Lessons learnt: Synthesis of literature on the effectiveness of investments in education - Ministry of Foreign Affairs of the Netherlands (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:N8B723NX

Rwanda Vision 2020 - Ministry of Finance and Economic Planning (Republic of Rwanda, 2000)
KerkoCite.ItemAlsoKnownAs: 2405685:2BFX8SK3

MFDP Provides Clarity on Teachers’ Salaries Payment - Ministry of Finance and Development Planning (Liberia) (2019)
Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay.
Library Catalog: www.mfdp.gov.lr KerkoCite.ItemAlsoKnownAs: 2405685:REVH3VSX

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JH3SZELK 2405685:DDPAL29F 4656463:XGB3IXY9

AEPAM Online Library - Ministry of Federal Education & Professional Training
KerkoCite.ItemAlsoKnownAs: 2339240:YDG22EQY 2405685:S5RMZIAM

Distance Learning in Pakistan Through Policy Intervention: National Distance Learning Framework. - Ministry of Federal Education & Professional Training
KerkoCite.ItemAlsoKnownAs: 2339240:2D2B4UZZ 2405685:QDFZKUFU

National Education Policy Framework - Ministry of Federal Education and Professional Training (Pakistan) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:VYS6C5XD

Pakistan National Education Response and Reslience Plan for COVID-19 - Ministry of Federal Education and Professional Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CB3A2XS 2405685:TK8CF5YV

Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FMYLKR2F

National Education Policy Framework 2018 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XPQEST7J 2405685:KHX9P4CH 2405685:W97DLCK6

Pakistan National Education Response Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:GYU8A9SI
Keywords: ___working_potential_duplicate; auto_merged

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RLA7GE4F 2405685:LWVFFURR

Ghana 2018 National Education Assessment: Report of Findings - Ministry of Education; Ghana Education Service; National Education Assessment Unit (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:HLFI9G4G 2405685:8LBQNRJV

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5DFTDW 2405685:MKVR57HU 2405685:ZKWNIP7B

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:YLXI3EW2

Policy Strategy on Information and Communication Technology (ICT) in Education - Ministry of Education, Youth and Sports (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:28UJ2SED 2405685:ZRVYXDB9

Ministry of Education, Youth and Sport Cambodia - YouTube - Ministry of Education, Youth and Sport Cambodia
KerkoCite.ItemAlsoKnownAs: 2339240:PYD7RIV5 2405685:BSZ5RFSV

Cambodia Education Roadmap 2030 (Sustainable Development Goal [SDG] 4) - Ministry of Education, Youth and Sport (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YIQ74G47 2405685:F62E47TR

Cambodia Secondary Education Blueprint 2030 - Ministry of Education, Youth and Sport (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SUR9LL27 2405685:HD54DUP6

Education Ministry, JICA Launch Think! Think! Free Online Classes - Ministry of Education, Youth and Sport
There is no translation available.Ministry of Education, Youth and Sports (MoEYS) in cooperation with Japan International Cooperation Agency (JICA) ha...
KerkoCite.ItemAlsoKnownAs: 2339240:69YLBWHN 2405685:HDRQ2TU3

Education Strategic Plan 2019-2023 - Ministry of Education, Youth and Sport (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QNB3YJ86 2405685:NBUQMD4W

Gender Mainstreaming Strategic Plan in Education 2021-2025 - Ministry of Education, Youth and Sport (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RHU8LCF2 2405685:BD9GLI2E

Multilingual Education Action Plan - Ministry of Education, Youth and Sport (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BPGALINX 2405685:TZ3BZAKV

Non-Formal Education Action Plan - Ministry of Education, Youth and Sport (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:DSAQYEWM 2405685:8CVZADE6

Policy on Higher Education Vision 2030 - Ministry of Education, Youth and Sport (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:8XS6ZQ8M 2405685:3NV2H58C

Policy on Inclusive Education 2018 - Ministry of Education, Youth and Sport (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XNRGEPVG 2405685:TEFZGWJA

Public Education Statistics and Indicators 2021-2022 - Ministry of Education, Youth and Sport (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5UH39TVV 2405685:Y6NGSXA2

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

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

Cyber wellness - Ministry of Education (Singapore) (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:S28C8GQT 2405685:6PCYGUAU

Educational Technology Plan - Ministry of Education (Singapore) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XH7WCXVJ 2405685:4AZVTWBW

Educational Technology Plan 2020-2030 - Ministry of Education Singapore (2020)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.
KerkoCite.ItemAlsoKnownAs: 2339240:TQTZTXE6 2405685:89NRG6ZI

Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline - Ministry of Education, Science & Technology [MOEST] (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:E32MRUPW

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

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:24PRFKEK

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:GVAZB6TM

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI

Education Sector Development Plan (2016/17 – 2020/21). Mainland Tanzania. - Ministry of Education, Science and Technology (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LQ7NJLCK 2405685:YLZWG8IQ

Education sector development plan 2016/17 – 2020/21: Tanzania mainland - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:876JM6DJ 2405685:IGRKA5BU

Education sector development plan 2016/17–2020/21: Tanzania mainland - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:P9N9FWTP 2405685:EJXB68SF

Education sector performance report 2017/2018: Tanzania mainland - Ministry of Education, Science and Technology (United Republic of Tanzania, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:G5TB2VDG 2405685:V5BDM7A3

Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:AIISD4KD 2405685:DFHS5ZVL

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

Kenya Education Sector Support Programme 2005 - 2010 - Ministry of Education, Science and Technology (2005)
KerkoCite.ItemAlsoKnownAs: 2405685:M9WKHV9E 4042040:6Z8AIIT7

National Framework for Continuous Professional Development for Practicing Teachers - Ministry of Education, Science and Technology (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:F5D7RDCT 2405685:GFCJSMIU 2405685:SFYUBD4B
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Government of Sierra Leone; UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:843DCCS6 2405685:HZ89SJYF

School Level MEWAKA Implementation Guidelines - Ministry of Education, Science and Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DIIULWEL 2405685:CV7JMXZX

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:FWX5GT4H

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI
KerkoCite.ItemAlsoKnownAs: 2339240:F9V87LUV 2405685:8V6MJ3DK

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS

Basic education statistical booklet - Ministry of Education, Republic of Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:894SNAXV 2405685:49X4ADMZ

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA

Kenya National Education Sector Strategic Plan 2018 - 2022 - Ministry of Education, Republic of Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:56YDNKHI 2405685:8I8K8B9A

Getting to Best Education Sector Plan 2017-2021 - Ministry of Education (Liberia) (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:HSLF8S2Z

Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)
Library Catalog: moe-liberia.org EdTechHub.ItemAlsoKnownAs: 2405685:9VWX4BDW

Digital Learning Programme - Ministry of Education, Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:IP7DIJBT

Home - Ministry of Education, Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:PKXCNKUD

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q

National Education Sector Strategic Plan - Ministry of Education, Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:MH6HTIBF

National Education Sector Strategic Plan v2 - Ministry of Education, Kenya (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:K364JWL8

National Information and Communication Technology Strategy for Education and Training - Ministry of Education, Kenya (2006)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTFFZSKR

Education Strategic Plan - Ministry of Education, Jordan (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:8SVGNH3V

Queen Rania Center for Education and Information Technology Center - Ministry of Education, Jordan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2DDPUBXB

Tawjihi Pass Rates - Ministry of Education, Jordan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:HFZTZW9C

The Education System in Jordan - Ministry of Education, Jordan (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9V5ILBCT

س للعام الدرا ي التقرير االحصائ - Ministry of Education, Jordan (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:UKI54W2G

منصة درسك للتعلم عن بعد - Ministry of Education, Jordan (2020)
منصة درسك للتعلم عن بعد
KerkoCite.ItemAlsoKnownAs: 2339240:S3U7WSMY 2405685:C7JWXFS3 2405685:DMACDZKT

مهارات التعليم عن بعد - Ministry of Education, Jordan (2020)
مهارات التعليم عن بعد
KerkoCite.ItemAlsoKnownAs: 2339240:C652QYKF 2405685:7KCHZZWX 2405685:RQYJKW5X

Secondary Biology Form One: Student Book - Ministry of Education & Higher Studies (Republic of Somaliland)
KerkoCite.ItemAlsoKnownAs: 2339240:8YV2LSE7 2405685:3I2LHZZQ

Ministry Initiates Supplementary Radio Programmes - Ministry of Education, Heritage & Arts (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L77JT96K 2405685:9KNX3EA5

Reform Secretariat at the Ministry of Education - Ministry of Education, Ghana, Reform Secretariat (2019)
A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly...
Library Catalog: moprempeh.com Section: Education Reform EdTechHub.ItemAlsoKnownAs: 2405685:XDFEBGMW

COVID-19 Coordinated Education Response Plan for Ghana - Ministry of Education, Ghana (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:3VYAHJUP

Education Reform - Ministry of Education, Ghana
KerkoCite.ItemAlsoKnownAs: 2339240:9B3KLIIE 2405685:DE2DYSFL

EDUCATION REFORM - Ministry of Education Ghana - Ministry of Education Ghana (2020)
The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals
KerkoCite.ItemAlsoKnownAs: 2405685:B3P79X4E

Education Sector Analysis - Ministry of Education, Ghana
EdTechHub.ItemAlsoKnownAs: 2405685:T89529HV

Education Sector Analysis - Ministry of Education, Ghana (Ministry of Education (Ghana))
KerkoCite.ItemAlsoKnownAs: 2339240:PIP6LJNV 2405685:TY7XMEHX

Education Sector Performance Report - Ministry of Education, Ghana (Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:SZFMSGZN 2405685:CIRCX7R6

Education Strategic Plan 2003-2015 - Ministry of Education, Ghana (Government of Ghana, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:3E4MSS83 2405685:Y5U2RKSR

Education Strategic Plan 2003–2015 - Ministry of Education, Ghana (2003)
EdTechHub.ItemAlsoKnownAs: 2405685:IEWJ6UV7

Education Strategic Plan 2018-2030 - Ministry of Education, Ghana (Government of Ghana)
KerkoCite.ItemAlsoKnownAs: 2339240:EUTLPYBT 2405685:NKY7MT7S

Education Strategic Plan, 2018–2030 - Ministry of Education, Ghana
EdTechHub.ItemAlsoKnownAs: 2405685:EUGY84XH

Education Strategic Plan 2018–2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020.
KerkoCite.ItemAlsoKnownAs: 2339240:JHUHU9HY 2405685:R5XBKSUI

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

ICT in Education Policy - Ministry of Education, Ghana (2015)
EdTechHub.ItemAlsoKnownAs: 2405685:7ERX5YSD

ICT in Education Policy - Ghana - Ministry of Education, Ghana (Ministry of Education Ghana, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:QKNEDW69 2405685:K24G4PWY

Ministry of Education Ghana - Education Strategic Plan 2018-2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.
KerkoCite.ItemAlsoKnownAs: 2339240:2MX8W5EJ 2339240:SDTNWRB7 2405685:G3VWFY4N 2405685:U4CHV5DB

ICT competency standards for teachers in Tanzania - Ministry of Education and Vocational Training; UNESCO Office Dar es Salaam (United Republic of Tanzania, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:L5MM9267 2405685:Q4N43P4R

INSET Strategy and operational plan linked to the Teacher Development and Management Strategy (TDMS), 2008–2013 - Ministry of Education and Vocational Training (MoEVT) (Dar es Salaam: Ministry of Education and Vocational Training., 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:7JJ9TNCV 2405685:HK92J5MN

Education and Training Policy - Ministry of Education and Vocational Training (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:U2T3JYR8 2405685:NV4VKFX9

Education and Training Policy 2009 -Translated Draft - Ministry of Education and Vocational Training (United Republic of Tanzania, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:2TPZCUZ8 2405685:RNFHTS7E

Information and communication technology (ICT) policy for basic education - Ministry of Education and Vocational Training (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:H8NR2XJW 2405685:XAH8WZ9L

Information & Communication Technology (ICT) policy for Basic Education - Ministry of Education and Vocational Training (United Republic of Tanzania, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:D9RUP2XP 2405685:44KATUPE

Tanzania secondary education development plan 2010-2015 - Ministry of Education and Vocational Training (The United Republic of Tanzania Ministry of Education and Vocational Training, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:XQ3P8THV 2405685:BUCQE72U

Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda - Ministry of Education and Sports (Uganda) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5GZHSRZN 2405685:RK5DHDES

ICT Development Strategy for Education (Draft) - Ministry of Education and Sports (Laos) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:WAZQQ2KS 2405685:XZM83LAH

Digital Learning Initiative - Ministry of Education and Higher Education (Lebanon); Center for Educational Research and Development (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7SQ7RIPC 2405685:42F353PN

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KYP83HNT 2405685:6Y5DBEB8

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5BIDEJL3 2405685:KRC2IAIR

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:C2TJ7SEC

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97

Alternate Education Service Delivery COVID-19 Emergency Response Plan - Ministry of Education (Afghanistan) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PYWCWDEX 2405685:TWFWHL6J

Approved Basic Education Statistical Booklet 2019 - Ministry of Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JFBPSH7S 2405685:GBA7WEDP

Concept on mapping technical and vocational educational and training data in Kenya - Ministry of Education (State Department for Vocational and Technical Training, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:W9CQUI3Y 2405685:9S4JGQTN

Education sector plan (ESP) for Bangladesh Fiscal years 2020/21-2024/25 - Ministry of Education (Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WE7ZPX8W 2405685:WRBA628Y

Education Sector Strategic Plan (2018/19 to 2023/24) - Ministry of Education (Republic of Rwanda)
EdTechHub.ItemAlsoKnownAs: 2405685:AD5UIPEG

Education Statistics Report - Ministry of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:A5HSJY46 2405685:5VPNL7IE

ICT in Education Policy - Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:SUI5EK55

iSherig-2 Education ICT Master Plan 2019-2023 - Ministry of Education (Royal Government of Bhutan, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Y547BCXC 2405685:KA7K5USC

iSherig Education Master Plan 2014–2018 - Ministry of Education (Royal Government of Bhutan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:W6ZGNNVJ

Master plan for information and communication technology in education (2012-2021) - Ministry of Education (Ministry of Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR

National Education Policy 2009 - Ministry of Education (Government of Pakistan, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:K3JILXD8 2405685:9ZZ2SVMJ 2405685:M94ZQF5Z

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA

Revised Special Needs and Inclusive Education Policy - Ministry of Education (Republic of Rwanda, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:FIC7SLRH

وزارة الاقتصاد الرقمي والريادة - Ministry of Digital Economy and Entrepreneurship (2020)
Library Catalog: www.modee.gov.jo KerkoCite.ItemAlsoKnownAs: 2405685:VN33TDKN

National Information and Communications Technologies Policy - Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:Q3S8XCT6 2405685:UR2SEGSC

National Information and Communications Technologies policy - Ministry of Communications and Transport (The United Republic of Tanzania, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:HSAWT33J 2405685:9M29LMJ5

National information and communications technology policy 2003 - Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:52R7B8DQ 2405685:CKJ2LQHW

Ministry of Communications and Digital Economy | Home - Ministry of Communications and Digital Economy (Nigeria) (2020)
Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy
Library Catalog: www.commtech.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:YT9YM6T3

The Ghana ICT for Accelerated Development Policy - Ministry of Communications (2003)
EdTechHub.ItemAlsoKnownAs: 2405685:BN9JWVYJ

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Nigeria) (2012)
KerkoCite.ItemAlsoKnownAs: 2405685:RSKAEETR

Namibia: ICT Policy for Education | ICT in education policy toolkit - Ministry of Basic Education, Sport and Culture; Ministry of Higher Education, Training and Employment Creation (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:F8N4EST5

2019 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education; Education, Ministry of Basic and Senior Secondary (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:J7MURQFH 2486141:7DDR6BUJ

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M7XYZTWF 2405685:C7C3BM9Z

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:XV46GE39

EMIS | Education Management Information System - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
Library Catalog: mbsse.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:WDHKTX4J

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y7RFFB9I

Leh Wi Lan | MBSSE - Ministry of Basic and Senior Secondary Education: Sierra Leone
Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2339240:EYVXUCT4 2405685:I9W42NJV

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

2019 Annual School Census Report - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:99GBVUWP 2339240:NBI2YGW4 2405685:PF3NKF32 2405685:QNZEXSV3 2405685:SK6ZDI63 2486141:IVGKRIEH

2019 Annual Schools Census Report And Statistical Abstract - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MJH7EBNP 2405685:VM4EWGLU

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5S3TQR6D 2405685:JMH9T363

2021 Annual Schools Census Data. - Ministry of Basic and Senior Secondary Education.
KerkoCite.ItemAlsoKnownAs: 2405685:YSBYCLG5

Annual School Census - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSR8CRAP 2405685:HK8SFD2T

Education Sector Plan 2022-2026: Transforming Learning for All - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RJEZPR4R 2405685:TAFLCLQ3

LWL: Numbers and impact by 2020/21 school year - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:569UWV3B 2486141:BQRLTAA6

National policy on radical inclusion in schools - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:CYWMBVW8

Education Sector Coronavirus (COVID-19) Response Plan - Ministry of Basic and Secondary Education (The Gambia) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PD58EICE 2405685:XXB3XQBU

Annual School Census Report - Ministry of Basic and Secondary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3BAQ3WPG 2405685:FYWGE5WI

Annual School Census Report - Ministry of Basic and Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ELC26RCU 2405685:2GVLUELP 2405685:UP66E9KW
Keywords: auto_merged

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WY3SC9N 2405685:YKA8Y8DM

Plano Estrategico de Educacao: 20ª Reunião Anual de Revisão, 2019 - Ministerio da Educacao e Desinvolvimento Humano (Republica de Mocambique, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:NR68YRDT

Plan sectoriel de l'éducation 2018 - 2022 - Ministère de l'Éducation Nationale, Madagascar (2017)
Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar
KerkoCite.ItemAlsoKnownAs: 2405685:ZTKRM7TY

Programme d’Amélioration de la Qualité, de l’Équité et de la Transparence – Transparence –Education / Formation (PAQUET – EF) - Ministère de l’Éducation Nationale, et al.
KerkoCite.ItemAlsoKnownAs: 2405685:3TJFLD4A

Covid 19, le ministère de l'Education lance l'initiative "APPRENDRE À LA MAISON" | Ministère de l’Education nationale - Ministère de l’Education Nationale
KerkoCite.ItemAlsoKnownAs: 2339240:8PTVUE3T 2405685:VYR6P2BF

Division de la Radio – Télévision scolaire (DRTS) - Ministère de l’Education Nationale
KerkoCite.ItemAlsoKnownAs: 2339240:NYUCDNKL 2405685:T38HICV6

SIMEN | - Ministère de l’Éducation National
KerkoCite.ItemAlsoKnownAs: 2339240:6Y54WC4W 2405685:5BX8C93U

Radio Education: Physical Distance but Social Solidarity | INEE - Minetti, Elena (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XC6FCVP7 2405685:YPTRG3ST

Enlaces con la educación - MINEDUCYT (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TR5IFIM5 2405685:R9TXA9VB

"Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles - mineduc (Ministerio de educación, 2021)
“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.
KerkoCite.ItemAlsoKnownAs: 2339240:2JKEXBRV 2405685:VBF82GCL

Se lanza Aprendo En Línea Docente para reforzar el aprendizaje remoto - mineduc

Mindspark website - Mindspark (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JSIQGGR5 2405685:6FVXAKXR 6FVXAKXR

SWOT Analysis - Mind Tools Content Team (MindTools)
KerkoCite.ItemAlsoKnownAs: 2339240:AIP9XAQA 2405685:PRP4B6P6

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

Potential benefits from sub-700 MHz spectrum in Pakistan - Miller, Tim; Jervis, Val; Burns, John; Wongsaroj, Sarongrat; Hogg, Tim (GSMA, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:JCMK2Q9D

Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah - Miller, Noah (Africa at LSE, 2020)
Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.
KerkoCite.ItemAlsoKnownAs: 2339240:9VFUN955 2405685:224CS4Z3

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)
Library Catalog: www.jenreviews.com KerkoCite.ItemAlsoKnownAs: 2405685:X9JHWLI3

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 shortDOI: 10/f49bvb KerkoCite.ItemAlsoKnownAs: 10/f49bvb 2129771:3WBKZA9Z 2405685:67E46G83

Blockchain security: What keeps your transaction data safe? - Miles, Curtis (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LL5WIQQD 2405685:DZD9YZWT

Keeping the world's children learning through COVID-19 - Miks, Jason; McIlwaine, John (Keeping the world's children learning through COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6SVCPPQF 2405685:PE2NGUCL

Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. - Miima, Florence; Ondigi, Dr Samson; Mavisi, Rose (2013)
This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.
KerkoCite.ItemAlsoKnownAs: 2339240:877NW8X7 2405685:7X9VB3JM

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Place: Dordrecht Publisher: Springer Netherlands KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-021-09423-7 2339240:JUVZA2U4 2405685:QTXG5999
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

Payment by results in nineteenth-century British education: A study in how priorities change - Midgley, Henry (Journal of Policy History, 2016)
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0898030616000300 2339240:W544BZAF 2405685:IS9JBTGX 4656463:IQRC9W8K

Rural Broadband Access & Connectivity - Microsoft (Microsoft CSR, 2020)
See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.
Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:B2C9UCII

Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement - Michael Foster, Kevin (Intercultural education, 2004)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1467598042000313403 2339240:4B6NB59T 2405685:ZQZ3YRB5

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - Miao, Fengchun; West, Mark; Hyo-Jeong, So; Toh, Yancy (UNESCO, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:HWF42ZQL

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX

UNESCO’s Work in ICT in Education Policy - Miao, Fengchun (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KGNSUEYC 2405685:RXNG6RMP

Perception and Usage Level of ICT of the Primary School Teachers in Bangladesh - Mia, Abdul Hannan; Haque, Ziaul (Bangladesh Journal of MIS, 2013)
Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc.
KerkoCite.ItemAlsoKnownAs: 2339240:UBXB9GCB 2405685:B56Z8L24
Keywords: ⛔ No DOI found

Emerging fundamental issues of teacher education in Tanzania: a reflection of practices - Mgaiwa, Samson J (Educational Process: International Journal, 2018)
Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered.
Place: Kutahya Publisher: Universitepark, Co. Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2377711234?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.22521/edupij.2018.74.3 2339240:5CD78LSE 2405685:9MDTIC8U 2534378:6CREM8X4 2534378:Q89SIFIE
Keywords: 21st century; Education; Learning; Tanzania; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2095912; __finaldtb; students’ learning; teacher education; teachers

Harnessing the power of a mobile phone in the promotion of teacher ethics in Tanzania - Mfaume, Hamisi; Mgaya, Rose; Bilinga, Margareth (International Journal of Education and Development using ICT, 2019)
This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:3XUZLE5P 2405685:ABAEIQD7
Keywords: ⛔ No DOI found

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom–UK; United States–US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework - Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Radesky, Jenny (Journal of Children and Media, 2021)
Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2021.1882516 2339240:DAP57ZEF 2405685:9KM825BK
Keywords: Digital Media; Digital Play; Early Childhood; Educational Apps; Four Pillars of Learning; Mobile Devices

PISA and the globalization of education governance: some puzzles and problems - Meyer, Heinz Dieter; Benavot, Aaron (PISA, Power, and Policy: The Emergence of Global Educational Governance, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:6TPMJHMI 2405685:HJUQIN2P

Universal Design for Learning: Theory and Practice - Meyer, A; Rose, D; Gordon, D (Center for Applied Special Technology., 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:E35ITZ2D 2405685:ZR5RX227

Let’s Chat: Chatbot Nudging for Improved Course Performance - Meyer, Katharine; Page, Lindsay C.; Smith, Eric; Walsh, B. Tyler; Fifield, C. Lindsey; Evans, Michael
Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. Completing college requires students to navigate both institutional administrative tasks (e.g., registering for classes) and academic tasks within courses (e.g., completing homework). In postsecondary education, several promising interventions have shown that text-based outreach and communication can be a low-cost, easy to implement, and effective strategy for supporting administrative task navigation. In this paper, we report on two randomized controlled trials testing the effect of a text-based chatbot with artificial intelligence (AI) capability on students' academic task navigation in introductory courses (political science and economics). We find the academic chatbot significantly shifted students’ final grades, increasing the likelihood students received a course grade of B or higher by 5-6 percentage points and reduced the likelihood students dropped the course.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 10.26300/ES6B-SM82 2339240:DPYFZACM 2405685:VS7Y6Z72

Digital Learning Innovations for Syrian Refugees and Host Communities in Lebanon - Metni, Eliane (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:D4326RKF 2405685:4GR2F2BC

SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria International Federation for Systems Research Impressum - Metcalf, Gary; Chroust, Gerhard; Edson, Mary; Nguyen, Nam (2014)
SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria
zotzenLib.CopiedFrom: 2339240:NGFEMAF8 KerkoCite.ItemAlsoKnownAs: 2339240:NGFEMAF8 2405685:P868UHI5

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

Livrable 4: Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7303773 ZenodoArchiveConcept: 7303772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 2405685:RMJK6G6Q
Keywords: _r:AddedByZotZen

Transformative Paradigm: Mixed Methods and Social Justice - Mertens, Donna (Journal of Mixed Methods Research, 2007)
The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more
KerkoCite.ItemAlsoKnownAs: 10.1177/1558689807302811 2339240:38S9CL6A 2405685:SJIPRXXD

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
KerkoCite.ItemAlsoKnownAs: 2339240:N3J2Y93P 2405685:7G2UTPZC
Keywords: Education / General

Supporting the education of marginalized girls in Kailali (STEM II) - Mercy Corps (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HBFQ7C9J 2405685:Q6NC72XY

Complexity and systems thinking - Merali, Yasmin; Allen, P. (2011)
Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.
KerkoCite.ItemAlsoKnownAs: 10.4135/9781446201084.n1 2339240:Y72FDIAZ 2405685:6LBKC5GR

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Publisher: Routledge _eprint: https://doi.org/10.1080/17502977.2019.1612992 KerkoCite.ItemAlsoKnownAs: 10.1080/17502977.2019.1612992 2405685:MKDQ3K53
Keywords: Sierra Leone; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

Thinking and working politically through applied political economy analysis: A guide for practitioners - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YWJNDWKC 2405685:9C3NYPC8

Getting real about politics - Menocal, Alina Rocha (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:G85S7MQH 2405685:UVY8DIPN

"Getting real about politics: From thinking politically to working differently" - Menocal, Alina Rocha (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:64B3B9NH 2405685:UHF7RW2F

DES JOURNAL 2012.pdf - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:HCIDMNIQ
Keywords: ⛔ No DOI found

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947
Keywords: Equity of Access; ⛔ No DOI found

Small-group problem-based learning as a complex adaptive system - Mennin, Stewart (Teaching and Teacher Education, 2007)
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.12.016 2339240:6J33JNEG 2339240:KJUSTUD8 2405685:DNHIV4ZM 2405685:X6ZBQLYW

COVID-19 and girls' education: What we know so far and what we expect - Mendez Acosta, Amina; Evans, David (Center For Global Development, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.
KerkoCite.ItemAlsoKnownAs: 2339240:WPZEAVRY 2339240:XFPY5RQ4 2405685:668CLBBY 2405685:CHW8VVL7
Keywords: ___working_potential_duplicate

COVID-19 and Girls' Education: What We Know So Far and What We Expect - Mendez Acosta, Amina; Evans, David (Center for Global Development | Ideas to Action, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.
KerkoCite.ItemAlsoKnownAs: 2339240:RZDR5ASV 2405685:F537Z8XE