Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (UNESCO)
KerkoCite.ItemAlsoKnownAs: 2339240:65M7EY3B 2405685:K3CYJL48
Keywords: ___working_potential_duplicate

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:D8N5ZP96
Keywords: ___working_potential_duplicate

Global EdTech market to reach $404B by 2025 - 16.3% CAGR. - HolonIQ (HolonIQ, 2020)
Section: K12 KerkoCite.ItemAlsoKnownAs: 2339240:3E7YSFAR 2405685:IQMVRCQ6

Global Economic Prospects - World Bank (2022)
Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.
KerkoCite.ItemAlsoKnownAs: 2339240:TKE79W5C 2405685:66CD4GXH

Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6G6PJAW 2405685:9U2K2PDV

Global Dataset on Education Quality : A Review and Update (2000-2017) - Patrinos, Harry Anthony; Angrist, Noam (World Bank Group, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:IB5T4GSH 2405685:MCNGDVIH

Global Data Barometer - First Edition - Davies, Tim; Fumega, Silvana (Zenodo, 2022)
Version Number: First Edition KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6488349 2339240:5LENUH9U 2405685:R274KJC2

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE

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

Giving Cambodia’s Marginalized Learners a Second Chance - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VFGAQ9QA 2405685:JDNVSCYQ

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G.C.; Nyadimo, E. (Survey Review, 2011)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1179/003962611X13117748892155 KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2405685:HH3GP4V2 4042040:NJ6E8C3M
Keywords: EMIS; GIS; KENYA; SCHOOL MAPPING

GIS for Education Working Group launches to promote data-driven decision-making - The Education Comission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:Y735WFTU 4042040:JMFPTRHK

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4 2405685:FJZKNYJI
Keywords: _yl:b

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H
Keywords: _yl:a

GIS data of schools in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RB88SJ7J 2405685:565IY627

Girls’ Schooling is Good, Girls’ Schooling with Learning is Better - Oye, Mari; Pritchett, Lant; Sandefur, Justin (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8HJ4MAIU 2405685:ER8IF9C2 4656463:FYX9F3XN

Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals - Pritchett, Lant; Sandefur, Justin (Center for Global Development, 2017)
Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy. These calculations are based on the empirical relationship between grades completed and ability to read, a descriptive ‘learning profile.’ The large literature on schooling and life outcomes suggests simple correlations are a reasonable guide to causal effects, and the typical concern is over-estimation of the true return to schooling—implying our calculations using a descriptive and not causal learning profile are a best-case scenario. This best case is often not at all good: the learning profile is so weak in Nigeria that even if all women had completed grade six, adult female illiteracy would only have fallen from 58 percent to 53 percent. In contrast, children in many other countries do learn to read in much higher numbers and enrolling outof-school girls would dramatically reduce illiteracy. For instance, in Ethiopia the same calculations yield a reduction in illiteracy from 82 to 25 percent. But across nearly 50 developing countries with available data our calculations suggest 40 percent of women would be illiterate even if all women completed at least grade six. Achieving new Sustainable Development Goal targets of universal literacy and numeracy will require both achievement of universal schooling and dramatic improvements in the learning profile in most developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:LLUAG3S5 2405685:54UN375J

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
ZenodoArchiveID: 4737460 previousDOI: 10.5281/zenodo.4556939 PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:6YJ555Q6 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:FC5RCEYW 2339240:GCYWZ39Q 2339240:GZYWFIHI 2339240:JMFNCMP8 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:Q8QJYXRQ 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:4XTHDWDA 2405685:6PE7ANUL 2405685:78VECZYK 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:C4JLZV3D 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:IV7MEXRW 2405685:NMXFFTIB 2405685:PKS7U5LC 2405685:RTIHY6H8 2405685:S5PCWMRP 2405685:SA26Q7UG 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7 4804264:EZB37W4S
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Girls' Education and Covid-19: What Past Shocks Can Teach Us About Mitigating the Impact of Pandemics - Fry, Lucia; Lei, Philippa (Malala Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GDKEW3NE 2405685:Q7PIF7RA

Girls' education and Covid-19: What past shocks can teach us about mitigating the impact of pandemics - Malala Fund (Malala Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:B5WCBUTR 2339240:K9YNLWDM 2405685:DGZ4BYNX 2405685:HUFCXEYU

Girls' Education and COVID-19 in Pakistan - Denham, Laura; Fry, Lucia; de Souza, Sabrina (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:B7I44EXL 2405685:4AWDH7CI 2405685:4WFM6F37

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2339240:K7LBRSIU 2405685:53NXWVMN 2405685:AYKYWR8J

Girls education and Covid-19 in Nigeria - Malala Fund (Malala Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5CC3NV8D 2339240:TBE7GTSU 2405685:C5KMZW6E 2405685:SSJU4RC4

Girls education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K48JVUER 2405685:7JY3TDUN

Girls education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VSSYE2T 2405685:S3MXCJY8

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Vietnam - UNICEF East Asia and Pacific Regional Office (EAPRO) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TU368GB2 2405685:AYVJESPV
Keywords: ⛔ No INSPIRE recid found

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam - UNICEF East Asia and the Pacific Regional Office (UNICEF EAPRO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:FYMA9R75 2405685:Y5U6K9T3
Keywords: ⛔ No INSPIRE recid found

Girls’ Digital Literacy in the East Asia and Pacific Region - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2023)
Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam
KerkoCite.ItemAlsoKnownAs: 2339240:B29N39XP 2405685:HMBTKPFM

GirlForce: Skills, education and training for girls now - UNICEF (UNICEF DATA, 2018)
A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.
KerkoCite.ItemAlsoKnownAs: 2339240:SKDPTTBR 2405685:4MV2C9LG

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

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

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

Gilgit-Baltistan Education Strategy 2015–2030 - Education Department of Gilgit-Baltistan (2014)
This strategy document was developed by the Education Department Gilgit-Baltistan (GB) with the financial assistance of EU and the Australian Government through a consultative process involving all key actors and stakeholders in Education. AKF(Pak), AKU-IED PDCN and AKESP provided technical assistance in developing and reviewing the strategy.
KerkoCite.ItemAlsoKnownAs: 2339240:56LMTNA4 2405685:LJTYIHSA

Gilgit-Balitstan Education Strategy 2015-2030 - Education Department Gilgit-Baltistan (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YCSMH4HH 2405685:US3T2YSD

Giga Initiative Aims to Connect the World's Schools to the Internet - Ferguson, Sarah (UNICEF USA, 2020)
As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity & choice.
KerkoCite.ItemAlsoKnownAs: 2339240:JW6H78JU 2405685:X27S3DE9

Giga - DSTI - Directorate of Science, Technology & Innovation (Directorate of Science, Technology & Innovation, Government of Sierra Leone)
KerkoCite.ItemAlsoKnownAs: 2339240:IBXHTDBQ 2405685:4LSDQY49

Giga: Connecting Every School to the Internet - UNICEF Office of Innovation
Connecting Every School to the Internet
KerkoCite.ItemAlsoKnownAs: 2339240:A7IWTWUU 2405685:96BU3PUK

GIGA - UNICEF (2020)
Connecting Every School to the Internet
KerkoCite.ItemAlsoKnownAs: 2339240:IPUR3NJK 2405685:D3FZ8VLM

Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. - Al-Shabatat, Ahmad Mohammad (Turkish Online Journal of Educational Technology-TOJET, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IGGUQN6G 2405685:DUTZULW4
Keywords: ⛔ No DOI found

Ghost schools can be traced through RTMS in Balochistan - Quetta Voice (Quetta Voice Breaking News, English News, Technology, Health, 2020)
The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established
Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH

ghana_ict_in_education_policy_august_2015.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:M6YNRGUH

Ghana to get a Digital Strategy Policy soon - GhanaWeb (2018)
Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.
Library Catalog: www.ghanaweb.com EdTechHub.ItemAlsoKnownAs: 2405685:BWVWMR4V

Ghana Secondary Education Improvement Project - World Bank
Ghana Secondary Education Improvement Project
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:FYXT3TL4

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
ZenodoArchiveID: 4706036 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706036 2339240:CB8D4LUQ 2339240:METE88UD 2339240:MK55NVDC 2339240:Z3EF9Q75 2405685:3XIBJD8G 2405685:3Y33YNL3 2405685:8JZVGC6W 2405685:HBXKVKMA 2405685:QJ783WH5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Ghana’s Education Reforms in Spotlight - Ministry of Education Ghana (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:E93CMPA3 2405685:Q9MZE3PD

Ghana Reads (Open Learning Exchange Ghana, 2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:6EWCFC47

Ghana Reads - Center for Education Innovations
Seeking to improve literacy among elementary level children from low-income families, the Ghana Reads program provides teacher "coaches" that help teachers d...
KerkoCite.ItemAlsoKnownAs: 2405685:9ERANPRT

Ghana Reads - Open Learning Exchange
Library Catalog: ghanareads.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:592FRRT9

Ghana Reads - Open Learning Exchange Ghana (2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:KKFABZMZ

Ghana Multiple Indicator Cluster Survery 2017/2018 - Ghana Statistical Survey & UNICEF (2018)
The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.
KerkoCite.ItemAlsoKnownAs: 2339240:SGN2Z4NH 2339240:TA8SP5N7 2405685:65AVJUKD 2405685:65LG7X5H 2405685:JV6UZAGF

Ghana mulls over mobile phone ban in schools - Kaldezi, I (2016)
Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies.
Library Catalog: www.dw.com EdTechHub.ItemAlsoKnownAs: 2405685:X46N87KS

Ghana Mulitple Indicator Cluster Survey 2017/2018 (The Government of Ghana, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:H645IUG5

Ghana: Mobile Phone and Digital Devices in the Classroom - Learning Tool or Distraction - Darkwa, O.K. (2020)
Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.
Library Catalog: allafrica.com Section: News KerkoCite.ItemAlsoKnownAs: 2405685:YJSNC4HL

Ghana Living Standards Survey: Round 6 (GLSS6) - Ghana Statistical Service (2014)
EdTechHub.ItemAlsoKnownAs: 2405685:YI5IIQT5

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

Ghana Library Authority
KerkoCite.ItemAlsoKnownAs: 2405685:RFA3ZLY8

Ghana Learning TV May Timetable from KG to SHS - Ghana Education Service (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B

Ghana Investment Fund for Electronic Communications (2019)
Library Catalog: gifec.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:3CSLWUJY

Ghana (GHA) - Demographics, Health & Infant Mortality - UNICEF (UNICEF DATA, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WD54HQ5J 2405685:CHPXFS6Y

Ghana Education Service
Library Catalog: ges.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:WF7N9EHM

Ghana education sector analysis. 2018 | Documents | Global Partnership for Education - GPE (2018)
Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.
KerkoCite.ItemAlsoKnownAs: 2339240:RDJIZ8QW 2405685:QS9P7AFP 4656463:DS6H59W5

Ghana Education Act, 2008 - Parliament of the Republic of Ghana (2008)
EdTechHub.ItemAlsoKnownAs: 2405685:F32Y6KU7

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CNN3BQT 2405685:PTCCZDKR

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

Ghana Country Brief - International Institute of Capacity Building in Africa, UNESCO (2024)
This brief provides data and references to the literature on issues that matter for education in Ghana. It is part of a series that provides a brief introduction to the state of education systems in Africa. The work was prepared for country pages on IICBA’s website and a digital repository of resources at the country, sub-regional, and continental level. The brief series also informs work conducted in the context of (i) the European Union’s Africa Regional Teachers’ Initiative and (ii) the KIX (Knowledge and Innovation eXchange) Africa 19 Hub for anglophone countries that promotes the use of evidence for policy making and benefits from funding from the Global Partnership for Education and Canada’s International Development Research Center. This brief and its associated webpage are meant to be updated as new information becomes available, at least on a yearly basis.
KerkoCite.ItemAlsoKnownAs: 2339240:VJ7KX5IJ 2405685:Y6GFHR56

Ghana | COL - Commonwealth of Learning
KerkoCite.ItemAlsoKnownAs: 2339240:72YA3UTY 2405685:DSUQLJWV

Ghana Beyond Aid Charter and Strategy Document (Draft) - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:DDRYSZAJ 2405685:H6JD3GSF

Ghana Accountability for Learning Outcomes Project - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:Q2FQ6VGM
Keywords: ___working_potential_duplicate

Ghana Accountability for Learning Outcomes Project - World Bank
Ghana Accountability for Learning Outcomes Project
Library Catalog: projects.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:PF443G7F
Keywords: ___working_potential_duplicate

Ghana Accountability for Learning Outcomes Project. - World Bank (World Bank)
KerkoCite.ItemAlsoKnownAs: 2339240:ZDFZVSTR 2405685:ATQEF7RH

Ghana Accountability for Learning Outcomes Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXTPKKNF 2405685:RYNVN7QJ

Ghana Accountability for Learning Outcomes Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:J9CPJX3K 2405685:7BK25D4P

Ghana Accountability for Learning Outcomes Project - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:YCB68JNL 2405685:XUEVLBIQ

Ghana 2018 National Education Assessment: Report of Findings - Ministry of Education; Ghana Education Service; National Education Assessment Unit (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:HLFI9G4G 2405685:8LBQNRJV

Ghana - Demographic Dividend (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:32AEHJ8S

Getting to Best Education Sector Plan 2017-2021 - Ministry of Education (Liberia) (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:HSLF8S2Z

Getting the most out of your SMS Survey: Experimental Results - Busara (Busara Center for Behavioral Economics, 2022)
Summary and Goal of the Study: Together with mSurvey we ran a study with ~9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]
KerkoCite.ItemAlsoKnownAs: 2339240:LQJAALAW 2405685:99KW6CCB

"Getting real about politics: From thinking politically to working differently" - Menocal, Alina Rocha (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:64B3B9NH 2405685:UHF7RW2F

Getting real about politics - Menocal, Alina Rocha (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:G85S7MQH 2405685:UVY8DIPN

Getting off the “Gold Standard”: Randomized controlled trials and education research - Sullivan, Gail M (Journal of Graduate Medical Education, 2011)
KerkoCite.ItemAlsoKnownAs: 10.4300/JGME-D-11-00147.1 2339240:QSGWTB3B 2405685:ATRPH2NB

Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations - Tondeur, J.; Kershaw, L.; Vanderlinde, R.; van Braak, J. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.16 2405685:Z7PYZBH7

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GMMKRGS8 2405685:79GPUNG4

Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil - Evans, David K.; Loureiro, Andre (2020)
Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:5LIIM8SG 2405685:JJ2EQYR6 4656463:L9C7VA6G

Getting back to normal after Ebola strikes - Daems, Typhaine; Willemot, Yves (UNICEF, 2018)
Beating Ebola starts in the classroom. It doesn't end there
KerkoCite.ItemAlsoKnownAs: 2339240:3I6BWQ34 2405685:T24CRW2F

Getting ahead of climate hazards: Education cannot wait and strategic partners accelerate anticipatory action - Education Cannot Wait (2024)
As world leaders gather for the United Nations General Assembly and Summit of the Future, Education Cannot Wait (ECW) announced two ground-breaking anticipatory action pilots in Pakistan and Somalia.
KerkoCite.ItemAlsoKnownAs: 2405685:IH22KLHS

Georgia, CK-12 and UNICEF Collaboration | - CK-12 Foundation
KerkoCite.ItemAlsoKnownAs: 2405685:KGSCWKI3

Geography and rural household income: A village level study in Henan Province, China - Li, Xiaojian; Fan, Xinsheng (Chinese Geographical Science, 2010)
This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI.
shortDOI: 10/dndbzt KerkoCite.ItemAlsoKnownAs: 10.1007/s11769-010-0001-8 10/dndbzt 2339240:8FLCU9Z3 2405685:IURAQUEZ

GeoGebra | Free Math Apps - used by over 100 Million Students & Teachers Worldwide - GeoGebra (GeoGebra)
Get our free online math tools for graphing, geometry, 3D, and more!
KerkoCite.ItemAlsoKnownAs: 2405685:ZBF3WBEE

Genetics problem solving in high school testing in Kenya: Effects of metacognitive prompting during testing - Aurah, Catherine M; Cassady, Jerrell Craig; McConnell, Tom John (Electronic Journal for Research in Science and Mathematics Education, 2014)
This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p < 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:G5AWLGH3 2405685:6QCF8TS7
Keywords: ⛔ No DOI found

Genetic Identity in Mauritius - Maurer, Sylvie (Antrocom, 2010)
Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309).
KerkoCite.ItemAlsoKnownAs: 2405685:W2Z2VWS5 4042040:4Z9R583J
Keywords: ⛔ No DOI found

Generative AI in Education: Educator and expert views - Open Innovation Team; Department for Education (Government of the United Kingdom, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:B5YUVEDT

Generative AI Can Harm Learning - Bastani, Hamsa; Bastani, Osbert; Sungu, Alp; Ge, Haosen; Kabakcı, Özge; Mariman, Rei (Social Science Research Network, 2024)
Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. * HB, OB, and AS contributed equally
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4895486 2339240:KFKIM6JA 2405685:DK3GMRT9
Keywords: Education; Generative AI; Human Capital Development; Human-AI Collaboration; Large Language Models

Generation Unlimited: Investing for and with Young People - Sarkar, Urmila (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6R8V7X9Q 2405685:YB8WZC3W

generate.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:IUIHT2DZ

General systems theory—the skeleton of science - Boulding, Kenneth E. (Management science, 1956)
Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/mnsc.2.3.197 2339240:6KX4XJB6 2405685:HTRMKGQH

General Systems Theory as a New Discipline - Ashby, W. R. (Plenum Press, New York, 1958)
KerkoCite.ItemAlsoKnownAs: 2339240:PEB9EFMQ 2405685:BXRSAE54

General system theory: Toward a conceptual framework for science and technology education for all - Chen, David; Stroup, Walter (Journal of Science Education and Technology, 1993)
In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF00694427 2339240:4BEFNASC 2339240:VY7F8NSQ 2339240:W4AIVZY3 2405685:324558I2 2405685:LUXFXWLU

General System Theory: Foundations, Development, Applications - Bertalanffy, Ludwig von (eweb:1908, 1969)
Accepted: 2016-01-06T21:15:27Z KerkoCite.ItemAlsoKnownAs: 10.1109/TSMC.1974.4309376 2339240:35XFVEV6 2405685:5VZDY895

General System Theory and the Ecosystem Concept (The Bulletin of the Ecological Society of America, 1997)
_eprint: https://esajournals.onlinelibrary.wiley.com/doi/pdf/10.2307/20168127 KerkoCite.ItemAlsoKnownAs: 10.2307/20168127 2339240:SZBL4WR7 2405685:I44GR2JU
Keywords: ⚠️ Invalid DOI

General Population Census of the Kingdom of Cambodia 2019 - Royal Government of Cambodia (National Institute of Statistics, Ministry of Planning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SX77YMC9

General equilibrium effects of (improving) public employment programs: experimental evidence from India - Muralidharan, Karthik; Niehaus, Paul; Sukhtankar, Sandip (National Bureau of Economic Research, 2017)
Public employment programs may aﬀect poverty both directly through the income they provide and indirectly through general-equilibrium eﬀects. We estimate both eﬀects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneﬁciary households’ earnings by 14%, and reduced poverty by 26%. Importantly, 86%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reﬂect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can eﬀectively reduce poverty in developing countries, and may also improve economic eﬃciency.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w23838 2339240:BNCZ6C53 2405685:ITLTCPKW

General Education Sector Strategic Plan 2018/19 - 2022/23 - Federal Ministry of Education (Government of the Republic of Sudan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3HQC3SI7 2405685:GYTUPSBC

General Data Protection Regulation (GDPR) – Official Legal Text - GDPR (General Data Protection Regulation (GDPR), 2016)
General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.
KerkoCite.ItemAlsoKnownAs: 2339240:MGFPLUMM 2405685:FXJKHWRK

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV

Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations - Akmal, Maryam (2020)
COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.
KerkoCite.ItemAlsoKnownAs: 2339240:KI8D3WZN 2405685:KHMCGX6G 2405685:VMCU7KCE
Keywords: ⛔ No DOI found

Gendered Impacts of COVID-19 on Higher Education in Cambodia: Perspectives of Female Lecturers and Students - Tann, Boravin; Tuy, Sophorn (Gender and Human Rights in The Context of Covid-19 Pandemic: Findings from Four Countries, 2021)
0 citations (Crossref) [2024-04-29] Institution: Koninklijke Brill NV KerkoCite.ItemAlsoKnownAs: 10.1163/1570-6664_iyb_SIM_org_39387 2339240:LFJH6AUM 2405685:VAJLGNBN
Keywords: ⛔ No INSPIRE recid found

Gender-Transformative Programming in UNICEF Selected Case Studies - Marcus, Rachel; Samuels, Fiona; Belachew, H; Jalal, S (2021)
Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre
KerkoCite.ItemAlsoKnownAs: 2339240:22VUKTDE 2405685:TNP9V4TF

GENDER TRANSFORMATIVE EDUCATION - PLAN International; UNICEF; Transform Education; UNGEI (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IUJFLDHR 2405685:V9KDIPXS

Gender Stereotypes in Education: Policies and Practices to Address Gender Stereotyping Across OECD Education Systems - Brussino, Ottavia; McBrien, Jody (OECD, 2022)
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their gender identities. As such, not only is intervening in pre-primary education necessary, but also measures at the primary and secondary levels are key to eradicate gender stereotypes and promote gender equality. Based on the analytical framework developed by the OECD Strength through Diversity project, this paper provides an overview of gender stereotyping in education, with some illustrations of policies and practices in place across OECD countries, with a focus on curriculum arrangements, capacity-building strategies and school-level interventions in primary and secondary education.
KerkoCite.ItemAlsoKnownAs: 10.1787/a46ae056-en 2339240:9BNWJ32A 2405685:PB6ZH72M
Keywords: ⛔ No INSPIRE recid found

Gender statistics in Vietnam 2021 - General Statistics Office (Government of the Socialist Republic of Vietnam, 2022)
Gender statistics that help policymakers identify the differences and inequalities between women and men, their priorities and needs; thereby contributing to the development and criticism of policies and programs aimed at ensuring maximum benefits for both women and men, promoting, operating, developing, implementing and
KerkoCite.ItemAlsoKnownAs: 2339240:JM6SCM6B 2405685:WEGRR6TX

Gender Statistics in Vietnam 2016 - General Statistics Office (Government of the Socialist Republic of Vietnam, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:IUFSHMUF 2405685:EW3ZNKLD

Gender responsive pedagogy: A toolkit for teachers and schools. 2nd ed. - FAWE (Forum for African Women Educationalists (FAWE)., 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H5QIUE3J 2405685:WMBZ8VMB

Gender-responsive education in emergency in Nigeria: Safeguarding Girls' Presents and Futures - Ossai, , Edem D (Brookings Institution, 2021)
This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:5S7KQM66 2405685:ZMSKJPQP

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A9LXC4RW 2405685:EU6MP9JM

Gender, power and progress: How norms change - ALiGN (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ

Gender, power and progress: How norms change - Harper, Caroline; Marcus, Rachel; George, Rachel; D'Angelo, Sophia; Samman, Emma (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:YDVGSX2F 2405685:B4R3KPXD

GENDER, POWER AND PROGRESS - Harper, Caroline; Marcus, Rachel; George, Rachel; D’Angelo, Sophia; Samman, Emma
KerkoCite.ItemAlsoKnownAs: 2339240:TB3NNT9G 2405685:Q7K8QQDS
Keywords: ⛔ No DOI found

Gender & mobile internet. Understanding the darker side of ICTs: Gender, harassment and mobile technologies in Pakistan - Unwin, T.; Hassan, Bushra; Gardezi, A. (Information Technologies and International Development, 2017)
Much research and practice on gender and digital technologies focuses on the potential of ICTs to empower women positively. However, ICTs also have negative impacts on women. and this paper explores these negative implications in the context of mobile device use in Pakistan. Whilst digital harassment is commonplace globally, Pakistan is interesting because of its strong normative values and the complexity of the intersection there between patriarchy, religion and culture. We examine the influence of gender, age, occupation, religion, ethnicity and place on perceptions and experiences of sexual harassment, and conclude that traditional stereotypes may be misleading. Appropriate government policies and awareness raising are essential for these negative aspects to be overcome, thereby enabling women to be empowered rather than further disadvantaged by ICTs.
KerkoCite.ItemAlsoKnownAs: 2339240:8GG7LRQ5 2405685:245G6J8W

Gender Mainstreaming Toolkit for Teachers and Teacher Educators - Frei, Sibyl; Leowinata, Sevilla (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:E9EBYQBX 2405685:5N9EL5L8

Gender Mainstreaming Strategic Plan in Education 2021–2025 - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RHU8LCF2 2405685:BD9GLI2E

Gender Inequality Index (GII): Human Development Reports - Human Development Report (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5RBLVQAF 2405685:SADRRVDB

Gender inequality in mobility and mode choice in Pakistan - Adeel, Muhammad; Yeh, Anthony G. O.; Zhang, Feng (Transportation, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11116-016-9712-8 2339240:BEQVCQRK 2405685:42XC6QTP

Gender inclusiveness in educational technology and learning experiences of girls and boys - Heemskerk, Irma; ten Dam, Geert; Volman, Monique; Admiraal, Wilfried (Journal of Research on Technology in Education, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2009.10782531 2339240:5WAQ9NGS 2405685:T4NTK59H

Gender-inclusive HCI research and design: A conceptual review - Stumpf, Simone; Peters, Anicia; Bardzell, Shaowen; Burnett, Margaret; Busse, Daniela; Cauchard, Jessica; Churchill, Elizabeth (Foundations and Trends® in Human–Computer Interaction, 2020)
Gender-Inclusive HCI Research and Design: A Conceptual Review
Publisher: Now Publishers, Inc. KerkoCite.ItemAlsoKnownAs: 10.1561/1100000056 2339240:2TSP92PG 2405685:QH4WY97J

Gender in Teaching - a Key Dimension of Inclusion - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PGGAIM6B 2405685:767KLGTZ
Keywords: ⛔ No INSPIRE recid found

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7

Gender equity in the use of educational technology - Abbott, G.; Benvenue, L.; Damain, S.; Kramarae, C.; Jepkemboi, G.; Strawn, C. (Handbook for achieving gender equity through education, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:RMTJVAFV

Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.
KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU

Gender Equity and Fee-Free Basic Education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (2019)
Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:VSAIL8UH 2405685:QLV2EITH
Keywords: ⛔ No DOI found

Gender equality | UNICEF Lao People's Democratic Republic - UNICEF
Harnessing girls' power, energy, and creativity for a better future for all
KerkoCite.ItemAlsoKnownAs: 2339240:U26VG6RA 2405685:QY3WLUTM
Keywords: ⛔ No INSPIRE recid found

Gender Equality in and through Education A Research Synthesis - International Development Research Centre (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:QZG6IBHI 2405685:RYQS5C4C

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

Gender Equality and Development - World Bank (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:MRXABNXI 2405685:IBS4J2KN

Gender disparities in the use of internet among graduate students of a developing society: A case of Pakistani universities - Ahmad, Shehzad; Rafiq, Muhammad; Ahmad, Sajjad (Global Knowledge, Memory and Communication, 2018)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 2339240:JGWH838S 2405685:4QH4D7I6

Gender differences in parental investment in education - Alderman, Harold; King, Elizabeth M. (Structural Change and Economic Dynamics, 1998)
The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0954-349X(98)00040-X 2339240:UQTDSPZ5 2405685:SRZ5XD8W
Keywords: Gender disparities; Schooling investments

Gender differences in mobile phone usage for language learning, attitude and performance - Hilao, Marites Piguing; Wichadee, Saovapa (Turkish Online Journal of Distance Education, 2017)
14 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.306558 2339240:J5W3FMQ6 2405685:IMRF7YEZ
Keywords: ⛔ No INSPIRE recid found

Gender differences in computer and information literacy: An in-depth analysis of data from ICILS - Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie (Springer Nature, 2019)
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
Accepted: 2020-03-18 13:36:15 Journal Abbreviation: An In-depth Analysis of Data from ICILS KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-26203-7 2339240:WGHTZ8T5 2405685:7BDLRHWK

Gender differences and academic achievement: A comparative study among online and distance learners in the Philippines - Secreto, Percia (2015)
This study describes the academic achievements of male and female online and distance learners who have completed their degrees at the University of the Philippines Open University. It uses the cumulative grade point average (CGPA) and average completion time to measure the learners' academic achievement. This study aims to provide considerable evidence to determine if there is a significant gender difference in the learners' academic achievement. The data were retrieved from the Office of the University Registrar's database. The data extracted included all graduates from 1995-2015, their gender, CGPA, and average completion time by program type, program level, and faculty of studies. Results show that most are female (68.42 %) compared to males (31.58%). The two groups also have a marginal difference in CGPA and average completion time. The male has a slightly higher CGPA and a shorter average completion time than its female counterpart. The results of the study were illustrated in tables and graphs. For further study, inferential statistics is recommended to validate the significance of the gender disparity in the learners' academic performance.
KerkoCite.ItemAlsoKnownAs: 2339240:PN3TZQHD 2405685:PET37YBC
Keywords: ⛔ No INSPIRE recid found

Gender bias is rife in textbooks - Benavot, A; Jere, C (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KE99ZXSB 2405685:XIDCIV8X

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947
Keywords: Equity of Access; ⛔ No DOI found

Gender bias in attitude towards girls in the use of computers in selected schools in Central Africa - Yeba, Judith Sama Mouokuio Meno (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GQ2UGHN6 2339240:NXAL99F2 2339240:UFYFPPAS 2405685:9IAHMGKZ 2405685:9L84HEQM 2405685:LKZAJSGZ
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Gender and wealth disparities in schooling: evidence from 44 countries - Filmer, Deon (International Journal of Educational Research, 2005)
This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied–and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes.
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2006.06.012 2339240:P4L824HN 2405685:N7TD7EH3
Keywords: Comparative Analysis; Educational Attainment; Enrollment; Evidence; Females; Fiscal Capacity; Foreign Countries; Gender Differences; Outcomes of Education

Gender and the digital divide across urban slums of New Delhi, India: cross-sectional study - Joshi, Ashish; Malhotra, Bhavya; Amadi, Chioma; Loomba, Menka; Misra, Archa; Sharma, Shruti; Arora, Arushi; Amatya, Jaya (Journal of Medical Internet Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.2196/14714 2339240:A7GB5YPH 2405685:NVSJDCC9

Gender and disability-related influences on teachers’ access to technology-mediated professional learning in Tanzania - Hennessy, Sara; Chachage, Kristeen; Swai, Calvin; Koomar, Saalim; Singal, Nidhi; Massam, Winston; Paskali, Jonathan H.; Adam, Taskeen (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 15591957 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1121 ZenodoArchiveConcept: 15591956
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

GEM Report summary on disabilities in education (UNESCO, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:EZR4PD6B 2405685:X2YJQT9S

Geekie: Personalized Learning for All - Wise (WISE, 2016)
About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]
KerkoCite.ItemAlsoKnownAs: 2339240:Q8X7SBD8 2405685:42T7EX4A

GEC Guidance on Coordinated Anticipatory Action in Education - Monserez, Mackenzie; Hodgkin, Marian (Global Education Cluster, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:GS6P2W8X

GEARR-ing Up for Success After School - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LNVJIPEC 2405685:A2NV3XRR

GDPR Definitions - GDPR (GDPR-Text.com | GDPR Text, Translation and Commentary, 2019)
For the purposes of this Regulation:...
KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74

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

GDP per capita (current US$) - Malawi | Data - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXZG4ANK 2405685:VUM5AGV3

GDP per capita (current US$) | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SU7RTRS5 2405685:DWIEX6VJ

GDL Radio - GDL Radio (GDL Radio)
GDL Radio This Global Digital Library(GDL) radio collection is provided by USAID. The GDL is part of the Global Book Alliance - bringing books to every child in the world by 2030 Radio materials to be used in the classroom or as a podcast on your smarthpone.
Library Catalog: gdlradio.org KerkoCite.ItemAlsoKnownAs: 2339240:EZRCT4SC 2339240:NFXXBBYX 2405685:9Y5SKUYQ 2405685:HLKCJPND 4803016:TIDKTQ6D

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK) - Gyaase, Patrick Ohemeng; Gyamfi, Samuel Adu; Kuranchie, Alfred (International Journal of Information and Communication Technology Education (IJICTE), 2019)
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires...
shortDOI: 10/ggjtn5 KerkoCite.ItemAlsoKnownAs: 10.4018/IJICTE.2019040101 10/ggjtn5 2339240:DI3QR5XW 2405685:B5VHAXKP

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains - Kane, Thomas; Staiger, Douglas (Bill and Melinda Gates Foundation, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F

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

Gateways to Public Digital Learning - United Nations (United Nations, 2023)
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:SAJHETWJ 2405685:2P8S8N6F

Gamified interventions for refugee children in primary education: A scoping study - Bizota, Katerina; Papadopoulou, Maria (2024)
By the end of 2022, UNICEF reported a staggering figure of 45 million displaced children worldwide. A significant proportion of these children encounter obstacles in accessing and attaining quality education, particularly in the context of enriching learning opportunities in a second language. Gamification of learning is a design process that can augment an existing educational context by incorporating game elements. To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments. Research papers were selected and supplemented by web searches to trace online reports and relevant projects for refugees. In total, twenty-six (26) interventions were selected for the coding process. The findings were organized in a narrative synthesis of emerging learning practices that respond to several gamified perspectives relating to the needs and characteristics of the target population. The final section of the paper outlines lessons learned to inform practitioners on how to leverage gamification for future learning initiatives in various refugee settings.
KerkoCite.ItemAlsoKnownAs: 2339240:JWDDVPNT 2405685:ZIRWHW74

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities - Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna-Mari (British Journal of Educational Technology, 2018)
The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.
shortDOI: 10/gd2h8p KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12639 10/gd2h8p 2339240:FUFE3LCB 2405685:RTFGP4FK
Keywords: Reviewed

Gallup Data Analytics series on Pakistan Social and Living Standards Measurement data - Gallup Pakistan (2025)
Gallup Pakistan, the Pakistani affiliate of Gallup International, is a leading survey research and consultancy firm in Pakistan. Gallup Pakistan is a specialist in independent third-party evaluation and ratings. The company is widely attributed to be the founder of science of polling in Pakistan and brings over 40 years of experience in conducting and analyzing opinion polling in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:Q7W6J9KP 2405685:V52YRQDT

GAGE Rigorous Review Girls' clubs, life skills programmes and girls' well-being outcomes - Marcus, Rachel; Gupta-Archer, Nandini; D'Arcy, Madeleine; Page, Ella (GAGE Gender & Adolescence: Global Evidence, 2017)
This rigorous review synthesises studies on the empowerment impacts of girls’ clubs and life skills programmes with a gender equality focus. Girls’ clubs, or youth development clubs, have become an increasingly common component of school-based and community-based programmes that aim to improve capability outcomes and broader wellbeing of girls in developing countries. While some in the development community are enthusiastic about the potential of such clubs to empower girls, others raise questions about their impact, reach, sustainability and cost-effectiveness. The review, the first of its kind to synthesise existing evaluations of girls’ clubs, finds substantial evidence of the positive impact of these programmes, particularly around changes in discriminatory gender norms and practices. It also highlights remaining programming and knowledge gaps.
KerkoCite.ItemAlsoKnownAs: 2405685:Y439CETJ 2534379:8U5CNGV6

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

Fuzzy systems theory and its applications - Sugeno, Michio; Asai, K.; Terano, T. (Tokyo Institute of Technology, 1992)
KerkoCite.ItemAlsoKnownAs: 2339240:SJSMTR7B 2405685:A6YM4UGX
Keywords: ⛔ No DOI found

Fuzzy Boundaries Between Post-Disaster Phases: The Case of L’Aquila, Italy - Contreras, Diana (International Journal of Disaster Risk Science, 2016)
A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13753-016-0095-4 2339240:T6CY76IU 2405685:KA8GKPV7
Keywords: Disaster recovery; Earthquakes; Geographical information system (GIS); L’Aquila; Post-disaster phases; Spatial indicators

Futures of Education in Bangladesh: Envisioning 2041 - a2i (Government of People's Republic of Bangladesh, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WBR2EN8Q 2405685:HTABJ4F4

Future Tools - Find The Exact AI Tool For Your Needs
FutureTools Collects & Organizes All The Best AI Tools So YOU Too Can Become Superhuman!
KerkoCite.ItemAlsoKnownAs: 2405685:FD2Z9FWA 2486141:V6UFFGNR

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

FunDza launches on WhatsApp to bring reading into the lives of young South Africans - turn.io (turn, 2019)
FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers.
Library Catalog: www.turn.io EdTechHub.ItemAlsoKnownAs: 2405685:P48BZAHG

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

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

Funda Wande - YouTube - Funda Wande (2019)
Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org
KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG

Full article: Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review
KerkoCite.ItemAlsoKnownAs: 2405685:WMIY3893

Full article: A Digital Journey to Social Change - Fahed, Andrea
KerkoCite.ItemAlsoKnownAs: 2339240:WVD8CRXL 2405685:ZYTVGAUJ

FTTX to be distributed by three companies: Ogero head (The Daily Star Lebanon, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WH3PAJH6 2405685:9ZFKDXMZ

FTTx Deployment - OGERO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN

Frontier AI LLMs, assistants, agents, services - Mistral AI
The most powerful AI platform for enterprises. Customize, fine-tune, and deploy AI assistants, autonomous agents, and multimodal AI with open models.
KerkoCite.ItemAlsoKnownAs: 2405685:CPQR8A48

From Theory to Practice: Open Government Data, Accountability, and Service Delivery - Jelenic, Michael Christopher (2019)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8873 2339240:LXXRK6IW 2405685:QEFZPG9K

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

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

From research & design milieu to a Living Lab: Ukombozi School in Tanzania - Apiola, Mikko-Ville; Lähde, Kristiina; Tedre, Matti; Pakarinen, Saila (IST-Africa 2012 Conference Proceedings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:C8768J3K 2405685:MZ2LT6S6
Keywords: ⛔ No DOI found

From redistribution to recognition to representation: social justice and the changing politics of education - Power, Sally (Globalisation, Societies and Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/14767724.2012.735154 2339240:HPL47QPI 2405685:5AUSY5FM

From proof of concept to scalable policies: Challenges and solutions, with an application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF

From Principle to Practice: Implementing the Principles for Digital Development - Waugaman, Adele (Principles for Digital Development Working Group, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ECV83AVD 2405685:AK5LBR9B

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching - Feiman-Nemser, Sharon (Teachers College Record: The Voice of Scholarship in Education, 2001)
This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

From OLPC XO to Positivo: Rwanda Sets the Bar Higher - Sabiiti, Daniel (KT PRESS, 2019)
Rwanda is set to distribute a new model computers that will change the ways in which primary school children learn and practice information communication and technology (ICT) lessons under the one laptop per child (OLPC) program. This move comes ahead of the review of the four year-ICT in educati
Section: National KerkoCite.ItemAlsoKnownAs: 2339240:3Z6DZUAX 2405685:UUK9XLDP

From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. - Alliance for Affordable Internet (Web Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VM6UDM3C 2405685:2CZW5CKH 2405685:Q447FXM3
Keywords: ___working_potential_duplicate

From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:49S96HEH

From formative assessment to assessment FOR learning: a path to success in standards-based schools - Stiggins, Rick (The Phi Delta Kappan, 2005)
Publisher: [Phi Delta Kappa International, Sage Publications, Inc.] KerkoCite.ItemAlsoKnownAs: 2339240:72EF4Q36 2405685:IK2V8YQJ
Keywords: ⚠️ Invalid DOI

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

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

From EdTech to PedTech: Changing the way we think about digital technology - Aubrey-Smith, Fiona; Twining, Peter (Routledge, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DAAZJ8QK 2405685:V3HSUXD8

From Ebola to coronavirus: education must not be forgotten in a health crisis - Watt, Ewan (Theirworld, 2020)
The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:4RNLCX5K 2405685:FH22UFSX

From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation - Rammutloa, Modiehi Winnie (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:CF4G2BHS
Keywords: ⛔ No DOI found

From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories - Bozkurt, Aras; Bozkurt, Aras (Handbook of Research on Learning in the Age of Transhumanism, 2019)
As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.
ISBN: 9781522584315 Publisher: IGI Global shortDOI: 10/ghgn5b KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-8431-5.ch016 10/ghgn5b 2405685:HUJRQ23F

From design experiments to formative interventions - Engeström, Yrjö (Theory & Psychology, 2011)
So-called ?design experiments? have been presented as a radical alternative to traditional experimental designs in behavioral sciences. A closer scrutiny of design experiments shows that they share the basic linear methodology of traditional randomized controlled trials, and thus ignore resistance and agency of learners as a source of surprise and novelty. Formative interventions based on Vygotsky?s principle of double stimulation offer an alternative that builds on and purposefully fosters learners? agency. Formative interventions may be characterized with the help of an argumentative grammar which proposes (a) the collective activity system as a unit of analysis, (b) contradictions as a source of change and development, (c) agency as a crucial layer of causality, and (d) transformation of practice as a form of expansive concept formation. These four epistemic tenets are concretized with the help of analysis of data from a Change Laboratory formative experiment conducted in a Finnish hospital. The analysis shows that double stimulation is a multi-layered and longitudinal process in which both the initial problem situation (first stimulus) and the mediating conceptual tool (second stimulus) are reformulated and enriched in successive steps. Such a process of double stimulation generates a thirdness, a new concept for the activity under transformation.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0959354311419252 2339240:KAQBZKPN 2405685:ZH34YXTN

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:B8IZDFQY 2405685:WF23ZI96

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ
Keywords: ⛔ No DOI found