Assistive technology - WHO (2019)
WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.
KerkoCite.ItemAlsoKnownAs: 2339240:3GM7SDTZ 2405685:AAEKD76U

Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia - Wilkins, Darren (All Africa, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:PKSW9KQS

Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices - Wolf, Sharon; Peele, Morgan E. (Teaching and Teacher Education, 2019)
We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.
shortDOI: 10/ggjk6c KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2019.07.003 10/ggjk6c 2339240:GB3MPNJU 2405685:M8ZR3GRF
Keywords: _proposed-for: Scoping review

Cambodia Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX7JEYZP 2405685:YDZI4I58

Country Diagnostic of Senegal - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HPZVAMCI

El Salvador | Data - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:R3QZYUMR 2405685:ETUARZB7

Ending Learning Poverty: What will it take? - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3VBYYMMW 2405685:IN2IKH2L

Kenya Overview - World Bank (2019)
The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6

Learning poverty - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HBB55RC3 2339240:MKW7W6F6 2405685:JL3T5B44 2405685:LM9S4WTM

Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GBKAU9Q5 2405685:NGEPLHDI 2405685:YBW7KR4Z

Liberia - Improving Results in Secondary Education Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:B759A5Q3

Nigeria | Population - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:GA3Y3TKV

Pakistan - Learning Poverty Brief - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6NDFBFR9 2405685:9GTWUCR4

Population growth (annual %) - Pakistan - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:U4A7B3YM 2405685:FR9ZYXYR

Population, total - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AEP6WKXX 2405685:B2N4JR6B

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:GIC5MV46

Secondary Education Quality Improvemen Project (SEQUIP) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:38JKD79X 2405685:SWHXQAFJ

Secondary Education Quality Improvement Project (SEQUIP) - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX9AA76T 2405685:TGPWHJQ8

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.
KerkoCite.ItemAlsoKnownAs: 2339240:WY5ZPXR9 2405685:W8VE6V9D

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:46DZPS2B 2405685:5DQAJU7Q

Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children - World Bank Group (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XP8M9YUK 2405685:Z37EUUD9

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

Securing learning for children in conflict and crisis - Yarrow, Noah; Capek, Maja (World Bank, 2019)
Publisher: World Bank Publications KerkoCite.ItemAlsoKnownAs: 2339240:CLJU3BUW 2405685:R8XFHX2K

Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning - Yi, Zhuangfang; Zurutuza, Naroa; Bollinger, Drew; Garcia-Herranz, Manuel; Kim, Dohyung (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DHZ6C2T4 4042040:ATJ89RKU

A support programme for caregivers of children with disabilities in Ghana: Understanding the impact on the wellbeing of caregivers - Zuurmond, Maria; Nyante, Gifty; Baltussen, Marjolein; Seeley, Janet; Abanga, Jedidia; Shakespeare, Tom; Collumbien, Martine; Bernays, Sarah (Child: Care, Health and Development, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/cch.12618 2405685:NPVKZCTP

Bangladesh Education Sector Public Expenditure Review - Bhatta, Saurav Dev; Genoni, Maria Eugenia; Sharma, Uttam; Khaltarkhuu, Buyant Erdene; Maratou-Kolias, Laura; Asaduzzaman, T. M. (World Bank, 2019)
Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.
Accepted: 2021-07-19T16:19:39Z KerkoCite.ItemAlsoKnownAs: 2339240:W64P6523 2405685:HJVFISKT 4656463:CYJBRSJM
Keywords: Education Budget; Education Expenditure; Education Outcomes; Equity in Education; Public Expenditure Review

Sustaining learner participation and progression through networked schooling: a systemic approach for Mobile Out of School Children - Dyer, C.; Echessa, E. (International Journal of Educational Development, 2019)
Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner movement. Networked schooling for children in mobile pastoralist communities in Ethiopia embeds formal education within mobile pastoralists’ resource management practices and orientates service provision accordingly. Although it is resource-intensive, networked schooling enables the requisite flexibility to support retention of pastoralist and other mobile learners. It of significant interest to global effort towards leaving none behind, particularly in the global drylands and other contexts where climate change is making learner mobility increasingly complex, and the need for a systemic response ever more pressing.
shortDOI: 10/ggjq9n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.11.002 10/ggjq9n 2339240:2ZQYMQNZ 2405685:5RL4Q5RD

Employment Structure and the Rise of the Modern Tax System - Jensen, Anders (National Bureau of Economic Research, 2019)
This paper studies how the transition from self-employment to employee-jobs over the long run of development explains growth in income tax capacity. I construct a new database which covers 100 household surveys across countries at different income levels and 140 years of historical data within the US (1870-2010). Using these data, I first establish four new stylized facts: 1) within country, the share of employees increases over the income distribution, and increases at all levels of income as a country develops; 2) the income tax exemption threshold moves down the income distribution as a country develops, tracking employee growth; 3) the employee share above the tax exemption threshold is maximized and remains constantly high; 4) movements in the tax exemption threshold account for the observed variation in tax collection across development. These findings are consistent with a model where a high employee share is a necessary condition for effective taxation and where the rise in income covered by information trails through increases in employee shares drives expansion of the income tax base. To provide a causal estimate of the impact of employee share on the exemption threshold, I study a state-led US development program implemented in the 1950s-60s which shifted up the level of employee share. The identification strategy exploits within-state changes in court-litigation status which generates quasi-experimental variation in the effective implementation date of the program. I find that the exogenous increase in employee share is associated with an expansion of the state income tax base and an increase in state income tax revenue.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25502 2339240:BWCVJY8N 2405685:AQK6W3IH 4656463:PRFXGI88

Accelerated Education Programme Youth Education Programme: NRC Education Scale-up and Quality Fund, EdTech for Rapid Response in Acute Emergencies Project - Kipruto, Amos; Denny, Kathleen (Norwegian Refugee Council, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3FEKJXY2 4042040:B3V7LHH4

The Net Neutrality Situation in the EU Evaluation of the First Two Years of Enforcement - Lohninger, Thomas; Gollatz, Benedikt; Hoffmann, Cornelia; Steinhammer, Erwin; Deffaa, Ludger; Al-Awadi, Ali; Czák, Andreas (Epicenter Works, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:I33D3ZVM

Uganda Impact Study Report - Pouezevara, Sarah; Brunette, Tracy; Jordan, Rachel; Nakyejwe, Deborah (RTI International, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8WCG9GLK 2405685:39FUDM2P

Gender Equity and Fee-Free Basic Education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (2019)
Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:VSAIL8UH 2405685:QLV2EITH
Keywords: ⛔ No DOI found

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis - Almasri, Nada; Tahat, Luay; Skaf, Sawsan; Masri, Aman Al (Technology, Pedagogy and Education, 2019)
The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.
shortDOI: 10/ggtbq4 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2019.1568293 10/ggtbq4 2339240:EQIPQ7IH 2405685:ZYQY3IXK
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

Pakistan Demographic and Health Survey 2017-18 - NIPS/Pakistan, National Institute of Population Studies-; ICF (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RTFLL9BG 2405685:3GGE62IJ
Keywords: ⛔ No DOI found

Behavioral Insights for Public Policy: Concepts and Cases - Ruggeri, Kai; Jarke, Hannes; Berkessel, Jana; Benzerga, Amel; Hlavova, Renata; Immonen, Johanna; Kunz, Marvin; Ojinaga Alfageme, Olatz; Paul, Alessandro; Plohl, Nejc; Prinz, Gerhard; Steinnes, Kamilla; et al. (2019)
https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781351052542 2339240:PQJRBDLC 2405685:7ZNIPA98

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness - Wolf, Sharon; Aber, J. Lawrence; Behrman, Jere R.; Tsinigo, Edward (Journal of Research on Educational Effectiveness, 2019)
We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.
shortDOI: 10/ggjrcj KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2018.1517199 10/ggjrcj 2339240:S3WAE3PS 2405685:H52RQ6MY 2405685:JXYTEU3W
Keywords: Ghana; ___working_potential_duplicate; classroom quality; early childhood education; kindergarten; school readiness; teacher training and coaching

Electronic learning and its benefits in education - Abed, Enaam Karim (EURASIA Journal of Mathematics, Science and Technology Education, 2019)
The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study.
KerkoCite.ItemAlsoKnownAs: 10.29333/ejmste/102668 10/gmfk2w 2339240:G2W9IBG6 2405685:ZVV7W9M3

Investigating the barriers to change management in public sector educational institutions - Al-Alawi, Adel Ismail; Abdulmohsen, Muna; Al-Malki, Fatema Mohamed; Mehrotra, Arpita (International Journal of Educational Management, 2019)
Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijem-03-2018-0115 2339240:VAJE86HZ 2405685:LD8TF3AS

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).
previousshortDOI: 10/ghgk6v previousDOI: 10.5281/zenodo.3346903 EdTechHub.Source: 2405685:3BG5X7VG EdTechHub.Source: <this> shortDOI: 10/ghgk6v KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 10.53832/edtechhub.0017 10/ghgk6v 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:q; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Methodology for literature reviews undertaken by the EdTech Hub - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Sara Hennessy; David Hollow; Katy Jordan; Kevin Martin; Mary Murphy; Hannah Walker (EdTech Hub, 2019)
An output of the EdTEch Hub
EdTechHub.Copy: 2129771:3GKL5PCI EdTechHub.Copy: 2129771:L2EAYWTN shortDOI: 10/ghgnfq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352101 10.5281/zenodo.3595594 10/ghgnfq 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI
Keywords: LP: English; R:Literature review; systematic review; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _dont_post_PDF; _yl:h; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Systemic Mixed-Methods Research — A conceptual framework for EdTech research along the IDIA scale - Haßler, Björn; Hennessy, Sara; Hollow, David; Simpson, Lea; Carter, Alice; Damani, Kalifa; Francis, Gill; Jordan, Katy; McIntyre, Nora; Mitchell, Joel (EdTech Hub, 2019)
EdTechHub.Copy: 2129771:SLHSYDRF PreviousDOI: 10.5281/zenodo.3377829 PreviousShortDOI: 10/ghgngc KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 10.5281/zenodo.3595482 10/ghgngc 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:2DHE9CQC 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:7S8Z2IUF 2405685:RUSE8WYV
Keywords: LP: English; R:Mixed methods; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; _yl:f; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub - Jamieson Eberhardt, Molly (EdTech Hub, 2019)
If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.
shortDOI: 10/ghgngr KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906791 10/ghgngr 2405685:AGB565DF 2405685:MUPWVYW6
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru - Neilson, Christopher; Gallego, Francisco; Molina, Oswaldo (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4INGTTXL 2405685:XJZXU5HI

The erasures of racism in education and international development: re-reading the ‘global learning crisis’ - Sriprakash, Arathi; Tikly, Leon; Walker, Sharon (Compare: A Journal of Comparative and International Education, 2019)
(2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print.
KerkoCite.ItemAlsoKnownAs: 2405685:SP8G9VKP
Keywords: ⛔ No DOI found

How solar mini-grids can bring cheap, green electricity to rural Africa - Zajicek, Charlie (odi.org, 2019)
Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW

Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License - Wikipedia (Wikipedia, 2019)
Page Version ID: 880226358 KerkoCite.ItemAlsoKnownAs: 2339240:JSYRJYYQ 2405685:8BQ6B427

75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom (Teach. Learn. Grow., 2019)
We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. #education #teachers
Library Catalog: www.nwea.org Section: Formative Assessment KerkoCite.ItemAlsoKnownAs: 2339240:H4U5K8J7 2405685:WU8SHHQ8 WU8SHHQ8

UNICEF and Telenor Group extend global partnership to reduce inequalities among children - Telenor (Telenor Group, 2019)
(FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future.
KerkoCite.ItemAlsoKnownAs: 2339240:5M2TEFLZ 2405685:MIYADBNX

Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms - Evans, David K; Yuan, Fei (World Bank, 2019)
In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning – if sustained over time – may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning.
Accepted: 2019-02-21T21:57:06Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:G8VXLD8Z 2339240:YC4YK2TQ 2405685:HU5C56PD 2405685:KL7YY8E7 2405685:VQUG747J 2534379:G8AZFHFY
Keywords: Education; Impact Evaluation; Learning Outcomes; Lifetime Earnings; Net Present Value; Poverty Reduction; Years of Schooling; ___working_potential_duplicate

Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms - Evans, David K.; Yuan, Fei (2019)
In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning – if sustained over time – may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning.
Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:5JI69878 2405685:7CTP3XVS

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Investigating The Benefits Of Incorporating Technology In Instructional Curriculum: Pre-Service Teachers' Perspectives From Ghana - Wiafe, Bernard; Akaadom, Bernard (International Journal of Advanced Research, 2019)
The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:CALRBHZL 2405685:35ERS5DI
Keywords: ⛔ No DOI found

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]
KerkoCite.ItemAlsoKnownAs: 2339240:I9AWBSIU 2405685:SXL6X7IC

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PP5768J6 2339240:TGTJZWCC 2405685:EPMH5GMB 2405685:EY9VEBRN 2405685:KXNLTUXL 2405685:NUSFD2XU 2405685:PLIT3YBG 2405685:TIEFATQQ 4803016:S4RTD2LL

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, Kariba; Mai, Thanh Thi (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
KerkoCite.ItemAlsoKnownAs: 2405685:BFZ3FTAT 2486141:G289KIHC

3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education - Global Partnership for Education (Education for All blog, 2019)
GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.
KerkoCite.ItemAlsoKnownAs: 2339240:BDTJKNV3 2405685:NKEBMREJ

Scaling access and impact: Realizing the power of edtech (Omidyar Network, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:N6XVFXYL 2405685:WY27U4SB

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2339240:TLEYZERM 2405685:98J9QFGS 2405685:W5HNS2SW 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ
Keywords: COGNITIVE styles; Cognitive Style; Cognitive style; Computers–Information Science And Information Theory; Content Analysis; EDUCATIONAL programs; ERIC; Current Index to Journals in Education (CIJE); Educational Attainment; Foreign Countries; Gender Differences; Handheld Devices; Higher Education; Income; Independent Study; Independent study; Kolb's learning styles; Kolb’s learning styles; LEARNING readiness; Learning Readiness; Learning Style Inventory; MOBILE learning; Measures (Individuals); Mobile learning; Mothers; Positive Attitudes; Postsecondary Education; Pre-service teachers; Preservice Teachers; STUDENT teachers; Self Efficacy; Structural Equation Models; Structural equation modelling; Student Attitudes; Teacher Education Programs; Telecommunications; Turkey; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2095788; __finaldtb

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin A; Lucas, Adrienne M; Halim, Waqas; Saif, Umar (National Bureau of Economic Research, 2019)
Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:8S5BZEQ5 2339240:N3IQ9VDH 2405685:56WJPPUE 2405685:MXHG8QD6
Keywords: EXCLUSION CRITERIA APPLIED; Quality: H; Relevance: M

Open Access Research: A Review of DFID’s Policy and Practice - Fosci, Mattia; Johnson, Rob; Chiarelli, Andrea (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN

The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger - IRC (International Rescue Committee, 2019)
During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:2ZE74HFK 2405685:M4ATP9QQ

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2339240:RC54QSKZ 2405685:4MTLKFBX 2405685:JEGDNZCT
Keywords: ___working_potential_duplicate

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2405685:4MTLKFBX
Keywords: ___working_potential_duplicate

Scaling Access & Impact: Realizing the Power of EdTech - Pouezevara, Sarah; Valdivia, Ignacio Jara; Michalec, Mike; Amalia, Talitha; Fleischmann, Sybille (Omidyar Network, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GZZQHMNZ 2405685:CAXD8U9H

Capturing Cost Data - World Bank; International Rescue Committee (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5E95SQ 2405685:4DU2PHIC 2405685:ZSZN39Y5
Keywords: ⛔ No DOI found

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.12.002 2339240:7QKQHXG2 2405685:GWKND7GG
Keywords: Data-driven model; Deployments; Malawi; Political economy; Schools; Teachers

Reforming teacher education in Nigeria: Laying a foundation for the future - Barnes, Adrienne E.; Boyle, Helen; Zuilkowski, Stephanie Simmons; Bello, Zaliha Nasiruddeen (Teaching and Teacher Education, 2019)
Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.12.017 2339240:982EMD2L 2405685:7EPWKCK2

Systems Research in Education: Designs and methods - Magrath, Bronwen; Aslam, Monazza; Johnson, David (Research in Comparative and International Education, 2019)
This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.
Publisher: SAGE Publications zotzenLib.CopiedFrom: 2339240:XYCSYPYB KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919828927 2339240:XYCSYPYB 2405685:M5TVF9HF 2405685:P563XUWZ 2405685:WBX6TN7Z
Keywords: Research methodology; ___working_potential_duplicate; education systems; mixed-methods research

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

Examining the Impact of an English in Action Training Program on Secondary-School English Teachers’ Classroom Practice in Bangladesh - Karim, Abdul; Mohamed, Abdul (The Qualitative Report, 2019)
English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated schoolbased training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.
KerkoCite.ItemAlsoKnownAs: 10/gj37h4 2339240:A6YSCF88 2405685:FPNL6NJJ

1. Use of smartphones and social media is common across most emerging economies - Silver, Laura; Smith, Aaron; Johnson, Courtney; Jiang, JingJing; Anderson, Monica; Rainie, Lee (Pew Research Center, 2019)
Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to
KerkoCite.ItemAlsoKnownAs: 2339240:BNUHV8IL 2405685:ZQ6UX9B6

The Impact of an Educational Media Intervention to Support Children’s Early Learning in Rwanda - Borzekowski, Dina; Lando, Agnes Lucy; Olsen, Sara; Giffen, Lauren (International Journal of Early Childhood, 2019)
Children in developing countries often lack sufficient support for early learning skills prior to beginning school. This research evaluates an educational media intervention using an animated cartoon program, Akili and Me. The program was originally created in Tanzania to teach early learning skills. This program was adapted in content and language use in this study in Rwanda. The two-week intervention involved primary school students (mean age = 7.1 years) who were randomized into two groups (intervention and comparison group). The intervention group viewed one Ankit and Me episode a day for five days. This viewing was repeated the following week. Similarly, the comparison watched the same amount of television but the content consisted of local popular programs. Baseline and follow-up assessments evaluated 10 areas of early learning, using an adaptation of the International Development and Early Learning Assessment (IDELA), and also children’s media receptivity. At follow-up, children in the intervention program, Akili and Me, had significantly higher scores for counting, number recognition, shape knowledge, letter identification, color identification, body part recognition, health knowledge, and vocabulary. The analyses provide promising evidence that locally produced educational media interventions can impact early learning skills, even among children living in resource-poor communities.
shortDOI: 10/gf84g7 KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00237-4 10/gf84g7 2339240:4M44CELZ 2339240:S9UUM2LQ 2339240:U3CZV6QS 2405685:CFDKXVTN 2405685:D2RCFMG5 2405685:LXHQCK2G 2405685:S9R2V6GT 4803016:Z6Y5C2HY
Keywords: Literacy; Media receptivity; Numeracy; Rwanda; School readiness skills; Television; ___working_potential_duplicate

What makes a good classroom? New UIS data on school conditions - UNESCO (UNESCO, 2019)
New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at?
KerkoCite.ItemAlsoKnownAs: 2339240:4DRK8RBZ 2405685:PT5I7FT5

Academic Bridge: is set to transform education system - Atieno, Lydia (The New Times | Rwanda, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9XCSN65E 2405685:8PP2AEWX

Cyclone Idai: On the Ground Data from Mozambique - Becker, Nick (GeoPoll, 2019)
GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone.
EdTechHub.ItemAlsoKnownAs: 2405685:BNT75G27

The Politics of Education in Developing Countries: From Schooling to Learning - Hickey, Sam; Hossain, Naomi (Oxford University Press, 2019)
Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.
KerkoCite.ItemAlsoKnownAs: 2339240:ZZAYYIKN 2405685:QACRC4YY 4656463:KABW2JXP

Unbundling the 13 million out-of-school children in Nigeria - Ishaku, Joseph; Oraka, Onome (Southern Voice (Nigeria), 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:RNM3ZT93

A Tablet based tool to aid learning of mathematics for Basic 1 & 2 pupils in Berekuso - Dotse, Etonam. Y. (Ashesi University, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:9K498IG7

Using technology to bring education to the most remote areas - Global Partnership for Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CV6J6IEN 2405685:Q6H4DRVL

Summative GPE country program evaluation - GPE (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:LE4APHVD 2405685:BVBDM9S7

Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach - MacLean, Robert; Sen, Kunal (Research Evaluation, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1093/reseval/rvy026 2405685:3ZCA5Q9I 2405685:RQH3MJ5X 2534378:937GVQ39
Keywords: ___working_potential_duplicate

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

Disrupting education? Experimental evidence on technology-aided instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
shortDOI: 10/ggqfkz KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20171112 10/ggqfkz 2339240:2URYXAL4 2339240:4YAVCBCF 2339240:7V3XB7ZJ 2339240:8LAH5EZS 2339240:FPI5PFGU 2339240:QRHQXRYZ 2339240:U2V8LTLL 2339240:V85IRLNH 2405685:7WM44UJQ 2405685:AJVTKPNE 2405685:EKZSBGYG 2405685:EWWJF7S6 2405685:EZDRM9UV 2405685:HDWKAHGN 2405685:MADAMGDT 2405685:N2HAMNQ9 2405685:SYASQJ2L 2405685:YFXKBCTF 2534378:JMN7CGMF
Keywords: Analysis of Education; Returns to Education; Education: Government Policy; Human Capital; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Migration; Occupational Choice; Quality: H; Relevance: H; Skills; _THEME: Teacher Professional Development; ___working_potential_duplicate; ⛔ No DOI found

AENN Data Utilisation + Dashboard Co-creation Workshop Report - Viamo (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:W3YICELF

Malawi Economic Outlook - African Development Bank (African Development Bank - Building today, a better Africa tomorrow, 2019)
Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7% from 5.7 % in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying.
Publisher: African Development Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:QAWBXWAY 2405685:XKHR65LI

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK) - Gyaase, Patrick Ohemeng; Gyamfi, Samuel Adu; Kuranchie, Alfred (International Journal of Information and Communication Technology Education (IJICTE), 2019)
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires...
shortDOI: 10/ggjtn5 KerkoCite.ItemAlsoKnownAs: 10.4018/IJICTE.2019040101 10/ggjtn5 2339240:DI3QR5XW 2405685:B5VHAXKP

Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? - Lortie-Forgues, Hugues; Inglis, Matthew (Educational Researcher, 2019)
There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which evaluated interventions aimed at improving academic achievement in K?12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56). We argue that our field needs, as a priority, to understand why educational RCTs often find small and uninformative effects.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X19832850 2339240:D96NKMSM 2405685:5ZWZTBBI

Challenge and srivers of over-Enrollment in the early years of primary school in Uganda - Weatherholt, Tara; Jordan, Rachel; Crouch, Luis; Barnett, Ed; Pressley, Jennifer (International Journal of Early Childhood, 2019)
Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00238-3 2339240:3WMYLF8F 2405685:975JWM6R 4656463:2HX448CB
Keywords: Early childhood; Education efficiency; Low-income countries; Pre-primary education; Repetition

Do higher salaries yield better teachers and better student outcomes? - Cabrera, José María; Webbink, Dinand (Journal of Human Resources, 2019)
We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes.
Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.55.4.0717-8911R3 2339240:7TS6UAPR 2405685:IIE4HRSX
Keywords: I2; J24; disadvantaged students; student performance; teacher experience; teacher salaries

IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC: ESTUDO DE CASO NA EMPRESA GEEKIE - Lulia Filho, Herivelto; Turri, Silvia Novaes Zilber; Silva, Eduardo Corneto; Santos, Edna de Souza Machado (Investigação Científica nas Ciências Humanas e Sociais Aplicadas 3, 2019)
This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector.
KerkoCite.ItemAlsoKnownAs: 10.22533/at.ed.69219160413 2339240:D9EVHTG4 2405685:V6X4436E

L1-based multilingual education in the Asia and Pacific region and beyond - Benson, Carol; Kirkpatrick, Andy; Liddicoat, Anthony J. (The Routledge International Handbook of Language Education Policy in Asia, 2019)
This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315666235-3 2405685:RGBXIMBH 4042040:IP29C89Y

The Need For Bilingual Education In Afghanistan – OpEd - Hatsaandh, Abdul Hamid (Eurasia Review, 2019)
Although Afghanistan a linguistically diverse country, yet only two languages, Pashto and Dari, are used as mediums of instruction in schools. Bilingual education is, so far, alien to Afghanistan. …
KerkoCite.ItemAlsoKnownAs: 2405685:K6IS2ZXF 4042040:VEMTNZGC

Capturing cost data: a first-mile problem - Holla, Alaka (2019)
Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...
KerkoCite.ItemAlsoKnownAs: 2339240:6P53FYVF 2405685:DNBLYQQA

A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems - Araka, Eric; Maina, Elizaphan; Gitonga, Rhoda; Oboko, Robert (2019 IST-Africa Week Conference (IST-Africa), 2019)
Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.
ISSN: 2576-8581 KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764852 2339240:VAYVYVZ9 2405685:IGGGX8LC
Keywords: Data mining; Electronic learning; Instruments; Interventions; Learning Management systems; Learning management systems; Measurement and Promotion; Online learning; Process control; Scaffolds; Self-Regulated Learning; Software agents; Tools; e-learning

Technology-Mediated Learning Theory - Bower, Matt (British Journal of Educational Technology, 2019)
Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.
Publisher: Wiley-Blackwell KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12771 2339240:DUA7DI6P 2405685:48HFJPQV
Keywords: Educational Technology; Electronic Learning; Learning Theories; Meta Analysis; Technology Integration; Technology Uses in Education

Connecting the Last Mile, a Fundamental of Digital Transformation - Garba, Aminata A. (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NVSNZNY9 2405685:69ZV4LDK

Summative GPE country program evaluation - Thompson, Dale E (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6QEDUC5K 2405685:FCYV6JLI 4803016:ET9CKE5Z

“He is suitable for her, of course he is our relative”: a qualitative exploration of the drivers and implications of child marriage in Gezira State, Sudan - Dean, Laura; Obasi, Angela; Sony, Asma El; Fadul, Selma; Hassan, Hanaa El; Thomson, Rachael; Tolhurst, Rachel (BMJ Global Health, 2019)
Introduction Child marriage is a fundamental development challenge for women and girls, with significant negative health and social outcomes. Sudan has a high rate of child marriage, with 34% of women aged 20–24 married before their 18th birthday. Since limited preventive interventions exist, we aimed to inform the evidence base to strengthen strategic action, using mixed qualitative methods to enhance study credibility. This study is the first to conduct a rigorous qualitative examination of the drivers of child marriage from the perspective of key stakeholders involved in marriage decision making within Sudan, and makes a significant contribution towards global knowledge by developing an evidence-based conceptual framework. Methods Initially, we completed 14 focus group discussions separated by gender with mothers, fathers, and girls married as adolescents, and 23 key informant interviews. We then used a critical incident case study approach to explore 11 ‘cases’ of child marriage (46 interviews). Results Findings indicate that gendered social norms and values, underpinned by religious beliefs and educational accessibility, interconnect to shape marriage decisions. In this context, many child marriages are triggered by an intrakinship proposal and further enabled by the relative lack of autonomy and influence of girls and women in marriage decision-making processes. Discussion Interconnected drivers demand context-specific holistic and multisectoral approaches, which should include simultaneous strategies to expand access to education, health services and livelihood opportunities, and evoke legal change, and participatory social and attitudinal processes that include the engagement of religious leaders and men.
Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-001264 2339240:CZMCDL8D 2405685:YWXI8CIJ
Keywords: child health; qualitative study

Do children benefit from internet access? Experimental evidence from Peru - Malamud, Ofer; Cueto, Santiago; Cristia, Julian; Beuermann, Diether W. (Journal of Development Economics, 2019)
This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.11.005 2339240:DR36TXTM 2405685:RNJDQM5M
Keywords: Academic achievement; Cognitive skills; Digital skills; Education; Experimental; Internet access; Technology

Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms - van de Kuilen, Hester S.; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas (International Journal of Educational Development, 2019)
This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.03.004 2405685:Y8VHDCAP
Keywords: Competence-based education; Curriculum reform; Education policy transfer; Learner-centred pedagogy; Policy adoption; Rwanda

Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results* - Young, Alwyn (The Quarterly Journal of Economics, 2019)
I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13% to 22% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33% to 49% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjy029 2339240:G2QYJFDN 2405685:P6MR9BF6

Literature search protocol for the Evidence hub: Education partnerships between the state and non-state sector. - Rose, P; Downing, P (2019)
This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database.
shortDOI: 10/ggkzr2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2677613 10/ggkzr2 2339240:FTG4QDZF 2405685:CA7UBFY3
Keywords: Secondary Review; _zenodoOTHER

Upgrading the ICT questionnaire items in PISA 2021 - Lorenceau, Adrien; Marec, Camille; Mostafa, Tarek (2019)
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.
shortDOI: 10/ggjtph KerkoCite.ItemAlsoKnownAs: 10.1787/d0f94dc7-en 10/ggjtph 2339240:ZALQGM98 2405685:HAXV82VZ

A systematic review of personalized learning: comparison between E-Learning and learning by coursework program in Oman - Tawafak, Ragad; Romli, Awanis; Iqbal Malik, Sohail; Alnaseeri, Mohanaad; Alfarsi, Ghaliya (International Journal of Emerging Technologies in Learning (iJET), 2019)
There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i09.10421 2339240:7WIRDBU5 2405685:NW3WGQ5N

Unlocking Talent Through Technology Malawi - VSO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5A6J5JZU 2405685:LPRCAQI5

On Tipping Points and Nudges: Review of Cass Sunstein's How Change Happens - Brescia, Raymond H. (2019)
In How Change Happens, Cass Sunstein explores the mechanisms through which social change can occur, the triggers that can cause it, and the pitfalls along the road to change. For Sunstein, small influences, which arise through what he has called “nudges,” can have large impacts, particularly where they indicate that support for existing norms has fallen. When this occurs, it can reveal hidden preferences that might have existed all along, but individuals were discouraged from making them public because of the existence of those norms. Once support for an existing norm begins to disappear, it can create a tipping point and then a “norm cascade”: when support for a new norm takes hold securely in society. In recent years, several works have appeared that have attempted to explain the sources of social change by looking at examples of successful campaigns and trying to divine the sources of such successes. Sunstein offers a different perspective. He provides more of a theoretical view on the sources of social change, not just identifying the levers that can bring it about but also some guidance on how to utilize them. It is a welcome addition to the scholarship on social change and stands as an elegant and insightful complement to some of the other, recent and more inductive scholarship on the subject. As a way to test Sunstein’s theory of social change, this review asks whether that theory can help explain recent developments, namely, the victory of the marriage equality campaign and the rise of a new and emboldened white nationalism in the wake of the election of Donald Trump to the U.S. presidency. As a review of these phenomena shows, Sunstein’s theory of change helps to provide insights into how such change came about, but, it also raises more questions. Indeed, questions still linger, like when is a nudge enough, can we identify what will make something “tip”? Nevertheless, Sunstein offers deep insights into the inner workings of social change and how norm entrepreneurs can understand not just how change happens but also how to bring it about.
KerkoCite.ItemAlsoKnownAs: 2339240:9ULKIFSJ 2405685:HDU54ARW
Keywords: Nudges; Social Change

Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites - Ruan-Iu, Linda; Pendergast, Laura L.; Rasheed, Muneera; Tofail, Fahmida; Svensen, Erling; Maphula, Angelina; Roshan, Reeba; Nahar, Baitun; Shrestha, Rita; Williams, Brittney; Schaefer, Barbara A.; Scharf, Rebecca; et al. (Journal of Psychoeducational Assessment, 2019)
An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.
shortDOI: 10/ggd57h KerkoCite.ItemAlsoKnownAs: 10.1177/0734282919850040 10/ggd57h 2339240:24DRAS7L 2405685:JVQJPXK3

How low cost wireless broadband networks are connecting ‘last-mile’ communities in Djibouti - ITU (ITU News, 2019)
By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at
Section: Broadband/Network KerkoCite.ItemAlsoKnownAs: 2339240:PCSI9Z3T 2405685:P3J7K3QM

Positive disruption: health and education in a digital age - Pathways for Prosperity Commission (2019)
Positive disruption: health and education in a digital age offers guidance on how digital technologies can be used to improve the lives of people in developing countries, while keeping a careful eye on the limitations and risks of focusing solely on hardware over people and processes. Technology is not a silver bullet and history is littered with poor investments in this area. To ensure health and education services are effective, efficient and equitable, governments need to be wise with their choices.
KerkoCite.ItemAlsoKnownAs: 2339240:GGB2D6PB 2405685:BB5GTZSI

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 2339240:R7L9J4C3 2405685:HSIJJWM4

Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education - Osei Frimpong, Kojo; Asare, Samuel; Caroline, Owusu-Mintah (Asian Journal of Computer Science and Information Technology, 2019)
The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:DVBYU842 2405685:VRJIV787
Keywords: ⛔ No DOI found

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:A2EVGSWW

The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Sukhbaatar, Javzan; Takada, Jun-ichi (Education Sciences, 2019)
This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020078 2339240:XWWZXZ76 2405685:EENQXYD4
Keywords: ICT in education; ___working_potential_duplicate; auto_merged; education policy; educational change; factors promoting ICT integration; teacher’s professional development

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

Effect of M-Learning on Students' Academic Performance Mediated by Facilitation Discourse and Flexibility - Shuja, Aleema; Qureshi, Ijaz A.; Schaeffer, Donna M.; Zareen, Memoona (Knowledge Management & E-Learning, 2019)
Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness.
Publisher: Laboratory of Knowledge Management & E-Learning KerkoCite.ItemAlsoKnownAs: 2339240:9C84A8N2 2405685:HYP2M2IS
Keywords: Academic Achievement; College Students; Discussion (Teaching Technique); Distance Education; Educational Technology; Foreign Countries; Handheld Devices; Private Colleges; Productivity; Teacher Role; Technology Uses in Education; Telecommunications; ⛔ No DOI found

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia - Mardapi, Djemari; Herawan, Tutut (Journal of Teacher Education for Sustainability, 2019)
Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.
KerkoCite.ItemAlsoKnownAs: 10.2478/jtes-2019-0004 2405685:8YANT76F

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)
Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2405685:UUXGULFV

Planning for the Total Cost of Edtech Initiatives - edWeb (edWeb, 2019)
Strategic planning for edtech is an endless journey—and not just because of constantly evolving hardware and software. Upgrading infrastructure, device maintenance, and ongoing professional development, in addition to program and device costs, mean tech initiatives need permanent budget lines that take into account the total cost. In the edWebinar, “Strategic Technology Planning and Investment,” which is part of CoSN’s Empowered Superintendent series for edWeb, three superintendents who’ve been in the trenches for all aspects of district edtech plans discussed effective financial planning for technology.
KerkoCite.ItemAlsoKnownAs: 2339240:M3CJMVFE 2405685:D6RP9ZAL

A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating - Himelfarb, Igor (Journal of Chiropractic Education, 2019)
This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented.A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model.Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained.This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts.
KerkoCite.ItemAlsoKnownAs: 10.7899/JCE-18-22 2339240:6S5MIL7N 2405685:ZB8LXLCI

Pathways to Impact: Insights from Research Partnerships in Uganda and India - Hinton, Rachel; Bronwin, Rona; Savage, Laura (IDS Bulletin, 2019)
This article sets out a perspective from the United Kingdom’s Department for International Development (DFID) on the challenges of achieving research uptake. Two country case studies are presented from India and Uganda, which explore research projects under the Economic and Social Research Council ESRC-DFID-funded Raising Learning Outcomes programme. These case studies focus on relationships between the key stakeholders that enable policy debate relevant to the funded research. They are not a direct assessment of the impact that this research has had. Rather, this article explores the messy and iterative processes that DFID advisers are engaged in within the networks that they are embedded (and those that they are not), the way that they use partnerships to access evidence and promote it into policy debate, and the other drivers that matter. This article is important as a contribution to ongoing efforts to improve the quality and usage of education evidence in low-income contexts.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19088/1968-2019.105 2339240:JWHLVPZ9 2405685:U3THZZ5F
Keywords: Impact; Policy Engagement; Research Partnership; Research Uptake

Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database - Rose, Pauline; Downing, Pheobe; Asare, Samuel; Mitchell, Rafael (Zenodo, 2019)
This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
shortDOI: 10/ggjnpx KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3242314 10/ggjnpx 2339240:PEDMUGX2 2339240:QGS6S4IS 2405685:JA5F2U7R 2405685:ZM2IB7JE
Keywords: Reviewed; _zenodoOTHER

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6FWAUCW5 2405685:XAKZSJBD

Improving reading and arithmetic outcomes at scale: Teaching at the Right Level (TaRL), Pratham’s approach to teaching and learning - Lakhsman, Samyukta (Revue internationale d’éducation de Sèvres, 2019)
In India, depsite a gross enrolment rate of more than 95%, performance levels remain low, particularly for children of illiterate or undereducated families. To contend with this, the “Teaching at the Right Level » project was implemented. This has taken many forms: the “camps for learning”, either repeated short term sessions (6 to 10 days), or long term sessions (30 to 50 days); and partnership arrangements with public school system authorities. The project’s methodology, attained objectives and its prospects are presented.
Publisher: Centre international d’études pédagogiques (CIEP) KerkoCite.ItemAlsoKnownAs: 2339240:IXHYXHXW 2405685:9ERHJMQM
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Over 6 lakh slum dwellers in Dhaka: minister - Star Online Report (The Daily Star, 2019)
Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka.
KerkoCite.ItemAlsoKnownAs: 2339240:8C33Q5YU 2405685:YQPTMS7R

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

WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa - Mabaso, Nkosinomusa; Meda, Lawrence (Proceedings of the 7th Teaching & Education Conference, London, 2019)
Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London
KerkoCite.ItemAlsoKnownAs: 2339240:CTUPKLXW 2405685:DMAXXRDD
Keywords: ⛔ No DOI found

How TV white space is helping bridge the digital divide - Harris, Briony (On the Issues, 2019)
How the need for reliable internet in Essex County, New York, led to a business that services the local community.
Section: Rural Broadband KerkoCite.ItemAlsoKnownAs: 2339240:5GTBVDTK 2405685:7N7JWBUX

Teaching at the Right Level (TaRL) - HundrED.org (2019)
Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2405685:Q788MU3T

Integrating social media platforms into higher education pedagogy in Ghana - Appiah-Boateng, Patricia (University of Ghana, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:YTE259DI 2405685:AMGNJRAB

Connected Society: The State of Mobile Internet Connectivity 2019 - Bahia, Kalvin; Suardi, Stefano (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:T6WZDVKT

Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia - Barrera-Osorio, Felipe; Linden, Leigh L.; Saavedra, Juan E. (American Economic Journal: Applied Economics, 2019)
In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170008 2405685:Q5ED3LVK
Keywords: Education; Financial Aid; Returns to Education; Human Capital; Household Saving; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Migration; Occupational Choice; Personal Finance; State and Local Government: Health; Public Pensions; Analysis of Education; Educational Finance; Skills; Welfare

Bangladesh Primary Education Annual Sector Performance Report (ASPR) 2019 - Directorate of Primary Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:BCNM4PNJ 2405685:CW438FLX

Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children What works and what doesn’t for an accelerated learning program - IRC (International Rescue Committee, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:H8MY7YJY 2405685:44XRZFQA

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Library Catalog: www.ingentaconnect.com Publisher: UCL IOE Press shortDOI: 10/gg39w8 KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10/gg39w8 2339240:HI8ZPSQY 2405685:G4UWRHU7
Keywords: Google Scholar/ "blended learning" refugee education; RER theme_supporting educators; ___working_potential_duplicate

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=137804558&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M
Keywords: BLENDED learning; CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE; DIGITAL technology; Design; Digital technology; Education; Lebanon; MASSIVE open online courses; MOOCs; Online instruction; PROFESSIONAL education; Professional development; TEACHER development; __:import:01; __:match:final; __:matched; __:study_id:2095772; ___working_potential_duplicate; __finaldtb; co-design; refugees; teachers; theory of change

The EdTech Lab Series: Insights from rapid evaluations of EdTech products - Sampson, Rob; Johnson, Doug; Somanchi, Anmol; Barton, Hannah; Joshi, Ruchika; Seth, Madhav; Shotland, Marc (Central Square Foundation, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:4L2N52EL

The impact of Galli Galli Sim Sim on Indian preschoolers - Borzekowski, Dina L. G.; Singpurwalla, Darius; Mehrotra, Deepti; Howard, Donna (Journal of Applied Developmental Psychology, 2019)
While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.
shortDOI: 10/gf84g5 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101054 10/gf84g5 2339240:MHHA268R 2405685:ER687Z8I 4803016:WC8Z9BF8

Translation Apps: Increasing Communication with Dual Language Learners - Lake, Vickie E.; Beisly, Amber H. (Early Childhood Education Journal, 2019)
Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-019-00935-7 2405685:J5V4QR7H 4042040:AR5BTB3I
Keywords: Anti-bias curriculum; Dual language learners; Technology; Translation apps

Factors affecting cloud computing adoption in the Indian school education system - Singh, Jewan; Mansotra, Vibhakar (Education and Information Technologies, 2019)
Cloud computing is becoming a leading trend worldwide, due to its enhanced reliability, scalability, flexibility, availability and processing throughput. However, the decision related to adoption of the cloud computing model is often complicated by challenges and uncertainties about the expected business value and its overall impact on the organisation. Till date, different contemporary technology acceptance theories and models have been used to test and validate adoption chances of cloud computing at organisational and individual levels. However, no experimental study has been conducted to provide a holistic evaluation of the determinants of cloud computing in the Asian world particularly in the context of the Indian school education system. Due to lack of such studies, we propose a theoretical model based on the TOE framework to explain the role of technological, organisational and environmental factors on the adoption of cloud computing in the Indian school education system. The data was collected from fifty-six 56 randomly selected secondary schools through questionnaire based survey to examine the relationship between the variables employing 5-points Likert scale. Reliability and validity measures were used to establish the quality and the usefulness of the collected data. In addition multi co-linearity test was also conducted. In order to test the research hypothesis, multiple regression analysis was conducted. The results indicate that relative advantage, compatibility, and complexity representing technological factors; top management support representing organisational factors; and competitive pressure, external expertise and attitude towards change representing environmental factors were found to have an positive and significant influence on the adoption of cloud computing services in the Indian school education system. The findings have a great significance since they can provide knowledge about cloud computing factors as well as insights and directions to the education policy planners and decision makers for successful adoption of cloud computing technology in India.
shortDOI: 10/ggjpd8 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09878-3 10/ggjpd8 2339240:CHA5JH65 2405685:LJBW3Q45

One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers - York, Benjamin N.; Loeb, Susanna; Doss, Christopher (Journal of Human Resources, 2019)
Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers.
Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.54.3.0517-8756R 2405685:UV7WIAIX
Keywords: C93; D91; I21

"You give a little of yourself": family support for children's use of an IVR literacy system - Madaio, Michael A.; Kamath, Vikram; Yarzebinski, Evelyn; Zasacky, Shelby; Tanoh, Fabrice; Hannon-Cropp, Joelle; Cassell, Justine; Jasinska, Kaja; Ogan, Amy (Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies, 2019)
Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies.
KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332504 2339240:EGC7YGBE 2405685:BLAYAKS6
Keywords: HCI4D; IVR; ed tech; literacy; tech intermediaries

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

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

Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund (IMF, African Department, 2019)
ISBN: 9781498324960 ISSN: 1934-7685 Issue: 218 Publisher: INTERNATIONAL MONETARY FUND Volume: 2019 KerkoCite.ItemAlsoKnownAs: 10.5089/9781498324960.002.A001 2339240:6RP4BCNR 2405685:LICLRGV3

Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund. African Dept. (2019)
The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.
9781498324960/1934-7685 KerkoCite.ItemAlsoKnownAs: 2405685:DJ4XD4HB

Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1074-9 2405685:APRCIQMH 2486141:J73ILZH9 2486141:RNYWM2AZ
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

Policy interventions for attraction and retention of female teachers in rural secondary schools - Kamere, Isabela M.; Makatiani, M. I.; Nzau, Arthur Kalanza (Msingi Journal, 2019)
The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful insights and offer suggestions on how the implementation of these policies could be improved.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.103 2339240:LPDCWUDG 2405685:RTKRV2ZQ
Keywords: Attraction; female teachers; retention

The tyranny of national averages - Burke, Marshall (Medium, 2019)
Marshall Burke and Apoorva Lal, AtlasAI
KerkoCite.ItemAlsoKnownAs: 2339240:T8VCAZG2 2405685:7S7TEAT5 7S7TEAT5

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (2019)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 2339240:HFPDIEFC 2405685:H6VSP7UX 2405685:VPY45H37 2534379:ZU7H9IF5
Keywords: ___working_potential_duplicate

Insights on ESL student teachers reflecting collaboratively online - Suppiah, Shubashini; Wah, (PhD), Lee Kean; Swanto, (PhD), Suyansah; Lajium, (PhD), Denis Andrew (The English Teacher, 2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
Place: Seri Kembangan Publisher: Malaysian English Language Teaching Association (MELTA) KerkoCite.ItemAlsoKnownAs: 2405685:N9ZPHXCW 2534378:DFCJXPJ2 2534378:VI3TK6EI 2534378:VWP4487Z
Keywords: Collaboration; Distance learning; English as a second language–ESL; Linguistics; Malaysia; Problem solving; Professional development; Reflective practice; Researchers; Social research; Student teachers; Teacher education; Teaching; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095770; __finaldtb; ⛔ No DOI found

Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus - Lee, S; Swanto, K; Lajium, S; Suppiah, D; Suppiah, Shubashini (2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
KerkoCite.ItemAlsoKnownAs: 2339240:7QBPDK43 2405685:5VBFZ3XT

Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus - Suppiah, Shubashini; Lee, S; Swanto, K; Lajium, S (2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
KerkoCite.ItemAlsoKnownAs: 2405685:KIIH2XNR

The Reliability of the Wisconsin Card Sorting Test in Clinical Practice - Kopp, Bruno; Lange, Florian; Steinke, Alexander (Assessment, 2019)
The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology.
shortDOI: 10/ggd69x KerkoCite.ItemAlsoKnownAs: 10.1177/1073191119866257 10/ggd69x 2339240:IU952GRN 2405685:GDZY9HMF

ICT and Education for Refugees in Transit - Wahyuni, Dewi Sari; Fatdha, T. Sy Eiva (SALTeL Journal (Southeast Asia Language Teaching and Learning), 2019)
Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.
Number: 2 shortDOI: 10/ggsp4n KerkoCite.ItemAlsoKnownAs: 10.35307/saltel.v2i2.27 10/ggsp4n 2339240:PWKDILWA 2405685:VU2VVUBV
Keywords: Google Scholar/ "blended learning" refugee education; RER theme_pedagogies and modalities

Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies - Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun (Teachers and Teaching, 2019)
(2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:9MZUUQP9 2339240:MJVTRQD2 2405685:IESPF387
Keywords: Barriers; Case Studies; Classroom Techniques; Correlation; Educational Change; Information Technology; Learning Theories; Student Behavior; Systems Approach; Teacher Attitudes; Teacher Role; Teacher Student Relationship; Teaching Methods; Technology Integration; ⛔ No DOI found

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

5 Ways EdTech Helps Students With Special Needs in the Classroom - Davis, Chris (ViewSonic Library, 2019)
EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology.
Library Catalog: www.viewsonic.com Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:L69ICGF3 2405685:SCWN8NNM SCWN8NNM

The evidence ecosystem in South Africa: growing resilience and institutionalisation of evidence use - Stewart, Ruth; Dayal, Harsha; Langer, Laurenz; van Rooyen, Carina (Palgrave Communications, 2019)
The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South.
Number: 1 Publisher: Palgrave KerkoCite.ItemAlsoKnownAs: 10.1057/s41599-019-0303-0 2339240:572SM7LP 2405685:HPSP9B6K

Factors affecting the teachers' intention to adopt audio-visual aids in education sector of Pakistan - Iqbal, Zeeshan; Malik, Maimoona; Iqbal, Farhan (International Journal of Innovation in Education, 2019)
An emergent body of research mainly from the developing countries indicated that behavioural and cultural factors have significant influence on the adoption of technology. Based on the theoretical ...
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2339240:4A7QSXZC 2339240:NI4LNR9K 2405685:NM5VETS3 2405685:NWXVQMQC
Keywords: ⛔ No DOI found

Elements Shaping the South African Education System of the Future - Barends, Heidi (2019)
The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system? To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities. This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3370973 2129771:SRHYMTCJ 2405685:P5HYT2GH
Keywords: Actor Diagram; Basic Education; CLD; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education System; Systems Approach; _C:China CHN; _C:Germany DEU; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1; _not_EdTechHub; _zenodoOTHER

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

What Is Agile Methodology: A Primer on Moving Fast - Edell, Patrick (AngelList Blog, 2019)
Everything you need to know about agile methodologies and its many frameworks.
KerkoCite.ItemAlsoKnownAs: 2339240:Y7NF9Q4W 2405685:ZHA5T29U

Elements Shaping the South African Education System of the Future [poster] - Barends, Heidi (2019)
A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595240 2129771:FSCTULII 2405685:77J8XQBA
Keywords: Basic Education; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; _not_EdTechHub; _zenodoOTHER

Elements Shaping the South African Education System of the Future [presentation] - Barends, Heidi (2019)
A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595232 2129771:4BH928RM 2405685:HSWKSDPH
Keywords: Actor Diagram; Basic Education; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; Systems Approach; _not_EdTechHub; _zenodoOTHER

Building Stronger Education Systems: Stories of Change (Global Partnership for Education, 2019)
The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan.
Publication Title: Global Partnership for Education KerkoCite.ItemAlsoKnownAs: 2339240:MHPT5FM3 2405685:8XCGNDGA
Keywords: Access to Education; Barriers; Developing Nations; Disadvantaged; Early Childhood Education; Economic Development; Educational Change; Educational Improvement; Educational Needs; Educational Practices; Educational Quality; Equal Education; Foreign Countries; Reading Instruction; Reading Skills; Refugees; Rural Education; Technology Uses in Education; Womens Education

Lebanon starts transformation process to digital economy (MENAFN, 2019)
) BEIRUT, Sept 13 (KUNA) – Lebanese Minister of Telecommunications Mohamed Choucair said on Friday that the government has started the transformation process to the digital economy that acquires four percent of the country's national income. Choucair, who represented Prime Minister Saad Al-Hariri at the opening ceremony to 'Digital Lebanon Conference 201
KerkoCite.ItemAlsoKnownAs: 2339240:ZMQFZ38J 2405685:H3SPNCJ8

Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme - UNICEF (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:DJDVLBPV 2405685:E4Z8N6RR

The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana - Wolf, Sharon; Aber, John Lawrence; Behrman, Jere (Innovations for Poverty Action, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:T5RRAJCQ

How The Radio Can Reach The World’s Most Vulnerable Children - Lister, Josephine (2019)
Section: article KerkoCite.ItemAlsoKnownAs: 2339240:5QJA7JLD 2405685:VXYF7938

Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking - Regan, Priscilla M.; Jesse, Jolene (Ethics and Information Technology, 2019)
With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10676-018-9492-2 2339240:NEA7QTCT 2405685:8LCYHU7L

‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners - Kao, Matiekase A.; Mzimela, Patience J. (South African Journal of Childhood Education, 2019)
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.
Grade R teachers, Sesotho, Females; shortDOI: 10/ggcr5r KerkoCite.ItemAlsoKnownAs: 10.4102/sajce.v9i1.651 10/ggcr5r 2339240:P4FMJXZX 2405685:4P9K8WRJ
Keywords: Braille; Grade R Learners; Pedagogical Knowledge; Pre-Reading Skills; Technological Knowledge; Visual Impairment

Is education ready to work in data-intensive environments? - World Bank (Medium, 2019)
The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors.
KerkoCite.ItemAlsoKnownAs: 2339240:Z34TZSCR 2405685:UTLWYIC3

FunDza launches on WhatsApp to bring reading into the lives of young South Africans - turn.io (turn, 2019)
FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers.
Library Catalog: www.turn.io EdTechHub.ItemAlsoKnownAs: 2405685:P48BZAHG

The Opportunities and Challenges for Developing ICT-Based Science Learning and Teaching in Ghana - Cullen, Jane; Mallet,, Joshua (Pan-Commonwealth Forum, 2019)
Africa’s transition to an innovation-led, knowledge-based economy could drive the continent’s economic growth and lift millions out of poverty and there is opportunity to increase the number of skilled professionals across the chemistry, biology and physics disciplines. However not enough students enrol in science subjects in Higher Education in Ghana, with proportions admitted to public universities well short of the Government’s 60% target. Significant barriers for all young people include the lack of practical scientific equipment in schools, and barriers to young women include prevailing socio-cultural attitudes, a lack of female role models and unsupportive educational environments.
KerkoCite.ItemAlsoKnownAs: 2405685:JZX3ZXZ4

EdTech Hub Research and Innovation to fulfill the potential of EdTech - Nicolai, Susan (EdTech Hub, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:3547DQJS
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (International Journal of Research & Method in Education, 2019)
Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why.
shortDOI: 10/ggdbd4 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2019.1657081 10.1080/1743727x.2019.1657081 10/ggdbd4 2339240:AET3UUCZ 2339240:T4RNXVLL 2405685:EDBC9B8E 2405685:LJR2ZQYV
Keywords: Implementation; _C:Greece GRC; _C:India IND; _C:Malawi MWI; _C:Netherlands NLD; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1; education; evaluation; intervention; mixed-methods

Innovative Delivery of Education in Bangladesh Using Mobile Technology - Cristol, Dean; Al-Sabbagh, Samah; Abdulbaki, Anwar; Majareh, Maryam; Tuhin, Salah Uddin; Gimbert, Belinda (2019)
Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing...
KerkoCite.ItemAlsoKnownAs: 2339240:4FSQZLHQ 2405685:2CUIABK2

Sierra Leone turns to technology and analytics to put quality back into education - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:Z3DPRDU6

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
EdTechHub.Copy: 2129771:L5ZJ7VXE shortDOI: 10/ggcdkp KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:K8RVQM7G 2339240:R8SA4YDH 2339240:WW9JKI74 2405685:5ACMB7FC 2405685:FNPABIIG 2405685:K3CJ25QT 2405685:Q2EVH3HK
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Does Education Need a QALY and Is LAYS It? - Crawfurd, Lee; Hares, Susannah; Le Nestour, Alexis; Rossiter, Jack (Center For Global Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HEH7E87J 2405685:YR4DSMZM

Pakistan: Learning Poverty Brief - Fasih, Tazeen; Baron, Juan; Geven, Koen Martijn (EduAnalytics, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:JFEQA28N

Call me educated: Evidence from a mobile phone experiment in Niger✰ - Aker, Jenny C; Ksoll, Christopher (Economics of Education Review, 2019)
Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.05.001 2339240:EX6NJUX9 2339240:VFF5WY9J 2405685:6VR2BZKJ 2405685:77X2RGGE 2405685:LTFZY8UK 2534379:MEYIS2SG
Keywords: Adult education; Information technology; Monitoring; Niger; Teacher absenteeism

Improving teacher professional development for online and blended learning: a systematic meta-aggregative review - Philipsen, Brent; Tondeur, Jo; Pareja Roblin, Natalie; Vanslambrouck, Silke; Zhu, Chang (Educational Technology Research and Development, 2019)
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
Extra URL: https://doi.org/10.1007/s11423-019-09645-8 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09645-8 2405685:BVQU5XV8 2534378:4WR2J4Z5

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
EdTechHub.Copy: 2129771:XWT48UG5 shortDOI: 10/ggd8hp KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 10/ggd8hp 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Understanding the Barriers and enablers of Effective Communities of Practice in Sierra Leone Through a Collaboration Between Dubai Cares and Open Development and Education - Lurvink, Anne-Fleur (Open Development & Education, 2019)

Exploring transition toward independent learning student experiences in the first year of architecture school - Al Maani, Duaa (Welsh School of Architecture, Cardiff University, 2019)
Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.
KerkoCite.ItemAlsoKnownAs: 2339240:T7YPWQA5 2405685:IZS7VHYQ

Rwanda's education U-turn sparks debate on mother tongue instruction - Edwards, Sophie (Devex, 2019)
Amid growing consensus that teaching in a student's mother tongue can improve learning outcomes, why are some countries switching back to European languages that most teachers and children don’t understand?
EdTechHub.ItemAlsoKnownAs: 2405685:4PRWXPW4

Learning poverty - World Bank (2019)
This indicator brings together schooling and learning indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:N8466Y2D 2405685:4PIXX9F9

Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech Hub - Hennessy, Sara (EdTech Hub, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:A7H9CPGD A7H9CPGD
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

‘Digital welfare state’: big tech allowed to target and surveil the poor, UN is warned - Pilkington, Ed (the Guardian, 2019)
UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’
Section: Technology KerkoCite.ItemAlsoKnownAs: 2339240:8GAAFX6C 2405685:F8TY9WN2

Why we started R4D’s evaluation & adaptive learning practice - Arkedis, Jean (Results for Development, 2019)
R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.
KerkoCite.ItemAlsoKnownAs: 2339240:IWF249BR 2405685:ACUDTN33

Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa - Haßler, Björn; D’Angelo, Sophia; Walker, Hannah; Marsden, Melissa (Open Development & Education, 2019)
EdTechHub.Source: 2129771:SC8FTPC4 KerkoCite.ItemAlsoKnownAs: 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB
Keywords: _yl:i; dode_eth-src-dode; dode_eth-trf2-dode

Rwandan ed-tech startup BAG Innovation raises $150k seed round - Disrupt Africa - Jackson, Tom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:UTY2JHU3 2405685:WAIGHFRK

Five starting points on innovation for the EdTech Hub – The EdTech Hub - Simpson, Lea (EdTech Hub, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XCJNWSVR XCJNWSVR
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
KerkoCite.ItemAlsoKnownAs: 2405685:B6TMDRUY