République Démocratique du Congo | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:UFHCPKEK 2405685:8YECZSY9

São Tomé and Príncipe | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9BJ8S8YQ 2405685:AIVXTUJF

SDG 4 September 2023 - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR

Sénégal | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:489788Y9 2405685:WJ9JVQX5

South Sudan | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YM9SZ24G 2405685:SIHAYPMH

Tchad | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M4URZ2B7 2405685:BGUZE96P

UNESCO laureate Room to Read Cambodia helps girls stay in school - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:WAASFV2G 2405685:U3I44G64

Technology in Education: A Case Study on Timor-Leste - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Quality Improvement for Teacher and Education Personnel in Science (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2WMNVB74 2405685:TXI2CPWV

Technology in Disability-Inclusive Education - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Special Educational Needs (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:WISL429K 2405685:U9RHMCM3
Keywords: ⛔ No INSPIRE recid found

Conceptual Framework for Education in Emergencies Data - UNESCO-IIEP (International Institute for Educational Planning, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:493VUCUL

Data for Education. a Guide for Policymakers to Leverage Education Data - UNESCO Institute for Statistics (UIS, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:D6W74EL9 2405685:BJV962J3

Asia-Pacific regional synthesis: climate change, displacement and the right to education - UNESCO Digital Library - UNESCO; UNESCO Multisectoral Regional Office in Bangkok; United Nations University Institute for the Advanced Study of Sustainability (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:B3G7KR9I 2405685:YZFBUIXS

Principles of Digital Learning for Refugee-host Communities - UNHCR; UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:GC9THSKP 2405685:J53RTAAC

46 million school-aged children out of school across Eastern and Southern Africa | UNICEF Eastern and Southern Africa - UNICEF (2023)
Education in emergencies is a human right yet millions of children are denied access to learning
KerkoCite.ItemAlsoKnownAs: 2339240:HI52N43L 2405685:DMPY5HDS
Keywords: ⛔ No INSPIRE recid found

Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam - UNICEF (2023)
Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam
KerkoCite.ItemAlsoKnownAs: 2405685:99EWNUUI

Federal Ministry of Education and UNICEF Celebrate 500,000 Registered Users on the Nigeria Learning Passport - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PUHN9YN7 2405685:IHKLX2ZC

Harnessing the Transformative Potential of Education for Climate Change Mitigation, Adaptation and Resilience Building in Europe and Central Asia - UNICEF (UNICEF Europe and Central Asia (ECA), 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YFA74E4I 2405685:WLSBB8EQ

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

NIGERIA Country Programme 2023-2027 - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZCK3IHWW 2405685:GIFTD5G7

Transforming Education with Equitable Financing - UNICEF (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4YHEX9SQ 2405685:48BJTSEZ

UNICEF Data Warehouse - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:8ZJYGFWF

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

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

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

World Population Dashboard Cambodia - United Nations Fund for Population Activities (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:589WI5HI 2405685:5J7TCHIB

All Children Reading: A Grand Challenge for Development – Final Report - USAID (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8YBAE6L9 2405685:RWC4U47Y
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Coaching & mentoring report Tz Jifunze Uelewe 2023 - USAID (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YP2KC2IL 2405685:2WPHNISK

Vietnam Innovation & Tech Investment Report 2023 - Vietnam National Innovation Center (Vietnam National Innovation Center, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:QPFU5P4Y 2405685:FPXGK75X

School mapping and decision-making - Vijil-Morin, Alejandra; Godwin, Katie; Ramirez, Ana; Mackintosh, Alasdair; Haßler, Björn (GEM Report UNESCO, 2023)
Reliable and timely data is essential for decision-makers at all administrative levels to ensure inclusive, equitable, and quality education for all. Geospatial data has the potential to provide valuable insights across a range of areas of interest to the education sector, from identifying potential threats to schools and the education community, such as throughdata on natural disaster patterns, to supporting equitable allocation of resources based on data showing the remoteness of schools. However, the use of Geographic Information Systems (GIS) is not widespread in the education sector. In this paper, we shed light on the experiences of five country governments, one regional agency, one international initiative, one implementing partner and one private entity, all using GIS for education decision-making in Latin America, the Caribbean, and sub-Saharan Africa.This paper presents the findings from primary data collection and analysis of interviews with representatives from these organisations from August –December 2022. Across these countries, we identified two central applications of school geospatial data, which included education planning -which school mapping is a part of -and cross-sector coordination. Among the main challenges to effectively using school geospatial data to make decisions, we found significant issues with capacity building, funding, bridging the data, and policymaking. On the other hand, when school mapping was used effectively, it helped increase transparency and equity, intersectoral collaboration, cost-effectiveness, and accuracy and reliability. After comparing the seven cases, we concluded that two key enablers need to be in place to promote the impact of geospatial data on educational decision-making: ‘usability’ and ‘availability and openness’.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7346673 10.54676/EJZH8821 2405685:7GYKP2XC 2405685:BUDHW7MW
Keywords: _r:AddedByZotZen

Factors Related to Teacher Absenteeism in Sierra Leone: Literature review - Vijil, Alejandra; McBurnie, Chris; Bellinger, Amy; Godwin, Katie; 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 (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org
oldDOI: 10.5281/zenodo.6498098 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 10.5281/zenodo.7716253 10.53832/edtechhub.0082 10.53832/edtechhub.0170 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP 2405685:UJWVTSCK
Keywords: _r:AddedByZotZen

Cambodia - TED: Strengthening teacher trainers through blended trainings - VVOB (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:FK29ZH6H 2405685:8HQ39DNJ

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives. Practitioner notes What is already known about this topic EdTech can benefit girls' education, yet there are various barriers to it being used. Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership). However, we find insufficient empirical evidence on the role of non-structural or behavioural factors. What this paper adds This paper addresses this gap, using a mixed-methods approach to explore the influence of 33 different measures (including non-structural factors) that could affect the number of hours girls spend using EdTech at home. Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non-structural factors, especially caregiver permission. The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers. Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech. Implications for practice and/or policy Our findings suggest the viability of policy interventions that provide EdTech guidance to caregivers. Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning. Such guidance could provide a low-cost means of further exploiting the benefits that household EdTech learning can provide.
1 citations (Crossref) [2024-02-28] _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13307 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13307 2339240:Q94ZI2GS 2405685:W4VSMH86
Keywords: COVID-19; EdTech; Kenya; caregivers; girls' education; ⛔ No INSPIRE recid found

Factors associated with attention deficit hyperactive disorder in school-age Thai children - Weerakul, Jiranun; Patigburt, Pakakrong (Journal of the Medical Association of Thailand, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LERK58WL 2405685:9RVEGQ5T
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 - West, Mark (UNESCO Digital Library, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5BJFU66N 2405685:8ZYQZDCC
Keywords: ⛔ No INSPIRE recid found

Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report - Wong, Debbie; Hollingsworth, Hilary; Anderson, Prue; Goundar, Payal; Mercer, Agnes (Australian Council for Educational Research, 2023)
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-728-1 2339240:W8CVIUCN 2405685:SAK8WE7Q
Keywords: ⛔ No INSPIRE recid found

Children Out of School in Cambodia - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ALJSI95V 2405685:6RQA27BK

Education and Technology Readiness Index (ETRI) - World Bank (World Bank, 2023)
The ETRI webpage describes the EdTech Readiness Index, its global context and potential uses, how ETRI can be implemented, where it has been piloted, useful resources (e.g., videos, podcasts, technical note, toolkit, and indicators), and the ETRI team.
KerkoCite.ItemAlsoKnownAs: 2339240:NWKQLVFE 2405685:JL9W9EHV

Human Capital Country Brief Ghana - World Bank (World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3HFIBJCH 2405685:P6EK2X2R

Mozambique Energy For All (ProEnergia) - World Bank (World Bank, 2023)
Development Projects : Mozambique Energy For All (ProEnergia) - P165453
KerkoCite.ItemAlsoKnownAs: 2339240:SS9I9V2L 2405685:MH2KZZZP
Keywords: ⛔ No INSPIRE recid found

South Africa Public Expenditure and Institutional Review for Early Childhood Development - World Bank (2023)
South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)
KerkoCite.ItemAlsoKnownAs: 2339240:TLMPZ4F7 2405685:QQVW5HWF

The World Bank in Eastern and Southern Africa: Development news, research, data - World Bank (World Bank, 2023)
Home to about 700 million of Africa’s people, the World Bank’s Eastern and Southern Africa Region is a geographically, culturally and economically diverse region of 26 countries stretching from the Red Sea in the North to the Cape of Good Hope in the South.
KerkoCite.ItemAlsoKnownAs: 2339240:WHSAUIK2 2405685:P7WT2Z5S
Keywords: ⛔ No INSPIRE recid found

World Bank Data Bank: Population in Cambodia - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3F9N2TNZ 2405685:VXFC8SDJ

World Bank Open Data - World Bank (World Bank Open Data, 2023)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2339240:W3PW6XRL 2405685:C3DL958R

In some Southeast Asian markets, more than one in five of smartphone users connect to the Internet only on mobile networks | Opensignal - Wyrzykowski, Robert (2023)
In the latest regional benchmark analysis Opensignal looks at the proportions of smartphone users in ten Southeast Asian markets, who rarely or never connect to Wi-Fi services. The analysis shows a diverse picture between Southeast Asian markets — the percentage of mobile-only users ranges from less than 10% of total smartphone users in countries like Vietnam, Brunei, or the Philippines, to more than a quarter in markets like East Timor, Laos, Thailand or Malaysia.
KerkoCite.ItemAlsoKnownAs: 2339240:QKC3W4U3 2405685:R59VY689
Keywords: ⛔ No INSPIRE recid found

Using Education Technology to Improve K-12 Student Learning in East Asia Pacific: Promises and Limitations - Yarrow, Noah; Alyono, Kevin; Shen, Sharon (World Bank Group, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:5U9N8CQL 2405685:JNTXSVTG
Keywords: ⛔ No INSPIRE recid found

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

Technology and School Mapping - Vijil, Alejandra; Godwin, Katie; Mackintosh, Alasdair; Ramirez, Ana (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927
Keywords: _r:AddedByZotZen

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0145 2405685:WVRHTVIZ 2486141:V94NMZIU

USAID Announces $74 Million for Early Grade Reading in Malawi | Press Release - USAID (U.S. Agency for International Development, 2022)
The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of $74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than $136 million in Malawi’s early grade reading efforts.
KerkoCite.ItemAlsoKnownAs: 2339240:VVQUGZN4 2405685:MGLZTU2M

Model Safe Education Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7593861 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593861 ZenodoArchiveConcept: 7593860
Keywords: _r:AddedByZotZen

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

Considering EdTech in climate emergencies: To what extent and when is it feasible? - Mazari, Haani; Baloch, Imdad; Riley, Matthew; Riley, Imdad Baloch and Matthew, Haani Mazari (EdTech Hub, 2022)
New research from EdTech Hub explores the response to climate emergencies following the Pakistan floods - the worst in recent history - and highlights the importance of utilising existing, most accessible technologies to ensure learning continuity.
KerkoCite.ItemAlsoKnownAs: 2339240:T6IF4WAJ 2405685:NRAVNN8F

Training the educators for Vietnam's future growth - Kieu Vo, Dung (World Bank Blogs, 2022)
Training for teachers is crucial in a fast-changing world. Learn how Vietnam has successfully rolled out an initiative to help 600,000 teachers stay ahead of the curve.
KerkoCite.ItemAlsoKnownAs: 2339240:BLPUXSVZ 2405685:FYLLWIRS

Cohort 3 Digital Skills Training Completion | Digital Malawi - Ntha Foundation (Ntha Foundation, 2022)
The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.
KerkoCite.ItemAlsoKnownAs: 2339240:AJPH8VMP 2405685:VE4K65UC

Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7590218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7590218 ZenodoArchiveConcept: 7590217
Keywords: _r:AddedByZotZen

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (2022)
Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF

School leaders’ and teachers’ preparedness to support education in Rwanda during the COVID-19 emergency - Carter, Emma; Cortez Ochoa, Artemio Arturo; Leonard, Philip; Nzaramba, Samuel; Rose, Pauline (2022)
Due to the COVID-19 pandemic, all Rwandan schools were closed in March 2020; they started to reopen in November 2020. To understand the Rwandan schools’ level of preparedness to teach remotely during this unprecedented emergency, and for the eventual return to school, we conducted phone surveys with school leaders and teachers in 298 secondary schools in August 2020. Drawing from knowledge mobilization theory and quantitative data, our results indicate that there were gaps in school leaders’ and teachers’ access to technology and training, a lack of preparedness that could inform policy and practice in future emergencies. Our findings reveal that, before the pandemic, the male teachers in Rwanda had more access than the female teachers to both technological devices and online experience, and that the teachers from well-resourced schools were more likely than teachers from regular schools to own some kind of device to use for teaching. We found that the teachers whose school leaders had received guidance on how to continue education during the school closures were more likely to receive their support. Two additional findings were that younger teachers were more likely than the older ones to support their students during the school closures, and that the school leaders and teachers we surveyed believed that students from low-income families and rural areas benefitted the least from remote learning. These findings indicate that, in Rwanda, the level of preparedness to support schooling during the COVID-19 emergency was negatively affected by preexisting and ongoing inequalities in access to both material and nonmaterial resources.
Accepted: 2022-11-07T13:10:19Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/c9gk-9wde 2339240:XWKQG3LM 2405685:FQIKZZJY

Report on Internet Resources in Viet Nam 2022 - Ministry of Information and Communications, Vietnam; Viet Nam Internet Network Information Center (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6UAXRS8Z 2405685:SB63G5KD

Mozambique – Country Commercial Guide - International Trade Administration (2022)
This is a best prospect industry sector for this country. Includes a market overview and trade data.
KerkoCite.ItemAlsoKnownAs: 2339240:783LFF2U 2405685:PL4X9H5F
Keywords: ⛔ No INSPIRE recid found

Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India - Tailor, Kavita (2022)
Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.
Publisher: Apollo - University of Cambridge Repository KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.90561 2339240:YMU6UE6X 2405685:KVJUWCPA
Keywords: India; education technology; elementary school; mathematics; personalised learning

Climate-induced Disasters as an Evolving Threat to Southeast Asia's Maritime Security - Gong, Lina (Asia Maritime Transparency Initiative, 2022)
This article is part of Evolving Threats to Southeast Asia’s Maritime Security, a series of analyses produced by experts convened by the S. Rajaratnam School of International Studies. How has the threat of climate-induced disasters evolved over the last 20 years? Natural hazards originating from the oceans such as tropical storms and tsunamis that are […]
KerkoCite.ItemAlsoKnownAs: 2339240:GC4D6GCR 2405685:CSWI9V2E
Keywords: ⛔ No INSPIRE recid found

Engaging parents and caregivers in EdTech is critical to foundational learning in Kenya - Nicolai, Susan; Khan, Amina; Mwachi, Joan; Otieno, Jennifer Cotter (EdTech Hub, 2022)
Kenya, sometimes called the ‘Silicon Savannah’ of Africa, is home to one of the most vibrant EdTech ecosystems in Africa (see Otieno & Taddesse, 2020). Building on government initiatives such as the flagship Digital Literacy Programme (DLP), the country’s Covid-19 education response (Ngware & Ochieng, 2020) included tremendous efforts to provide distance learning solutions. This week, the Kenya EdTech Summit 2022 is bringing together many of those who have been making this happen to discuss the role of evidence and collaboration to accelerate the pace of progress in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:FP2F79YV 2405685:BLIUPRZV

Measuring Rohingya Children’s Development: Cultural and Contextual Adaptation of IDELA - Nyeu, Maung; Alif, Ahmed; Tiwari, Priyamvada; Busch, Julian; Tofail, Fahmida; Yoshikawa, Hirokazu (figshare, 2022)
In this brief, NYU Global TIES for Children researchers describe a rapid iterative process of cultural, linguistic, and contextual adaptation and extension of child assessment tools for Rohingya Children in Cox's Bazar, Bangladesh. It includes three specific examples showcasing the rigorous, culturally responsive, equity-based approach to adaptation. This report also highlights some of the most critical findings from using this extended IDELA, known as IDELA-E, in our pilot study. Results suggest that IDELA-E is responsive to the environment in which the Rohingya children grow up and can capture their learning and development gains across multiple domains. Assessment using IDELA-E shows the age-based developmental progression of Rohingya children across these five domains: fine and gross motor, emergent literacy, emergent numeracy, socio-emotional, and executive function development. Overall, this brief highlights a rigorous process of cultural and contextual adaptation of tools for assessing children in a low-resourced context in the global south.
KerkoCite.ItemAlsoKnownAs: 10.6084/m9.figshare.21565404.v1 2339240:44ETW9Z7 2405685:UW87Z7F4

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
KerkoCite.ItemAlsoKnownAs: 10.14742/apubs.2022.188 2339240:5I7T94SS 2405685:FVPC94MT
Keywords: relational pedagogy

Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya - Myers, Christina; Jordan, Katy; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia; Zhao, Annette (EdTech Hub, 2022)
This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8
Keywords: _r:AddedByZotZen

Session 6: How do I ensure my EdTech investments are cost-effective? - Chuang, Rachel; Proctor, Jamie (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341519 ZenodoArchiveConcept: 7341518 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341460 10.5281/zenodo.7341519 10.53832/edtechhub.0140 2405685:CUFS8JJE 2405685:CWKPJR8R
Keywords: _r:AddedByZotZen

Session 3: How can I develop an aligned and actionable EdTech strategy - Wyss, Natalie; Mbugua, Wanjiku; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341466 ZenodoArchiveConcept: 7341465 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341466 10.53832/edtechhub.0137 2405685:VVT2BI9M
Keywords: _r:AddedByZotZen

Learning Loss in Cambodia and the Use of Edtech During Covid-19 - Bhatta, Saurav Dev; Katwal, Saurav; Pfutze, Tobias; Ros, Vutha; Wong, Yi Ning; No, Fata (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/38351 2339240:PYF3AGVN 2405685:BQF45Z9V
Keywords: COVID-19; ⛔ No INSPIRE recid found

Timor-Leste Population and Housing Census 2022 Preliminary Results - Government of Timor-Leste (2022)
The 2022 Population and Housing Census is the fourth census to be conducted in Timor-Leste, following the previous censuses conducted in2015, 2010 and 2004 in the post-independence era. It is the first digital census and also the last one to be conducted at ϐive-year intervals, as the next census will be conducted after 10 years, according to international recommendations. The objective of the 2022 census is to provide up-to-date data on the country’s population size and distribution.This information is important for monitoring the implementation of the Timor-Leste Strategic Development Plan 2011 to 2030 and also provides the country’s disaggregated data for Sustainable Development Goals (SDG) indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:R84V75WK 2405685:QJ6U3IUX
Keywords: ⛔ No INSPIRE recid found

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah (Center for Universal Education at The Brookings Institution, 2022)
Real-time performance data in education enable critically needed tracking of program activities and instructors’ and learners’ progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:EYDDW7BF 2405685:74QPBRA3

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GK3VH2FL 2405685:ESE39N9B

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: A systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41746-022-00700-y 2405685:MMYGXG48 2486141:99IMTN2W
Keywords: Health policy; Translational research

Behaviour change key principles for EdTech | MASTER framework - Rahman, Asad; Carter, Alice; Wambûi Kuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2339240:UURNQTLM 2405685:6SXI2PS9 2405685:BT283J6U 2405685:KEFXIABC
Keywords: _r:AddedByZotZen

The work lives of disabled teachers: Revisiting inclusive education in English schools - Ware, Hannah; Singal, Nidhi; Groce, Nora (Disability & Society, 2022)
Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers.
KerkoCite.ItemAlsoKnownAs: 10.1080/09687599.2020.1867074 2339240:HI9LPNZD 2405685:3IHQ77UW

Teachers with disabilities: A literature review - Neca, Patrícia; Borges, Maria Leonor; Pinto, Paula Campos (International Journal of Inclusive Education, 2022)
The development of an inclusive education system is regarded as a fundamental pillar for the full participation of persons with disabilities in society. To date, research on inclusive education has been mainly focused on students with disabilities, special education teachers and the role of legislation with less attention being paid to another important player in the implementation of a truly inclusive education system: teachers with disabilities. To address this knowledge gap, in this article we present a literature review, analysing the main ﬁndings and contributions from research that examines issues pertaining to teachers with disabilities. Drawing from 53 articles published in English in peerreview journals, the paper identiﬁes four main research topics: (1) Teachers’ life trajectories, educational practices, and challenges; (2) Teacher’s training; (3) Perspectives about teachers with disabilities (among students and school principals), and (4) the underrepresentation of teachers with disabilities in the literature. We conclude arguing that the research agenda on inclusive education would beneﬁt from including the perspective of teachers with disabilities.
KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2020.1776779 2339240:67VHG9BE 2405685:75WF9D4K

Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana - Radford, Kate; Ampofo, Rudolph (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU
Keywords: _comingsoon; _r:AddedByZotZen

Prevalence and causes of visual impairment in children aged seven years and below in a tertiary eye care centre in Malaysia - Teoh, Ru Jian Jonathan; Bahari, Nor Akmal; Zahri, Juhaida; Rahmat, Jamalia (Malaysian Journal of Ophthalmology, 2022)
Purpose: To determine the prevalence and causes of visual impairment among children aged 7 years and below in a tertiary eye care centre in Kuala Lumpur, Malaysia. Study design: Cross-sectional retrospective study. Methods: Medical records of all children aged 7 years and below who attended the paediatric ophthalmology clinic in a tertiary eye care centre in 2020 were reviewed. Results: In 2020, 2,460 children were seen in the clinic, of whom 549 (22.3%) presented with visual impairment. At the time of presentation, 73.2% of the visually impaired children were diagnosed with blindness; of these children, 62.8% were under 1 year old. The percentage of treatable causes of visual impairment was 38.4%, while 31.1% of them were preventable. The most common causes of visual impairment were cerebral visual impairment (24.2%), congenital cataract (16.6%), and retinoblastoma (6.2%). Conclusion: More than half of the causes of childhood visual impairment were preventable or treatable. The majority of children were under 1 year old. Cerebral visual impairment was the main cause of visual impairment. This study highlights the importance of early screening and intervention programs to prevent childhood visual impairment.
0 citations (Crossref) [2024-04-29] Number: 3 KerkoCite.ItemAlsoKnownAs: 10.35119/myjo.v4i3.279 2339240:AL3FFM8Z 2405685:H2XXC4XJ
Keywords: Malaysia; paediatric visual impairment; prevalence; ⛔ No INSPIRE recid found

Analysis of hybrid learning for students with learning disabilities in primary schools providing inclusive education - Rachmawati, Nugraheni; Supena, Asep; Yufiarti, Yufiarti; Yarmi, Gusti; Casmana, Asep (The Qualitative Report, 2022)
3 citations (Crossref) [2024-02-28] KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2022.5432 2339240:GBRSI7TN 2405685:W57QWCXM
Keywords: ⛔ No INSPIRE recid found

Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network
KerkoCite.ItemAlsoKnownAs: 2339240:3PE84E95 2405685:I2LURL58

A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Ahmed, Shakil; Mazari, Haani; Kaye, Tom; Radford, Kate; Otieno, Jennifer (EdTech Hub, 2022)
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7054334 ZenodoArchiveConcept: 7054333 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7054334 10.53832/edtechhub.0126 2405685:GQSKFD62 2405685:XLXRPW3Z
Keywords: _r:AddedByZotZen

الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikh Theeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7143871 ZenodoArchiveConcept: 7143870 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7143871 10.53832/edtechhub.0124 2405685:9DZXFIC7
Keywords: _r:AddedByZotZen

Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19 - Asadullah, M. Niaz; Bhattacharjee, Anindita (The Journal of Development Studies, 2022)
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2022.2094253 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2022.2094253 2405685:4QFIBL3G
Keywords: COVID-19; D10; I21; J22; Q50; home-based education; learning crisis; school closure

Developing a national EdTech strategy - Coflan, Caitlin; Wyss, Natalie; Thinley, Sangay; Roland, Mark (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7065183 ZenodoArchiveConcept: 7065182 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7065183 10.53832/edtechhub.0142 2339240:HPTMF4RJ 2405685:2437EGZU 2405685:UCMLR25N
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Education system management / EMIS / education data – EdTechTools - EdTech Hub (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YGEJ34XE 2405685:GTJ3R8F6 4656463:ZZTLJD2P

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior changeincreased tutoring investmentis easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI
Keywords: educational inequality; educational technology; human capital; parental investments

A structural equation model for determinants of instructors’ educational ICT use in higher education in developing countries: Evidence from Ethiopia - Ferede, Bekalu; Elen, Jan; Petegem, Wim Van; Hunde, Adula Bekele; Goeman, Katie (Computers & Education, 2022)
In recent years, there has been greater interest and commitment in developing countries to transform their higher education (HE) using ICT. Evidence shows that ICT is underutilized by instructors in these countries. However, a rigorous context-specific model which explains this observation is currently lacking. In this large-scale study, the causal relationships among institutional and individual determinants of HE instructors' ICT use were examined in order to develop a parsimonious model. Survey data were collected from 946 instructors who were randomly selected from six Ethiopian public universities. The results of the structural equation modeling analysis indicated that solely instructors' ICT competence and ICT attitude have a direct impact on their ICT use. The study did not find support for the hypothesized direct impacts of ICT vision and plan, professional development, support, and infrastructure on ICT use. The findings of the current study imply that in developing countries, instructors’ ICT use may be improved by intervening in their professional development. Future researches need to focus on designing and assessing professional development interventions that empower instructors with ICT competence and attitude.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104566 2339240:37A6RGI4 2405685:EU39URNP
Keywords: Cultural and social implications; Improving classroom teaching; Media in education; Post-secondary education; Structural equation model

Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings: Inferential benefits and limitations - Macharia, Peter M.; Ray, Nicolas; Gitonga, Caroline W.; Snow, Robert W.; Giorgi, Emanuele (Spatial Statistics, 2022)
School-based sampling has been used to inform targeted responses for malaria and neglected tropical diseases. Standard geostatistical methods for mapping disease prevalence use the school location to model spatial correlation, which is questionable since exposure to the disease is more likely to occur in the residential location. In this paper, we propose to overcome the limitations of standard geostatistical methods by introducing a modelling framework that accounts for the uncertainty in the location of the residence of the students. By using cost distance and cost allocation models to define spatial accessibility and in absence of any information on the travel mode of students to school, we consider three school catchment area models that assume walking only, walking and bicycling and, walking and motorized transport. We illustrate the use of this approach using two case studies of malaria in Kenya and compare it with the standard approach that uses the school locations to build geostatistical models. We argue that the proposed modelling framework presents several inferential benefits, such as the ability to combine data from multiple surveys some of which may also record the residence location, and to deal with ecological bias when estimating the effects of malaria risk factors. However, our results show that invalid assumptions on the modes of travel to school can worsen the predictive performance of geostatistical models. Future research in this area should focus on collecting information on the modes of transportation to school which can then be used to better parametrize the catchment area models.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.spasta.2022.100679 2405685:EQ9TER5R 4042040:8UF2BKAH
Keywords: Catchment area models; Disease mapping; Missing locations; Model-based geostatistics; Prevalence; School survey

Smartphone Penetration in Nigeria - Premise (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4VZ5V98Z 2405685:BMAY6LZL

New National Action Plan on Early Childhood Care and Development launched to ensure no child is left behind - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEU7HSYM 2405685:988DZ25F

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

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2405685:MFH269TU
Keywords: _r:AddedByZotZen

What is Capitation Grant for Basic Schools in Ghana? - Marfo, Nathlaine Matilda (Coverghana.com.gh, 2022)
Capitation grant for basic schools is the amount of money or funds allocated for public basic schools in Ghana operating under the Ghana Education Service to... What is Capitation Grant for Basic Schools in Ghana?
KerkoCite.ItemAlsoKnownAs: 2339240:5DJF2EMV 2405685:KR4Q9WQN 4656463:BXWFXF5N

Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform - Bapna, Akanksha; Myers, Christina; Sharma, Namrata (2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR
Keywords: _r:AddedByZotZen

‘6Ps’ audit tool - Rahman, Asad; Carter, Alice (EdTech Hub, 2022)
EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F
Keywords: _r:AddedByZotZen

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

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

Understanding the Potential of Using EdTech to Measure and Mitigate Learning Losses in Latin America and the Caribbean - Wyss, Natalie; Myers, Christina (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org
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How we are implementing our national policy on radical inclusion in education - Sengeh, David Moinina (Africa Renewal, 2022)
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Returning to school after COVID-19 closures: Who is missing in Malawi? - Kidman, Rachel; Breton, Etienne; Behrman, Jere; Kohler, Hans-Peter (International Journal of Educational Development, 2022)
During the early stages of the COVID-19 pandemic, almost all countries implemented school closures to prevent disease transmission. However, prolonged closures can put children at risk of leaving school permanently, a decision that can reduce their long-term potential and income. This study investigated the extent to which the COVID-19 pandemic and associated school closures reduced school attendance in Malawi, a low-income African country. We used longitudinal data from a cohort of adolescents interviewed before (2017/18; at age 10–16) and after (2021; at age 13–20) the pandemic school closures. Of those students who had been attending school prior to school closures, we find that 86% returned when schools re-opened. Dropouts were more pronounced among older girls: over 30% of those aged 17–19 did not return to school. This resulted in further lowering the gender parity index to the greater disadvantage of girls. We also found that students already lagging behind in school were more likely to dropout. Thus, our data suggest that the COVID-19 pandemic has magnified gender inequalities in schooling, at least partially erasing recent progress towards inclusive education. Urgent investments are needed to find and re-enroll lost students now, and to create more resilient and adaptable educational systems before the next pandemic or other negative shock arrives.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2022.102645 2339240:GY9BBMLF 2405685:QFFZJ8XM
Keywords: Adolescents; COVID-19; Child marriage; Education; Pregnancy; School closures

Worldwide Mobile Data Pricing 2022 | 1GB Cost in 233 Countries - Cable (Cable.co.uk, 2022)
A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.
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Timor-Leste Labour Force Survey 2021 Report - Government of Timor-Leste (2022)
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Inflation and price indices - Office for National Statistics - Office for National Statistics (2022)
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Mapping national digital learning platforms - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Rasolohery, Hasiniavo. (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0109 2339240:Q5SA4ZF4 2405685:T3BBADG2
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Human Development Report 2021/2022 - UNDP (2022)
We live in a world of worry. The ongoing Covid-19 pandemic, having driven reversals in human development in almost every country, continues to spin off variants unpredictably. War in Ukraine and elsewhere has created more human suffering. Record-breaking temperatures, fires, storms and floods sound the alarm of planetary systems increasingly out of whack. Together, they are fuelling a cost-of-living crisis felt around the world, painting a picture of uncertain times and unsettled lives. Uncertainty is not new, but its dimensions are taking ominous new forms today. A new “uncertainty complex” is emerging, never before seen in human history. Constituting it are three volatile and interacting strands: the destabilizing planetary pressures and inequalities of the Anthropocene, the pursuit of sweeping societal transformations to ease those pressures and the widespread and intensifying polarization. This new uncertainty complex and each new crisis it spawns are impeding human development and unsettling lives the world over. In the wake of the pandemic, and for the first time ever, the global Human Development Index (HDI) value declined—for two years straight. Many countries experienced ongoing declines on the HDI in 2021. Even before the pandemic, feelings of insecurity were on the rise nearly everywhere. Many people feel alienated from their political systems, and in another reversal, democratic backsliding has worsened. There is peril in new uncertainties, in the insecurity, polarization and demagoguery that grip many countries. But there is promise, too—an opportunity to reimagine our futures, to renew and adapt our institutions and to craft new stories about who we are and what we value. This is the hopeful path forward, the path to follow if we wish to thrive in a world in flux.
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Keywords: ⛔ No INSPIRE recid found

UIS Data - UNESCO (2022)
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Participation in Timor-Leste: An investment opportunity for private and public donors - UNICEF (2022)
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Viet Nam: DPGs for equitable digital education systems - UNICEF Viet Nam; UNICEF Innovation (UNICEF, 2022)
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World Development Indicators | DataBank - World Bank (2022)
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Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? - AlSheikh Theeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; Al Mekdad, Bayan; Sabboura, Rani; Shequem, Yazeed (EdTech Hub, 2022)
The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6929534 10.53832/edtechhub.0123 2339240:7VEG4LSW 2405685:R4E96T5V 2405685:T9NZ63T3 2405685:VSHH2JUL
Keywords: _r:AddedByZotZen

$3 Million ADB Grant to Support Pakistan’s Flood Response - Asian Development Bank (Asian Development Bank, 2022)
ADB approved a $3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.
Archive Location: Pakistan Last Modified: 2022-09-02T16:36+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:55WGMGMM 2405685:QNW3WEJD

Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org
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Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
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Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia; Tanweer, Daniel Plaut and Rabia, Iman Beoku-Betts (EdTech Hub, 2022)
In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn; Open Development & Education (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2405685:JDHJV2U4

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.
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Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC
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EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. - Ampofo, Rudolph; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6959924 10.53832/edtechhub.0107 2405685:UWIQTDFF
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Adamawa State 2023-2025 Medium-Term Sector Strategy (MTSS) - Adamawa State Government (2022)
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Elimu | Offline Intranet Resource Centre In Garissa - Elimu Resource Centre (2022)
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Alarm over teen pregnancies as Kenya ranked third worldwide | Nation - Maichuhie, Kamau (2022)
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Multiple Indicator Cluster Survey 2021, Survey Findings Report - National Bureau of Statistics; UNICEF (2022)
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Bandarban Sandbox: Needs assessment and hypothesis development - Tanweer, Rabia; Nashtaran, Trishia; Plaut, Daniel; Rahman, Asad; Ahmed, Shakil; Chowdhury, Dilruba; Rabbi, BM Fazley; Hoque, Rashedul; Nahar, Nurun; Afroze, Sadia (EdTech Hub, 2022)
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, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2339240:Y9SQVEU9 2405685:77665EVG 2405685:JV4F45P5
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Aprendizaje híbrido Experiencias internacionales con enfoque multimodal - Villavicencio, Xuzel; Coflan, Caitlin (2022)
Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org
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Key considerations when developing an ICT in Education strategy - AlSheikh Theeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
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Radical inclusion means teaching children in a language they understand - Bah, Chernor (Brookings, 2022)
Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling.
KerkoCite.ItemAlsoKnownAs: 2339240:FND65Y2H 2405685:7G5GS3YN

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF
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Systems, applications and technologies for e-learning - Traore, Moussa (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3
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Teachers need training and support, not just an internet connection, to deliver quality distance education - Conover, Anna C (Teacher Task Force, 2022)
This blog is based on the findings of Distance learning and teacher training strategies. Lessons from the Caribbean, a recently published report by the Teacher Task Force. It was written by Anna C. Conover, Consultant Distance teaching and learning have expanded rapidly around the world since COVID-19 school closures first began in 2020. The transition exposed a wide digital divide in many countries, where lack of access to devices, online content and internet connectivity hindered universal access. Equally crucial, the shift shone a light on the need for more and better teacher training in digital and relevant pedagogical skills. However, in spite of this urgent need, ministries of education in many countries are only now integrating ICT competencies and standards into teacher policy frameworks. Moreover, traditional teacher training programmes do not necessarily adequately cover digital and related pedagogical skills in initial teacher training and continuing professional education. Teacher training can help improve learners’ and teachers’ experience of distance learning In response to the demand for training in distance learning and technology integration in small island developing states (SIDS) in the Caribbean, the Distance Learning and Teacher Training Strategies in the Caribbean SIDS teacher training programme was created to enhance the capacity of national education systems. The Teacher Task Force, UNESCO’s Global Education Coalition, Blackboard, the Caribbean Centre for Educational Planning (CCEP), UNICEF Jamaica, and the German Federal Ministry for Economic Cooperation and Development collaborated to develop, implement and monitor the programme. Building on the 2020 pilot project, Professional Development for Teachers for Blended Learning and Online Strategies, the programme was designed to strengthen teachers’ digital and related pedagogical skills. It took a holistic and context-sensitive approach to strengthening teachers’ capacity to guarantee that the most vulnerable students were not left behind during the crisis. The project aimed to confront challenges such as: how to maintain engagement and interaction for learning; how to convert content into appropriate online learning formats; how to handle school management issues, such as the need to respect normal school hours; and how to work with students with diverse needs. Providing support in these areas also helped to address teachers’ psychosocial well-being, since the abrupt transition to online teaching led to significant disruption of teachers’ professional and personal lives, causing uncertainty and other emotional challenges. Careful course design, adaptable materials and supportive communities of practice are essential for successful distance learning A key lesson from the programme was the importance of high standards for course design, content, and capacity for collaboration and delivery. Online platforms or learning management systems must be intuitive and user-friendly; courses must include different forms of interaction and student-teacher feedback loops; and time and space must be allotted for collaboration, reflection and experimentation. Since parental involvement is important for successful distance learning, course design should also include guidance for parents and reliable channels for them to communicate with teachers. Preparing and adapting materials for online learning is one of the most challenging and time-consuming tasks for teachers in transitioning to distance learning. So, teacher training should include guidance on tools to facilitate this work, such as “live worksheets”, which are interactive and support assessment at a distance. And programmes should use open-source materials where possible, or explicitly state copyright conditions when needed, to increase scalability and enable teachers to re-use materials. Teachers who participated in the teacher training programme particularly appreciated being part of a community of practice, enabling them to make new connections with distance education experts and other teachers in similar situations across their country and region. This feeling of belonging to a supportive network, as well as their newly acquired skills, boosted their personal and professional confidence in applying digital technologies and the required skills in their classrooms. Teacher training for distance education should prepare teachers to create inclusive online learning environments Ensuring inclusive education should be a priority in distance learning. Even though this form of schooling can limit teachers’ interactions with students (e.g., by reducing opportunities for spontaneous communication and gestural cues), it can also provide opportunities to promote inclusion. Designing courses with accessibility in mind is essential to create inclusive learning environments. For instance, to accommodate the needs of learners with disabilities, participants should be given a range of ways to access materials and participate in courses. This may include offering asynchronous* and synchronous** options for discussion, multimodal (visual, aural, textual, etc.) delivery of content, and downloadable as well as livestreamed content. In multilingual contexts, adapting to teachers’ language needs is also essential. In the SIDS programme, course content was often only available in French or English. However, to allow participants to conduct discussions in the language with which they were most comfortable, course facilitators allowed participants to form online breakout groups using other languages. Flexibility is a key feature in planning for teacher training Training teachers for distance education must be flexible, since teachers have competing and sometimes unforeseen demands on their time. Course content, pacing and assignments should be adjusted throughout the course according to participants’ changing needs. This is particularly important during emergency situations. For accreditation transparency and to maintain teacher motivation, courses can adapt to teachers’ time constraints by offering different levels of certification and micro-credentials for specific ICT skills. Careful planning that considers school calendars and teachers’ accessibility needs, as well as good communication campaigns, are essential to ensure successful enrolment and sustained attendance in teacher training. Registration should be easy and obstacle-free, and directly available online. In general, teacher training should not be scheduled at the beginning or at the end of the school year when teachers are busiest, or during long summer vacations when many teachers are not available. Partnerships are important for developing teacher training programmes for distance education Partnerships are particularly important in delivering distance education, since it requires considerable expertise and resources, including costly devices, uninterrupted connectivity, education software, open educational resources, and pedagogical and organizational expertise. Given that connectivity and device availability are often a barrier in online education, governments and stakeholders should develop partnerships with technology companies and internet providers to identify solutions, while ensuring that data security and participant privacy are respected. Educational technologies have proven to be useful to ensure continuity of education in emergency situations. Increasingly true to all societies, they are also among the basic tools needed to fully participate in our contemporary world. However, investing in these technologies will not achieve the desired results unless we also invest in teachers’ digital and related pedagogical skills. Initial and in-service teacher education must therefore be re-imagined including these skills and technologies. With their first-hand experience of the challenges and opportunities of remote teaching, teachers must be involved in the design, implementation and monitoring of distance learning and technology integration. In such a way, they must effectively be placed at the heart of wider education transformation. Glossary *Asynchronous online learning: Education and learning that occur online at a different time compared to when the teacher is instructing. **Synchronous online learning: Education and learning that occur online at the same time, but not in the same place with teachers and/or other learners. Photo credit: Abir Roy Barman/Shutterstock.com
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Education in Sub-Saharan Africa - John, Doe; Jane, Doe (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6798426 2405685:ZM55V7KM
Keywords: _r:AddedByZotZen

Digital library improving literacy in Timor-Leste - Kent, Marie (ChildFund Australia, 2022)
A grandmother, a teacher and a young girl are all on a journey to improve literacy levels in the Manatuto Municipality in Timor-Leste. Over the last two years, all three of them have taken part in Library for All, a digital literacy program rolled out in schools across the region.
KerkoCite.ItemAlsoKnownAs: 2339240:ALJ93B8P 2405685:8R8FVN4S
Keywords: ⛔ No INSPIRE recid found

EdTech Systems Research (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5827679 2405685:FNP6VRSS
Keywords: _r:AddedByZotZen

Using a participatory design approach for co-creating culturally situated STEM enrichment activities - Belgrave, Ashlee B.; Bermudez, Vanessa N.; Chew, Phebe; Lin, Yiwen; Ahn, June; Bustamante, Andres S. (Journal of Applied Developmental Psychology, 2022)
Researchers can use a participatory design approach to produce sustainable interventions that leverage the cultural values and practices of ethnoculturally and linguistically diverse populations. PD is underutilized in developmental psychology, but can be a powerful tool for creating culturally situated interventions that bridge gaps in research applicability, inclusivity, and effectiveness. We provide our design narrative for creating grocery store signage promoting early STEM learning in a predominantly low-income, Latine community. We conducted two design sessions with our research team and community members (n = 20) to learn about their past and present intergenerational grocery-shopping experiences and integrated their values into signage. This paper outlines the PD process we undertook and its implications for the field of developmental psychology. We argue that developmental psychologists would benefit from adopting PD as a methodology to build on diverse populations' strengths. This approach can produce relevant interventions that support children's learning in various community settings.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2022.101451 2339240:GR5QTDWH 2405685:I9UWTIBI
Keywords: Culturally situated; Early STEM; Latine community; Participatory design

The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador - Büchel, Konstantin; Jakob, Martina; Kühnhanss, Christoph; Steffen, Daniel; Brunetti, Aymo (Journal of Labor Economics, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1086/717727 2405685:RVZAW7V6

Parenting in the digital age: Attitudes, controls and limitations regarding children's use of ICT - Gür, Duygu; Türel, Yalın Kılıç (Computers & Education, 2022)
Today, with the development of technology, many possibilities are offered to users; however, these possibilities bring along some risks and threats. It is very important to ensure that users, especially teenagers, can benefit from the possibilities of technology at the highest level by minimizing the existing risks. At this point, the roles, attitudes and behaviors of parents have an important effect. The purpose of this study is to reveal the attitudes, behaviors, controls and limitations of middle school students' parents towards their children's use of information technologies. For this purpose, data were collected from parents through survey and interviews. The participants of the study consisted of 354 parents of 6th and 7th grade students from seven public schools and four private schools. The parents filled out a questionnaire. Also, semi-structured interviews were conducted with 13 volunteer parents. According to the results, parents ‘attitudes towards their children's ICT use were positive and they especially supported their use of ICT for educational purposes. However, it was revealed that parents were concerned about the possible risks and security threats that their children may encounter in virtual environments, and therefore they take precaution in order to prevent their children from possible risks by informing, controlling and limiting their children. Based on the results, while children benefit from digital opportunities, they need to prevent themselves from digital risks as well through precautions and interventions with the support of school-parent cooperation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104504 2339240:2IQVWEZI 2405685:75K5DJZG
Keywords: Digital parenting; Information and communication technologies (ICT); Limitations; Online risks; Parental control

Hybrid learning: International experiences with multimodal approaches - Villavicencio, Xuzel; Coflan, Caitlin (2022)
This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9
Keywords: _r:AddedByZotZen

Blended and Hybrid Learning Initiatives: A curated list for El Salvador - Villavicencio, Xuzel; Coflan, Caitlin Moss (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583
Keywords: _r:AddedByZotZen

Piloting Gobee — What we learned from the first pilot of the gamified learning measurement tool - War Child Holland; War Child Jordan; NYU Global Ties (HEA Learning Series, 2022)
Written in collaboration with War Child Holland, War Child Jordan and NYU Global Ties
KerkoCite.ItemAlsoKnownAs: 2339240:SCSUYCN6 2405685:CESCWJLT

Blended and Hybrid Learning Initiatives: A curated list for El Salvador - Villavicencio, Xuzel; Coflan, Caitlin Moss (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0105 2339240:36ZMGZUW 2405685:AWVEAJGC
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Data Access and Protection Laws in Pakistan: A technical review - Halim, Waqas; Upadhyay, Arjun; Coflan, Caitlin (EdTech Hub, 2022)
The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws. This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments. Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6621244 10.53832/edtechhub.0098 2405685:GV4MKFZH
Keywords: _r:AddedByZotZen

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2339240:5JUXJ5N6 2339240:F43SL362 2405685:8GN4RWMR 2405685:L4RY53KI 2405685:Q8366KLT 2405685:XNBZSCS7 2486141:Z5CMZLCE
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

How Chimple Encouraged Increase in Adoption and Engagement - Handa, Rhea (2022)
Chimple is now embarking on a journey of rigorous evaluation via a randomized controlled trial (RCT) of its teacher-led, at-home learning model in India, so that it is better prepared to be scaled up. There is an urgent need to build evidence on technology-based home-learning solutions, particularly in low-income contexts, so that we can understand what works, how it works, and whether it works at scale.
KerkoCite.ItemAlsoKnownAs: 2339240:X78CIAZB 2405685:UNEAA4VA

Parent and implementer attitudes on gender-equal caregiving in theory and practice: Perspectives on the impact of a community-led parenting empowerment program in rural Kenya and Zambia - Okelo, Kenneth; Onyango, Silas; Murdock, Dawn; Cordingley, Kaylie; Munsongo, Kelvin; Nyamor, George; Kitsao-Wekulo, Patricia (BMC Psychology, 2022)
Fathers are often perceived to be mainly responsible for the provision of the family's economic needs. However, past studies have demonstrated that fathers’ involvement in parenting has great significance for the child’s holistic growth and development. Few studies have investigated fathers’ roles in the nurturing care of young children, particularly responsive care and stimulation, in sub-Saharan Africa. The study reported here was carried out as part of a larger study that sought to evaluate the effectiveness of the Moments That Matter (MTM) program in improving the nurturing care of young children in rural communities in Zambia and Kenya. The MTM program uses a parenting empowerment approach to promote bonding and interactions between caregivers and their children within the home, focusing on responsive care, early learning, and security and safety so that children reach their full developmental potential. Trained volunteers facilitated monthly primary caregiver support and learning groups and ECD home visits. Fathers were encouraged to participate in the home visits and to attend some of the group meetings on specific topics. The study reported in this paper aimed to establish the impact of the parenting empowerment program in promoting more gender-equal attitudes and practices on parenting among fathers (who were not the primary caregivers).
KerkoCite.ItemAlsoKnownAs: 10.1186/s40359-022-00866-w 2339240:9YBRQDN6 2405685:4UHGV9DW
Keywords: And holistic development; Childcare; Early childhood development; Early learning; Fathers’ perceptions; Fathers’ practices; Fathers’ roles; Parenting; Responsive care; Stimulation

Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data - Ampofo, Rudolph; Korboe, David; Radford, Kate; Mazari, Haani (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ
Keywords: _r:AddedByZotZen

Schools Are Looking for Evidence From Their Edtech. Are Companies Ready to Provide It? - EdSurge News - Tate, Emily (EdSurge, 2022)
Schools are awash in technology in a way never before seen, thanks to the mad dash toward digital that was prompted by the pandemic a little more than ...
Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:U3HZHK7C 2405685:CDE92LPK

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v17i12.30567 2339240:CI9K6TPW 2405685:H7F66ER6

Using virtual reality to help teachers better support refugee students - Chinen, Marjorie; Oviedo, Ana María (2022)
Virtual reality (VR) offers teachers and school administrators opportunities to foster empathy and cohesion with refugee students, as is already happening through a World Bank-supported project in Türkiye.
KerkoCite.ItemAlsoKnownAs: 2339240:9BGX5PDT 2405685:HTJJP6PP

COVID-19 – a boundary crossing event for teacher educators.pdf - Donitsa-Schmidt, Smadar; Ramot, Rony (Journal of Education for Teaching, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2022.2088267 2339240:BT28WQ3R 2405685:WSFTJQTK

Implementation of Kobo Collect in drought-affected Provinces - UNFPA Angola (2022)
Implementation of Kobo Collect in drought-affected Provinces
KerkoCite.ItemAlsoKnownAs: 2405685:SA74XSPP 2486141:GLNA9GCW

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 2405685:BBFICUKT

Reference collection - Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6615096 2405685:TZMR2EZU
Keywords: _r:AddedByZotZen

Effective Assessment and Progress Monitoring in an Online Environment: A Study in Six Countries - T4 Education; EdTech Hub (EdTech Hub, 2022)
The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country..
KerkoCite.ItemAlsoKnownAs: 2339240:PA9TD6UB 2405685:E66UZCLZ

Back to the Basics: Curriculum Reform and Student Learning in Tanzania - Rodriguez-Segura, Daniel; Mbiti, Isaac (Research on Improving Systems of Education (RISE), 2022)
In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2022/099 2339240:W8GCMD8J 2405685:ISJCZYWF

Edtech Should Be More Evidence-Driven - EdSurge News - Segura, Fabio; Sommer, Simon (EdSurge, 2022)
The $300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success
Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:LFIW2ZPJ 2405685:WTNB88NI

Achieving gender and youth inclusivity in Malawi through Productive Alliances - Botha, Blessings (2022)
When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.
KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10857-w 2339240:T2DN66UF 2405685:DJ4PZFW8
Keywords: Covid-19 pandemic; Crisis education; Professional development; Remote education; Social networking; Virtual communities of practice

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Proceedings of the Ninth ACM Conference on Learning @ Scale, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
KerkoCite.ItemAlsoKnownAs: 10.1145/3491140.3528305 2405685:M9L6E934
Keywords: educational technology; equity; gender; girls education; international development; low- and middle-income countries

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PL4Z9P4H 4042040:536CQLRQ

Decolonisation of curriculum: the case of language education policy in Nepal - Poudel, Prem Prasad; Jackson, Liz; Choi, Tae-Hee (London Review of Education, 2022)
While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.
Publisher: UCL Press KerkoCite.ItemAlsoKnownAs: 10.14324/LRE.20.1.13 2405685:ZINX7XPB 4042040:NTMVL2T9

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2405685:KDZG5MJK 2486141:AU8NLI8I
Keywords: _Added-ailr-2024; _important-ailr-2024

The State of Global Learning Poverty: 2022 Update - Azevedo, Joao Pedro; Rogers, Halsey; Ahlgren, Ellinore; Akmal, Maryam; Cloutier, Marie-Helene; Ding, Elaine; Raza, Ahmed; Ning Wong, Yi; Montoya, Silvia; Chakroun, Borhene; Chang, Gwang-Chol; Guerriero, Sonia; et al. (The World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTNZJFPM 2405685:I5JFXK3N

Cambodia’s Ecosystem for Technology Startups - Ek, Sopheara; Vandenberg, Paul (Asian Development Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:94GHL2BN 2405685:S33GUEFK

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Faculty of Education, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
Accepted: 2022-04-25T08:00:57Z KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.83829 2405685:7AGRDYVW 4042040:KV9QJ46Q

National Strategy for Out-of-School Children in Sierra Leone - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:F39I9PTD 2405685:BLKSJRLU

Education opportunities for Girls in Nigeria - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4ALBTMSF 2405685:6V9Q768R

Lessons from Kenya’s Education Reforms - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:58C9VTTY 2405685:5S455QEI

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8058585 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8058585 ZenodoArchiveConcept: 8058584
Keywords: _r:AddedByZotZen

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2021.2014947 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2021.2014947 2405685:S2C5FKXL
Keywords: ICT training; Nepal education; TPACK; rural education; teacher professional development

The impacts of remote learning in secondary education during the pandemic in Brazil - Lichand, Guilherme; Doria, Carlos Alberto; Leal-Neto, Onicio; Fernandes, João Paulo Cossi (Nature Human Behaviour, 2022)
The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the ﬁrst school quarter of 2020, but not thereafter, we estimate the eﬀects of remote learning in secondary education using a diﬀerences-in-diﬀerences strategy that contrasts variation in students’ outcomes across diﬀerent school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) eﬀects of reopening schools in the pandemic through a triplediﬀerences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We ﬁnd that, under remote learning, dropout risk increased by 365% and test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01350-6 2339240:Z4VIWPC2 2405685:IPG893HE

Trends in Digital Personalized Learning in Low- and Middle-Income Countries: Executive Summary - UNICEF (UNICEF, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:HTAHFL44 2405685:HX7HTXGW

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
KerkoCite.ItemAlsoKnownAs: 2405685:SH2GMWNM
Keywords: ⛔ No DOI found

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

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

Home Schooling during the COVID-19 Pandemic: An Assessment of Malaysia’s PdPR Program - Asadullah, Niaz (Asian Development Bank, 2022)
The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen.
Accepted: 2022-05-18 Last Modified: 2022-08-30T18:13+08:00 KerkoCite.ItemAlsoKnownAs: 2405685:STB73A3M

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (SocArXiv, 2022)
Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.
KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS

Learning and working in the digital age: Advancing opportunities and identifying the risks - Goger, Annelies; Parco, Allyson; Vegas, Emiliana (Brookings, 2022)
Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.
KerkoCite.ItemAlsoKnownAs: 2339240:BECTE3UC 2405685:6ZIX3DVL

Education Sector Plan (ESP 2020-2024) : Updating the National Education Strategic Plan (NESP 2020-30) and Accompanied by a Costed Action Plan (2020-2023) - World Bank (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KJISHW6B 2405685:FMQIQAKX
Keywords: ⛔ No INSPIRE recid found

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IHETD9DX 2405685:M4C6ZJ6J

Vietnam Education: Reform policies, “winning formula”, and the status quo - Hanh, Hoang Phuong; Vinh, Le Anh (2022)
Shaking off the remnants from a long-lasting period of colonization and conflicts, the 35-year span from 1986 with multiple comprehensive reforms has transformed Vietnam from a country of war to an “emerging dragon” across all social and economic sectors, including education. Vietnam made an impressive success story of the efficiency of investment in education given its top position in the PISA average score ranking and international academic competitions. This article accounts for the major post-1986 changes of Vietnam’s education system, the country’s “success formula” as well as lapses. Recommendations for educational policymakers and educators regarding the role of the education sector in the coming ever-disruptive social and economic context will be discussed as concluding remarks.
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/j7cr8 2339240:F7VC6ZE2 2405685:UD3FZYQY

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2339240:S7M2CQ4J 2405685:BRY3EXFT 2405685:KAZQRPA7
Keywords: _r:AddedByZotZen

Making strides to make digital literacy facilities accessible to children across Sierra Leone - Mason, Harriet (UNICEF Sierra Leone, 2022)
Making strides to make digital literacy facilities accessible to children across Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2339240:YWVSPC2X 2405685:7WZT7QGS

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (EdTechHub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6412386 2339240:YGGYBFB6 2405685:BPUZD5T5 2405685:EZZ3QXCT 4656463:W4SE8RSY
Keywords: _r:AddedByZotZen

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

An Analysis of COVID-19 Student Learning Loss - Patrinos, Harry Anthony; Vegas, Emiliana; Carter-Rau, Rohan (World Bank, 2022)
COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.
Accepted: 2022-05-05T18:47:54Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10033 2339240:3EFZDWNL 2339240:U5ETV2HF 2405685:HCX28CMA 2405685:K5MNBSW6
Keywords: Coronavirus Impact on Learning; Covid-19 Student Learning Loss; Education; Education Disruption; Educational Inequality; Human Capital Accumulation; Learning Inequality; Pandemic Education Impact; Remote Learning Quality; School Lockdowns; Systematic Education Review

Exploring the Landscape for Digital Education: Observations from Kenya, Nigeria, and Senegal - USAID (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PE4ILVUW 2405685:HTZC89KZ

Distance learning for Indonesian mathematics students with hearing impairments in pandemic situation: A case study - Rahmawati, Fadhilah; Pamungkas, Megita Dwi; Chasanah, Aprilia Nurul; Wicaksono, Arief Budi; Franita, Yesi; Hendrastuti, Zuida Ratih (AL-ISHLAH: Jurnal Pendidikan, 2022)
The purpose of this study was to identify the distance learning process of deaf students during the pandemic. This research is qualitative research with a case study approach. The subjects of this study were mathematics teachers, deaf students, and stakeholders. The research was carried out at the SLBN Kota Magelang and SLB-B YPPALB Magelang . Data collection techniques in this study were carried out by questionnaires, interviews, and document studies. The main instrument in this study was the researcher, while the auxiliary instruments were questionnaires and interview guidelines. The validity used in this research is source triangulation. The results showed that the mathematics distance learning process for deaf students could be implemented in various ways and could be adapted to school conditions and student conditions. Distance learning can be done with the help of media in hand-out modules taken at school before the mathematics learning schedule is implemented. In addition, the distance learning process on the mathematics topic of deaf students can also be carried out through learning videos with additional translated texts. Deaf students can simultaneously watch videos and read explanations from math teachers.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.35445/alishlah.v14i1.1255 2339240:GJF87EUQ 2405685:52IGH8RJ
Keywords: Learning process; deaf; distance learning

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA
Keywords: _r:AddedByZotZen

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:9QTNGBWL 2405685:AZD43GWL
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Iniciativas para el desarrollo de habilidades CTIM de las adolescentes en la región de LAC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497816 10.53832/edtechhub.0091 2405685:TR78WPA9
Keywords: F: Helpdesk response; _r:AddedByZotZen

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

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:7LCXLE8L 2405685:U3M7PGEE

The More You Know, the Less You Stress: Menstrual Health Literacy in Schools Reduces Menstruation-Related Stress and Increases Self-Efficacy for Very Young Adolescent Girls in Mexico - Long, Jeanne L.; Haver, Jacquelyn; Mendoza, Pamela; Vargas Kotasek, Selvia M. (Frontiers in Global Women's Health, 2022)
Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed.
KerkoCite.ItemAlsoKnownAs: 10.3389/fgwh.2022.859797 2405685:SK7LE4U2 2486141:9CX994F4

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR 2405685:4R8W9A36
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Evidence needs to be at the heart of $300 billion global edtech industry - Jacobs Foundation (Jacobs Foundation, 2022)
The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech.
KerkoCite.ItemAlsoKnownAs: 2339240:PP9PDJVU 2405685:5S5PZR3A

OU part of £5.5m research portfolio to improve education tech in low and middle income countries - Grimette, Hannah (OU News, 2022)
The Open University (OU) has launched a study with global research partner, Edtech Hub, to investigate the impact of technology on teaching in Bangladesh. Part of EdTech's first research portfolio, the OU's 3Mpower is one of 13 projects, which represents the largest investment in primary research on EdTech's use in low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:M5XGVS2H 2405685:EXXQ3R4B

Crisis response can and should include education - Curious Learning (Curious Learning, 2022)
On March 10th, Curious Learning started promoting one of our free literacy learning apps (Feed the Monster localized to Ukrainian). In only 3 weeks, there have been over 55,000 downloads at an average cost per download of $0.12.
KerkoCite.ItemAlsoKnownAs: 2339240:LQW3MTQJ 2405685:LNI9FZPF