Philippines: National Demographic and Health Survey - USAID (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:QZ78I9H4

Policy Linking for Measuring Global Learning Outcomes | Education Links - USAID (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)
KerkoCite.ItemAlsoKnownAs: 2339240:VGYD2PE3 2405685:ZJJI7DL8

Rapid Education and Risk Analysis (RERA) Toolkit - USAID
USAID’s EducationLinks is a resource for all education practitioners to learn and share knowledge to create and implement successful, effective education and skills development programs.
KerkoCite.ItemAlsoKnownAs: 2339240:V27DVULF 2405685:6FEULCDY

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRIY7HU 2405685:27ZC4L9G 2405685:AG6FD5TP

Software Global Goods Valuation Framework - USAID (2019)
Software global goods are digital tools, often “free and open-source”, that can be adapted and reused for the global health sector to meet the needs of various countries and contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:JIC88SW3 2405685:CQ89L8A8

STATcompiler: the DHS Program - USAID
EdTechHub.ItemAlsoKnownAs: 2405685:84EUXH2V

Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili - USAID (USAID, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:KJYBBRS7 2405685:N8ZCBCKQ

Taonga Market Programme Review - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:EYIXUSM9 2405685:WX47KHBN

Technology for Data Collection Processing and Communication for EiE - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:JDJWH7C6 2405685:48HNFCIV

Technology Tools for Teaching and Training Results - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y

The DHS Program - Quality information to plan, monitor and improve population, health, and nutrition programs - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:BHY4QX87 2405685:FVDKQIM6

The Gender Digital Divide Primer - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9UXIMZC8 2405685:DNT2MGDX

USAID Advancing Nutrition Gender Equality Strategy (August 2019) - USAID (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9LTYMFLE 2405685:4NTVT6MU

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

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

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

USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8P3HQYW 2405685:4HGKJJG3 2405685:55JTUQBV 2486141:ISZVRG5C
Keywords: ⛔ No DOI found

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

Greenhouse gas emissions from a typical passenger vehicle - US EPA, OAR (2016)
This page answers questions about GHG emissions from passenger vehicles and how these emissions are measured and calculated.
KerkoCite.ItemAlsoKnownAs: 2405685:YMM4IWFJ

Advancing Equity by Incorporating Intersectionality in Research and Analysis - US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:CZBTMVRI 2405685:WEDTJPI5
Keywords: ⛔ No DOI found

Urubuto - Urubuto
EdTechHub.ItemAlsoKnownAs: 2405685:VFCIHSTJ

EdTech in Liberia: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652130 previousZenodoArchiveID: 3830953 previousshortDOI: 10/ghgk68 previousDOI: 10.5281/zenodo.3830953 shortDOI: 10/ghgk68 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3830953 10.53832/edtechhub.0033 10/ghgk68 2339240:XCBTX2XL 2405685:2HM2SBVM 2405685:FU7Z8QM7
Keywords: C:Liberia; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Senegal: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652140 previousZenodoArchiveID: 3936687 previousshortDOI: 10/ghgnd2 previousDOI: 10.5281/zenodo.3936687 shortDOI: 10/ghgnd2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3936687 10.53832/edtechhub.0037 10/ghgnd2 2339240:EHTSKIBR 2339240:YQHNWNMB 2405685:5P5HVP47 2405685:BBP57X2K 2405685:SKFMQF3F 2405685:XI5PXVB3
Keywords: C:Senegal; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; pu

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub, 2020)
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
previousDOI: 10.5281/zenodo.3958080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 10.5281/zenodo.5651111 2339240:3DJBGPQM 2339240:AWK2HEZ5 2405685:IJGQTHH9 2405685:UMZVQ4TV 2405685:ZEDSYPGH
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted

THE FUTURE OF LEARNING AND TECHNOLOGY IN DEPRIVED CONTEXTS - Unwin, Tim; Weber, Mark; Brugha, Meaghan; Hollow, David
This report addresses the future of basic education, Information and Communication Technologies (ICT) use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017.
KerkoCite.ItemAlsoKnownAs: 2339240:RPHPREMU 2405685:X363WY8D
Keywords: GENERAL - to be categorised; Google Scholar/ "refugee education" ICT

The potential of e-Learning to address the needs of out-of-school youth in the Philippines - Unwin, Tim; Tan, Mel; Pauso, kat (Children's Geographies, 2007)
This paper reports on the findings of focus group discussions designed to explore the learning and skills-based needs of out-of-school youth in the Philippines, particularly addressing their reasons for leaving school, their current activities and employment, how they acquire skills and knowledge, what they want to learn about, their use of Information and Communication Technologies, and their future employment plans. It was undertaken in the context of the development of a programme of e-learning through ICT Centres to be delivered in support of the country's 5 million out-of-school youth.
4 citations (Crossref) [2024-02-28] Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/14733280701631940 2339240:2V2WMNUJ 2405685:RZI7SQ3Z
Keywords: ⛔ No INSPIRE recid found

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 - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…
KerkoCite.ItemAlsoKnownAs: 2339240:IK5SDRGN 2339240:JTDGHA3K 2405685:D22ZXDPG 2405685:UNZYXGC6
Keywords: ___working_potential_duplicate

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684287 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684287 2339240:EXUHD2R4 2405685:VFERK5JK
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

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

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)
ZenodoArchiveID: 4684361 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684361 2339240:SL23268I 2339240:VTWI3GZJ 2405685:UF3XJXGS 2405685:UXHEIEWM 2405685:ZA9RWW28
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
ZenodoArchiveID: 4684355 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684355 2339240:29LWMJ9W 2339240:FE9TLJQM 2405685:AX8D5YK2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

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 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 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 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 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 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:EGYJSMZC 2405685:UW2H22R7
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

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 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 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 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 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 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 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 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 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 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

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

Digital learning management systems in Africa: myths and realities - Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente; Eduardo, Feliciana; Muianga, Xavier (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.
shortDOI: 10/cdqw26 KerkoCite.ItemAlsoKnownAs: 10/cdqw26 2339240:RR3PWQF9 2405685:MUXPSWA7
Keywords: Africa; ICT; LMS; OER; universities

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Future Use of Technology in Education and Learning in the Commonwealth - Unwin, Tim (The Round Table, 2019)
Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined.
shortDOI: 10/gf9kk8 KerkoCite.ItemAlsoKnownAs: 10.1080/00358533.2019.1634891 10/gf9kk8 2339240:LBNLWGJJ 2405685:EJDDKWXT
Keywords: Commonwealth; Education; Qualitative Research; commentary; future; marginalisation; technology

Thoughts on “Education and digitisation in development cooperation” - Unwin, Tim (Tim Unwin's Blog, 2020)
Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…
KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)
There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680510500094124 Extra URL: https://doi.org/10.1080/02680510500094124 KerkoCite.ItemAlsoKnownAs: 10.1080/02680510500094124 2339240:KKN62XAA 2405685:JJX3EQD5
Keywords: Africa; Education policy; ICT; Teacher training

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

Interventions to enhance girls' education and gender equality: Education rigorous literature review - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GSN37EPX 2405685:MJFFTV6X

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.
Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI

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

Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 28 Feb 2023 (Issued 30 Aug 2022) - Pakistan | ReliefWeb - UNOCHA
Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:UM9GME2G 2405685:LYGUKW69

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:NBK24VDH 2405685:XPEQD9HC

Unlocking Talent - Unlocking Talent (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VGLYSWAB 2405685:7RUAVAA4

Unlocking Data - Unlocking Data Initiative
KerkoCite.ItemAlsoKnownAs: 2339240:LYUI7GV5 2405685:UB5R9LZS

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HAKTFJKU 2405685:YPE9D2W3

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.
KerkoCite.ItemAlsoKnownAs: 2339240:FR7DD5E8 2405685:8Z2L4L66

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYEUR4P3 2405685:PUAUNHCB

Postgraduate Programmes September 2022 Intake - University of Malawi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FM6Y39Y5 2405685:TRJIVM2S

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education
KerkoCite.ItemAlsoKnownAs: 2405685:R4GFQN8W

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education
KerkoCite.ItemAlsoKnownAs: 2405685:R4GFQN8W
Keywords: auto_merged

The OER4Schools Professional Learning Resource - University of Cambridge (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:8ZWGJ8CR 2405685:TTUA28K9

Université virtuelle du Sénégal – Première université publique numérique de l'Afrique de l'ouest - Université virtuelle du Sénégal (Université virtuelle du Sénégal)
Library Catalog: www.uvs.sn KerkoCite.ItemAlsoKnownAs: 2339240:PYVIWMI4 2405685:MTG5GG4A

Final Report - SENEGAL - Universalia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:QHLV2XP3

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

Teacher Professional Development Programme Document - Universal Basic Education Commission
KerkoCite.ItemAlsoKnownAs: 2405685:GNX3ICBJ

Universal Basic Education 2018 Indicator Profile for Basic Education Institutions in Nigeria: Public Schools Commission - Universal Basic Education Commission (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V8XHE9D4 2405685:DE29EEVB

Universal Basic Education Commission 2022 Annual Report - Universal Basic Education Commission (UBEC, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6VZKEBDZ 2405685:DWN2QZXA

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

Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science - Univeristy of Virginia (ScienceDaily, 2009)
Implicit stereotypes – thoughts that people may be unwilling to express or may not even know that they have – may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.
KerkoCite.ItemAlsoKnownAs: 2339240:SQGPCWLJ 2405685:TMHVFA4Z

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

National Education Act 1997 (amendment) - United Republic of Tanzania (1995)
KerkoCite.ItemAlsoKnownAs: 2339240:XAA5X274 2405685:4FJUDM29

Results of the Population and Housing Census 01/4/2019 - United Nations Vietnam (United Nations Vietnam Press Centre, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:G6XE8D4J

Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:LK47KEHG

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:HLN23XCE

Leaving No Youth Behind in Timor-Leste: Young People with a Disability - United Nations Timor-Leste; Belun (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5WJQA2J3 2339240:8AXGPTWP 2339240:E2IQPSA8 2405685:CHYY5HHM 2405685:HFMSMQQH 2405685:N3RGRRSB
Keywords: ⛔ No INSPIRE recid found

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

Roadmap for Achieving the Sustainable Development Goals (SDGs) - United Nations Sustainable Development Framework (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SITMWQU6 2405685:VR9L8XMQ

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

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - United Nations Population Fund (UNFPA, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4DXSEMS9 2405685:RSJIWN8E
Keywords: ⛔ No INSPIRE recid found

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

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV

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

Regulatory Policies and ICT Trends: Insights from Timor-Leste - United Nations Economic and Social Commission for Asia and the Pacific (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9MINAGWZ 2405685:4TFDFF8G

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W
Keywords: ___working_potential_duplicate

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

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP
Keywords: ___working_potential_duplicate

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AJWGTAXE 2405685:XILU4638

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

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:48II6EQI 2405685:547724LQ

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

Sustainable Development Goal 4 - United Nations Department of Economic and Social Affairs
KerkoCite.ItemAlsoKnownAs: 2405685:S7H9KUM4

Assessing Digital and Financial Literacy in Timor-Leste: A Survey on Knowledge, Skills and Access - United Nations Capital Development Fund Pacific Office (UNCDF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:GLLHJNMP 2405685:NPEGNI5T
Keywords: ⛔ No INSPIRE recid found

Convention on the Rights of Persons with Disabilities - United Nations (United Nations Human Rights Office of the High Commissioner, 2006)
Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]
KerkoCite.ItemAlsoKnownAs: 2339240:5IDS3FHB 2339240:9N929PHG 2339240:PQDH9LW2 2405685:3FCY2QN4 2405685:C5PEP2G4 2405685:ZCMN87NZ
Keywords: ⛔ No INSPIRE recid found

COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service - United Nations (2020)
United Nations Coordinated Appeal
KerkoCite.ItemAlsoKnownAs: 2339240:6L8T5JQV 2339240:SI6TT82I 2405685:DX87BM74 2405685:ELV5KYMH 4803016:BX5E3VYI 4803016:D5GYWTC7
Keywords: ___working_potential_duplicate

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

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

Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members - United Nations (Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members)
2015 - Time for Global Action for People and Planet
KerkoCite.ItemAlsoKnownAs: 2339240:REGHF52F 2405685:KQMD7EYV

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CYYBCDFF 2405685:XWIPV7D3

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

Roadmap for Digital Cooperation - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB

THE 17 GOALS | Sustainable Development - United Nations
KerkoCite.ItemAlsoKnownAs: 2405685:UBGFB5GP

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

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5

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

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N

COVID-19 and Its Implications for Protecting Children Online - UNICEF; UNESCO; WHO; UNODC; ITU; End Violence Against Children; We Protect Global Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9

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

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia: Regional Synthesis Report - UNICEF; UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JSNQQLQJ 2405685:NWEZS22I
Keywords: ⛔ No INSPIRE recid found

SEA-PLM 2019 latest evidence in basic education: Supporting teacher to improve learning in 6 Southeast Asian countries - UNICEF; Southeast Asian Minsters of Education Organization (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LT2E45GM 2405685:GWNYWNHJ

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Ministry of Education, Science and Technology; UNESCO (UNICEF, United Republic of Tanzania, UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2339240:MZX7KWXD 2405685:FZLBUYAH 2405685:IRZRMTPE

Evaluation of UNICEF-Supported MOET’s Initiative of Mother-Tongue Based Bilingual Education in Viet Nam, 2006–2014. - UNICEF; Ministry of Education and Training, Vietnam (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:X4TJMEEI 2405685:IYVLIDNJ

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

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

Education Budget Brief 2020 - UNICEF; Government of Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VZC69B9F 2405685:I3S7FDS3
Keywords: ⛔ No DOI found

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZYPTSNX 2405685:C5ESTBMZ

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7W8AP5X9 2405685:XK4IAVDW

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

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4

Viet Nam Sustainable Development Goal Indicators on Children and Women Survey 2020–2021: Mass Media, Communications and Internet - UNICEF; General Statistics Office of Viet Nam (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:BFNNPWXD

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

Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (UNICEF, EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826262 10.53832/edtechhub.0073 2405685:3EQU9ZAN
Keywords: F: Helpdesk response; _r:AddedByZotZen

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

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT
Keywords: F: Helpdesk response; _r:AddedByZotZen

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

Viet Nam: DPGs for equitable digital education systems - UNICEF Viet Nam; UNICEF Innovation (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:AK9S87GU 2405685:EIZIKDVP

Out-of-School children in Viet Nam: A country study - UNICEF Viet Nam; Ministry of Education and Training, Viet Nam (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:HSA5B8P4 2405685:8EZFVFI4

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LH3W4B4H 2405685:FR7FMVEI

Out-of-School Children 2016 Main Report - UNICEF Viet Nam (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KHZ2K49Y 2405685:35AGZ7NH

Viet Nam is among few countries demonstrating gender parity in digital skills and the use of internet - UNICEF Viet Nam (UNICEF Viet Nam, 2023)
On International Day of Girls in ICT, new analysis warns that girls* are being left behind in many countries in an increasingly connected world
KerkoCite.ItemAlsoKnownAs: 2339240:B9BI4TRN 2405685:EFU9EG22

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.
KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan
KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU

UN Convention on the Rights of the Child (UNCRC) - UNICEF UK (Unicef UK)
The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world.
KerkoCite.ItemAlsoKnownAs: 2339240:DZESL9GA 2405685:SHMBD9ZT

'Eskola Ba Uma’ initiative helps children continue learning in Timor-Leste - UNICEF Timor-Leste; Ministry of Education, Youth and Sport
KerkoCite.ItemAlsoKnownAs: 2339240:CC8M7NV4 2405685:LS7HE3PY 2405685:RJK5GKSV
Keywords: ⛔ No INSPIRE recid found

Education budget brief 2018: Tanzania - UNICEF Tanzania (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:49BTPG9F 2405685:2ZZD2LFN

E-learning Strategy - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9

Education: Annual Report 2020 - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GTHJZUJ 2405685:VVMSF86T

Learning Director's Training Manual - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF

Learning directors toolbox - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD

Learning Passport Launched in Sudan - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI

Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia - UNICEF ROSA; UNICEF EAPRO; UNESCO Bangkok; Cambridge Education (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4I7DTV2 2405685:8K3IJB8S

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A9LXC4RW 2405685:EU6MP9JM

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

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

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:463I9Y7Q 2405685:WS4TG3Q5

Giga: Connecting Every School to the Internet - UNICEF Office of Innovation
Connecting Every School to the Internet
KerkoCite.ItemAlsoKnownAs: 2339240:A7IWTWUU 2405685:96BU3PUK

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

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

Opening up the frontiers of digital learning with the Learning Passport - UNICEF Lao Country Office (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:R59BGSGM 2405685:LF7Y4ZGB
Keywords: ⛔ No INSPIRE recid found

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3QBS5M3Y 2405685:W898XFVR

A social and behaviour change agenda for inclusion and equity in education - UNICEF ESARO (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:RND853QN 2405685:6PBKDWDI

Addressing social norms and gender in support of equity in education - UNICEF Eastern and Southern Africa Region (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:SG6H9W5B 2405685:DAVJ78NX

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

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

Children with disabilities – Leave no one behind - UNICEF East Asia and Pacific (UNICEF for every child)
KerkoCite.ItemAlsoKnownAs: 2339240:Q9EF8ZUJ 2405685:CHUKSJHV
Keywords: ⛔ No INSPIRE recid found

COVID-19 Education Situation Analysis in Southeast Asia - UNICEF East Asia and Pacific (2021)
This sub-regional situation analysis initiated by UNICEF and UNESCO provides a snapshot of the educational responses and effects of COVID-19 across Southeas
KerkoCite.ItemAlsoKnownAs: 2339240:GHMBLPPX 2405685:PJYDQK4N
Keywords: ⛔ No INSPIRE recid found

Digital Literacy in Education Systems across ASEAN - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8HH7L8U6 2405685:7QU4PJKQ

Girls’ Digital Literacy in the East Asia and Pacific Region - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2023)
Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam
KerkoCite.ItemAlsoKnownAs: 2339240:B29N39XP 2405685:HMBTKPFM

Education and COVID-19 - UNICEF Data (2020)
More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…
KerkoCite.ItemAlsoKnownAs: 2339240:EVYW84KS 2405685:4KM2QI2H

Innovative finance reshaping cyclone resilience and child-responsive disaster management in Madagascar - UNICEF Climate, Environment, Energy and Disaster Risk Reduction (2024)
In Madagascar, severe cyclones have become an integral part of children’s lives. Between 2000 and 2024, more than 50 tropical storms and cyclones have impacted over six million boys, girls and adults. Given that nearly 60 percent of Madagascar’s population (31 million) is under the age of 25, children and young people bear a disproportionate burden.*This case study shows how UNICEF, the Government of Madagascar and civil society are working together to pilot a ground-breaking, innovative finance solution that includes a child-responsive, parametric risk transfer product for tropical cyclones. The Today & Tomorrow approach aims to reduce child exposure and vulnerability to future shocks and hazards, engage children and young people in solutions and strengthen the essential social systems and services they rely on most. In Madagascar, Cyclones Cheneso, Freddy and Gamane and Tropical Storm Alvaro affected nearly 200,000 students. The case study highlights UNICEF Madagascar and government efforts in the education sector to support these students and build disaster resilience in affected communities.*ACAPS, Madagascar, Cyclone Exposure and Vulnerabilities and UNICEF, Child Climate Risk Index (CCRI).
KerkoCite.ItemAlsoKnownAs: 2405685:78UELPJZ

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

About RapidPro - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work
KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8

Accessible Digital Learning Portal - UNICEF (Accessible Digital Learning Portal)
Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […]
KerkoCite.ItemAlsoKnownAs: 2405685:9HIUAEHX

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning
KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment
KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44

Bridging the gender digital divide - UNICEF (UNICEF, 2021)
The gender technology gap is standing in the way of equality. Learn how we're bridging the gender digital divide so girls can access technology.
KerkoCite.ItemAlsoKnownAs: 2339240:NX8EKNQI 2405685:EZQV7F2Y

Can broadcast media foster equitable learning amid the COVID-19 pandemic? - UNICEF (Evidence for Action)
This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students. As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,…
KerkoCite.ItemAlsoKnownAs: 2339240:23FGEQCJ 2405685:I9AIUA7U

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.
KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ

Child Safety Online: Global challenges and strategies - UNICEF (Innocenti Publications, 2011)
The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits
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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

Coronavirus disease (COVID-19) | UNICEF Malawi - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KA2U5H5L 2405685:RKXDY3RJ

COVID-19 and School Closures: Are children able to continue learning - UNICEF (2020)
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Keywords: ___working_potential_duplicate

COVID-19 and School Closures: Are children able to continue learning - UNICEF (UNICEF DATA, 2020)
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Keywords: ___working_potential_duplicate

COVID-19 and School Closures: Are children able to continue learning during school closures? - UNICEF (UNICEF DATA, 2020)
In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.
KerkoCite.ItemAlsoKnownAs: 2405685:2N6GU8IU 2534379:Q9ICXBBT