National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (2021)

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MBS83S74 2405685:M6FU72GG

Teacher Deployment Protocol - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YHSCP3RW 2405685:6D9F755H

Technical Report on Teacher Deployment - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q4WTX5XU 2405685:59NJRPWV

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H
Keywords: _yl:a

Teachers and Teaching in Sierra Leone - The World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:346EVURZ 2405685:I5ZDCPFW

The Global Report on the Status of Teachers 2021 - Thompson, Greg (2021)
The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed]
OCLC: 1294427345 KerkoCite.ItemAlsoKnownAs: 2339240:P7UV6GX6 2405685:GXZIVFUX

Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland - Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs (International Journal of Psychology, 2021)
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12728 KerkoCite.ItemAlsoKnownAs: 10.1002/ijop.12728 2339240:38N2MJS4 2405685:GEGK86LW
Keywords: COVID-19; Distance learning; Learning progress; School achievement; School closures

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY

Tsugi - Tsugi (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2TJABVDQ 2405685:GEH3A8N4

What is Interactive Voice Response (IVR?) Definitions and Benefits. - TTEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NKW57528 2405685:VF469FPB

What we know about the gender digital divide for girls: A literature review - Tyers-Chowdhury, Alexandra; Binder, Gerda (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I6PWKQXN 2405685:YXQRTSSA

The National Funding Formulae for schools and high needs – 2022-23 - UK Department for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YZD5CLHY 2405685:3ZMRG492 4656463:QYFUZA2M

School workforce in England, Reporting Year 2020 - UK Government (2021)
This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England. Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included. The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic. Coronavirus (COVID-19): Change to statistics To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's education settings survey. Specific guidance can be found within affected sections of this statistic.
KerkoCite.ItemAlsoKnownAs: 2339240:V4JNURZK 2405685:AARN4AJQ 4656463:2DTJRBXV

Data sharing agreements - UK Information Commissioner's Office (2021)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:KR74YVJ2 2405685:NDIMW83H

TECHNOLOGY AND INNOVATION REPORT 2021: Catching technological waves innovation with equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

Sustainable Development Cooperation Framework 2021-2025 - UNDP (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PBYPE6CD 2405685:XPAK3XCQ

Show me the data: Leveraging digital tools for Nepal’s COVID response - UNDP SURGE (Medium, 2021)
UNDP Nepal joined hands with the Accelerator Labs and SURGE Data Hub to assess the impact of COVID-19 in Gandaki Province
KerkoCite.ItemAlsoKnownAs: 2405685:LY6VBCGI

Background information on education statistics in the UIS database - UNESCO (UNESCO Institute of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX

COVID 19, Technology-based Education and Disability: The case of Bangladesh - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5B34JWFZ 2405685:7K7JA456

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R

The integration of Education Management Information Systems (EMIS) with other information systems - UNESCO (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ
Keywords: C:LMIC

Malawi: Education Statistics - UNESCO Institute for Statistics (2021)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK

UIS Statistics - UNESCO Institute for Statistics (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI

Data centre - UNESCO-UIS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U

Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KL4BMB6C 2405685:2UX5E4SB

Pakistan Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4GSG5KEM 2405685:MJM5NJKK

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work
KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning
KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children
KerkoCite.ItemAlsoKnownAs: 2339240:T7FCGJBW 2405685:GHE9QHPU

Education: Giving every child the right to education - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RCI9IIDH 2405685:AT8JDYZL

Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I4DIY8UM 2405685:NCTNEYTY

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CNN3BQT 2405685:PTCCZDKR

How Shahnaz became Mohammed Saleem so she could study - UNICEF (2021)
With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded
KerkoCite.ItemAlsoKnownAs: 2339240:DT724KCC 2405685:N3N58A9G

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7

Pakistan Annual Report 2020 - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QMUFEZ69 2405685:WCQ4N9GG

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom
KerkoCite.ItemAlsoKnownAs: 2339240:TVKEZZH8 2405685:N82S7THH

Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes - UNICEF (2021)
Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe
KerkoCite.ItemAlsoKnownAs: 2339240:VJMX74YK 2405685:5Q7XW87N

Reimagining Girls' Education - UNICEF (2021)
Solutions to Keep Girls Learning in Emergencies
KerkoCite.ItemAlsoKnownAs: 2339240:5BT5RMVJ 2405685:CPLL4QU6

Situation Analysis on Digital Learning in Indonesia - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2405685:RZ4IXFCP

The Case for Better Governance of Children’s Data: A Manifesto - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7GEM65T2 2405685:Y7BQTTLM

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:463I9Y7Q 2405685:WS4TG3Q5

E-learning Strategy - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9

Education: Annual Report 2020 - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GTHJZUJ 2405685:VVMSF86T

Learning Passport Launched in Sudan - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan
KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021
KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZYPTSNX 2405685:C5ESTBMZ

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:48II6EQI 2405685:547724LQ

Unlocking Talent - Unlocking Talent (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VGLYSWAB 2405685:7RUAVAA4

Language of Instruction Country Profile: Malawi - USAID (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN
Keywords: ⛔ No DOI found

Are All Our Children Learning? - Uwezo (Usawa Agenda, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:DFJ494IE

Uwezo Learning Assessment 2021 – UsawaAgenda - Uwezo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:A5WCMKRW 2405685:DXCMMK3F

Case Study: Sisters for Sisters’ Education - VSO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RG2TTDYG 2405685:ITHDIVKP

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I252ES6E 2405685:IYMV8VDP

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GMGJ794Z 2405685:YNE5QGG7

Measuring the Impact of COVID-19 on Learning in Rural Kenya’ by Whizz Education (April 2021 - Whizz education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:3A29VK33 2405685:MP8QB9LZ

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta (American Economic Association, 2021)
While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.
KerkoCite.ItemAlsoKnownAs: 10.1257/rct.6118-1.4000000000000001 2339240:35CNTCTC 2405685:A3B8URQN

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SA6TMDDV 2405685:869WDDDL
Keywords: ⛔ No DOI found

Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana - Wolf, Sharon; Aurino, Elisabetta; Suntheimer, Noelle; Avornyo, Esinam; Tsinigo, Edward; Jordan, Jasmine; Samanhyia, Soloman; Aber, J Lawrence; Behrman, Jere R (Consortium for Policy Research in Education (CPRE), 2021)
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.
KerkoCite.ItemAlsoKnownAs: 2339240:IHPERKZR 2405685:Z7A2W9D6
Keywords: ⛔ No DOI found

Access to electricity (% of population) - Sub-Saharan Africa | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CVGJ4HKR 2405685:7D3MAR35

Actuemos ya para Proteger el Capital Humano de Nuestros Niños : Los Costos y la Respuesta ante el Impacto de la Pandemia de COVID-19 en el Sector Educativo de América Latina y el Caribe. - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8BGKS5BP 2405685:7QTA3QSU

Bangladesh - Overview - World Bank (World Bank, 2021)
The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly $26 billion in grants and interest-free credits to Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:9GAMGSVG 2405685:RUP3LCB2

Cambodia Country Profile - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B2H7C4JF 2405685:CMYC4E9W

Digital technologies in education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYQYJ7CD 2405685:XJFUKGMR

GDP per capita (current US$) | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SU7RTRS5 2405685:DWIEX6VJ

GDP per capita (current US$) - Malawi | Data - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXZG4ANK 2405685:VUM5AGV3

Girls education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K48JVUER 2405685:7JY3TDUN

Girls education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VSSYE2T 2405685:S3MXCJY8

Human Capital Project - World Bank (2021)
The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.
KerkoCite.ItemAlsoKnownAs: 2339240:BTCFQ5AH 2405685:4GEV8ITE

Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ARRPM4JP 2405685:B9E9UBBB

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5KFUIK8T 2405685:XXZ4QDWB

Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth - World Bank (World Bank, 2021)
The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem
KerkoCite.ItemAlsoKnownAs: 2339240:F9MIWM7B 2405685:6ZM5SVJE

Malawi Overview - World Bank (World Bank, 2021)
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:JPCM7M8E 2405685:ZFIJNHAT

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:P7XWBIFX 2405685:28VJ9MRA

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:YAAV4TE4

Population ages 0-14 (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QGQ9PZAD 2339240:R4T4RZYH 2405685:6VPIRD86 2405685:BS9S34JU

Population ages 15-64 (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2JJF4R 2405685:5NXMIQQ7

Population growth (annual %) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:56YJRP9F 2405685:GTPKXNXJ

Population growth (annual %) - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8KHUQBA8 2405685:R6CMAJQN

Population, total - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXP4NC9X 2405685:FY2PMI2Y

Population, total | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:C4C8XEF9 2405685:IDA67HP9

Population, total - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q6Z5SVEF 2405685:FEM79MKN

Report on Education Crisis in Latin America and the Caribbean: Urgent Action is Needed to Address the Enormous Education Crisis in Latin America and the Caribbean - World Bank (The World Bank, 2021)
Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean.
KerkoCite.ItemAlsoKnownAs: 2339240:KYLHSKFL 2405685:IPTWDKD4

Rural population (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDAAYFPJ 2405685:3K9WFJ7B

Rural population (% of total population) | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IZKV8UX5 2405685:KKXBML6W

School enrollment, primary (% net) - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:23A3R2N9 2405685:WCD9B49P

School enrollment, secondary (% net) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2E6RZ789 2405685:V7GDFZV7

Secondary education, pupils - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KTBRX27R 2405685:F2U9JVYV

Secondary education, pupils (% female) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KPLXFGAC 2405685:LDBMGJIF

Secondary education, teachers - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UDK7XP58 2405685:EKHHRCF2

Secondary education, teachers, female - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EB4PD5EG 2405685:LB4ZKJHT

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 2405685:4KSNK63S 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

The Urgent Need to Focus on Foundational Skills - World Bank (2021)
The urgent need to focus on foundational skills
KerkoCite.ItemAlsoKnownAs: 2339240:6SWW2M8X 2405685:X8SFP7AT

There will be no recovery without empowered, motivated and effective teachers - World Bank (2021)
There will be no recovery without empowered, motivated and effective teachers
KerkoCite.ItemAlsoKnownAs: 2339240:A5HPTSYV 2405685:RH6KQCUY

Thinking inside the "Box": Pakistan turns to education TV during Covid-19 - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NSUIHXSL 2405685:4JZ63KJI

Trained teachers in primary education (% of total teachers) - Ghana | Data - World Bank (The World Bank Open Data, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FZSPCLGY 2405685:WG6VWPK4

World Bank Country and Lending Groups – World Bank Data Help Desk - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BGNSZTFP 2405685:YMYMDI8C

World Bank Open Data portal - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B72R4M6V 2405685:G9KNEYVM

World Development Indicators - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:76GX39L8 2405685:2QBLXZAJ

Education Finance Watch 2021 - World Bank; UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IH8UXUCR 2405685:QQ5SXSCG

The State of the Global Education Crisis: A Path to Recovery. - World Bank; UNESCO; UNICEF (2021)
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."–The World Bank website
KerkoCite.ItemAlsoKnownAs: 2339240:2XRTUYDC 2339240:LTHF5A7Z 2339240:YVUFRD28 2405685:6VY4DUDI 2405685:D4UWQ8K9 2405685:ZPIAXKQS

6 Data Policy Issues Experts Are Tracking Right Now - World Economic Forum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NH8HP834 2405685:2WCIVPEY

Bangladesh - World Inequality Database (WID - World Inequality Database, 2021)
Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.
KerkoCite.ItemAlsoKnownAs: 2339240:QDDJSFXN 2405685:NF7Q3FVW

Countries by Density - World Population Review (World Population Review, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QLHYHSIQ 2405685:S4R4KANR

Bangladesh Population (2021) - Worldometer (2021)
Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock
KerkoCite.ItemAlsoKnownAs: 2339240:6KUWCRCQ 2405685:2LS69KMG

Population by Country - Worldometer (World Population Review, 2021)
List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.
KerkoCite.ItemAlsoKnownAs: 2339240:SI7BVSX4 2405685:A3INEC8H

How Much Does Universal Digital Learining Cost? - Yao, Haogen; Brossard, Matt; Mizunoya, Suguru; Nasir, Bassem; Walumgembe, Patrick; Cooper, Rachel; Rafique; Reuge, Nicolas (UNICEF Office of Research - Innocenti, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FRKJIUZJ 2405685:ZUEAQXF9

Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences Amid the Covid-19 Pandemic - Yeşi̇Loğlu, Sevinç Nihal; Gençer, Sinem; Eki̇Ci̇, Funda; Işik, Burcu (Journal of Turkish Science Education, 2021)
With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup.
KerkoCite.ItemAlsoKnownAs: 2339240:DSRLDWSX 2405685:UGUM9APX
Keywords: ⛔ No DOI found

COVID-19 could reverse two decades of progress: Emerging policy recommendations to support young people in developing countries - Young Lives (Young Lives, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:99CVVYHF 2405685:SAA7C9VV

After COVID-19, let’s reimagine education in Kenya - Zaman, Maniza (2021)
Digital learning should be part of a basic package of essential services for every child
KerkoCite.ItemAlsoKnownAs: 2339240:YEMKMSZT 2405685:4TIDEWQM

La educación virtual en tiempos del COVID-19: Una experiencia en la maestría de Educación - Zea, Miriam Patricia Cárdenas; Quimi, Wendy Diana Carranza; Panta, Karina Alexandra Plua; García, Mariana Solís; Torres, Marioxy Morales (Universidad y Sociedad, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:UYX22NH2
Keywords: ⛔ No DOI found

Teacher Turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2339240:MK8XIA4D 2405685:XX2WB7E8

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning - Zhu, Xia; Chikwa, Gladson (Open Praxis, 2021)
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.13.1.1154 2339240:QGE68QAY 2405685:24EKHU7N
Keywords: Distance Education; Educational Development; Educational Technology; Faculty Development; Foreign Countries; Higher Education; International Cooperation; Lifelong Learning; Open Education; Partnerships in Education; Sustainable Development

Country-Level Research Review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4596486 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2339240:NHJQTPKC 2339240:R2MHQ7R6 2405685:BTQ4CU7R 2405685:NZUHTJBG 2405685:R4LUIDP5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Reopening Schools - When and how - Campe (Evernote, 2021)
Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - % students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4% Second...
KerkoCite.ItemAlsoKnownAs: 2339240:3PDAXZPR 2405685:MUJGM6QH

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil - Lautharte, Ildo; de Oliveira, Victor Hugo; Loureiro, Andre (World Bank, 2021)
Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.
Accepted: 2021-01-21T14:36:24Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9509 2339240:GKGSBWGY 2405685:ZJ2R4FBX 4656463:YFBR67RD
Keywords: Education; Learning Incentives; Municipal Governance; Public Sector Reform; Results-Based Financing; Secondary Education; Student Performance; Teacher Effectiveness; Teacher Training; Technical Assistance

A Roadmap for Measuring Distance Learning - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G
Keywords: Coronavirus; Covid-19; Distance Learning; Education Quality; Pandemic Impact; Primary Education; School Closure; School Dropout; Secondary Education; Student Learning

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] - Rahman, Tashmina; Sharma, Uttam (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4

A simulation of COVID-19 school closure impact on student learning in Bangladesh - Rahman, Tashmina; Sharma, Uttam; World Bank (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ
Keywords: Access to Computers; Access to Education; Achievement Gains; Age Differences; At Risk Students; Attendance; Bangladesh; Barriers; COVID-19; Delivery Systems; Disadvantaged Youth; Distance Education; Dropout Prevention; Economic Impact; Elementary Secondary Education; Foreign Countries; Gender Differences; Handheld Devices; Income; Pandemics; Partnerships in Education; Program Effectiveness; Radio; Remedial Instruction; Rural Urban Differences; School Closing; Simulation; Telecommunications; Television

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; et al. (Journal of Development Economics, 2021)
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY

The Views of University Students About the Achievements and Motivations of the Distance Education Process During the Pandemic Period - Güldal Kan, Şebnem; Çaltıkuşu, Çilem; Şensoy, Şeniz (Propósitos y Representaciones, 2021)
The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.
KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6 2405685:SN9E5TSM
Keywords: Computer Science - Digital Libraries

The last mile in school access: Mapping education deserts in developing countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public – fully free, open-source, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2405685:RIEFMI2C 4042040:NKVNSSIM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _cover:v3; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

Education in Africa: What are we learning? - Evans, David K; Mendez Acosta, Amina (Journal of African Economies, 2021)
Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2405685:ZLY77F8G 4042040:NZPKHM3S

List of types of systems theory - Wikipedia (Wikipedia, 2021)
This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.
Page Version ID: 998624856 KerkoCite.ItemAlsoKnownAs: 2339240:9ZNWIT4X 2405685:XFYANJMX

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5654887 10.53832/edtechhub.0067 2339240:VNTPMCJQ 2339240:XLHSGBDA 2405685:FSVST5BF 2405685:HVDCZZVG 2405685:L5WPA5SN 2405685:YWENAQDF
Keywords: _r:AddedByZotZen

Academic Recovery Programmes in the Eastern Caribbean — Literature Review - Haßler, Björn; Adam, Taskeen; Blower, Thomas; Megha-Bongnkar, Ghislaine (Open Development & Education, 2021)
This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7
Keywords: Author:Haßler; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _yl:b

Using innovative methods to train teachers of blind children: what we learned - Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707952 2339240:Y7EARNQ6 2405685:HKG7DF93 2405685:WD8FQQ9D
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Radio in Education in the Face of COVID-19 - Núñez, Felix (Institute for the Future of Education, 2021)
The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.
KerkoCite.ItemAlsoKnownAs: 2339240:U69AUKVX 2405685:CK8VWPIP

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77

Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey - Laterite; Research for Equitable Access and Learning (REAL) Centre (The Education and Development Forum (UKFIET), 2021)
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]
KerkoCite.ItemAlsoKnownAs: 2339240:R8H65BXX 2405685:4K2K8SW5

Mobile Penetration and Growth in Kenya - Kibuacha, Frankline (GeoPoll, 2021)
Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration.
KerkoCite.ItemAlsoKnownAs: 2339240:SZABY9CX 2405685:DBYZ5YH6

Coronavirus: Rwanda and Malawi shut schools as cases surge - AfricaNews (Africanews, 2021)
Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,
KerkoCite.ItemAlsoKnownAs: 2339240:8HEGJ8DW 2405685:FTC6JMP2

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB

Schools in Ghana reopen as covid-19 cases surge - AfricaNews (Africanews, 2021)
Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year.
KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M

'Paradox' of Korail slum during COVID-19: ethnography of governance from below - BIGD (2021)
Urban slums are one of the most vulnerable communities during the COVID-19 pandemic; overcrowding and resource constraints make physical distancing and self-quarantine nearly impossible, creating a risk of a rapid spread of the infection. The conversations in the media and among other stakeholders were focused on these risk factors as well as the economic distress of the people in slums created by the pandemic. However, these discussions were primarily based on the perspectives of 'outsiders', with limited understanding of what was happening in the slums. With this gap in mind, we conducted an anthropological exploration of Korail, the largest slum in Dhaka city from September to December 2020, to uncover the emic views of slum dwellers' everyday life during the pandemic and understand the outbreak from their perspective. Findings from the study were presented in our webinar "'Paradox' of Korail slum during COVID-19: Ethnography of Governance from Below" on Thursday, 21 January 2021 from 4:00 pm to 5:30 pm (GMT+6), by Dr Shahaduz Zaman, Reader in Medical Anthropology and Global Health, Brighton and Sussex Medical School. This study is a part of the Covid Collective initiative. Supported by the UK Foreign Commonwealth and Development Office (FCDO), the Covid Collective is based at the Institute of Development Studies (IDS). The Collective brings together the expertise of, UK and Southern-based research partner organisations and offers a rapid social science research response to inform decision-making on some of the most pressing Covid-19 related development challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:KE9IRVX3 2405685:Z8CMANRJ

DEFI Launch Presentation - DEFI Cambridge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N39L59NI 2405685:QSW66P3B

Intentional and logical survey and audience data collection: KoBo Toolbox - Carver, D (The Content Technologist, 2021)
KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2QVECB 2486141:AR5ECTYZ

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.
KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE

Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 - SANEM (SANEM, 2021)
The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8
Keywords: ___working_potential_duplicate

Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies - Guglielmi, Silvia; Jones, Nicola; Nicolai, Susan; Pereznieto, Paola; Plank, Georgia; Vu, Nhung; Sanchez-Tapia, Ingrid; Mackintosh, Alasdair (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8ZNTUL5A 2405685:TSIVULXP

Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers - Lichand, Guilherme; Wolf, Sharon (University of Zurich Department of Economics, 2021)
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.
Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JUGDD7MG 2405685:CYTW2JQW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR

An open source machine learning framework for efficient and transparent systematic reviews - van de Schoot, Rens; de Bruin, Jonathan; Schram, Raoul; Zahedi, Parisa; de Boer, Jan; Weijdema, Felix; Kramer, Bianca; Huijts, Martijn; Hoogerwerf, Maarten; Ferdinands, Gerbrich; Harkema, Albert; Willemsen, Joukje; et al. (Nature Machine Intelligence, 2021)
To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.
Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287
Keywords: Computational biology and bioinformatics; Computer science; Medical research; SARS-CoV-2; _Added-ailr-2024

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GK2Z7TZH 2405685:HJF56BG6

What do developing country governments learn from aid? Evidence from survey experiments with 900 education policymakers in 36 countries - Crawfurd, Lee; Hares, Susannah; Khan, Ayesha; Minardi, Ana; Sandefur, Justin (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GZJF6IU 2405685:3VT4H3Z4

Methodology for literature reviews - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Blower, Thomas; Brugha, Meaghan; Damani, Kalifa; Hennessy, Sara; Martin, Kevin; Megha-Bongnkar, Ghislaine; Murphy, Mary; Walker, Hannah; Walker, Hannah (EdTech Hub, 2021)
An output of the EdTEch Hub
previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Computer-assisted instruction tools: A model to guide use in low-and middle-income countries - Kaye, Thomas; Ehren, Melanie (International Journal of Education and Development using Information and Communication Technology, 2021)
Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.
Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:A3WF6P6D 2339240:KUAK4YAL 2339240:XJJARH42 2405685:8H75L794 2405685:PB6US4IE 2405685:U97W3BR2
Keywords: ⛔ No DOI found

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2405685:EKMQD8WQ
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana - Tahi (EdTech Hub, 2021)
ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan African countries to test scalable and effective models of using information and communication technologies…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707948 2405685:P2RAXUE3
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Preprinting the COVID-19 pandemic - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (bioRxiv, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK 2405685:WG9YMLGJ

Uganda: Students back to school, university in March - Kyeyune, Hamza (Anadolu Agency, 2021)
Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency
KerkoCite.ItemAlsoKnownAs: 2339240:2DZ7I775 2405685:WQR3CKZU

India’s public edtech broadcast system DIKSHA has a private bottleneck - Banerji, Olina (The Ken, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VZS43UH 2405685:KYKN689Y

Improving secondary education in Sierra Leone - De, Sourovi; Durrani, Zara; Khurshid, Ayesha (Oxford Policy Management, 2021)
We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:268JSEX2 2486141:EJ4VUWUC

Right to read: Joint efforts to provide books to minority-language learners - Thaung, Nyi Nyi; Gracie, Kristen (Education for All blog, 2021)
During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.
KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; _yl:a

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG
Keywords: Author:Haßler; _yl:b

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.2: Synthesis - Guthrie, Gerard (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:XHXMGVY3

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (Zenodo, 2021)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 2339240:TTFT62A6 2405685:LNYTJDFW

The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study - Barron, Maria; Cobo, Cristobal; Munoz-Najar, Alberto; Sanchez Ciarrusta, Inaki (World Bank Blogs - Education for Global Development, 2021)
Despite the overwhelming consequences of the pandemic, this global crisis has also been an extraordinary time for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:Q6F976QJ 2339240:UC2VMBYK 2405685:D3QRPSST 2405685:TZGSSJ5F
Keywords: ___working_potential_duplicate

EdTech and Covid-19: lessons from around the world - Pellini, Arnaldo (EdTech Hub, 2021)
Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707940 2339240:PAIL2F6F 2405685:27J8ETI9 2405685:G34FUWKA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی - الله, نشرونکی امین (بااحساسه محصلين, 2021)
محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق) د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد د وړوکتوب
KerkoCite.ItemAlsoKnownAs: 2405685:SBGXS4W5 4042040:9A9Z5Y9Z

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:NHKZM26P 2405685:EZIDC645

COVID-19 and the surge of absenteeism in SA schools - ISSAfrica (ISS Africa, 2021)
The impact of higher-than-expected absence rates is significant and will be compounded by a third wave.
KerkoCite.ItemAlsoKnownAs: 2339240:UCM5WNR7 2405685:GD7MXME8

Annual Status of Education Report. ASER-Pakistan 2021 - ASER Pakistan (ASER Pakistan Secretariate & Idara-e-Taleem-o-Agahi, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CTU9LA3Q 2339240:MVDNFBGR 2405685:2IATPQCX 2405685:79X8U2KF

Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge - Azevedo, João Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William (World Bank Group, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R5NR9Z2A 2405685:QJ7JZA6T

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (Journal of Economic Behaviour & Organization, 2021)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jebo.2020.12.022 2339240:2RVLDCU8 2405685:D63Y92LP

CPD Implementation Roadmap - Cambridge Education (Cambridge Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:97LIFQ9D 2405685:APDWFXX2 2405685:AUN7ES7V

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KB3DUZXF 2405685:5NEC3AR4

Achieving mobile-enabled digital inclusion in Bangladesh - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:668LBR98 2405685:W5VR72AL

Value for money and adaptive programming: Approaches, measurement and management - Laws, Ed; Valters, Craig (Overseas Development Institute (ODI), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Gender Mainstreaming Strategic Plan in Education 2021–2025 - Ministry of Education, Youth and Sports (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RHU8LCF2 2405685:BD9GLI2E

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (EdTech Hub, 2021)
ZenodoArchiveID: 4613150 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4613150 2339240:7RV99GRF 2339240:KNG7CIPW 2405685:BHZPG5ZX 2405685:HH8PFJJE 2405685:IG4J94RS 2405685:YMAME8E6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC