AI’s excessive water consumption threatens to drown out its environmental contributions - Bosch, Hilmer; Gupta, Joyeeta; Vliet, Luc van (The Conversation, 2024)
Artificial intelligence promises revolutionary solutions to global challenges, but the water costs to produce and power AI hardware and infrastructure may exceed the benefits.
KerkoCite.ItemAlsoKnownAs: 2405685:4ESLYJN2

The content analysis of the lesson plans created by ChatGPT and Google Gemini - Baytak, Ahmet (Research in Social Sciences and Technology, 2024)
Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Bard are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.
KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2024.19 2339240:JXRB5YP2 2405685:KS3P8MYU

‘Digital Her’ conference calls time on the gender-gap in Sierra Leone’s digital boom - Forna, Memuna (2024)
The tech sector is growing faster in Africa than any other region. The Digital Her Conference (21 March 2024) asks how can we ensure Sierra Leonean women share fully in the opportunities facilitated by the digital economy as creators, consumers and beneficiaries? Sierra Leone is on the brink of a tr
KerkoCite.ItemAlsoKnownAs: 2339240:J2EGIFZZ 2405685:J59CRUWS

Survey confirms devastating impact of digital divide on children’s learning during COVID-19 - UNICEF (UNICEF, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:22NKJTCV 2405685:3MTM4PCZ

A piloting study of developing social-emotional competence for Vietnamese high school students - Nguyen, Hong Hoang; Nguyen, Minh Khang; Nguyen, Quoc Khanh (European Journal of Psychology and Educational Research, 2024)
The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.
KerkoCite.ItemAlsoKnownAs: 10.12973/ejper.7.1.45 2339240:6UGA6LM2 2405685:JWVRK36K

Reforming data regulation to advance AI governance in Africa - Okolo, Chinasa T. (Brookings, 2024)
Chinasa Okolo explains how data protection is foundational to robust regulation of artificial intelligence in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:BGPNHFPH

Why has the government issued an AI advisory? - Deep, Aroon (The Hindu, 2024)
What does the March 1 advisory on Artificial Intelligence signal to tech firms? Will they need to seek government permission before putting out ‘under-tested’ Artificial Intelligence models? Why do some in the industry feel this move will hinder innovation?
KerkoCite.ItemAlsoKnownAs: 2405685:TUKD9EQE
Keywords: Advisory on Artificial Intelligence; ChatGPT; Google Gemini; Government permission for Artificial Intelligence models; “Is Modi a fascist?” query to Gemini

Teachers' perspectives on artificial intelligence in education - Uygun, Derya (Advances in Mobile Learning Educational Research, 2024)
Artificial intelligence (AI) is rapidly transforming various aspects of society, including education. Understanding teachers' perspectives on this disruptive technology is essential, given its potential to revolutionize the teaching and learning process. A comprehensive study involving 74 educators utilized the Opinion Scale on Artificial Intelligence in Education to gather valuable insights. The research outcomes reveal a predominantly favourable view of AI in education, albeit accompanied by significant apprehensions regarding ethical and privacy-related issues. This study contributes significantly to the ongoing discourse on the role of AI in education, emphasizing the necessity for a balanced approach that maximizes the benefits of AI while ensuring the protection of the rights and interests of all stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.25082/AMLER.2024.01.005 2339240:AZR5I6MM 2405685:7KLHUQ97

World Bank Gender Data Portal - World Bank (2024)
Gender indicators for Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:LPNDNKG6 2405685:IK77DS5W
Keywords: ⛔ No INSPIRE recid found

Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities - Alejo, Anna; Jenkins, Robert; Yao, Haogen (Future in Educational Research, 2024)
Abstract A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children?especially the most vulnerable?can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.
Publisher: John Wiley & Sons, Ltd KerkoCite.ItemAlsoKnownAs: 10.1002/fer3.21 2339240:86NCUMAX 2405685:9T6USH3H
Keywords: COVID-19; education; learning recovery; policy; school reopening

Ukraine Humanitarian Needs and Response Plan 2024 - Office for the Coordination of Humanitarian Affairs (United Nations, 2024)
Appeal in English on Ukraine about Camp Coordination and Camp Management, Coordination, Technological Disaster and more; published on 3 Jan 2024 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:8IZSAX2J 2405685:QALKY7QX

Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence - Dela Cruz, Nina Ashley; Adona, Ann Jillian; Molato-Gayares, Rhea; Park, Albert (Asian Development Bank, 2024)
This systematic review covers 56 studies that measure the effects of school closures on learning outcomes during the coronavirus disease (COVID-19) pandemic and 20 studies that evaluate the impact of measures to reduce learning loss. It restricts attention to evaluations with credible control groups and provides the first meta-analysis of learning losses that covers more developing countries (21) than developed ones (15). We find that a year of school closure is associated with learning loss equivalent to 1.1 years’ worth of learning and that school reopening mitigates these losses down to 0.5 years. With regard to measures to reduce learning loss, we find that tutoring delivered either in-person or through mobile phones has positive, statistically significant effects on mitigating learning loss.
KerkoCite.ItemAlsoKnownAs: 2339240:ELPHCPI9 2405685:8URQDXZG

Employment rate in Vietnam 2019-2022, by gender - Nguyen, Minh-Ngoc (Statista, 2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.
KerkoCite.ItemAlsoKnownAs: 2339240:TSD3SYVW 2405685:CBPRDY4M

Human Development Summary- Cambodia - UNDP (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LPS6AL6Z 2405685:WYRBIC2U

Laos – Trade Agreements - International Trade Administration (2024)
Describes trade agreements this country is a party to. Includes resources where U.S. companies can get information on how to take advantage of these agreements.
KerkoCite.ItemAlsoKnownAs: 2339240:6JMUJ4WE 2405685:PMJASRFZ
Keywords: ⛔ No INSPIRE recid found

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: A systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2024)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2339240:JHSWPDKG 2405685:3HNYAGC7
Keywords: Educational technology; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

Educating Ukraine’s children is critical to its future - Brown, Sarah (Financial Times, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RN9ECZYR 2405685:DP846JS6

Multilingual education: A key to quality and inclusive learning - Giannini, Stefania (UN Chronicle, 2024)
The potential of multilingual education is enormous, but realizing its full benefits requires a commitment to lifelong learning and a deeper appreciation of the value of linguistic diversity.
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:4K55XKEC 2405685:XCDQRLPH

Tailoring education with GenAI: A new horizon in lesson planning - Karpouzis, Kostas; Pantazatos, Dimitris; Taouki, Joanna; Meli, Kalliopi (arXiv, 2024)
The advent of Generative AI (GenAI) in education presents a transformative approach to traditional teaching methodologies, which often overlook the diverse needs of individual students. This study introduces a GenAI tool, based on advanced natural language processing, designed as a digital assistant for educators, enabling the creation of customized lesson plans. The tool utilizes an innovative feature termed 'interactive mega-prompt,' a comprehensive query system that allows educators to input detailed classroom specifics such as student demographics, learning objectives, and preferred teaching styles. This input is then processed by the GenAI to generate tailored lesson plans. To evaluate the tool's effectiveness, a comprehensive methodology incorporating both quantitative (i.e., % of time savings) and qualitative (i.e., user satisfaction) criteria was implemented, spanning various subjects and educational levels, with continuous feedback collected from educators through a structured evaluation form. Preliminary results show that educators find the GenAI-generated lesson plans effective, significantly reducing lesson planning time and enhancing the learning experience by accommodating diverse student needs. This AI-driven approach signifies a paradigm shift in education, suggesting its potential applicability in broader educational contexts, including special education needs (SEN), where individualized attention and specific learning aids are paramount
arXiv:2403.12071 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2403.12071 2339240:HPBKA7JW 2405685:6A5CLBVW
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Children’s personal data and compliance with Digital Personal Data Protection Act, 2023: Not a Child’s Play - Nanda, Akshay S. (ETGovernment.com, 2024)
Digital Personal Data Protection Act 2023 Children: The digital personal data protection legislation places a strong emphasis on protecting the privacy and rights of children in the digital landscape. Adhering to these compliances is not only a legal requirement but also a moral obligation.
Section: blog KerkoCite.ItemAlsoKnownAs: 2405685:P9NK3FTB

Young children’s development after forced displacement: A systematic review - Bernhardt, Katharina; Le Beherec, Saskia; Uppendahl, Jana R.; Fleischmann, Melia; Klosinski, Matthias; Rivera, Luisa M.; Samaras, Georgia; Kenney, Martha; Müller, Ruth; Nehring, Ina; Mall, Volker; Hahnefeld, Andrea (Child and Adolescent Psychiatry and Mental Health, 2024)
To examine the impact of displacement experiences on 0- to 6-year-old children’s social-emotional and cognitive development, as well as influencing factors on reported outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13034-024-00711-5 2339240:JZQ76RU6 2405685:CLSQSHXD
Keywords: Child; Cognitive development; Displacement; Preschool; Refugee; Social-emotional development

Are LLMs useful in the poorest schools? TheTeacher.AI in Sierra Leone - Choi, Jun Ho; Garrod, Oliver; Atherton, Paul; Joyce-Gibbons, Andrew; Mason-Sesay, Miriam; Björkegren, Daniel (arXiv, 2024)
Education systems in developing countries have few resources to serve large, poor populations. How might generative AI integrate into classrooms? This paper introduces an AI chatbot designed to assist teachers in Sierra Leone with professional development to improve their instruction. We describe initial findings from early implementation across 122 schools and 193 teachers, and analyze its use with qualitative observations and by analyzing queries. Teachers use the system for lesson planning, classroom management, and subject matter. Usage is sustained over the school year, and a subset of teachers use the system more regularly. We draw conclusions from these findings about how generative AI systems can be integrated into school systems in low income countries.
arXiv:2310.02982 [cs] version: 2 KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2310.02982 2405685:WTRDUD84
Keywords: Computer Science - Computers and Society

Can Using ChatGPT for Lesson Planning Cut Teacher Workload? - Education Endowment Foundation (Education Endowment Foundation, 2024)
New EEF trial to see if generative AI can reduce workload and maintain lesson quality
KerkoCite.ItemAlsoKnownAs: 2339240:6B5VYNAU 2405685:7RL4L55C

Acting Now for Tomorrow: Addressing Climate Mobility Challenges in Southeast Asia - Ysmael Arriola, Sarah Lou (The ASEAN, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DUNS8MBH 2405685:IW2LPLIA

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8N7SV9F 2405685:CTXM6PDE

Sierra Leone: Price for 1GB mobile data 2023 - Galal, Saifaddin (Statista, 2024)
One gigabyte of mobile internet in Sierra Leone cost, on average, 0.67 U.S.
KerkoCite.ItemAlsoKnownAs: 2339240:BB8CTHX7 2405685:QH66APIU

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LH3W4B4H 2405685:FR7FMVEI

Perspectives of teachers on the employ of educational artificial intelligence tools in education: The case of the Gaza Strip, Palestine - Abdelmoneim, Rania; Jebreen, Kamel; Radwan, Eqbal; Kammoun-Rebai, Wafa (Human Arenas, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s42087-024-00399-1 2339240:DZJPT2V6 2405685:2W4M58TN

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (UNESCO, 2024)
With the financial support of POSCO 1% Foundation, UNESCO will facilitate access to vocational and transferable skills for out-of-school children and youth in Viet Nam.
KerkoCite.ItemAlsoKnownAs: 2339240:237AQC5Y 2405685:PL5S2AUF

Use of Artificial Intelligence in Education Delivery and Assessment - Felix, Juri; Webb, Laura (UK Parliament, House of Commons Library, 2024)
This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities.
KerkoCite.ItemAlsoKnownAs: 2339240:RH9VUW2D 2405685:VR67TM3T

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NFG5XXJI 2405685:9NUS6ZAP

Global Humanitarian Overview 2023 - Office for the Coordination of Humanitarian Affairs (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2TYZT6IF 2405685:XBHRXIDU

Ahlan Simsim Impact Report - Sesame Workshop (Sesame Workshop, 2024)
A critical need, historic response, profound impact
Running Time: 205 KerkoCite.ItemAlsoKnownAs: 2339240:2AXQENUB 2339240:GFDTJEXP 2405685:CDPTN6WB 5911999:VX4EHUUV

Emergency Handbook: Mental Health and Psychosocial Support (MHPSS) - United Nations High Commissioner for Refugees (UNHCR, 2024)
Mental health and psychosocial support (MHPSS) in refugee emergencies requires action in health, education, community-based protection, child protection and GBV
KerkoCite.ItemAlsoKnownAs: 2339240:894LQ8Z3 2339240:IR4ZWFC8 2405685:TQ45GZ25 5911999:HYSHL3U9

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2405685:WK8YCRCC 2486141:YJVMBKUH

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Designing for social justice: A decolonial exploration of how to develop EdTech for refugees - Barnes, Katrina; Emerusenge, Aime Parfait; Rabi, Asma; Ullah, Noor; Mazari, Haani; Moustafa, Nariman; Thakrar, Jayshree; Zhao, Annette; Koomar, Saalim (Education Sciences, 2024)
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14010077 2339240:EDBFVAND 2405685:VJZZ6ZKT 2405685:W4XV3TFZ

Enabling technology integrated learning for autistic children using augmented reality based cognitive rehabilitation - Abdullah, A. Sheik; Karthikeyan, J.; Gomathi, V.; Parkavi, R.; Rajarajeswari, P. (SN Computer Science, 2024)
Augmented reality (AR)-based rehabilitation is an excellent teaching tool (ICT tool) for simulating daily activities for autistic children. Children with autism may become more mentally capable with this type of AR-based rehabilitation. It is intended to observe the children's performance in terms of concentration, attention, and identification. The observation has been done through placards as a target image to display the 3D objects on a mobile phone or tablet. In this project, observations are made for 21 autism children in the age group of 7–14, out of whom 17 are boys and 5 are girls. Those 21 children are given practice identifying 15 different objects in an augmented reality environment. Their performance was initially evaluated using conventional instructional techniques. The majority of the kids were having more difficulty identifying things during that observation. Then, with an Augmented Reality environment, the identical observation has been made once more. Using a mobile device or tablet, the 3D objects from the provided placard photos are produced in an augmented reality environment with animation and voice in the languages of English and Tamil. Children with autism are able to recognize and also grasp the behaviors of those objects while viewing them in 3D. Their efforts are measured using a two-point scale (0, 1, 2). The pre-assessment and post-assessment reports for the above observations are tabulated. All the observations are made in the presence of the special education teacher (therapist). However, the children observed in this project fall into three different categories: mild, moderate, and severe. In the Mild category, statistical significance is evident with p values of 0.002 in pre-assessment and 0.014 in post-assessment. Likewise, in the Moderate category, where p values are 0.023 in pre-assessment and 0.033 in post-assessment, significance is observed, as all p values fall below the chosen significance level of 0.05. This leads to rejecting the null hypothesis and concluding a significant difference. Children under the categories of mild and moderate are easily adaptable to the AR environment, and children under the category of severe are still in need of some practice in order to improve their performance.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42979-023-02495-5 2339240:WH2QGU6A 2405685:M35KCLEA

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2405685:PQL34IN7 2486141:K5QNVJ2N
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Distance learning in Ukraine in Covid-19 emergency - Shevchenko, Viktoriya; Malysh, Nataliia; Tkachuk-Miroshnychenko, Olena (Open Learning: The Journal of Open, Distance and e-Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2021.1967115 2339240:GPSUAPCH 2405685:J4GBLPK3

Helping families help themselves: The (Un)intended impacts of a digital parenting program - Amaral, Sofia; Dinarte-Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Journal of Development Economics, 2024)
Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64
Keywords: Child maltreatment; Mental health; Parental stress; Positive parenting

Artificial Intelligence in school administration in the post-basic education and career development (PBECD) in Nigeria - Galadima, Farida; Abdullahi, Muhammad Yakub (International Journal of Learning Development and Innovation, 2024)
This paper assessed the impact of Artificial Intelligence on school administration and teachers job performance in post-basic education and career development (PBECD) in Nigeria. Secondary data were used in the paper. The data were collected from print and online publications. The paper established that Artificial Intelligence aids effective school administration such as Data analysis and Decision Making, Automation of Administrative task, Resource Optimization, Student Support and intervention among others. It also identify some challenges and ethical considerations in schools such as Ethical Use of Student Data, Data Privacy and Security Concerns, Potential Bias in AI Decision Making. The studies also suggest that School administrators have to periodically inspect AI systems for bias and take actions to mitigate any found flaws. Additionally, varied and representative datasets should be used to train AI systems in order to reduce biases in decision making. Based on this findings, the paper concludes that government should increase investment on Artificial Intelligence infrastructure facilities in post-basic education and career development (PBECD) in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2339240:FFGKKY65 2405685:JJZS2ANP
Keywords: ⛔ No DOI found

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Ommeren, Mark Van; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scale-up in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2339240:2KD8ZWB3 2405685:37QZSX76 5911999:DIGQW8MT
Keywords: child and adolescent; literature review; low- and middle-income countries; mental health; psychological interventions

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Ommeren, Mark Van; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scale-up in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2405685:JPZQM2WD
Keywords: child and adolescent; literature review; low- and middle-income countries; mental health; psychological interventions

Ghana Country Brief - International Institute of Capacity Building in Africa, UNESCO (2024)
This brief provides data and references to the literature on issues that matter for education in Ghana. It is part of a series that provides a brief introduction to the state of education systems in Africa. The work was prepared for country pages on IICBA’s website and a digital repository of resources at the country, sub-regional, and continental level. The brief series also informs work conducted in the context of (i) the European Union’s Africa Regional Teachers’ Initiative and (ii) the KIX (Knowledge and Innovation eXchange) Africa 19 Hub for anglophone countries that promotes the use of evidence for policy making and benefits from funding from the Global Partnership for Education and Canada’s International Development Research Center. This brief and its associated webpage are meant to be updated as new information becomes available, at least on a yearly basis.
KerkoCite.ItemAlsoKnownAs: 2339240:VJ7KX5IJ 2405685:Y6GFHR56

Timor-Leste Country Brief - World Food Programme (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2CZWEQVR 2405685:55FVC264

Proceedings of the Eleventh ACM Conference on Learning @ Scale (Association for Computing Machinery, New York, NY, United States, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:6MLTGVP7

The unmasking of autism in South Africa and Nigeria - Adam, Skye (Neuropsychiatric Disease and Treatment, 2024)
KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S461650 2339240:S8AK7CL8 2405685:UMSWR2HE

Continental Artificial Intelligence Strategy: Harnessing AI for Africa’s development and prosperity - African Union (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:W46B72NI

Impact of technology integration on education in emergency (EiE): An analysis of emergency remote education at K-12 level for girls in Afghanistan since 2020 - Ahmadi, Sima (Research Highlights in Technology and Teacher Education Special Edition, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TTJ8NHX2 2405685:WNXNUQ2D

Nigeria’s currency has fallen to a record low as inflation surges. How did things get so bad? | AP News - Asadu, Chinedu (AP News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:PVM9PXSR 2405685:DZ9AMTRN

Regional Guidance for ASEAN Member States on Strengthening the Role of Social Workers and the Wider Social Service Workforce in the Education Sector - ASEAN Secretariat (ASEAN Secretariat, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:JJGPSYST 2405685:Y24PG27C

Annual Status of Education Report ASER-Pakistan 2023: National (Rural) - ASER Pakistan (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RKVQLNBW 2405685:B29734GA

Philippine Education Dept. Plans Boost for Mental Health with New Learning Model - Asia Education Review (2024)
The Department of Education is exploring ways to improve its mental health initiatives in the K-12 curriculum by incorporating a learning model focused on emotional and social skills essential for Filipino students as they prepare for their future...
KerkoCite.ItemAlsoKnownAs: 2339240:HVEUCIDW 2405685:WBFPTNXB

From EdTech to PedTech: Changing the way we think about digital technology - Aubrey-Smith, Fiona; Twining, Peter (Routledge, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DAAZJ8QK 2405685:V3HSUXD8

Narrowing the data gap - Australian Council for Educational Research (ACER) (ACER Data Visualisations, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NJCYBX84 2405685:WDGVZDQG

Lots of snakes but where are the ladders? Building environment-smart learning friendly schools responsive to extreme weather - Bangay, Colin (The Education and Development Forum (UKFIET), 2024)
Anyone who has ever been in a concrete-walled, corrugated iron-rooved building in the heat of the dry season or experienced the noise of a tropical rainstorm will appreciate how this can impact on…
KerkoCite.ItemAlsoKnownAs: 2339240:FW4QK7NI 2405685:BIVES25H

Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan - Barnes, Katrina; Ashlee, Amy; Mukankusi, Aimee; Pacitto, Julia; Rabi, Asma; Thomas, Matt; Ullah, Noor; Zazai, Rozina; Zhao, Annette (Educational Research for Policy and Practice, 2024)
This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-023-09353-4 2339240:MTL9NX4X 2405685:QLWCDUNL 2405685:SWPGW69K
Keywords: COVID-19; Distance education; Educational technology; Gender; Pakistan; Refugee education

Basic Education Equivalency Program (BEEP) - BEEP (EdTech Center @ World Education, 2024)
BEEP is a mobile learning initiative that aims to provide out-of-school youth and adults in Cambodia the opportunity to upgrade their skills while working and to enhance access to continuing education and employment opportunities.
KerkoCite.ItemAlsoKnownAs: 2339240:3XI4XWRM 2405685:H3GIWHMU
Keywords: ⛔ No INSPIRE recid found

Gamified interventions for refugee children in primary education: A scoping study - Bizota, Katerina; Papadopoulou, Maria (2024)
By the end of 2022, UNICEF reported a staggering figure of 45 million displaced children worldwide. A significant proportion of these children encounter obstacles in accessing and attaining quality education, particularly in the context of enriching learning opportunities in a second language. Gamification of learning is a design process that can augment an existing educational context by incorporating game elements. To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments. Research papers were selected and supplemented by web searches to trace online reports and relevant projects for refugees. In total, twenty-six (26) interventions were selected for the coding process. The findings were organized in a narrative synthesis of emerging learning practices that respond to several gamified perspectives relating to the needs and characteristics of the target population. The final section of the paper outlines lessons learned to inform practitioners on how to leverage gamification for future learning initiatives in various refugee settings.
KerkoCite.ItemAlsoKnownAs: 2339240:JWDDVPNT 2405685:ZIRWHW74

Resilience in the face of neurodivergence: A scoping review of resilience and factors promoting positive outcomes - Black, Melissa H; Helander, Johan; Segers, Julie; Ingard, Cecilia; Bervoets, Jo; Puget, Vincent Grimaldi de; Bölte, Sven (Clinical Psychology Review, 2024)
Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cpr.2024.102487 2339240:A73ZQLRZ 2405685:7PC3JZXF
Keywords: ADHD; Autism; Developmental diversity; ICF; International classification of functioning; Neurodiversity; Promotive; Protective

The high rates of comorbidity among neurodevelopmental disorders: Reconsidering the clinical utility of distinct diagnostic categories. - Bonti, E.; Zerva, I. K.; Koundourou, C.; Sofologi, M. (Journal of Personalized Medicine, 2024)
KerkoCite.ItemAlsoKnownAs: 10.3390/jpm14030300 2339240:9S2TWKLP 2405685:7E2R6DK8

Designing celebratory technology for neurodiversity with neurodivergent scholars - Boyd, Louanne; Zolyomi, Annuska (Extended abstracts of the CHI Conference on Human Factors in Computing Systems, 2024)
Research indicates that the social stigma of an autism label is the biggest unaddressed problem with autism. To address this gap, a novel celebratory paradigm will seed the first wave of Celebratory Technology for Neurodiversity. By creating Celebratory Technology SIG, we plan to foster an HCI community of neurodiverse scholars over the coming years. A goal of the SIG is to enrich HCI researchers’ understanding of neurodiversity because of increased awareness of neurodiverse communities, approach design from a celebratory perspective that aims to intervene at a societal level, and clarity around community-oriented challenges that warrant further exploration. This SIG will produce knowledge via a conceptual framework and empirically derived interaction designs for social change. Design sprint results and discussion will be encouraged to be expanded upon and disseminated via publications in venues such as ACM CHI, ASSETS, and TACCESS. Ultimately, these new interaction designs may drive programs implemented by social media platforms and policy to reduce autism stigma.
event-place: Honolulu, HI, USA KerkoCite.ItemAlsoKnownAs: 10.1145/3613905.3643988 2339240:RN9F5GL2 2405685:M6RNEAJD

Between gaining acceptance and avoiding harm: Navigating stigma and its consequences among autistic individuals - Brake, Jad (Disability & Society, 2024)
This paper examines autistic adults’ narratives and accounts of their experiences. It focuses on exploring how autistic individuals interpret and respond to stigma and negative attitudes surrounding autism. Thematic analysis of qualitative data obtained from interviews and focus groups reveals how autistic persons reconstruct their self-perception and definition of autism in response to stigma and societal attitudes. Further, the analysis reveals the prevalent use of social camouflaging among autistic adults to manage and cope with their stigmatized identities. This research contends that the dual approach that appeared among participants of advocating for autism acceptance while masking and concealing autism, reflects a continuous balancing act between avoiding stigma and its harmful consequences and striving to fit in, gain acceptance, engage in social interaction and relationships. Reframing autism as positive and reporting decreased motivation for camouflaging and increased self-acceptance, demonstrate stigma resistance and the agency and power possessed by autistic people. This article looks into how autistic adults describe their daily and social experiences. Specifically, it examines the impact of stigma on autistic individuals’ understanding of autism as well as explains how autistic people deal with stigmatic views and negative reactions to autism. The data collected for this study is based on interviews and focus groups conducted with autistic adults. The study highlights the use of masking, where autistic individuals hide their autism to avoid stigma and its negative consequences while seeking social acceptance and engaging socially. By exploring how autism intersects with various social identities, the study reveals how autistic individuals navigate societal challenges, highlighting the diverse experiences and perspectives within the autistic community and the complexity of the autism experience.
Publisher: Routledge _eprint: https://doi.org/10.1080/09687599.2024.2374491 KerkoCite.ItemAlsoKnownAs: 10.1080/09687599.2024.2374491 2339240:DZHEZLWU 2405685:JFCLQK5V

East-Timor - Britannica (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TQPSPK8I 2405685:KSQKJX5D

Laos | History, Flag, Map, Capital, Population, & Facts - Britannica (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IRZNJEDB 2405685:R2XMJAZD
Keywords: ⛔ No INSPIRE recid found

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Van Ommeren, Mark; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scaleup in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2339240:7KV5UVA3 2405685:C92QWM6T

Ministry of Education and Science of Ukraine and Palantir partner to create safe conditions for in-person education in schools - Business Wire (2024)
The Ministry of Education and Science, along with Palantir (NYSE:PLTR), a leading provider of AI systems, have signed an agreement. The main goal is to facil...
KerkoCite.ItemAlsoKnownAs: 2339240:EDBGHUJV 2405685:DL7TA2Z4

Supporting Children’s Access and Retention in Education in Emergency, Fragile, and Conflict-Affected Contexts - Cameron, L.; Pon, C.; D'Angelo, S.; Cooper, K. (Global Partnership for Education Knowledge and Innovation Exchange, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:4Y8U6X4W 2405685:55SWUD2T

Education System Resilience - Cameron, Leanne; Thomas, Elizabeth; Amenya, Donvan; West, Helen; Mugiraneza, Jean-Pierre; Page, Ella (Global Partnership for Education Knowledge and Innovation Exchange:, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Y2QY945U 2405685:LJG2JCRC

Neurodiversity in the minds of students: From perception to campus programming. - Castleman, B. V.; Jarvinen, L. Z.; Jarvinen, M. K. (Journal of Undergraduate Neuroscience Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.59390/qcwz6366 2339240:7RPYVKW9 2405685:NCP666VT

In-depth Analysis: EU support for access to quality education in Sub-Saharan Africa - Chelpi-Den Hamer, Magali (European Parliament, European Union, 2024)
This in-depth analysis considers different European Union (EU) programmes that support access to quality education in Sub-Saharan Africa, from the perspectives of both development cooperation and humanitarian aid. It investigates how these programmes currently meet the needs of developing countries in Sub-Saharan Africa and where there are still gaps, noting particularly the role of local partners in this support system. The EU has been complying with its commitment to spend 10 % of humanitarian funding on education in emergencies since 2019. In percentage terms, the EU is the only donor doing so to date. The same commitment has been made for development aid in 2020 with the pledge to dedicate 10 % of the EU development budget to educational activities. This has brought light to the EU’s role in supporting the development of human capital in the Global South, with a specific focus on SubSaharan Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:EDWY65UC 2405685:58MY6U9T

AI use cases of Bangladesh - Chowdhury, Anir (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HQBGPSCX 2405685:CZRL77KB

Navigating inclusion: Understanding social perception, educational opportunity, and challenges for neurodiverse students in Bangladeshi formal education - Chowdhury, Sabbir Ahmed; Islam, Mohammad Ashraful; Nishat, Md. Tahmid Anjum; Nadiv, Md. Adnan; Ormi, Nosrat Jahan (Frontiers in Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2024.1452296 2339240:GP2HETYT 2405685:R9PU4XYE

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a rapid in-depth qualitative study - Correa de Oliveira, André; Kanyoza, Charity; Smart, Theresa; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2024)
To inform the development of Malawi's National Numeracy Programme (NNP), EdTech Hub worked with the Directorate of Quality Assurance Services (Malawi), Cambridge Education, and the UK Foreign, Commonwealth and Development Office (FCDO) to examine the NNP’s components during its extended pilot phase during the 2022–2023 school year, and explore how these might be refined to improve teaching and learning of mathematics in Malawi. In-depth qualitative research in four schools was undertaken to obtain feedback on the programme’s components from teachers, head teachers, and Primary Education Advisors. The study’s methodology incorporated semi-structured interviews, focus group discussions, lesson observations, learning circle observations, training observations, and ethnographic methods. Additionally, a mathematics specialist conducted an independent, in-depth, desk-based review of the NNP teaching and learning resources to refine the study’s analysis. This report summarises the principal findings from the study. Keywords: Malawi, mathematics, numeracy, teacher continuous professional development, teacher learning circles An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2129771:K9HHIYYP 2405685:B8SQMMBA
Keywords: _r:AddedByZotZen

Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi - Correa de Oliveira, André; Plaut, Daniel; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2024)
The Malawi National Numeracy Programme (NNP) was designed in 2020 in partnership with the Malawi Ministry of Education and Cambridge Education (Mott McDonald), funded by the UK Foreign, Commonwealth and Development Office (FCDO). Building on findings from a prior qualitative review of the NNP's programme components, EdTech Hub proposed a new phase of design-based implementation research (DBIR) to be undertaken in Term 2 of the 2022–2023 school year to refine the school-based teacher continuous professional development (TCPD) model of the NNP. As part of the research, EdTech Hub developed a new TLC guide to be tested in schools. Through observations, focus group discussions, and interviews, the Hub gathered teacher feedback and used it to co-design and iterate on this guide alongside teachers. This report summarises the principal findings from the study. It also outlines the research background, methodology, findings, and recommendations for the programme moving forward. Keywords: teacher continuous professional development, teacher learning circles, National Numeracy Programme (NNP), Malawi, design-based implementation research An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2129771:VEW2PXA5 2405685:2AN8XVIA
Keywords: _r:AddedByZotZen

Lessons on Implementation: Stakeholders’ Experiences with Digital Personalized Learning Platforms - D'Angelo, Sophia; Barón, Juan; Mazari, Haani; Morales, Daniel; Tabares, Santiago Ospina; Santos, Paola Polanco; Kaye, Tom (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:MCYVG4AG 2405685:9A2P2NAW

Supporting out-of-school girls and children and youth from marginalised groups in the ASEAN region: A review of promising practices - Dabrowski, Anna; Ahmed, Syeda Kashfee; Goundar, Payal; Wong, Debbie; Spink, Jeaniene (Australian Council for Educational Research, 2024)
Investing in girls’ and women's education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women's educational trajectories across the lifespan. Data shows concerning levels of children and youth not completing lower-secondary and upper-secondary schooling. While primary completion rates hover around 80% in Cambodia, Myanmar, Lao PDR and Timor-Leste, rates fall to just over 50% in lower-secondary. While half of students complete upper secondary in Timor-Leste, only 20-30% in Cambodia, Myanmar and Lao PDR do. Even though girls now remain in the education system for longer, they are less likely to be in employment, further education, or training in the ASEAN region. From the age of 15, women also earn less than men in the seven ASEAN member states for which data are available, impacting on household financial stability and resiliency. Girls also face ongoing risks of forced and early marriage, period poverty, violence and trafficking, female genital mutilation, adolescent pregnancy, and sex-selection before birth. Given the gains made by girls in the region, and the importance of acknowledging that other gender groups can also be vulnerable within ASEAN education systems, this report focuses on two broad groups: out-of-school girls, and children and youth from marginalised groups. Understanding ways to better support the complex needs of these different groups is a key focus of the SAGE initiative. As part of a three-part series examining ways to support girls, women, and other vulnerable and marginalised populations, this report focuses on understanding the current challenges ASEAN countries face in supporting out-of-schoolgirls, and children and youth from marginalised groups and examines effective practices for supporting these underrepresented and hard to reach populations.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-737-3 2339240:C8IS3IVS 2405685:85LD5FUW

Kono District - Development Assistance Coordination Office (DACO); Ministry of Planning and Economic Development (MoPED) (Sierra Leone Development Encyclopaedia 2024, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:NZ9MWVMM

Port Loko - Development Assistance Coordination Office (DACO); Ministry of Planning and Economic Development (MoPED) (Sierra Leone Development Encyclopaedia 2024, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:S8VXFQ2P

The Complete Guide to Mobile Data Collection - Dimagi Inc (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3PKTQ85C 2405685:C78CKCHE

The Disasters Emergency Committee (DEC) Lessons Paper: Strategic period 2020-2024 - Disasters Emergency Committee (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6KSGZA2N 2405685:FNSH98WW

A trans-diagnostic investigation of attention, hyper-focus, and monotropism in autism, attention dysregulation hyperactivity development, and the general population - Dwyer, Patrick; Williams, Zachary J.; Lawson, Wenn B.; Rivera, Susan M. (Neurodiversity, 2024)
The monotropism hypothesis posits that hyper-focus on interests is core to autistic cognition; moreover, hyper-focus is common in attention dysregulation hyperactivity development (ADHD). However, ADHD is partly defined by susceptibility to distraction, and research has found evidence of attention capture in autism. We investigated hyper-focus in autism and ADHD, its relationship to inattention, and whether it is related to quality of life, hypervigilance, negative repetitive thinking, and symptoms of anxiety and depression. 492 adults (122 ADHD-only, 130 autistic-only, 141 autistic + ADHD, and 99 comparison) completed questionnaires indexing hyper-focus in multiple domains, inattention, and the valence of their hyper-focus experiences. Hyper-focus and inattention were elevated in all neurodivergent groups, and were positively correlated, implying that atypical regulation of attention, sometimes manifesting in hyper-focus and sometimes in inattention, is a trans-diagnostic phenomenon. Hyper-focus predicted poorer global quality of life, more hypervigilance, more negative repetitive thinking, and more symptoms of anxiety and depression; however, positive experiences of hyper-focus mediated an indirect relationship between hyper-focus and greater quality of life, partially attenuating the overall negative association. Indeed, neurodivergent participants not only reported more negative experiences of hyper-focus than controls, but also more positive experiences. Further studies could explore contextual factors influencing whether hyper-focus has positive or negative impacts on daily life.Community AbstractWhat is already known about this topic? Many autistic people support the monotropism theory, which says that hyper-focus on interests is central to autism. Prior research also shows that hyper-focus is common in ADHD. However, it is also the case that at other times autistic and ADHD people can be more likely to become distracted from things they are trying to focus on. What does this paper add? We asked autistic, ADHD, and control (i.e. neither autistic nor ADHD) adults to answer questions about their experiences of hyper-focus in different areas of life. We also asked participants about whether these experiences were good or bad, and we asked about inattention. Moreover, we asked about quality of life and mental health.We found that both autistic and ADHD people had more experiences of both hyper-focus and inattention than control participants. Neurodivergent (autistic and/or ADHD) people said they had both more positive and more negative experiences of hyper-focus than controls, and there were ways that hyper-focus was related to both better and worse quality of life. Hyper-focus was related to experiencing more anxiety, depression, negative repetitive thoughts, and vigilance towards possible threats. Implications Our results emphasize the importance of understanding how attention is allocated in the world of autistic and ADHD individuals. These findings also imply that hyper-focus and inattention are not opposites but may have common roots. Finally, this study shows that hyper-focus can have either positive or negative impacts—but negative impacts were especially prominent. Future research could explore how we could change the world or provide specialized supports to maximize positive and minimize negative impacts.
_eprint: https://doi.org/10.1177/27546330241237883 KerkoCite.ItemAlsoKnownAs: 10.1177/27546330241237883 2339240:4IAHV2MR 2405685:S54N65VT

Special edition for the African Union Year of Education 2024 - Education Finance Watch (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3TYCM4XL 2405685:UN5NA8XU

Intervention 1: Developing African-led education research agendas - Education Sub Saharan Africa (ESSA); Southern Hemisphere (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBK7L7SQ 2405685:A63U3KGS

Education in Emergencies: A lifeline - Educo (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:E2GSA9I4

Student engagement and teaching presence in blended learning and emergency remote teaching - Fan Su, Di Zou; Wang, Lixun; Kohnke, Lucas (Journal of Computers in Education, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z33PFJV6 2405685:6JCR9VJ8
Keywords: ⛔ No DOI found

Artificial intelligence in education management: Opportunities, challenges, and solutions - Feng, Tong; Li, Qinglun (Frontiers in Business Economics and Management, 2024)
PDF | Education management, as an integral part of management science, encompasses core functions such as organizing, planning, coordinating, and... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.54097/raxsbp45 2339240:52IFS5XI 2405685:LK75JN9U

Climate Change and Education: From evidence to action - Fitzpatrick, Rachael; Amenya, Donvan; McAleavy, Tony (Education Development Trust, 2024)
Over the past ten years, the world’s poorest countries have experienced nearly eight times as many natural disasters compared to three decades ago. This report considers the impacts of the global climate emergency on school education in low-income countries, and explores how to address the negative consequences it has on learning.
KerkoCite.ItemAlsoKnownAs: 2339240:IJW5LN3D 2405685:IZHTUBDN

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - Foreign, Commonwealth Development Office (GOV.UK, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:X4QX7MSL 2405685:LUH7MFXZ

UK Government Support for Girls’ Education Worldwide - Foreign, Commonwealth & Development Office (GOV.UK, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3S6I6688 2405685:EY5R8GQE
Keywords: ⛔ No INSPIRE recid found

Using diverse distribution platforms to support young children’s coping strategies in the midst of crisis and conflict - Foulds, Kim; Solomon, Senait; Cameron, Scott; Casas, Carolina; Cohen, David; Wright, Tara; Kohn, Shanna; Tomchinsky, Julia (Communication Studies, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/10510974.2024.2339565 2339240:4H745MGJ 2339240:U3UQ7BFJ 2405685:CCUMVKK5 5911999:BB88BR7L 5911999:MVK5NBQS
Keywords: Early childhood development; coping strategies; education in conflict and crisis; media interventions

EduCare: Digital Resilience for Displaced Youth - Gautier, Maya; Ciriello, Raffaele F (ACIS 2024 Proceedings, 2024)
The ongoing crises of geopolitical conflict and climate change have forced millions of children worldwide into displacement, disrupting their education, mental health, and access to food security. This researchin-progress paper reports on the design and evaluation of a mobile solution, EduCare, which aims to address the intertwined needs of forcibly displaced school-aged children. Building upon previous research, EduCare integrates educational resources, mental health support, and nutritional guidance into a cohesive sociotechnical system. Using a design science research methodology, this paper outlines the development process of EduCare, guided by principles of resilience, awareness, and empowerment. The potential of EduCare to enhance the resilience of displaced youth is explored through scenariobased design and evaluation of its desirability, viability, and feasibility. This work contributes to the information systems (IS) literature by offering a novel approach to supporting the complex needs of forcibly displaced youth through a sociotechnical framework.
KerkoCite.ItemAlsoKnownAs: 2339240:G62RGUM2 2339240:P7CTRXXD 2405685:CLUITHR3 5911999:884Q9C6W 5911999:VMIV8LBI
Keywords: ⛔ No DOI found

One Divide or Many Divides? Understanding digital Literacy and the digital divide in ASEAN underprivileged communities - Gitanjali, Benedicta; Saputra, Anindyo Dwi; Candraningrum, Diah Ayu; Triwibowo, Whisnu; Triastuti, Endah (ASEAN Foundation, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:C2UQ8LES 2405685:VK4JX6GT

Guidelines: System Capacity Grant - Global Partnership for Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z9XVIP5P 2405685:P5HB9YH3

Teachers to get more trustworthy AI tech, helping them mark homework and save time - GOV.UK (2024)
The UK government announced a new project today that will enhance the ability of AI generative tools to learn from a new bank of lesson plans and curriculums.
KerkoCite.ItemAlsoKnownAs: 2339240:UIMGZPVD 2405685:IMPUJKUM

2023 and 2024 Annual Schools Censuses Draft Report - Government of Sierra Leone (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:LTIVNKRU

Indonesia: From school violence and bullying to a culture of care - Hardianto, Ari (Global Partnership for Education, 2024)
Indonesia needed clear regulatory guidance on preventing and dealing with violence at schools. The efforts of civil society organizations encouraged the government to adopt regulations to address this problem.
KerkoCite.ItemAlsoKnownAs: 2339240:JKVS3TIT 2405685:6KV3Y2XJ

Effective and scalable math support: Experimental evidence on the impact of an AI-math tutor in Ghana (Communications in Computer and Information Science, 2024)
This study is a preliminary evaluation of the impact of receiving extra math instruction provided by Rori, an AI-powered math tutor accessible via WhatsApp, on the math performance of approximately 500 students in Ghana. Students assigned to both the control and treatment groups continued their normal classes with identical curricula and classroom hours. Students in the treatment group were given access to a phone for one hour a week – during their study hall period – and were allowed to use Rori to independently study math. All other aspects of the groups’ in-school experience were the same. We find that the math growth scores were substantially higher for the treatment group and statistically significant (p < 0.001). The effect size of 0.36 is considered large in the context of educational interventions: approximately equivalent to an extra year of learning. Importantly, Rori works on basic mobile devices connected to low-bandwidth data networks, and the marginal cost of providing Rori is approximately $5 per student, making it a potentially scalable intervention in the context of LMICs’ education systems. While the results should be interpreted judiciously, as they only report on year 1 of the intervention, they do suggest that chat-based tutoring solutions leveraging AI could offer a cost-effective and operationally efficient approach to enhancing learning outcomes for millions of students globally.
ISSN: 1865-0929, 1865-0937 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64315-6_34 2339240:23TJHX6S 2405685:L7WVWEPE

HITCH - HITCH (2024)
Learn easily with our curated library of educational videos. Access for free from almost any device. Browse topics of interest or follow a curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:QVAMPDSY 2405685:J4B299IM

Refugee Education Financing: Key Facts and Findings - Hopper, Robert (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:N44UFXHF 2405685:QM9Q9R7U

EiE Glossary: Education in Emergencies - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6N75ASRS 2339240:SQ3FSFGV 2405685:AILTYPCA 2405685:TE7LWUX7

Minimum Standards for Education: Preparedness, Response, Recovery - Inter-agency Network for Education in Emergencies (INEE) (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CVK7GGEM 2339240:Y8G3HN56 2405685:E88FW6A5 2405685:Q5LVCBEJ

Gender Equality in and through Education A Research Synthesis - International Development Research Centre (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:QZG6IBHI 2405685:RYQS5C4C

Inside the 2024 Emergency Watchlist - International Rescue Committee (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ATQ6Y7G9 2405685:ELNIT9N5

Inside the 2024 Emergency Watchlist | The IRC - International Rescue Committee (IRC, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3F86WMB5 2339240:BWP283SX 2339240:WTJQQKV4 2405685:9SV5ZPTM 5911999:9N2P296N

Ukraine, 10 Years On: Normal life remains out of reach for millions - International Rescue Committee (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ZI2EB2KJ 2405685:4ZPEM6KT

ISTE Standards - International Society for Technology in Education (ISTE) (2024)
The widely adopted ISTE Standards provide a framework for educators to create high-impact, sustainable and scalable learning experiences for all students.
KerkoCite.ItemAlsoKnownAs: 2339240:PZEPDMZN 2405685:YWI65BIU

Transforming and modernizing the Technical Vocational Education and Training (TVET) system in Cambodia to digital and green - Jolita, Moeung (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TXMAZ677 2405685:ZLPITJG3

Child Friendly School Development Project - Kampuchea Action to Promote Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TLDFNVW9 2405685:9DDP9DDF

AI governance in Bangladesh: A critical evaluation of the transition from strategic vision to policy framework - Karmakar, Abir (Indian Journal of Legal Review, 2024)
This article critically evaluates the progression of Bangladesh’s Artificial Intelligence (AI) governance, focusing on the transition from the National AI Strategy 2020 to the Draft AI Policy 2024. The 2020 Strategy set the foundation for AI-driven national development, though it lacked specific implementation mechanisms. The Draft AI Policy 2024, however, introduces more concrete frameworks centered on regulation, ethics, data governance, and capacity building. By comparing these policy documents, the article highlights Bangladesh’s efforts to balance innovation with responsibility, addressing challenges such as ethical AI use, data privacy, and workforce development. This analysis reflects the country’s commitment to aligning AI governance with global standards while fostering sustainable and inclusive AI adoption.
KerkoCite.ItemAlsoKnownAs: 2339240:X3L9W5XC 2405685:K8BDAGJZ
Keywords: ⛔ No DOI found

Ending bullying and violence in school should be a top priority in Asia-Pacific - Kim, Soohyun (UNESCO, 2024)
Schools and online forums must be ‘no place for fear’ for our education communities.
KerkoCite.ItemAlsoKnownAs: 2339240:ZG3GFEBV 2405685:2G83BUID

The influence of emergency remote teaching on K-12 world language instruction - Kissau, Scott; Davin, Kristin; Ade-Thurow, Benjamin; Haudeck, Helga; Price, Laura (NECTFL Review, 2024)
The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools.
Publisher: Northeast Conference on the Teaching of Foreign Languages ERIC Number: EJ1418130 KerkoCite.ItemAlsoKnownAs: 2339240:NER45NMP 2405685:YDAS2A5N
Keywords: Best Practices; COVID-19; Cross Cultural Studies; Distance Education; Educational Change; Educational Practices; Elementary Secondary Education; Foreign Countries; Kindergarten; Language Teachers; Pandemics; Second Language Instruction; Second Language Learning; Teacher Attitudes; ⛔ No DOI found

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, G.; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fred; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2024)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67
Keywords: _r:AddedByZotZen

Elevating EdTech Investment: Prioritizing Evidence-Based Practices for Lasting Impact - Kucirkova, Natalia I (WiKIT AS, 2024)
Publisher: Unpublished Version Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:K7GNJXRV 2405685:ZCSV4A6K

Factors in Mathematics Teachers’ Access to Digital Technologies and Their Professional Development Through Praxis in Marginalised Communities in Bangladesh - Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S M Hafizur; Parvin, Tauhida (Journal of Technology and Teacher Education, 2024)
The paper presents findings from a research study of 318 mathematics teachers’ experiences of access to, and use of, digital technology in their professional development in marginalised communities in ten districts across Bangladesh. The innovative two-cycle qualitative study design involved early career researchers collaborating with peer-researcher teachers who interviewed their peers about local teachers’ experiences. The interview data was analysed through the lens of Van Dijk’s model of digital access and use, addressing motivation, physical access, skills, and usage. The findings reveal that most rural teachers were able to overcome barriers to access and complete the online course using their mobile phones, but the aim of making mathematics learning more active and joyful was only realised among the minority of teachers who had a supportive school environment. Promoting and supporting opportunities for praxis in schools is essential if technology enhanced professional development is to lead to improvements in teaching and learning. The findings have important implications for practice and at policy level to rethink access to professional development through ‘mobile first’ technologies and support for praxis in schools, in marginalised communities in Bangladesh and elsewhere.
KerkoCite.ItemAlsoKnownAs: 10.70725/918790tkfksp 2405685:U2RKX6JN

Lao Social Indicator Survey III (LSIS III) 2023 - Lao Statistics Bureau (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RDMJDNCF 2405685:8D67NIJ7
Keywords: ⛔ No INSPIRE recid found

Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools - Littlefair, David; McCloskey-Martinez, Matthew; Graham, Pamela; Nicholls, Fiona; Hodges, Amy; Cordier, Reinie (Research in Developmental Disabilities, 2024)
Background Education systems on an international basis have experienced an increase of neurodiverse students in mainstream schools. Such students can experience a deficit in school connectedness which restricts inclusive participation. In My Shoes is an intervention programme developed in Australia to support the inclusion of pupils with autism in primary school settings. This study aimed to adapt this programme for delivery in UK primary schools and widen it to encompass all neurodiverse pupils. Methods Focus groups of key stakeholders (Pupils, Parents, Teachers and Senior Leaders) explored and shared perspectives on the In My Shoes programme with regard to adapting and refining it for delivery in UK primary schools. Focus group data were analysed using a thematic approach. Results Five themes emerged from the data focusing upon materials, curriculum, context, duration, and whole-school approach. Linking the intervention to the PSHE curriculum for delivery was a key finding. Conclusions All key stakeholder groups found the programme beneficial to school connectedness and participation. They contributed to adaptations necessary to widen intervention to encompass all neurodiverse children and for deployment in UK primary schools. The biggest endorsement came from the pupil groups that were most enthusiastic about the intervention, who demonstrated an understanding and a relation to the concepts of the programme. Following revisions to the materials and adaptations suggested by stakeholders, a small feasibility study will be conducted with neurodiverse pupils and their typically developing peers across mainstream year 4 and year 5 classrooms (age 8-10 year olds) in the UK.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ridd.2024.104857 2339240:L72YZC7X 2405685:KC9RAFD2
Keywords: In My Shoes; Neurodiverse Children; School Connectedness; School Participation Intervention; Social Inclusion; UK Primary Schools

A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology, 2024)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
Num Pages: 19 KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:96RA5UW7 2405685:EJWQSZTI

Africanising neurodiversity: A postcolonial view - Manase, Ndakaitei (The Routledge handbook of postcolonial disability studies, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CW3VBS44 2405685:HH4HSG7T

The Impact of Climate Change on Education and What to Do about It - Marin, Sergio Venegas; Schwarz, Lara; Sabarwal, Schwetlena (The World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:H5HV9GIF 2405685:J3KSTAFA

Forced migration or displacement data - Migration Data Portal (Migration Data Portal, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5Y9JPELQ 2405685:MDKDHZZZ

About the MBSSE - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, Government of Sierra Leone, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BILIZ8KM 2405685:28TCKZ8D

About the Ministry – Ministry of Communication, Technology & Innovation - Ministry of Communication, Technology & Innovation (Ministry of Communication, Technology & Innovation, Government of Sierra Leone, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:W2WW8I6D 2405685:4ZS3MLSW

Education Digest - Ministry of Education and Science of Ukraine (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:MS43UFDJ 2405685:WIJKYSP4

The Ministry of Education and Science, in collaboration with the Ministry of Digital Transformation and the Olena Zelenska Foundation, has officially launched the Device Coalition - Ministry of Education and Science of Ukraine (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:QVUGRGIM 2405685:Q6KRVZDP

Multi-Year Resilience Programme (MYRP) Ukraine 2024-2026 - Ministry of Education and Science of Ukraine; Education Cannot Wait (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:KYHJPB3T 2405685:2LPXQJD4

Training of Teachers on Addressing Learning Losses - Ministry of Education and Science of Ukraine; GPE; UNICEF; Osvitoria (Google Docs, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CUTNMS6L 2405685:Q822LY44

Nationwide Monitoring Study of the Quality of Education in the Institutions of General Secondary Education Under Martial Law - Ministry of Education and Science of Ukraine; Ukrainian Center for Educational Quality Assessment (2024)
Kyiv, Ukraine, translated via Google translate on 23 October 2024 KerkoCite.ItemAlsoKnownAs: 2339240:63Y8AB7U 2405685:II6YTCTT

Transforming Education through Technology: Masterplan 2030 - Ministry of Education, Singapore (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:A8MGHKAK 2405685:GVF8ITXD

AI Revolution in Education: What you need to know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DDB299C3 2405685:T3ZU8PCT

AI Revolution in Education: What you need to know - Molina, Ezequiel; Cobo, Cristobal; Pineda, Jasmine; Rovner, Helena (The World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AWMDET68 2405685:W28ZL5KK

GEC Guidance on Coordinated Anticipatory Action in Education - Monserez, Mackenzie; Hodgkin, Marian (Global Education Cluster, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:GS6P2W8X

Challenges faced by newly appointed teachers at autism- specific school: A thematic analysis study. - Mpangane, E.; Maepa, M. P.; Muhadisa, T. (The Open Public Health Journal, 2024)
KerkoCite.ItemAlsoKnownAs: 10.2174/0118749445322081241114104043 2339240:H7AP9IA2 2405685:N7QLTXNZ

Digital tools for direct assessment of autism risk during early childhood: A systematic review - Mukherjee, Debarati; Bhavnani, Supriya; Estrin, Georgia Lockwood; Rao, Vaisnavi; Dasgupta, Jayashree; Irfan, Hiba; Chakrabarti, Bhismadev; Patel, Vikram; Belmonte, Matthew K. (Autism, 2024)
Current challenges in early identification of autism spectrum disorder lead to significant delays in starting interventions, thereby compromising outcomes. Digital tools can potentially address this barrier as they are accessible, can measure autism-relevant phenotypes and can be administered in children’s natural environments by non-specialists. The purpose of this systematic review is to identify and characterise potentially scalable digital tools for direct assessment of autism spectrum disorder risk in early childhood. In total, 51,953 titles, 6884 abstracts and 567 full-text articles from four databases were screened using predefined criteria. Of these, 38 met inclusion criteria. Tasks are presented on both portable and non-portable technologies, typically by researchers in laboratory or clinic settings. Gamified tasks, virtual-reality platforms and automated analysis of video or audio recordings of children’s behaviours and speech are used to assess autism spectrum disorder risk. Tasks tapping social communication/interaction and motor domains most reliably discriminate between autism spectrum disorder and typically developing groups. Digital tools employing objective data collection and analysis methods hold immense potential for early identification of autism spectrum disorder risk. Next steps should be to further validate these tools, evaluate their generalisability outside laboratory or clinic settings, and standardise derived measures across tasks. Furthermore, stakeholders from underserved communities should be involved in the research and development process.Lay abstract The challenge of finding autistic children, and finding them early enough to make a difference for them and their families, becomes all the greater in parts of the world where human and material resources are in short supply. Poverty of resources delays interventions, translating into a poverty of outcomes. Digital tools carry potential to lessen this delay because they can be administered by non-specialists in children’s homes, schools or other everyday environments, they can measure a wide range of autistic behaviours objectively and they can automate analysis without requiring an expert in computers or statistics. This literature review aimed to identify and describe digital tools for screening children who may be at risk for autism. These tools are predominantly at the ‘proof-of-concept’ stage. Both portable (laptops, mobile phones, smart toys) and fixed (desktop computers, virtual-reality platforms) technologies are used to present computerised games, or to record children’s behaviours or speech. Computerised analysis of children’s interactions with these technologies differentiates children with and without autism, with promising results. Tasks assessing social responses and hand and body movements are the most reliable in distinguishing autistic from typically developing children. Such digital tools hold immense potential for early identification of autism spectrum disorder risk at a large scale. Next steps should be to further validate these tools and to evaluate their applicability in a variety of settings. Crucially, stakeholders from underserved communities globally must be involved in this research, lest it fail to capture the issues that these stakeholders are facing.
_eprint: https://doi.org/10.1177/13623613221133176 KerkoCite.ItemAlsoKnownAs: 10.1177/13623613221133176 2339240:RBYLLEH3 2405685:H2RMEQT4

The use of technology in curriculum development and social studies learning design in elementary schools: A critical analysis and literature review - Mustakim, Mustakim; Ajwar, Muhamad; Kertih, Wayan; Lasmawan, Wayan (Jurnal Humanitas Katalisator Perubahan Dan Inovator Pendidikan, 2024)
KerkoCite.ItemAlsoKnownAs: 10.29408/jhm.v10i3.26986 2339240:F2LWDWC2 2405685:ERCVJPFX

There and back again: Neuro-diverse employees, liminality and negative capability - Nash, Louise (Work, Employment and Society, 2024)
The workplace challenges faced by neuro-diverse employees are currently under-researched. This article considers how such employees experience the world of work, focusing on the demands they face to conform to established expectations around self-presentation and performance and how they utilise spatial resources in order to transcend them. Drawing on data generated from a series of in-depth interviews, it explores both their everyday experiences of frustration alongside how the mobilisation of liminal spaces can assist them in transitioning to and from the demands of the ‘neuro-typical’ workplace. The article seeks to contribute to an understanding of the lived experiences of neuro-diverse employees and how the design and practices of the workplace can contribute to feelings of marginalisation and even exclusion. It highlights the potentially empowering and emancipatory potential of embracing liminality and explores the relationship to ‘negative capability’ as a conceptual and diagnostic lens in studies of workplace diversity.
_eprint: https://doi.org/10.1177/09500170221117420 KerkoCite.ItemAlsoKnownAs: 10.1177/09500170221117420 2339240:YVWP7JHL 2405685:ELACLJAZ

NCAOOSCE - National Commission for Almajiri Education and Out-of-School Children (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DGYTR2A9 2405685:8ZNTPJPM

Industry Statistics - National Communications Commission (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RCZV8C4M 2405685:57M5NQNB

Strategic Roadmap and Action Plan (2024–2027) - National Information Technology Development Agency (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:7I5PTJ6V 2405685:VT5AM2EL

Strengthening Foundational Learning in the ASEAN Region: A review of promising practices - Nietschke, Yung; Monty, Adeola; Dabrowski, Anna; Goundar, Payal; Ahmed, Syeda Kashfee; Wong, Debbie; Spink, Jeaniene (Australian Council for Educational Research, 2024)
In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls' Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students' challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-740-3 2339240:XG5LY2UE 2405685:78EJC3UJ

Ukraine Humanitarian Response 2023: Situation Report in January-December 2023 - Office for the Coordination of Humanitarian Affairs (United Nations, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:8W52W8VB 2405685:MLRSWS7D

Digital Competency Development Manual: For teachers and educational personnel - Office of the Basic Education Commission (OBEC) (Government of Thailand, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BFJ462FN 2405685:BCZ87PU7

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky: 25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part II - Olney, Andrew M.; Chounta, Irene-Angelica; Liu, Zitao; Santos, Olga C.; Bittencourt, Ig Ibert (Springer Nature Switzerland, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5 2405685:NYQ6U4YD

Generative AI in Education: Educator and expert views - Open Innovation Team; Department for Education (Government of the United Kingdom, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:B5YUVEDT

Osvitoria - Annual Report 2023 - Osvitoria (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RFDWUM5N 2405685:VCENZJRF

Basic education in Tmor-Leste - Owen, Susanne; Salsinha, Almanzo (International Handbook on Education in Southeast Asia, 2024)
In the past two decades post-conflict and postindependence, Timor-Leste has made significant progress in primary and secondary education for years 1–12. This chapter outlines the 20-year journey of rebuilding destroyed classrooms, initiating a nationally led curriculum, and replacing almost the entire workforce with Timorese teachers. Significant achievements have occurred. There are now over 1800 public and private schools, and student enrolments have gradually increased to around 180,000 students in years 1–6 and similarly for years 7–12. A national Timorese-led curriculum has been implemented for years 1–6 and is now underway for years 7–9, with years 10–12 general secondary pathway (the focus of this chapter) also being reconsidered. The teacher workforce skills have been progressively updated, including an ongoing workshop and mentoring program focused on school leaders regularly observing and regularly receiving feedback and implementing instructional leadership processes. There are early signs of improved student achievement. Despite progress made, including overall enrolment increase and gender parity, there are still issues with lack of buildings, large class sizes, student retention, and underqualified teachers. Some student groups are especially disadvantaged, including those children with a disability, students in rural areas, and teenage pregnant girls, and those who are vulnerable and from low socioeconomic groups. Timor-Leste’s Constitution recognizes education as a right for all people, and this chapter highlights some early initiatives to achieve equity. Further commitment and perseverance will be needed to ensure educational achievement for every child, irrespective of background and ability.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-16-8136-3_17-2 2339240:VUPZDIDT 2405685:XY22CTTE
Keywords: Equity; Instructional leadership; Post-conflict; Student centered

Financing refugee inclusion in national education systems: What we don’t know - Pacifico, Arianna (2024)
Given the growing commitment to refugee inclusion and limited evidence on what works, it is a critical moment to question assumptions about how to finance refugee-inclusive education systems to ensure future investments meet both immediate and long-term needs of all learners.
KerkoCite.ItemAlsoKnownAs: 2339240:8R2LICCP 2405685:RUY8GXAX

Language learning for refugees and immigrants: Innovative approaches - Peguero, Lisset Perez (International Journal of Enhanced Research in Educational Development, 2024)
Language acquisition stands as a pivotal pillar for the successful integration of refugees and immigrants into host societies. However, conventional language education methods often lack the adaptability and inclusivity required to cater to the diverse needs and challenges faced by these populations. This research article embarks on an exploration of innovative approaches to language learning specifically tailored to refugees and immigrants. By delving into various initiatives, programs, and technologies, this article illuminates effective strategies that foster language acquisition, cultural understanding, and social integration. Through an extensive review of literature and case studies, it underscores the critical role of innovative language learning approaches in empowering refugees and immigrants to not only navigate linguistic barriers but also to flourish and contribute meaningfully in their new environments.
KerkoCite.ItemAlsoKnownAs: 10.55948/IJERED.2024.0324 2339240:27KN6U8B 2405685:FSYCLIP9

Decolonising inclusive education - Peruzzo, Francesca; Allan, Julie (Routledge eBooks, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:A85KXER4 2405685:S6VQNI6J

Climate Change Education for a More Sustainable, Just and Gender Equal World - Plan International (Plan International, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3MRZ2EA7 2405685:LQ6GCRZG

Digitalizing Education for Sustainable Development - Polprasert, Chantri; Anutariya, Chutiporn (Tech Monitor, 2024)
ASEAN countries have demonstrated a strong commitment to achieving Sustainable Development Goal 4 (SDG4) emphasizing quality education. To achieve this goal, technology plays a crucial role in helping ASEAN countries enhance quality education by promoting inclusive and high-quality learning opportunities. Despite its potential, digitalizing education faces several challenges that need to be addressed for successful outcomes. This article discusses the importance of digitalizing education in achieving sustainable development with a focus on the case study in Thailand. During the past 20 years, Thailand has strategically utilized technology to advance toward SDG 4, implementing various initiatives that showcase the country’s commitment to leveraging digital solutions for educational development. In addition, several challenges and recommendations are addressed for improving the quality of education in Thailand through equitable access to technology and resources, investment in education, and collaboration among stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:6AS2NSTB 2405685:FGLBDDHJ
Keywords: ⛔ No DOI found

Lao PDR Network Readiness Index 2023 - Portulans Institute (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRPFRYD 2405685:VMEM7I6Q
Keywords: ⛔ No INSPIRE recid found

Principles for Digital Development - Principles for Digital Development Working Group (Principles for Digital Development, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TFEAKR98 2405685:XFMQ9UCF

Re-learn - Re-learn (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HP4DBZVC 2405685:Z43C5UHC

Observing executive functioning of neurodivergent students and supporting practices of their teachers in the classroom - Safer-Lichtenstein, Jonathan; Kenworthy, Lauren; Verbalis, Alyssa; Ba, Caroline; Mikulich-Gilbertson, Susan; Anthony, Bruno J.; Anthony, Laura G. (Neurodiversity, 2024)
Executive function (EF) challenges, including difficulties with cognitive flexibility, planning/ organization, and emotional control, are common in neurodivergent children. We developed the Behavioral Observation of Classroom Executive Functioning (BOCEF) tool to examine observable EF-related behaviors of elementary students and EF-supporting strategies of their teachers. The BOCEF student score correlated significantly with teacher-completed ratings of similar behaviors. Autistic students (n = 48) and students with ADHD (n = 98) were rated as having similar rates of several EF-related behaviors, while autistic students were rated as significantly more likely to get “stuck.” Teachers were found to be more likely to display strategies of planning, clear instructions, and visual supports, and less likely to utilize favorable praise to correction ratios, transition priming, flexibility, rule referencing, or behavioral reward systems. Praise was the teacher strategy found to have the greatest association with student behavior. Implications for student accommodation/support and teacher training are discussed.Lay abstract Autistic children and children with ADHD often have difficulties with thinking flexibility, planning, and managing frustration. We developed a tool called the Behavioral Observation of Classroom Executive Functioning (BOCEF) to evaluate how children struggle with these executive functioning behaviors in the classroom, and how often teachers are using strategies known to support these behaviors. Our ratings of students on the BOCEF were similar to how teachers rated these same types of behaviors in these students. Autistic students (n = 48) and students with ADHD (n = 98) were rated as having similar rates of difficulties in the classroom, with the exception that autistic students got “stuck” more often, meaning they had more difficulty moving on from specific ideas or topics. Teachers were found to be more likely to display strategies of planning, clear instructions, and visual supports, and less likely to utilize adequate praise, warnings prior to transitions, flexibility, rule referencing, or behavioral reward systems. Praise was the teacher strategy found to be most related to student behavior. Findings from this study indicate the BOCEF could be helpful for schools to determine how much these types of challenges are impacting neurodivergent students in the classroom. Additional teacher training on incorporating praise and other ways to support neurodivergent students in the classroom is also likely to be important moving forward.
_eprint: https://doi.org/10.1177/27546330241258817 KerkoCite.ItemAlsoKnownAs: 10.1177/27546330241258817 2339240:WEFJTY24 2405685:FNQXV9P4

Education | Sierra Leone | Save the Children - Save the Children (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ZTLL99IS 2405685:Z5K7YXLN

Leveraging caregivers to provide remote early childhood education in hard-to-access settings in Lebanon: Impacts from a randomized controlled trial. - Schwartz, Kate; Michael, Duja; Torossian, Lina; Hajal, Diala; Yoshikawa, Hirokazu; Abdulrazzak,, Somaia; Youssef,, Jamile; Phoebe, Sloane; Hashwe, Siwar; Foulds, Kim; Bowden, Brooks; Hoyer, Kayla; et al. (Journal of Research on Educational Effectiveness, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2024.2334841 2339240:SU5J4WV7 2339240:TTJ9WXXT 5911999:AL7ETHW9 5911999:ZXSX2M8D

Disability-Inclusive Education in Southeast Asia - SEAMEO Regional Centre for Special Education (SEN) (SEAMEO SEN, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:9WZSTNW8 2405685:7L8HX5V5

Being a Teacher with Disabilities: Perspectives, practices and opportunities - Singal, Nidhi; Kwok, Patricia; Wijesinghe, Thilanka (British Council, 2024)
Medium: application/pdf KerkoCite.ItemAlsoKnownAs: 10.57884/NP7V-WC92 2339240:EWQ2NY4Z 2405685:7RNND2DJ
Keywords: Disability; FOS: Educational sciences; Inclusion

Vietnam: employment rate by gender 2022 - Statista (2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.
KerkoCite.ItemAlsoKnownAs: 2405685:KYZYQKB9

Vietnam: households with electricity access 2022 - Statista (2024)
In 2022, almost all households in urban areas in Vietnam had electricity, while the share of households living in rural areas with access to electricity was slightly lower, albeit still relatively high, at 99.5 percent.
KerkoCite.ItemAlsoKnownAs: 2339240:9RKH9I97 2405685:JU2Z9V6K 2405685:R9VH4YDE

'Mature enough to handle it?': Gendered parental interventions in and adolescents’ reactions to technology use during the pandemic - Steinberg, Hillary; Mollborn, Stefanie; Pace, Jennifer (Journal of Family Issues, 2024)
This study investigated how teenagers reacted to parental regulation of technology. Using longitudinal dyadic interviews with 24 teenagers and their 21 parents in two predominantly white middle-class communities, we explored how teenagers used technology during the COVID-19 pandemic and the differential consequences parental interventions had for teens’ well-being and confidence with technology. Parents’ narratives and actions about technology use were deeply gendered. Boys felt confident about their self-regulation of technology, and parents did not substantially limit boys’ technology use during the pandemic. Girls were less confident about their ability to self-regulate and either worked with their mothers to manage technology, distrusted parents who monitored them, or lacked access to virtual hangout spaces such as video games and social media. The findings illustrate how parent-teen dynamics around adolescent technology use can produce short-term gendered inequalities in teenagers’ well-being and result in long-term disadvantages for girls.
KerkoCite.ItemAlsoKnownAs: 10.1177/0192513X221150979 2339240:L7WVVG4Q 2405685:B8NBRBLN

BEFIT and Sun King roll out solar tech to primary schools in Malawi - Sun King (Sun King, 2024)
Building on its commitment to enhance primary education, the Malawian government's BEFIT initiative is set to transform the country’s learning landscape.
KerkoCite.ItemAlsoKnownAs: 2339240:93YVH5Y5 2405685:Y3Q53B56

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary Education - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2024)
Series Title: Communications in Computer and Information Science KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5_25 2405685:IYFT5P4N

The impact of different personalisation algorithms on literacy and numeracy in Kenyan pre-primary education: A comparative study of summative and formative assessments results - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Lazar, Obradovic; Friedberg, Aidan (Companion Proceedings 14th International Conference on Learning Analytics & Knowledge (LAK24), 2024)
Digital personalisation has demonstrated potential to enhance learning. However, there is limited evidence on the comparative impact of different content personalisation algorithms on early-year numeracy and literacy outcomes, especially in low- and middleincome countries (LMIC). This paper reports an A/B/C test conducted over three weeks via a digital personalised learning tool used by 6479 Kenyan pre-primary learners. Two personalisation algorithms were implemented (maximising learner engagement or score), while expert-curated sequence was used as a control. Learners from 1509 classes were randomly divided across the three partitions. Learning in numeracy and literacy was compared across three metrics: summative assessment, curriculum progress, and formative assessment. Results showed no difference between partitions in the summative assessment. Different partitions tended to progress through the digital curriculum at a different pace. Significant differences between partitions were found in formative assessment scores, with the impact of each algorithmic approach varying according to different learning strands. Findings contribute to a deeper understanding of how different algorithms impact pre-primary education in LMIC contexts, with implications for designing personalised learning approaches tailored to specific learning content and learner profiles. Keywords: Digital personalised learning, pre-primary, low- and middle-income country, literacy, numeracy
KerkoCite.ItemAlsoKnownAs: 2405685:S5ZKP4A2

Blended and online learning: what works and why in primary and secondary schools. Evidence from Northern Ireland - Taggart, Samuel; Skinner, Barbara; Roulston, Stephen; Austin, Roger (Pedagogy and Education, 2024)
0 citations (Crossref) [2024-03-22] KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2024.2305706 2339240:IGCWJT99 2405685:GPK6KTZD
Keywords: ⛔ No INSPIRE recid found

Supporting the mental health needs of neurodivergent students: Outcomes of a mental health literacy program for primary school educators - Terlich, Rebecca; Krishnamoorthy, Govind; Fein, Erich C. (Education Sciences, 2024)
This study evaluated the effectiveness of neurodiversity training modules from a mental health literacy program for primary school staff offered over a three-year period (2013–2015), entitled ‘Teaching and Mental Health’. Using archival data, this study aimed to identify how much teachers learned, how confident they were about using this newly acquired knowledge, and how well the training met the teachers’ learning needs. This study also aimed to explore the relationship between knowledge and confidence, and how satisfaction indicators affected this relationship. Key ethical considerations of neurodiversity training and outcome measurement are discussed. A pre-test and post-test survey design was conducted with 99 primary school teachers from the Brisbane region in Australia. Analyses included three paired-samples t-tests, descriptive statistics, a linear regression analysis, and a mediation analysis. Significant increases of knowledge and confidence were found compared to baseline, and mean satisfaction ratings were high. Knowledge was a significant predictor of confidence, and mental health presenter ratings partially mediated this relationship. It is proposed that future delivery of the program should invest in improving presenter effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14101069 2339240:ELQLGSSV 2405685:78ZNXJBQ

Beyond accountability as feedback - Tindall, Theo (Overseas Development Institute (ODI), 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BUTWC84P 2405685:PCM35UB8

Language data for Nigeria - Translators without borders (2024)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:FG8ELZUS 2405685:GSFEHELF

The educational experiences of autistic children with and without extreme demand avoidance behaviours - Truman, Clare; Crane, Laura; Howlin, Patricia; Pellicano, Elizabeth (International Journal of Inclusive Education, 2024)
Extreme demand avoidance (EDA) is increasingly described as part of the autism spectrum and is sometimes diagnosed as Pathological Demand Avoidance (PDA). Yet little is known, about the educational experiences of children with and without EDA behaviours. Using an online survey collecting both quantitative and qualitative data, 211 parents reported on the school experiences of their autistic children. 57 parents had a child with an additional diagnosis of PDA (AUT-PDA); 91 had a child with no diagnosis of PDA but, according to parent report, displayed EDA behaviours (AUT-EDA); and 63 had a child with neither a PDA diagnosis nor EDA behaviours (AUT). Results demonstrated that there were few group differences in terms of the frequency of failed school placements and exclusions. However, children in the AUT-EDA/-PDA groups had higher levels of behaviour that challenges, which were particularly high in those with a PDA diagnosis. There were no significant differences in school exclusions, but the fact that these occurred across all groups is of concern. Qualitative results suggested overwhelmingly negative school experiences for all groups but especially the AUT-EDA and AUT-PDA groups. Parents attributed such experiences to misunderstanding of their children’s diagnoses and a lack of targeted support.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2021.1916108 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2021.1916108 2339240:763AK6AI 2405685:Y3IB7ULP

Grant Opportunity - Entrepreneurship in Creative Industries - U.S. Department of State (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:EFIG7KKY 2405685:G2R3KZ5X

Testing 2024 abroad - Ukrainian Center for Educational Quality Assessment (2024)
We are grateful to all our partners for the support!
KerkoCite.ItemAlsoKnownAs: 2339240:KZGD4CQR 2405685:N2QI3BJD

AI Competency Framework for Students - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:769CZYRL 2405685:S8QUBC2J

AI Competency Framework for Teachers - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7LGR89F 2405685:F2FBQ5DU

Benin | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:C86EI6Q7 2405685:NLLUJJ7Z

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6F4WUFEK 2405685:7P27Z2AZ

Global Education Monitoring Report: Gender report - Technology on her terms - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2EC9B4I6 2405685:UGPYA3M2

Mali | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LYHK9XDP 2405685:INPY4QHP

More than 48,000 Ukrainian teachers enrolled in UNESCO’s "Digital teacher" training - UNESCO (2024)
Launched four months ago, UNESCO’s “Digital teacher” training in Ukraine has already attracted more than 48,000 teachers. Through this online course, Ukrainian teachers are developing pedagogical skills in the use of digital tools for the delivery of quality distance education.
KerkoCite.ItemAlsoKnownAs: 2339240:T54MJXHA 2405685:YRD2NGFW

Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ET2AWUL2 2405685:UPPV8ZRH

Safe to Learn and Thrive: Ending Violence in and Through Education - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:SMGFHHGV 2405685:C3NLBVFR

Ukraine: UNESCO’s platform to bring together teachers and - UNESCO (2024)
In a time of unprecedented challenges imposed by war, educators in Ukraine have found a designated space for professional development and support in the online Community of Modern Teachers and
KerkoCite.ItemAlsoKnownAs: 2339240:H9UU76PW 2405685:G5V5FKU9

Ukraine: UNESCO trains 50,000 teachers on digital pedagogy - UNESCO (2024)
Kyiv, 11 October 2023 – UNESCO and Ukraine’s Ministry of Education and Science are launching an online training in digital pedagogy for 50,000 teachers, while the education of many Ukrainian students is still disrupted by the war. Photo: © Lilia Simbirska
KerkoCite.ItemAlsoKnownAs: 2339240:Y56U66H2 2405685:4CJB27AI

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:B8HBASX5 2405685:7URW7G95
Keywords: ⛔ No INSPIRE recid found

Use of AI in education: Deciding on the future we want - UNESCO (2024)
Artificial intelligence tools are being deployed rapidly in education systems across the globe. As much as they offer immense opportunities to enhance and expand learning, their rapid roll out also presents risks: They are being used in the absence of regulatory frameworks needed to protect learners and teachers, and ensure a human-centered approach to using these technologies in education. Stefania Giannini, UNESCO Assistant Director-General for Education, shares her insights on the various implications of AI in education.
KerkoCite.ItemAlsoKnownAs: 2339240:MU3NW865 2405685:8MDGI3ZX

Global Report on Teachers: Addressing teacher shortages and transforming the profession. - UNESCO & International Task Force on Teachers for Education 2030 (Paris: UNESCO., 2024)
Teachers are central to unlocking every learner's potential and achieving Sustainable Development Goal 4 of inclusive, equitable and quality education for all. Regrettably, worldwide teacher shortages have been endangering the future of education. New data collected for the Global Report on Teachers indicates that 44 million additional teachers are needed to achieve universal primary and secondary education by 2030. Shortages are widespread, with sub-Saharan Africa needing 15 million more teachers, while higher-income countries face retention challenges, resulting in teachers massively leaving the profession. Echoing calls from the International Commission on the Futures of Education and the 2022 Transforming Education Summit, this report advocates for dignifying, diversifying, and valorizing the teaching profession. It emphasizes the importance of improved working conditions, enhanced professional development, and increased teacher involvement in decision-making to bridge the gap. This report is a tool to mobilize international and country efforts to empower, recruit, train, and support teachers within resilient education systems for a collaborative, innovative, and cohesive teaching profession. It is a roadmap, aiming to elevate the status of the teaching profession and ensure quality education for all learners, urging immediate action
KerkoCite.ItemAlsoKnownAs: 2339240:4JG8SWCP 2405685:3LQH2SBN

Challenging Systematic Prejudices: An investigation into bias against women and girls in Large Language Models - UNESCO; International Research Centre on Artificial Intelligence (IRCAI) (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:FFY2MSNU 2405685:VB7BGJXS

Despite progress in accessing education, hundreds of thousands of school-aged refugee children from Ukraine remain out of school - UNHCR (UNHCR Ukraine, 2024)
As the third disrupted school year for children and youth from Ukraine draws to a close, more than 600,000 remain out of school across the European Union, from an estimated 1.4 million school-aged refugee children from Ukraine in the block. This is despite some progress in terms of school enrolment, particularly of primary school-aged children.
KerkoCite.ItemAlsoKnownAs: 2339240:F6S7R8ZW 2405685:2VTJTZ7N

Figures at a glance - UNHCR (UNHCR UK, 2024)
At least 122.6 million people were forcibly displaced at the end of June 2024. View the latest statistics and graphs of the number of refugees and other people forced to flee.
KerkoCite.ItemAlsoKnownAs: 2339240:C6N954YQ 2405685:S8PXF83C

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:3EZCN88R

UNHCR Annual Results Report 2023 Ukraine - UNHCR (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:MWDRY8HZ 2405685:T6AB9A4R

First day of school in Ukraine marred by attacks - UNICEF (2024)
Schools reportedly damaged as children in Ukraine enter a fifth year of disrupted education
KerkoCite.ItemAlsoKnownAs: 2339240:ISLMQRCC 2405685:9KNAX3T5

Situation Analysis of Children in Ukraine - UNICEF (2024)
The Situation Analysis of Children in Ukraine: 2024 assesses the conditions and needs of children amid the ongoing war, providing rights- and evidence-based insights to inform decision-making and program development. The report aims to support the improvement of the lives of children in Ukraine by identifying barriers and areas needing support, aligning with the 2030 Agenda and Sustainable Development Goals. The report provides an in-depth analysis of the challenges faced by children in Ukraine, covering critical areas such as health, education, child protection, social policy, and water, sanitation and hygiene.The analysis reveals alarming statistics, including a significant decline in the child population, extensive damage to health and educational infrastructure, and severe impacts on water and sanitation systems which has disrupted children’s access to critical services.The report also highlights identified bottlenecks across various sectors and proposed strategies to address these challenges. Additionally, it emphasizes the importance of child rights monitoring to track progress and ensure the effective implementation of policies and programs.The report underscores the urgent need for coordinated efforts to address these challenges and ensure that all children in Ukraine enjoy their rights.In addition to the full report, an interactive story developed by UNICEF's partners, Ukrainian Institute for Social Research after Olexander Yaremenko and Texty.org.ua highlights the most important data and statistics on children, making the key findings more accessible and engaging for a broader audience: https://texty.org.ua/d/2024/childhood-disrupted/
KerkoCite.ItemAlsoKnownAs: 2339240:4KHHRCVT 2405685:LB7ZM6R4

Ukraine Humanitarian Situation Report No. 42 - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:U5S39Z3Y 2405685:BSKF52U4

UNICEF distributes learning kits for distance learning in Ukraine - UNICEF (2024)
Due to the ongoing war, children in the Mykolaivska region are forced to study online amid internet interruptions and power outages.
KerkoCite.ItemAlsoKnownAs: 2339240:TTG3KVFF 2405685:LGF4H8PZ

UNICEF presents standard shelters designs for schools and kindergartens in Ukraine - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:4QPA2YR8 2405685:DYQ7DVFS

UNICEF Ukraine Humanitarian Situation Report No. 46 - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:EE4UIPZJ 2405685:F9BBVAQG

Innovative finance reshaping cyclone resilience and child-responsive disaster management in Madagascar - UNICEF Climate, Environment, Energy and Disaster Risk Reduction (2024)
In Madagascar, severe cyclones have become an integral part of children’s lives. Between 2000 and 2024, more than 50 tropical storms and cyclones have impacted over six million boys, girls and adults. Given that nearly 60 percent of Madagascar’s population (31 million) is under the age of 25, children and young people bear a disproportionate burden.*This case study shows how UNICEF, the Government of Madagascar and civil society are working together to pilot a ground-breaking, innovative finance solution that includes a child-responsive, parametric risk transfer product for tropical cyclones. The Today & Tomorrow approach aims to reduce child exposure and vulnerability to future shocks and hazards, engage children and young people in solutions and strengthen the essential social systems and services they rely on most. In Madagascar, Cyclones Cheneso, Freddy and Gamane and Tropical Storm Alvaro affected nearly 200,000 students. The case study highlights UNICEF Madagascar and government efforts in the education sector to support these students and build disaster resilience in affected communities.*ACAPS, Madagascar, Cyclone Exposure and Vulnerabilities and UNICEF, Child Climate Risk Index (CCRI).
KerkoCite.ItemAlsoKnownAs: 2405685:78UELPJZ

Teachers’ digital literacy in the East Asia and pacific region: Spotlight on Cambodia, China, Lao PDR, Solomon Islands and Vanuatu - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AWU9AT6Z 2405685:TD5HX6DU