A systematic review of research on the flipped learning method in engineering education - Karabulut‐Ilgu, Aliye; Cherrez, Nadia Jaramillo; Jahren, Charles T. (British Journal of Educational Technology, 2018)
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
shortDOI: 10/gddfxx KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12548 10/gddfxx 2339240:4PWRK2AD 2405685:BGH3UFRL
Keywords: Reviewed

Reward management strategies on employee performance in selected universities in Nakuru County, Kenya - Kathombe, Mary Wambui (Egerton University, 2018)
Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs.
KerkoCite.ItemAlsoKnownAs: 2405685:VC2P9XQR

Teaching Practices in the 21st Century in Kenya: A Qualitative Approach - Kaume-Mwinzi, Regina K. (International Journal of Educational Excellence, 2018)
Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.
KerkoCite.ItemAlsoKnownAs: 10.18562/ijee.034 10/ggjrhq 2339240:T76TEDIL 2405685:XJKPKRMP

Handbook of Research on K-12 Online and Blended Learning (Second Edition) - Kennedy, Kathryn; Ferdig, Richard E (2018)
Publication Title: ETC Press KerkoCite.ItemAlsoKnownAs: 2405685:9JNECH38

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Learning through Video Games: A Case Study of Private Schools of Pakistan - Khalid, Tooba; Batool, Syeda Hina (Ieee, 2018)
This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents.
Pages: 135-139 Publication Title: 2018 International Conference on Information Management and Processing (icimp 2018) WOS:000458552800025 KerkoCite.ItemAlsoKnownAs: 2339240:N7BHL93X 2405685:HSIXBVLD
Keywords: Pakistan; academic learning; information literacy; learning; skills; video games

Pakistani Teachers' Professional Learning Experiences: Comparing Face-to-Face versus Online Learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 10/gj37jn 2339240:J3T4EMAA 2405685:TIQ5LA4J 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language–ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2405685:XI6TS4S3 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language–ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2405685:5TV4QEFU 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language–ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability - Khan, Kashmali (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M946P4QF 2405685:DDZQ2XPE

Technophobia: Examining its hidden factors and defining it - Khasawneh, Odai Y. (Technology in Society, 2018)
shortDOI: 10/ggx3rd KerkoCite.ItemAlsoKnownAs: 10/ggx3rd 2405685:A9ZYMIC6

OPM's approach to assessing Value for Money - King, Julian; OPM VfM Working Group (Oxford Policy Management, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:T8PJNHHS 2405685:UVUX5WCH

Factors Affecting Adoption of E-Learning Technology in Kenya - Kingori, Rhoda Mbithe (United States International University - Africa, 2018)
Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p<0.05) and perceived usefulness with self-efficacy(r=0.337, p<0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p<0.05) and perceived usefulness with SE (r=0.456, p<0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p<0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p<0.503) and perceived usefulness with system accessibility (r=0.514, p<0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya.
Accepted: 2019-02-06T07:09:51Z KerkoCite.ItemAlsoKnownAs: 2339240:PM78VDNA 2405685:F9AKUAFD

What digital skills do adults need to succeed in the workplace now and in the next 10 years? - Kispeter, Erika (Warwick Institute for Employment Research University of Warwick, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:C9L2KM3Y 2405685:9UDGKCRT

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2339240:MC3TURVW 2405685:6RASPKEH 2405685:72SDEPAH 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

Feed the Monster: Impact and technical evaluation - Koval-Saifi, N; Plass, J (World Vision and Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:JS4ZBX2V 4042040:7E2RC3L4

Feed the Monster: Impact and Technical Evaluation - Koval-Saifi, Nedjima; Plass, Jan (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:8UTAKQ6F 2405685:CW9KWPBK

Feed the Monster: Impact and technical evaluation - Koval-Saifi, Nedjma; Plass, Jan (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QUFN8V67 2405685:S7QU2BTK

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2339240:94ATJ2KM 2339240:L9J24WV4 2339240:Q2UV8HVZ 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:3DXSV98B 2405685:6L7LJIMQ 2405685:JXICF3W3 2405685:KJDH8RVK 2405685:R4WDE3P4 2534378:9LCRTTXK
Keywords: C:High-income countries; C:United States; ___working_potential_duplicate; effect size; experimental design; meta-analysis; professional development; school/teacher effectiveness; teacher education/development

Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries - Kuper, Hannah; Ashrita, Saran; White, Howard (Department for International Development (DFID), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:IU9ER8SU 2405685:EZEF9NPK

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities - Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna-Mari (British Journal of Educational Technology, 2018)
The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.
shortDOI: 10/gd2h8p KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12639 10/gd2h8p 2339240:FUFE3LCB 2405685:RTFGP4FK
Keywords: Reviewed

Lao Social Indicator Survey II 2017 - Lao Statistics Bureau (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YIIUEEVF 2405685:LCISE45W
Keywords: ⛔ No INSPIRE recid found

How Could Digital Learning at Scale Address the Issue of Equity in Education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs - Lersilp, Suchitporn; Putthinoi, Supawadee; Lersilp, Theeratorn; Mackenzie, Lynette (Occupational Therapy International, 2018)
The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.
KerkoCite.ItemAlsoKnownAs: 10.1155/2018/3705946 2339240:IP8YALEF 2405685:RQFMF9HT

The Politics and Governance of Basic Education: A Tale of Two South African Provinces - Levy, Brian; Cameron, Robert; Hoadley, Ursula; Naidoo, Vinothan (Oxford University Press, 2018)
This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.
KerkoCite.ItemAlsoKnownAs: 10.1093/oso/9780198824053.001.0001 2339240:WT6WIKZU 2405685:877VIS9E 4656463:FF9PHTK5
Keywords: Eastern Cape; South Africa; Western Cape; bureaucracy; how context matters; institutions; participatory governance; political settlements; politics of education; school-level governance

Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (2018)
The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.
KerkoCite.ItemAlsoKnownAs: 2339240:J6FMCEMP 2405685:UJYVC9Z6
Keywords: ⛔ No DOI found

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9HMQ57TL 2405685:ZXUFKWM5

AfterAccess: ICT access and use in Asia and the Global South - LIRNE Asia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WCW6IF9Y 2405685:LYCBIJZN

AfterAccess: ICT access and use in Asia and the Global South - LIRNEasia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VFQGLJQM 2405685:Q7ERERPN

M-Shule - Together we learn, together we succeed - M-Schule LTd (2018)
M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa
Library Catalog: m-shule.com KerkoCite.ItemAlsoKnownAs: 2405685:SBPUP4HV

Education for Development - Maada Bio, Julius (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:KL7FDUU7

“Matching Person & Technology (MPT) Model” for Technology Selection as Well as Determination of Usability and Benefit from Use - Martinez, A. P.; Scherer, M. J. (Living in the State of Stuck, 2018)
Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies.
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.23218.50889 2339240:93CVYV3N 2405685:G8RXEBKN

"Shall I feed my daughter, or educate her?": barriers to girls' education in Pakistan - Martínez, Elin; Human Rights Watch (Human Rights Watch, 2018)
"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."–Publisher website
OCLC: on1080863817 KerkoCite.ItemAlsoKnownAs: 2339240:VAUXG7LJ 2405685:QVL4MLZF 2405685:TIVVZGFN
Keywords: Education; Girls; Pakistan; Schools; Sex discrimination in education; Social conditions; auto_merged

2018 Annual Schools Census Report And Statistical Abstract - MBSSE (Ministry of Basic and Senior Secondary Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:MKX6QVVV 2405685:G2T55FUJ

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2339240:RNRNDVLK 2339240:S2XT5FSG 2339240:UYNN98AQ 2339240:Z8QK9TIS 2405685:4JNZ9RRF 2405685:58SRHUVT 2405685:CF2KPK7I 2405685:DJG72BUZ 2405685:FXXS4882 2405685:LW3BSKJ4 2405685:ZEBNC5TV 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ
Keywords: Africa; Bangladesh; Blended Learning; C:Low- and middle-income countries; Developing Nations; ERIC; Resources in Education (RIE); Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; India; Inservice Teacher Education; Kenya; Large Group Instruction; Nigeria; Online Courses; Pakistan; Policymakers; Practitioners; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; ⛔ No DOI found

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective - McLinden, Mike; Lynch, Paul; Soni, Anita; Artiles, Alfredo; Kholowa, Foster; Kamchedzera, Elizabeth; Mbukwa, Jenipher; Mankhwazi, Mika (International Journal of Early Childhood, 2018)
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-018-0223-y 2339240:Q3UCG5MJ 2405685:DE6NLYHB

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016).
KerkoCite.ItemAlsoKnownAs: 2339240:5K4FCZVV 2339240:AR9B9DXT 2339240:LWZP2WIF 2405685:7WEKMXVS 2405685:D5DWS5VN 2405685:K9K3547Z 2405685:QDB69UWB 2534378:2UDLI6HN 2534378:WARY35X2
Keywords: Google Scholar/ "refugee education" ICT; RER theme_supporting educators; __:import:01; __:match:final; __:matched; __:study_id:2425895; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

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

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

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

Lettre de Politique Générale pour le Secteur de l’Education et de la Formation (LPGS-EF) - Ministère de l'Education Nationale (Republique du Senegal, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V9WX7BB8 2405685:BQ5B36LB

FQSE – Free Quality School Education - Ministry of Basic and Senior Secondary Education Sierra Leone (Ministry of Basic and Senior Secondary Education Sierra Leone, Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XL83AVZI 2405685:7NLKWES7

Education and Sports Sector Performance Annual Report 2017–2018 and Development Plan for 2018–2019 - Ministry of Education and Sports (Lao People’s Democratic Republic, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QBFQQ563 2405685:NVVGYIAY
Keywords: ⛔ No INSPIRE recid found

National Education and Training Sector Policy - Ministry of Education and Training (Government of the Kingdom of Eswatini, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VCEMB3SX 2405685:QB293E8P

Education Strategic Plan 2018–2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:EVX3MXA6 2405685:6GCUF7VY

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

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

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

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 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 - 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

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

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

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

Digital Pakistan Policy - Ministry of IT & Telecom (Government of Pakistan, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ARZK4RTD
Keywords: ___working_potential_duplicate; auto_merged

Digital Pakistan Policy - Ministry of IT & Telecom (Pakistan) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:94582E3H

Timor-Leste Demographic and Health Survey 2016 - Ministry of Planning and Finance; Ministry of Health (República Democrática de Timor - Leste, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPSK2EXD 2405685:J6J5AHS5

Primary and Secondary Education Statistics Report - Ministry of Primary and Secondary Education (Zimbabwe) (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:6FS459VT 2405685:RR6WRZ7S 2405685:TU2WFTPR

Mission and Vision - Ministry of Technical & Higher Education (Ministry of Technical & Higher Education Republic of Sierra Leone, Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:PM4PUYXJ 2405685:LI99LYJA

Statement from the Minister - Ministry of Technical & Higher Education (Ministry of Technical & Higher Education, Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QIYCJQ6B 2405685:7G2FJMLB

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - MIT; USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:SLTPLK6U 2405685:CICB4DXG
Keywords: Systems Framework

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study - Mohamed, Ahmed Hassan Hemdan (Journal of Research in Special Educational Needs, 2018)
The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.
KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12411 2339240:VM328LPK 2405685:7J6H34I4
Keywords: Attitudes; hard of hearing; inclusive education; intellectual disability; learning disabilities; technology

Digital Pakistan Policy - MoITT (Ministry of IT & Telecom, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8656 2339240:VC8SH4J9 2405685:94EF9DL4

USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project - Moussa, Wael; Cao, Yvonne; Louge, Nathalie (United States Agency for International development, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:57KZZLLD 2405685:DXY44ZMG

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

Madagascar, 2018: Mass Media, Communication et Internet - Multiple Indicator Cluster Surveys (UNICEF; instat, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:7U72TRPS

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

Constant review vital for National ICT Policy - Musarurwa, Tawanda (The Sunday Mail (Zimbabwe), 2018)
The Leading Family Newspaper in Zimbabwe
KerkoCite.ItemAlsoKnownAs: 2405685:8CFQIYUW

Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania - Mwakisole, Kennedy F; Kissaka, Mussa M; Mtebe, Joel S (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:HMQ4G82U 2405685:P8RNDDAI
Keywords: ⛔ No DOI found

#CostingEquity: The case for disability-responsive education financing - Myers, Juliette; Pinnock, Helen; Baboo, Nafisa; Lewis, Ingrid (International Disability and Development Consortium, 2018)
The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The #CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches.
KerkoCite.ItemAlsoKnownAs: 2339240:3XWFXVAP 2339240:DU3DQXWC 2405685:9WX2Z28W 2405685:EQP34VAJ

Blended Learning and Academic Achievement: A Meta-Analysis - Najafi, Hossein; Heidari, Mozhgan (Quarterly Journal of Iranian Distance Education, 2018)
The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.
EdTechHub.ItemAlsoKnownAs: 2405685:QUAHGRTJ
Keywords: ⛔ No DOI found

Speak Up: A Multi-Year Deployment of Games to Motivate Speech Therapy in India - Nanavati, Amal; Dias, M. Bernardine; Steinfeld, Aaron (Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18, 2018)
The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difﬁculty communicating, due to a lack of educational resources. We present ﬁndings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games inﬂuenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent.
KerkoCite.ItemAlsoKnownAs: 10.1145/3173574.3173892 2339240:KG7IMUWQ 2405685:2HQYL9IR

Multi-hazard physical vulnerability prioritization of school infrastructure in the Philippines - Nassirpour, Arash; Galasso, Carmine; D'Ayala, Dina Francesca (11th National Conference on Earthquake Engineering 2018, NCEE 2018: Integrating Science, Engineering, and Policy, 2018)
The Philippines is one of the most hazard-prone countries in the world. It is regularly subjected to various hazard events, imposing loss of lives and costly damage to the country's infrastructure. In particular, the Philippines straddles a region of complex tectonics at the intersection of three major tectonic plates (the Philippine Sea, Sunda and Eurasia plates). As such, the country is frequently exposed to large and damaging earthquakes. For instance, one of the most recent destructive earthquakes, the M 7.2 Bohol and Cebu earthquake (2013), damaged more than 73,000 structures, of which more than 14,500 were totally destroyed, including several schools. According to the United Nations International Children's Emergency Fund (UNICEF), about 25,000 preschoolers and 275,855 school children in 1,200 early learning centers and 1,092 schools (931 elementary schools and 161 high schools) were affected by the earthquake. Similarly, several areas characterized by high wind and heavy rain exist along the northeast Philippine Sea coast. In 1991, a flash flood killed around 8,000 people and distracted many structure in Leyte Island. Furthermore, Typhoon Haiyan (2013), known as Super Typhoon Yolanda in the Philippines, has been one of the strongest tropical cyclones ever recorded, which devastated several portions of the country, killing at least 6,300 people. According to the Philippine's Department of Education (DepEd), Yolanda damaged 3,171 schools. The recent history of reported damage and destruction indicates the substantial vulnerability of the country's infrastructure, particularly schools, to different forms of natural hazards.
Conference Name: Eleventh U.S. National Conference on Earthquake Engineering (11NCEE) Meeting Name: Eleventh U.S. National Conference on Earthquake Engineering (11NCEE) Publisher: Earthquake Engineering Research Institute KerkoCite.ItemAlsoKnownAs: 2339240:WYTJERB5 2405685:RM4DVMIM
Keywords: ⛔ No DOI found

The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper - Naveed, Sumbal (Center for Universal Education at The Brookings Institution, 2018)
The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
Publication Title: Center for Universal Education at The Brookings Institution KerkoCite.ItemAlsoKnownAs: 2339240:PD3LB7X3 2405685:L554ELH5
Keywords: Access to Education; Attitude Change; Barriers; Community Involvement; Cultural Influences; Educational Finance; Educational Planning; Educational Quality; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Gender Bias; Governance; Government Role; Males; Political Issues; Single Sex Schools; Social Attitudes; Teacher Competencies; Transportation; War; Women Faculty

Financing key to accessing quality education for all - Ngwenya, Rumbidzai (Zimbabwe Situation, 2018)
The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4
Library Catalog: www.zimbabwesituation.com KerkoCite.ItemAlsoKnownAs: 2405685:8SVGA2ZJ

Sustainability and scalability in educational technology initiatives: Research-informed practice - Niederhauser, Dale S.; Howard, Sarah K.; Voogt, Joke; Agyei, Douglas D.; Laferriere, Therese; Tondeur, Jo; Cox, Margaret J. (Technology, Knowledge and Learning, 2018)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-018-9382-z 2339240:YFP53NXL 2405685:9MN9XDN4

Thai Lip-Reading CAI for Hearing Impairment Student - Nittaya, Warunee; Wetchasit, Kaskaew; Silanon, Kittasil (2018 Seventh ICT International Student Project Conference (ICT-ISPC), 2018)
This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation.
KerkoCite.ItemAlsoKnownAs: 10.1109/ICT-ISPC.2018.8523956 2339240:X4N5EIA4 2405685:PQE8MWAL

Local governance, decentralisation and corruption in Bangladesh and Nigeria - Nixon, Hamish A D; Menocal, Alina Rocha; Bhattacharya, Debapriya; Fuad, Syed Muhtasim; Hassan, Idayat; Iwuamadi, Kelechi C; Rezbana, Umme Shefa; Yusuf, Shamsudeen (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BT5PUL3H 2405685:6LBMHHTG 4656463:VP5TVEFF
Keywords: ⛔ No DOI found

Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria - Nkiko, Christopher; Atinmo, Morayo I; Michael-Onuoha, Happiness Chijioke; Ilogho, Julie E; Ifeakachuku, Osinulu; Adetomiwa, Basiru; Usman, Kazeem Omeiza (Journal of Education and Learning, 2018)
Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p<0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.
KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v7n1p42 2339240:WU4F235U 2405685:TWFV2EY2

Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya - Nyaga, Felistas (University of Nairobi, 2018)
The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.
Accepted: 2018-10-18T13:52:29Z KerkoCite.ItemAlsoKnownAs: 2339240:3QH6L8SL 2405685:C6Y4LLKR

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7
Keywords: ⛔ No DOI found

Bridging the digital gender divide: include, upskill, innovate - OECD (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6D4DRZZ5 2405685:GAKGT4J9

5 features of a monitoring, evaluation and learning system geared towards equity in education - Omoeva, Carina (2018)
Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.
KerkoCite.ItemAlsoKnownAs: 2339240:IJU44B8G 2405685:SEHIF23V

Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the University of Ibadan, Nigeria - Onaolapo, Sodiq; Oyewole, Olawale (Interdisciplinary Journal of e-Skills and Lifelong Learning, 2018)
shortDOI: 10/ghgp5f KerkoCite.ItemAlsoKnownAs: 10/ghgp5f 2339240:E7SFCGQN 2405685:YREJK4SQ

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

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

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

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

The Digital Divide - Peroni, M.; Bartolo, Michelangelo (Multidisciplinary Teleconsultation in Developing Countries, 2018)
The digital divide, at a worldwide level, as well as at a regional level, is still a reality. However, over the last few years, the Internet and digital technologies have spread surprisingly fast, above all in their use through mobile telephone networks, and they have new users every year, even in the less developed countries, like in Africa. The installation of new underwater optic fibre cables surrounding Africa, with an increasing capacity for data transmission, has brought down the costs of interconnection with the global Internet backbones. Up to a few years ago, these connections were only possible through the satellite network, which are far more expensive for the local providers, and these high costs inevitably affect the end users. These services can now be offered at prices that more and more people can afford in Africa, which was and still is the continent that is most affected by the phenomenon of the digital divide.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-72763-9_13 2339240:NYK2NP72 2405685:UZEU9WRL
Keywords: Digital divide; Optic fibre connections; Satellite Internet connection

Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:2K55E3J4 2405685:7NRLGDDC
Keywords: ⛔ No DOI found

Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Oyanga, Arbogast (International Journal of Educational Development, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2017.10.002 2405685:RN8DGSVY 4042040:BQCK8KIK

Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H
Keywords: Africa; Literacy; Numeracy; Program evaluation; Randomized controlled trial; Reading; ___working_potential_duplicate

The Programme for International Student Assessment (PISA) - PISA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YJ8VIUGL 2405685:3H4AYIBF

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities - Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L. (Frontiers in Psychology, 2018)
Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 2339240:DUN6JGMK 2339240:UQ8D45IR 2405685:7WAJ6HEZ 2405685:JSQPF627
Keywords: Interactive apps; Mathematics; Special educational needs and disabilities; primary school; tablet technology

Impact of Education on Labour Market Outcomes in Rural and Urban India - Pradhan, K. C.; Parida, P. C.; Sarangi, Tapas (Reflecting on India’s Development: Employment, Skill and Health, 2018)
This paper examines the returns to education with respect to three labour market outcomes namely wages, employment and occupation using the National Sample Survey Office (NSSO) 68th round (2011–12) data. Wage equation (without selection bias) results point to the fact that returns to education increase at an increasing rate as the level of education increases and the impact of education is found relatively higher in the case of urban than rural areas. In case of employment, the study finds that compared to illiterates, the chances of higher educated people going to agriculture sector is less. This is true even in the case of rural areas whereas the interactive variable (education with rural dummy) is found negatively associated with employment in agriculture sector. Occupation results suggest that there is a strong association between higher education (under graduate and graduate and above) with professional occupations and less with agriculture and fishery and unskilled occupations, suggesting the need for improving education and creating quality employment opportunities in the rural areas that may help in arresting the growing urban burden.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-1414-8_8 2339240:22I8PCDJ 2405685:8FWZU7FX
Keywords: Education; Employment; India; Occupation; Urban-rural gap; Wages

Navitas Ventures releases Global EdTech Ecosystems 1.0 – Navitas Insights - Praill, Tim (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UULA5GNW 2405685:LKBLYR4T

Unfamiliar technology: Reaction of international students to blended learning - Prasad, P.W.C.; Angelika, Maag; Redestowicz, Margaret; Hoe, Lau Siong (Computers & Education, 2018)
shortDOI: 10/gdmg97 KerkoCite.ItemAlsoKnownAs: 10/gdmg97 2405685:HHQ58WFJ

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (2018)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.
KerkoCite.ItemAlsoKnownAs: 2339240:WSRJUJ6P 2405685:P73TZVX8 4656463:5YUF223J

Project RAY for the visually impaired | Smartphones for Blind, Cell Phones for Visually Impaired - Project Ray (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KGLHH6G9 2405685:8A26E6LT

Measuring Gender Equality in Education: Lessons from Trends in 43 Countries - Psaki, Stephanie R.; McCarthy, Katharine J.; Mensch, Barbara S. (Population and Development Review, 2018)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/padr.12121 SHORTDOI: 10/ggx3q9 shortDOI: 10/ggx3q9 KerkoCite.ItemAlsoKnownAs: 10.1111/padr.12121 10/ggx3q9 2405685:FNSXZD9G

A Study of the Usefulness of Punjab IT Labs Project in Schools of Punjab, Pakistan as Perceived by Students - Qadir, Muhammad Javid; Hameed, Abdul (Journal of Education Research, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:EDE72K59
Keywords: ⛔ No DOI found

QRF Fact Sheet: Gender and Education in Jordan - Queen Rania Foundation (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:RUNH35PJ

Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya - Radhakrishnan, Dhinesh; DeBoer, Jennifer; Kimani, Samuel (Purdue University, 2018)
KerkoCite.ItemAlsoKnownAs: 10.5703/1288284316852 2339240:6MVFIILP 2405685:9HDGMXSH

School leadership and early grade reading: Examining the evidence in Zambia - Rakusin, M; Bostock (Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809., 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4DM4ULGQ 2405685:R2HB5B8Z

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC; Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

Language, Teaching and Learning in Punjab Schools: Are we on the right track to`destination English’? - Rashid, Abbas; Ahmed, Sanaa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:G8DGAM9C 2405685:6B6DMEX7

GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya - Rawal, Prepared Shenila; Aslam, Monazza; Outhred, Rachel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:XN28CFK6
Keywords: ⛔ No DOI found

Understanding motivation and emotion - Reeve, Johnmarshall (John Wiley & Sons, Inc, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:47HHZF9P 2405685:7NNWB84L
Keywords: Emotions; Motivation (Psychology); Personality and motivation

The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development - Rehn, Nicki; Maor, Dorit; McConney, Andrew (Technology, Pedagogy and Education, 2018)
The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2018.1483265 2405685:FP425A4V
Keywords: K–12; Videoconferencing; distance education; instructional technology; teacher roles

National Pre-primary Education Policy Standard Guidelines - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:2Z8TGS6P 2405685:C35JRU97

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:E9MB5XWP 2534378:3WPUWF8D

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers – that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:KDEC9GDD 2405685:B3J76PXB
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_supporting educators

Tsome Pamoja Tanzania - Rodd, Alastair (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZTGLMSR 2405685:L39KA6UH 4656463:7EL935BU

Country Overview: Bangladesh - Rogers, Mike (GSMA, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JVDAQ8RC 2405685:V38NVLIS

Assistive technologies in developing countries - Rohwerder, Brigitte (Institute of Developing Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YSWH7PEF 2405685:NLB4KHWQ
Keywords: ⛔ No DOI found

Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan - Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar (REAL Centre, Faculty of Education, University of Cambridge, 2018)
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2339240:88XND2WW 2339240:ERJED7M9 2339240:FW5AFH9B 2405685:8GIBGBHT 2405685:99VDZTLG 2405685:WUWYE7JH
Keywords: _not_EdTechHub; _zenodoOTHER

Bangladesh: Using open school data to improve transparency and accountability - Roy, Dipu; Miah, Abu Said Juel (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4NX242AQ 2405685:N27R4JLA
Keywords: ⛔ No DOI found

National Policy on Lifelong Learning 2018 - Royal Government of Cambodia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:39ZNUZ48 2405685:XHB99936

Rectangular Strategy - Royal Government of Cambodia (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:CHJSQM6M 2405685:2MUBGXTP

Rwanda Education Board - Rwanda Education Board (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UGHSR9YR 2405685:LC9M6P39

2018 Education Statistics - Rwanda Ministry of Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6Y4BYIXW 2405685:79VSZ8IK

Education Sector Strategic Plan 2018/2019 to 2023/2024 - Rwanda Ministry of Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9XMY2WSD 2405685:3D9H3LJM

Official Gazette nº 39 of 24/09/2018 - Rwanda Ministry of Education (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6AKZ4W8V 2405685:HRLP2ZG3

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2339240:NJNE53N8 2405685:PGA6QWXT 2405685:VQQK7F6G
Keywords: ___working_potential_duplicate; _not_EdTechHub

Prevalence and associated factors of attention deficit hyperactivity disorder (ADHD) in a rural community, Central Thailand: a mixed methods study - Sakboonyarat, Boonsub; Chokcharoensap, Kritchaporn; Sathuthum, Nadcha; Chutchawalanon, Soraya; Khamkaen, Chawengsak; Sookkaew, Wetawit; Thamwinitchai, Jutatip; Phalakornkul, Natthanon; Saelim, Sila; Liwvorakul, Pongpat (Global Journal of Health Science, 2018)
Publisher: Canadian Center of Science and Education KerkoCite.ItemAlsoKnownAs: 10.5539/gjhs.v10n3p60 2339240:LGA8FR7F 2405685:8STSLY2N
Keywords: ⛔ No INSPIRE recid found

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GBLLAZ5S 2405685:425N6YDL

Innovating mobile solutions for refugees in East Africa: Opportunities and barrier to using mobile technology and the internet in Kakuma refugee camp and Nakivale refugee settlement - Samuel Hall (Samuel Hall, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:HSWNA5KZ 2405685:JMG6YZPN

World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education - Schleicher, Andreas (OECD Publishing, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:7YF6CXDZ

Southeast Asia teachers competency framework (SEA-TCF) - SEAMEO INNOTECH; Teachers’ Council of Thailand (The Teachers'Council of Thailand, 2018)
OCLC: 1107478488 KerkoCite.ItemAlsoKnownAs: 2339240:IDU3W2JW 2405685:Q78NDL3M

Educating 21,000+ Children Through the SABAQ Initiative - Siddique, Ruba (SABAQ, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:BPQ2T5WD
Keywords: auto_merged

Inclusive teaching and learning for children with visual impairments: Teachers Guide - Sightsavers (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:66VH5PEA 2405685:BBNR2MHC

Justice K.S.Puttaswamy(Retd) vs Union Of India on 26 September, 2018 - Sikri, A (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WBELH9R9 2405685:SIQIWIMV

Majorities in sub-Saharan Africa own mobile phones, but smartphone adoption is modest - Silver, L; Johnson, C (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
Library Catalog: www.pewresearch.org Section: Publications EdTechHub.ItemAlsoKnownAs: 2405685:HK8TBZ3W

USAID Tusome Pamoja annual report - Sinno-Lai, Felice (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:DA7SZL88 2405685:G2HZJK7M
Keywords: ⛔ No DOI found

Digital game-based education for Syrian refugee children: Project Hope - Sirin, Selcuk; Plass, Jan L; Homer, Bruce D; Vatanartiran, Sinem; Tsai, Tzuchi (Vulnerable Children and Youth Studies, 2018)
Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of hopefulness. Implications for policy, practice and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/17450128.2017.1412551 2405685:9KFC2Y5W
Keywords: Digital games; Executive functions; Game-based curriculum; Mental health; Refugee children; Syrian Refugees

Short message service (SMS)–based remote support and teacher retention of training gains in Malawi - Slade, Timothy S.; Kipp, Scott; Cummings, Stirling; Nyirongo, Kondwani (Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia, 2018)
This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-RodrÃguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.]
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:2M2HXSJN 2405685:SNDDADWB 2405685:SNTV94NA 2534378:7FFHYISA 2534378:ASX6DAFV 2534378:WH9M9DZM
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123693; __finaldtb; ⛔ No DOI found

A Lost Generation: Syrian Refugees and the Right to Education in Turkey - Smith, Tyler J (Fordham International Law Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LBKNUFFU
Keywords: International Law; New York; ⛔ No DOI found

EdTech innovations in Tanzania: Investigating student and teacher perceptions - Stanfield, Dr James; Calder, Geoff; Mlowe, Oscar; Kaemdin, Muzafar (Human Development Innovation Fund (HDIF), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:AKPTK4A9 2405685:SWU8HFJG
Keywords: ⛔ No DOI found

Nigeria: distribution of ethnic groups - Statistica (2018)
According to estimations from 2018, Nigeria's major ethnic groups are Hausa, Yoruba, Igbo (Ibo), and Fulani.
KerkoCite.ItemAlsoKnownAs: 2339240:8EW8G4TF 2405685:A5GGGJ2R

Sierra Leone Multiple Indicator Cluster Survey 2017 - Statistics Sierra Leone (Statistics Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7794TCGJ 2405685:N9SALPUS

The effectiveness of Direct Instruction curricula: A meta-analysis of a half century of research - Stockard, Jean; Wood, Timothy W.; Coughlin, Cristy; Rasplica Khoury, Caitlin (Review of Educational Research, 2018)
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317751919 2339240:SZ7RBNYV 2405685:SF5T7YGS

Head Teachers' Professional Management Needs and Concerns: Evidence from an Educational District in Ghana. - Suaka, Peter Lonyian; Kuranchie, Alfred (African Educational Research Journal, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.30918/aerj.61.18.002 2339240:IGTX2QT7 2405685:WGSSFT34

Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning - Subosa, Miguel; West, Mark (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:NQY6M74N

Importance of e-learning in higher education: a study - Suresh Babu, G.; Sridevi, K. (International Journal of Research Culture Society, 2018)
This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education.
KerkoCite.ItemAlsoKnownAs: 2339240:W5NFPK3J 2405685:ZMXT6JIP
Keywords: ⛔ No DOI found

A Systematic Scoping Review of the Choice Architecture Movement: Toward Understanding When and Why Nudges Work - Szaszi, Barnabas; Palinkas, Anna; Palfi, Bence; Szollosi, Aba; Aczel, Balazs (Journal of Behavioral Decision Making, 2018)
In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7% of the studies applied power analysis, 2% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley & Sons, Ltd.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/bdm.2035 KerkoCite.ItemAlsoKnownAs: 10.1002/bdm.2035 2339240:9FYGW8H7 2405685:AAZQY2V4
Keywords: behavioral interventions; choice architecture; nudge; public policy; review

Digital Literacies for International Teacher Education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9
Keywords: ___working_potential_duplicate

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NV7LHQV7 2405685:6IFVXFGH

Edtech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save the Children UK, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6F23G9BX 2405685:9QNHP33B
Keywords: ⛔ No INSPIRE recid found

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)
Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:39QITWJZ 2339240:CX7MJW5R 2339240:D26Y5JXH 2339240:FBAM53IG 2339240:FBCFVAEE 2339240:FHZXSRXI 2339240:G8GRKFFX 2339240:KL87UZMA 2339240:NRUBXTAT 2339240:RHDU25IK 2339240:SLJGQQ9G 2405685:28WH3URF 2405685:2YFK36CZ 2405685:6QS8CQ9G 2405685:9ZFQ6L5J 2405685:CMAMJWTI 2405685:H2SWIIEB 2405685:JJQTKVY2 2405685:KETBQUYZ 2405685:KLHB3S5G 2405685:NSWYZQA7 2405685:PF7AX4UZ 2405685:X2N4NZRQ 2405685:YG9HXGM8 2534378:WMLTBU37
Keywords: GENERAL - to be categorised; Google Scholar/ forced displacement edtech; IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate; auto_merged

DIGITAL LEARNING INNOVATIONS FOR SYRIAN REFUGEES AND HOST COMMUNITIES EXTERNAL EVALUATION REPORT .pdf - Tawileh (2018)
This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University.
KerkoCite.ItemAlsoKnownAs: 2339240:J8FCHKI4 2405685:6CQ9G32M
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

Implementation Models: Evidence and lessons from randomised evaluations - Teaching at the Right Level (Teaching at the Right Level, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6KK73UIE 2405685:HW3W3AAR

ICT Facts & Opportunities in Jordan - Telecommunications Regulatory Commission (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:4L359ZS5

Pakistan is home to the most frenetic education reforms in the world - The Economist (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:QAD6S9AH
Keywords: auto_merged

Third Medium Term Plan 2018-2022 - The National Treasury and Planning (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FG8UXQP8

Safe Schools: The Hidden Crisis - Theirworld (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6VHH3JXF 2405685:8LFD5GBU

Situational Analysis: UNICEF Tanzania Decentralization and Local Governance Support Strategy (Mainland and Zanzibar) - Tidemand, Per (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:8SKV6WNN 2405685:9R6YB5WZ 4656463:R6KD25EU

An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice - Tonui, Betty C.; Kerich, E.; Koross, R.; J, K.; Moi, Too (2018)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley
KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP

Lebanon - Media Landscape - Trombetta, Lorenzo (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZL7UPM8 2405685:UIACR9QG

Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression - Tsoli, Stergiani; Sutton, Stephen; Kassavou, Aikaterini (BMJ Open, 2018)
Objective A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96
Keywords: ___working_potential_duplicate

Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression - Tsoli, Stergiani; Sutton, Stephen; Kassavou, Aikaterini (BMJ Open, 2018)
Objective A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96
Keywords: ___working_potential_duplicate; auto_merged

Technology comprehension: Scaling making into a national discipline - Tuhkala, Ari; Wagner, Marie-Louise; Nielsen, Nick; Iversen, Ole Sejer; Kärkkäinen, Tommi (Proceedings of the Conference on Creativity and Making in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1145/3213818.3213828 2339240:EQ638APZ 2405685:TRVMCJDJ

Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages - Uchidiuno, Judith; Yarzebinski, Evelyn; Madaio, Michael; Maheshwari, Nupur; Koedinger, Ken; Ogan, Amy (Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies, 2018)
Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.
KerkoCite.ItemAlsoKnownAs: 10.1145/3209811.3209881 2339240:CSDUPUSQ 2405685:TA6G2B8G
Keywords: Early Literacy; Educational Technology; Sub-Saharan Africa

Data Protection Act 2018 - UK Data Protection Act (2018)
Publisher: Queen's Printer of Acts of Parliament KerkoCite.ItemAlsoKnownAs: 2339240:HNU89ZMS 2405685:JDHA3K3Q

Country Profiles: Vietnam - UN Department of Economic and Social Affairs (World Urbanization Prospects: The 2018 Revision, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:X9B4EU2Q 2405685:IIBW3J5M

Human Development Indices and Indicators: 2018 Statistical Update: Senegal - UNDP (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ENN9MWVG

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z

A Lifeline to Learning: Leveraging Mobile Technology to Support Education for Refugees - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:I7LPQ9PA 2405685:5FTT3RYZ
Keywords: ⛔ No INSPIRE recid found

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA

A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8

Enhancing social inclusion through innovative mobile learning in Uruguay: case study by the UNESCO-Fazheng project on best practices in mobile learning - UNESCO Biblioteca Digital - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XAJJS9ZC 2405685:WU8A4HM4

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

MTB MLE resource kit: Including the excluded: promoting multilingual education - UNESCO (UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85

Proportion of schools with access to basic facilities, all schools - UNESCO (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:ZV8MELAV

UNESCO Competency Framework for Teachers: Version 3. - UNESCO (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2339240:LVCY3IUH 2339240:W9EGCLNP 2339240:ZPQ2D4G4 2405685:MTFGZNPM 2405685:MVMETXA2 2405685:NCYG7P2A 2405685:NK8TPJ4U 2405685:XCXJLMM8
Keywords: auto_merged

Sustainable Development Goal 4 : 4.a.1 Proportion of schools with access to basic facilities, all schools - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ED23IPAV

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7
Keywords: ___working_potential_duplicate

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

UNHCR Global Trends 2018 - UNHCR (UNHCR, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YY746BJB 2405685:RMY4LZ2G KTRIE8EK

Ghana (GHA) - Demographics, Health & Infant Mortality - UNICEF (UNICEF DATA, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WD54HQ5J 2405685:CHPXFS6Y

Human Centred Design (HCD) - UNICEF (2018)
Creating solutions for children using the Human Centred Design approach
KerkoCite.ItemAlsoKnownAs: 2339240:T5LVBKBU 2405685:YXJKZA5U

Raising Learning Outcomes: The opportunities and challenges of ICT for learning - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LNSWMQXE 2405685:CKNQ44SZ

Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:UJDD2YKJ

Revised Evaluation Policy of UNICEF - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VVWZ9GCS 2405685:43DILDZZ

The Out-of-School Children Initiative (OOSCI) - UNICEF (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9WQBZ8CN 2405685:YGK8YT6I

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

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

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

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

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