School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD
Keywords: ___working_potential_duplicate; auto_merged

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2

Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development - UNESCO (Roscongress Building Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2

COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L

COVID-19 education response: Preparing the reopening of schools: resource paper - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932

COVID-19 Impact on Education - UNESCO (UNESCO, 2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5
Keywords: ___working_potential_duplicate

COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928

COVID 19: Senegal intends to ensure #LearningNeverStops - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB

Distance learning solutions - UNESCO (2020)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W

Ensuring Effective Distance Learning During Covid-19 Disruption: Guidance for Teachers - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DK83HQJZ 2405685:R5CHJ6JJ

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

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

Global Education Monitoring Report 2020: Inclusion and Education – All Means All - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2339240:CHMAUW76 2405685:EX9FXZIX 2405685:UGIHX9QY

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2339240:M685R5MY 2339240:MC8T76CI 2405685:49QZEUVL 2405685:HM6UBJS2 2405685:WZKDEGGG 2534378:5ZB7EYDJ

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

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6

World Inequality Database on Education- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C8RGQG3K 2405685:GLHNPPCN

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM

Using data to improve the quality of education - UNESCO IIEP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT

Education | Liberia - UNESCO Institute for Statistics (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...
Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T

Out-of-school children, adolescents and youth - UNESCO Institute for Statistics (2020)
Definition: Number of children and young people in the official age range for the given level of education who are not enrolled in pre-primary, primary, secondary or higher levels of education.Data sourceAdministrative data from schools or household survey data on enrolment by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment); administrative data from ministries of education on the structure (entrance age and duration) of the education system....
Last Modified: 2023-09-12 KerkoCite.ItemAlsoKnownAs: 2339240:CWC5DW4H 2405685:FJU7AS27
Keywords: ⛔ No INSPIRE recid found

SDG 4 Dashboard - UNESCO Institute for Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TAP3D32 2405685:JVXRXP26

United Republic of Tanzania - UNESCO Institute for Statistics (UNESCO Institute for Statistics website, 2020)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ

UIS Statistics - UNESCO Institute of Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3

TVET Country Profile — Timor Leste - UNESCO‐UNEVOC International Centre for Technical and Vocational Education and Training; SEAMEO‐VOCTECH Regional Centre (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R9ETTVH 2405685:JH94SZK8
Keywords: ⛔ No INSPIRE recid found

Lao TVET Country Profile - UNESCO; UNEVOC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M6DVD5ZM 2405685:GJ7YAFEY
Keywords: ⛔ No INSPIRE recid found

Coming Together for Refugee Education - UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QS3GKNBD 2405685:NPA6IYQN

Situation Syria Regional Refugee Response - UNHCR (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV

Closing the Gap: Asia Education Update - UNHCR Regional Bureau for Asia and the Pacific (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IQIJFJAT 2405685:PXM4YI2C
Keywords: ⛔ No INSPIRE recid found

Children with disabilities | UNICEF Lao People's Democratic Republic - UNICEF (2020)
Access for all, no matter what
KerkoCite.ItemAlsoKnownAs: 2339240:F25DB2NA 2405685:W89U6PI7
Keywords: ⛔ No INSPIRE recid found

COVID-19 and School Closures: Are children able to continue learning - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YLD7BCG 2405685:ETEREUSH
Keywords: ___working_potential_duplicate

COVID-19 - Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KLTH456M 2405685:ULYCR69H

COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FS4EZIXW 2405685:9IHH348L

Education - UNICEF (2020)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:QVPMBLYF 2405685:8E5BWWUM

Education cannot wait - UNICEF (2020)
Learning continues for students in KP despite the pandemic
KerkoCite.ItemAlsoKnownAs: 2339240:67L8WJ8A 2405685:PXJW4RJZ

Education: Giving Every Child the Right to Education - UNICEF (2020)
Providing quality education to all
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:DJFL3HFF 2405685:SHX8AVV4

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

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

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

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN

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

Opening Up Better Schools Toolkit - UNICEF (Humanitarian UNICEF, 2020)
The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.
KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD

Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3

Printed materials - Google Drive - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE

Reimagine Education: ICT and Innovation in Timor-Leste | UNICEF Timor-Leste - UNICEF (2020)
Timor-Leste’s First Conference and Exhibition on ICT and Innovation in Education
KerkoCite.ItemAlsoKnownAs: 2339240:UETXM4MY 2405685:74YYEDRV
Keywords: ⛔ No INSPIRE recid found

Reimagine Education – Summary Case for Investment - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ

Reimagining our Future: Building Back Better from COVID-19 - UNICEF (2020)
This report presents the need to link COVID-19 recovery and response to climate and environmental action and details UNICEF's proposed solutions to reduce the impact of COVID-19 that can at the same time create a foundation for a greener, more sustainable future for children.
KerkoCite.ItemAlsoKnownAs: 2339240:QKPJDRC7 2405685:6GJY8FXF
Keywords: ⛔ No INSPIRE recid found

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY

Review of Education Management Information Systems (EMIS) That Track Individual Student Data Summary Report - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE

The Impacts of COVID-19 on Children in Mozambique - UNICEF (UNICEF Mozambique, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NUL2PVMD 2405685:39PZYV6R
Keywords: ⛔ No INSPIRE recid found

Towards an Equal Future: Reimagining Girls’ Education Through Stem - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4CYJZ28U 2405685:9QM9QUGU
Keywords: ⛔ No INSPIRE recid found

UNICEF Education COVID-19 case study: Malaysia – Empowering teachers to deliver blended learning after school reopening | UNICEF Evaluation - UNICEF (2020)
In Malaysia, schools were closed on 18 March 2020, disrupting learning for five million students. To keep children learning, the Ministry of Education launched an online teaching and learning platform nationwide. The national platform has kept 3 million children learning during school closures and will continue to play an important role after gradual school reopening starting 24 June 2020 as part of the country’s approach of blending face-to-face and online learning. A critical part of the platform is the Komuniti Guru Digital Learning or Teacher Digital Learning Community, established with support from UNICEF, that aims to equip teachers with the skills and knowledge required to deliver distance classes effectively and efficiently through a five-module online teacher training course that includes notes, video tutorials, and quizzes on how to plan, build and launch digital content for remote teaching and learning. To date, around 2,400 teachers from over 1,600 schools all over the country have participated in the online teacher training. Originally published OCHA Humanitarian Response and ReliefWeb
KerkoCite.ItemAlsoKnownAs: 2405685:Y84V6ZY6

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9

Why are Boys Leaving Lower Secondary School in Cambodia? - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FCV9MW9K 2405685:2V497KTT

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV

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

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV

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

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B

Country Report Lao People’s Democratic Republic Lao Social Indicator Survey II 2017 MICS - UNICEF; Government of Lao People's Democratic Republic (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:K88JI88N 2405685:3VVXSWR7
Keywords: ⛔ No INSPIRE recid found

How many children and young people have internet access at home - UNICEF; ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action
KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE

Reimagine Education: ICT & Innovation in Timor-Leste - UNICEF; Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V4XRNYBF 2405685:PV9SUZ23

Mozambique school children face ‘catastrophic’ fall-out from COVID-19: A UN Resident Coordinator blog | Africa Renewal - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F2448Z67 2405685:GQMLK457
Keywords: ⛔ No INSPIRE recid found

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2

UN Flagship Report Disability. - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.
Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7

Human Development Reports - United Nations Development Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7

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

Policy Brief: A Disability Inclusive Response to COVID-19 - United Nations Sustainable Development Group (UNSDG) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NS8FWH6T 2405685:EGXHBS2D
Keywords: ⛔ No INSPIRE recid found

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)
Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL

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 (United Nations Educational, Scientific and Cultural Organisation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U63GPTMY 2405685:BAMFTKM9
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DT5Q8T2B 2405685:JDSSXW7Q

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5BNC9GH2 2405685:FFCQB35X
Keywords: ⛔ No DOI found

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W

Language of Instruction Country Profile: South Africa - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX
Keywords: ⛔ No DOI found

USAID digital strategy - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC

USAID Digital Strategy - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.
Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Usawa Agenda (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)
Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU

Covid-19 disrupts education in rural Bangladesh - Uttom, Stephan; Rozario, Rock (UCA News, 2020)
Pupils and teachers lament lack of access to online classes due to poverty
KerkoCite.ItemAlsoKnownAs: 2339240:Z2PZ4JBN 2405685:P9WN6HSY

Are Our Children Learning? The status of remote-learning among school-going children in Kenya during the Covid-19 Crisis - Uwezo (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:PTVHQ2D5 2405685:TH76XRZE 2486141:BZQ2UXSY 2486141:CQY2YYJL 2486141:LETIUFRS

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76

Building back better: Education systems for resilience, equity and quality in the age of Covid-19 - Vu, B.T.; Savonitto, I.S. (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Wagner, Emma; Warren, Hollie (Save The Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3
Keywords: ___working_potential_duplicate

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (United States Agency for International Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:B3MXXXAW 2405685:GJU2GCWA

Cost Measurement Guidance Note for Donor-Funded Education Programming - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CWNWAYRP 2405685:S33RE2WF

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (Suntory and Toyota International Centres for Economics and Related Disciplines, LSE, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF

Can't Wait To Learn - War Child Holland (Warchild English, 2020)
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.
Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF
Keywords: ___working_potential_duplicate

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BU58QF73

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q
Keywords: ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU
Keywords: cancer; childhood illness; education; school nursing; technology

Climate Change Impact on Education - Weng, Boey Chun; Morooka, Rina; Mujtaba, Rustam Shariq; Shitong, Yang (Aide et Action, 2020)
Research report done for Aide et Action On selected ASEAN Countries (Cambodia, Vietnam, Laos PDR)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUFB2CB 2405685:9EUUVSKC
Keywords: Added through targeted search; ⛔ No DOI found; ⛔ No INSPIRE recid found

COVID-19: the gendered impacts of the outbreak - Wenham, Clare; Smith, Julia; Morgan, Rosemary (The Lancet, 2020)
shortDOI: 10/ggn4fk KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)30526-2 10/ggn4fk 2339240:DUMYFHDA 2339240:J9ZVBKUP 2405685:3R473GMC 2405685:5MVFXWBS 2405685:DJY58IYS 2405685:M79Q6JZE
Keywords: ___working_potential_duplicate

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP
KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB

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

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (Journal of Catholic Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VTHGQYRD
Keywords: ⛔ No DOI found

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

Inclusive education in ASEAN countries: how to support children with disabilities in schools - Wong, Dr Tze Peng (University of Nottingham Asia Research Institute, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:H5RPT4ST 2405685:XCU5T922
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.
KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.
KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6

15 Ways to Support Young Children and their Families in the COVD-19 Response - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR

Access to electricity (% of population) - Kenya - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE

Bangladesh - COVID 19 School Sector Response Project (English) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ

Education Statistics | Education Expenditures - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q727WSWG 2405685:692ABNRY

Educational television during COVID-19: How to start and what to consider - World Bank (2020)
Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:Q3R544P2

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

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 2020)
Examples of how countries are using edtech to support remote learning under COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75
Keywords: ___working_potential_duplicate

Human Capital Index - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 2405685:RFVHGC9Z 4556019:CI8YJ5UC

Inclusive Education Initiative: Transforming Education for Children with Disabilities - World Bank (Google Docs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GUNXMV3L 2405685:M7LQS8IF

Individuals using the Internet (% of population) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z82G958L 2405685:M4U76X5Y

Individuals using the Internet (% of population) | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FY5J3X7V 2405685:JHUYLCSJ

Individuals using the Internet (% of population) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:DKKG4SV7 2486141:KI5BM73N

Individuals using the Internet (% of population) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9MJG8PL5 2486141:SKUJJ8WM

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)
shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:79SHX4H6 2405685:BSMPULHZ
Keywords: ⛔ No INSPIRE recid found

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)
KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L

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

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

Pakistan | Data - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZU97WUV8 2405685:HTC8W36V

Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C6YAF3WQ 2405685:YD558ZQH

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJ6MNRA 2405685:8XIKABBH
Keywords: ___working_potential_duplicate

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)
zotzenLib.CopiedFrom: 2339240:X24QH3PJ KerkoCite.ItemAlsoKnownAs: 10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere 2339240:X24QH3PJ 2405685:X7NW3DD4

Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L6HVMI4G 2405685:VXLGEJ3J

Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) - World Bank (World Bank Group, 2020)
Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)
KerkoCite.ItemAlsoKnownAs: 2405685:W9LPDPW2

Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XRFLIFAU 2405685:NAN9QD8A

School enrollment, primary, female (% gross) - Liberia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5TFW4YS 2405685:KHJLDVBA

Sudan | Data - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GN62BYK 2405685:28RGTBVD

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FTFHCNIT 2405685:87NIINHN

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN
Keywords: ___working_potential_duplicate

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A

Reimagining Human Connections: Technology and Innovation in Education at the World Bank - World Bank (forthcoming) (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QH5Q3UGM 2534378:S7PJCJ5W

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank; Foreign, Commonwealth & Development Office; BE2 (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2339240:7TWW5LH3 2339240:DREGRHNB 2339240:LB976C9V 2339240:PXVB6XAN 2339240:X6IKG4D9 2339240:ZN5GIACQ 2405685:78HTA35E 2405685:7WSML8I6 2405685:EM4K4F3G 2405685:J5BTUHXI 2405685:PXQZNUIT 2405685:QBC6GINK 2405685:YQRZUMFC 2405685:ZE34D622 2534378:DWVFIYUY 4042040:VSZTKCHW

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

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SW9Y9PUM 2405685:KXI6BPS9

Considerations for school-related public health measures in the context of COVID-19 - World Health Organization (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GC8PDTDM 2405685:F2IUF95K

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.
KerkoCite.ItemAlsoKnownAs: 2339240:AK68MLWQ 2405685:6QNMRVFV

Pakistan Map (Physical) - Worldometer (2020)
Physical Map of Pakistan. Map location, cities, capital, total area, full size map.
KerkoCite.ItemAlsoKnownAs: 2339240:D6J9Y926 2405685:YSN6AF8K

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Library Catalog: www.worldreader.org EdTechHub.ItemAlsoKnownAs: 2405685:FHAMLZRG

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6
Keywords: COVID-19; children with ASD; physical activity; stay at home

The social support networks stepping up in coronavirus-stricken China - You, Mi (openDemocracy, 2020)
Below the sweeping centralized measures, decentralized networks have provided relief to thousands.
Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3

Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) - Zacharia, Sharon (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AS57JHK3 2405685:SAM2934R

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB

Education Radio Knowledge Pack: With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)
KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9

Television Education Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon; EdTech Team (World Bank Group, 2020)
Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)
KerkoCite.ItemAlsoKnownAs: 2405685:K9GN9MIC

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen; BBC (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
KerkoCite.ItemAlsoKnownAs: 2339240:LHILQG6R 2405685:AFEPARIW
Keywords: ___working_potential_duplicate

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

Understanding the implementation of personalized learning: a research synthesis - Zhang, Ling; Basham, James D.; Yang, Sohyun (Educational Research Review, 2020)
Personalized learning (PL) has been promoted as a major aim and reform eﬀort across the contemporary education system. In this article, we systematically identiﬁed and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research eﬀorts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identiﬁed studies. Using the method of critical interpretive synthesis, we identiﬁed two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the eﬀects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the ﬁeld.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100339 2339240:KVFK4D3C 2405685:KENV8FYH

Accessibility within open educational resources and practices for disabled learners: a systematic literature review - Zhang, Xiangling; Tlili, Ahmed; Nascimbeni, Fabio; Burgos, Daniel; Huang, Ronghuai; Chang, Ting-Wen; Jemni, Mohamed; Khribi, Mohamed Koutheair (Smart Learning Environments, 2020)
The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-019-0113-2 2339240:5YIMEXDX 2405685:2Y4WA5WE

Reading and connecting: using social annotation in online classes - Zhu, Xinran; Chen, Bodong; Avadhanam, Rukmini Manasa; Shui, Hong; Zhang, Raymond Zhuo (Information and Learning Science, 2020)
Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0117 2405685:I8BQBE46
Keywords: Collaborative learning; Collaborative reading; Online learning; Social annotation; Social reading; Web annotation

Zimbabwe COVID-19 Preparedness and Response Strategy - Zimbabwe Education Cluster (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IR76DQJ5 2405685:DBW5AYVR 2405685:VXRVCNTY

ZIMSEC | Home - Zimbabwe School Examinations Council (2020)
Library Catalog: www.zimsec.co.zw EdTechHub.ItemAlsoKnownAs: 2405685:IWSVELST

Creating asynchronous virtual field experiences with 360 video - Zolfaghari, Maryam; Austin, Christine K; Kosko, Karl W; Ferdig, Richard E (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords:
KerkoCite.ItemAlsoKnownAs: 2405685:7XSI4Z3D
Keywords: 360 video; ex-; teacher education; virtual-based assignments; ⛔ No DOI found

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach - Zubairi, Asma (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA

جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة - توجيهي, جو اكاديمي (جو اكاديمي توجيهي, 2020)
منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب
Library Catalog: joacademy.com KerkoCite.ItemAlsoKnownAs: 2405685:PACYK386

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education - Kaliisa, Rogers; Picard, Michelle (Australasian Journal of Educational Technology, 2019)
This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.
Number: 6 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.5562 2405685:HRGWJESX 4042040:2SL6HJAA
Keywords: Africa; Mobile learning; equity; higher education; inclusive; policy

Sierra Leone designs online portal to take long wait out of teacher recruitment - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:UWP4N7FT

Teacher Professional Development in Tanzania: Challenges and Opportunities - Komba, Sotco Claudius; Mwakabenga, Rehema Japhet (Educational Leadership, 2019)
This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.
Publisher: IntechOpen KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.90564 2339240:9MJFKUCS 2405685:632GMNKZ
Keywords: _Tanzania; _final_bib

A systematic review on literature-based discovery: General overview, methodology, & statistical analysis - Thilakaratne, Menasha; Falkner, Katrina; Atapattu, Thushari (ACM Computing Surveys, 2019)
The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.
KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK
Keywords: LBD; Literature-based discovery; hypotheses generation; knowledge discovery; literature mining; systematic review; text mining

Human Development Report 2019 - Viet Nam briefing note - United Nations Development Programme (UNDP, 2019)
Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century
KerkoCite.ItemAlsoKnownAs: 2339240:6JH8NRWS 2405685:Q5AS8C6J

Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 - Nobel Prize (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:UADJ9JZR

Integration of Technology in the Training of Basic Education Teachers in Nigeria: Issues, Challenges and Prospects - Egede, Bernadette Amukahara Joy; Asabor, Mary (2019)
Book Title: ADECT 2019 Proceedings Publisher: Oklahoma State University Libraries KerkoCite.ItemAlsoKnownAs: 2339240:M42RYQLB 2405685:NUQNAI3Z

Supporting refugee distance education: A review of the literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 2339240:KT5K3HND 2405685:9RV8LDXF

Data governance: A conceptual framework, structured review, and research agenda - Abraham, Rene; Schneider, Johannes; vom Brocke, Jan (International Journal of Information Management, 2019)
Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:PBSJC28X 2405685:I6GXD6TV
Keywords: Conceptual framework; Data governance; Information governance; Literature review; Research agenda

Data governance: A conceptual framework, structured review, and research agenda - Abraham, Rene; Schneider, Johannes; vom Brocke, Jan (International Journal of Information Management, 2019)
Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:QNUP8K53 2405685:IHNENRTG
Keywords: Conceptual framework; Data governance; Information governance; Literature review; Research agenda