Mongolia leads in organizing TV classes for children - Munkhzul, A (Montsame (Mongolia), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD

Mongolia Poverty Update 2018 - World Bank (National Statistics Office of Mongolia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG

Mongolia: Systematic Country Diagnostic - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7593881 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593881 ZenodoArchiveConcept: 7593880
Keywords: _r:AddedByZotZen

Monitoring and evaluation of ICT in education projects. A handbook for developing countries - Wagner, Daniel A.; Day, Bob; James, Tina; Kozma, Robert B.; Miller, Jonathan; Unwin, Tim (Washington DC: infoDev. Retrieved July, 2005)
Keywords: ⛔ No DOI found

Monitoring and evaluation of ICT in education projects: A handbook for developing countries - Wagner, Daniel A.; Day, Bob; James, Tina; Kozma, Robert B.; Miller, Jonathan; Unwin, Tim (the International Conference on Educational Technology, 2005)
an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ
KerkoCite.ItemAlsoKnownAs: 2339240:7QZI26SM 2339240:M7LUSBY2 2339240:T2GA7JBZ 2405685:3L5SB7BB 2405685:7H8YJAHN 2405685:DL93TR89
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Monitoring and evaluation of the e-readers project in rural Tanzania - Machuve, D. Z.; Zlotnikova, I.; Nyambo, D. (Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014), 2014)
This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2014.7055138 2339240:DPBJTXNM 2405685:HU86I3P7
Keywords: E-readers; Educational institutions; ICT; ICT in Education project; InfoDev Monitoring and Evaluation framework; Monitoring; Tanzania; academic performance; computer aided instruction; cost-sharing; digital e-books; e-readers project; electronic publishing; mobile computing; mobile electronic device; pupil engagement; pupil motivation; reading skills improvement; rural Tanzania; rural primary schools; teachers

Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru - Abadzi, Helen; Crouch, Luis; Echegaray, Marcela; Pasco, Consuelo; Sampe, Jessyca (PROSPECTS, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-1817-3 2339240:QDJBCG9B 2405685:KCL8RYGR

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (EdTech Hub, 2020)
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW

Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out - UNICEF; UNESCO Institute for Statistics (UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K

Monitoring & Evaluation Approach — Educate! | Preparing youth in Africa with the skills to succeed in today’s economy. - Educate!
KerkoCite.ItemAlsoKnownAs: 2339240:PX4NZUXT 2405685:D9YY24B9

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW
Keywords: F: Helpdesk response; _r:AddedByZotZen

Monitoring Learning Continuity During School Closures - UNICEF (UNICEF Regional Office for South Asia (ROSA), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV

Monitoring of continuité pédagogique (Radio Mali) in SIRA project zones
KerkoCite.ItemAlsoKnownAs: 2339240:YDFTF2DZ 2405685:CGC3B788

Monitoring Radio Programming in times of COVID-19: Preliminary findings from parent interviews and discussions - Thomas, Harris; Lebah, Bingo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693

Monitoring works: Getting teachers to come to school - Duflo, Esther; Hanna, Rema (National Bureau of Economic Research, 2005)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w11880 2339240:AQRALELS 2405685:2C6VSE3T

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 2339240:5AVZ6N24 2405685:B6HCB8RM 2405685:CPXFIVAY 2405685:NV7NW6T5 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
shortDOI: 10/gdzzn3 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 10/gdzzn3 2129771:49G4433U 2405685:TEX35CCG
Keywords: Access to education; C: International; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors; ___working_potential_duplicate

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2339240:8MN7IEZ9 2405685:3UKER6KZ 2405685:S4HRXBMD 2534378:KW6CG8KS 2534378:WIIQZEB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

MOOCs Feasibility Study: Demand among Teachers in Rural Ghana. - Johnston, Jamie (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:S2KSUDLJ 2405685:MYTSC7NJ
Keywords: ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9
Keywords: ⛔ No DOI found

MOOCs for Development: Trends, Challenges, and Opportunities - Castillo, Nathan; Lee, Jinsol; Zahra, Fatima; Wagner, Daniel (International Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
KerkoCite.ItemAlsoKnownAs: 2339240:8AU49IM2 2339240:WGQB94SX 2405685:5JCJIPT7 2405685:82EBLYPU 2405685:BN8SW2CU 2405685:DW9WW7W3 2405685:Z42A7H6F 2534378:HTZ6UWB7
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:MR2W67VK 2405685:USHUUTDI 2534378:VFQKYSXZ 2534378:WLCXEHHM
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:HPI63QSH 2339240:MR2W67VK 2405685:CIF2AFNW 2534378:WLCXEHHM
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for Teacher Professional Development: Reflections and Suggested Actions - Misra, Pradeep Kumar (Open Praxis, 2018)
Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.10.1.780 2339240:27J8DKI6 2405685:AYFYMSM8

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2JQYS7R 2405685:ZSDT9976

More Than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO Institute for Statistics (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY

More than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO; UIS (UNESCO, 2017)
This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.
KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q

Moroccan Students Can Freely Access TelmidTICE Remote Learning Platform - Hatim, Yahia (Morocco World News, 2020)
Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription.
KerkoCite.ItemAlsoKnownAs: 2339240:KJD9A246 2405685:K37Q9DM2

Mostly harmless econometrics: An empiricist's companion - Angrist, Joshua D.; Pischke, Jörn-Steffen (Princeton university press, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:JDPD88JL 2405685:S3Z6NLIV

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mother tongue and literature teaching in smart cities: How technology is reshaping the frontiers of education - Cardoso, Luis (European Journal of Literature, Language and Linguistics Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:NFXRJ3R9 4042040:GE4Q3AIM
Keywords: ⛔ No DOI found

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria - Okebukola, Peter Akinsola; Owolabi, Olatunde; Okebukola, Foluso Olutoyin (Journal of Research in Science Teaching, 2013)
The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21070 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21070 2405685:FM277GAH 4042040:XENETYQZ
Keywords: class dynamics; mother tongue; science teaching

Mother tongue-based bilingual education in Papua New Guinea - Malone, Susan; Paraide, Patricia (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:SEQ297XD 4042040:752ZVCFP
Keywords: ⛔ No DOI found

Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages - Prah, Kwesi Kwaa (Languages and education in Africa: A comparative and transdisciplinary analysis, 2009)
Publisher: Symposium books Oxford KerkoCite.ItemAlsoKnownAs: 2405685:VRXH527K 4042040:FRQ62ZAC
Keywords: ⛔ No DOI found

Mother-tongue education in South Africa: the weight of history - Klerk, Gerda de (2002)
Publisher: Walter de Gruyter GmbH & Co. KG Berlin, Germany KerkoCite.ItemAlsoKnownAs: 2405685:ZTHVXR99 4042040:RLJUURAA

Mother-tongue education: policy lessons for quality and inclusion - Mackenzie, Pamela J; Walker, Jo (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:9BI5RL85 4042040:DXTUIRFY

Mother Tongue Education: The West African Experience - Bamgbose, Ayo (Hodder and Stoughton Ltd, 1976)
In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. (Author/AM)
KerkoCite.ItemAlsoKnownAs: 2405685:ZZ97PBUU 4042040:G8B7QARM
Keywords: African Culture; African Languages; Bilingual Education; Educational Planning; French; Igbo; Language Planning; Language of Instruction; Mandingo; Mende; Multilingualism; Native Speakers; Portuguese; Regional Dialects; Sociolinguistics; Susu; Uncommonly Taught Languages; Wolof; Yoruba

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

Mother tongue matters: local language as a key to effective learning - Bühmann, Dörthe; Trudell, Barbara (2008)
KerkoCite.ItemAlsoKnownAs: 2405685:HFA8ZXYQ 4042040:NTU58H84

Mothers' and Fathers' Perceived Engagement in Children's Care and Schooling in Bangladesh: A Rural-Urban Comparison - Hossain, Ziarat; Atencio, David J. (Journal of Comparative Family Studies, 2017)
Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh.
Publisher: Dr. George Kurian KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs.48.4.289 2339240:KBS8X3LS 2405685:V2DDIL9P

Motivating online learning through project-based learning during the 2020 COVID-19 pandemic - Hira, Avneet; Anderson, Emma (IAFOR Journal of Education, 2021)
The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.
KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.06 2339240:KMIB34A6 2405685:BTUKQQCY

Motivating students to offer their best: evidence based effective course design - Stearns, Susan A. (College Teaching, 2013)
Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.
Publisher: Routledge _eprint: https://doi.org/10.1080/87567555.2013.809328 KerkoCite.ItemAlsoKnownAs: 10.1080/87567555.2013.809328 2339240:EF69M7DI 2405685:ZQ7IH9JT
Keywords: course design; effective teaching; higher education; process writing; student motivation

Motivation and social cognitive theory - Schunk, Dale H.; DiBenedetto, Maria K. (Contemporary Educational Psychology, 2020)
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS
Keywords: Motivation; Self-efficacy in education; Social cognitive theory

Motivation in online education - Hartnett, Maggie (Springer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ZM5MIYVY 2405685:LCAAMID8

Motivation, personality, and development within embedded social contexts: an overview of self-determination theory - Deci, Edward L.; Ryan, Richard M. (The Oxford Handbook of Human Motivation, 2012)
"Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press.
KerkoCite.ItemAlsoKnownAs: 10.1093/oxfordhb/9780195399820.013.0006 2339240:TBNV2RWW 2405685:P8QL6VW7

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
EdTechHub.Copy: 2129771:L5ZJ7VXE shortDOI: 10/ggcdkp KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:K8RVQM7G 2339240:R8SA4YDH 2339240:WW9JKI74 2405685:5ACMB7FC 2405685:FNPABIIG 2405685:K3CJ25QT 2405685:Q2EVH3HK
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Moving education into the digital age: the contribution of teachers' professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12031 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 2339240:Q58NA4JQ 2405685:AQTVKM4U 2405685:GF53869U 2405685:HQMJZWT7 2534378:DKXRGCIE 2534378:NESJ6YZV
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Moving from the margins: Mainstreaming persons with disabilities in Pakistan - Roman, Stephan; Bartel-Ellis, Fiona; Upton, Peter (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:3JIYWZTZ 2405685:7E968F8H

Moving high-stakes exams online: Five points to consider - Luna-Bazaldua, Diego; LIBERMAN, JULIA; LEVIN, VICTORIA (World Bank Blogs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (EdMedia + Innovate Learning 2020 Online, 2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F
Keywords: ⛔ No DOI found

Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugnov, Dmitry; Gera, Ravinder (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.12.002 2339240:7QKQHXG2 2405685:GWKND7GG
Keywords: Data-driven model; Deployments; Malawi; Political economy; Schools; Teachers

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2339240:MC3TURVW 2405685:6RASPKEH 2405685:72SDEPAH 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.
KerkoCite.ItemAlsoKnownAs: 2339240:AHU462BA 2339240:YXLKRLBI 2405685:34CVA9XF 2405685:GFP5DZJS 2405685:J2QYZC4N 2405685:PNQ2QI9P 2405685:Y9UA4ULS 2534378:H6UD8JMP 2534378:N7WIEWKK 2534378:RF4RFHAF
Keywords: C: India; __:import:01; __:match:final; __:matched; __:study_id:2457359; __finaldtb

Movva - Movva
KerkoCite.ItemAlsoKnownAs: 2339240:P6IVNPXG 2405685:Q44LRRIK

Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) - World Bank (World Bank Group, 2015)
Mozambique service delivery indicators brief;education
EdTechHub.ItemAlsoKnownAs: 2405685:IWFGA7SA

Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet - Dixon, Denelle (The Mozilla Blog, 2017)
Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...
KerkoCite.ItemAlsoKnownAs: 2339240:MXAAJ9EJ 2405685:U56FFASH 2405685:ZWUN8FG4
Keywords: ___working_potential_duplicate

MozPulse wave 1 Results Report - World Bank (World Bank, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q

Mtabe – Just Ask Too. - Mtabe
Library Catalog: mtabeapp.com KerkoCite.ItemAlsoKnownAs: 2339240:92SPD3NX 2405685:PL689LUU

Mtabe – Q&A SMS eLearning Platform - Mtabe
KerkoCite.ItemAlsoKnownAs: 2339240:XBRMJ9BH 2405685:DHEL6A7P

MTB MLE resource kit: Including the excluded: promoting multilingual education - UNESCO (UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85

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

Muktopaath
KerkoCite.ItemAlsoKnownAs: 2339240:FU8GGD8Z 2405685:E8VTKWNL

Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan - UNHCR; UNICEF; WFP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L

Multilevel modeling: A review of methodological issues and applications - Dedrick, Robert F.; Ferron, John M.; Hess, Melinda R.; Hogarty, Kristine Y.; Kromrey, Jeffrey D.; Lang, Thomas R.; Niles, John D.; Lee, Reginald S. (Review of Educational Research, 2009)
This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.
Publisher: [Sage Publications, Inc., American Educational Research Association] KerkoCite.ItemAlsoKnownAs: 2339240:MDFXZA8N 2405685:7GK3HEME

Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach - Caffery, Jo; Coronado, Gabriela; Hodge, Bob (Language Policy, 2016)
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10993-015-9393-8 2405685:BNX4YVWA 4042040:GWJV7DU6

Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials. - Piper, Benjamin (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WUXXIKSF 2405685:BJJQHSKH
Keywords: ⛔ No DOI found

Multilingual literacy transfer in rural South Africa: A technology-based impact study - Castillo, N.; Wagner, D.A. (International Review of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-019-09779-0 2339240:KIHKDCTG 2405685:SIG5VBIC

Multilingualism - European Parliament (Multilingualism)
The European Parliament has 24 official languages, all of them used on a daily basis. Find out how it all works.
KerkoCite.ItemAlsoKnownAs: 2405685:8HH4PY8I 4042040:K8LEKNJU

Multiple Indicator Cluster Survey Findings Report: Zimbabwe - UNICEF (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:XBYY45NG

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

MyUnisa Digi-Band - unicourses (University Courses, 2018)
The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive
Section: MyUNISA KerkoCite.ItemAlsoKnownAs: 2405685:8YQA3IFU

Namibia: ICT Policy for Education | ICT in education policy toolkit - Ministry of Basic Education, Sport and Culture; Ministry of Higher Education, Training and Employment Creation (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:F8N4EST5

Narional Information and Communications Technologies policy - The United Republic of Tanzania Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2405685:WSFBVSX6

Narrative Assessment: A new approach to evaluation of advocacy for development - Van Wessel, Margit (Evaluation, 2018)
This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.
KerkoCite.ItemAlsoKnownAs: 10.1177/1356389018796021 2405685:NP2UV9LT

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

National-COVID-19-Preparedness-and-Response-Plan_08-04-2020_Final-Version.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:A82UMVV9 2405685:ZQT46M7I

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

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken, Rachel Chuang (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.
KerkoCite.ItemAlsoKnownAs: 2339240:G82EPYXB 2405685:MKLN5KM6

National Education Act - Government of Zimbabwe (1987)
EdTechHub.ItemAlsoKnownAs: 2405685:CHUDGFMH

National Education Infrastructure Management System Report as at 12 April 2021 - Department of Basic Education, Republic of South Africa (Government of the Republic of South Africa, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ECR78M4N 2405685:E6DHFE74 4656463:EMQS6MGJ

National Education Policy - Government of the Republic of Malawi (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

National Education Policy - Malawi Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:C2TJ7SEC

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:YLXI3EW2

National Education Policy - Nigerian Educational Research and Development Council (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:AHQUPS4B

National Education Policy 2009 - Ministry of Education (Government of Pakistan, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:K3JILXD8 2405685:9ZZ2SVMJ 2405685:M94ZQF5Z

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:UTLS7RYN 2405685:6I47IM2H

National Education Policy Framework - Ministry of Federal Education and Professional Training (Pakistan) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:VYS6C5XD

National Education Policy Framework 2018 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XPQEST7J 2405685:KHX9P4CH 2405685:W97DLCK6

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education
KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ

National education sector investment plan 2020-2030 - Malawi Ministry of Education (Government of Malawi, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5

National Education Sector Strategic Plan - Ministry of Education, Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:MH6HTIBF

National Education Sector Strategic Plan v2 - Ministry of Education, Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:K364JWL8

National Framework for Continuous Professional Development for Practicing Teachers - Ministry of Education, Science and Technology (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:F5D7RDCT 2405685:GFCJSMIU 2405685:SFYUBD4B
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI

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

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

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

National ICT Policy – An ICT-Led Malawi - Republic of Malawi (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LMKCNSPM 2405685:C83SEI43

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: ⛔ No DOI found

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

National Implementation Guidelines for ICT in Education - Federal Ministry of Education (Nigeria) (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:YDFAS5EL

National Incubation Center
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2405685:PLK2HPSE

National Incubation Center (2020)
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Nigeria) (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:RSKAEETR

National Information and Communication Technology Strategy for Education and Training - Ministry of Education, Kenya (2006)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTFFZSKR

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5DFTDW 2405685:MKVR57HU 2405685:ZKWNIP7B

National Information and Communications Technologies Policy - Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:Q3S8XCT6 2405685:UR2SEGSC

National Information and Communications Technologies policy - Ministry of Communications and Transport (The United Republic of Tanzania, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:HSAWT33J 2405685:9M29LMJ5

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9JNI65I6 2405685:4UU57R9G

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9

National information and communications technology policy 2003 - Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:52R7B8DQ 2405685:CKJ2LQHW

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:6U6ILFE3 2405685:SVP7EURD

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3MTGT25S

National Information Technology Agency (2017)
Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N

National Innovation and Digital Strategy - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8HXYPXT 2405685:GWCHFY72

National learning platforms and tools - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC

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

National Numeracy Programme (NNP) – Objectives - National Numeracy Programme (NNP) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5

NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION - Kozma, Robert (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
zotzenLib.CopiedFrom: 2339240:XP4CBBBW KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 2339240:XP4CBBBW 2405685:4IF64UER
Keywords: _imported

National Policies that Connect ICT-Based Education Reform to Economic and Social Development - Kozma, Robert B. (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.
shortDOI: 10/gf54xx KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 10/gf54xx 2339240:U6EMQ8ZJ 2339240:XP4CBBBW 2405685:4IF64UER 2405685:MUCISL2Q

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:G2DMARJH

National Policy on ICT in Education - Federal Ministry of Education (Nigeria) (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:MDRRF95U

National policy on radical inclusion in schools - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:CYWMBVW8

National Policy on Teacher Management - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D

National Pre-Primary Education Policy 2017 - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:6B9E6N5V 2405685:AE5QA6PC

National Pre-primary Education Policy Standard Guidelines - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:2Z8TGS6P 2405685:C35JRU97

National survey into the reading and book reading behaviour of adult South Africans - South African Book Development Council (TNS; The DG Murray Trust, 2016)
This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector.
EdTechHub.ItemAlsoKnownAs: 2405685:4JBYQMKU

National systems of innovation: Toward a theory of innovation and interactive learning - Lundvall, Bengt-\AAke (Anthem Press, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:M8W9JU49 261495:T38AFXER
Keywords: DIAL-RDO

National Universities Commission | Open Distance & e-Learning - National Universities Commision (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U

Nature and dynamics of inequalities in Ghana - Osei-Assibey, Eric (Development, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1057/dev.2015.25 2339240:TBRJJYZ2 2405685:5PVKISEY

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JUGDD7MG 2405685:CYTW2JQW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the Shifting Sands of Online Safety - Kingsley, Al (GESS Education)
All independent online activities expose young people to risks, regardless of what device they’re on, so what’s the answer to shielding them from the dangers?
KerkoCite.ItemAlsoKnownAs: 2339240:SJJGKKRF 2405685:QUZBMN2B

Navitas Ventures releases Global EdTech Ecosystems 1.0 – Navitas Insights - Praill, Tim (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UULA5GNW 2405685:LKBLYR4T

nawiripro | Karibu - Nawiripro
KerkoCite.ItemAlsoKnownAs: 2339240:WU85FP4Y 2405685:MHQPEWKD

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQQVSWL 2405685:94SBLT7H

Nearly one-in-five teens can’t always finish their homework because of the digital divide - Anderson, Monica; Perrin, Andrew (Pew Research Center, 2018)
Some teens in America are more likely to face digital hurdles when trying to complete their homework.
KerkoCite.ItemAlsoKnownAs: 2339240:2FDBPKHB 2405685:KGJ7KCMN

Need for optical intervention in children attending a school for the blind in Eritrea - Gyawali, R; Moodley, V R (Clinical and Experimental Optometry, 2018)
Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cxo.12601 KerkoCite.ItemAlsoKnownAs: 10.1111/cxo.12601 2339240:LHWAJYVQ 2405685:QQPVFFVQ
Keywords: childhood vision impairment; low vision; low vision devices; schools for the blind

Needed: An Ecosystem for Meaningful Digital Innovation in Northern Kenya - Aslan Afrika (Aslan Afrika, 2021)
The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]
KerkoCite.ItemAlsoKnownAs: 2339240:M9U4C6IJ 2405685:4LVDHQIG

Needs-based resource allocation in education: via formula funding of schools - Ross, Kenneth N.; Levačić, Rosalind; International Institute for Educational Planning (UNESCO, International Institute for Educational Planning, 1999)
OCLC: ocm43145306 KerkoCite.ItemAlsoKnownAs: 2405685:Q8SBVQ96
Keywords: Allocation Education; Education; Education and state; Finance

Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (2022)
Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:JD93USWJ 2405685:D5LZH4FM
Keywords: COVID-19; Learning Losses; Remote Learning; Socio-emotional Skills

Negotiating problems of practice in research–practice design partnerships - Penuel, William R.; Coburn, Cynthia E.; Gallagher, Daniel J. (Teachers College Record, 2013)
This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501404 2339240:SYWMCASG 2405685:TPCFE4PT

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: <this> shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG
Keywords: C:Nepal; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Nesta: The Collective Intelligent Design Playbook - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta)
KerkoCite.ItemAlsoKnownAs: 2339240:7YMMVN2R 2405685:28UPDQ27

NETP17.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:VAFT45Z3 2405685:VZSKRELS

Network Analysis in the Social Sciences - Borgatti, Stephen; Mehra, Ajay; Brass, Daniel; Labianca, Giuseppe (Science (New York, N.Y.), 2009)
Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.
zotzenLib.CopiedFrom: 2339240:JQA9PRDZ KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165821 2339240:JQA9PRDZ 2339240:Q5CZNBGL 2339240:U9MVWGVE 2405685:CKE79F7A 2405685:I3FUN5JU 2405685:W7TMXCNH

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It - Faul, Moira V. (Global Policy, 2016)
Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs).
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1758-5899.12270 zotzenLib.CopiedFrom: 2339240:H9TX8DSA KerkoCite.ItemAlsoKnownAs: 10.1111/1758-5899.12270 2339240:H9TX8DSA 2405685:DSF3CRU9

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

New data on learning loss in Pakistan - Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (Center for Global Development, 2021)
To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.
KerkoCite.ItemAlsoKnownAs: 2339240:ANJSCDN7 2405685:4P85RKIL 2405685:WY4KS8G3

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

New drive launched to get 250,000 out-of-school children back to class in 16 counties - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6RX7TX9N 2405685:CY6AHZ2A

New Evidence on Teacher Labor Supply - Engel, Mimi; Jacob, Brian A.; Curran, F. Chris (American Educational Research Journal, 2014)
Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0002831213503031 2339240:7I5NUIYN 2405685:23KLYEAG
Keywords: distribution of teachers across schools; teacher labor markets; teacher labor supply; teacher preferences; urban schools

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

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

New Look at Habits and the Habit-Goal Interface - Wood, Wendy; Neil, David (Psychological Review, 2007)
shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2405685:XZK2S4WM

New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI

New methodology shows that 258 million children, adolescents and youth are out of school - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2

New methodology shows that 258 million Children, Adolescents and Youth are out of school - UNESCO-UIS (United Nations Educational, Scientific and Cultural Organisation, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:66DBFE2I 2339240:QKU3SVEH 2405685:2WMAM3CW 2405685:7TSLQG4X 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

New technologies in cash transfer programming and humanitarian assistance - Smith, Gabrielle; Macauslan, Ian; Butters, Saul; Tromme, Mathieu (The Cash Learning Partnership, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:FRZPF8JM 2405685:AU78TASE

New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show! Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages. With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more
Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S

NGOs as a framework for an education in and through music: is the third sector viable? - Schmidt, Patrick (International Journal of Music Education, 2014)
This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0255761413488707 2339240:BBKIJKZV 2405685:GDJETS23
Keywords: alternative models; complex critical pedagogy; non-governmental organizations; place-based education

Nigeria : A Short Update on Poverty and Shared Prosperity - Sattar, Sarosh; Kalam Azad, Abul (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XHKAC398

Nigeria | Country Profile - World Bank (2020)
The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JPXUUHZH

Nigeria Demographic and Health Survey - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:QAUYU3RE

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4

Nigeria: Education for All 2015 National Review - Federal Ministry of Education (Nigeria) (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:YTNNVWZU

Nigeria Fact Sheet - United States Embassy in Nigeria (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:65X2HYUP

Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English - Ettang, Ifiok (Voice of America, 2020)
Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5

Nigeria: Human Capital Index Summary - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5IMP2LCD

Nigeria Learning Passport - Nigeria Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4TAPVKN4 2405685:CCRKKXJS

Nigeria: Malaria Indicator Survey (MIS) - USAID (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:TEP64F2B

Nigeria | Population - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:GA3Y3TKV

Nigeria’s disappointing investment in education - The Nation (Nigeria) (2018)
For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]
KerkoCite.ItemAlsoKnownAs: 2405685:UQVFDECB

Nigeria | The World Factbook - Central Intelligence Agency (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IKLLIDHR

Nigeria Vision 20: 2020 - Federal Government of Nigeria (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:J2G2NMSN

Nigeria | World Poverty Map - World Data Lab (2020)
Explore poverty data by age, gender, and region for every country in the world until 2030
Library Catalog: www.worldpoverty.io KerkoCite.ItemAlsoKnownAs: 2405685:2625SKYU

Nigerian Communications Commission | Home - NCC (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457

Nigerian schools: Flogged for speaking my mother tongue - Cecilia Macaulay (BBC News, 2023)
Nigeria wants local languages to replace English in primary education, but some say it's not practical.
KerkoCite.ItemAlsoKnownAs: 2405685:B6YLK9BX 4042040:CFVHDDHY

Nimble RCTs - A Powerful Methodology in the Program Design Toolbox - Dean Karlan (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:XJNAYYQG XJNAYYQG

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

NITDA | e-Learning Facilities - NITDA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Source: 2129771:2YTC5G25 KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC
Keywords: NOTdocs.opendeved.net