2023 Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us are 'Smart Buys' for improving learning in low- and middle-income countries? - Akeyampong, K; Andrabi, T; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:F52H6KKX 2405685:NP2EKHJP 2405685:V968A8F8 2486141:PEQB9DK3
Keywords: ⛔ No INSPIRE recid found

Guidance note on using implementation research in education - Allison, C (Building Evidence in Education (BE2), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LNYGTD8Y 2405685:MPR522L4

The Latest Tanzanian National Panel Survey Shows Progress in Education - Amankwah, Akuffo; Palacius-Lopez, Amparo; Gul, Maryam (2023)
The state of education in a country has cascading impacts across multiple facets of development. In line with SDG 4, providing equitable quality education remains a key mission for countries, especially those with low literacy rates. Zooming in on Tanzania...
KerkoCite.ItemAlsoKnownAs: 2339240:WCFIJEQE 2405685:2HP9RXUH

The “MATHEMA” application as a mathematics learning media for children with Down syndrome - Amatullah, Fadilah Halfa; Annisi, Mughi Puspa (Journal of ICSAR, 2023)
This research aims to create application-based learning media to help ease children with Down syndrome in learning mathematics. The research method used is a qualitative method, with research subjects of teachers, parents, and children with Down syndrome grade three SDLB. In accordance with the results of the analysis of objective conditions of the ability, inability, and needs of the subject, as well as theoretical analysis of learning mathematics, a 'Mathema' application was developed, namely an interactive learning media in which there are features to learn about the concept of numbers, number sequences, number symbols, and addition and subtraction operations, which based on conceptual validation is feasible to use and based on empirical validation has proven effective for improving the ability to learn mathematics in the subject so that the findings of the 'Mathema' media are expected a solution for teachers in helping ease learning mathematics in children with Down syndrome
0 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.17977/um005v7i22023p321 2339240:6ZBSEHTG 2405685:6RPPUB7N
Keywords: ⛔ No INSPIRE recid found

Narrowing the gender digital divide in Pakistan: Mobile phone ownership and female labor force participation - Amber, Hina; Chichaibelu, Bezawit Beyene (Review of Development Economics, 2023)
Abstract The unprecedented growth in access to mobile phones and smartphones has opened up new possibilities in the way people live and work. However, women in developing countries are unable to take advantage of this growth due to certain factors and socio‐cultural norms that give rise to the gender digital divide. In this study, using the nationally representative Pakistan Social and Living Standards Measurement Survey (2019–2020), we investigate the gender and rural–urban (female) digital divide in a country with one of the most considerable digital divides. Furthermore, we employ an instrumental variable approach to study the effect of mobile or smartphone ownership on female labor force participation. The results indicate that institutional and sociocultural norms explain most of the ownership gap of mobile or smartphones between men and women. The instrumental variable approach demonstrates that mobile or smartphone ownership increases the participation of women in the labor force. We also find that the differences between observable characteristics, especially literacy and education, explain the rural–urban digital divide among females. Considering the importance of mobile or smartphone ownership in facilitating women's labor supply decisions, providing women with digital tools and upskilling them has wider implications for their economic well‐being.
KerkoCite.ItemAlsoKnownAs: 10.1111/rode.12994 2339240:T54WZHNB 2405685:HKDUY9UA

Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries - Angrist, Noam; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Cullen, Claire; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (National Bureau of Economic Research, 2023)
KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2339240:B5AL6QWY 2405685:AFKK5JK7

Ensuring equity in mental health and psychosocial support during the COVID-19 pandemic and beyond - Armijos, Andrea; Bonz, Annie G; Brown, Felicity L; Charlet, Danielle; Cohen, Flora; Greene, M Claire; Hermosilla, Sabrina; James, Leah E; Le Roch, Karine; Collaborative, MHPSS Implementation Science Learning (Conflict and Health, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1186/s13031-023-00500-5 2339240:ACCQCFNH 2405685:CM94BC3C 5911999:LCG5T3SS

Accelerating Digital Inclusion for Women and Girls in Asia and the Pacific - Asian Development Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7G79A7ZH 2405685:BWQZKPTZ
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Reimagine Tech-Inclusive Education: Evidence, practices, and road map - Asian Development Bank (Asian Development Bank, 2023)
Edition: 0 ISBN: 9789292701864 9789292701857 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS230233 2339240:2QCED3SK 2405685:IM9IKLSU

Second Strengthening Higher Education Project - Asian Development Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:F5UK9J9L 2405685:66435KZD
Keywords: ⛔ No INSPIRE recid found

Ambassador of Timor-Leste to ASEAN presents credentials to Secretary-General of ASEAN - Association of Southeast Asian Nations Secretariat (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJT3LQX 2405685:7YHUJ7JJ

Inclusive educational transitions for refugees with disabilities: Intersectionality and the right to inclusive Education - Bacakova, Marketa (Perspectives on Transitions in Refugee Education, 2023)
The right to education belongs to the fundamental human rights. Its realisation builds the cornerstone for the exercise of other human rights, such as the right to vote, the right to free speech, or the right to work. Nonetheless, more than 260 million children and young people worldwide still lack access to education and 750 million adults remain illiterate (UNESCO 2018, 122). Despite global investments and initiatives such as the Sustainable Development Goals (SDGs), the inequalities prevail not only in the area of access to education. Diverse factors contribute to the failed goal of education for all, such as gender
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctv32bm1gz.6 2339240:KEWY9GWM 2405685:ZGU6MCG8
Keywords: ⛔ No INSPIRE recid found

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Banerjee, A; Banerji, R; Andrabi, T; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Saavedra, J; Yoshikawa, H; Ruto, S; Schmelkes, S (World Bank Group, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2339240:X7GEK8EA 2405685:9X68BZ9M 2405685:J3TLG7EN 2405685:XW55C644

Digital Africa: Technological Transformation for Jobs - Begazo, Tania; Blimpo, Moussa P.; Dutz, Mark (World Bank Group, 2023)
Digital Africa, Technological Transformation for Jobs examines pathways to produce and promote the expanded use of affordable and attractive digital technologies (DTs) that are appropriate for Sub-Saharan Africa’s growing workforce and facilitate continued learning through use. DTs are defined broadly to include digital and data infrastructure, broadband internet, smart phones, tablets, and computers. They also include specialized management upgrading, worker training, and training in procurement, marketing, logistics, financing, and insurance.
KerkoCite.ItemAlsoKnownAs: 2339240:HSECCCXQ 2405685:CE2YV4CW
Keywords: ⛔ No INSPIRE recid found

The Role of Delivery Approaches in Education Systems Reform: Evidence from a Multi-Country Study - Bell, Sheena; Leaver, Clare; Mansoor, Zahra; Mundy, Karen; Qarout, Dana; Williams, Martin J. (Education Commission, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:MF7G9UGS 2405685:6VANPP5X
Keywords: ⛔ No DOI found

Facing the Challenges of Girls’ Education in Pakistan - Bend, May; Baron, Juan (World Bank Blogs, 2023)
Girls’ education is smart economics, and Pakistan has committed to guaranteeing the right of both girls and boys to access quality education (SDG 4).
KerkoCite.ItemAlsoKnownAs: 2339240:687RZHPT 2405685:75GZWIJP

Refugee education: Financing what matters - Benveniste, Luis; Silva, Karishma; Hoogeveen, Johannes (World Bank Blogs, 2023)
At the Global Refugee Forum this week, education stakeholders will pledge to include all refugee children in national education systems. Three major questions arise: what does inclusion mean, why does it matter and how do we get there?
KerkoCite.ItemAlsoKnownAs: 2339240:ALQKVA5M 2405685:VEWR66YZ

Emergency curriculum: An alternative curricular and pedagogical practice for school education - Bharti, Uma; Musthafa, M.N. Mohamedunni Alis (Shodhak : A Journal of Historical Research, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:UF29W84P 2405685:KVHFXEGL
Keywords: ⛔ No DOI found

Study on the ASEAN Digital Economy Framework Agreement - Boston Consulting Group (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2EI22QLN 2405685:PWX2SZKR 2405685:R4DB7646

Cambodia Introduction and Quick Facts - Britannica (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8R4HFGR8 2405685:SGYLFNVE

Barriers and Supports for Technology Integration: Views from teachers - Burns, M (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:NLR9P9KT 2339240:VE6BN54S 2405685:8ZMY7CJ8 2405685:D478G32F

Can technology improve the classroom experience in primary education? An African experiment on a worldwide program - Cardim, Joana; Molina-Millán, Teresa; Vicente, Pedro C. (Journal of Development Economics, 2023)
Primary school coverage has been increasing in most developing countries. Yet, it has not been accompanied by signiﬁcant improvements in learning indicators. We implemented a randomized experiment in Angola around the introduction of ProFuturo, a worldwide educational program. The program includes a Computer-assisted Learning (CAL) software directed at improving the regular classroom experience. One year after the program started, we ﬁnd higher familiarity with technology. Teachers miss fewer days of classes and implement better teaching practices. Students become more interested in learning and pro-social. Finally, the program improves students’ test scores in the most popular subject in the CAL platform.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103145 2339240:TBU4TXPC 2405685:V8C3T7HA

Edtech and marginalization: Scaling for learning equity - Castillo, N. M.; Wagner, D; Alrawashde, G; Moog, C (UNESCO GEM Background paper, 2023)
KerkoCite.ItemAlsoKnownAs: 10.54676/ZKZT2998 2405685:GW9DLVYF 2405685:MWQ38NIE

Save Schools in Ukraine - Centre for Information Resilience (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:R98DXCEV 2405685:4VCSX4VJ

Wi De Ya, One Tablet Per School, Sierra Leone - CGA Technologies (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YP3PPJRH 2405685:X9WGBYV4

V-Dem Dataset v13 - Coppedge, M. et al. (Varieties of Democracy (V-Dem) Project, 2023)
KerkoCite.ItemAlsoKnownAs: 10.23696/VDEMDS23 2405685:NZ5PTPJ9

Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Journal of Development Economics, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103114 2405685:D8BHBGK9

Ed-tech in the Global South: Research gaps and opportunities (Occasional Paper No. 91) - Cueto, Santiago; Balarin, Maria; Saavedra, Mauricio; Sugimaru, Claudia (Southern Voice, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8Y7C786Q 2405685:4VAWU8ZD

Lao People’s Democratic Republic: Prime Minister’s Decree on Lifelong Learning, issued in 2020 | Institute for Lifelong Learning - Dalbéra, Jean-Pierre (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:MH5689VH 2405685:9YURZAZ5
Keywords: ⛔ No INSPIRE recid found

How technology shapes advice: Professional–parent interaction in a digital pediatric treatment - Dalmaijer, Evi; Pas, Berber; Spooren, Wilbert; Stommel, Wyke (Frontiers in Communication, 2023)
Introduction Technology-enabled treatments (TET) have emerged in pediatric care as an effective solution for early and intensive intervention. There is a lack of research in the field of digitalized health care on the interaction between professionals and parents on which these treatments are based, and at the same time too little is known about the impact of remoteness and technology on interaction in the field of health communication. Method We use a conversation analytical approach to examine the interaction between occupational therapists and parents in one such treatment on a micro level, with a focus on advice-giving and the role of professional and parental authorities in this. Results Our analyses show that professionals in TET work together with the parents of children in treatment to achieve children's rehabilitation goals. In advice-giving in TET, the professionals interactionally downgrade their epistemic and deontic authority, orienting toward the imposition on parents inherent to advice and orienting toward parental authority. Discussion By describing three different patterns of the interactional unfolding of advice-giving, we provide insights into how professionals carefully initiate and return to advice and show how this activity is shaped by the technology used for the interaction. Our study offers a better understanding of how paramedical professionals practice their profession given remoteness and technology and what TET entails interactionally in terms of advice-giving.
KerkoCite.ItemAlsoKnownAs: 10.3389/fcomm.2023.1205883 2339240:3X3RZ6RP 2405685:DLRLGR9D

Critically examining social emotional learning with refugees in East Africa: Tensions, challenges, and complex dynamics. - Dalrymple, Kelsey A (Current Issues in Comparative Education, 2023)
KerkoCite.ItemAlsoKnownAs: 10.52214/cice.v25i2.10688 2339240:M9QU4SG6 2405685:BMLCTDAY 5911999:TFLCJFRM

Access to employment: A comparison of autistic, neurodivergent and neurotypical adults’ experiences of hiring processes in the United Kingdom - Davies, Jade; Heasman, Brett; Livesey, Adam; Walker, Amy; Pellicano, Elizabeth; Remington, Anna (Autism, 2023)
Autistic people face high unemployment rates. One reason for this may be that hiring processes are inaccessible. This study aimed to establish autistic people’s unique experiences of hiring processes in the United Kingdom, by comparing them to the experiences of non-autistic neurodivergent people and neurotypical people. Using qualitative and quantitative data from 225 autistic, 64 non-autistic neurodivergent and 88 neurotypical adults, we identified a series of (dis)similarities in participants’ views and experiences of recruitment for employment. Similarities across the three groups included (1) frustration with the focus on social skills; (2) a perceived need for more flexible hiring processes; (3) a desire for more clarity and (4) the importance of the environment. Participants also acknowledged the important role employers play in one’s decision to disclose a diagnosis or access need. Yet, autistic people faced a set of unique barriers to successful recruitment, over and above those that non-autistic people faced. For example, the perceived pressure to mask autistic traits to succeed and concerns about stigma and discrimination. Participants’ recommendations for improvements included the use of more practical recruitment strategies (e.g. work trials), more clarity about what to expect, and improvements in recruiters’ understanding of the challenges autistic and neurodivergent candidates may face.Lay abstract Autistic people are less likely to have a job than non-autistic people. One reason for this may be that hiring processes (e.g. job applications, interviews) can be challenging for autistic people. To better understand the experiences of hiring processes in the United Kingdom, we asked 225 autistic, 64 neurodivergent (but not autistic) and 64 adults with no reported area of neurodivergence questions about their experiences using an online survey. We found a range of similarities and differences in responses. For example, participants in all three groups were frustrated with the focus on social skills in recruitment and said they wanted more practical methods (e.g. work trials) that help them show their skills and abilities. Autistic and otherwise neurodivergent participants discussed the importance of the environment (e.g. the interview/assessment room) in improving experiences. Participants also discussed how employers can impact whether somebody decides to disclose their diagnosis or needs – or not. Autistic people experienced some barriers to successful recruitment that non-autistic people did not. For example, autistic people felt they had to hide their autistic traits to gain employment and many autistic people were worried about being discriminated against if they disclosed that they were autistic during the hiring process. To make experiences better, our participants said that employers should offer candidates different recruitment methods and give them more information about the hiring process. They also said employers should improve their understanding of autism and other hidden disabilities so they know the challenges that people might face during recruitment.
_eprint: https://doi.org/10.1177/13623613221145377 KerkoCite.ItemAlsoKnownAs: 10.1177/13623613221145377 2339240:YKSBLQQD 2405685:XAUNUHLD

Gilgit-Baltistan sees threefold rise in funds for education sector: Chief secretary - DAWN News (DAWN.COM, 2023)
"If we make our government schools modern and technology-oriented, people will switch from private to public schools," says CS.
KerkoCite.ItemAlsoKnownAs: 2339240:H57D2DE6 2405685:M7YH24AI

Technology in Education: A case study on Thailand – UNESCO Digital Library - Dipendra, K.C. (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YMK9YPIB 2405685:JEDTWDAF
Keywords: ⛔ No INSPIRE recid found

Flagship Projects - Directorate of Science, Technology & Innovation (Directorate of Science, Technology & Innovation, Government of Sierra Leone, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:94U79QP8 2405685:ZEJRQ8R7

Designing learning technology collaboratively: Analysis of a chatbot co-design - Durall Gazulla, Eva; Martins, Ludmila; Fernández-Ferrer, Maite (Education and Information Technologies, 2023)
Abstract Collaborative design approaches have been increasingly adopted in the design of learning technologies since they contribute to develop pedagogically inclusive and appropriate learning designs. Despite the positive reception of collaborative design strategies in technology-enhanced learning, little attention has been dedicated to analyzing the challenges faced in design processes using a collaborative approach. In this paper, we disclose the collaborative design of a chatbot for self-regulated learning in higher education using an action research approach. We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases. We critically reflect on the strategies deployed to overcome these challenges and how they relate to decision-making processes, highlighting the need to make stakeholders’ tacit knowledge explicit, cultivate trust-building and support democratic decision-making in technology design processes. We believe that the recommendations we present in this paper contribute to developing best practices in the collaborative design of chatbots for the self-regulation of learning, as well as learning technology in general.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-022-11162-w 2339240:5LDCI3BY 2405685:IVSZL6MP

Results – Rapid Scans – The EdTech Hub - EdTech Hub (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4MLKCQH6 2405685:M78IF9TS 4656463:IAPZ4MLA

Teachers’ Digital Skills & Digital Competency Frameworks for Teaching and Learning - EdTech team (World Bank Group, 2023)
Teachers’ Digital Skills & Digital Competency Frameworks for Teaching and Learning (English)
KerkoCite.ItemAlsoKnownAs: 2339240:S2BHCDCA 2405685:LILBMRRH

What we do – EducAid - EducAid (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:AGW2HFBI 2405685:ZYFV2WII

Leveraging Education in Emergencies for Climate Action - EiE Hub (Geneva Global Hub for Education in Emergencies, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:DJQE6RS5 2405685:LDPAP6F7

Technology in Education: A Case Study on the Philippines - Espinosa, Allen A; Gomez, C Arsenia; Praksis, Miranda A; Adonis, David P; Edna Luz, Abuljon R; Hermosisima, Victoria C; Quinosa Jr, Edwin A; Soliman, Abegail A; De Vera, Jayson L; Claros, Ian Harvey; Cruz, Hardie Gieben; Gonzales, Nepthalie SJ (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:69B6XGVC 2405685:WMR4S8BZ
Keywords: ⛔ No INSPIRE recid found

Torino Process System Monitoring Report: Ukraine 2023 - European Training Foundation (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2PENYGJV 2405685:TWBKYA2H

AI for Education AI Assessments Event Summary - Fab Inc. (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:RSKXEXU8

National Artificial Intelligence Strategy - Federal Ministry of Communications, Innovation and Digital Economy (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PB4MH6T7 2405685:G5ZG7T9Z

Climate Change and Education in Kenya - Fitzpatrick, Rachael; Amenya, Donvan (Education Development Trust, 2023)
What impact does climate change have on education, especially in areas which are vulnerable to climate disasters and extreme weather events? In this report, we explore the impact of climate change on schools and learning in six counties in Kenya (Nairobi, Mombasa, Turkana, Tana River, Kwale and Kilifi).
KerkoCite.ItemAlsoKnownAs: 2339240:D863LELH 2405685:XKNUY5HA

New UK funding to boost education opportunities for women and girls in Southeast Asia - Foreign, Commonwealth & Development Office (GOV.UK, 2023)
At the 2023 Education World Forum the International Development Minister launched a Girls’ Education and Skills Programme following the UK-ASEAN Plan of Action.
KerkoCite.ItemAlsoKnownAs: 2339240:8ZYWIH6Z 2405685:F5PI3ZR2
Keywords: ⛔ No INSPIRE recid found

Can A/B Testing at Scale Accelerate Learning Outcomes in Low- and Middle-Income Environments? - Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023)
On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_119 2339240:EWGWHJXK 2339240:SL8MC9DM 2405685:FG4XFKKM 2405685:MYQJA7TD

Sierra Leone – Giga - GIGA; UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5D9RW69Z 2405685:7YBMSLS4

2022 Achievements: Ukraine - Global Education Cluster (2023)
2022 Achievements | Strengthening coordination for a robust Education in Emergencies response in Ukraine Since the war broke out on 24th of February 2022 nearly two-thirds of Ukrainian children have been displaced either in-country or to bordering countries, including an estimated 5.7 million school-aged children (ages 3-18), including approx. 570,000 children with disabilities, Ukraine had very close to total enrollment before the war. Education facilities have been attacked from the very beginning of the war and continued to be targeted throughout 2022, creating an unpredictable and unsafe learning environment leading to increased learning loss. According to the Ministry of Education and Science of Ukraine, in the first four months of the war, 1,849 educational facilities were damaged amid ongoing hostilities and 212 were destroyed. The situation has further impacted mental health and psychosocial wellbeing of students and teachers. 75% of parents reported that their children have symptoms of psychological trauma, 90% of teachers (83% women) self-reported their psychological state of mind as worsening. More than 15 million people (out of a population of approx. 41 million) need humanitarian assistance; 34% of those (5.2 million including teachers) have education needs. In 2022, Ukraine Education Cluster partners reached a total of 1,336,746 school-aged children with the provision of Education in Emergencies services. The Global Education Cluster immediately deployed its Rapid Response Team members (a Senior Coordinator and Information Management Officer) to remotely reinforce the Ukraine Education Cluster. Immediate support provided by the RRT include development of the education component of the OCHA Flash Appeal. The RRTs also supported development of the Education Cannot Wait First Emergency Response (FER) for Ukraine. The deployment lasted eight weeks, until interim Cluster Coordinators from each Cluster Lead Agency took over. This was a first for GEC in fastness and possible due to having a Ukraine focal point and a heightened awareness of the situation. The Rapid deployments ensured that Education was represented and visible from the moment the war began; both in terms of focal point for the many national and international actors, and as engaged party to the Inter-Cluster Coordination Group. With support from the CLA, the Ukraine Education Cluster also strengthened monitoring attacks on education, and supported authorities in designing a rapid Needs Assessment and analyzing data, which were reviewed by the GEC and REACH, to inform the current and future Education in Emergencies response. The GEC maintained its support all through 2022 and will continue its assistance to the Ukraine Cluster in 2023.
KerkoCite.ItemAlsoKnownAs: 2339240:U5U93QGM 2405685:EPWMKN6X

Cost-Effective Approaches to Improve Global Learning - Global Education Evidence Advisory Panel (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:URLC9S2L 2486141:9A53JU2Q

Accelerated Funding Grant Progress Report - Global Partnership for Education (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VPX89MS5 2405685:B5S8KK2E

Coordinated Action to Transform Education: What's in it for ministries of education - Global Partnership for Education (2023)
By leading and working through coordination bodies, ministries of education can mobilize smarter partnerships, ensure continued commitments to collective action and generate evidence for policy making, learning and adaptation.
KerkoCite.ItemAlsoKnownAs: 2339240:UH2Z3HED 2405685:3XCYIH9K

Decision on Multiplier Grant to Ukraine: April 2023 - Global Partnership for Education (2023)
The Board of Directors approved a $25.55 million grant from the GPE Multiplier to Ukraine as accelerated financing.
KerkoCite.ItemAlsoKnownAs: 2339240:DGFF77EH 2405685:94H3QKU2

Education in Ukraine: Over $51 million in grants and in-kind support announced from GPE, Google and Microsoft - Global Partnership for Education (2023)
As the war continues in Ukraine, severely disrupting education, GPE, Google, Microsoft Corporation and UNESCO will provide over US$51 million for distance learning and psychosocial support for children in conflict-affected areas. The program will be rolled out by UNESCO and UNICEF in Ukraine in partnership with the Ministry of Education and Science of Ukraine.
KerkoCite.ItemAlsoKnownAs: 2339240:DXGPR83S 2405685:R73YDTKY

GPE 2025 Results Framework for Lao PDR - Global Partnership for Education (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XHMG8A45 2405685:LX7QPQDY
Keywords: ⛔ No INSPIRE recid found

Guidelines for Accelerated Funding - Global Partnership for Education (2023)
These guidelines describe the criteria for eligibility, amount, eligible activities and duration of accelerated funding from GPE.
KerkoCite.ItemAlsoKnownAs: 2339240:LQLLE5W9 2405685:NIKFTMA8

Lessons and Impacts of a Phone-Based Parenting Program for Syrian and Jordanian Families with Young Children - Global TIES for Children (2023)
In this brief, Global TIES researchers evaluate a phone-delivered version of a parenting program in the Middle East and the first randomized-controlled evaluation of an audio-only parenting program. Though extremely relevant for humanitarian and crisis situations, when in-person programs are difficult, very little is known about the impacts of audio-only remote caregiver programs. When the International Rescue Committee (IRC) adapted an in-person home-visiting parenting program in 2020 to be delivered remotely, via audio-only phone calls, it created a unique opportunity to evaluate an audio-only remote caregiver program. The original in-person program, Reach Up and Learn (RUL), had been delivered by the IRC from 2016 to early 2020 in parts of Jordan, targeting both Jordanian and Syrian caregivers. The remote adaptation was made in response to the pandemic and as part of the Ahlan Simsim initiative, in partnership with Sesame Workshop. For more information about the Ahlan Simsim project and Global TIES for Children, as well as access to the other research briefs in this series, visit: https://globaltiesforchildren.nyu.edu/as-findings
KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.22700314.v2 2339240:HMZ5F7GJ 2405685:KTZ8QENS 5911999:WJ8NYPIZ

Lessons and Impacts of a Remote Early Childhood Education Program in Hard-To-Access Settings in Lebanon: A Randomized Controlled Trial - Global TIES for Children (2023)
In this brief, Global TIES researchers explore outcomes from the first evaluation of a remote early childhood education (ECE) program for families affected by conflict and crisis and the second of the effect of short-term (shorter than 3 months) ECE programming. It evaluates the impact of an 11-week remote early learning program (RELP) delivered alone and in combination with Ahlan Simsim Families (ASF), a parenting support program. Key takeaways include RELP and RELP+ASF had significant positive impacts on emergent literacy and numeracy and overall child development as well as on child play. RELP had significant, positive impacts on social-emotional and motor skills. Also, The size of the impacts found on child development is in the range of those seen in evaluations of in-person preschool from around the world, suggesting that RELP is a viable alternative to support children in places where in-person preschool is not feasible. For more information about the Ahlan Simsim project and Global TIES for Children, as well as access to the other research briefs in this series, visit: https://globaltiesforchildren.nyu.edu/as-findings
KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.22770629.v1 2339240:6GIDACFA 2405685:VAT5SW29 5911999:JFHHKCGX

Lessons and Impacts of Ahlan Simsim TV Program in Pre-Primary Classrooms in Jordan on Children’s Emotional Development: A Randomized Controlled Trial - Global TIES for Children (2023)
In this brief, Global TIES researchers evaluate the effects of Ahlan Simsim, a television show co-produced by Sesame Workshop and Jordan Pioneers that has been viewed by more than 23 million children across the MENA region, including 57% of displaced Syrians across Jordan, Lebanon, and Iraq.
KerkoCite.ItemAlsoKnownAs: 2339240:6VXM4247 2405685:NSUDP38V 5911999:UV65EX45

Education Sector Budget Proposal Report 2023/24 - Government of Kenya (Government of Kenya, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:N7CKV3JH 2405685:NHE2TZSP 4656463:RVPQB2Q4

Report of the Presidential Working Party on Education Reform: ​​Transforming education, training and research for sustainable development in Kenya - Government of Kenya (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:4REVBWCX

Building Educational Foundations through Innovation & Technology (BEFIT): Malawi Scale-Up Program Overview - Government of Malawi (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VG6HFP8C 2405685:CHYEF38Q 2405685:GHJ6XWR4

Basic and Senior Secondary Education Act, 2023 - Government of Sierra Leone (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:X4WE79XI 2405685:JWZZ6UGY

Voluntary National Review 2023 on the implementation of the Sustainable Development Goals - Government of the Socialist Republic of Vietnam (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBCTGAQ4 2405685:QMSAZF8C

National Strategic Plan for Digital Development and Information and Communication Technology (Timor 2032) - Government of Timor-Leste (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IE6KWICQ 2405685:VI55FQQX

Fiscal Transfers: View Consolidated formulae - Government of Uganda (OTIMS, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TULVRHIN 2405685:ECEJKUEU 4656463:XPMJKJ47

Nigeria Has More Than 500 Languages, 300 Ethnic Groups... And Critically Important Elections. | Wilson Center - Green, Mark (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5GG8IDQ 2405685:QS3VCRAI

Assistive Technologies for Children with Disabilities in Inclusive and Special Schools in Indonesia - Hata, Anna; Wang, Han; Yuwono, Joko; Nomura, Shinsaku (The World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1596/40387 2339240:VSXIUHXY 2405685:PQZH5HEB
Keywords: Enhancing the quality of education for children with disabilities; including through the use of assistive technology; accepted; study addresses this knowledge gap; focusing on the Indonesian context; world bank; ⛔ No INSPIRE recid found

The effects of war, displacement, and trauma on child development - Hazer, Livia; Gredebäck, Gustaf (Humanities and Social Sciences Communications, 2023)
PDF | In this paper, we review how refugee children’s psychological development is impacted by experiencing war, displacement, and trauma. As the Syrian... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.1057/s41599-023-02438-8 2339240:M56WBBKN 2405685:Q9NXXLGC 5911999:454CCQTA

Technology use in teacher preparation and professional development in low-and middle-income countries - UNESCO Digital Library - Hennessy, Sara; D'Angelo, Sophia; Koomar, Saalim; Kreimeia, Adam; Adam, Taskeen; Cao, Lydia; Haßler, Björn (UNESCO, 2023)
https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF

18 Months Later: A mental health and psychosocial needs assesment across Ukraine - HIAS (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YPDSQU5B 2405685:7PWATPPL

Cochrane Handbook for Systematic Reviews of Interventions Version 6.4 - Higgins, J.P.T; Chandler, J; Cumpston, M; Li, T; Page, M.J; Welch, V. A (Cochrane, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:2F9DRA2K

Big data-driven public policy decisions: Transformation toward smart governance - Hossin, Md Altab; Du, Jie; Mu, Lei; Asante, Isaac Owusu (SAGE Open, 2023)
Big data analytics (BDA) enhances knowledge and decision-making. Despite its importance, the connection between technical progress and political change is neglected in the administrative process. Most studies focus on e-government, e-governance, and how technology can improve existing operations of the bureaucracy. However, this article aims to explore the potential of BDA for public policy systems and provide a linkage for the transformation toward digital and smart governance using preferred reported items for systematic review and meta-analysis (PRISMA) approach to reveal the relevant documents and narrative review approach to interpret the application of BDA at each step of the public policy system. In addition, this study identifies several common public policy-related big data sources and techniques that could be used at the various stages of the public policy process. This study argues that BDA has the potential to be used for policy formulation in the four main phases—planning, design, service delivery, and evaluation. Most studies confirm its potential in the policy process for taxation, health, education, transportation, law, economy, and social system. This study reveals that it is also suitable for public policy execution stages, such as public supervision, public regulation, service delivery, and policy feedback. Previous studies have indicated that the application of BDA can transform traditional or manual governance systems into digital and smart governance. We contend that the policy cycle should be seen as a dynamic and iterative process characterized by continuous evolution. Though each step of transformation has its unique challenges in handling BDA and maintaining the Information and Communication Technology (ICT) infrastructure, it can ensure an accurate, prompt, and context-oriented public policy system. These insights provide a novel outlook on effectively managing the interplay between innovation and traditional approaches in the realm of public policy development.Plain Language SummaryImportance: Big data analytics (BDA) enhances knowledge and decision-making. Despite its importance, the connection between technical progress and political change is neglected in the administrative process. Most studies focus on e-government, e-governance, and how technology can improve existing operations of the bureaucracy. Aims: However, this article aims to explore the potential of BDA for public policy systems and provide a linkage for the transformation toward digital and smart governance using preferred reported items for systematic review and meta-analysis (PRISMA) approach to reveal the relevant documents and narrative review approach to interpret the application of BDA at each step of the public policy system. In addition, this study identifies several common public policy-related big data sources and techniques that could be used at the various stages of the public policy process. Findings: This study argues that BDA has the potential to be used for policy formulation in the four main phases—planning, design, service delivery, and evaluation. Most studies confirm its potential in the policy process for taxation, health, education, transportation, law, economy, and social system. This study reveals that it is also suitable for public policy execution stages, such as public supervision, public regulation, service delivery, and policy feedback. Implications: Previous studies have indicated that the application of BDA can transform traditional or manual governance systems into digital and smart governance. Though each step of transformation has its unique challenges in handling BDA and maintaining the Information and Communication Technology (ICT) infrastructure, it can ensure an accurate, prompt, and context-oriented public policy system.
_eprint: https://doi.org/10.1177/21582440231215123 KerkoCite.ItemAlsoKnownAs: 10.1177/21582440231215123 2339240:33SNH7ZA 2405685:SQ39EZWB

The relationship between parental involvement and psychological adjustment among Chinese children with autism spectrum disorder in the transition from kindergarten to primary school: A chain-mediating model - Hou, Yujia; Yan, Tingrui; Zhang, Junfang (Frontiers in Psychology, 2023)
Introduction This study examined the impact of parental involvement on the psychological adjustment of children with autism spectrum disorder (ASD), and the role of parenting self-efficacy and parenting stress in the transition from kindergarten to primary school. Methods Using the questionnaires, we collected data from 237 Chinese parents of children with ASD. Results Mediation analyses showed that parental involvement partially promoted the psychological adjustment of children with ASD, which was reflected in the fact that parental involvement promoted children’s prosocial behavior but did not reduce their emotional/behavioral problems. Mediation analyses also revealed the role of the mediator in parenting stress between parental involvement and the psychological adjustment of children. Additionally, the results suggested that parenting self-efficacy and parenting stress played a chain-mediating role in the association between parental involvement and psychological adjustment in children with ASD. Discussion These findings enhance our understanding of the mechanisms underlying the relationship between parental involvement and psychological adjustment in children with ASD in the transition from kindergarten to primary school.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2023.1087729 2339240:VVM5PG5N 2405685:ABPGLJ3J

The state of education in Ukraine and steps for future progress - Hrynevych, Liliia (Learning during crisis: Insights for Ukraine from across the globe, 2023)
PDF | In this publication, countries participating in the OECD programme on the Future of Education and Skills (Education 2030) are offering a range of... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2339240:HX27XGVK 2405685:3TY6XMVT

Automated knowledge extraction from IS research articles combining sentence classification and ontological annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

Promoting Climate-Sensitive Early Childhood Care and Education in Emergencies - INEE (Inter-agency Network for Education in Emergencies (INEE), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JDEMSN5P 2405685:PUXYLSLB

Disability-Inclusive Education in Emergencies: Key concepts, approaches, and principles for practice - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:LXTVX8S5

Disability-Inclusive EiE Resources Mapping and Gap Analysis - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:M3KFL76D

Conceptual Framework for Education in Emergencies Data - International Institute for Educational Planning (IIEP)-UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KRMCTW9E 2405685:YJWX532U

Guidelines and Toolkit for a Diagnosis of the Education in Emergencies Data Ecosystem - International Institute for Educational Planning (IIEP)-UNESCO (2023)
Manual and Guideline in English on World about Education and Protection and Human Rights; published on 22 Dec 2023 by UNESCO
KerkoCite.ItemAlsoKnownAs: 2339240:AVQ5XNH7 2405685:SWSLMKIC

Institutionalizing Education in Emergencies Data Production and Use for Crisis-sensitive Educational Planning - International Institute for Educational Planning (IIEP)-UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KSW9JNS9 2405685:2EFXI4ZB

The Geneva Declaration on Education in Emergencies and Protracted Crises - International Parliamentary Network for Education; Geneva Global Hub for Education in Emergencies (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:6KT9Q5TP 2405685:G8LS285S

Digital Development Dashboard - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TVWZ829S 2405685:FS45JUH5

Digital Development Dashboard: Lao PDR - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:P7H7DAB5 2405685:PU2YEQ4W

ICT Price Baskets - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IS7K38GU 2405685:KASHFILH

Ukraine Digital Development Country Profile - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:U5QQ2YSC 2405685:GQQG3WFD

AIED Unplugged: Leapfrogging the digital divide to reach the underserved - Isotani, Seiji; Bittencourt, Ig Ibert; Challco, Geiser C.; Dermeval, Diego; Mello, Rafael F. (Artificial Intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and Blue Sky, 2023)
Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_118 2405685:ZCMV5IK4

Walking the Talk for the Right to Education – A field note on Gilgit Baltistan and its Delivery Lab - Jamil, Baela (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4IBJHGM5 2405685:B4VGTA42

The Mobile Gender Gap Report: 2023 - Jeffrie, Nadia (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:FV6FRDDQ 2405685:LCVAVDRR

The Mobile Gender Gap Report 2023 - Jeffrie, Nadia (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:MT35DFDN 2405685:WMZXG7EA

Low-tech personalised learning to improve girls' education in Kenya. - Jordan, K; Damani, K; Khagame, P; Mongeau, C; Mumbi, A; Myers, C; Njuguna, L; Otieno, J; Zhao, A (EdTech Hub and M-Shule, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M7HVSHJG 2405685:KN2IBMDV

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review - Jordan, Katy (Technology, Pedagogy and Education, 2023)
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H

Nudging or Nagging? Conflicting Effects of Behavioral Tools - Kalil, Ariel; Liu, Haoxuan; Mayer, Susan; Rury, Derek; Shah, Rohen (SSRN Electronic Journal, 2023)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4318177 2339240:HNT2VXJ7 2405685:5FJWAQY9

Learning on Hold: The Toll of COVID-19 School Closures on Mozambique’s Foundational Literacy - Kan, Sophia; Pontuschka, Rafael (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:75A4XTSW 2405685:4WR5TEQR
Keywords: ⛔ No INSPIRE recid found

Exploring the landscape of autism in Africa: Challenges in diagnosis, support, and resources – a short communication - Kantawala, Burhan; Abu-Bakr, Aya; Kasini, Benoît; Ndayambaje, Martin; Ian Soh, Shi; Nazir, Abubakar; Wojtara, Magda; Uwishema, Olivier (Annals of Medicine and Surgery, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3AM9QLT 2405685:C99PD49S

War & Education - Kohut, Iryna; Nikulina, Olena; Syrbu, Olena; Zherobkina, Tetiana; Nazarenko, Yuliia (savEd, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8VWRJ3VR 2405685:2X7VKAUW

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果，因此是一种重要的政策分析类型。过去50年里，出现了三次证据审查浪潮，即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法，并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述，本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具，(2)嵌入公平视角，(3)将研究转化为实践。结论将这些发展与公共政策相联系，识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

Providing distance education during the war: The experience of Ukraine - Londar, Lidia; Pietsch, Marcus (Information Technologies and Learning Tools, 2023)
Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
KerkoCite.ItemAlsoKnownAs: 2339240:UTUWTKU9 2405685:V9CKBERQ

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.
KerkoCite.ItemAlsoKnownAs: 2339240:J83HRBE6 2405685:BTDXQFJ9

The context of school-based cyberbullying prevention in Vietnamese public schools: A cross-sectional study - Mai, My-Hanh; Giang, Thien-Vu; Dang, Xuan-Dieu; Dinh, Duc-Hoi (Journal of Education and e-Learning Research, 2023)
Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations of school-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.
KerkoCite.ItemAlsoKnownAs: 10.20448/jeelr.v10i4.5046 2339240:ZG3S3ARC 2405685:N3YH79XS

Building Education Foundations through Innovation & Technology: Malawi Scale-Up Program Overview - Malawi Ministry of Education (Government of Malawi, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:989PJPWR 2405685:35X56FZB

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ

Issues and strategies in inquiry-based learning evaluation - Mao, Yiqing (Open Journal of Social Sciences, 2023)
KerkoCite.ItemAlsoKnownAs: 10.4236/jss.2023.114030 2339240:ZGTCQ2SK 2405685:HTEUGKNQ

Feasibility of a mobile phone training on autism spectrum disorders for teachers in Tanzania - Martino, Daniele C.; Naqvi, Nilofer C. (Technology, Pedagogy and Education, 2023)
Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2023.2192517 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2023.2192517 2339240:YYWSMV9B 2405685:24U764C8

Remote Education Benchmarking Toolkit for Technical and Vocational Skills Development - Matabudul, Yamal (Association for the Development of Education in Africa (ADEA), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:DBZH2LFX 2405685:4Q7CATS7

Mobile application based early educational intervention for children with autism: A pilot trial - Mazumdar, Arpita; Banerjee, Mallika; Chatterjee, Biswajoy; Saha, Sayan; Gupta, Gauri Shankar (Disability and Rehabilitation: Assistive Technology, 2023)
To design and develop a mobile application for pre-school readiness of children with autism and also to identify their learning pattern. Based on strong foundation of functional academics, we have developed a mobile application for providing an early educational intervention program to the children with autism. Three successive software trials have been conducted among 31 children with autism of age group of three to 10 years. The mobile app has been provided to educators and parents and they have been allowed to supervise the children during their learning phase for eight to 10 weeks. The imprint of learning pattern is recorded and learning progress profile is generated for individual child. Data analysis of learning progress profile shows that 90% of the participants preferred drag and drop or simple touch approach over conventional methods practised during classroom teachings. More than 84% of the children are found to adapt pre-requisite skills for writing like scribbling, tracing, dots joining, copying, etc. after using the app on their tablet who are reluctant to hold pencil and paper otherwise. Twenty-five percent of the participants are reported to reciprocate the greeting etiquettes in class such as greeting teachers and their peers. The mobile application made a valuable contribution to early intervention program for children with autism by imparting appropriate learning opportunities readily available to them. Performance metrics underlying each activity form a strong base of identification of learning patterns and formulation of revised individualized education plan (IEP).Implications for RehabilitationChildren with autism need the mobile application as an educational intervention program for it is readily available and user friendly.Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child.Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier. Children with autism need the mobile application as an educational intervention program for it is readily available and user friendly. Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child. Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17483107.2021.1927208 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2021.1927208 2339240:YYX46NHC 2405685:TC6RT9DR

The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings - McHenry, Megan S.; Mukherjee, Debarati; Bhavnani, Supriya; Kirolos, Amir; Piper, Joe D.; Crespo-Llado, Maria M.; Gladstone, Melissa J. (PLOS digital health, 2023)
Publisher: Public Library of Science San Francisco, CA USA

Implementation of Universal Design for Learning in Low- and Middle-Income Countries: ‘I Thought These Principles Could Have Been Written by Me’ - McKenzie, Judith; Karisa, Amani; Kahonde, Callista (Disabilities, 2023)
UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs.
0 citations (Crossref) [2024-04-17] Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/disabilities3040043 2339240:3UU6C6DM 2405685:MGRLI3CU
Keywords: LMIC; UDL; disability; inclusion; ⛔ No INSPIRE recid found

Damage Assessment Report - Ukraine June 2023 - Ministry of Education and Science (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:74B24PKH 2405685:G52JBKMN

Strategic Action Plan by 2027 - Ministry of Education and Science of Ukraine (Gov. of Ukraine, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:MNDVZV58 2405685:JGPLIIF4

Результати міжнародного дослідження якості освіти PISA-2022 - Ministry of Education and Science of Ukraine (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:BI8G7RRA 2405685:B7P2M4MT

Transforming Education Through Technology: EdTech Masterplan 2030 - Ministry of Education, Singapore (2023)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan, or “EdTech Masterplan 2030” for short.
KerkoCite.ItemAlsoKnownAs: 2339240:F4B6JD72 2405685:FUWKND2F

Teacher Policy Action Plan - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5LW2KVIY 2405685:SQQQQFA8

The Education, Youth and Sport Performance Report to Congress for the Academic Year 2021–2022 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:CGQEWIVZ 2405685:D93IM5EY

National Information & Communication Technology Policy 2023 - Ministry of Technology and Science (Government of the Republic of Zambia, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:65KP6H7Z 2405685:5C2ASXS5

What’s Behind the Growing Number of Attacks in Southern Thailand? - Mishra, Rahul (2023)
Whoever ends up leading the country’s next government, they need to prioritize the implementation of the 2013 peace plan.
KerkoCite.ItemAlsoKnownAs: 2339240:CWDUSCXJ 2405685:YA3ISDK7
Keywords: ⛔ No INSPIRE recid found

Navigating narratives in Ukraine: Humanitarian response amid solidarity and resistance - Moallin, Zainab; Hargrave, Karen; Saez, Patrick (Overseas Development Institute (ODI Global), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8SJZVNV9 2405685:IMTIGRFL
Keywords: ⛔ No DOI found

A digital accessibility and inclusive design-based e-module in Higher Education: Does it work in a classroom with a deaf student? - Musayaroh, Siti; Asmiati, Neti; Utami, Yuni Tanjung; Mulia, Dedi; Sidik, Sistriadini Alamsyah; Febri, Reza; Abadi, Toni Yudha Pratama; Maslahah, Sayidatul; Pramudyo, Anggoro Suryo (ASEAN Journal of Community and Special Needs Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9P7P2HPK 2405685:LD8V7CAU
Keywords: accepted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Eduten Partners with Laos for a Landmark 12-Week Educational Research Project - Muurimaa, Henri (2023)
Eduten is excited to announce the launch of a new 12-week research project in Laos, in collaboration with local educational authorities.
KerkoCite.ItemAlsoKnownAs: 2339240:G6CJP2T7 2405685:UM48XU3W

National Digital Literacy Framework - National Information Technology Development Agency (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3KLFM6DN 2405685:322MJ36E

Learning Disabilities - National Institute of Neurological Disorders and Stroke (2023)
Learning disabilities are disorders that affect the ability to understand, or use spoken or written language, do mathematical calculations, coordinate movements, and/or direct attention. Learning disabilities occur in very young children, yet they are usually not noticed until the child reaches school age. Learning disabilities can be lifelong conditions.
KerkoCite.ItemAlsoKnownAs: 2339240:EQFZVDN5 2405685:D5FS9SBN
Keywords: ⛔ No INSPIRE recid found

National Numeracy Programme (NNP) – Objectives - National Numeracy Programme (NNP) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY

Challenges encountered by teachers in supporting children with autism in primary schools in Tanzania - Ndunguru, N.E.; Kisanga, S.E. (Papers in Education and Development, 2023)
This paper reports the challenges experienced by teachers in supporting children with autism (CA) in primary schools in Tanzania. It is a qualitative study that employed purposive sampling technique to select seven primary school teachers of CA from two schools. Data were collected using a semi-structured interview and were analysed thematically. The findings of the study revealed that teachers experience challenges when supporting CA due to inadequate knowledge in managing the behaviours of CA. Also, teachers received little collaboration from parents of CA due to a lack of commitment to the education of their CA. The paper recommends for continuous professional development training to teachers of CA to enhance the acquisition of updated knowledge and skills for supporting CA. Also, there is a need for effective collaboration between teachers and parents for the successful support of CA.
KerkoCite.ItemAlsoKnownAs: 2339240:265RB2L2 2405685:TVG5APMB

Implementation Completion and Results Report – Vietnam Quality Improvement of Primary Education for Deaf Children Project (QIPEDC) - Nguyen, Anh Thuy (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:G228NA6E 2405685:G5KF52UM
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Vietnam Quality Improvement of Primary Education for Deaf Children Project (QIPEDC): Implementation completion and results report - Nguyen, Anh Thuy (2023)
Implementation Completion and Results Report (ICR) Document - VIETNAM QUALITY IMPROVEMENT OF PRIMARY EDUCATION FOR DEAF CHILDREN PROJECT (QIPEDC) - P160543 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:PL6NMTJP 2405685:8GNZVHDP

Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone - Nicolai, Susan; Jordan, Katy; Adam, Taskeen; Kaye, Tom; Myers, Christina (International Journal of Educational Development, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB

Edtech and parental engagement - Nicolai, Susan; Rui, Tingting (Yang); Zubairi, Asma; Chebet, Seluget; Kamninga, Tony (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:85L97CQM 2405685:VWMAPDA5
Keywords: ⛔ No INSPIRE recid found

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2G8JRHPM 2405685:9XD3CL25

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (International Education Research, 2023)
This paper was commissioned by the Global Education Monitoring Report as background information for the development of the 2023 Global Education Monitoring (GEM) Report: technology and education, Southeast Asia. Digital technology has the potential to transform learning and offer a solution to persistent challenges in equity of access and quality of learning for all students. COVID-19 has accelerated the adoption of technology to deliver alternative modes of education. It has also put the spotlight on the digital divide that technology creates. This Case Study explores the progress of technology integration in the education sector in Lao PDR in line with its aspirations for a thriving digital economy driven by a digitally-skilled workforce. It explores the current conditions that facilitate or inhibit digitalization of the education sector and considers the impact across the system, sector-wide and school levels. This includes issues relating to digital access, digital literacy of teachers and students, technology infrastructure investments and the regulatory environment. The findings suggest that many of these challenges are not unique to Lao PDR. However, with a clear strategy, political commitment and sustainable resourcing of the education sector, there are opportunities for the Government of Lao PDR and its partners, to set a strong foundation for digitalizing the education system.
Publisher: Global Education Monitoring Report Team KerkoCite.ItemAlsoKnownAs: 2339240:4QQEEHZ3 2405685:V9RN8N7R
Keywords: accepted; checks the GP(disadvntaged group-OOS)T; publisher: Global education Monitering report; ⛔ No DOI found; ⛔ No INSPIRE recid found

Improving Enrollment and Learning through Videos and Mobiles: Experimental evidence from Northern Nigeria - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka (World Bank Group, 2023)
Improving Enrollment and Learning through Videos and Mobiles : Experimental Evidence from Northern Nigeria (English)
KerkoCite.ItemAlsoKnownAs: 2339240:X4A27Y5Y 2405685:36KDW9TD

Leave no one behind: The solution to an inclusive future - Othman, Fezny; Wahab, Mohd Zulkarnain Abdul; Jalil, Mohd Azlis Sani; Hamid, Mohamad Shabilullah Abd (Journal of Southeast Asian Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M8FWIV36 2405685:B4WPCF3E

Collaboration to Realise Kenya’s National Learning Goals through EdTech - Otieno, Jennifer; Omuthe, Ronald; Ampofo, Rudolph (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10340063 ZenodoArchiveConcept: 10340062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10340063 10.53832/edtechhub.0179 2405685:A76IFCAT
Keywords: _r:AddedByZotZen

Law of Ukraine "About complete general secondary education" - Parliament of Ukraine (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:R3B7YNYJ 2405685:4KD4Q8CE

Personal communication: Research on solar-power projector DPL implementation in Malawi - Pitchford, Nicola J. (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KKKZIMMM 2405685:XW8TKKQ5

Access to Education for Refugee Children in Indonesia During the COVID-19 Pandemic: Challenges and Adaptation Strategies - Prabaningtyas, Raden Ajeng Rizka Fiani; Pudjiastuti, Tri Nuke; Alami, Athiqah Nur; Farhana, Faudzan; Arfan (ASEAS - Advances in Southeast Asian Studies, 2023)
The protracted refugee situation in Indonesia during the COVID-19 pandemic has increased refugee children's vulnerability due to the non-fulfillment of their fundamental rights, including the right to education. Drawing on data collected through interviews and observation of refugee children during fieldwork in the cities of Batam and Makassar, this paper aims to investigate how and why their access to education has changed during the pandemic. This study finds that, shortly before the pandemic, the Indonesian government provided access to education for refugee children through the issuance of the Circular Letter from the Secretary General of the Ministry of Education, Culture, Research and Technology Number 752553/A.A4/HK/2019 dated on 10 July 2019. However, the pandemic complicated the accessibility of education for refugee children suggested by the Circular Letter due to lockdown policy and mobility restrictions. The complication is apparent in four aspects of accessibility, namely: access to information, activities in the learning process, environmental support, and the motivation of refugee children. Notwithstanding, this study also finds that the pandemic has induced developments of adaptation strategies through the adoption of online learning among refugee communities to enable wider access to education for refugee children. Therefore, the pandemic may have revealed the urgency for a more rights-based policy on refugee treatment in Indonesia.
KerkoCite.ItemAlsoKnownAs: 10.14764/10.ASEAS-0089 2339240:YEH7PUI9 2405685:ULFVXVLS
Keywords: Bildungsbeteiligung; Bildungschance; Epidemie; Flüchtling; Indonesia; Indonesien; Kind; child; educational opportunity; epidemic; participation in education; refugee

Basic Education Data - President's Office — Regional Administration and Local Government; Government of Tanzania (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:CDQPB2XK

What Can the Education Sector Do to Adapt to the Forthcoming Impacts of Climate Change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
KerkoCite.ItemAlsoKnownAs: 2339240:MY2CVJ8E 2405685:ERFH7B7U

Designing Safe Digital Mental Health and Psycho–Social Support for Displaced and Stateless Adolescents Hub - Raftree, Linda (MHPSS Hub, 2023)
This report explores how digital approaches and interventions could be safely incorporated into the different layers of the MHPSS Pyramid. It also provides a summary of the existing evidence-base and inputs from UNHCR staff to lay out the case and the caveats for digital MHPSS for forcibly displaced and stateless adolescents.
KerkoCite.ItemAlsoKnownAs: 2339240:RBJPBXNV 2405685:FF8VXSIQ 5911999:C57L4YPJ

Designing Safe Digital Mental Health and Psychosocial Support MHPSS for Displaced and Stateless Adolescents - Raftree, Linda (United Nations High Commissioner for Refugees (UNHCR), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:EVGCFLHC 2405685:JZHKBWGX

Breaking through limitations: enhanced systematic literature reviews with large language models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:CBPEMXNV 2486141:ELIALEJV
Keywords: _Added-ailr-2024; ⛔ No DOI found

Dakar Framework for Action - Right To Education (2023)
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.[ESPAÑOL] [FRANÇAIS]
KerkoCite.ItemAlsoKnownAs: 2339240:HABZPLAK 2405685:NYUFHM6B

Investigating the situation for children with autism and their families in Cambodia - Rose, Richard; Jegannathan, Bhoomikumar; Mong, Dalin; Pat, Puthy; Sok, Derozet (Education Sciences, 2023)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci13060565 2339240:EHPCL9IH 2405685:G28FIFX4
Keywords: ⛔ No INSPIRE recid found

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

Text classification using deep learning techniques: A bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research - Sarwar, Moizza Binat (Malala Fund & Pakistan Coalition for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9HVG3REL 2405685:9TT63AI4

The use of technology in hybrid learning for student with special needs - Sarwendah, Ade Putri; Azizah, Nur; Mumpuniarti, Mumpuniarti (Journal of Education and Learning (EduLearn), 2023)
KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v17i2.20810 2339240:B5GU9HBR 2405685:T2X4XT4J
Keywords: ⛔ No INSPIRE recid found

Education Needs Assessment Report Mykolaiv City, Ukraine - Save the Children (Save the Children International, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:FIE7ICI3 2339240:GT3AYM8W 2405685:7C935XCA

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQQVSWL 2405685:94SBLT7H

About IDELA - Save the Children, IDELA (IDELA, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:E2PD2ZUF 2405685:YP77AGZ8

Digital degrowth: toward radically sustainable education technology - Selwyn, Neil (Learning, Media and Technology, 2023)
This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2022.2159978 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2159978 2339240:UK94S6MG 2405685:UUGQ439A
Keywords: Degrowth; Illich; digital; education; sustainability

The quality of translated children's literature in the Let’s Read application: Evaluating source text meaning accuracy using Angelelli's Scoring Rubric - Setiajid, Harris; Krisnarani, Natalia; Nirwinastu, Diksita Galuh (ResearchGate, 2023)
PDF | This study evaluates the translation quality of a children's story, "Dive", in the Let’s Read app using Angelelli's scoring rubric. The focus is... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.32996/ijllt.2023.6.7.11 2339240:W6CCCTRZ 2405685:F87Y2452

Remote Education Benchmarking Toolkit: Basic education - Shafika, Isaacs (Association for the Development of Education in Africa (ADEA), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5JE44IMH 2405685:7WKSRB2N

Urgent, accelerated efforts needed for universal eye coverage, vision for all: WHO - Sharma, Shamila (World Health Organization Southeast Asia, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:I2CMSQ87 2405685:72LC2G6W
Keywords: ⛔ No INSPIRE recid found

Government embracing EdTech: The case of the TeleSchool app - Sheikh, Maira; Nadeem, Umar (Tabadlab, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:P5IR25BD 2405685:SCY647ID
Keywords: ⛔ No DOI found

Independent Evaluation of the Girls’ Education Challenge Phase II – Evaluation Study 4: Educating Girls with Disabilities in GEC II - Singal, N; Niaz, Laraib; Gupta, Romanshi; Bligh, Libby; Ogando-Portela, María José; Aslam, Monazza; Rawal, Shenila (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IVWNNMWL 2405685:NKRI4L5E

Overview of Allocation Formulas for Education Subvention in Ukraine - SKL International (2023)
Jan Herczyński “Support to Decentralization in Ukraine” SKL International 1. Education subvention in the system of public finance in...
KerkoCite.ItemAlsoKnownAs: 2339240:WNGR66GH 2405685:DUNI2UF4

Lao PDR National Education System - Southeast Asia Ministers of Education Organization (SEAMEO) Secretariat (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:NWQLT3QR 2405685:SQGKDJ2N
Keywords: ⛔ No INSPIRE recid found

Human-AI collaboration to identify literature for evidence synthesis - Spillias, Scott; Tuohy, Paris; Andreotta, Matthew; Annand-Jones, Ruby; Boschetti, Fabio; Cvitanovic, Christopher; Duggan, Joe; Fulton, Elizabeth; Karcher, Denis; Paris, Cecile (2023)
Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2405685:CCUCADRD 2486141:AHW2MJ6E
Keywords: _Added-ailr-2024

Subeb Jigawa Embarks on Digital Initiative: Capturing Lgea Staff Data Online – - State Universal Basic Education Board (Jigawa State Universal Basic Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:SDBTYNL8 2405685:U4QPX9SM

What Is Data Governance and Why Does It Matter? - Stedman, Craig (Data Management, 2023)
Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide.
KerkoCite.ItemAlsoKnownAs: 2405685:RVIX6BEZ

Large-scale simulation study of active learning models for systematic reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:Z93XE5YE 2405685:8MHTNSJ5

EdTech to Support Out-of-School Children and Adolescents - Thinley, Sangay; Rui, Yang (EdTech Hub, 2023)
This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7906889 ZenodoArchiveConcept: 7906888 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7906875 10.5281/zenodo.7906889 10.53832/edtechhub.0163 2339240:2LWVXYCV 2405685:4CB23ZC6 2405685:AG764A26 2405685:VWJXTPI8
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Preparing children for an unpredictable world in the middle of a crisis: La Aldea’s approach - Thompson, Nathan; Colón, Samantha; Burde, Dana; Arlini, Silvia Mila; Charif Chefchaouni, Nora; Chia, Jessica; Gordon, Maya; Shrestha, Nishtha; Østby, Gudrun; Gjerløw, Haakon; others (Journal on Education in Emergencies:, 2023)
KerkoCite.ItemAlsoKnownAs: 10.33682/h7ws-7nkh 2339240:H85R3RT7 2405685:2S4NSX2Z 5911999:6Y8WRFWY

Population and Housing Census 2022 - Timor-Leste National Institute of Statistics (2023)
The Population and Housing Census 2022 is the fourth census to be conducted since independence in 2002 and the first-ever digital census for Timor-Leste. The Timor-Leste National Institute of Statistics (INETL), formerly the General Directorate of Statistics, implemented the Population and Housing Census 2022 under the slogan ‘Our census, our future be part of it’.
KerkoCite.ItemAlsoKnownAs: 2339240:A44MDJQ4 2405685:E8JA424L

A meta-analysis of studies on the effects of active learning on Asian students’ performance in science, technology, engineering and mathematics (STEM) subjects - Ting, Fridolin S. T.; Shroff, Ronnie H.; Lam, Wai Hung; Garcia, Raycelle C. C.; Chan, Chi Lok; Tsang, Wing Ki; Ezeamuzie, Ndudi O. (The Asia-Pacific Education Researcher, 2023)
Document Title, Type of Document, Journal Name and References fields. The selection of keywords in the Scopus database was critical to our meta-analytic analysis since the keywords directly influenced the amount of data that was retrieved. Different active learning pedagogies and treatments were extracted from those included in Freeman’s meta-analysis, and keywords were used in a comprehensive search for titles and abstracts in Scopus to narrow down literature related to active learning.
5 citations (Crossref) [2024-04-17] KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-022-00661-6 2339240:TYKSA6TA 2405685:AGLZE3BJ
Keywords: ⛔ No INSPIRE recid found

Pandemic pedagogy conceptualizations of university students during emergency remote education - Toquero, Cathy Mae Dabi; Toquero, Joel Paco (Mediterranean Journal of Social & Behavioral Research, 2023)
During the spike of the global health crisis, literature has conceived pandemic pedagogy in a broad sense of meaning based on pedagogical assumptions. Few studies explore the conceptualizations of students regarding pandemic pedagogy. Based on state university students’ reflections and insights during emergency remote learning, this study examined pandemic pedagogy through the content analysis of 37 learning modules. The student teachers conceptualize pandemic pedagogy as encompassing six approaches to mitigate learning during emergency remote education in the context of the Philippines. Pandemic pedagogy encapsulates the pedagogical concepts of personalized learning, human centered pedagogy, pedagogy of care, active learning pedagogy, game-based learning, and contextualized online pedagogy. Through a better understanding of how students choose to learn, teachers can improve online course plans to sustain students’ engagement in emergency online or remote learning.
Publisher: Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/mjosbr/13403 2339240:9TEL5NRB 2405685:KCBYYLHK

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments - U.S. Department of Education (Department for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2RD8XYP8 2405685:2S4YRDXC

DigitALL: Innovation and technology for gender equality in Viet Nam - UN Resident Coordinator's Office; UN Women Viet Nam (UN Women Viet Nam, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VHKBC4AA 2405685:X72GJ7D9

Independent Country Programme Evaluation – Cambodia - UNDP (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7YATNZFX 2405685:YK57R5YE

2023 Global Education Monitoring Report - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ECQUWCGL 2405685:K3KHG3I8

An Ed-Tech Tragedy? Educational technologies and school closures in the time of COVID-19 - UNESCO (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5U643BBF 2405685:2U4WRAJU

Basic Education Equivalency Programme (BEEP) - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IIZQ47BY 2405685:JZNL3WVY

Cameroon | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L3E2LANV 2405685:QE6D578N

Comores | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:32E643W9 2405685:GBYEAM3C

Côte d’Ivoire | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:43HRRSK2 2405685:BQM7PQFN

Education in Ukraine: Over $51 million in grants and in-kind support - UNESCO (2023)
As the war continues in Ukraine, severely disrupting education, the Global Partnership for Education (GPE), Google, Microsoft Corporation and UNESCO will provide over US$51 million for distance
KerkoCite.ItemAlsoKnownAs: 2339240:7ICL4U65 2405685:XH55HLYJ

Education in Ukraine: UNESCO mobilizes US$12 million to step up its action on the ground - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:X8FT7PYE 2405685:I3HSFKTW

Eritrea | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:BVIUTANS 2405685:PEWAHUDZ

“Feeling good: Mental health and psychosocial support for ALS learners during COVID-19 pandemic” - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:SHAUL7JA 2405685:EVL7STYQ

Gabon | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PE9UP4I8 2405685:MT9U7UWD

Global Education Monitoring Report 2023: Technology in Education: A tool on whose terms? - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5RJYHALW 2339240:WLDUAVSG 2405685:BMFQI9CG 2405685:W5352YJ5

Guinea Ecuatorial | Tecnología | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:N7NRN3ZH 2405685:K3IWGYRN

Guinée | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2IQHAW5P 2405685:WT42DJG9

Mauritanie | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:UX3DNTLN 2405685:AXSFRRG7

Mozambique | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:QGBPDHE8 2405685:X6MFPSY4

Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5HSX4CW 2405685:4QD96WEE

Nigeria | Technology | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8DC6MTFL 2405685:HRYISUM3

Readiness Assessment Methodology: A Tool of the Recommendation on the Ethics of Artificial Intelligence - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:HNTXFYFT 2405685:XCL33Y9B

République centrafricaine | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XYQLTSRU 2405685:UPL88NXL

République Démocratique du Congo | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:UFHCPKEK 2405685:8YECZSY9

São Tomé and Príncipe | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9BJ8S8YQ 2405685:AIVXTUJF

SDG 4 September 2023 - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR

Sénégal | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:489788Y9 2405685:WJ9JVQX5

South Sudan | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YM9SZ24G 2405685:SIHAYPMH

Strengthening resilience of education system in Ukraine for emergency response and recovery - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3JKVSFL2 2405685:L4RF84PJ