers in Egypt. It also aimed to improve students' learning in science concepts and English vocabulary due to teachers' participation in LS. A mixed methods design was employed. Results show that the LS approach provided a rich context for practicing PM experiences and helped teachers to collaborate in a CoP. Further gains were also achieved regarding students’ learning. •Effects of LS on PM and CoP among teachers were investigated.•The impact of the activities developed during LS on students' learning was assessed.•The study was composed of two samples: 21 teachers and 246 learners.•Significant results were obtained concerning teachers' knowledge and perceptions of PM and CoP.•Positive effects on students' learning of science and English were also found.
Place: OXFORD Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103538 2339240:U3JC7LQW 2405685:WIDQTX75
Keywords: Community of practice; Education & Educational Research; English learning; Lesson study; Mentors; Peer-mentoring; Professional development; Professional learning; Science learning; Sciences education; Social Sciences; Teachers

EdTech supporting sex education for students in Malawi Global EdTech - Global EdTech (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QTMLVWGG 2405685:ICAKNQAC

Education finance watch 2022 - Global Education Monitoring Report Team (UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PWKV3B4G 2405685:8UXEKWK5

Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 - Government of Malawi; UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NNGIVX4W 2405685:XXEGUPKH

Can Education be Standardized? Evidence from Kenya - Gray-Lobe, Guthrie; Keats, Anthony; Kremer, Michael; Mbiti, Isaac; Ozier, Owen (Becker Friedman Institute for Economics at the University of Chicago, 2022)
We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...
KerkoCite.ItemAlsoKnownAs: 2339240:RHPEGZVF 2405685:GD26M8HS

Technology use for teacher professional development in low- and middle-Income countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:GQEBFNI2 2339240:LPFYJHUF 2339240:Q5369EBL 2405685:66IBMGWS 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:P4MI8J9M 2405685:R3SISS58 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4042040:V58GV3BA
Keywords: Disability; ICT; Read; Referenced; Teacher education and training; Teacher professional development; What works evidence; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology; ⛔ No DOI found

Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2022)
This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6543151 10.53832/edtechhub.0125 2405685:VNE3Q93U
Keywords: _r:AddedByZotZen

How EdTech Can Be Used to Help Address the Global Learning Crisis: A Challenge to the Sector for an Evidence-Driven Future - Hollow, David; Jefferies, Kate (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0115 2405685:BBQE9QUM 2405685:UUDK52LQ

Endline Evaluation Report - IMC Worldwide (International Rescue Committee and EAGER Consortium, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L32BDHY2 2405685:ZR7Q4CXB

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5721401 10.53832/edtechhub.0070 2339240:CHJR9D5G 2339240:RFJZSHMG 2405685:FE3VBQQW 2405685:NFXKD34I 2405685:PU8D6GXN 2405685:SY9TIAMH
Keywords: _r:AddedByZotZen

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea N.; Makubuya, Timothy (Reading research quarterly, 2022)
In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.
Place: HOBOKEN Publisher: Wiley KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2339240:ZUF5QSBN 2405685:TCG8Z8AZ
Keywords: 1‐Early childhood; 2‐Childhood; 3‐Early adolescence; 4‐Adolescence; 6‐Adult; Case Studies; Collaboration; Collaborative Learning; Computer literacy; Constructivism; Creative ability; Creativity; Critical Pedagogy; Culturally Responsive Pedagogy; Digital Literacies; Digital literacy; Digital/media literacy; Education & Educational Research; Educational technology; Gloablization and Literacy; Group work in education; Information literacy; Instructional strategies; methods and materials; Kenya; Literacies; Literacy; Literacy programs; Policy; Postcolonialism; Professional Development; Psychology; Psychology; Educational; Qualitative Research; Social Constructivism; Social Sciences; Socio‐cultural; Students; Study and teaching; Survey Research; Teacher attitudes; Teacher education; Teacher education; professional development; Teachers; Teaching; Teaching methods; Team learning approach in education; Transformative

Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)
This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
Publisher: Net Journals ERIC Number: EJ1373064 KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.104.22.048 10.5281/zenodo.5863400 10.53832/edtechhub.0097 2339240:6EFQH53V 2339240:7QAZINAG 2405685:49EBMKRI 2405685:GXZHRRYW 2405685:YXFLNITE
Keywords: Access to Computers; Elementary School Teachers; Faculty Development; Foreign Countries; Gender Differences; Learning Processes; Pedagogical Content Knowledge; Poverty; Public School Teachers; Rural Urban Differences; Secondary School Teachers; Social Differences; Teacher Attitudes; Teacher Characteristics; Teacher Qualifications; Teacher Surveys; Teaching Experience; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; _r:AddedByZotZen

Session 4: How can I rapidly upskill my large teacher workforce? - Koomar, Saalim; Proctor, Jamie (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341501 ZenodoArchiveConcept: 7341500 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341501 10.53832/edtechhub.0138 2405685:E7C9MN3V
Keywords: _r:AddedByZotZen

Operationalising positive tipping points towards global sustainability - Lenton, Timothy M.; Benson, Scarlett; Smith, Talia; Ewer, Theodora; Lanel, Victor; Petykowski, Elizabeth; Powell, Thomas W. R.; Abrams, Jesse F.; Blomsma, Fenna; Sharpe, Simon (University of Exeter: Global System Institute, 2022)
Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.
KerkoCite.ItemAlsoKnownAs: 2339240:62SKN9I7 2405685:ZUTFIIJ3

Two-year RCT of EdTech in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study.
KerkoCite.ItemAlsoKnownAs: 2339240:J8CBHM6Z 2405685:WNI92EHA
Keywords: ⛔ No DOI found

Two-year RCT of EdTech in Malawi: Impacts of a 2-year education technology program on early primary learning in Malawi amid disruptions due to COVID-19 - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:ZDDVIBT7

2022 Malawi Education Statistics Report (EMIS) - Malawi Ministry of Education (Government of Malawi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QDQNJ628 2405685:PVLSA2PA

Joint Sector Review Resources – Presentations - Malawi Ministry of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8QQZ2C4K 2405685:6L23TW3P

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia - Maldonado-Carreño, Carolina; Yoshikawa, Hirokazu; Escallón, Eduardo; Ponguta, Liliana Angelica; Nieto, Ana María; Kagan, Sharon Lynn; Rey-Guerra, Catalina; Cristancho, Juan Camilo; Mateus, Angy; Caro, Luz Angela; Aragon, Carlos Andrés; Rodríguez, Ana María; et al. (Child Development, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1111/cdev.13665 2339240:6V59Z928 2405685:GPHJQQ57

Learning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Kaye, Tom; Perry, Freya (EdTech Hub, 2022)
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2405685:FKCF86HV 2405685:IHTU7JRT
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Rapid scan of online safety in education - Mazari, Haani; Kaye, Tom (EdTech Hub, 2022)
This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7336710 ZenodoArchiveConcept: 7336709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7336710 10.53832/edtechhub.0136 2339240:4TCBX2GH 2405685:3QBCENK5 2405685:AWHK2L8L
Keywords: _r:AddedByZotZen

Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? - Mazari, Haani; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341509 ZenodoArchiveConcept: 7341508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341509 10.53832/edtechhub.0139 2405685:NUTI6KUS 2405685:PPRW2NTQ
Keywords: _r:AddedByZotZen

EduTech Roadmap - Ministry of Industry, Science, Technology and Innovation; National Council of Science Technology and Innovation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DAGR4AG5 2405685:ZZ9IFUA5

Cambodia Digital Government Policy 2022–2035 - Ministry of Post and Telecommunications (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UN62XY2N 2405685:KC6N2Y3F

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7003826 ZenodoArchiveConcept: 7003825 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7003826 10.53832/edtechhub.0118 2339240:3XB6YUXL 2405685:GXLAGDUM 2405685:RPR47JXT
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 2: Good practice - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7106003 ZenodoArchiveConcept: 7106002 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7106003 10.53832/edtechhub.0119 2405685:Y3SBIPF9 2405685:ZVX4DTXQ
Keywords: _r:AddedByZotZen

Southeast Asia Primary Learning Metrics 2019 Regional Assessment Results: Lao PDR Country Report - MoES; UNICEF Lao PDR (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KTCZQ5Q7 2405685:TMEGNE92
Keywords: ⛔ No INSPIRE recid found

Mapeo y análisis de programas EdTech en América Latina y el Caribe - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE
Keywords: _r:AddedByZotZen

New Generation School Annual Report 2022 - New Generation Schools (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FDJ525M7 2405685:2NFPDMWH

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)
ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7139243 10.53832/edtechhub.0122 2405685:Z8B66R9X
Keywords: _r:AddedByZotZen

Reimagining Teacher Continuous Professional Development: Evidence from a Blended Approach in Senegal - Proudfoot, Diane; Pflepsen, Alison; Swift-Morgan, Jennifer; Niang, Ablaye (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8A2VSI6K 2405685:IZHZFXFK

Experiment Types for EdTech - Rahman, Asad; Carter, Alice; WambûiKuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245945 ZenodoArchiveConcept: 7245944 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245945 10.53832/edtechhub.0128 2405685:X8MUXS39
Keywords: _r:AddedByZotZen

Digital Youth in Timor-Leste - The Asia Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NHN8G2L3 2405685:JPJH3GYT

Malawi Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption - The Heritage Foundation (2022)
Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation.
KerkoCite.ItemAlsoKnownAs: 2339240:V32U7VEA 2405685:WDLTPYAE

Malawi - Adolescents Out Of School (% Of Lower Secondary School Age) - 2022 Data 2023 Forecast 1999-2019 Historical - Trading Economics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B2EZI8AS 2405685:TDW3BSQ3

Gender Equality and Women's Empowerment - UNDP (UNDP, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KGRUHHIB 2405685:RUY2EUV6
Keywords: ⛔ No INSPIRE recid found

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHZEPCM7 2405685:H5W362ZY

Malawi Education Rights - UNESCO (UNESCO, 2022)
UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development.
KerkoCite.ItemAlsoKnownAs: 2339240:TDR9FIDZ 2405685:RPICI3GC

Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV

Factory literacy programme: skills training to empower women for future-ready garment industry in Cambodia - UNESCO Office Phnom Penh (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:5SCXD3D9

Coronavirus disease (COVID-19) | UNICEF Malawi - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KA2U5H5L 2405685:RKXDY3RJ

Timor-Leste at a Glance 2023 - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N5EMDZA2 2405685:CD6WQL6D

Trends in digital personalized learning in low- and middle-income countries: Executive summary - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FERS7AKI 2405685:YRI363EA

Postgraduate Programmes September 2022 Intake - University of Malawi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FM6Y39Y5 2405685:TRJIVM2S

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2339240:75HR9DSN 2405685:9TLXNWMJ 2405685:FBHX876D

Digital 2022: Timor-Leste - We are Social (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UJ2NCM9W 2405685:Z2QNVNGM

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan - Wilson, Sam; Khalayleh, Abdullah; Baloch, Imdad; Kaye, Tom (EdTech Hub, 2022)
During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU
Keywords: _r:AddedByZotZen

Lao PDR | Data - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EEVIA6BP 2405685:YAY683EU
Keywords: ⛔ No INSPIRE recid found

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update
KerkoCite.ItemAlsoKnownAs: 2339240:8XRWMD8B 2405685:BQFEE7KS 4656463:2FJXQN8F 4656463:BX56TZU7

The World Bank in Malawi - World Bank (World Bank, 2022)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.
KerkoCite.ItemAlsoKnownAs: 2339240:824ICBPH 2405685:MR9UQSNI

The World Bank in Timor-Leste - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6UT6Y2T9 2405685:5RH63IIS

Timor-Leste Overview - World Bank (The World Bank in Timor-Leste, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IBX3HHMV 2405685:7VBPWTHX
Keywords: ⛔ No INSPIRE recid found

World Bank Data Bank: Urban Population - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LQQGNVYL 2405685:FILM5N22

World Bank Open Data - World Bank (World Bank Open Data, 2022)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2339240:9TB2QTEU 2405685:XH5MAPNY
Keywords: ⛔ No INSPIRE recid found

WebPower package - RDocumentation - Zhang, Zhiyong (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4GT9U2LB 2405685:ZTAPFIXC

Raising readers: Kenya schools use of technology to improve parent and carers' engagement in literacy learning: Inception Report - Nicolai, Susan; Zubairi, Asma; Bapna, Akanksha; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5784255 2405685:ZT3TGJ26
Keywords: _r:AddedByZotZen

Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices - Rui, Yang (Tingting) (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5778309 2405685:8TZZZUMT
Keywords: F: Helpdesk response; _r:AddedByZotZen

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2339240:GXUF5TA5 2339240:HHY6M835 2339240:SUEMN855 2405685:8S3IIB2B 2405685:EE9QCGHI 2405685:Q7YZW4YW 2405685:RN79UTQY 4656463:GIIQKETU 4656463:Y8LQGZWY
Keywords: _r:AddedByZotZen

Statistical Yearbook of Cambodia 2021 - Royal Government of Cambodia Ministry of Planning (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KUKE8JDT 2405685:DRJPZIV2

Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future - Singal, Nidhi; Mbukwa-Ngwira, Jenipher; Taneja-Johansson, Shruti; Lynch, Paul; Chatha, Gertrude; Umar, Eric (International Journal of Inclusive Education, 2021)
Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2021.1965804 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2021.1965804 2339240:QH5LTGZL 2405685:GDE8Q2X8
Keywords: Covid-19; Malawi; disability; education; parent; telephone survey

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Rayyan - AI Powered Tool for Systematic Literature Reviews (2021)
Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
KerkoCite.ItemAlsoKnownAs: 2405685:DFTNNFWJ 2486141:3P8XGBYL
Keywords: _Added-ailr-2024

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5611467 10.53832/edtechhub.0064 2339240:E542Q29N 2405685:2A5NQEV8 2405685:6JC7RU69 2405685:T3ZQ74QF
Keywords: _r:AddedByZotZen

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S.R.Khan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5602863 10.53832/edtechhub.0063 2339240:I3JETHDB 2405685:5ZF9VGMK 2405685:6P5Q5IRZ 2405685:BIRTYTRC
Keywords: _r:AddedByZotZen

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:AD3D9NRM 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:SNBG3VHT 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (EdTech Hub, 2021)
previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP
Keywords: AuthorFirst:Haßler; _yl:q

Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524840 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524840 10.53832/edtechhub.0047 2339240:LSC89UVX 2339240:RIE9TWUK 2339240:SI398B6V 2405685:54BCQ23M 2405685:6NNCFPHE 2405685:77NJVUB6 2405685:HUY7VUM6 2405685:VTQDT65R 2405685:WFDCC7KZ 2534378:BQ8BJBGF
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

test - jac, nyili (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524863 2405685:86XEZU2S
Keywords: _r:AddedByZotZen

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub and Busara Center for Behavioural Economics, 2021)
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524805 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524805 10.53832/edtechhub.0048 2339240:5D6SMESW 2339240:7NDUJC6J 2339240:M8IZH5DT 2339240:SIZUDNKL 2339240:XAXIKZJX 2339240:YPDDA6JD 2405685:45G9SKWR 2405685:5ENZ6TFU 2405685:EJ4PXU4S 2405685:JZM7W6QE 2405685:LCHJ5D5W 2405685:RUAJ8C8M
Keywords: _r:AddedByZotZen

EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5512134 2405685:8M6GXINE 2405685:JGTWVQI4
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
2339240:7FA4YDWJ 2339240:YBKKN8XE KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2339240:3H4M8YJ8 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:BCFK4Q23 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7 2405685:ZLATZSGU 4656463:RIFY2UNL
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Measuring poverty in Timor-Leste: Using census data to develop a national Multidimensional Poverty Index - Jendrissek, Dan (Asia-Pacific Sustainable Development Journal, 2021)
0 citations (Crossref) [2024-03-22] KerkoCite.ItemAlsoKnownAs: 10.18356/26178419-28-1-1 2339240:KZ4VCC7L 2405685:GE3ZYFNH
Keywords: ⛔ No INSPIRE recid found

EdTech to Reach the Most Marginalised: A Call to Action - Zubairi, Asma; Kreimeia, Adam; Jefferies, Kate; Nicolai, Susan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5495857 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5495857 10.53832/edtechhub.0045 2339240:23D7YNSM 2339240:ESWRJBRS 2339240:PVDW8BXZ 2405685:69W2G8TJ 2405685:6KFAB5ML 2405685:UYDUMKBR 2405685:V9Y8MUDX 2405685:W8DB96IE
Keywords: _DOILIVE; ___working_potential_duplicate; _r:AddedByZotZen; _zenodo:submitted

LGA Implementation Guide for Teacher Continuous Professional Development - Tanzania Institute of Education; Ministry of Education, Science & Technology; President’s Office — Regional and Local Governance (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5202057 2405685:U7NR3KP4
Keywords: _r:AddedByZotZen

Nudging in education: from theory towards guidelines for successful implementation - Weijers, Robert J.; de Koning, Björn B.; Paas, Fred (European Journal of Psychology of Education, 2021)
Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10212-020-00495-0 2339240:E6XK7JIR 2405685:RC3MYCEA
Keywords: Educational psychology; Instructional support; Learning behavior; Nudging; Teaching strategies