Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers’ Understanding of the Behaviours of Students with ASD? - Lam, Cici Sze-ching (Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder, 2022)
Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-16-6417-5_12 2339240:4LM2MG4W 2405685:C62C3XAQ
Keywords: Scaffolding; Teaching self-efficacy; Video learning

School-based MHPSS interventions in humanitarian contexts: A realist review - Lasater, Molly E; Flemming, Jennifer; Bourey, Christine; Nemiro, Ashley; Meyer, Sarah R (BMJ Open, 2022)
Objective The aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes. Methods We conducted a realist review and searched PubMed, Embase, Global Health, CINAHL, PsychInfo, PILOTS and grey literature through January 2022. Eligible studies included children age 6–12 years, were conducted in humanitarian contexts in low-income or middle-income countries, and focused on universal MPHSS prevention in an educational setting, using any study design. Data were extracted and analysed using narrative synthesis and realist analysis techniques to create ‘context–mechanism–outcome’ configurations that were iteratively developed to modify, refine and substantiate programme theories. results Twenty-seven articles, representing 19 studies, were included in the review. We analysed data from 26 articles. Eleven evidenced-informed programme theories were developed at the levels of the child (n=4), teacher (n=3), caregiver (n=2), school environment (n=1) and school managers/administrators (n=1). At the child level, mechanisms related to strengthening coping skills, emotion regulation, interpersonal relationships led to improved psychosocial well-being or learning outcomes. At the teacher level, coping skills and the provision of support to students were linked to psychosocial well-being and learning outcomes. At the caregiver level, strengthening interpersonal bonds trigger improved psychosocial wellbeing, and at the school environment level, fostering feelings of security was linked to psychosocial well-being and learning outcomes. We did not find any evidence supporting the programme theory at the school managers/ administrators level. We found limited evidence of positive impacts of the included interventions to support these programme theories. Conclusions These programme theories are a promising start towards ensuring school-based MHPSS interventions in humanitarian contexts better address the well-being and learning needs of children. Future research is needed to support these programme theories and enhance the evidence base.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2021-054856 2339240:A24G7QKY 2405685:U5RC98L3

An Emerging Dragon: Vietnamese Education After Resolution 29 - Le, Anh Vinh; Han, Puyuan; Khaing, Maw Maw; Farrar, Olivia (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
In the years since its independence in 1975, Vietnam has experienced much political, social, economic, and educational change. Multiple comprehensive reforms over the past few decades have served to transform Vietnam from a country of war into an “emerging dragon” across all social and economic sectors, including education. In 2013, Vietnam passed one of the most significant pieces of education legislature in the country’s history: Resolution 29, a fundamental and comprehensive education reform that put the development of Vietnam’s education system at the top of socioeconomic development plans. This chapter accounts for the major changes of Vietnam education system after Resolution 29, including the country’s “success formula” as well as its lapses. It makes further recommendations for educational policymakers and educators in Vietnam regarding the role of the education sector in the coming ever-disruptive social and economic context.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-93951-9_5 2339240:RFAMG9TP 2405685:ZWDBGCAZ

The Learning Passport - Learning Passport (2022)
A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning
KerkoCite.ItemAlsoKnownAs: 2339240:S2S9GZD2 2405685:TBKCHJ89

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

Reading problems and risk of dyslexia among early elementary students in Thailand - Lerthattasilp, Tiraya; Sritipsukho, Paskorn; Chunsuwan, Issarapa (Journal of Population & Social Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 10.25133/JPSSv302022.040 2339240:P2Y4H7SX 2405685:7C8ANSXU
Keywords: ⛔ No INSPIRE recid found

A Short Overview on Vocational Education and Training in Ukraine: Current status, challenges and reform intentions - Leu-Severynenko, Snizhana (Federal Institute for Vocational Education and Training, 2022)
The following article deals with the current state of vocational education and training as well as with planned reform projects and those already being implemented. In the first step, the challenges, obstacles and progress up to the outbreak of the war are presented. In a further step, the text looks at the plans for the post-war period. Aspects of legislation, financial support, and coordination needs are addressed. The contributions of international donor organisations are also presented and classified in this context. The author analyses the plans for reconstruction and further development of vocational education and training presented by the Ukrainian government at international and national levels. As a result, she suggests possible directions for the development of vocational education and training that are in line with the current reform process in Ukraine.
KerkoCite.ItemAlsoKnownAs: 2339240:UY2MVXFP 2339240:YA7WJZYU 2405685:6FYL9CAM
Keywords: ⛔ No DOI found

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

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

M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data - M-Shule (2022)
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:U9I4ADKV 2405685:JVWSXCRL

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

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

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

Overview of the Situation for Dyslexia in Thailand - Maneeratanayon, Piyanat; Ruangdaraganon, Nichara; Pree-Iam, Prapatsorn; Sruansan, Benjawan (The Routledge International Handbook of Dyslexia in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZMX5DV9G 2405685:2DPM6XTF
Keywords: ⛔ No INSPIRE recid found

Parents’ satisfaction with online education for learners with special needs at the elementary level - Manguilimotan, Ramil P.; Cabalda, Jacob A.; Arnado, Anna Mie M.; Padillo, Gengen G.; Espina, Raymond C.; Capuno, Reylan G. (Cypriot Journal of Educational Sciences, 2022)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.18844/cjes.v17i4.7106 2339240:YA5UHSEA 2405685:SGI2VUJ6
Keywords: SEND; philipines; EdTech; accepted; publisher: Cypriot Journal of Educational Sciences; ⛔ No INSPIRE recid found

Responding to autism in low and middle income countries (LMIC): What to do and what not to do - McConkey, Roy (Brain Sciences, 2022)
Autism is a spectrum disorder that occurs globally with increasing numbers of children and adults being identified with this condition. Although rates are higher in more affluent nations, the bulk of people with autism reside in Low and Middle Income Countries (LMICs). However, most do not have access to timely and appropriate support. The types of services delivered in high income countries are often ill-suited to the needs and resources of LMICs. Rather alternative forms of provision need to be devised. In common with other public health initiatives, these should be family-focused and community based, with suitably qualified and experienced leaders who in turn train and supervise a cadre of knowledgeable support workers drawn from local communities and cultures. As well as providing personalized, home-based guidance to people with autism and to their primary carers, regular group-based advocacy and training activities are undertaken in partnership with available mainstream services such as schools and social services. The principles and operations of these new forms of services are described in this paper albeit with an acknowledgment of their limitations. In recent decades, the cost-effectiveness of these approaches have been demonstrated with other chronic illnesses and disabling conditions in LMICs but their extension to autism has barely begun. More affluent countries are being forced to adopt similar strategies in response to the increased numbers of people identified with autism. A transformation in research strategies is essential to building better international support for persons with autism.
KerkoCite.ItemAlsoKnownAs: 10.3390/brainsci12111475 2339240:332RE5XB 2405685:LK436A6Z

The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) - Meinck, Sabine; Fraillon, Julian; Strietholf, Rolf (UNESCO; International Association for the Evaluation of Educational Achievement, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8CHKBHX 2405685:ALWN3L68

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX

Estratégia de Educação à Distância - Ministério da Educação e Desenvolvimento Humano (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FJZYDW6Y 2405685:CV6X3YWE

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WY3SC9N 2405685:YKA8Y8DM

Education Sector Plan 2022-2026: Transforming Learning for All - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RJEZPR4R 2405685:TAFLCLQ3

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M7XYZTWF 2405685:C7C3BM9Z

Education Statistics Report - Ministry of Education (Government of the Republic of Malawi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:A5HSJY46 2405685:5VPNL7IE

Presentation of Ukrainian online school for use abroad - Ministry of Education and Science of Ukraine (2022)
The Ministry of Education and Science of Ukraine jointly with ''Osvitoria'' presents the national e-platform for distance and blended learning ''All-Ukrainian Online School'' (AOS)
KerkoCite.ItemAlsoKnownAs: 2339240:E53KQ3W2 2405685:5ZEXAT2E

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

School Level MEWAKA Implementation Guidelines - Ministry of Education, Science and Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DIIULWEL 2405685:CV7JMXZX

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI
KerkoCite.ItemAlsoKnownAs: 2339240:F9V87LUV 2405685:8V6MJ3DK

Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline - Ministry of Education, Science & Technology [MOEST] (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:E32MRUPW

Cyber wellness - Ministry of Education (Singapore) (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:S28C8GQT 2405685:6PCYGUAU

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RLA7GE4F 2405685:LWVFFURR

The Revised National Development Strategy for South Sudan – 2021-2024 - Ministry of Finance and Planning (Republic of South Sudan, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N6CXNQDA 2405685:8UI7SKCV

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

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

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2405685:AVDJP4T3 4042040:AJHHQGBH

Let’s learn together’: co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona (ODI, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TU9L3ERY

Annexure W1 Explanatory memorandum to the division of revenue - National Treasury of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WTMLS68 2405685:BS9MXPVV 4656463:4AP5L782

Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa - Negeze, Lucian Vumilia; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5 2339240:AZ5MYLRA 2405685:EZWKWPG9

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

Effectiveness of implementation of special education curriculum in face-to-face learning during the Covid-19 pandemic for children with special needs - Noor, Moch; Sugiantiningsih, Anak Agung Putu (International Journal of Social Science Research and Review, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:SEFWN4FY 2405685:MHJIGDIU
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Viet Nam MICS-EAGLE factsheet - O'Connell, Tara; Quynh, Nguyen; Lan, Le Anh; Nguyen, Hoang Anh; Fushimi, Akihiro; Mizunoya, Suguru; Mishra, Sakshi; Kelly, Peggy (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M65QMTVP 2405685:H2F6XSRZ

Ukraine Student performance in 18 out of 27 regions (PISA 2022) - OECD (OECD Education GPS, 2022)
The OECD one-stop shop for education data and policy.
KerkoCite.ItemAlsoKnownAs: 2339240:SZUGAR3R 2405685:DMFM7TNX

Ukraine Humanitarian Needs Overview 2022 - Office for the Coordination of Humanitarian Affairs (United Nations, 2022)
Analysis in English on Ukraine about Agriculture, Coordination, Epidemic and more; published on 11 Feb 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:TLV95PRJ 2405685:IT46JVYL

Ukraine Humanitarian Needs Overview 2023 - Office for the Coordination of Humanitarian Affairs (United Nations, 2022)
Analysis in English on Ukraine about Agriculture, Camp Coordination and Camp Management and more; published on 28 Dec 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:AUDS536W 2405685:VB9WSDU3

Open Data Handbook - Open Data Handbook (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHCFKFPD 2405685:DWCG7BQT

Open Data Punjab - Open Data Punjab (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TRPK93UI 2405685:MLU9HKVK

OpenEMIS – Better data. Better education - OpenEMIS (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HYT2HLNY 2405685:D7LD9WCF 4656463:M8NDLPJN

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZT8V7EMR 2405685:N869HF5U

Technology Enabled Learning in Kenya: KWA Ground Insights on Building Resilient Distance Learning Ecosystems - Otieno, Jennifer; Ward, Rebecca (IREX, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8Q2N66WW 2405685:NID4DURJ
Keywords: ⛔ No INSPIRE recid found

GDP per capita in England - Our World in Data (Our World in Data, 2022)
Adjusted for inflation and measured in British Pounds in 2013 prices
KerkoCite.ItemAlsoKnownAs: 2339240:2KR4QKBZ 2405685:MJKJS8SG 4656463:GEI2DZLC

A Literature Review of Digital Literacy over Two Decades - Peng, Danhua; Yu, Zhonggen (2022)
A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.
KerkoCite.ItemAlsoKnownAs: 2339240:VAYZHZ93 2405685:2T2BDF8L

Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic - Phal, Chea; Chankoulika, Bo; Ryuto, Minami (Cambodia Development Resource Institute, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NYL6R285 2405685:EPJ889IG

Basic Education Statistics, Tanzania - President's Office, Regional Administration and Local Government (President’s Office- Regional and Local Government [PO-RALG], 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:UWXKT63Y

Decision no. 131/qd-ttg approving scheme "Strengthening application of information technology and digital transformation in education and training for the period of 2022-2025 with a vision towards 2030" - Prime Minister, Socialist Republic of Vietnam (2022)
The Prime Minister of Government in Vietnam - Decision 131/QD-TTg 2022 application of information technology in education 2022 2025 in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:DU2DYJLT 2405685:DUMQMTV3 2405685:GRNJNA2N

National development delivers: And how! And how? - Pritchett, Lant (Economic Modelling, 2022)
Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development–and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2339240:6MGEXC55 2405685:Y8NP87KG

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

Portal Rasmi Jabatan Penyiaran Malaysia - Radio Televisyen Malaysia (Nama Agensi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PF745AD4 2405685:2WNYYGZQ

From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India - Raina, Ashutosh; Rane, Archana; Ngeze, Lucian; Murthy, Sahana; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5_26 2339240:ZYIEZ59M 2405685:NPZMN2R6
Keywords: Effective online learning; Higher education; Research-based strategies; Teacher professional development

Using Learning Assessment Data for Educational Planning in Sub-Saharan Africa: A Comparative Analysis - Raudonyte, Ieva; Foimapafisi, Tuamanaia (2022)
Publisher: UNESCO-IIEP KerkoCite.ItemAlsoKnownAs: 2339240:3B6FEVSV 2405685:YQ3VD3UM

Language policy in Ghana and Malawi: differing approaches to multilingualism in education - Reilly, Colin; ResCue, Elvis; Chavula, Jean Josephine (Journal of the British Academy, 2022)
Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.
KerkoCite.ItemAlsoKnownAs: 10.5871/jba/010s4.069 2405685:2QFJWC3E 4042040:SBXDCXLU

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5

Public Statement on the Status of Payments to County Governments FY 2021-2022 - Republic of Kenya National Treasury and Planning (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3Y2CWUVK 2405685:KVMAL7TJ

ASIDI - Accelerated School Infrastructure Delivery Initiative - Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8926SWP2 2405685:FQZGB8L5 4656463:43J8MUT5

DBE's National School Nutrition Programme - Republic of South Africa (DBE's National School Nutrition Programme, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ9QTSYZ 2405685:B5V2NBXA 4656463:DV2MRLQV

E-Teaching in Higher Education: An Analysis of Teachers’ Challenges Facing E-Learning in Mozambique - Rhongo, Domingos; da Piedade, Bonifácio (Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, 2022)
4 citations (Crossref) [2024-03-22] KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-93904-5_41 2339240:3X5AAKKX 2405685:AEKREDRI
Keywords: ⛔ No INSPIRE recid found

Rising Academies - Rising Academy Network (Rising Academies, 2022)
Rising Academies is one of the fastest-growing quality-focused education companies in Africa, and a Certified B Corp®. We constantly refine and improve our model in schools we own and operate ourselves, then take these solutions and partner with governments and other education providers to to improv
KerkoCite.ItemAlsoKnownAs: 2339240:K8IR76M2 2405685:N38LL9DI

Unit Cost Budgeting? (1/4) Marc Robinson Blog - Robinson, Mark (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2G9V7GRE 2405685:96ZA4IED 4656463:8UGCXAGW

Parents’ New Role and Needs During the COVID-19 Educational Emergency - Rousoulioti, Thomais; Tsagari, Dina; Giannikas, Christina Nicole (Interchange, 2022)
This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public primary school in the north of Greece. Research questions address the experience of ‘parents–teachers’, the need for technological tools and the required digital literacy, as well as the impact of homeschooling on the wellbeing of the family unit. Data were collected using semi-structured individual interviews. The data analysis shows that parents of both social groups took on the role of the teacher to accommodate the learning challenges of first graders. Mothers from vulnerable groups, in particular, encountered various challenges when attempting to support their children mainly in language lessons. Regarding the use of new technologies, the pandemic found parents of both groups unprepared and unfamiliar with the process of distance education. Stress and worry were the dominant emotions from the very start of homeschooling during the early stages of the pandemic while towards the end of the first lockdown, exhaustion overwhelmed parents and pupils. The article concludes with emphasizing the importance of active parental involvement and coaching that enables parents to contribute substantially to their children’s education in emergency situations.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-022-09464-6 2339240:H68PFXYQ 2405685:ND59D5NV

Improving Early Grade Education Across Kenya - RTI International (RTI, 2022)
Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program.
KerkoCite.ItemAlsoKnownAs: 2405685:4Y4R9CS6 2486141:L2RCITFW

Strengthening ASEAN women's participation in STEM - Rubin, Caroline; Utomo, Eko (USAID, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:X2R4ZBCL 2405685:RUVMFDXN
Keywords: ⛔ No INSPIRE recid found

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6N97WY63 2405685:UQCUEMHV

Overview of services for autism spectrum disorders (ASD) in low- and middle-income countries (LMICs) and among immigrants and minority groups in high-income countries (HICs) - Samadi, Sayyed Ali (Brain Sciences, 2022)
Autism spectrum disorder (ASD) prevalence is rising [...]
KerkoCite.ItemAlsoKnownAs: 10.3390/brainsci12121682 2339240:R625LFRA 2405685:KJQKYMSK

Schooling for All: Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions.
KerkoCite.ItemAlsoKnownAs: 2339240:TRJQV3HU 2405685:FBBCDGQS 4656463:WD6IYKWC

The Long-Run Decline of Education Quality in the Developing World - Sandefur, Justin; Le Nestour, Alexis; Moscoviz, Laura (Center for Global Development, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JMDZFXBT 2405685:CAG4SW4Y 4656463:SMY6W2S2

RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review - Schipper, Youdi; Pradhan (World Bank, 2022)
RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:BMJGZX2Q 2405685:LS7P9947 4656463:PUESP9RL

Scottish Local Government Finance 'Green Book' 2022-23 - Scottish Government (2022)
Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.
KerkoCite.ItemAlsoKnownAs: 2339240:2SJBGQ99 2405685:BEGQ5SPH 4656463:8PQ43ECW

FasterReading Impact Evaluation: Endline Report on Over-Age ECE Student Learning Outcomes Following an Accelerated Learning Program - Sebele, Michael; Mwanza, Mtise; McManus, Jeff; Pignon, Cassandre; Mwai, Leah; Rudsingwal, Mico (IDinsight, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QYNP9LLV 2405685:F53Z7JEE

Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia - Seid, Yared (Applied Economics, 2022)
This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.
KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2022.2083067 2405685:FVA8PVW7 4042040:BDEBTWNL

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY

Schools Data – Sindh Education Foundation - Sindh Education Foundation (2022)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZR5SLYLD 2405685:ZDK4EJXI 4656463:94ASBQDP

Singapore: State of EdTech Report 2022 - Skills Nation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B34IEBRB 2405685:8Q2WKVEA

Education Technology - Strigel, Carmen (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DV4PUSCY 2405685:LUI8NYG4 2486141:NX7GFCLL 2486141:QZNWFGWQ
Keywords: ⛔ No DOI found

In their own words: The impact of subtle language and communication difficulties as described by autistic girls and boys without intellectual disability - Sturrock, Alexandra; Chilton, Helen; Foy, Katie; Freed, Jenny; Adams, Catherine (Autism, 2022)
Subtle language and communication difficulties are persistent and pervasive for autistic individuals without intellectual disability. They are thought to impact negatively on functionality, social interrelations and emotional well-being, although this relationship is under-explored in the literature. The personal accounts of autistic children could add valuable insight into how they experience subtle language and communication difficulties and what impact this has on their daily lives. In this study, 12 autistic children (9–14 years), without intellectual disability, were interviewed on this topic, using specially developed methods/materials to facilitate rich self-reporting. Results showed the children could provide detailed insight into their difficulties and the impact of these on key aspects of functionality (education and daily living) and social interrelations (including friendship building). They also demonstrated a potentially bi-directional relationship between subtle language and communication difficulties and negative emotions; with negative emotions limiting communicative competence and subtle linguistic difficulties leading to negative emotional responses. This study indicates the need for further investigation into the subtle difficulties experienced by autistic children without intellectual disability and its likely impact. Implications for clinical practice include the need for better identification of subtle language and communication difficulties and provision of appropriate therapeutic services which may help to ameliorate negative functional, social and emotional sequelae.Lay abstract Subtle language and communication difficulties are experienced by many autistic individuals even when they do not have additional learning disabilities. These difficulties may affect a person’s day-to-day living, social relationships and emotional well-being. However, currently, there is not much research into this topic. To date, no one has asked autistic children about their own language and communication difficulties or how they feel it affects them. Asking the children could provide valuable new insights. In this study, 12 autistic children (9–14 years), without learning disability, were interviewed on this topic. We developed interview questions, resources and interview procedures with the support of the autistic community. We also worked with an autistic researcher to analyse our results. We aimed to get the most genuine report of the autistic child’s experiences. Our results showed that the children could give detailed insight into their language and communication difficulties if they were given the right support. They told us about how subtle language and communication difficulties affected their ability to learn, take part in certain activities and seek help. They talked about how subtle difficulties affect their ability to talk to new people, talk in groups and ultimately make friends. They also told us about the emotional upset that these subtle difficulties could have. They suggest that communication breakdown leads to negative feelings, but also that negative feelings can lead to more difficulties explaining themselves. The results of this study suggest that we should do more research on the effects of subtle language and communication difficulties. There are also implications for clinical practice. We should identify subtle language and communication difficulties through thorough assessment because these are often missed. We should also develop therapy and strategies that are aimed at individuals with subtle language and communication difficulties because this could help prevent additional difficulties with learning, help-seeking, friendship-making and emotional well-being.
_eprint: https://doi.org/10.1177/13623613211002047 KerkoCite.ItemAlsoKnownAs: 10.1177/13623613211002047 2339240:H5RMQCYA 2405685:FTRMZMG5

Innovation of 'braille corner' digital learning based on learning for the students with visual impairment in inclusion settings - Suherman, Yuyus; Juhanaini, J.; Maryanti, Rina; Rochyadi, Endang (Journal of Engineering Science and Technology, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5JUA4RBE 2405685:DDFXY77J
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Annual Report 2022 - Suspilne Ukraine (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YMYQW8EZ 2405685:RXJNFUFB

Peer Facilitator Manual - Tanzania Institute of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L5GU78GL 2405685:Y66B6MLC

Teach For Ukraine sustaining leadership of fellows through displacement caused by war - Teach For All (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:BHIXUFLL 2405685:YDZZVGRB

Teach For Uganda - Teach For Uganda (Teach for uganda, 2022)
We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda
KerkoCite.ItemAlsoKnownAs: 2339240:S2F9KJKP 2405685:GIL3HEI7

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (Teacher Task Force, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX

Climate Change Education and Curriculum Revision - Teixeira, Janssen Edelweiss; Crawford, Elizabeth (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/38146 2339240:DFS7S5N6 2405685:BC4AMA4X

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

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

Data Availability and Transparency Bill 2022 - The Parliament of the Commonwealth of Australia (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FC9SQZBH 2405685:NT2SRNI3

Psychometric assessment of the Handwriting Proficiency Screening Questionnaire (HPSQ) — Thai version for primary school-aged children - Thichanpiang, Peeradech; Kaunnil, Anuchart; Lee, Kerry; Gao, Xiaozi; Nopparat, Chutikorn; Permpoonputtana, Kannika (Children, 2022)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/children9101580 2339240:9CGP8V6W 2405685:JEZH3FFB
Keywords: ⛔ No INSPIRE recid found

Asean and gendered violence in cyberspace - Timur, Fitriani Bintang (Gender and security in digital space, 2022)
Rapid digitalisation has enforced a new way of life – one that heavily relies on the internet. However, there is still limited literature discussing how internet interconnectedness has negatively impacted society, particularly literature that explores social media-triggered online violence that is examined through a gender-sensitive lens. Furthermore, a look into the academic literature on online gender-based violence (GBV) in the Southeast Asia points at a research lacuna waiting to be filled. This is to further the previous research done by Swe (2019); Jatmiko, et al. (2020); Sey (2020) and Dlamini (2021). To fill the gap, this chapter offers an in-depth, albeit regional-scale, review and analysis on online GBV in Southeast Asian countries with the onset of COVID-19 pandemic to show the current status quo and urgency to pay attention to the growing issue. This chapter applies the three-pillar framework proposed by Millar (2021) on Design, Defence and Response for a more gender-sensitive cybersecurity. It finds that there is a need to make the technology sector more inclusive, and that better regulations are necessary to provide protection for women and other sexual and gender minorities.
Num Pages: 18 KerkoCite.ItemAlsoKnownAs: 2339240:5XJAFTLI 2405685:B6Z6XJ9F

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

Rapid reviews and the methodological rigor of evidence synthesis: A JBI position statement - Tricco, Andrea C.; Khalil, Hanan; Holly, Cheryl; Feyissa, Garumma; Godfrey, Christina; Evans, Catrin; Sawchuck, Diane; Sudhakar, Morankar; Asahngwa, Constantine; Stannard, Daphne; Abdulahi, Misra; Bonnano, Laura; et al. (JBI Evidence Synthesis, 2022)
The demand for rapid reviews has exploded in recent years. A rapid review is an approach to evidence synthesis that provides timely information to decision-makers (eg, health care planners, providers, policymakers, patients) by simplifying the evidence synthesis process. A rapid review is particularly appealing for urgent decisions. JBI is a world-renowned international collaboration for evidence synthesis and implementation methodologies. The principles for JBI evidence synthesis include comprehensiveness, rigor, transparency, and a focus on applicability to clinical practice. As such, JBI has not yet endorsed a specific approach for rapid reviews. In this paper, we compare rapid reviews versus other types of evidence synthesis, provide a range of rapid evidence products, outline how to appraise the quality of rapid reviews, and present the JBI position on rapid reviews. JBI Collaborating Centers conduct rapid reviews for decision-makers in specific circumstances, such as limited time or funding constraints. A standardized approach is not used for these cases;instead, the evidence synthesis methods are tailored to the needs of the decision-maker. The urgent need to deliver timely evidence to decision-makers poses challenges to JBI's mission to produce high-quality, trustworthy evidence. However, JBI recognizes the value of rapid reviews as part of the evidence synthesis ecosystem. As such, it is recommended that rapid reviews be conducted with the same methodological rigor and transparency expected of JBI reviews. Most importantly, transparency is essential, and the rapid review should clearly report where any simplification in the steps of the evidence synthesis process has been taken.
KerkoCite.ItemAlsoKnownAs: 2339240:YEKB3LV6 2405685:ATK98XGY
Keywords: evidence synthesis; knowledge synthesis; rapid reviews; research methodology

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; de Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2405685:MWNKWMFD 2486141:V945NNYJ

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; De Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can't Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (n=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and self-esteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program's effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2339240:UEPLLJ2Y 2405685:6ZBEG9UN

Understanding stigma in autism: A narrative review and theoretical model - Turnock, Alice; Langley, Kate; Jones, Catherine R.G. (Autism in Adulthood, 2022)
The experience of stigma by autistic people is relatively understudied, despite contributing to a range of poor outcomes and having an overarching impact on well-being. The current review of the literature synthesizes research to determine what is currently known and presents a theoretical model of autism stigma. Autism stigma is primarily influenced by a public and professional understanding of autism in combination with interpretation of visible autistic traits. Moderating factors include the quality and quantity of contact with autistic people, cultural factors, sex and gender, individual differences, and diagnostic disclosure. Stigma can reduce well-being as well as increase the presence of camouflaging behaviors, which mask autistic traits. Caregivers of autistic people can experience stigma by association, that is, affiliate stigma, which can impact their own well-being. A variety of interventions and approaches to reduce stigma are discussed, including “autism friendly” spaces, positive media representation, educational and psychosocial training for the public and professionals, as well as cultural and systemic shifts that foster inclusivity and recognize neurodiversity.
_eprint: https://doi.org/10.1089/aut.2021.0005 KerkoCite.ItemAlsoKnownAs: 10.1089/aut.2021.0005 2339240:SJVLCAZM 2405685:A6KE9X6H

Di Website Resmi TV Edukasi - TVEdukasi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VXY34Q9M 2405685:B73BERVH

Complete the school census. Census dates. Guidance - UK Government (2022)
Find out when the school census will open for each term and what to do in unusual circumstances.
KerkoCite.ItemAlsoKnownAs: 2339240:E85XGDBR 2405685:N8AE89UU 4656463:5394JBWN

School census 2022 to 2023: technical information - UK Government (GOV.UK, 2022)
Technical specification and validation rules for submitting 2022 to 2023 school census data.
KerkoCite.ItemAlsoKnownAs: 2339240:BDUJ56VB 2405685:AQVLTFMY 4656463:I6J5FB8A

The Green Book: appraisal and evaluation in central government - UK Government (2022)
HM Treasury guidance on how to appraise and evaluate policies, projects and programmes.
KerkoCite.ItemAlsoKnownAs: 2339240:UCDKGUWI 2405685:F42N6R9D 4656463:AWPJZMZF

Online Safety Bill publications - Parliamentary Bills - UK Parliament - UK Parliament (2022)
Documents, and debates for Online Safety Bill
KerkoCite.ItemAlsoKnownAs: 2339240:62GBE7TB 2405685:WBGLMIRT

'Learning without borders': An educational project for schoolchildren of 5-11 grades is starting on Ukrainian television - Ukrainian Institute of Education Development (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3AJY79R6 2405685:U85R5UDS

Data Protection and Privacy Legislation Worldwide | UNCTAD - UNCTAD (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EJJ7ZG4L 2405685:4NWNE7KK

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

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

Syrian Arab Republic: Access to Electricity and Humanitarian Needs - UNDP Syria (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QT7RKPFI 2405685:ZP8APA5I

Colombian government advocates for social and emotional learning (SEL) in education to promote wellbeing and social justice - UNESCO (2022)
The children and families served by the Colombian Institute of Family Welfare (ICBF) through its early education services are a vulnerable population exposed to stressful situations such as pandemics, impoverished households, and violence that put their socioemotional development, emotional well-being and mental health at risk. “Sanar para Crecer” (Healing to Grow) was created by the ICBF as a strategy to prioritize mental health and socioemotional development in early childhood within the national agenda, based on the fact that the first 5 years of life of any human being are crucial for his or her future development. This strategy has started with a pilot implemented between March and June of 2022 and consisted of 2 modules with a total of 10 sessions: Module 1: Knowing myself through mindfulness (5 sessions) and Module 2: Transforming my relationships through mindfulness (5 sessions). Currently a second version is being implemented with 3 modules, which now include sessions specialized in contents to be applied with children and families and with a total duration of 11 face-to-face sessions, each one of two hours.
KerkoCite.ItemAlsoKnownAs: 2339240:NF7MK294 2405685:KCXPJKDI 5911999:J6TEFNE4

Crisis-sensitive teacher policy and planning - UNESCO (UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:P32EXNBF 2405685:W4UZRYIS

Education: From disruption to recovery - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:53FVJMYR 2405685:K7IBHLCA
Keywords: ⛔ No INSPIRE recid found

Guidelines for ICT in education policies and masterplans - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JW3Y7EEJ 2405685:NWSWZH92

Guidelines for ICT in education policies and masterplans - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WLPJRG4H 2405685:AP6PSV9Q

High Stakes Assessment - UNESCO (UNESCO Institute for Statistics Glossary, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RDTR39YN 2405685:NNH8LR6G

Leave no child behind: global report on boys’ disengagement from education - UNESCO (UNESCO, 2022)
ISBN: 978-92-3-100520-6 KerkoCite.ItemAlsoKnownAs: 2339240:E33FHUU6 2405685:ZZT8CKLI

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

Minding the data: protecting learners’ privacy and security - UNESCO Digital Library - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TGMK56YU

Spotlight on Basic Education Completion and Foundational Learning: Ghana - UNESCO (2022)
Publisher: UNESCO KerkoCite.ItemAlsoKnownAs: 2339240:FR839GI5 2405685:TL666P5K

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

Ukraine: 50,000 computers provided to teachers by Google and UNESCO - UNESCO (2022)
As the global community marks the World Teachers’ Day, UNESCO and Google have begun distributing 50,000 computers to Ukrainian teachers to help them deliver distance learning. Training in digital
KerkoCite.ItemAlsoKnownAs: 2339240:TTYQ8CMB 2405685:F5QZ79BU

Ministry of Education engagement and leadership in early stages of humanitarian interventions: South Sudan case study - UNESCO IIEP; United Nations Children's Fund (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7E8RFIGQ 2405685:SIJ9WI2J

Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons - UNESCO Institute for Lifelong Learning; Zholdoshalieva, Rakhat; Xi Teng, Jian; Ayyappan, Annapurna; Tu, Boxuan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q25WA8BP 2405685:S289U387

Country Dashboard – Covid-19 Response - UNESCO Institute for Statistics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WIIBLPYQ 2405685:DDGM8296

Factory Literacy Programme: Skills Training to Empower Women for Future-Ready Garment Industry in Cambodia - UNESCO Office Phnom Penh (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:5SCXD3D9

Funding for Impact - UNHCR (Global Compact on Refugees, 2022)
With almost half of school-aged refugees out of school and a pre-pandemic projected annual cost of $4.85 billion for inclusion of all refugees into host-country national education systems, how do we spur growth in investment and target high-impact investment opportunities?
KerkoCite.ItemAlsoKnownAs: 2339240:36U6TP72 2405685:D69H6CYC

About RapidPro - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N

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

Educators' Digital Competency Framework - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LPNEGD89 2405685:66CHFD2P

Funding+Support | UNICEF Innovation Fund - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:AFDTEQFF 2405685:P7ZZXFCB

How an adolescent girl helped her community fight COVID-19 - UNICEF (2022)
Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir
KerkoCite.ItemAlsoKnownAs: 2339240:4FUVC6QG 2405685:K93PD2RU

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.
KerkoCite.ItemAlsoKnownAs: 2339240:S382ZZ47 2405685:CS2LSYL3

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QRZVATTS 2405685:DZKHREFH

MICS Survey - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:4576EJS2

New digital application helps monitor student attendance in Sindh - UNICEF (2022)
The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education & Literacy Department prevent student drop out
KerkoCite.ItemAlsoKnownAs: 2339240:K2HE83TD 2405685:QH3A3SDN

On Call: Using Mobile Technologies to Measure Learning in Emergencies - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:W8AMJ352 2405685:D29TCL8X

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet
KerkoCite.ItemAlsoKnownAs: 2339240:IK7MNBT4 2405685:KTENNXSW

Pulse Check on Digital Learning - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8JMDRS6K

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PUMTG8CR 2405685:7S9IJABL

Safer Chatbots Implementation Guide - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7K3RMR6I 2405685:B48MAT2V

Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MKJBHW9P 2405685:Y47VBA8T

The Role of Remote Modalities in Implementing Mental Health and Psychosocial Support Programs and Services in the Education Sector - UNICEF (2022)
The purpose of this report is to inform policymakers and practitioners about current interventions that promote the mental health and psychosocial wellbeing of learners, delivered at a distance or through a blend of remote and face to face learning approaches, including support to educators and caregivers through schools and other learning environments. The findings and recommendations are based on a global rapid review of available evidence to identify promising mental health and psychosocial support (MHPSS) programs that have characteristics suitable for remote delivery in low, middle-income contexts and emergency contexts. The delivery modes focus on paper-based, radio, phone, TV and digital approaches, and consider the advantages, constraints and risks in using these remote modalities to support MHPSS needs in the education sector. [Abstract]
OCLC: 1367364720 KerkoCite.ItemAlsoKnownAs: 2339240:X82NNW3K 2405685:SFD33VLF

The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:BRF8CHGE 2405685:W69J3H2I

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

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

Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries - UNICEF (Office of Global Insight and Policy United Nations Children’s Fund, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:7YPUC8SV 2405685:I9W4LKLS

UNICEF Sierra Leone - UNICEF (2022)
Learn how we are supporting children across the country to reach their full potential.
KerkoCite.ItemAlsoKnownAs: 2339240:GFGZWUTT 2405685:LX8UD5MZ

Viet Nam SDGCW Survey 2020-2021: Mass Media, Communications and Internet - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:AEIT6RVD 2405685:RW6U7PXU

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RZ8I4BEK 2405685:I72X2FSZ

Responsible Innovation in Technology for Children: Digital technology, play and child well-being - UNICEF Innocenti (2022)
Digital experiences can have a significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being (Odgers and Jensen, 2020; Third et al., 2019). Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. The RITEC (Responsible Innovation in Technology for Children) project was co-founded by UNICEF and the LEGO Group and is funded by the LEGO Foundation. The project is being delivered in partnership with the Joan Ganz Cooney Centre, the Young & Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield and the Australian Research Council Centre of Excellence for the Digital Child. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:ZEJ2CIG5 2405685:KA67CFVM

Opening up the frontiers of digital learning with the Learning Passport - UNICEF Lao Country Office (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:R59BGSGM 2405685:LF7Y4ZGB
Keywords: ⛔ No INSPIRE recid found

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.
KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED

SEA-PLM 2019 latest evidence in basic education: Supporting teacher to improve learning in 6 Southeast Asian countries - UNICEF; Southeast Asian Minsters of Education Organization (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LT2E45GM 2405685:GWNYWNHJ

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - United Nations Population Fund (UNFPA, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4DXSEMS9 2405685:RSJIWN8E
Keywords: ⛔ No INSPIRE recid found

UNRWA Strategy on Information and Communication Technologies for Education (ICT4E) 2022 - United Nations Relief and Works Agency for Palestine Refugees in the Near East (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8QEJETZ 2405685:AW8HQA2V 6018420:W5FPGK4C

Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:LK47KEHG

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:HLN23XCE

Universal Basic Education Commission 2022 Annual Report - Universal Basic Education Commission (UBEC, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6VZKEBDZ 2405685:DWN2QZXA

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

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:NBK24VDH 2405685:XPEQD9HC

Advancing Equity by Incorporating Intersectionality in Research and Analysis - US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:CZBTMVRI 2405685:WEDTJPI5
Keywords: ⛔ No DOI found

An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research - Van Nostrand, Parker; Noakes, Sierra; Shah, Zohal; Luke Luna, Christina (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FTSEEWUK 2405685:FG5FSPVU

COVID-19’s impact on learning losses and learning inequality in Colombia - Vegas, Emiliana (Brookings, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DRCKUIB3 2405685:REV5SRZL

2022 Data Breach Investigations Report - Verizon Data Breach Investigations Report (2022)
Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.
KerkoCite.ItemAlsoKnownAs: 2339240:XT3T7FLZ 2405685:SNEYNCSI

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - Wagner, Daniel A.; Nathan, M Castillo; Lewis, Suzanne Grant (2022)
Academic publishing of peer-reviewed open access monographs
KerkoCite.ItemAlsoKnownAs: 10.11647/OBP.0256 2339240:5K7AS5JX 2405685:CASXLSCY 4656463:GPN4AJV2

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, H.; Hennessy, S.; Pimmer, C. (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.
KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2339240:UGIJXYRG 2405685:FD59VQGK

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2405685:ZFPJ7TP7

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

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

Online safety: making the internet safer by tackling harmful content - WEF (World Economic Forum, 2022)
Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety.
KerkoCite.ItemAlsoKnownAs: 2339240:A4BG9NFG 2405685:GCTLJX4Z

Successful combination of database search and snowballing for identification of primary studies in systematic literature studies - Wohlin, Claes; Kalinowski, Marcos; Felizardo, Katia Romero; Mendes, Emilia (Information and Software Technology, 2022)
Background: A good search strategy is essential for a successful systematic literature study. Historically, database searches have been the norm, which was later complemented with snowball searches. Our conjecture is that we can perform even better searches if combining these two search approaches, referred to as a hybrid search strategy. Objective: Our main objective was to compare and evaluate a hybrid search strategy. Furthermore, we compared four alternative hybrid search strategies to assess whether we could identify more cost-efficient ways of searching for relevant primary studies. Methods: To compare and evaluate the hybrid search strategy, we replicated the search procedure in a systematic literature review (SLR) on industry–academia collaboration in software engineering. The SLR used a more “traditional” approach to searching for relevant articles for an SLR, while our replication was executed using a hybrid search strategy. Results: In our evaluation, the hybrid search strategy was superior in identifying relevant primary studies. It identified 30% more primary studies and even more studies when focusing only on peer-reviewed articles. To embrace individual viewpoints when assessing research articles and minimise the risk of missing primary studies, we introduced two new concepts, wild cards and borderline articles, when performing systematic literature studies. Conclusions: The hybrid search strategy is a strong contender for being used when performing systematic literature studies. Furthermore, alternative hybrid search strategies may be viable if selected wisely in relation to the start set for snowballing. Finally, the two new concepts were judged as essential to cater for different individual judgements and to minimise the risk of excluding primary studies that ought to be included.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2022.106908 2339240:6SMGZB66 2405685:B7PX3U2I
Keywords: Hybrid search; Scopus; Snowballing; Systematic literature reviews

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Accepted: 2022-03-04T16:17:23Z KerkoCite.ItemAlsoKnownAs: 2339240:9Y5ZR4TG 2405685:IGAGGE5B
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

From the Last Mile to the Next Mile – 2022 Vietnam Poverty and Equity Assessment - World Bank (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3KH6MXXG 2405685:UCXSNCMF

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank (The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EK2M4RJK 2405685:GMD8AGQH

Knowlege Pack: Procurement - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:LZYNFMWY

Learning Losses. What to Do About the Heavy Cost of Covid-19 on Children, Youth, and Future Productivity - World Bank (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:SXMGCS6P 2405685:N4CQJPFW

Microdata Library - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:XV9PYMR7 2405685:QE7ZGS8G

Pakistan’s Floods are Deepening its Learning Crisis - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:G3YT7DZY 2405685:X3CAHF6X

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

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

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

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

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

Two Years After: Saving a Generation - World Bank, UNICEF (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/37586 2339240:IN2YYX94 2405685:KU65BNHC

2022 Annual Report - Worldreader (Worldreader, 2022)
In 2022, you got children reading. Explore our 2022 Annual Report and see how your support made an impact.
KerkoCite.ItemAlsoKnownAs: 2339240:8FE47UV3 2405685:2ZJC2WNH

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

From face-to-face to teaching at a distance: Lessons learned from emergency remote teaching - Corcuera, Lovely; Abel Alvarez, Jr (Asian Journal of Distance Education, 2021)
The Covid-19 disrupts not only the health, economic, and tourism sectors but it paralyzed the education sector as well. Since face-to-face teaching and learning environment is still not possible in the Philippine context, this phenomenon leaves the teachers to use various alternative ways of instructional delivery. The sudden shift of teaching and learning delivery continuously challenges not only the students but also the teachers who are serving as educational front liners at the time of the pandemic crisis. The lack of proper training and experiences of teachers in online teaching and distance education served as educational loopholes in the context of emergency remote education.  Hence, this case study attempts to explore the experiences of K-12 senior high school teachers who have been immersed in emergency remote teaching. In analyzing the data gathered, the descriptive coding process was used. Interestingly, there were three themes reported in this study: getting the right mix of instructional methods, engaging in different open educational resources and information, and highlighting the need for the pedagogy of care and understanding. Although this study does not aim to make any generalities, however, the researchers saw the need to understand and investigate the journey of the K-12 senior high school teachers, which are essential in providing lending ears about their transitioning experiences from the traditional classroom environment to emergency remote education. This study concludes with the implications of the findings that emerged and the direction for further research.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:A25FB7R2 2405685:8KPX8NZC
Keywords: Covid-19; K-12 teachers; distance education; emergency remote education; teaching modality; ⛔ No DOI found

Stakeholders’ insights into migrant students’ experiences in a Thai public school: A linguistic ecological perspective - Rueangdej, Chutiwan; Nomnian, Singhanat (Advances in Southeast Asian Studies (ASEAS), 2021)
Migrant students have been increasing in Thai public schools due to their parents’ labor mobility within the ASEAN community. There are, however, gaps concerning roles and responsibilities of educational stakeholders and migrant parents who are key to the migrant students’ access and equity in schools. This case study aims to explore stakeholders’ insights into learning experiences of migrant students from Lao PDR, Myanmar, and Cambodia in language classes at one Thai government primary school in Samut Sakhon province. Drawing upon a lens of linguistic ecology, the results reveal that these key stakeholders were interrelated and influential to the migrant students’ learning experience in this linguistically and culturally diverse school. The school administrators and teachers were instrumental in promoting a positive language learning experience for migrant students, who contributed cultural and linguistic diversity to the school environment although they had poor academic performance due to their limited Thai proficiency. Communications between the school and migrant parents were not effective because of parents’ language barriers. Professional learning communities (PLC) and school-family-community (SFC) partnerships should be established in order to provide better language teaching and learning experiences for the migrant students and create an inclusive and equitable education for all. These partnerships can be strengthened through the promotion of recognition and awareness raising of linguistic and cultural diversity. This study can potentially address the significant collaboration and engagement from relevant stakeholders, communities, and policymakers to promote harmony, inclusivity, and quality education for migrant students in public schools in Thailand.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.14764/10.ASEAS-0057 2339240:8GRZFP3V 2405685:95ILHSEX
Keywords: Linguistic Ecology; Migrant Students; Professional Learning Community; School-Family-Community; Thai Public School

Engaging extensive reading practice through Let’s Read Asia in the online classroom - Prihartono, Dwi; Miftakh, Fauzi; Rachmawati, Maya (ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture, 2021)
This research aims to find out the process of students’ engagement during extensive reading practice mediated by Let’s Read Asia and students’ responses during extensive reading practice mediated by Let’s Read Asia at the eleventh grade in one of the Senior High School at Karawang. This research used the qualitative approach and a basic interpretive research as the research design. The data were collected by observation checklist based on guidelines from the Extensive Reading Foundation, online interview by using Whatsapp application, online documentation, and written artifact of students. This research included 4 participants of eleventh grade of senior high school. The result of this research showed that the teacher can engage students, it because students actively followed teacher instructions during the process of extensive reading practice that mediated by Let’s Read Asia. During the extensive reading practice that mediated by Let’s Read Asia students could make their interest to read with books that have self selected by students. The students also give the positive responses in the process of extensive reading practice that mediated by Let’s Read Asia as a media of students reading activity.
KerkoCite.ItemAlsoKnownAs: 10.17977/um006v5i22021p191-202 2339240:K9YU96NC 2405685:AEHWIWJT

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 2339240:9PCHFF4I 2405685:GLI5RLLR 4556019:Z9A72XEC
Keywords: Africa; access to education; education quality

PLANE Education Place Level Assessment: Federal Government - DAI; FHI 360; Social Development Direct; Bluetree Group; Sightsavers; Achieving Health Nigeria Initiative; Overseas Development Institute; The Policy Practice; The Education Partnership (TEP) Centre; Accadian Ltd (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MWMZEJSU 2405685:XRIP36VV

Language education in emergencies: A systematic review - Thumvichit, Athip; Varaporn, Savika; Tuvachit, Vorakorn (Journal of Language and Education, 2021)
In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.
KerkoCite.ItemAlsoKnownAs: 10.17323/jle.2021.12462 2339240:BUPKYWZY 2405685:RIWWRKXY

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry - Zhang, Xiangling; Tlili, Ahmed; Shubeck, Keith; Hu, Xiangen; Huang, Ronghuai; Zhu, Lixin (Smart Learning Environments, 2021)
With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-021-00176-5 2339240:2U8R2BFF 2405685:395HKI8Z

Digital Learning Solutions | Digital Learning For Every Child - Giraldo, Juan Pablo; Tungatarova, Auken; Cooper, Rachel (EdTech Hub, 2021)
UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. Read this guest post from UNICEF team members which focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions.
KerkoCite.ItemAlsoKnownAs: 2339240:CF8CHKIM 2405685:9WZQKU59