Handbook on Facilitating Flexible Learning During Educational Disruption - UNESCO IITE (UNESCO IITE, 2020)
As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption
KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR

Handbook of the Psychology of Aging (Eighth Edition) - Charness, Neil; Boot, Walter R (Elsevier, 2016)
We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors.
KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-411469-2.00020-0 2339240:EPRTMQ5X 2405685:TH9XGK3F

Handbook of Regression Modeling in People Analytics: With Examples in R and Python - McNulty, Keith (CRC Press, 2021)
Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.
Google-Books-ID: Nt4zEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:73W8T3RZ 2405685:5DS6D5VM
Keywords: Business & Economics / Statistics; Mathematics / Probability & Statistics / General

Handbook of innovation systems and developing countries: building domestic capabilities in a global setting - Lundvall, Bengt-\AAke; Joseph, K. J.; Chaminade, Cristina; Vang, Jan (Edward Elgar Publishing, 2011)
EdTechHub.ItemAlsoKnownAs:2405685:7T39BA9P
Keywords: DIAL-RDO

Handbook for interactive audio instruction: Planning and implementing radio lessons in sub-Saharan Africa - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDH9N8QZ 2405685:26WIARR2
Keywords: ⛔ No INSPIRE recid found

Hamara Internet - Internet Society (Internet Society, 2015)
Project Organizer: Nighat Dad, Pakistan Islamabad Chapter
KerkoCite.ItemAlsoKnownAs: 2339240:4HPVKUL8 2405685:D3SVLKBQ

Hacking Tangerine for Covid-19: more than just data collection - Slade, Timothy (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JBKIQHF5 2486141:5DNFKXTP

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

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

Guidelines on the Development of Open Educational Resources Policies - Miao, Fengchun; Mishra, Sanjaya; Orr, Dominic; Janssen, Ben (UNESCO; Commonwealth of Learning (COL), 2019)
The publication provides guidelines and a systematic approach to develop and implement open educational resources policies in different contexts to achieve the targets of Sustainable Development Goals 4. Using a six-stage approach, the guidelines provide several templates and questions along with theoretical underpinnings and practical examples to help government officials and experts develop policies that are grounded on the needs of the stakeholders.
Accepted: 2019-10-15T18:47:31Z ISBN: 978-1-894975-97-1 KerkoCite.ItemAlsoKnownAs: 2339240:48KYWJ83 2405685:G7A3VQ2D
Keywords: ⛔ No INSPIRE recid found

Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age - World Health Organization (World Health Organization, 2019)
33 p.
Accepted: 2019-04-03T14:35:28Z KerkoCite.ItemAlsoKnownAs: 2339240:HXRJ26E9 2405685:R8MFHINW

Guidelines on Parental Empowerment and Engagement - Kenya Institute of Curriculum Development (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:URALQWKL 2405685:VVJU6RCE

Guidelines for reporting trial protocols and completed trials modified due to the COVID-19 pandemic and other extenuating circumstances: The CONSERVE 2021 Statement - Orkin, Aaron M.; Gill, Peter J.; Ghersi, Davina; Campbell, Lisa; Sugarman, Jeremy; Emsley, Richard; Steg, Philippe Gabriel; Weijer, Charles; Simes, John; Rombey, Tanja; Williams, Hywel C.; Wittes, Janet; et al. (JAMA, 2021)
Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90% (n = 178) indicated that they understood the concept definitions and 85.4% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.
KerkoCite.ItemAlsoKnownAs: 10.1001/jama.2021.9941 2339240:5SVZDPZV 2405685:A55Z4Y79

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, B; Charters, S (Technical report, EBSE Technical Report EBSE-2007-01, 2007)
KerkoCite.ItemAlsoKnownAs: 2317526:HSIWMWZ4 2339240:N8YQHF8P 2405685:EDAG684W UA-06ccd9ca-95f9-4791-8ece-974e855c5c3e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; P:Methods; Reviewed; publicImportV1

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, BA; Charters, S (EBSE Technical Report, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:ETPE564Y 2486141:KVCIQUQU

Guidelines for parents and educators on Child Online Protection - International Telecommunication Union (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN

Guidelines for industry on Child Online Protection - International Telecommunication Union (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q

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

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

Guidelines for extracting data and quality assessing primary studies in educational research Version 0.9.7 - EPPI-Centre (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:2W4IWEUN 2405685:7LQNB2IZ

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

Guidelines for Education Sector Plan Preparation - GPE; IIEP-UNESCO (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7

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

Guidelines and good practices for evidence-informed policy-making in a government department - Wills, Alf; Tshangela, Mapula; Shaxson, Louise; Datta, Ajoy; Matomela, Bongani (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY
Keywords: ⛔ No DOI found

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR
Keywords: Asia; ERIC; Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.
Publisher: Routledge _eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP
Keywords: home student experience; intercultural competences; international competences; savoir être; task design for internationalization; teacher development; teacher reflection

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Guidebook for Planning Education in Emergencies and Reconstruction - International Institute for Educational Planning (IIEP)-UNESCO (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:88SE4MZR 2405685:K6WIGK7R

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (Accelerated Education Working Group (AEWG), 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ

Guide to Policy Development - Ministry of Basic and Senior Secondary Education’s Emergency Education; Education Partnership Group (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ENBY4G4D 2405685:5C4E4MUA

Guide to measuring information and communication technologies (ICT) in education. - Institut de statistique de l'Unesco (UNESCO Institute for Statistics, 2009)
OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI

Guide to Cognitive Disabilities - ADA Site Compliance (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CRWLINF3 2405685:J6BZP4PT
Keywords: ⛔ No INSPIRE recid found

Guide pour les utilisateurs de la tablette et de la plateforme Formation À Distance - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo (EdTech Hub, 2025)
This is a practical guide for users of a tablet for the distance learning platform (FAD), specifically for 2000 primary teachers in Madagascar. It covers: Tablet Basics: How to use the tablet, buttons, screen, touch controls, navigation, and settings. Accessories: Information on the solar charger / power bank and mini-speaker. Communication: Instructions on making calls, sending SMS and emails, and accessing the internet. Applications: Guides for using applications for training content and exercises. Online Platform: Instructions for accessing and using the Moodle online platform for assessments and resources. Tablet Care: Tips for protecting the tablet and optimizing battery life. The guide is intended for beginners and provides step-by-step instructions with illustrations. It also includes a list of abbreviations and acronyms. Keywords: teacher professional development; Madagascar; Moodle; tablet; user guide Ceci est un guide pratique destiné aux utilisateurs d’une tablette pour la plateforme d’apprentissage à distance (FAD), spécifiquement conçu pour 2000 enseignants du primaire à Madagascar. Il couvre : Bases de la tablette : Utilisation de la tablette, boutons, écran, commandes tactiles, navigation et paramètres. Accessoires : Informations sur le chargeur solaire/batterie externe et le mini-haut-parleur. Communication : Instructions pour passer des appels, envoyer des SMS et des e-mails, et accéder à Internet. Applications : Guides d’utilisation des applications pour les contenus de formation et les exercices. Plateforme en ligne : Instructions pour accéder et utiliser la plateforme Moodle pour les évaluations et les ressources. Entretien de la tablette : Conseils pour protéger la tablette et optimiser l’autonomie de la batterie. Ce guide est destiné aux débutants et propose des instructions pas à pas avec illustrations. Il comprend également une liste d’abréviations et d’acronymes. Mots clés: formation pédagogique; Madagascar; Moodle; tablette; guide pour les utilisateurs An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230784 ZenodoArchiveConcept: 14230783 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1066 10.53832/edtechhub.1073
Keywords: _r:AddedByMyEducationEvidence

Guide pour les administrateurs de la plateforme Formation À Distance - Rasolohery, Hasiniavo; Ranaivosamoelina, Tokiniaina (EdTech Hub, 2025)
This is a practical guide for administrators of the Formation À Distance (FAD) platform in Madagascar. The guide provides instructions on managing the platform, with a focus on evaluations and forums. It covers topics such as setting up different types of evaluations (quizzes, assignments), configuring forum settings, managing discussions, and moderating forums. It also includes best practices for both evaluations and forums, as well as security considerations. The document provides step-by-step instructions with screenshots for specific tasks like activating edit mode, adding activities or resources, setting up tests, and configuring forum parameters. It also includes a glossary of terms, references, and useful links. The guide is intended to help administrators effectively manage the FAD platform and support teachers and students in their online learning activities. Keywords: teacher professional development; Madagascar; Moodle; tablet; administrator guide Ceci est un guide pratique destiné aux administrateurs de la plateforme de Formation À Distance (FAD) à Madagascar. Il fournit des instructions pour la gestion de la plateforme, en mettant l’accent sur les évaluations et les forums. Il couvre des sujets tels que la configuration des différents types d’évaluations (quiz, devoirs), le paramétrage des forums, la gestion des discussions et la modération des forums. Il inclut également les meilleures pratiques pour les évaluations et les forums, ainsi que des considérations de sécurité. Le document propose des instructions détaillées, illustrées par des captures d’écran, pour des tâches spécifiques comme l’activation du mode édition, l’ajout d’activités ou de ressources, la mise en place de tests et le paramétrage des forums. Il comprend également un glossaire des termes, des références et des liens utiles. Ce guide vise à aider les administrateurs à gérer efficacement la plateforme FAD et à soutenir les enseignants et les élèves dans leurs activités d’apprentissage en ligne. Mots clés: formation pédagogique; Madagascar; Moodle; tablette; guide pour les administrateurs An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14230806 ZenodoArchiveConcept: 14230805 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1062 10.53832/edtechhub.1074
Keywords: _r:AddedByMyEducationEvidence

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

Guide for Handling Potential Reputational Risks to UNICEF From Teaching and Learning Materials: Protocol for reviewers - Belot, Marie Noelle
KerkoCite.ItemAlsoKnownAs: 2339240:A7PYR3WH 2405685:SYQLQ6PK

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z
Keywords: _r:AddedByZotZen

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF (UNICEF Regional Office for South Asia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB

Guidance on conducting a systematic literature review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2405685:ES9TENWY 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
shortDOI: 10/gcskzk KerkoCite.ItemAlsoKnownAs: 10.1177/0739456x17723971 10/gcskzk 2317526:3SKJWG4Q 2339240:RBCSSTU8 2405685:DHDE9YQJ 2405685:JIQYISQ3 UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance Notes for Establishing and Sustaining (Virtual) Communities of Practice in Education in Displacement Context - Kasper, Julie (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:QKMWYW6M 2405685:5WVHWQ3F

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW

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

Guidance Note on Qualitative Research final2020.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:IYB5V9Q7

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC
Keywords: _r:AddedByZotZen

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 2: Teacher Resources - McGeown, Julia; Boisseau, Sandra; Bohan-Jacquot, Sandrine (Humanity and Inclusion, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LEYPBIJF

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:EGYJSMZC 2405685:UW2H22R7
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 1: Inclusive Digital Learning - Humanity and Inclusion (INEE, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK
Keywords: ___working_potential_duplicate

Guidance note 1, inclusive digital learning - Humanity and Inclusion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I
Keywords: ___working_potential_duplicate

Guidance note 1: Inclusive Digital Learning (Humanity and Inclusion, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I44RINL4

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

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

Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education - UNGEI; GPE; UNICEF (2018)
The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.
KerkoCite.ItemAlsoKnownAs: 2339240:3944PGWD 2405685:Y8VSWY9V

Guidance: assessing and monitoring learning during the COVID-19 crisis - UNICEF (Humanitarian Response)
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:LL3AAY4C 2405685:ZK8JT537

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:X4CL6VEM

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH

GSMA Intelligence - GSMA
KerkoCite.ItemAlsoKnownAs: 2339240:7EH8UGCQ 2405685:H86M7VQY

GSMA Connected Women - The Mobile Gender Gap Report 2021 - Carboni, Isabelle; Jeffrie, Nadia; Dominca, Lindsey; Shanahan, Matthew; Sibthorpe, Claire (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:73JAB8QX 2405685:BDBKZ3YI

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96

Growth prospects, market challenges and policy measures: Evolution of mobile broadband in Pakistan - Hanif, Muhammad Shehzad; Yunfei, Shao; Hanif, Muhammad Imran (Digital Policy, Regulation and Governance, 2018)
Purpose The paper aims to explore the long-term prospects of mobile broadband adoption in a developing country. The supply-side and demand-side policy measures are recommended to counter the challenges to broadband adoption. Design/methodology/approach Methodologically, this study uses document analysis to explain secondary data including growth statistics, trade literature and previous scholarly research. Based on the growth statistics of broadband and the informed market insights, the research discusses the prevailing market threats and recommends counter measures to improve the long-term prospects of broadband propagation. Findings The growth of mobile broadband is settling down in Pakistan due to various barriers like cost, literacy, security and unavailability of local content. Collaborative efforts are required by the government, the service providers and the people to enhance the adoption of broadband service and secure economic benefits of the broadband. Practical implications The research offers useful implications for managers and policymakers in Asian and African developing countries; the policy measures discussed here may serve as guidelines for them in the design of their own policies regarding broadband supply and demand. Originality/value The study makes an effort to examine the broadband growth in a developing country on the basis of both quantitative and qualitative aspects. The research endeavors to fill the gap on the particular scholarship of research covering potential uptake of broadband services and the effects of constraining elements to broadband adoption in a developing country.
KerkoCite.ItemAlsoKnownAs: 10.1108/DPRG-04-2017-0014 2339240:SGX3L6KS 2405685:5KV4NF9R

Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning - Kizilcec, René F.; Goldfarb, Daniel (Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, 2019)
Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.
KerkoCite.ItemAlsoKnownAs: 10.1145/3330430.3333632 2339240:L3XGQDF9 2405685:WYTNLMM6

Growth and structural change in Africa: development strategies for the learning economy - Lundvall, Bengt-Åke; Lema, Rasmus (African Journal of Science, Technology, Innovation and Development, 2014)
shortDOI: 10/gf5knj KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979660 10/gf5knj 2405685:P6JSYUS9 261495:ZII5UIMH
Keywords: DIAL-RDO

Growth and Inequality in Pakistan Volume 1 - Pasha, Hafiz A. (Friedrich-Ebert-Stiftung (FES), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:79JJREYZ 2405685:T46URBJB

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FGMD32KH
Keywords: ___working_potential_duplicate

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz A. (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M3EJG7NR 2405685:KY6UZSNI
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Grounded theory methodology: An overview - Strauss, A.; Corbin, J. (Handbook of qualitative research, 1995)
KerkoCite.ItemAlsoKnownAs: 2405685:S43TR2M6
Keywords: ___working_potential_duplicate; auto_merged

Groping in the dark: the first decade of global modelling - Meadows, Donella; Richardson, John; Bruckmann, Gerhart (John Wiley & Sons, 1982)
KerkoCite.ItemAlsoKnownAs: 2339240:7F6MXNKN 2405685:GHJES5DR

Greenhouse gas emissions from a typical passenger vehicle - US EPA, OAR (2016)
This page answers questions about GHG emissions from passenger vehicles and how these emissions are measured and calculated.
KerkoCite.ItemAlsoKnownAs: 2405685:YMM4IWFJ

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:4IL87MTM
Keywords: C:England/International

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C

Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10829932 ZenodoArchiveConcept: 10829931 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1017 2405685:K2VUJ9EQ
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb; auto_merged

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE

Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children - Muñoz, Leidi J. Enriquez; Noguera Zúñiga, Edilson Y.; Flórez Aristizábal, Leandro; Collazos, Cesar A.; Daza, Gloria; Cano, Sandra; Alghazzawi, Daniyal M.; Fardoun, Habib M. (Learning and Collaboration Technologies. Design, Development and Technological Innovation, 2018)
The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-91743-6_4 2339240:R5HBFJT4 2405685:4AAAGFKW
Keywords: Deaf children; Design guide; Interface design; Mobile applications

Grantable
KerkoCite.ItemAlsoKnownAs: 2405685:QHPKVTFU 2486141:DLTC8IFH
Keywords: _Added-ailr-2024

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

Grant Funding Proposal (FY11- Round 33) - World Bank (World Bank, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X

gpt-researcher - Elovic, Assaf (2023)
GPT based autonomous agent that does online comprehensive research on any given topic
original-date: 2023-05-12T10:33:54Z KerkoCite.ItemAlsoKnownAs: 2405685:LNM8ZPCU

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

GPE Covid-19 Education Response Support Programme (CESP) - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X

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

GPE 2020 Country-level Prospective Evaluations. Malawi - Smith, Prepared Matthew; Fenning, Christine (Global Partnership for Education (GPE), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9ABNU7B8 2405685:DQGKVE9A
Keywords: ⛔ No DOI found

GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya - Rawal, Prepared Shenila; Aslam, Monazza; Outhred, Rachel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:XN28CFK6
Keywords: ⛔ No DOI found

Governments Harm Children’s Rights in Online Learning - Human Rights Watch (Human Rights Watch, 2022)
Governments of 49 of the world’s most populous countries harmed children’s rights by endorsing online learning products during Covid-19 school closures without adequately protecting children’s privacy.
KerkoCite.ItemAlsoKnownAs: 2339240:98DMJG67 2405685:AYPZES2G

Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations - Ben-Hassine, Wafa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ

Government policies to evaluate edtech in Africa - Zelezny-Green, Ronda; Metcalfe, Hannah (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:W6ZIXXD7 2405685:W2KC8XG5

Government of the Punjab. School Education Department
KerkoCite.ItemAlsoKnownAs: 2405685:3NFDHY6C

Government of the Punjab. School Education Department (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6

Government of the Punjab. Punjab Information Technology Board
KerkoCite.ItemAlsoKnownAs: 2405685:MCKAA3KB

Government of the Punjab. Punjab Information Technology Board (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB

Government of Sindh. Information Technology Department Government of Sindh
KerkoCite.ItemAlsoKnownAs: 2405685:HQU5JXI6

Government of Sindh. Information Technology Department Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8BAXTEYI 2405685:46EQS5JF

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan
KerkoCite.ItemAlsoKnownAs: 2405685:DYCXFUX2

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF

Government of Pakistan. Ministry of Federal Education and Professional Training
KerkoCite.ItemAlsoKnownAs: 2405685:LIABD93C

Government of Pakistan. Ministry of Federal Education and Professional Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C

Government-led edtech initiatives to improve learning outcomes in Kenya (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7004972 ZenodoArchiveConcept: 7004971 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7004972 2405685:QH86RGE6
Keywords: _r:AddedByZotZen

Government launches school radio lessons programme - ZBC News (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:PLFSGGCX

Government Gazette - Government of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:X3Y7MC54

Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:YTFFFUV4

Government expenditure on education, total (% of GDP) – Lao PDR, Singapore, Thailand, Malaysia, Philippines - World Bank (2024)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2405685:YDMXR445

Government embracing EdTech: The case of the TeleSchool app - Sheikh, Maira; Nadeem, Umar (Tabadlab, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:P5IR25BD 2405685:SCY647ID

Government–donor relations in Sierra Leone: Who is in the driving seat? - Harris, David; Conteh, Felix Marco (The Journal of Modern African Studies, 2020)
Since the cessation of conflict in 2002, Sierra Leone has experienced extraordinary levels of involvement from Western donors. Paradoxically, while relationships are often portrayed on the ground as strong with significant donor influence, our research shows considerable fluidity in individual and institutional relationships. The article disaggregates donor–government relations at various levels over a short but crucial period, 2010–16, asking in each case who occupies the driving seat. In so doing, the article interrogates the concept of ‘extraversion’, investigating to what extent government – and indeed donors – has space in which to manoeuvre and how and why government and donors act as they do in this space. The period 2010–16 is of particular interest due to extreme iron ore price volatility and the Ebola epidemic of 2014–15. The article adds much-needed critique and empirical evidence to the debate on donor influence and ‘extraversion’.
KerkoCite.ItemAlsoKnownAs: 10.1017/S0022278X19000569 2339240:6BGFKPNW 2405685:ZJ7VE4Y6

Government Design Principles - Central Digital and Data Office (GOV.UK, 2019)
The UK government's design principles and examples of how they've been used.
KerkoCite.ItemAlsoKnownAs: 2339240:HEJIHY8U 2405685:R8NQTVRI

Governance Reforms in three South East Asian countries: the Role of Research-based Evidence in Promoting Innovations - Pellini, Arnaldo; Bachtiar, P.P; Alician, M.D; Nguyen, Thi Thu Hang (Innovation Trends in Public Governance in Asia, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:2H9V56D5 2405685:MGYGFCJ2

Governance of student data - Barrett, Lindsey (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ECCMIU3S 2339240:FE4N2WXW 2405685:WTEUYXE2 2405685:ZNQ632HM
Keywords: ___working_potential_duplicate

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9

google translate - Google Search
KerkoCite.ItemAlsoKnownAs: 2339240:W7UFBXRM 2405685:GNVQ6G2W

Google Translate
KerkoCite.ItemAlsoKnownAs: 2405685:2I3A6BCH

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

Google Meet
KerkoCite.ItemAlsoKnownAs: 2405685:R57CKXPH

Google Images - Google
EdTechHub.ItemAlsoKnownAs: 2405685:HG4E5AME

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

Goodhart’s Law and the gaming of UK public spending numbers - Hood, Christopher; Piotrowska, Barbara (Public Performance & Management Review, 2021)
Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.
Publisher: Routledge _eprint: https://doi.org/10.1080/15309576.2020.1749092 KerkoCite.ItemAlsoKnownAs: 10.1080/15309576.2020.1749092 2339240:AL7M3EA4 2405685:ZNMNHT5B 4656463:X439Z2RN
Keywords: Goodhart’s Law; creative categorization; fiscal illusions; gaming; public finance management; public spending; rule bending

Good teaching is inclusive for all, so why focus on marginalised adolescent girls? - Reilly, Anita (The Education and Development Forum (UKFIET), 2020)
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]
KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2405685:CBHXFBX7
Keywords: C:Australia

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy
KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS

Gobierno habilita herramienta “Inteligencia Quisqueya” para estudiantes que se preparan para pruebas nacionales - CDN, Redacción (CDN - El Canal de Noticias de los Dominicanos, 2020)
Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.
KerkoCite.ItemAlsoKnownAs: 2339240:WWCB6JPA 2405685:3QZU3HMW

Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. - Ruble, Lisa; McGrew, John H.; Toland, Michael D. (Journal of Autism and Developmental Disorders, 2012)
Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-012-1446-7 2339240:C2EDPDSD 2405685:VQ4QIXEN
Keywords: Autism; Goal attainment scaling; Outcome measurement; Psychosocial intervention; Randomized controlled trials; Reliability

Goal 4 .:. Sustainable Development Knowledge Platform - United Nations
EdTechHub.ItemAlsoKnownAs: 2405685:G8M6YSGX

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations (Department of Economic and Social Affairs: Sustainable Development)
KerkoCite.ItemAlsoKnownAs: 2339240:5B3NT6UP 2405685:CAPAQP9C

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J

Go Girls Connect! - The Bantwana Initiative of World Education Inc., - Bantwana World Education Initiative (Bantwana)
Go Girls Connect! is an innovative program leveraging mobile technology to empower girls to advocate for their human rights.
Library Catalog: bantwana.org KerkoCite.ItemAlsoKnownAs: 2405685:NL3ZDCNA 2405685:NT9D8XCQ

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

Glossary | DataBank - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:D2HFVTKF

Globalization, corporatism, and critical language education - Luke, Allan; Luke, Carmen; Graham, Phil (International Multilingual Research Journal, 2007)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2405685:G4MPSTII 4042040:WMA7NTXG

Globalization and the growth of international educational testing and national assessment - Kamens, D.H.; McNeely, C.L. (Comparative Education Review, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1086/648471 2339240:5B96GY8M 2405685:GK3NERIR

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

Global South teacher educators in digital landscape: implications on professional learning - Impedovo, Maria Antonietta; Malik, Sufiana Khatoon; Kinley, Kinley (Research on Education and Media, 2019)
Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.
Publisher: Sciendo Section: Research on Education and Media KerkoCite.ItemAlsoKnownAs: 10.2478/rem-2019-0018 2339240:Z3R2S3E6 2405685:9SU5FW7M
Keywords: ⚠️ Invalid DOI

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

Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 Global Burden of Disease Study - Razzak, Junaid; Usmani, Mohammad Farooq; Bhutta, Zulfiqar A. (BMJ Global Health, 2019)
Objective There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels. Methods We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015. Results In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7% of mortality and 41.5% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22%), ischaemic heart disease (17%), lower respiratory infections (11%) and haemorrhagic strokes (7%) made up about 60% of EMDs in 2015. Conclusion Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.
Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-000733 2339240:74NSEPBV 2405685:5V7P8KVF

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
EdTechHub.Source: 2129771:NCQCUJ4Z shortDOI: 10/ggkzrv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 10/ggkzrv 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:34B85SEP 2405685:8FBS8XA8
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Global Proficiency Framework for Reading: Grades 1 to 9 - UNESCO Institute for Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR

Global Perspectives on Teacher Learning: improving policy and practice | Request PDF - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
Request PDF | Global Perspectives on Teacher Learning: improving policy and practice | Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:AHQCWIAH 2534378:Q4HM2RDT
Keywords: ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9
Keywords: ___working_potential_duplicate

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, John; Dembélé, Martial (UNESCO: International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:XX6H8UUD
Keywords: C:International; ___working_potential_duplicate

Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume B - Day 2 (World Health Organization, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4KTX7RSQ 2405685:3DN8XRDU

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

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

Global Parents' Survey 2018: India findings - Varkey Foundation (2018)
The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:WPJX5GYE 2405685:EJQDGXAH

Global Monitoring of School Meals During COVID-19 School Closures.
As a result of school closures, 350 million children around the world are missing out on school meals. For many of them, a school meal may be their only nutritious meal during the day. The world needs to find alternative solutions, fast.
Library Catalog: cdn.wfp.org KerkoCite.ItemAlsoKnownAs: 2405685:Y2VC34DC

Global Learning XPRIZE Field Test Data Report: Kitkit School - Enuma, Inc.
KerkoCite.ItemAlsoKnownAs: 2339240:3BRRWMXR 2405685:NDZ2JDSU

Global learning XPRIZE: Executive summary - XPRIZE (XPRIZE, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LMHWGYMG 2405685:RF9I68JG

Global Kids Online: Comparative report - Livingstone, Sonia; Kardefeld-Winther, Daniel; Saeed, Marium (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D5J8ZAAR 2405685:JWM3JX3Z

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Ministry of Education, Science and Technology; UNESCO (UNICEF, United Republic of Tanzania, UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2339240:MZX7KWXD 2405685:FZLBUYAH 2405685:IRZRMTPE

Global Initiative on Out-of-School Children: Regional Report, West and Central Africa - UNESCO Institute for Statistics (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL

Global Humanitarian Overview 2020 - Humanitarian InSight (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK

Global Health | Malawi | U.S. Agency for International Development - USAID (2022)
Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.
KerkoCite.ItemAlsoKnownAs: 2339240:UPMFQ54I 2405685:9QFUUNDN

Global Framework for Educational Competence in the Digital Age - ProFuturo (ProFuturo, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E6WIEMHM 2405685:NWK42M3Z

Global Experience with EMIS (unpublished note) - Center for Global Development (Center for Global Development, 2022)
Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...
KerkoCite.ItemAlsoKnownAs: 2339240:CLMUB4Y5 2405685:V2ZI4E5X 4656463:AVWLCS6U

Global emergency remote education in secondary schools during the COVID-19 pandemic: A systematic review - Bond, Melissa; Bergdahl, Nina; Mendizabal-Espinosa, Rosa; Kneale, Dylan; Bolan, Faye; Hull, Poppy; Ramadani, Fjolla (International Public Policy Observatory, 2021)
The worldwide shift to emergency remote education in 2020 as a result of the COVID-19 pandemic impacted billions of students and teachers. A range of teaching and learning strategies were employed by schools as a result, despite confusing and sometimes contradictory government guidance, with systemic issues such as equity and access impacting heavily on disadvantaged students. In light of the findings of a recent IPPO evidence snapshot and roundtable event, and in order to gain further insight into how emergency remote education was experienced by secondary school students, parents and educators, a systematic review was conducted that collates and synthesises primary empirical studies across five key research questions focusing on student engagement, online assessment, peer collaboration, parent engagement, and future directions for online learning. Studies were searched for in May 2021 using Web of Science, Scopus, ERIC, Microsoft Academic Graph, ResearchGate and the COVID-19 living map, and were included if they focused on teaching and learning using blended or online approaches in secondary schools during the pandemic, that were published in English. Following quality assessment on scope and methodological rigour, 81 studies were included for narrative synthesis. The research studies were conducted in 38 countries, with 37% of studies from low or lower-middle income countries, and 63% from upper-middle income or high-income countries. Most of the evidence came from students (64%), followed by teachers (53%), with very few studies exploring the perceptions and experiences of parents (6%) or school leaders (5%). Findings reveal that self-regulation and understanding were the most frequently reported indicators of student engagement, with online assessment tools, learning management systems with collaborative tools, live synchronous lessons with peer and teacher interaction, and teacher-made videos considered particularly engaging. Social isolation was the most frequently reported indicator of disengagement, characterised by poor attendance in live lessons, a lack of opportunities to seek help with challenges and difficulties facilitating peer collaboration. Although many articles reported that assessment online was particularly challenging, 21 different types of online assessments strategies were identified, with online quizzes and formative online feedback the most frequently used. Live marking or recorded feedback and assessment were found to be particularly beneficial, as providing feedback during live lessons was sometimes challenging. Peer collaboration was facilitated through peer assessment, inquiry-based group work and experiments, aided by the use of collaborative software and combining multiple applications. Parental involvement and support contributed to student learning, although issues of equity impacted the extent to which they could engage with their children's learning, alongside gaps in family content knowledge and technological skills. Numerous implications for future policy relating to online and blended learning are provided.
KerkoCite.ItemAlsoKnownAs: 2339240:2E8EYFJA 2405685:JNJ5HLG9

Global Education Monitoring Report – Gender Report: Building bridges for gender equality - UNESCO (Paris, UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 10.54676/QTBO2301 2339240:VB5GA7BS 2405685:2JY7UCMS

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.54676/FILL2531 2339240:DXBAKU7K 2405685:ZBSTNVNC

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

Global Education Monitoring Report 2023, Southeast Asia: Technology in education: A tool on whose Terms? - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4VJ9EU2N 2339240:E8ZGUYFI 2339240:EJ68N2Y9 2339240:L87JJPJZ 2339240:Z4QTVM9P 2405685:2XRYSW93 2405685:4RSN6K3Q 2405685:DLCVX3ZD 2405685:QH4H9WNX 2405685:TZGBVL5R 2405685:XV7PXR7J
Keywords: ⛔ No INSPIRE recid found

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2339240:M685R5MY 2339240:MC8T76CI 2405685:49QZEUVL 2405685:HM6UBJS2 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2020: Inclusion and Education – All Means All - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2339240:CHMAUW76 2405685:EX9FXZIX 2405685:UGIHX9QY

Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education - GEM (UNESCO Digital Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H

Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls - UNESCO (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:K99KZM4I 2405685:DNDZKA6X

Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5

Global Education Coalition members pledge to support emergency response in Beirut - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7