Guidelines and good practices for evidence-informed policy-making in a government department - Wills, Alf; Tshangela, Mapula; Shaxson, Louise; Datta, Ajoy; Matomela, Bongani (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY
Keywords: ⛔ No DOI found

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR
Keywords: Asia; ERIC; Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.
Publisher: Routledge _eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP
Keywords: home student experience; intercultural competences; international competences; savoir être; task design for internationalization; teacher development; teacher reflection

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (Accelerated Education Working Group (AEWG), 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG

Guide to Policy Development - Ministry of Basic and Senior Secondary Education’s Emergency Education; Education Partnership Group (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ENBY4G4D 2405685:5C4E4MUA

Guide to measuring information and communication technologies (ICT) in education. - Institut de statistique de l'Unesco (UNESCO Institute for Statistics, 2009)
OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank (The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EK2M4RJK 2405685:GMD8AGQH

Guide for Handling Potential Reputational Risks to UNICEF From Teaching and Learning Materials: Protocol for reviewers - Belot, Marie Noelle
KerkoCite.ItemAlsoKnownAs: 2339240:A7PYR3WH 2405685:SYQLQ6PK

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z
Keywords: _r:AddedByZotZen

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF (UNICEF Regional Office for South Asia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
shortDOI: 10/gcskzk KerkoCite.ItemAlsoKnownAs: 10.1177/0739456x17723971 10/gcskzk 2317526:3SKJWG4Q 2339240:RBCSSTU8 2405685:DHDE9YQJ 2405685:JIQYISQ3 UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2405685:ES9TENWY 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW

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

Guidance Note on Qualitative Research final2020.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:IYB5V9Q7

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
Keywords: _r:AddedByZotZen

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 2: Teacher Resources - McGeown, Julia; Boisseau, Sandra; Bohan-Jacquot, Sandrine (Humanity and Inclusion, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LEYPBIJF

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:UW2H22R7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 1: Inclusive Digital Learning - Humanity and Inclusion (INEE, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK
Keywords: ___working_potential_duplicate

Guidance note 1, inclusive digital learning - Humanity and Inclusion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I
Keywords: ___working_potential_duplicate

Guidance note 1: Inclusive Digital Learning (Humanity and Inclusion, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I44RINL4

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021
KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J

Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education - UNGEI; GPE; UNICEF (2018)
The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.
KerkoCite.ItemAlsoKnownAs: 2339240:3944PGWD 2405685:Y8VSWY9V

Guidance: assessing and monitoring learning during the COVID-19 crisis - UNICEF (Humanitarian Response)
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:LL3AAY4C 2405685:ZK8JT537

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:X4CL6VEM

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH

GSMA Intelligence - GSMA
KerkoCite.ItemAlsoKnownAs: 2339240:7EH8UGCQ 2405685:H86M7VQY

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96

Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning - Kizilcec, René F.; Goldfarb, Daniel (Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale, 2019)
Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.
KerkoCite.ItemAlsoKnownAs: 10.1145/3330430.3333632 2339240:L3XGQDF9 2405685:WYTNLMM6

Growth and structural change in Africa: development strategies for the learning economy - Lundvall, Bengt-Åke; Lema, Rasmus (African Journal of Science, Technology, Innovation and Development, 2014)
shortDOI: 10/gf5knj KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979660 10/gf5knj 2405685:P6JSYUS9 261495:ZII5UIMH
Keywords: DIAL-RDO

Growth and Inequality in Pakistan Volume 1 - Pasha, Hafiz A. (Friedrich-Ebert-Stiftung (FES), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:79JJREYZ 2405685:T46URBJB

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FGMD32KH
Keywords: ___working_potential_duplicate

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz A. (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M3EJG7NR 2405685:KY6UZSNI
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Grounded theory methodology: An overview - Strauss, A.; Corbin, J. (Handbook of qualitative research, 1995)
KerkoCite.ItemAlsoKnownAs: 2405685:S43TR2M6
Keywords: ___working_potential_duplicate; auto_merged

Groping in the dark: the first decade of global modelling - Meadows, Donella; Richardson, John; Bruckmann, Gerhart (John Wiley & Sons, 1982)
KerkoCite.ItemAlsoKnownAs: 2339240:7F6MXNKN 2405685:GHJES5DR

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:4IL87MTM
Keywords: C:England/International

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C

Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10829932 ZenodoArchiveConcept: 10829931 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1017 2405685:K2VUJ9EQ
Keywords: Coming soon; _r:AddedByMyEducationEvidence

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb; auto_merged

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE

Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children - Muñoz, Leidi J. Enriquez; Noguera Zúñiga, Edilson Y.; Flórez Aristizábal, Leandro; Collazos, Cesar A.; Daza, Gloria; Cano, Sandra; Alghazzawi, Daniyal M.; Fardoun, Habib M. (Learning and Collaboration Technologies. Design, Development and Technological Innovation, 2018)
The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-91743-6_4 2339240:R5HBFJT4 2405685:4AAAGFKW
Keywords: Deaf children; Design guide; Interface design; Mobile applications

Grantable
KerkoCite.ItemAlsoKnownAs: 2405685:QHPKVTFU 2486141:DLTC8IFH
Keywords: _Added-ailr-2024

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X

Grant Funding Proposal (FY11- Round 33) - World Bank (World Bank, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X

GPE Covid-19 Education Response Support Programme (CESP) - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X

GPE 2020 Country-level Prospective Evaluations. Malawi - Smith, Prepared Matthew; Fenning, Christine (Global Partnership for Education (GPE), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9ABNU7B8 2405685:DQGKVE9A
Keywords: ⛔ No DOI found

GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya - Rawal, Prepared Shenila; Aslam, Monazza; Outhred, Rachel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:XN28CFK6
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

Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations - Ben-Hassine, Wafa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ

Government of the Punjab. School Education Department
KerkoCite.ItemAlsoKnownAs: 2405685:3NFDHY6C

Government of the Punjab. School Education Department (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6

Government of the Punjab. Punjab Information Technology Board
KerkoCite.ItemAlsoKnownAs: 2405685:MCKAA3KB

Government of the Punjab. Punjab Information Technology Board (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB

Government of Sindh. Information Technology Department Government of Sindh
KerkoCite.ItemAlsoKnownAs: 2405685:HQU5JXI6

Government of Sindh. Information Technology Department Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8BAXTEYI 2405685:46EQS5JF

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan
KerkoCite.ItemAlsoKnownAs: 2405685:DYCXFUX2

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF

Government of Pakistan. Ministry of Federal Education and Professional Training
KerkoCite.ItemAlsoKnownAs: 2405685:LIABD93C

Government of Pakistan. Ministry of Federal Education and Professional Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C

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

Government launches school radio lessons programme - ZBC News (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:PLFSGGCX

Government Gazette - Government of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:X3Y7MC54

Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:YTFFFUV4

Government Design Principles - Central Digital and Data Office (GOV.UK, 2019)
The UK government's design principles and examples of how they've been used.
KerkoCite.ItemAlsoKnownAs: 2339240:HEJIHY8U 2405685:R8NQTVRI

Governance Reforms in three South East Asian countries: the Role of Research-based Evidence in Promoting Innovations - Pellini, Arnaldo; Bachtiar, P.P; Alician, M.D; Nguyen, Thi Thu Hang (Innovation Trends in Public Governance in Asia, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:2H9V56D5 2405685:MGYGFCJ2

Governance of student data - Barrett, Lindsey (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ECCMIU3S 2339240:FE4N2WXW 2405685:WTEUYXE2 2405685:ZNQ632HM
Keywords: ___working_potential_duplicate

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9

google translate - Google Search
KerkoCite.ItemAlsoKnownAs: 2339240:W7UFBXRM 2405685:GNVQ6G2W

Google Translate
KerkoCite.ItemAlsoKnownAs: 2405685:2I3A6BCH

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6 2405685:SN9E5TSM
Keywords: Computer Science - Digital Libraries

Google Meet
KerkoCite.ItemAlsoKnownAs: 2405685:R57CKXPH

Google Images - Google
EdTechHub.ItemAlsoKnownAs: 2405685:HG4E5AME

Google Image best practices - Search Console Help - Google
EdTechHub.ItemAlsoKnownAs: 2405685:G55AP7FW

Goodhart’s Law and the gaming of UK public spending numbers - Hood, Christopher; Piotrowska, Barbara (Public Performance & Management Review, 2021)
Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.
Publisher: Routledge _eprint: https://doi.org/10.1080/15309576.2020.1749092 KerkoCite.ItemAlsoKnownAs: 10.1080/15309576.2020.1749092 2339240:AL7M3EA4 2405685:ZNMNHT5B 4656463:X439Z2RN
Keywords: Goodhart’s Law; creative categorization; fiscal illusions; gaming; public finance management; public spending; rule bending

Good teaching is inclusive for all, so why focus on marginalised adolescent girls? - Reilly, Anita (The Education and Development Forum (UKFIET), 2020)
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]
KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2405685:CBHXFBX7
Keywords: C:Australia

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy
KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS

Gobierno habilita herramienta “Inteligencia Quisqueya” para estudiantes que se preparan para pruebas nacionales - CDN, Redacción (CDN - El Canal de Noticias de los Dominicanos, 2020)
Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.
KerkoCite.ItemAlsoKnownAs: 2339240:WWCB6JPA 2405685:3QZU3HMW

Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. - Ruble, Lisa; McGrew, John H.; Toland, Michael D. (Journal of Autism and Developmental Disorders, 2012)
Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-012-1446-7 2339240:C2EDPDSD 2405685:VQ4QIXEN
Keywords: Autism; Goal attainment scaling; Outcome measurement; Psychosocial intervention; Randomized controlled trials; Reliability

Goal 4 .:. Sustainable Development Knowledge Platform - United Nations
EdTechHub.ItemAlsoKnownAs: 2405685:G8M6YSGX

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations (Department of Economic and Social Affairs: Sustainable Development)
KerkoCite.ItemAlsoKnownAs: 2339240:5B3NT6UP 2405685:CAPAQP9C

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J

Go Girls Connect! - The Bantwana Initiative of World Education Inc., - Bantwana World Education Initiative (Bantwana)
Go Girls Connect! is an innovative program leveraging mobile technology to empower girls to advocate for their human rights.
Library Catalog: bantwana.org KerkoCite.ItemAlsoKnownAs: 2405685:NL3ZDCNA 2405685:NT9D8XCQ

gnu.org - GNU
KerkoCite.ItemAlsoKnownAs: 2405685:Y78NE354

Globalization, corporatism, and critical language education - Luke, Allan; Luke, Carmen; Graham, Phil (International Multilingual Research Journal, 2007)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2405685:G4MPSTII 4042040:WMA7NTXG

Globalization and the growth of international educational testing and national assessment - Kamens, D.H.; McNeely, C.L. (Comparative Education Review, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1086/648471 2339240:5B96GY8M 2405685:GK3NERIR

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

Global South teacher educators in digital landscape: implications on professional learning - Impedovo, Maria Antonietta; Malik, Sufiana Khatoon; Kinley, Kinley (Research on Education and Media, 2019)
Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.
Publisher: Sciendo Section: Research on Education and Media KerkoCite.ItemAlsoKnownAs: 10.2478/rem-2019-0018 2339240:Z3R2S3E6 2405685:9SU5FW7M
Keywords: ⚠️ Invalid DOI

Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 Global Burden of Disease Study - Razzak, Junaid; Usmani, Mohammad Farooq; Bhutta, Zulfiqar A. (BMJ Global Health, 2019)
Objective There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels. Methods We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015. Results In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7% of mortality and 41.5% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22%), ischaemic heart disease (17%), lower respiratory infections (11%) and haemorrhagic strokes (7%) made up about 60% of EMDs in 2015. Conclusion Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.
Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-000733 2339240:74NSEPBV 2405685:5V7P8KVF

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
EdTechHub.Source: 2129771:NCQCUJ4Z shortDOI: 10/ggkzrv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 10/ggkzrv 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:34B85SEP 2405685:8FBS8XA8
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Global Proficiency Framework for Reading: Grades 1 to 9 - UNESCO Institute for Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR

Global Perspectives on Teacher Learning: improving policy and practice | Request PDF - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
Request PDF | Global Perspectives on Teacher Learning: improving policy and practice | Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:AHQCWIAH 2534378:Q4HM2RDT
Keywords: ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9
Keywords: ___working_potential_duplicate

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, John; Dembélé, Martial (UNESCO: International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:XX6H8UUD
Keywords: C:International; ___working_potential_duplicate

Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume B - Day 2 (World Health Organization, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4KTX7RSQ 2405685:3DN8XRDU

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.
KerkoCite.ItemAlsoKnownAs: 2339240:TKZR8775 2405685:P6NCTW32

Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K2UK6QF4 2405685:XTNVEKFL

Global Parents' Survey 2018: India findings - Varkey Foundation (2018)
The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:WPJX5GYE 2405685:EJQDGXAH

Global Monitoring of School Meals During COVID-19 School Closures.
As a result of school closures, 350 million children around the world are missing out on school meals. For many of them, a school meal may be their only nutritious meal during the day. The world needs to find alternative solutions, fast.
Library Catalog: cdn.wfp.org KerkoCite.ItemAlsoKnownAs: 2405685:Y2VC34DC

Global learning XPRIZE: Executive summary - XPRIZE (XPRIZE, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LMHWGYMG 2405685:RF9I68JG

Global Kids Online: Comparative report - Livingstone, Sonia; Kardefeld-Winther, Daniel; Saeed, Marium (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D5J8ZAAR 2405685:JWM3JX3Z

Global initiative on out-of-school-children: Tanzania country report - Ministry of Education Science and Technology, UNESCO and UNICEF (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:MZX7KWXD 2405685:FZLBUYAH

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Government of Tanzania; UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2405685:IRZRMTPE

Global Initiative on Out-of-School Children: Regional Report, West and Central Africa - UNESCO Institute for Statistics (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL

Global Humanitarian Overview 2020 - Humanitarian InSight (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK

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

Global Experience with EMIS (unpublished note) - Center for Global Development (Center for Global Development, 2022)
Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...
KerkoCite.ItemAlsoKnownAs: 2339240:CLMUB4Y5 2405685:V2ZI4E5X 4656463:AVWLCS6U

Global education monitoring report, 2023: technology in education: a tool on whose terms? - Global Education Monitoring Report Team
UNESCO Digital Library
KerkoCite.ItemAlsoKnownAs: 2339240:E8ZGUYFI 2405685:4RSN6K3Q

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - UNESCO (GEM Report UNESCO, 2023)

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - Global Education Monitoring Report (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO)
KerkoCite.ItemAlsoKnownAs: 2339240:MC8T76CI 2405685:HM6UBJS2

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2020: Inclusion and Education - All Means All - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY

Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education - GEM (UNESCO Digital Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H

Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls - UNESCO (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:K99KZM4I 2405685:DNDZKA6X

Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5

Global Education Coalition members pledge to support emergency response in Beirut - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Girls education in Southeast Asia: A Rapid Evidence Review for the Southeast Asian Region - Mitchel, Joel; Hinks, Jessica; D'Rozario, Jonny; Thinley, Sangay (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10987856 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1022 ZenodoArchiveConcept: 10987855
Keywords: _r:AddedByMyEducationEvidence

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

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

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

Girls' education and COVID-19 in Pakistan | Malala Fund Newsroom - Denham, Laura; Fry, Lucia; de Souza, Sabina; , - (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B7I44EXL 2405685:4WFM6F37

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

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

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

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

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

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

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

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

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

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

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

ghana_ict_in_education_policy_august_2015.pdf
KerkoCite.ItemAlsoKnownAs: 2405685:M6YNRGUH

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

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

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

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

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

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

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

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

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

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