Learning Hub - T-TEL - T-TEL
KerkoCite.ItemAlsoKnownAs: 2405685:GUYIM2MK 2405685:ZYARBUZ2

Learning gains in Liberia - Bridge International (Bridge International Academies, 2017)
Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU

Learning futures: Education, technology and social change - Facer, Keri (Taylor & Francis, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:6Y2MJWHK 2405685:9SMMWNQI

Learning from What Works: RBF in Education - Lee, Jessica; Medina, Octavio (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:99ZH7LFR 2405685:RTB9AMYG 4656463:L2JHG9SK

Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology - Hennessy, S.; London, L. (OECD Publishing, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2405685:VVAL36CP

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
2339240:7FA4YDWJ 2339240:YBKKN8XE KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2339240:3H4M8YJ8 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:BCFK4Q23 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7 2405685:ZLATZSGU 4656463:RIFY2UNL
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Learning from evidence in a complex world - Sterman, John D. (American journal of public health, 2006)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2005.066043 2339240:S4A7BF3D 2405685:47LVMS7V

Learning from African classroom pedagogy to increase student engagement in education technologies - Uchidiuno, Judith; Yarzebinski, Evelyn; Keebler, Emily; Koedinger, Kenneth; Ogan, Amy (Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies)
Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology.
KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332501 2339240:K7LTZYUY 2405685:CCINQTXI
Keywords: early literacy; educational technologies; handwriting recognition; speech recognition; sub-saharan africa

Learning for an uncertain future: Artificial intelligence a challenge for Pakistani education system in the era of digital transformation - Khurshid, Saba; Khurshid, Shumaila; Toor, Hafsa Khalil (Qualitative Research Journal, 2024)
The rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.,A focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.,The study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.,It highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QRJ-02-2024-0045 2339240:I72XLUAG 2405685:XTHZTMER

Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 - Akmal, Maryam; Pritchett, Lant (RISE Programme Working Paper, 2019)
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.
KerkoCite.ItemAlsoKnownAs: 2339240:HR2A7JWR 2405685:5DCJE3IG

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence (2011)
Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the
KerkoCite.ItemAlsoKnownAs: 2339240:H2WW7AHK 2405685:AI2IS3MP
Keywords: ___working_potential_duplicate

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence Y
Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.
KerkoCite.ItemAlsoKnownAs: 2339240:CMTI82DS 2405685:9I854Q5C
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature - Sangrá, Albert; Raffaghelli, Juliana Elisa; Guitert‐Catasús, Montse (British Journal of Educational Technology, 2019)
The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.
shortDOI: 10/gf5f7h KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12795 10/gf5f7h 2339240:B3XDZLNT 2405685:64NV5INX
Keywords: Reviewed

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

Learning directors toolbox - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD

Learning Director's Training Manual - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF

Learning Curve: Progress in the Replication Crisis - Angrist, Noam; Cullen, Claire; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (AEA Papers and Proceedings, 2023)
We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.
KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL

Learning continuity in response to Pakistan’s 2022 floods: Policy brief - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Perry, Freya; Kaye, Tom (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7782171 ZenodoArchiveConcept: 7782170 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7782171 10.53832/edtechhub.0160 2405685:333BJPIR
Keywords: _r:AddedByZotZen

Learning Continuity in Response to Climate Emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Kaye, Tom; Perry, Freya (EdTech Hub, 2022)
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2339240:JZC2BLQQ 2405685:FKCF86HV 2405685:IHTU7JRT 2405685:UXWWBVVX
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Learning Continuity in Response to Climate Emergencies: Pakistan's 2022 floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Kaye, Tom; Perry, Freya (EdTech Hub, 2023)
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7334016 ZenodoArchiveConcept: 7334015 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7334016 10.5281/zenodo.7716210 10.53832/edtechhub.0135 2339240:JDMXQUFN 2405685:42XI4RCK 2405685:EQ454TF3 2405685:QEMBQCJ6 2405685:ZXRRJ5S6
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Learning circles: creating conditions for professional development - Collay, Michelle (Corwin Press, 1998)
KerkoCite.ItemAlsoKnownAs: 2339240:H7NWEVPR 2405685:UXYXVQ2E
Keywords: Cooperativeness; Group work in education; In-service training; Teachers; Teaching; United States

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 shortDOI: 10/f562g7 KerkoCite.ItemAlsoKnownAs: 10/f562g7 2129771:PJ2YNAJP 2405685:KQWYTD4Z

Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries - Wagner, D.A.; Wolf, S.; Boruch, R.F. (UNESCO-IIEP, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V2ADC4RW 2405685:CH8XANB6

Learning at Home in Times of Crisis Using Radio - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR

Learning as Development: Rethinking International Education in a Changing World - Wagner, Daniel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX
Keywords: ___working_potential_duplicate

Learning as Development: Rethinking International Education in a Changing World - Wagner, Daniel (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:B59KLITC 2339240:X5JC7XCM 2405685:K3NHBWTP
Keywords: ___working_potential_duplicate

Learning as development: Rethinking international education in a changing world - Wagner, Daniel A. (Routledge, 2018)

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

LEARNING AND TEACHING WITH MOBILE DEVICES AN APPROACH IN SECONDARY EDUCATION IN GHANA - Grimus, Margarete; Ebner, Martin (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4INLKHHR 2405685:DSWX579I
Keywords: ⛔ No DOI found

Learning and Teaching with Mobile Devices: An Approach in Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (Institute for Information Systems Computer Media, Graz University of Technology, 2014)
While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:KUYCFDLA 2405685:W83IEEJP

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Learning and Teaching With Mobile Devices: An Approach in Higher Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 10/ggn3xd 2339240:MHJH5AZV 2405685:NCJ8I8FF
Keywords: ___working_potential_duplicate

Learning and teachin with social network sites: A decade of research in K-12 related education - Greenhow, Christine; Askari, E (Education and Information Technologies, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9446-9 2405685:CQQGDLH3

Learning-Adjusted Years of Schooling (LAYS): Defining A New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8591 2339240:3A9F6FVB 2339240:KGVQPHCJ 2405685:59ERQXRR 2405685:GSG23QSA 2405685:TP9IZVSC 2447227:6BFXZ6TA 2561267:ELKQGNZN
Keywords: _B:important; ___working_potential_duplicate; _final_bib; _important; _s:DFID; ⛔ No DOI found; ❓ Multiple DOI

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores; ___working_potential_duplicate

Learning about System Renewal - Levin, Ben; Fullan, Michael (http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100), 2008)
Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.
shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5KFUIK8T 2405685:XXZ4QDWB

Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey - Jordan, Katy; Damani, Kalifa; Myers, Christina; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX
Keywords: _r:AddedByZotZen

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45

Learner engagement strategies in online class environment - Chakraborty, Misha (Texas A&M University, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ
Keywords: Learner-centred education; Pedagogy; Post-2015

Learner-centred education in international perspective: Whose pedagogy for whose development? - Schweisfurth, Michele (Routledge, 2013)
Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI
Keywords: Education / General

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR

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

Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana - Arthur-Nyarko, Emmanuel; Kariuki, Moses Githua (International Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ
Keywords: ⛔ No DOI found

LEAP From Pilot to Scale: Embedding Digital Reading within the Kenya National Library Service - Heavner, Rachel; Lowe, Zev; Mwachi-Amolo, Joan (2017)
Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs.
KerkoCite.ItemAlsoKnownAs: 2339240:IGJL4PW2 2405685:GNGTW6N4
Keywords: ⛔ No DOI found

Lean Impact: How to Innovate for Radically Greater Social Good | Wiley (Wiley.com)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
KerkoCite.ItemAlsoKnownAs: 2339240:7MLVY5YV 2405685:JTG7AEPV

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal–achieving radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
KerkoCite.ItemAlsoKnownAs: 2339240:PEQKDJHC 2339240:XNBA9I6L 2405685:6L9G8KMG 2405685:CDVCSBVT

Lean Data Initiative - Acumen (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GWCPJ9JE 2405685:F8558KAX

Leadership Roles in Managing Education in Crises: The Case of Kenya During Covid-19 Pandemic - Mbogo, Rosemary Wahu (2020)
Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises. Article visualizations
KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v7i9.3250 2339240:ALRQA5KP 2405685:XI3FCQ8A

Le numérique peut-il réinventer l’éducation de base en Afrique ? - Aubert, Amélie; Loiret, Pierre-Jean; d’Aiglepierre, Rohen; Lequentre, Erwan; Pedro, Francesc (The Conversation, 2017)
Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.
Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7

Laws, decrees and strategies on teachers in Lao PDR: a situation analysis - Sithirajvongsa, Sisamone (UNESCO, 2021)
Sisamone
KerkoCite.ItemAlsoKnownAs: 2339240:EYNX572J 2405685:LI4FUFM4
Keywords: ⛔ No INSPIRE recid found

Launching the Development of an OER World Map: Phase II - North Rhine-Westphalian Library Service Centre (The William and Flora Hewlett Foundation)
EdTechHub.ItemAlsoKnownAs: 2405685:6JBL5GRG

Launching the 2024 OpenAI Learning Impact Prize - Tools Competition (2023)
Tools Competition is thrilled to partner with OpenAI to drive edtech innovation leveraging AI to change the way we teach and learn.
KerkoCite.ItemAlsoKnownAs: 2405685:QGATP9KI

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

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

Launch of Scopus AI to Help Researchers Navigate the World of Research - Elsevier (www.elsevier.com)
Developed and tested with the research community, Scopus AI combines the world’s largest database of curated scientific literature with responsible AI
KerkoCite.ItemAlsoKnownAs: 2405685:4YZKKIHS 2486141:H3WSGF68

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:48II6EQI 2405685:547724LQ

Lateral.io: Enhancing Literature Review Speed
Lateral.io is a tool that helps researchers save time and improve efficiency by organizing and analyzing research papers, allowing for faster information retrieval and collaboration.
KerkoCite.ItemAlsoKnownAs: 2405685:GYBILIAR 2486141:WREAQXCZ
Keywords: _Added-ailr-2024

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year
KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM

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

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin L; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (2021)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2021.104385 2339240:DAU6XEE6 2405685:FSYXBS55 4656463:NYQXYQP2

Laptops offered for online school lessons at home - Coughlan, Sean (BBC News, 2020)
Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers.
EdTechHub.ItemAlsoKnownAs: 2405685:NF7UB2KV

Laptops lie idle in schools on lack of skilled tutors - July 25 2018, Wednesday (Business Daily)
Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.
KerkoCite.ItemAlsoKnownAs: 2339240:C63ABKVC 2405685:EQFYQ3VE

Laptops lie idle in schools on lack of skilled tutors - Wanzala, Wednesday (Business Daily, 2018)
Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.
KerkoCite.ItemAlsoKnownAs: 2339240:AR3KH7GJ 2405685:E4NM3PEK

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

Laos profile – timeline - BBC (BBC News, 2018)
A chronology of key events in the history of Laos
KerkoCite.ItemAlsoKnownAs: 2339240:TBDADDTU 2405685:BJSXW3VE
Keywords: ⛔ No INSPIRE recid found

Laos Population 2024 (live) - World Population Review (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8SAXJUK 2405685:62FUAR3P
Keywords: ⛔ No INSPIRE recid found

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

Lao TVET Country Profile - UNESCO; UNEVOC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M6DVD5ZM 2405685:GJ7YAFEY
Keywords: ⛔ No INSPIRE recid found

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

Lao Social Indicator Survey II 2017 - Lao Statistics Bureau (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YIIUEEVF 2405685:LCISE45W
Keywords: ⛔ No INSPIRE recid found

Lao Peoples Democratic Republic – Learning and Equity Acceleration Project - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LYS5U6S 2405685:BGDBGZK8
Keywords: ⛔ No INSPIRE recid found

Lao Peoples Democratic Republic 2023: Country Office Annual Report - UNICEF (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JW6NSTVA 2405685:PKE4GWZP
Keywords: ⛔ No INSPIRE recid found

Lao People’s Democratic Republic: Secondary Education Sector Development Program - Asian Development Bank (2022)
The program comprised a policy-based loan (PBL) and a project grant. It was aligned with the government’s Education Sector Development Framework (ESDF) approved in 2009. It combined national reforms with a focus on targeted investments in 30 poor and educationally disadvantaged districts with a majority of ethnic students. The expected impact was improved educational attainment in Lao PDR, and the outcome was enhanced equity, quality, and efficiency of secondary education in the country.
Accepted: 2022-04-21 Archive Location: Lao People's Democratic Republic Last Modified: 2022-04-21T14:56+08:00 Publisher: ADB Independent Evaluation Department KerkoCite.ItemAlsoKnownAs: 2339240:IENFQFKH 2405685:5M6Y89V6
Keywords: ⛔ No INSPIRE recid found

Lao People's Democratic Republic's Constitution of 1991 With Amendments Through 2015
Translated by Miss Khamphaeng Phochanthilath as part of the research project “Constitutional Pluralism in Southeast Asia'' funded by the Centre for Asian Legal Studies, Faculty of Law, National University of Singapore, with edits by the Comparative Constitutions Project. This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org.
KerkoCite.ItemAlsoKnownAs: 2405685:AFGXUZBN

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

Lao People's Democratic Republic | INCLUSION | Education Profiles - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSQ98E9A 2405685:ILAEKQIZ
Keywords: ⛔ No INSPIRE recid found

Lao People’s Democratic Republic – ASEM Education - Asia-Europe Meeting (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9C8XNI7E 2405685:4L9ZZA6N
Keywords: ⛔ No INSPIRE recid found

Lao PDR: School Autonomy and Accountability. - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:K96QSMUH 2405685:8LCWA35P

Lao PDR Public Expenditure and Institutional Review: Financial Management in Education Analysis 2023 - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:KJX4995B 2405685:M8L7C8GV
Keywords: ⛔ No INSPIRE recid found

Lao PDR: Policy Insights from a Multi-year Teaching and Learning Study Series - Wong, Debbie; Hollingsworth, Hilary (Department of Foreign Affairs and Trade (DFAT), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CJMA6Q84 2405685:YQYVXB6X
Keywords: ⛔ No INSPIRE recid found

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

Lao PDR National Strategy Plan of Action on Inclusive Education 2011–2015 - Ministry of Education and Sports (Lao People’s Democratic Republic, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XVBESDXW 2405685:4R6CRUYH
Keywords: ⛔ No INSPIRE recid found

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

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:79SHX4H6 2405685:BSMPULHZ
Keywords: ⛔ No INSPIRE recid found

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EU4B8X32 2405685:4IRPCQEC
Keywords: ⛔ No INSPIRE recid found

Lao PDR | Data - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:EEVIA6BP 2405685:YAY683EU
Keywords: ⛔ No INSPIRE recid found

Lao Education and Sports Teaching and Learning Platform | UNICEF Lao People's Democratic Republic - UNICEF (2021)
Learning Never Stops: Investing in ICT-enabled Teaching and Learning to Strengthen Access to Education in Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:QGRFF5EI 2405685:UT42DYIS
Keywords: ⛔ No INSPIRE recid found

Lao Basic Education Boost through $47 million Project - World Bank (World Bank, 2021)
The World Bank Global Partnership for Education III Learning and Equity Acceleration project will improve Lao education performance and teaching systems.
KerkoCite.ItemAlsoKnownAs: 2339240:LSU6M8RR 2405685:SIJRS9LM
Keywords: ⛔ No INSPIRE recid found

Langues et école en Guyane - Renault-Lescure, Odile; Migge, Bettina (L'Harmattan, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:655T4Y9E 4042040:NEF5UXZT

Langues africaines: vers une édition scolaire: à propos d'un programme de formation pour auteurs de manuels scolaires - Chatry-Komarek, Marie (Langues africaines, 1997)
Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:7NM6JJH4 4042040:24LE3R7W
Keywords: ⛔ No DOI found

Langue et éducation en Afrique: enseigner à lire et écrire en langue maternelle - Chatry-Komarek, Marie (Langue et éducation en Afrique, 2005)
Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:M5ZTSLAA 4042040:6UY5XZVI
Keywords: ⛔ No DOI found

Languages in competition in Rwanda: Who is winning on the linguistic market? - Rosendal, Tove (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:ZILHHSVY 4042040:CCB7GAQE

Language, Teaching and Learning in Punjab Schools: Are we on the right track to`destination English’? - Rashid, Abbas; Ahmed, Sanaa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:G8DGAM9C 2405685:6B6DMEX7

Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions - MacIntyre, Peter D.; Gregersen, Tammy; Mercer, Sarah (System, 2020)
Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 speciﬁc coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2020.102352 10/ghjhmj 2339240:V2S3FPTD 2405685:W6X4BQZR

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

Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa - Truong, Natasha (2012)
The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramiﬁcations for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, speciﬁcally the use of the ﬁrst or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.
KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR
Keywords: ⛔ No DOI found

Language of instruction in Southeast Asia - Kosonen, Kimmo, (UNESCO Digital Library, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:PR74HGRZ 2405685:3XH5SXMH
Keywords: ⛔ No INSPIRE recid found

Language of Instruction Country Profile: South Africa - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

Language Is a Complex Adaptive System: Position Paper - Beckner, Clay; Blythe, Richard; Bybee, Joan; Christiansen, Morten H.; Croft, William; Ellis, Nick C.; Holland, John; Ke, Jinyun; Larsen-Freeman, Diane; Schoenemann, Tom (Language Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK

Language Education Policy in Vietnam - Nguyen, Mai; Nguyen, Van Huy (The Routledge International Handbook of Language Education Policy in Asia, 2019)
This chapter provides an overview of past and current language education policies in Vietnam. Our reviews and critical discussions centre on state rules and regulations regarding the teaching and learning of Vietnamese, ethnic minority languages, and foreign languages. Historically speaking, language education policy in Vietnam has been largely contingent on the country’s changing political, social, and economic circumstances. Notably, current language education policy reflects the predominant status of Vietnamese as the medium of instruction across school levels. Ethnic minority language education has also received substantial policy attention, although its enactment leaves considerable room for improvement. Foreign language education policy prioritises English given its status as an international language, while also encouraging the teaching and learning of other languages. The chapter concludes with predictions and implications for future development with regard to the role and status of these relevant languages.
KerkoCite.ItemAlsoKnownAs: 2339240:4VB42GR4 2405685:IXJCZC8Y

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

Language Data Initiative - Translators Without Borders
KerkoCite.ItemAlsoKnownAs: 2339240:3T9TAMVD 2405685:EVMTSBQ5

Language data for Nigeria - CLEAR Global (2019)
Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria.
KerkoCite.ItemAlsoKnownAs: 2405685:XYMKEPWU 4042040:JHQCMKE9

Language data for Nigeria - Translators Without Borders (Translators without Borders)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:R3QBMYFF 4042040:Q8SDIFUL

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

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Language data by country - Translators Without Borders (Translators without Borders)
LANGUAGE DATA BY COUNTRY 31 countries | 66 datasets | 90 maps
KerkoCite.ItemAlsoKnownAs: 2405685:4RTGR535 4042040:RIS249B2

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...
Publisher: John Wiley & Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE
KerkoCite.ItemAlsoKnownAs: 2339240:FKNMVVVK 2405685:PP9LCMD5

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? - Inter-agency Network for Education in Emergencies (INEE). (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN

Lahore University of Management Sciences, Pakistan - Tufts University (The Talloires Network, 2020)
Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More
Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD

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

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic - Jalli, Nuurrianti (The Conversation, 2020)
In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.
KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8

Laboratoria: Reporte de Impacto 2020.pdf - Laboratoria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KFQW887T 2405685:K24JWGNP

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64

La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre - Iyalla-Amadi, Priye; Odungweru, U. S. (AFRREV IJAH: An International Journal of Arts and Humanities, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,
KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR

La educación virtual en tiempos del COVID-19: Una experiencia en la maestría de Educación - Zea, Miriam Patricia Cárdenas; Quimi, Wendy Diana Carranza; Panta, Karina Alexandra Plua; García, Mariana Solís; Torres, Marioxy Morales (Universidad y Sociedad, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:UYX22NH2
Keywords: ⛔ No DOI found

L1-based multilingual education in the Asia and Pacific region and beyond - Benson, Carol; Kirkpatrick, Andy; Liddicoat, Anthony J. (The Routledge International Handbook of Language Education Policy in Asia, 2019)
This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315666235-3 2405685:RGBXIMBH 4042040:IP29C89Y

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 10.5281/zenodo.4728174 2405685:552YTW72 2405685:BBWJNPNA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodoETH

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B

Kytabu Super School – Kytabu - Kytabu
KerkoCite.ItemAlsoKnownAs: 2405685:G7Y77ICR

Kytabu – African Schools Online - Kytabu Company Ltd (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PKHN3M8P

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

Kyrgyzstan - Giga
KerkoCite.ItemAlsoKnownAs: 2339240:3EUXX798 2405685:NCR64Z6X

Kukua Education
Library Catalog: www.kukua.me KerkoCite.ItemAlsoKnownAs: 2405685:WHIBWYXE

KUKUA
KerkoCite.ItemAlsoKnownAs: 2339240:RRLS8VFY 2405685:QVT77J94

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)
Publisher: Linguistic Society of America KerkoCite.ItemAlsoKnownAs: 2405685:TBPSKJ55 4042040:FQ8JKR53

Korail - BRAC
KerkoCite.ItemAlsoKnownAs: 2339240:468X5LI9 2405685:WH2XIVHB

Konnect
KerkoCite.ItemAlsoKnownAs: 2339240:Y7E74IL5 2405685:I85RHLSZ

Komuniti Guru Digital Learning - Komuniti Guru Digital Learning
KerkoCite.ItemAlsoKnownAs: 2339240:UMZ6N8C3 2405685:ZB29XBM7

Kolibri Content Library Catalog - Learning equality (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (https://learningequality.org/kolibri/)
KerkoCite.ItemAlsoKnownAs: 2339240:NTVH5BM4 2405685:8CEHXSKN

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVPZ49SD 2405685:GD6I3IXB 4803016:4AEYLZW3

Kolibri : A Free, Open Source Education for All | Learning Equality - Learning Equality
KerkoCite.ItemAlsoKnownAs: 2339240:F3UGIWSG 2405685:WBZIPCDR

Kolibri : A Free, Open Source Education for All - Learning equality (Learning equality, 2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC

Kolibri - Learning equality (2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU

KoBoToolbox | Data Collection Tools for Challenging Environments - KoBo Toolbox (KoBoToolbox)
KoBoToolbox is a suite of tools for field data collection for use in challenging environments. Our software is free and open source. Most of our users are people working in humanitarian crises, as well as aid professionals and researchers working in developing countries.
KerkoCite.ItemAlsoKnownAs: 2405685:XTGCCN2F

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

Knowledge to policy: making the most of development research - Carden, F. (SAGE ; International Development Research Centre, 2009)
OCLC: ocn310715459 KerkoCite.ItemAlsoKnownAs: 2339240:DXBA9N7R 2405685:UCMNA8EW
Keywords: Economic development; Economic policy; Evaluation; Research Evaluation

Knowledge, Politics and Policymaking in Indonesia - Pellini, Arnaldo; Prasetiamartati, Budiati; Nugroho, Kharisma Priyo; Jackson, Elisabeth; Carden, Fred (Springer, 2018)
This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable.
Google-Books-ID: jSVhDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:LFFYGQRP 2405685:G6K9FGDK
Keywords: Political Science / Political Process / General; Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Developing & Emerging Countries; Social Science / Sociology / General

Knowledge, policy and power in international development: a practical framework for improving policy - Jones, Harry; Jones, Nicola; Shaxson, Louise; Walker, David (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X8KS8DJM 2405685:A3T226WU
Keywords: ⛔ No DOI found

Knowledge Platform
KerkoCite.ItemAlsoKnownAs: 2405685:65VD4SAT

Knowledge Platform (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW

‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research - Haggis, Tamsin (Educational philosophy and theory, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1111/j.1469-5812.2007.00403.x 2339240:6ND5C5SW 2405685:ZZUNKU8W

Knowledge Maps: ICTs in Education - Trucano, M. (2005)
Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.
KerkoCite.ItemAlsoKnownAs: 2339240:RNYZIPC4 2405685:NFADFZUL

Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. - Czerniewicz, Laura (2016)
Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14
KerkoCite.ItemAlsoKnownAs: 2339240:4CT5ERST 2405685:MUNVHXSY

Know Zone - Centre for Education Innovations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FGJK6X4 2405685:WKPMZUF2 WKPMZUF2

Kiwix: Internet content for people without internet access! - Kiwix (Kiwix)
Read Wikipedia or any website on your mobile phone or computer, even when there is no internet. For free!
Library Catalog: www.kiwix.org KerkoCite.ItemAlsoKnownAs: 2339240:2DZJUIUR 2405685:NKFZPC3R

Kiwix - HundrED (2020)
Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU

KitKit School Impact Summary 2016–2019 - Enuma, Inc. (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RKCPRAQV 2405685:W4BKKGG8

KitKit School (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CPQVK55T 2405685:J4ZAF7FX

Killing 'Sesame Street' In Pakistan - Bricklin, Julia (Forbes, 2012)
Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C

Kids hacker camps in Kenya | Proceedings of the Seventh International Conference on Information and Communication Technologies and Development - Ndaiga, Wachira; Salim, Anne (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:L64R4AUI 2405685:CZD5X8NE

KICD on Twitter: "Let's engage. For rich discussions on education matters. https://t.co/qb1ooAc7ZF" / Twitter - KICD (2020)
Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2339240:XYZKJPMD 2405685:LXJ9TXTW LXJ9TXTW

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.
KerkoCite.ItemAlsoKnownAs: 2339240:EL3GQSC6 2405685:3CR2GMFA

Khyber Pakhtunkhwa Education Sector Programme - Foreign, Commonwealth and Development Office (GOV.UK, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY

Kheda Communication Project
KerkoCite.ItemAlsoKnownAs: 2405685:UGJRFXNF

Khang Panya Lao – MoES Teaching and Learning Platform - UNICEF
MoES Teaching and Learning Platform
KerkoCite.ItemAlsoKnownAs: 2339240:GKNHTLZ6 2405685:YWRSGWGT
Keywords: ⛔ No INSPIRE recid found

Khang Panya Lao - UNICEF
KerkoCite.ItemAlsoKnownAs: 2339240:JE5WAWEA 2405685:F4V2JIGF

Khan Academy: Free Online Courses, Lessons & Practice - Khan Academy (Khan Academy, 2020)
You can learn anything. Expert-created content and resources for every course and level. Always free.
Library Catalog: www.khanacademy.org KerkoCite.ItemAlsoKnownAs: 2339240:KSMVBM3C 2405685:APNQYVP9 APNQYVP9

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keyword inventory (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.
previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:p; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme - Maada Bio, Julius (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE

Key vote expected on Brazil’s artificial intelligence legal framework - COVINGTON
Tomorrow, the Federal Senate of the Brazilian National Congress may have its first vote on the count ...
KerkoCite.ItemAlsoKnownAs: 2405685:8ID8J4EV

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU

Key ICT Features in UNICEF’S Response to Fighting Ebola - Inveneo (Inveneo, 2014)
International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ...
KerkoCite.ItemAlsoKnownAs: 2339240:FWSBTY4I 2405685:NLRZBRPD

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

KEY FIGURES: 5th Rwanda Population and Housing Census (PHC) - National Institute of Statistics of Rwanda. (National Institute of Statistics of Rwanda., 2023)
The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review - Soto, ROBERTO Hernández; Ortega, MÓNICA Gutiérrez; Avi, BARTOLOMÉ Rubia (Education in the Knowledge Society (EKS), 2021)
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...
Publisher: EDICIONES UNIVERSIDAD DE SALAMANCA KerkoCite.ItemAlsoKnownAs: 10.14201/eks.22715 2339240:ZXUKA5SG 2405685:UAD45DRW

Key considerations when developing an ICT in Education strategy - AlSheikh Theeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU
Keywords: _r:AddedByZotZen

Kenyan school system is trying sign language for all children - Mativu (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2IUM643C 2405685:JBUVX9XJ

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

Kenya Vision 2030
KerkoCite.ItemAlsoKnownAs: 2405685:D4MCJFFR