Interview with the Center for National Distance Learning and Open School on data governance practices within the Ghana Ministry of Education. - CENDLOS (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9N63SQZZ 2339240:A3P7Y95M 2405685:AAK65MWF 2405685:KI7ZJ29W

Decolonising EdTech: Unpacking Conceptual Frameworks. Writers Workshop 1 - Adam, Taskeen; Moustafa, Nariman (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7850804 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7850804 ZenodoArchiveConcept: 7850803
Keywords: _comingsoon; _r:AddedByZotZen

Interview with the National Teaching Council on data governance practices within the Ghana Ministry of Education. - Daniel, Asai Boso (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KQX8LW2T 2405685:93DQHEKS

Interview with the Ghana Library Authority on data governance practices within the Ghana Ministry of Education. - Dennis, Mawuli Dakudzie (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LDW4WJHK 2405685:BRPTDPR4

Teaching away from school: Do school digital support influence teachers’ well-being during Covid-19 emergency? - Diaz Lema, Melisa L.; Rossi, Lidia; Soncin, Mara (Large-scale Assessments in Education, 2023)
The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to teachers and students in terms of learning outcomes and personal well-being. This study focuses on teachers’ individual and working environment well-being in ERT conditions and intends to explore which factors related to the provision of digital equipment and the implementation of digital strategies by schools explain the school effect on both typologies of well-being during the Covid-19 emergency. To do so, data collected in the Responses to Educational Disruption Survey (REDS) across three countries were used, and a two-step analysis was conducted. A first step involves the use of linear mixed effect models to assess the school effect on teachers individual and working environment well-being. In the second step Regression Trees (RT) are used to investigate which factors and policies related to digital tools explained the identified school effects. The results show that schools and countries played a role in determining teachers perceived well-being during the Covid-19 disruption, in particular the school level explains more than 7% of the work environment well-being and 8% of individual one. In the second step of the analysis results show that a high positive effect on school environment well-being is observed when the school’s activity is not influenced by policies limiting the use of online tools and when teacher’s readiness for remote teaching, like the development of technical skills and the provision of internet access and digital devices, is met. To the best of our knowledge, this is the first study that evaluates the impact of digital tactics and instruments provided by schools on teachers’ well-being on a large scale.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40536-023-00159-7 2339240:EYHNSXZ8 2405685:TCVR345K
Keywords: Covid-19; Digital Education and Educational Technology; REDS data; School digital support; School effect; Teachers’ well-being

Interview with the Ghana Education Service on data governance practices within the Ghana Ministry of Education. - Fred, Binkorang (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:6SUJY7SC 2405685:NPGMPZLS

Interview with the Statistics, Research & Information Management Directorate on data governance practices within the Ghana Ministry of Education. - Sackey, Robert (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:RGTDU93T 2405685:U8P9D9ZD

8 stages of Data lifecycle management - Deshpande, Rucha (scilife.io, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:6KDDVYE2 2405685:CBZ2XPK4

Where do teachers go, and where do they stay? - Lurvink, Anne-Fleur; Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn; Godwin, Katie; Godwin, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler and Katie, Anne-Fleur Lurvink (EdTech Hub, 2023)
In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers.
KerkoCite.ItemAlsoKnownAs: 2405685:LC8X4TCC

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).
KerkoCite.ItemAlsoKnownAs: 2339240:V4Z9QSPV 2405685:9NYHCGPM

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel; Mitchell, Saalim Koomar and Joel, Hasiniavo Rasolohery (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).

Radio Learning Brings Hope and Education to Displaced Children like Awana in North-East Nigeria | UNICEF Nigeria - Adebayo, Folashade (UNICEF Nigeria, 2023)
Through funding from donors, UNICEF is supporting radio learning classes and radio clubs as alternative learning pathways in north-east Nigeria.
KerkoCite.ItemAlsoKnownAs: 2339240:CAY3ZSRY 2405685:TM4QX2FQ

Taking Stock: Vietnam Economic Update, March 2023 - World Bank (2023)
Vietnam’s economic growth is projected to ease to 6.3 percent in 2023 from a robust 8 percent last year, as services growth moderates and higher prices and interest rates weigh on households and investors, according to the World Bank’s latest Taking Stock report.
KerkoCite.ItemAlsoKnownAs: 2339240:FGQZBRIZ 2405685:MNMNF9PB

Situational Analysis Report on the Rights of Persons with Disabilities in Viet Nam - United Nations Development Programme (UNDP, 2023)
This Situational Analysis Report on the Rights of Persons with Disabilities in Viet Nam reveals that the country is poised to harness its increased resources
KerkoCite.ItemAlsoKnownAs: 2339240:4N5N9CHV 2405685:99ZWTQT6

Pakistan Education Sector Working Group flood response performance monitoring dashboard (as of 28 February 2023) - Pakistan | ReliefWeb - Education Sector Working Group (2023)
Infographic in English on Pakistan about Contributions, Coordination, Flash Flood, Flood and more; published on 9 Mar 2023 by Education Cluster, Save the Children and 2count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:5CQRIMY5 2405685:TQ27WTTI

First Lessons from Our Study: Optimising Messaging for Returns to School - Kably, Nathan; Mitchell, Joel; Zhao, Annette; D'Rozario, Jonny (EdTech Hub, 2023)
This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more...
KerkoCite.ItemAlsoKnownAs: 2339240:4T3GP6TA 2405685:IQRXCPLV

Teknolojia na maendeleo ya taaluma ya walimu nchini Tanzania: Zana za utafiti - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chacage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.
ZenodoArchiveID: 7701270 ZenodoArchiveConcept: 7701269 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7701270 10.53832/edtechhub.0149 2405685:6V4DBZR8
Keywords: _r:AddedByZotZen

MEWAKA in Tanzania: Emerging findings on tech-supported teacher professional development - Koomar, Saalim; Massam, Winston; Anthony, Gervace; Mrope, Winifrida; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fredrick; Proctor, Jamie; Komba, Aneth; Mwakabungu, Fika; Barretto, Johnpaul; Barretto, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul, Saalim Koomar (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.
KerkoCite.ItemAlsoKnownAs: 2339240:AQZAQSU7 2405685:KMN7H8UA

Technology and Teacher Professional Development in Tanzania: Research instruments pack - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chachage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.
ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7434218 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3
Keywords: _r:AddedByZotZen

The charm or chasm of digital personalized learning in education: Teachers’ reported use, perceptions and expectations - Van Schoors, Rani; Elen, Jan; Raes, Annelies; Vanbecelaere, Stefanie; Depaepe, Fien (TechTrends, 2023)
Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers’ perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6–18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers’ reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00802-0 2339240:IPG87SFI 2405685:UEIBMJ9K
Keywords: Adaptive technology; Cluster analysis; Digital Education and Educational Technology; Digital personalized learning; Educational technology; Teachers

The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations - Van Schoors, Rani; Elen, Jan; Raes, Annelies; Vanbecelaere, Stefanie; Depaepe, Fien (TechTrends, 2023)
Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers’ perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6–18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers’ reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00802-0 2339240:9J7AXDVG 2405685:LATP7UQ7
Keywords: Adaptive technology; Cluster analysis; Digital personalized learning; Educational technology; Teachers

Sierra Leone Case Study: Review of Technology-Based Interventions to Address Child Marriage and Female Genital Mutilation - Data-Pop Alliance; United Nations Population Fund; UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:CEHUC88T 2405685:S24H3HV7

Cambodia Digital Education Landscape Scan - World Education (2023)
The Cambodian Ministry of Education, Youth and Sport (MoEYS) is committed to increasing the efficiency and effectiveness of teaching and learning across classrooms, school libraries, teacher training centers, and other educational institutions by leveraging digital tools and resources. In August 2022, MoEYS shared a draft National Statement of Commitment To Transform Education System in Cambodia in which advancing digital education is one of eight top priorities.1 In line with MoEYS’s national priorities, World Education, (WE) has been contracted by UNICEF under CDPF III to support the design and development of an improved digital educational environment for educators and learners that will enhance outcomes by encouraging active learning, enabling greater differentiation and personalization in instruction, improving cooperation among learners, educators, students, and increasing positive attitudes towards learning. From October 2022 to January 2023, WE conducted a Cambodia Digital Education landscape scan to map existing efforts and assess their quality, effectiveness and impact, accessibility and adoption, and efficiency and sustainability. The goal of this national landscape scan was to gain a deeper understanding of the existing or emerging digital learning interventions for teachers and students, including platforms and centers, that were or are in use and for whom and in what contexts they are effective or not. WE employed a mixed-methods approach that featured key informant interviews, online surveys, desk research, focus group discussions with teacher educators and general education teachers. In total, research was conducted with over 500 stakeholders in diverse education settings across 20 provinces. It is important to note that there were two limitations of our study: the first that there was a high proportion of teacher educators (approximately 62%) from our sample in comparison to general education teachers (30%), which skewed results and made it difficult to generalize; the team sought to mitigate this by disaggregating responses by teacher role where possible. The second limitation is that the online surveys were distributed digitally so teachers in rural areas where internet access is limited would not have been able to access the online survey. The landscape scan culminated in a co-design workshop in February 2023 bringing together 25 participants from technical departments of MoEYS, other relevant government agencies, and development partners to triangulate findings and co-develop recommendations.
KerkoCite.ItemAlsoKnownAs: 2339240:FFQ88P88 2405685:DNTQUVAC

Ensuring Equality in Education Access: The Dynamics and Challenges for Vietnamese Ethnic Minority Girls - Yen, Nguyen Thi Hong; Hoi, Nguyen Van (Journal of Contemporary Sociological Issues, 2023)
Education access is one of the critical human rights that has been decided for the development of everyone and has been codified in the international and national legal systems. Despite important achievements in ensuring and promoting fundamental human rights in general, with the characteristics of being one of the most vulnerable in society, ethnic minority girls experienced discrimination and double inequality in benefiting their rights, including access to education. Regarding the education right of girls in the ethnic minority in Vietnam today, the following article focuses on the following matters: (i) Analysing the Vietnamese legal framework in ensuring the education right of ethnic minority girls; (ii) Presenting the difficulties and challenges in ensuring this right for ethnic minority girls in Vietnam; (iii) Proposing necessary recommendations for the Government to improve the enjoyment of the right for Vietnamese ethnic minority girls in the upcoming time. Keywords: Education Access, Equality, Ethnic Minority Girls, Vietnam, Women's rights
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19184/csi.v3i1.31549 2339240:KFMMHW3M 2405685:7BFS8ESR

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

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Tanzania - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7642746 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7642746 ZenodoArchiveConcept: 7642745
Keywords: _r:AddedByZotZen

Digital 2023: Sierra Leone - Kemp, Simon (DataReportal – Global Digital Insights, 2023)
All the data, insights, and trends you need to help you make sense of the “state of digital” in Sierra Leone in 2023, including detailed statistics for internet use, social media use, and mobile use, as well as user numbers for all the top social platforms.
KerkoCite.ItemAlsoKnownAs: 2339240:RA9DJ5IT 2405685:G5WRLUDH

The RISE Education Systems Diagnostic: A Tool for Identifying Strategic Priorities for Education System Reform - RISE (RISE Programme, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L6DMXC88 2405685:EDFKIHY7 4656463:HLNCGPFR

Forced Displacement and Education: Building the Evidence for What Works - Burde, Dana; Coombes, Andrea; De Hoop, Thomas; Guven, Ozen; Okhidoi, Otgonjargal; Ring, Hannah; Rothbard, Victoria; Holla, Chinmaya (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:J9I6HCRP 2405685:F7QHKN3L

Continuous Teacher Training Goes Nationwide in Tanzania - World Bank (World Bank, 2023)
A World Bank-funded program is piloting continuous professional development for primary school teachers in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:6CUKPF4H 2405685:RR47SXDT

Exploring the benefits and challenges of AI-language learning tools - Rebolledo Font de la Vall, Roxana; Gonzalez Araya, Fabian (International Journal of Social Sciences and Humanities Invention, 2023)
AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.
KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2405685:5DI6FYSP 2486141:SRGMXZD2

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

Towards Systemic EdTech Testbeds: A Global Perspective - Vanbecelaere, Stefanie; Adam, Taskeen; Sieber, Carmen; Clark-Wilson, Alison; Boody Adorno, Katie; Haßler, Björn; Open Development & Education (GETN, 2023)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0285 2339240:3NTUF39G 2405685:HPMBNHEY

Educational loss at times of crisis: the role of games in students’ learning in Palestine and Iraq - Ali, Kareema; Burgos, Daniel; Affouneh, Saida (Sustainability, 2023)
This study examines the role of educational games in compensating for educational loss and their impact on students’ motivation towards learning during crises in Palestine and Iraq. Additionally, the study considers the challenges facing the employment of this strategy and ways to overcome these challenges. By performing separate open semi-structured interviews with a group of 10 educators from university professors, teachers, and educational supervisors, the study used the qualitative descriptive approach which designs multiple case studies. The results showed the prominent role that educational games play in increasing students’ motivation towards learning and compensating for educational loss through what they add to the fun and suspense in the learning process and how they shorten time and effort and help students to engage and cooperate in acquiring knowledge, skills, and values. The results also reveal common challenges that face the employment of educational games. These challenges are social, economic, technological, challenges related to school environment, and psychological challenges. The study shows the possibility of overcoming these challenges by providing funding sources, preparing plans to employ educational games, and developing teachers’ capabilities to implement them in their teaching practices.
Number: 6 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su15064983 2339240:CAV7LEBU 2405685:WGXG4UM5
Keywords: crises; educational games; educational loss; motivation

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? (EdTech Hub Preprint, 2023)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 10.53832/edtechhub.0171 2405685:KAAC2B78
Keywords: _r:AddedByZotZen

Ed-Tech landscape and challenges in Sub-Saharan Africa - Adediran, Adedeji; Adedeji, Abdulfatai; Nwosu, Emmanuel; Nwugo, Emmanuel; Nnamani, Great (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:HL8VRGVT 2405685:W6DWUGC9

Ed-Tech landscape and challenges in Sub-Saharan Africa - Adeniran, Adedeji; Adedeji, Abdulfatai; Nwosu, Emmanuel; Nwugo, Emmanuel; Nnamani, Great (Southern Voice, 2023)
This study examines the adoption of education technology (ed-tech) in primary and secondary education in 10 sub-Saharan African countries: Nigeria, South Africa, Sierra Leone, Uganda, Kenya, Tanzania, Cameroon, Benin, Malawi, and Senegal. The study assesses the development and implementation of ed-tech policies and programmes in the region, exploring how far ed-tech has advanced learning outcomes, improved access, and reduced education inequalities within and between countries in sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:RUBC88S3 2405685:TE8RFCSM

AKU, Gilgit-Baltistan govt partner to boost teacher capacity | The Aga Khan University News - Aga Khan University (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZMELENAS 2405685:64PI7KX6

Women’s empowerment through social media: A comparative study of Brunei Darussalam and Malaysia - Ahmad, Nehaluddin; Hj Abdul Aziz, Hjh Hanan; Zulkiffle, Norulaziemah (Journal of Southeast Asian Research, 2023)
In today’s world, social media are one of the most effective tools that can be used to further women’s empowerment efforts, which is a significant indicator of a country’s overall level of development. Before social media, women suffered a lot, especially when they lacked knowledge. However, through social media, women’s empowerment is rapidly growing as social media are easy to access, and they are learning more about their rights and powers. This article discusses the definition of women’s empowerment as well as the definition of social media in an effort to achieve its purpose. First and foremost, the purpose of this research is to provide an overview of how far social media have contributed to women’s empowerment. Further, this article will analyse women’s empowerment in Brunei and Malaysia using a comparative approach. In the end, it can be concluded that despite the fact that there is no doubt that women in today’s society have access to numerous social media platforms that support them in their day-to-day lives and assist them in empowering themselves, there are obstacles, such as cybercrime, that prevent women from upholding their empowerment. It is recommended that each country must provide and improve its national policies and laws to protect women, particularly regarding their use of social media.
KerkoCite.ItemAlsoKnownAs: 2339240:DNXTF9V2 2405685:JFV8RHWC
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

2023 Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us are "Smart Buys" for improving learning in low- and middle-income countries? - Akeyampong, K; Andrabi, T; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:F52H6KKX 2405685:NP2EKHJP
Keywords: ⛔ No INSPIRE recid found

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

The Latest Tanzanian National Panel Survey Shows Progress in Education - Amankwah, Akuffo; Palacius-Lopez, Amparo; Gul, Maryam (2023)
The state of education in a country has cascading impacts across multiple facets of development. In line with SDG 4, providing equitable quality education remains a key mission for countries, especially those with low literacy rates. Zooming in on Tanzania...
KerkoCite.ItemAlsoKnownAs: 2339240:WCFIJEQE 2405685:2HP9RXUH

The “MATHEMA” application as a mathematics learning media for children with Down syndrome - Amatullah, Fadilah Halfa; Annisi, Mughi Puspa (Journal of ICSAR, 2023)
This research aims to create application-based learning media to help ease children with Down syndrome in learning mathematics. The research method used is a qualitative method, with research subjects of teachers, parents, and children with Down syndrome grade three SDLB. In accordance with the results of the analysis of objective conditions of the ability, inability, and needs of the subject, as well as theoretical analysis of learning mathematics, a 'Mathema' application was developed, namely an interactive learning media in which there are features to learn about the concept of numbers, number sequences, number symbols, and addition and subtraction operations, which based on conceptual validation is feasible to use and based on empirical validation has proven effective for improving the ability to learn mathematics in the subject so that the findings of the 'Mathema' media are expected a solution for teachers in helping ease learning mathematics in children with Down syndrome
0 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.17977/um005v7i22023p321 2339240:6ZBSEHTG 2405685:6RPPUB7N
Keywords: ⛔ No INSPIRE recid found

Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries - Angrist, Noam; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Cullen, Claire; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (National Bureau of Economic Research, 2023)
KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2339240:B5AL6QWY 2405685:AFKK5JK7

Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge - Anonymised for Peer Review Purposes (EdTech Hub, 2023)
This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8116387 ZenodoArchiveConcept: 8116386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8116387 10.53832/edtechhub.0172 2339240:V4SEB3GI 2405685:V8CZHW5B 2405685:ZY6RMGAF
Keywords: _r:AddedByZotZen

Accelerating Digital Inclusion for Women and Girls in Asia and the Pacific - Asian Development Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7G79A7ZH 2405685:BWQZKPTZ
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Second Strengthening Higher Education Project - Asian Development Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:F5UK9J9L 2405685:66435KZD
Keywords: ⛔ No INSPIRE recid found

Ambassador of Timor-Leste to ASEAN presents credentials to Secretary-General of ASEAN - Association of Southeast Asian Nations Secretariat (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJT3LQX 2405685:7YHUJ7JJ

Inclusive educational transitions for refugees with disabilities: Intersectionality and the right to inclusive Education - Bacakova, Marketa (Perspectives on Transitions in Refugee Education, 2023)
The right to education belongs to the fundamental human rights. Its realisation builds the cornerstone for the exercise of other human rights, such as the right to vote, the right to free speech, or the right to work. Nonetheless, more than 260 million children and young people worldwide still lack access to education and 750 million adults remain illiterate (UNESCO 2018, 122). Despite global investments and initiatives such as the Sustainable Development Goals (SDGs), the inequalities prevail not only in the area of access to education. Diverse factors contribute to the failed goal of education for all, such as gender
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctv32bm1gz.6 2339240:KEWY9GWM 2405685:ZGU6MCG8
Keywords: ⛔ No INSPIRE recid found

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Banerjee, A; Banerji, R; Andrabi, T; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Saavedra, J; Yoshikawa, H; Ruto, S; Schmelkes, S (World Bank Group, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2339240:X7GEK8EA 2405685:9X68BZ9M 2405685:J3TLG7EN 2405685:XW55C644

Digital Africa: Technological Transformation for Jobs - Begazo, Tania; Blimpo, Moussa P.; Dutz, Mark (World Bank Group, 2023)
Digital Africa, Technological Transformation for Jobs examines pathways to produce and promote the expanded use of affordable and attractive digital technologies (DTs) that are appropriate for Sub-Saharan Africa’s growing workforce and facilitate continued learning through use. DTs are defined broadly to include digital and data infrastructure, broadband internet, smart phones, tablets, and computers. They also include specialized management upgrading, worker training, and training in procurement, marketing, logistics, financing, and insurance.
KerkoCite.ItemAlsoKnownAs: 2339240:HSECCCXQ 2405685:CE2YV4CW
Keywords: ⛔ No INSPIRE recid found

Refugee education: Financing what matters - Benveniste, Luis; Silva, Karishma; Hoogeveen, Johannes (World Bank Blogs, 2023)
At the Global Refugee Forum this week, education stakeholders will pledge to include all refugee children in national education systems. Three major questions arise: what does inclusion mean, why does it matter and how do we get there?
KerkoCite.ItemAlsoKnownAs: 2339240:ALQKVA5M 2405685:VEWR66YZ

Teacher Deployment in Sierra Leone: Lessons learnt and going forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4
Keywords: _r:AddedByZotZen

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT
Keywords: _r:AddedByZotZen

Emergency curriculum: An alternative curricular and pedagogical practice for school education - Bharti, Uma; Musthafa, M.N. Mohamedunni Alis (Shodhak : A Journal of Historical Research, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:UF29W84P 2405685:KVHFXEGL
Keywords: ⛔ No DOI found

Cambodia Introduction and Quick Facts - Britannica (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8R4HFGR8 2405685:SGYLFNVE

Under the Hood of an EdTech Study in Kenya: Implementation challenges, successes, and lessons learnt - Büchel, Konstantin; Crossley, Colin; Cullen, Claire; Letsomo, Thato (EdTech Hub, 2023)
In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8370318 ZenodoArchiveConcept: 8370317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8370318 10.53832/edtechhub.0175 2405685:XRGSHEUJ
Keywords: _r:AddedByZotZen

Barriers and Supports for Technology Integration: Views from teachers - Burns, M (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:NLR9P9KT 2339240:VE6BN54S 2405685:8ZMY7CJ8 2405685:D478G32F

Can technology improve the classroom experience in primary education? An African experiment on a worldwide program - Cardim, Joana; Molina-Millán, Teresa; Vicente, Pedro C. (Journal of Development Economics, 2023)
Primary school coverage has been increasing in most developing countries. Yet, it has not been accompanied by signiﬁcant improvements in learning indicators. We implemented a randomized experiment in Angola around the introduction of ProFuturo, a worldwide educational program. The program includes a Computer-assisted Learning (CAL) software directed at improving the regular classroom experience. One year after the program started, we ﬁnd higher familiarity with technology. Teachers miss fewer days of classes and implement better teaching practices. Students become more interested in learning and pro-social. Finally, the program improves students’ test scores in the most popular subject in the CAL platform.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103145 2339240:TBU4TXPC 2405685:V8C3T7HA

Edtech and marginalization: scaling for learning equity - Castillo, N. M.; Wagner, D; Alrawashde, G; Moog, C (UNESCO GEM Background paper, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:GW9DLVYF 2405685:MWQ38NIE

Wi De Ya, One Tablet Per School, Sierra Leone - CGA Technologies (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YP3PPJRH 2405685:X9WGBYV4

Teacher Continuous Professional Development in Tanzania: Lessons Learnt - Chachage, Kristeen; Thakrar, Jay (EdTech Hub, 2023)
This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7677950 ZenodoArchiveConcept: 7677949 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7677950 10.53832/edtechhub.0157 2339240:RBNTBT7Z 2405685:9WBV8KPN 2405685:EGL4QHDZ
Keywords: _r:AddedByZotZen

V-Dem Dataset v13 - Coppedge, M. et al. (Varieties of Democracy (V-Dem) Project, 2023)
KerkoCite.ItemAlsoKnownAs: 10.23696/VDEMDS23 2405685:NZ5PTPJ9

Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone - Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin (Journal of Development Economics, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103114 2405685:D8BHBGK9

The Future of EMIS: A Public Financial Management Perspective - Cresswell, Simon; Long, Cathal; Fraser, Alasdair (EdTech Hub, 2023)
Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective. Keywords: public financial management, budgeting, digital, data governance, education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7335773 ZenodoArchiveConcept: 7335772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7299806 10.5281/zenodo.7335773 10.53832/edtechhub.0165 2339240:LJTXPKUD 2405685:4NSU75DR 2405685:ABK6ZFI8 2405685:PFKAMFI6
Keywords: _r:AddedByZotZen

Ed-tech in the Global South: Research gaps and opportunities (Occasional Paper No. 91) - Cueto, Santiago; Balarin, Maria; Saavedra, Mauricio; Sugimaru, Claudia (Southern Voice, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8Y7C786Q 2405685:4VAWU8ZD

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

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

Technology in Education: A case study on Thailand – UNESCO Digital Library - Dipendra, K.C. (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YMK9YPIB 2405685:JEDTWDAF
Keywords: ⛔ No INSPIRE recid found

Flagship Projects - Directorate of Science, Technology & Innovation (Directorate of Science, Technology & Innovation, Government of Sierra Leone, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:94U79QP8 2405685:ZEJRQ8R7

Designing learning technology collaboratively: Analysis of a chatbot co-design - Durall Gazulla, Eva; Martins, Ludmila; Fernández-Ferrer, Maite (Education and Information Technologies, 2023)
Abstract Collaborative design approaches have been increasingly adopted in the design of learning technologies since they contribute to develop pedagogically inclusive and appropriate learning designs. Despite the positive reception of collaborative design strategies in technology-enhanced learning, little attention has been dedicated to analyzing the challenges faced in design processes using a collaborative approach. In this paper, we disclose the collaborative design of a chatbot for self-regulated learning in higher education using an action research approach. We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases. We critically reflect on the strategies deployed to overcome these challenges and how they relate to decision-making processes, highlighting the need to make stakeholders’ tacit knowledge explicit, cultivate trust-building and support democratic decision-making in technology design processes. We believe that the recommendations we present in this paper contribute to developing best practices in the collaborative design of chatbots for the self-regulation of learning, as well as learning technology in general.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-022-11162-w 2339240:5LDCI3BY 2405685:IVSZL6MP

Results – Rapid Scans – The EdTech Hub - EdTech Hub (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4MLKCQH6 2405685:M78IF9TS 4656463:IAPZ4MLA

What we do – EducAid - EducAid (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:AGW2HFBI 2405685:ZYFV2WII

Leveraging Education in Emergencies for Climate Action - EiE Hub (Geneva Global Hub for Education in Emergencies, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:DJQE6RS5 2405685:LDPAP6F7

Technology in Education: A Case Study on the Philippines - Espinosa, Allen A; Gomez, C Arsenia; Praksis, Miranda A; Adonis, David P; Edna Luz, Abuljon R; Hermosisima, Victoria C; Quinosa Jr, Edwin A; Soliman, Abegail A; De Vera, Jayson L; Claros, Ian Harvey; Cruz, Hardie Gieben; Gonzales, Nepthalie SJ (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:69B6XGVC 2405685:WMR4S8BZ
Keywords: ⛔ No INSPIRE recid found

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alisdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org
ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2405685:DE7XUSMJ 2405685:IWFRG7US 2486141:MQHWRFUH
Keywords: _r:AddedByZotZen

AI for Education AI Assessments Event Summary - Fab Inc. (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:RSKXEXU8

National Artificial Intelligence Strategy - Federal Ministry of Communications, Innovation and Digital Economy (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PB4MH6T7 2405685:G5ZG7T9Z

Climate Change and Education in Kenya - Fitzpatrick, Rachael; Amenya, Donvan (Education Development Trust, 2023)
What impact does climate change have on education, especially in areas which are vulnerable to climate disasters and extreme weather events? In this report, we explore the impact of climate change on schools and learning in six counties in Kenya (Nairobi, Mombasa, Turkana, Tana River, Kwale and Kilifi).
KerkoCite.ItemAlsoKnownAs: 2339240:D863LELH 2405685:XKNUY5HA

New UK funding to boost education opportunities for women and girls in Southeast Asia - Foreign, Commonwealth & Development Office (GOV.UK, 2023)
At the 2023 Education World Forum the International Development Minister launched a Girls’ Education and Skills Programme following the UK-ASEAN Plan of Action.
KerkoCite.ItemAlsoKnownAs: 2339240:8ZYWIH6Z 2405685:F5PI3ZR2
Keywords: ⛔ No INSPIRE recid found

Can A/B Testing at Scale Accelerate Learning Outcomes in Low- and Middle-Income Environments? - Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2023)
On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_119 2339240:EWGWHJXK 2339240:SL8MC9DM 2405685:FG4XFKKM 2405685:MYQJA7TD

Sierra Leone – Giga - GIGA; UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5D9RW69Z 2405685:7YBMSLS4

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

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

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

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

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

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

Basic and Senior Secondary Education Act, 2023 - Government of Sierra Leone (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:X4WE79XI 2405685:JWZZ6UGY

Voluntary National Review 2023 on the implementation of the Sustainable Development Goals - Government of the Socialist Republic of Vietnam (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBCTGAQ4 2405685:QMSAZF8C

National Strategic Plan for Digital Development and Information and Communication Technology (Timor 2032) - Government of Timor-Leste (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IE6KWICQ 2405685:VI55FQQX

Fiscal Transfers: View Consolidated formulae - Government of Uganda (OTIMS, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TULVRHIN 2405685:ECEJKUEU 4656463:XPMJKJ47

Nigeria Has More Than 500 Languages, 300 Ethnic Groups... And Critically Important Elections. | Wilson Center - Green, Mark (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5GG8IDQ 2405685:QS3VCRAI

The National Numeracy Programme — Outputs Register - Haßler, Björn (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7581622 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7581622 ZenodoArchiveConcept: 7581621
Keywords: _r:AddedByZotZen

Outputs Register: The Impact of GIS-Supported Teacher Allocation in Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman; Frazer, Madleen Madina (EdTech Hub, 2023)
EdTech Hub, Fab Inc, and the Education Workforce Initiative have produced the outputs listed in this document as part of the EdTech Hub-commissioned research project on ‘GIS-supported teacher allocation in Sierra Leone’. This research project began in January 2022. This document lists all outputs produced under this project. All outputs are available to the public via the EdTech Hub Evidence Library. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 10.5281/zenodo.6472492 10.53832/edtechhub.0089 10.53832/edtechhub.0163 10.53832/edtechhub.0164 2129771:3J4TNGDZ 2339240:QAKR5YM8 2405685:9XJGEX5Z 2405685:NNBEHF4D 2405685:WXBISTFE
Keywords: Author:OpenDevEd; HLR3; _C:Sierra Leone SLE; _r:AddedByZotZen

Assistive Technologies for Children with Disabilities in Inclusive and Special Schools in Indonesia - Hata, Anna; Wang, Han; Yuwono, Joko; Nomura, Shinsaku (The World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1596/40387 2339240:VSXIUHXY 2405685:PQZH5HEB
Keywords: Enhancing the quality of education for children with disabilities; including through the use of assistive technology; accepted; study addresses this knowledge gap; focusing on the Indonesian context; world bank; ⛔ No INSPIRE recid found

Technology use in teacher preparation and professional development in low-and middle-income countries - UNESCO Digital Library - Hennessy, Sara; D'Angelo, Sophia; Koomar, Saalim; Kreimeia, Adam; Adam, Taskeen; Cao, Lydia; Haßler, Björn (UNESCO, 2023)
https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF

Uzoefu wa Walimu katika kufundisha kwa kutumia teknolojia nchini Tanzania Mapendekezo Juu ya Sera na Utekelezaji - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2023)
This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub. Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia An output of the EdTech Hub, https://edtechhub.org
DOI 10.53832/edtechhub.0147 ZenodoArchiveID: 7652491 ZenodoArchiveConcept: 7652490 2405685:ECXPS38I KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8363989 10.53832/edtechhub.0174 2405685:ECXPS38I 2405685:MDC3E34G
Keywords: _r:AddedByZotZen

Cochrane Handbook for Systematic Reviews of Interventions Version 6.4 - Higgins, J.P.T; Chandler, J; Cumpston, M; Li, T; Page, M.J; Welch, V. A (Cochrane, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:2F9DRA2K

Automated knowledge extraction from IS research articles combining sentence classification and ontological annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

Promoting Climate-Sensitive Early Childhood Care and Education in Emergencies - INEE (Inter-agency Network for Education in Emergencies (INEE), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JDEMSN5P 2405685:PUXYLSLB

Disability-Inclusive Education in Emergencies: Key concepts, approaches, and principles for practice - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:LXTVX8S5

Disability-Inclusive EiE Resources Mapping and Gap Analysis - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:M3KFL76D

Conceptual Framework for Education in Emergencies Data - International Institute for Educational Planning (IIEP)-UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KRMCTW9E 2405685:YJWX532U

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

Institutionalizing Education in Emergencies Data Production and Use for Crisis-sensitive Educational Planning - International Institute for Educational Planning (IIEP)-UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KSW9JNS9 2405685:2EFXI4ZB

The Geneva Declaration on Education in Emergencies and Protracted Crises - International Parliamentary Network for Education; Geneva Global Hub for Education in Emergencies (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:6KT9Q5TP 2405685:G8LS285S

Digital Development Dashboard - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:TVWZ829S 2405685:FS45JUH5

Digital Development Dashboard: Lao PDR - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:P7H7DAB5 2405685:PU2YEQ4W

ICT Price Baskets - International Telecommunication Union (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IS7K38GU 2405685:KASHFILH

AIED Unplugged: Leapfrogging the digital divide to reach the underserved - Isotani, Seiji; Bittencourt, Ig Ibert; Challco, Geiser C.; Dermeval, Diego; Mello, Rafael F. (Artificial Intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and Blue Sky, 2023)
Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8_118 2405685:ZCMV5IK4

Walking the Talk for the Right to Education – A field note on Gilgit Baltistan and its Delivery Lab - Jamil, Baela (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4IBJHGM5 2405685:B4VGTA42

Low-tech personalised learning to improve girls' education in Kenya. - Jordan, K; Damani, K; Khagame, P; Mongeau, C; Mumbi, A; Myers, C; Njuguna, L; Otieno, J; Zhao, A (EdTech Hub and M-Shule, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M7HVSHJG 2405685:KN2IBMDV

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review - Jordan, Katy (Technology, Pedagogy and Education, 2023)
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H

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

Nudging or Nagging? Conflicting Effects of Behavioral Tools - Kalil, Ariel; Liu, Haoxuan; Mayer, Susan; Rury, Derek; Shah, Rohen (SSRN Electronic Journal, 2023)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4318177 2339240:HNT2VXJ7 2405685:5FJWAQY9

Learning on Hold: The Toll of COVID-19 School Closures on Mozambique’s Foundational Literacy - Kan, Sophia; Pontuschka, Rafael (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:75A4XTSW 2405685:4WR5TEQR
Keywords: ⛔ No INSPIRE recid found

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果，因此是一种重要的政策分析类型。过去50年里，出现了三次证据审查浪潮，即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法，并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述，本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具，(2)嵌入公平视角，(3)将研究转化为实践。结论将这些发展与公共政策相联系，识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

Providing distance education during the war: The experience of Ukraine - Londar, Lidia; Pietsch, Marcus (Information Technologies and Learning Tools, 2023)
Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
KerkoCite.ItemAlsoKnownAs: 2339240:UTUWTKU9 2405685:V9CKBERQ

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.
KerkoCite.ItemAlsoKnownAs: 2339240:J83HRBE6 2405685:BTDXQFJ9

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms - Major, Louis; Daltry, Rebecca; Otieno, Mary; Otieno, Kevin; Zhao, Annette; Hinks, Jessica; Sun, Chen; Friedburg, Aidan (EdTech Hub, 2023)
This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. This protocol was originally published in October 2023. This is an updated version where we have a) clarified that the sample size stated in Sections 2 and 2.2 is the 'pre-attrition' sample; and b) added a paragraph to Section 2.4.1 to provide further clarification regarding the use of code-switching. No changes to the analytical approach have been made. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8354887 ZenodoArchiveConcept: 8354886 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8354887 10.53832/edtechhub.0176 2405685:JNH4277Z
Keywords: _r:AddedByZotZen

Building Education Foundations through Innovation & Technology: Malawi Scale-Up Program Overview - Malawi Ministry of Education (Government of Malawi, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:989PJPWR 2405685:35X56FZB

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ

Issues and strategies in inquiry-based learning evaluation - Mao, Yiqing (Open Journal of Social Sciences, 2023)
KerkoCite.ItemAlsoKnownAs: 10.4236/jss.2023.114030 2339240:ZGTCQ2SK 2405685:HTEUGKNQ

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

The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings - McHenry, Megan S.; Mukherjee, Debarati; Bhavnani, Supriya; Kirolos, Amir; Piper, Joe D.; Crespo-Llado, Maria M.; Gladstone, Melissa J. (PLOS digital health, 2023)
Publisher: Public Library of Science San Francisco, CA USA

Implementation of Universal Design for Learning in Low- and Middle-Income Countries: ‘I Thought These Principles Could Have Been Written by Me’ - McKenzie, Judith; Karisa, Amani; Kahonde, Callista (Disabilities, 2023)
UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs.
0 citations (Crossref) [2024-04-17] Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/disabilities3040043 2339240:3UU6C6DM 2405685:MGRLI3CU
Keywords: LMIC; UDL; disability; inclusion; ⛔ No INSPIRE recid found

Teacher Policy Action Plan - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5LW2KVIY 2405685:SQQQQFA8

The Education, Youth and Sport Performance Report to Congress for the Academic Year 2021–2022 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:CGQEWIVZ 2405685:D93IM5EY

National Information & Communication Technology Policy 2023 - Ministry of Technology and Science (Government of the Republic of Zambia, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:65KP6H7Z 2405685:5C2ASXS5

What’s Behind the Growing Number of Attacks in Southern Thailand? - Mishra, Rahul (2023)
Whoever ends up leading the country’s next government, they need to prioritize the implementation of the 2013 peace plan.
KerkoCite.ItemAlsoKnownAs: 2339240:CWDUSCXJ 2405685:YA3ISDK7
Keywords: ⛔ No INSPIRE recid found

A digital accessibility and inclusive design-based e-module in Higher Education: Does it work in a classroom with a deaf student? - Musayaroh, Siti; Asmiati, Neti; Utami, Yuni Tanjung; Mulia, Dedi; Sidik, Sistriadini Alamsyah; Febri, Reza; Abadi, Toni Yudha Pratama; Maslahah, Sayidatul; Pramudyo, Anggoro Suryo (ASEAN Journal of Community and Special Needs Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9P7P2HPK 2405685:LD8V7CAU
Keywords: accepted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Eduten Partners with Laos for a Landmark 12-Week Educational Research Project - Muurimaa, Henri (2023)
Eduten is excited to announce the launch of a new 12-week research project in Laos, in collaboration with local educational authorities.
KerkoCite.ItemAlsoKnownAs: 2339240:G6CJP2T7 2405685:UM48XU3W

National Digital Literacy Framework - National Information Technology Development Agency (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3KLFM6DN 2405685:322MJ36E

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

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

Implementation Completion and Results Report – Vietnam Quality Improvement of Primary Education for Deaf Children Project (QIPEDC) - Nguyen, Anh Thuy (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:G228NA6E 2405685:G5KF52UM
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2023)
To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2405685:K5BJUBRE 2405685:REW8F5TJ 2405685:U6G7C62D
Keywords: _r:AddedByZotZen

Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone - Nicolai, Susan; Jordan, Katy; Adam, Taskeen; Kaye, Tom; Myers, Christina (International Journal of Educational Development, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB

Raising Readers: Can mobile technology enable Kenyan schools to improve parent and carer engagement in reading with their children? - Nicolai, Susan; Khan, Amina; Kartha, Ashwati; Bapna, Akanksha; Kamninga, Tony (EdTech Hub, 2023)
Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8208265 ZenodoArchiveConcept: 8208264 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8208265 10.53832/edtechhub.0057 10.53832/edtechhub.0173 2405685:47KMRR48 2405685:N2E79MUD
Keywords: _r:AddedByZotZen

Edtech and parental engagement - Nicolai, Susan; Rui, Tingting (Yang); Zubairi, Asma; Chebet, Seluget; Kamninga, Tony (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:85L97CQM 2405685:VWMAPDA5
Keywords: ⛔ No INSPIRE recid found

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (International Education Research, 2023)
This paper was commissioned by the Global Education Monitoring Report as background information for the development of the 2023 Global Education Monitoring (GEM) Report: technology and education, Southeast Asia. Digital technology has the potential to transform learning and offer a solution to persistent challenges in equity of access and quality of learning for all students. COVID-19 has accelerated the adoption of technology to deliver alternative modes of education. It has also put the spotlight on the digital divide that technology creates. This Case Study explores the progress of technology integration in the education sector in Lao PDR in line with its aspirations for a thriving digital economy driven by a digitally-skilled workforce. It explores the current conditions that facilitate or inhibit digitalization of the education sector and considers the impact across the system, sector-wide and school levels. This includes issues relating to digital access, digital literacy of teachers and students, technology infrastructure investments and the regulatory environment. The findings suggest that many of these challenges are not unique to Lao PDR. However, with a clear strategy, political commitment and sustainable resourcing of the education sector, there are opportunities for the Government of Lao PDR and its partners, to set a strong foundation for digitalizing the education system.
Publisher: Global Education Monitoring Report Team KerkoCite.ItemAlsoKnownAs: 2339240:4QQEEHZ3 2405685:V9RN8N7R
Keywords: accepted; checks the GP(disadvntaged group-OOS)T; publisher: Global education Monitering report; ⛔ No DOI found; ⛔ No INSPIRE recid found

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2G8JRHPM 2405685:9XD3CL25

The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya - Otieno, Jennifer; Kaye, Tom; Mbugua, Wanjiku (EdTech Hub, 2023)
Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7781293 ZenodoArchiveConcept: 7781292 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7781293 10.53832/edtechhub.0159 2405685:GS45WQWR
Keywords: _r:AddedByZotZen

Collaboration to Realise Kenya’s National Learning Goals through EdTech - Otieno, Jennifer; Omuthe, Ronald; Ampofo, Rudolph (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10340063 ZenodoArchiveConcept: 10340062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10340063 10.53832/edtechhub.0179 2405685:A76IFCAT
Keywords: _r:AddedByZotZen

Personal communication: Research on solar-power projector DPL implementation in Malawi - Pitchford, Nicola J. (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:KKKZIMMM 2405685:XW8TKKQ5

Access to Education for Refugee Children in Indonesia During the COVID-19 Pandemic: Challenges and Adaptation Strategies - Prabaningtyas, Raden Ajeng Rizka Fiani; Pudjiastuti, Tri Nuke; Alami, Athiqah Nur; Farhana, Faudzan; Arfan (ASEAS - Advances in Southeast Asian Studies, 2023)
The protracted refugee situation in Indonesia during the COVID-19 pandemic has increased refugee children's vulnerability due to the non-fulfillment of their fundamental rights, including the right to education. Drawing on data collected through interviews and observation of refugee children during fieldwork in the cities of Batam and Makassar, this paper aims to investigate how and why their access to education has changed during the pandemic. This study finds that, shortly before the pandemic, the Indonesian government provided access to education for refugee children through the issuance of the Circular Letter from the Secretary General of the Ministry of Education, Culture, Research and Technology Number 752553/A.A4/HK/2019 dated on 10 July 2019. However, the pandemic complicated the accessibility of education for refugee children suggested by the Circular Letter due to lockdown policy and mobility restrictions. The complication is apparent in four aspects of accessibility, namely: access to information, activities in the learning process, environmental support, and the motivation of refugee children. Notwithstanding, this study also finds that the pandemic has induced developments of adaptation strategies through the adoption of online learning among refugee communities to enable wider access to education for refugee children. Therefore, the pandemic may have revealed the urgency for a more rights-based policy on refugee treatment in Indonesia.
KerkoCite.ItemAlsoKnownAs: 10.14764/10.ASEAS-0089 2339240:YEH7PUI9 2405685:ULFVXVLS
Keywords: Bildungsbeteiligung; Bildungschance; Epidemie; Flüchtling; Indonesia; Indonesien; Kind; child; educational opportunity; epidemic; participation in education; refugee

Basic Education Data - President's Office — Regional Administration and Local Government; Government of Tanzania (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:CDQPB2XK

What Can the Education Sector Do to Adapt to the Forthcoming Impacts of Climate Change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.
KerkoCite.ItemAlsoKnownAs: 2339240:MY2CVJ8E 2405685:ERFH7B7U

Using evidence in practice when there is high uncertainty on what works - Rahman, Asad; Simpson, Lea; Wilkinson, James; Kuria, Catherine; Kably, Nathan; Plaut, Daniel; Tanweer, Rabia; Mbugua, Ciku (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7645994 ZenodoArchiveConcept: 7645993 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7645994 10.53832/edtechhub.0158 2405685:8VUZEK29
Keywords: _r:AddedByZotZen

Breaking through limitations: enhanced systematic literature reviews with large language models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:CBPEMXNV 2486141:ELIALEJV
Keywords: _Added-ailr-2024; ⛔ No DOI found

Dakar Framework for Action - Right To Education (2023)
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.[ESPAÑOL] [FRANÇAIS]
KerkoCite.ItemAlsoKnownAs: 2339240:HABZPLAK 2405685:NYUFHM6B

Investigating the situation for children with autism and their families in Cambodia - Rose, Richard; Jegannathan, Bhoomikumar; Mong, Dalin; Pat, Puthy; Sok, Derozet (Education Sciences, 2023)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci13060565 2339240:EHPCL9IH 2405685:G28FIFX4
Keywords: ⛔ No INSPIRE recid found

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

Mapping National Digital Learning Platforms - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Rasolohery, Hasiniavo (EdTech Hub, 2023)
This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6980271 ZenodoArchiveConcept: 6980270 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6980271 10.53832/edtechhub.0109 2405685:HPWRQP7M
Keywords: _r:AddedByZotZen

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

Text classification using deep learning techniques: A bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research - Sarwar, Moizza Binat (Malala Fund & Pakistan Coalition for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9HVG3REL 2405685:9TT63AI4

The use of technology in hybrid learning for student with special needs - Sarwendah, Ade Putri; Azizah, Nur; Mumpuniarti, Mumpuniarti (Journal of Education and Learning (EduLearn), 2023)
KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v17i2.20810 2339240:B5GU9HBR 2405685:T2X4XT4J
Keywords: ⛔ No INSPIRE recid found

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

About IDELA - Save the Children, IDELA (IDELA, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:E2PD2ZUF 2405685:YP77AGZ8

Digital degrowth: toward radically sustainable education technology - Selwyn, Neil (Learning, Media and Technology, 2023)
This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2022.2159978 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2159978 2339240:UK94S6MG 2405685:UUGQ439A
Keywords: Degrowth; Illich; digital; education; sustainability

Urgent, accelerated efforts needed for universal eye coverage, vision for all: WHO - Sharma, Shamila (World Health Organization Southeast Asia, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:I2CMSQ87 2405685:72LC2G6W
Keywords: ⛔ No INSPIRE recid found

Bringing Digital Learning to Rural Schools: A Rapid Evaluation of Lyra in Africa - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8391601 ZenodoArchiveConcept: 8391600 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7857255 10.5281/zenodo.8391601
Keywords: _r:AddedByZotZen

Independent Evaluation of the Girls’ Education Challenge Phase II – Evaluation Study 4: Educating Girls with Disabilities in GEC II - Singal, N; Niaz, Laraib; Gupta, Romanshi; Bligh, Libby; Ogando-Portela, María José; Aslam, Monazza; Rawal, Shenila (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IVWNNMWL 2405685:NKRI4L5E

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

Human-AI collaboration to identify literature for evidence synthesis - Spillias, Scott; Tuohy, Paris; Andreotta, Matthew; Annand-Jones, Ruby; Boschetti, Fabio; Cvitanovic, Christopher; Duggan, Joe; Fulton, Elizabeth; Karcher, Denis; Paris, Cecile (2023)
Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2405685:CCUCADRD 2486141:AHW2MJ6E
Keywords: _Added-ailr-2024

Subeb Jigawa Embarks on Digital Initiative: Capturing Lgea Staff Data Online – - State Universal Basic Education Board (Jigawa State Universal Basic Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:SDBTYNL8 2405685:U4QPX9SM

What Is Data Governance and Why Does It Matter? - Stedman, Craig (Data Management, 2023)
Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide.
KerkoCite.ItemAlsoKnownAs: 2405685:RVIX6BEZ

Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn - Tailor, Kavita; Hennessy, Sara; Jordan, Katy (EdTech Hub, 2023)
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7373033 ZenodoArchiveConcept: 7373032 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7373033 10.53832/edtechhub.0144 2405685:499UU2BN 2405685:D7VXZW6I
Keywords: _r:AddedByZotZen

Testing EdTech Interventions in Bandarban: Key Findings from the EdTech Hub Sandbox - Tanweer, Rabia; Plaut, Daniel; Datta, Rupa; Nashtaran, Trishia; Rahman, Asad; Ahmed, Shakil; Fazly, BMRabbi; Hoque, Rashedul; Moon, NurunNahar; Afroze, Sadia (EdTech Hub, 2023)
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7591685 ZenodoArchiveConcept: 7591684 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7591685 10.53832/edtechhub.0146 2405685:J8IB7LVG 2405685:V4EVQ39I
Keywords: _r:AddedByZotZen

Building an Acceptable Use Policy - Tanweer, Rabia; Wyss, Natalie (EdTech Hub, 2023)
Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7754059 ZenodoArchiveConcept: 7754058 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521858 10.5281/zenodo.7754059 10.53832/edtechhub.0161 2405685:6E2WK46K
Keywords: _r:AddedByZotZen

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

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:Z93XE5YE 2405685:8MHTNSJ5

EdTech to Support Out-of-School Children and Adolescents - Thinley, Sangay; Rui, Yang (EdTech Hub, 2023)
This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7906889 ZenodoArchiveConcept: 7906888 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7906875 10.5281/zenodo.7906889 10.53832/edtechhub.0163 2339240:2LWVXYCV 2405685:4CB23ZC6 2405685:AG764A26 2405685:VWJXTPI8
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Population and Housing Census 2022 - Timor-Leste National Institute of Statistics (2023)
The Population and Housing Census 2022 is the fourth census to be conducted since independence in 2002 and the first-ever digital census for Timor-Leste. The Timor-Leste National Institute of Statistics (INETL), formerly the General Directorate of Statistics, implemented the Population and Housing Census 2022 under the slogan ‘Our census, our future be part of it’.
KerkoCite.ItemAlsoKnownAs: 2339240:A44MDJQ4 2405685:E8JA424L

A meta-analysis of studies on the effects of active learning on Asian students’ performance in science, technology, engineering and mathematics (STEM) subjects - Ting, Fridolin S. T.; Shroff, Ronnie H.; Lam, Wai Hung; Garcia, Raycelle C. C.; Chan, Chi Lok; Tsang, Wing Ki; Ezeamuzie, Ndudi O. (The Asia-Pacific Education Researcher, 2023)
Document Title, Type of Document, Journal Name and References fields. The selection of keywords in the Scopus database was critical to our meta-analytic analysis since the keywords directly influenced the amount of data that was retrieved. Different active learning pedagogies and treatments were extracted from those included in Freeman’s meta-analysis, and keywords were used in a comprehensive search for titles and abstracts in Scopus to narrow down literature related to active learning.
5 citations (Crossref) [2024-04-17] KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-022-00661-6 2339240:TYKSA6TA 2405685:AGLZE3BJ
Keywords: ⛔ No INSPIRE recid found

Pandemic pedagogy conceptualizations of university students during emergency remote education - Toquero, Cathy Mae Dabi; Toquero, Joel Paco (Mediterranean Journal of Social & Behavioral Research, 2023)
During the spike of the global health crisis, literature has conceived pandemic pedagogy in a broad sense of meaning based on pedagogical assumptions. Few studies explore the conceptualizations of students regarding pandemic pedagogy. Based on state university students’ reflections and insights during emergency remote learning, this study examined pandemic pedagogy through the content analysis of 37 learning modules. The student teachers conceptualize pandemic pedagogy as encompassing six approaches to mitigate learning during emergency remote education in the context of the Philippines. Pandemic pedagogy encapsulates the pedagogical concepts of personalized learning, human centered pedagogy, pedagogy of care, active learning pedagogy, game-based learning, and contextualized online pedagogy. Through a better understanding of how students choose to learn, teachers can improve online course plans to sustain students’ engagement in emergency online or remote learning.
Publisher: Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/mjosbr/13403 2339240:9TEL5NRB 2405685:KCBYYLHK

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments - U.S. Department of Education (Department for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2RD8XYP8 2405685:2S4YRDXC

DigitALL: Innovation and technology for gender equality in Viet Nam - UN Resident Coordinator's Office; UN Women Viet Nam (UN Women Viet Nam, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VHKBC4AA 2405685:X72GJ7D9

Independent Country Programme Evaluation – Cambodia - UNDP (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7YATNZFX 2405685:YK57R5YE

2023 Global Education Monitoring Report - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ECQUWCGL 2405685:K3KHG3I8

An Ed-Tech Tragedy? Educational technologies and school closures in the time of COVID-19 - UNESCO (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5U643BBF 2405685:2U4WRAJU

Basic Education Equivalency Programme (BEEP) - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IIZQ47BY 2405685:JZNL3WVY

Cameroon | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L3E2LANV 2405685:QE6D578N

Comores | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:32E643W9 2405685:GBYEAM3C

Côte d’Ivoire | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:43HRRSK2 2405685:BQM7PQFN

Eritrea | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:BVIUTANS 2405685:PEWAHUDZ

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

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

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

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

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

Mauritanie | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:UX3DNTLN 2405685:AXSFRRG7

Mozambique | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:QGBPDHE8 2405685:X6MFPSY4

Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5HSX4CW 2405685:4QD96WEE

Nigeria | Technology | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8DC6MTFL 2405685:HRYISUM3

République centrafricaine | Technologie | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XYQLTSRU 2405685:UPL88NXL