Website offers fake degrees for £165 - Gillan, Audrey (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:CTSKN58F 2405685:J6JC736K

The challenges of online learning: supporting and engaging the isolated learner - Gillett-Swan, Jenna (Journal of Learning Design, 2017)
Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.
KerkoCite.ItemAlsoKnownAs: 10.5204/jld.v9i3.293 10/ggsdcx 2339240:IWU6RRHL 2405685:CZP733LL

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY

The State of ICT in Mozambique 2018 - Gillwald, Alison; Mothobi, Onkokame; Rademan, Broc (Research ICT Africa, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V2EULQWJ 2405685:H466JLKG
Keywords: ⛔ No INSPIRE recid found

White Space, the next internet disruption: 10 things to know - Gilpin, Lyndsey (TechRepublic, 2014)
Library Catalog: www.techrepublic.com KerkoCite.ItemAlsoKnownAs: 2405685:BRHSZUJB

Back to school in Democratic Republic of Congo after COVID-19 state of emergency ends - Ging, John Paul (Africanews, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY

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

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ

TEGA - Girl Effect (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:IVYR2NPT 2405685:LVC9B29M

Real girls, real lives, connected - Girl Effect; Vodafone Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:E59HUMCH

Country Briefing: Nepal - Girls' Education Challenge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L8CW5FFU 2405685:9AZIITFL

Quality Teaching Framework: A focus on marginalised girls - Girls' Education Challenge (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV

Thematic review: Educational technology - Girls Education Challenge (Department for International Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NA8KXCUL 2405685:THTBI2F2

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers - Girls' Education Challenge; Fund Manager; EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV

State releases rules on learner capitation grants, school funds - Githinji, Irene (People Daily, 2021)
One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.
KerkoCite.ItemAlsoKnownAs: 2339240:DRAWWYNI 2405685:KPF3QK8G 4656463:5ZEV3KM2

learningequality/sushi-chef-ubongokids - GitHub (GitHub)
Contribute to learningequality/sushi-chef-ubongokids development by creating an account on GitHub.
KerkoCite.ItemAlsoKnownAs: 2405685:RF3TIZAX

open-learning-exchange/planet - GitHub (GitHub)
🌍 Planet Learning - Angular application. Contribute to open-learning-exchange/planet development by creating an account on GitHub.
EdTechHub.ItemAlsoKnownAs: 2405685:69F5ZELC

XPRIZE/GLEXP-Team-onebillion - GitHub (GitHub)
onecourse: one app that delivers reading, writing and numeracy. Built by non-profit onebillion. - XPRIZE/GLEXP-Team-onebillion
KerkoCite.ItemAlsoKnownAs: 2405685:695GTRIY

Evaluation of the application of mobile phone technology in teaching and learning: A case study of Kamwenja Teacher' college, Nyeri County, Kenya. - Gitome, Mwangi Joseph (Mount Kenya University, 2015)
This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.
Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF

Cooperation Management for Practitioners Managing Social Change With Capacity Works. - GIZ (Gabler, 2015)
OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ

Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of Mufulira District in Zambia - Gladys, Nsalamba; Alex, Simpande (International Journal of Data Science and Analysis, 2019)
Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.
KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijdsa.20190505.11 2339240:4IEBB4NH 2405685:B89SQIGF

Curriculum Leadership - Glatthorn, A; Boschee, F; Whitehead, B; Boschee, B (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4

‘It takes me half a bottle of whisky to get through one of your assignments’: Exploring one teacher educator's personal experiences of dyslexia - Glazzard, Jonathan; Dale, Kirsty (Dyslexia: An International Journal of Research and Practice, 2015)
This article uses a life history approach to explore personal experiences of dyslexia of one higher‐education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: John Wiley & Sons KerkoCite.ItemAlsoKnownAs: 10.1002/dys.1493 2339240:MVRDF8M9 2405685:2KWS9WZM
Keywords: Dyslexia; Labeling; Mainstreaming (Educational); Self-Concept; Self-Esteem; Teacher Attitudes

Strategies for supporting inclusive innovation: insights from South-East Asia - Glennie, Alex; Stanley, Isaac; Ollard, Juliet; Klingler-Vidra, Robyn (2020)
This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.
KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI

What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam - Glewwe, P.; James, Z.; Lee, J.; Rolleston, C.; Vu, K. (2021)
Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39 percent of the gap between Vietnam, and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12 percent of the gap between Vietnam and India, raising the overall explained portion to 14-21 percent of the gap. For Peru, it explains most (65-84 percent) of the gap.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2021/078 2339240:D6LBZ8BL 2405685:V7SA8NJA

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, Paul W.; Hanushek, Eric A.; Humpage, Sarah D.; Ravina, Renato (National Bureau of Economic Research, 2011)
Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the "high quality" studies. The few variables that do have significant effects - e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence - are not particularly surprising and thus provide little guidance for future policies and programs.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w17554 2339240:P9BUQZZG 2405685:BWJZZECA 4656463:ZREMRIUZ

School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. - Glewwe, Paul; Hanuschek, Eric A.; Humpage, Sarah; Ravina, Renato (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:QFEGIQ7A 2405685:VQ8JWAT9

Many Children Left Behind? Textbooks and Test Scores in Kenya - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie (American Economic Journal: Applied Economics, 2009)
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)
shortDOI: 10/drw8rs KerkoCite.ItemAlsoKnownAs: 10.1257/app.1.1.112 10/drw8rs 2339240:AZL4A6J7 2405685:KTGQM3Y3

Improving education outcomes in developing countries: Evidence, knowledge gaps, and policy implications - Glewwe, Paul; Muralidharan, Karthik (Handbook of the Economics of Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:HBFU2UXC 2405685:NT8NMCST

Improving School Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, Paul; Muralidharan, Karthik (Oxford Policy Management, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:D9N4M5M3 2405685:EX5TJALL

Global Book Alliance - Global Book Alliance (Global Book Alliance)
Library Catalog: www.globalbookalliance.org KerkoCite.ItemAlsoKnownAs: 2339240:3X48ECTJ 2405685:YLLL7HRK

Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis - Global Business Coalition for Education (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN

Education Under Attack 2020 - Global Coalition to Prevent Education from Attack (GCPEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL

Human Development Indices - Global Data Lab
KerkoCite.ItemAlsoKnownAs: 2339240:JC36BL8D 2405685:VAN8JHHB

About – Global Digital Library - Global Digital Library
Library Catalog: home.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2339240:ZZLSX7TW 2405685:VHI4ZC57

Home - Global Digital Library - - Global Digital Library
KerkoCite.ItemAlsoKnownAs: 2339240:6VPG5HZV 2405685:JAIUGEUM

Launching sign languages on the Global Digital Library - Global Digital Library (Global Digital Library, 2020)
Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X

Launching sign languages on the Global Digital Library – Global Digital Library - Global Digital Library (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P

Student teacher ratio, primary school in Africa - Global Economy (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LF7527RK 2405685:CIPJ3D8F

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

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

Cost-Effective Approaches to Improve Global Learning - Global Education Evidence Advisory Panel (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:V968A8F8 2486141:PEQB9DK3

Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ 2405685:LX2STYUZ

Prioritizing Learning During Covid-19: The Most Effective Ways to Keep Children Learning During and Post-Pandemic - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
Andrab
KerkoCite.ItemAlsoKnownAs: 2339240:5LBQWKMK 2405685:G2PBI9HI

Prioritizing learning during COVID-19: The most effective ways to keep children learning during and postpandemic. - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GW9VPIXE 2339240:U67VZL9B 2405685:GVNYZVGK 2405685:JM2BP6EU

Accountability in education: meeting our commitments - Global Education Monitoring Report (UNESCO, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LX3XZ45L 2405685:AYVKJDAA

#HerEducationOurFuture: keeping girls in the picture during and after the COVID-19 crisis;the latest facts on gender equality in education - Global Education Monitoring Report (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW

Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library - Global Education Monitoring Report Team (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX

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

Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ

Regional Communications Infrastructure Program (RCIP) Malawi - Global Infrastructure Hub (2021)
Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.
KerkoCite.ItemAlsoKnownAs: 2339240:N5IPDHHZ 2405685:U3PJDBD6

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

Accelerated recovery: Improving outcomes with blended learning - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2

School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF

3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education - Global Partnership for Education (Education for All blog, 2019)
GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.
KerkoCite.ItemAlsoKnownAs: 2339240:BDTJKNV3 2405685:NKEBMREJ

Achieving gender equality in and through education - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PJLSZJIL 2405685:MYN2NRGK

Application and program document for COVID-19 accelerated funding for Kenya - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2

Cover Note for COVID-19 Accelerated Funding Request - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2

Cover note for COVID-19 accelerated funding request - Global Partnership for Education (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY

Cover Note for Lao PDR COVID-19 Accelerated Funding Request - Global Partnership for Education (Global Partnership for Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SH8JUF4B 2405685:4TI9HG5B

Data Must Speak about Positive Deviance Approaches to Learning - Global Partnership for Education (GPEKIX)
KerkoCite.ItemAlsoKnownAs: 2339240:JNNRWNDW 2405685:J8PKUJ2X
Keywords: ⛔ No INSPIRE recid found

Education in Madagascar - Global Partnership for Education (2020)
See education data for Madagascar and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV

Education in Pakistan - Global Partnership for Education (Global Partnership for Education, 2021)
See education data for Pakistan and learn about GPE programs, grants, results and progress.
KerkoCite.ItemAlsoKnownAs: 2339240:ZEWKSVKM 2405685:DXUGPUV7

Education in Sierra Leone | Where We Work | Global Partnership for Education - Global Partnership for Education (2007)
Learn more about education in Sierra Leone, view grant information and education data, and explore the results and progress made by the country.
KerkoCite.ItemAlsoKnownAs: 2339240:52XRRPXI 2405685:R9K2NZAQ

Education in Tanzania - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6

Education in Tanzania - Global Partnership for Education (Global Partnership for Education website, 2021)
See education data for Tanzania and learn about GPE programs, grants, results and progress.
KerkoCite.ItemAlsoKnownAs: 2339240:4K7E29Y5 2405685:EFXBWES9

Education in Yemen - Global Partnership for Education (2020)
See education data for Yemen and learn about GPE programs, grants, results and progress.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX

Ghana COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ

Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K2UK6QF4 2405685:XTNVEKFL

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.
KerkoCite.ItemAlsoKnownAs: 2339240:TKZR8775 2405685:P6NCTW32

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR

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

GPE's Engagement on Domestic Financing for Education - Global Partnership for Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LWBNM2DF 2405685:RGL6677R

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3

Pakistan (Balochistan): Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:X8TQADM6 2405685:8C795EZ9

Programa de Educação em Emergência 2020-2021 financiado pela Parceria Global da Educação - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG

Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN

Senegal - Global Partnership for Education
KerkoCite.ItemAlsoKnownAs: 2339240:PJQUD9F9 2405685:Q5R45MCK

Sierra Leone: The power of great teaching in times of crisis | Stories of change - Global Partnership for Education
The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit.
KerkoCite.ItemAlsoKnownAs: 2339240:FF2WVB22 2405685:5IUL2ZH8

Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CV6J6IEN 2405685:Q6H4DRVL

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8

Guidelines for Education Sector Plan Preparation - Global Partnership for Education (GPE) (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:JHGE3N95 2405685:NCTRWAZ7

Inclusive data charter - Global Partnership for Sustainable Development Data (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JR7S3TSD 2405685:2LBXPGMA

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6
Keywords: C:Low- and middle-income countries

Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies - Gloria, Adedoja; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2405685:2B3XKEGJ 2405685:MNN95GGK 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR
Keywords: Age Differences; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Questionnaires; Self Efficacy; Social Studies; Student Teacher Attitudes; Technological Literacy; Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Complicated and complex systems: what would successful reform of Medicare look like? - Glouberman, Sholom; Zimmerman, Brenda (Romanow Papers, 2002)
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 2339240:HM693WEP 2405685:K9DGRHCI
Keywords: ⛔ No DOI found

Ghana Living Standard Survey - GLSS (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NESIRGQA 2405685:35KGE7PQ
Keywords: Adrenal Medulla; Aging; Animals; Animals; Newborn; Body Weight; Catecholamines; Dopamine beta-Hydroxylase; Epinephrine; Female; Humans; In Vitro Techniques; Maternal-Fetal Exchange; Metaraminol; Morphine; Morphine Dependence; Pregnancy; Rats; Tyrosine 3-Monooxygenase

gnu.org - GNU
KerkoCite.ItemAlsoKnownAs: 2405685:Y78NE354

Optical Needs of Students with Low Vision in Integrated Schools of Nepal - Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan (Optometry and Vision Science, 2012)
Purpose To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6

The effects of TV on speech education - Gocen, Gokcen; Okur, Alpaslan (Educational Research and Reviews, 2013)
Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.)
Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2339240:5CCTPXEY 2405685:2T5B8FSB
Keywords: Articulation (Speech); Foreign Countries; Mass Media Effects; Mass Media Role; Middle School Students; Middle Schools; Speech Communication; Speech Habits; Speech Skills; Teacher Attitudes; Television; Television Research; Television Viewing; ⛔ No DOI found

Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania - Godfrey, Zitto; Mtebe, Joel (International Journal of Education and Development Using Information and Communication Technology, 2018)
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:S24WW8YM 2405685:KKH7XJTH
Keywords: ⛔ No DOI found

Shifting Power Dynamics in Education Decision-Making: Investigating the role of a matching algorithm to improve teacher deployment in Sierra Leone - Godwin, Katie; Cameron, Emma; Frazer, Madleen Madina; Dube, Gugulethu; Mackintosh, Alisdair; Koutecký, Tomáš; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15039164 ZenodoArchiveConcept: 15039163 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1103 2405685:IRFH43RX 2405685:SFNCI64Z 2486141:C9Q4ZDTR
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Learning and working in the digital age: Advancing opportunities and identifying the risks - Goger, Annelies; Parco, Allyson; Vegas, Emiliana (Brookings, 2022)
Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.
KerkoCite.ItemAlsoKnownAs: 2339240:BECTE3UC 2405685:6ZIX3DVL

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2339240:EF8DNMCK 2405685:B5B67FPC 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing - Goker, Hanife; Ozaydin, Latife; Tekedere, Hakan (EURASIA Journal of Mathematics, Science & Technology Education, 2016)
Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.
KerkoCite.ItemAlsoKnownAs: 10.12973/eurasia.2016.1207a 2339240:LS7NEM49 2405685:CW2LUTWC

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.
KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K

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

Dyslexia in Malaysia - Gomez, Caroline (International book of dyslexia: A guide to practice and resources, 2004)
Publisher: Wiley Chichester KerkoCite.ItemAlsoKnownAs: 2339240:ZIKZHF87 2405685:DVQKITUG
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education)
KerkoCite.ItemAlsoKnownAs: 10.70725/371678ljnmvl 2339240:E4LLK8JA 2405685:NBI3BV5V

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan. Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]
KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J

Climate-induced Disasters as an Evolving Threat to Southeast Asia's Maritime Security - Gong, Lina (Asia Maritime Transparency Initiative, 2022)
This article is part of Evolving Threats to Southeast Asia’s Maritime Security, a series of analyses produced by experts convened by the S. Rajaratnam School of International Studies. How has the threat of climate-induced disasters evolved over the last 20 years? Natural hazards originating from the oceans such as tropical storms and tsunamis that are […]
KerkoCite.ItemAlsoKnownAs: 2339240:GC4D6GCR 2405685:CSWI9V2E
Keywords: ⛔ No INSPIRE recid found

Engaging adolescents with Down syndrome in an educational video game - González-Ferreras, César; Escudero-Mancebo, David; Corrales-Astorgano, Mario; Aguilar-Cuevas, Lourdes; Flores-Lucas, Valle (International Journal of Human–Computer Interaction, 2017)
15 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2017.1278895 2339240:3H7HRGNT 2405685:J2IBGQHQ
Keywords: ⛔ No INSPIRE recid found

Permutation, Parametric, and Bootstrap Test of Hypotheses - Good, Philip (Springer, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:BMV9KRN9 2405685:SNJRQC27

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE

Future Press Release - Google (Design Sprints with Google, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2

Google Image best practices - Search Console Help - Google
EdTechHub.ItemAlsoKnownAs: 2405685:G55AP7FW

Google Images - Google
EdTechHub.ItemAlsoKnownAs: 2405685:HG4E5AME

Mobile-Friendly Test – Google Search Console - Google
KerkoCite.ItemAlsoKnownAs: 2339240:U3ACNITC 2405685:KJ54W5N7

Read Along by Google: A fun reading app - Apps on Google Play - Google
Read Along is a free reading app for Android that helps children have fun while they learn to read. Read Along has an in-app reading buddy that listens to your young learner read aloud, offers assistance when they struggle and rewards them with stars when they do well – guiding them along as they progress. It works best for children who already have some basic knowledge of the alphabet. After the initial download, the app works securely offline. Inspire a love of reading in young learners • Fun game-like experience: Keep young minds engaged with hundreds of stories and word games available in nine languages, including English and Spanish. Build confidence reading out loud with instant rewards of stars and badges • Independent learning: Encourage all young learners to learn at their own pace and track their individual progress. Learners have unique profiles, and each advances on their own reading journey with recommended stories based on their reading level. If needed, they can tap on any word to hear it pronounced Foster learning with confidence • Zero cost with no ads or upsells: Keep them focused on what’s important – reading – and relax knowing there are no in-app purchases • No Wi-Fi or data required: Once downloaded, provide a rich learning experience while relieving worries about unsupervised access to the Internet • Private and secure: No name, age, specific location, contact, email address or phone number is required to use Read Along. Additionally, voice data is analyzed in real time on the device, but not stored or sent to Google servers Languages available: With Read Along, children can read a variety of fun and engaging stories in different languages including: • English • Spanish (Español) • Portuguese (Português) • Hindi (हिंदी) • Bangla (বাংলা) • Urdu (اردو) • Telugu (తెలుగు) • Marathi (मराठी) • Tamil (தமிழ்) With Read Along, children can practice, gain confidence, and grow a lifelong love for reading.
Library Catalog: play.google.com KerkoCite.ItemAlsoKnownAs: 2339240:3SKYJXA9 2405685:A3UKLGSU 2405685:T9TYKVI3

Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement - Göransson, Markus (Clingendael Netherlands Institute of International Relations, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6

The most effective approaches to teaching in primary schools: Rigorous evidence on effective teaching - Gorard, S.; See, B. H.; Morris, R. (LAP LAMBERT Academic Publishing, 2016)
This is a wide-ranging review of the evidence on effective teaching approaches for primary age children. It evaluates the evidence carefully, leading to summaries of what is known to work, what is not known to work, and what is known to be harmful. The book answers the questions: What are currently the most effective approaches for teaching primary school children? Do the effective approaches differ for different sub-groups of pupils, and if so, how? Do the effective approaches differ for particular ages or phases within education to age 11? It is written by experts in reviews of evidence, and on evaluating the quality of evidence.
KerkoCite.ItemAlsoKnownAs: 2339240:PVSFHPU6 2405685:TFEJLTH6

Mixing methods is wrong: An everyday approach to educational justice - Gorard, Stephen (British Educational Research Association. London, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:EG4DLTVC
Keywords: ⛔ No DOI found

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR
Keywords: auto_merged

Dialogue: A theoretical framework for distance education instructional systems - Gorsky, Paul; Caspi, Avner (British Journal of Educational Technology, 2005)
This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2005.00448.x 2339240:27S2643G 2405685:5GYDXVTM

What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system - Goswami, Mononito; Mian, Shiven; Mostow, Jack (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
Number: 01 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019941 2339240:3SW7MPDM 2405685:YURLY5VP

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2339240:SXY2YJHR 2405685:UGWPD2IR

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)
00104 shortDOI: 10/bg5pkx KerkoCite.ItemAlsoKnownAs: 10/bg5pkx 2129771:53P6FBBJ 2405685:NPI8PJK8

An Introduction to Systematic Reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L

EdTech and Covid-19: the story so far - Gould, Briony (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4899740 2405685:IWGMZ8QI
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Agile delivery - How to work in an agile way: Principles, tools and governance. - Gov.UK (UK Government)
How to work in an agile way: principles, tools and governance.
KerkoCite.ItemAlsoKnownAs: 2339240:9ZHP4XRW 2405685:EJ7EF4GD
Keywords: ⛔ No INSPIRE recid found

Agile delivery - Service Manual - GOV.UK - GOV.UK (UK Government)
How to work in an agile way: principles, tools and governance.
KerkoCite.ItemAlsoKnownAs: 2339240:DSJ9ELBQ 2339240:HVPAJBJU 2405685:7U9S9NSM 2405685:EWWBN56Z 2405685:GIYZQRBW 2405685:MFDEN76D 2405685:NXTJ5CKI 2405685:SLTJ43M6

How the alpha phase works - GOV.UK (GOV.UK)
Running a successful alpha phase, building and testing prototypes, and deciding whether to move on to beta.
KerkoCite.ItemAlsoKnownAs: 2405685:7LRW6MD6

How the beta phase works - GOV.UK (GOV.UK)
What to do during the beta phase, launching your service in private and public beta and deciding to move on to live.
KerkoCite.ItemAlsoKnownAs: 2405685:XH26DW5Q

How the discovery phase works - GOV.UK (GOV.UK)
What to do in discovery, how long it takes, how you know it's finished and deciding when to move on.
KerkoCite.ItemAlsoKnownAs: 2405685:9CI7ZE6Y

How the live phase works - GOV.UK (GOV.UK)
Checking you're ready to go live, keeping your team together and what to do after you go live.
KerkoCite.ItemAlsoKnownAs: 2405685:JAB896GG

Retiring your service - GOV.UK (GOV.UK)
When to retire a service, considering user needs, telling your users and what to do after the service is retired.
KerkoCite.ItemAlsoKnownAs: 2405685:HBP8U3UM

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

Early reading: Igniting education for all - Gove, A.; Cvelich, P. (RTI, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UT79GB9X 2405685:REPVRWJE

Assessing the Impact of Early Learning Programs in Africa - Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin (New Directions for Child and Adolescent Development, 2017)
We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12% to 47%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.
shortDOI: 10/gf86mm KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20224 10/gf86mm 2405685:B4LHC2GD

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Poole, Medina Korda; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL

Angola - National Plan - 2018 – CABRI - Government of Angola (2018)
National Development Plan (PND 2018-2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MDAREKIS 2405685:VFKRIDVS

2021-2022 Budget Document Archives - Government of Balochistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EX4JHH8J 2405685:AY6FUCK2 4656463:BYB9ZQ87

Balochistan Education Sector Plan: 2020-2025 - Government of Balochistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K

Education Management Information System (EMIS) - Government of Balochistan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:J8U2DT7E 2405685:89SAV9L2 4656463:VMYTQUAS

Compendium of Social Protection Research in Bangladesh - Government of Bangladesh (The General Economics Division (GED), Bangladesh Planning Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L7AXVDVM 2405685:CJY2YG6P 4803016:G647E99W

COVID-19 Response and Recovery Plan - Government of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEYGY974 2405685:6W2B7V7U

National ICT Policy 2018 - Government of Bangladesh (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H56MA5IU 2405685:2X3HT3PX

Bénin - Plan national - 2000 – CABRI - Government of Benin (2000)
Benin alafia 2025
KerkoCite.ItemAlsoKnownAs: 2339240:MY9KX2CZ 2405685:X64FFZM6

Maitlamo Botswana's National ICT Policy: Legislative Framework & Change Report - Government of Botswana (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:4SDVDEDH 2405685:EK97L3UN

Burkina Faso - National Economic and Social Development Plan 2016 - 2022 - Government of Burkina Faso (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P66RB34 2405685:R7RKLJ73

Plan national de développement économique et social 2021-2025 (PNDES-II) - Government of Burkina Faso (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KLSRKHU5 2405685:YQCYCEB8

Politique Sectorielle de L'Education du Burkina Faso (PSE/BF) 2014-2023 - Government of Burkina Faso (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X8HWKSWU 2405685:4YWR3TP2

National Economic Development Plan Horizon 2020 - Government of Equatorial Guinea (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:WQ86N5ND 2405685:FDYYWZDM

The Eritrean Science and Technology Development Agency Establishment Proclamation - Government of Eritrea (2002)
KerkoCite.ItemAlsoKnownAs: 2339240:JXRX2PX2 2405685:MTPWNF6P

Plan stratégique Gabon émergent Vision 2025 - Government of Gabon (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3NWBNK5Y 2405685:YXN4KAQC

Education Sector Performance Report 2018 - Government of Ghana (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7835E53 2405685:9ZZWBVR6 4656463:TFP8BJT6

Gilgit-Baltistan: Multiple Indicator Cluster Survey 2016–2017 - Government of Gilgit-Baltistan; UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:EFJPYT4Y 2405685:GCEMCWJ9

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.
KerkoCite.ItemAlsoKnownAs: 2339240:I4KA3S36 2405685:I68RZN78

The Personal Data Protection Bill - Government of India (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6FDVNC76 2405685:VDBFPWZS

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

Kenya Vision 2030: A Globally Competitive and Prosperous Kenya - Government of Kenya (Republic of Kenya, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:IPSRUIML

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

Social Pillar | Kenya Vision 2030 - Government of Kenya (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:7JSKC98G 2405685:3596BZPZ

The County Allocation of Revenue Bill, 2019 - Government of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:HBM87LKU

The Promise of Inclusive Digital Learning in Kenya - Government of Kenya (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MD6TC9XP 2405685:RHPUQZC5

Vision 2030 Collaboration with Central Planning and Projects Monitoring Units | Kenya Vision 2030 - Government of Kenya (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:UHUJANNA 2405685:DEL5DD87

National ICT Policy (2019-2024) - Government of Liberia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:742YQUUN

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

Education Act: No.21 of 2013 - Government of Malawi (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:WEANDFW3 2405685:HWCWMRCN

Malawi Growth and Development Strategy (MGDS-III) 2017–2022 - Government of Malawi (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:99BEMNP3 2405685:8AV66KVR

Malawi National ICT for Development (ICT4D) Policy - Government of Malawi (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:GDT8RMBE 2405685:PT3CV2YM
Keywords: ⛔ No DOI found

National ICT Master Plan - Government of Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT

National ICT Policy - Government of Malawi (Government of the Republic of Malawi, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:386WIIDT 2405685:UVFH5XG3

National Numeracy Programme | Malawi - Government of Malawi
KerkoCite.ItemAlsoKnownAs: 2339240:2RJ3NHZ3 2405685:HRPP8DCG

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

The Social Cash Transfer Programme (SCTP) - Government of Malawi; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2

Education Sector Implementation Plan II (2013/14 - 2017/18) - Government of Malawi; UNICEF Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HJJGG7CU 2405685:2IVEYH7J

Programa de Ensino á Distância no Ensino Secundário (PESD1 e 2) - Government of Maputo City (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ANEAKJXV 2405685:I4WB785A

National Electrification Strategy - Government of Mozambique (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YENGEM59 2405685:AS3Q3HQY
Keywords: ⛔ No INSPIRE recid found

Education Sector COVID-19 Contingency Plan - Government of Nigeria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC

The Criminal Law (Amendments) Act 2023 - Government of Pakistan
KerkoCite.ItemAlsoKnownAs: 2405685:57N3KPJL

Article 160 - Constitution 1973 - Government of Pakistan (1973)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLBSDW84 2405685:DMVADFQ3 4656463:3APVGIGQ

Key Findings Report PSLM District Level Survey 2019/20 - Government of Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7WY876U4 2405685:D7GVPXME

Ministry of Federal Education and Professional Training - Government of Pakistan
EdTechHub.ItemAlsoKnownAs: 2405685:UHRBEGYJ

Pakistan Education Statistics 2016-17 - Government of Pakistan (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SECKE4CB 2405685:AQDUZ6BJ 2405685:VX7D4S3R
Keywords: ___working_potential_duplicate

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - Government of Pakistan (Government of Pakistan (MoFEPT), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV

Pakistan Social and Living Standards Measurement: District Level - Government of Pakistan (Pakistan Bureau of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:974WTH3V 2405685:5EY2VN83

Pakistan Social & Living Standards Measurement Survey (2018-19) - Government of Pakistan (Pakistan Bureau of Statistics, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ

Pakistan Social & Living Standards Measurement Survey (PSLM) 2018-19 National /Provincial (Social Report) - Government of Pakistan (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM

Report on First Biannual Monitoring on the Implementation of National Finance Commission Award - Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2

Pakistan Economic Survey 2018–19 - Government of Pakistan. Economic Adviser's Wing, Finance Division (Government of Pakistan, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:KNTFZ89B
Keywords: auto_merged

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control
KerkoCite.ItemAlsoKnownAs: 2405685:QWW494F3

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3

Pakistan Social & Living Standards Measurement Survey 2018–19 - Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan; Ministry of Planning Development & Special Initiatives (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT
Keywords: auto_merged

Pakistan Floods 2022: Post-Disaster Needs Assessment - Government of Pakistan; Asian Development Bank; European Union; United Nations Development Programme; World Bank (2022)
Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:D2KKEMFP 2405685:AQ76DABK

Pakistan Education Statistics 2016-17.pdf - Government of Pakistan; Ministry of Federal Education and Professional Training; National Education Management Information System; Academy of Educational Planning and Management (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CUXC3C5A 2405685:JC6NK8YQ 2405685:PLDXDU8E

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:WXG3CA67 2405685:A2EUNCJZ

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR

RwandaEQUIP - Government of Rwanda (RwandaEQUIP, 2022)
RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]
KerkoCite.ItemAlsoKnownAs: 2339240:98G7KUFA 2339240:VAIG5DJE 2405685:H6WAYGS9 2405685:R5HGEKMD 4656463:VDFH2G4R

The NICI-2010 Plan - Government of Rwanda (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:XFC7GT49 2405685:YP3XVYES

Towards Integration of EMIS in Rwanda - Government of Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF