'My Mother Does a Lot of Work': Women Balancing Paid and Unpaid Care Work in Tanzania - Zambelli, E; Roelen, Keetie; Hossain, Naomi; Chopra, Deepta; Musoke, Jenipher (The Institute of Development Studies and Partner Organisations, 2017)
Tanzanian women spend more time overall than men on unpaid care work activities, and less on cash-earning work. This report presents the findings of research conducted in Tanzania as part of the ‘Balancing unpaid care work and paid work: successes, challenges and lessons for women’s economic empowerment programmes and policies’ research project. In particular, it reflects the voices and experiences of women and their household members who live across four rural districts in the Tanga region. The study finds that women in the region shoulder the majority of unpaid care work responsibilities, and struggle to balance these with paid work. Women therefore suffer the drudgery and physical and psychosocial stress of juggling paid work with unpaid work. Reasons for this include: the persistence of gender norms about who should do care work; the lack of public services essential to both the care and paid economies; and the low incomes earned by both women and men in these impoverished communities. The study highlights that intervention is needed to support a rebalancing of unpaid care with paid work. This could be achieved through: improved working conditions and pay; provision of childcare; public water or fuel services; gender-sensitive infrastructural development; and efforts to address gender-unequal social norms and values that proscribe the redistribution of care.
KerkoCite.ItemAlsoKnownAs: 2339240:33BGTW8T 2405685:4JZ7EWJR

My Village (ECD TV) Programme Evaluation Report - UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:8GVR4AES 2405685:EGALW54M
Keywords: ⛔ No INSPIRE recid found

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

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

Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5HSX4CW 2405685:4QD96WEE

Narional Information and Communications Technologies policy - The United Republic of Tanzania Ministry of Communications and Transport (2003)
KerkoCite.ItemAlsoKnownAs: 2405685:WSFBVSX6

Narrative Assessment: A new approach to evaluation of advocacy for development - Van Wessel, Margit (Evaluation, 2018)
This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.
KerkoCite.ItemAlsoKnownAs: 10.1177/1356389018796021 2405685:NP2UV9LT

Narrowing the data gap - Australian Council for Educational Research (ACER) (ACER Data Visualisations, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NJCYBX84 2405685:WDGVZDQG

National Artificial Intelligence Strategy - Federal Ministry of Communications, Innovation and Digital Economy (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:PB4MH6T7 2405685:G5ZG7T9Z

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

National-COVID-19-Preparedness-and-Response-Plan_08-04-2020_Final-Version.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:A82UMVV9 2405685:ZQT46M7I

National development delivers: And how! And how? - Pritchett, Lant (Economic Modelling, 2022)
Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development–and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J

National Digital Economy Policy and Strategy (2020-2030) - Federal Ministry of Communications and Digital Economy (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3QAF4JC5 2405685:LIDB763M

National Digital Learning Strategy for the Sierra Leone Ministry of Basic and Senior Secondary Education & Teaching Service Commission 2025–2030 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2025)
Sierra Leone launches first-ever National Digital Learning Strategy The Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC) are pleased to announce the launch of Sierra Leone’s first-ever National Digital Learning Strategy (NDLS) — a groundbreaking framework aimed at leveraging educational technology to improve teaching and learning in Sierra Leone. Developed through a collaborative and consultative process with representatives from the MBSSE, TSC, Ministry of Tertiary and Higher Education (MTHE), Presidential Delivery Unit (PDU), and Ministry of Communications, Technology, and Innovation (MoCTI) and shaped by insights from students, teachers, district leaders and officials, the NDLS outlines key priorities related to addressing the digital divide in Sierra Leone; improving teachers’ digital capabilities; strengthening learners’ access to technology; improving access to localized content, and improving coordination mechanisms between all EdTech stakeholders. EdTech Hub is a proud partner of this work alongside the UK Foreign, Commonwealth and Development Office (FCDO), UNICEF, the World Bank, and other collaborators. This collaboration included technical guidance and support throughout the process. The NDLS represents a collective commitment to transforming education and building future-ready learners and educators.
KerkoCite.ItemAlsoKnownAs: 2405685:WVVB6PCG

National Digital Literacy Framework - National Information Technology Development Agency (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3KLFM6DN 2405685:322MJ36E

National Digital Plan HORIZON 2025 - Office of the Head of State (Government of Democratic Republic of Congo, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:32G7WA7C 2405685:94CM3VIY

National Economic Development Plan Horizon 2020 - Government of Equatorial Guinea (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:WQ86N5ND 2405685:FDYYWZDM

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken, Rachel Chuang (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.
KerkoCite.ItemAlsoKnownAs: 2339240:G82EPYXB 2405685:MKLN5KM6

National Education Act - Government of Zimbabwe (1987)
EdTechHub.ItemAlsoKnownAs: 2405685:CHUDGFMH

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

National Education For All Action Plan 2003-2015 - Ministry of Education and Training, Vietnam (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:45HSSZB2 2339240:9Z5L7KZB 2405685:QLILYXJU 2405685:RC9QNDC4

National Education Infrastructure Management System Report as at 12 April 2021 - Department of Basic Education, Republic of South Africa (Government of the Republic of South Africa, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ECR78M4N 2405685:E6DHFE74 4656463:EMQS6MGJ

National Education Policy - Government of the Republic of Malawi (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

National Education Policy - Malawi Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ

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

National Education Policy - Ministry of Education, Culture & Higher Education (Federal Republic of Somalia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WYQGUIKV 2405685:HBCRHWB2

National Education Policy - Ministry of Education, Science and Technology (Government of the Republic of Malawi, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FY73KUN5 2405685:ZN289ZGZ

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

National Education Policy - Nigerian Educational Research and Development Council (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:AHQUPS4B

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

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

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:UTLS7RYN 2405685:6I47IM2H

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

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

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

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

National education sector investment plan 2020-2030 - Malawi Ministry of Education (Government of Malawi, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5

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

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

National Education Strategic Plan 2011–2030 - Ministry of Education; República Democrática de Timor-Leste (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:MSKQSJMN 2405685:UH5YDRFV

National Education System Reform Strategy (NESRS) 2006–2015 - Ministry of Education and Sports (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:FW8MJ5D9 2405685:K8FTI8E9

National Electrification Strategy - Government of Mozambique (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YENGEM59 2405685:AS3Q3HQY
Keywords: ⛔ No INSPIRE recid found

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

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

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI

National ICT Master Plan - Government of Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT

National ICT Policy - Government of Malawi (Government of the Republic of Malawi, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:386WIIDT 2405685:UVFH5XG3

National ICT Policy 2007-11 - Ministry of Information Technology and Telecommunications (Government of the Republic of Mauritius, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:7JHAA9V3 2405685:BBYXG539

National ICT Policy 2018 - Government of Bangladesh (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H56MA5IU 2405685:2X3HT3PX

National ICT Policy (2019-2024) - Government of Liberia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:742YQUUN

National ICT Policy – An ICT-Led Malawi - Republic of Malawi (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:LMKCNSPM 2405685:C83SEI43

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: ⛔ No DOI found

National ICT Policy & Strategy 2019-2024 - Ministry of Post, Telecommunications & Technology (Federal Republic of Somalia, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:H9AW7T68 2405685:PDWDNW6T

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR

National Implementation Guidelines for ICT in Education - Federal Ministry of Education (Federal Republic of Nigeria, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:YDFAS5EL

National Incubation Center
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2405685:PLK2HPSE

National Incubation Center (2020)
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE

National Information and Communication Infrastructure Implementation Plan 2012-2016 - Government of the Kingdom of Swaziland; Ministry of Information, Communications and Technology (Government of the Kingdom of Swaziland, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:QJKDY62F 2405685:AGP3T4LZ

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

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Federal Government of Nigeria, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:ZQ5C93BK 2405685:RFDQFV5I

National Information and Communication Technology (ICT) Strategy for Education and Training - Ministry of Education (Government of Kenya, 2006)
This Strategy undertaking was prepared by the Ministry of Education (MoE) in collaboration with stakeholders from the public, private, civil society and development partner sectors. It outlines how Information and Communication Technologies (ICTs) will be adopted and utilized to improve access, quality and equity in the delivery of education services in Kenya. The Strategy is based on the vision that: “ICTs is a universal tool in education and training”. The mission statement that inspires it is: “to integrate ICTs in education and training to improve access, learning and administration.” The overall objective of the plan is to ensure that systematic efforts are made towards strengthening adoption and use of ICT in the education sector with appropriate attention given to education development priorities as outlined in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC, 2003-2007); Sessional Paper No. 1 of 2005 entitled “A Policy Framework For Education”, Training and Research and the United Nations’ Millennium Development Goals (MDGs). The challenges that are outlined in these policy documents include; the need to achieve Education For All (EFA) by 2015 in tandem with the national and international commitment, Universal Primary Education (UPE) by 2010, and to increase transition rate from primary to secondary schools from 47% to 70%. Policy documents in the education sector have given considerable attention to priorities related to access, quality, equity and relevance at all levels. This strategic plan considers and proposes that ICT can contribute substantially towards realization of these objectives. In addition, ICT has considerable potential to support implementation of Free Primary Education (FPE) and to address emerging challenges such as; overcrowded classrooms, high Pupil Teacher Ratios (PTRs) particularly in densely populated and semi-arid areas, shortage of teachers on certain subjects or areas, and relatively high cost of learning and teaching materials
Accepted: 2020-07-07T08:13:03Z KerkoCite.ItemAlsoKnownAs: 2339240:6L4NL6GN 2405685:J4JBMDND

National Information and Communication Technology Policy - Ministry of Works, Housing and Communications (Government of the Republic of Uganda, 2003)
KerkoCite.ItemAlsoKnownAs: 2339240:L6AWB2DS 2405685:SWAINZYZ

National Information and Communication Technology Policy - Zambia - Ministry of Communications and Transport (Government of Zambia, 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:FMRERPT7 2405685:8VTMICTF

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

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

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

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

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:9JNI65I6 2405685:4UU57R9G

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9

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

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:6U6ILFE3 2405685:SVP7EURD

National Information and Communications Technology Policy 2016: Implementation Strategy 2016/17 - 2020/21 - Ministry of Works, Transport and Communication (Government of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:CWNYZVGZ 2405685:5W9M9IT7

National Information and Communications Technology Policy for Uganda - Ministry of Information and Communications Technology (Government of the Republic of Uganda, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YNGFUJFR 2405685:T92M8FGA

National Information & Communication Technology Policy 2023 - Ministry of Technology and Science (Government of the Republic of Zambia, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:65KP6H7Z 2405685:5C2ASXS5

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3MTGT25S

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (Government of Kenya, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:P4P4HDNQ 2405685:DZ2QSTVI

National Information Technology Agency (2017)
Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N

National Integrated ICT Policy White Paper - Department of Telecommunications and Postal Services (Government of South Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5SEDI8FP 2405685:D6D8DSK2

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

National Numeracy Programme | Malawi - Government of Malawi
KerkoCite.ItemAlsoKnownAs: 2339240:2RJ3NHZ3 2405685:HRPP8DCG

National Numeracy Programme (NNP) – Objectives - National Numeracy Programme (NNP) (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5

NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION - Kozma, Robert (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
zotzenLib.CopiedFrom: 2339240:XP4CBBBW KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 2339240:XP4CBBBW 2405685:4IF64UER
Keywords: _imported

National Policies that Connect ICT-Based Education Reform to Economic and Social Development - Kozma, Robert B. (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.
shortDOI: 10/gf54xx KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 10/gf54xx 2339240:U6EMQ8ZJ 2339240:XP4CBBBW 2405685:4IF64UER 2405685:MUCISL2Q

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:G2DMARJH

National Policy for Open and Distance Learning - Ministry of Education (Government of Seychelles, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:EQJK3S2S 2405685:CRNP7IZZ

National Policy on Education Management Information System (EMIS) and Implementation Guidelines - Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYEEW5TB 2405685:Y3L37949

National Policy on Education Management Information System (EMIS) and Implementation Guidelines - Federal Ministry of Education (Federal Government of Nigeria, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:DNI3YH4B 2405685:RI3FTWS3

National Policy on ICT in Education - Federal Ministry of Education (Federal Republic of Nigeria, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:MDRRF95U

National Policy on Information and Communication Technologies (ICT) in Education - Federal Ministry of Education (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VMGSJVIK 2405685:DF87HNJG

National Policy on Information and Communication Technologies (ICT) in Education - Federal Ministry of Education (Federal Government of Nigeria, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9MKT5TJD 2405685:AIGIA8UL

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

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

National Policy on Radical Inclusion in Schools - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5UGTMJFK 2405685:K5LB484Z

National Policy on Radical Inclusion in Schools Implementation Plan 2021-2026 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZIUJRRAJ 2405685:J2YDQU25

National Policy on Teacher Management - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D

National Pre-Primary Education Policy 2017 - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:6B9E6N5V 2405685:AE5QA6PC

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

National Strategic Development Plan - Royal Government of Cambodia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RCG7YKHH 2405685:LEZSVZYV

National Strategic Plan for Digital Development and Information and Communication Technology (Timor 2032) - Government of Timor-Leste (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IE6KWICQ 2405685:VI55FQQX

National Strategy for Out-of-School Children in Sierra Leone - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:F39I9PTD 2405685:BLKSJRLU

National survey into the reading and book reading behaviour of adult South Africans - South African Book Development Council (TNS; The DG Murray Trust, 2016)
This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector.
EdTechHub.ItemAlsoKnownAs: 2405685:4JBYQMKU

National Survey on People with Disabilities 2016 - General Statistics Office (Statistical Publishing House, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:268VCETM 2405685:HVWHUTG3 2405685:PLII4E5P

National systems of innovation: Toward a theory of innovation and interactive learning - Lundvall, Bengt-\AAke (Anthem Press, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:M8W9JU49 261495:T38AFXER
Keywords: DIAL-RDO

National Teacher Education Policy - Federal Ministry of Education (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:7S8DL5U3 2405685:B2K3HZPS

National Teacher Education Policy - Federal Ministry of Education (Federal Government of Nigeria, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:LH8WVIAQ 2405685:YE2DAMMD

National Universities Commission | Open Distance & e-Learning - National Universities Commision (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U

Nature and dynamics of inequalities in Ghana - Osei-Assibey, Eric (Development, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1057/dev.2015.25 2339240:TBRJJYZ2 2405685:5PVKISEY

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JUGDD7MG 2405685:CYTW2JQW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the Shifting Sands of Online Safety - Kingsley, Al (GESS Education)
All independent online activities expose young people to risks, regardless of what device they’re on, so what’s the answer to shielding them from the dangers?
KerkoCite.ItemAlsoKnownAs: 2339240:SJJGKKRF 2405685:QUZBMN2B

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

nawiripro | Karibu - Nawiripro
KerkoCite.ItemAlsoKnownAs: 2339240:WU85FP4Y 2405685:MHQPEWKD

NCAOOSCE - National Commission for Almajiri Education and Out-of-School Children (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DGYTR2A9 2405685:8ZNTPJPM

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQQVSWL 2405685:94SBLT7H

Nearly one-in-five teens can’t always finish their homework because of the digital divide - Anderson, Monica; Perrin, Andrew (Pew Research Center, 2018)
Some teens in America are more likely to face digital hurdles when trying to complete their homework.
KerkoCite.ItemAlsoKnownAs: 2339240:2FDBPKHB 2405685:KGJ7KCMN

Need for optical intervention in children attending a school for the blind in Eritrea - Gyawali, R; Moodley, V R (Clinical and Experimental Optometry, 2018)
Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cxo.12601 KerkoCite.ItemAlsoKnownAs: 10.1111/cxo.12601 2339240:LHWAJYVQ 2405685:QQPVFFVQ
Keywords: childhood vision impairment; low vision; low vision devices; schools for the blind

Needed: An Ecosystem for Meaningful Digital Innovation in Northern Kenya - Aslan Afrika (Aslan Afrika, 2021)
The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]
KerkoCite.ItemAlsoKnownAs: 2339240:M9U4C6IJ 2405685:4LVDHQIG

Needs-based resource allocation in education: via formula funding of schools - Ross, Kenneth N.; Levačić, Rosalind; International Institute for Educational Planning (UNESCO, International Institute for Educational Planning, 1999)
OCLC: ocm43145306 KerkoCite.ItemAlsoKnownAs: 2405685:Q8SBVQ96
Keywords: Allocation Education; Education; Education and state; Finance

Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (2022)
Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:JD93USWJ 2405685:D5LZH4FM
Keywords: COVID-19; Learning Losses; Remote Learning; Socio-emotional Skills

Negotiating problems of practice in research–practice design partnerships - Penuel, William R.; Coburn, Cynthia E.; Gallagher, Daniel J. (Teachers College Record, 2013)
This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501404 2339240:SYWMCASG 2405685:TPCFE4PT

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: <this> shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG
Keywords: C:Nepal; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Nesta: The Collective Intelligent Design Playbook - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta)
KerkoCite.ItemAlsoKnownAs: 2339240:7YMMVN2R 2405685:28UPDQ27

NETP17.pdf
KerkoCite.ItemAlsoKnownAs: 2339240:VAFT45Z3 2405685:VZSKRELS

Network Analysis in the Social Sciences - Borgatti, Stephen; Mehra, Ajay; Brass, Daniel; Labianca, Giuseppe (Science (New York, N.Y.), 2009)
Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.
zotzenLib.CopiedFrom: 2339240:JQA9PRDZ KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165821 2339240:JQA9PRDZ 2339240:Q5CZNBGL 2339240:U9MVWGVE 2405685:CKE79F7A 2405685:I3FUN5JU 2405685:W7TMXCNH

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It - Faul, Moira V. (Global Policy, 2016)
Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs).
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1758-5899.12270 zotzenLib.CopiedFrom: 2339240:H9TX8DSA KerkoCite.ItemAlsoKnownAs: 10.1111/1758-5899.12270 2339240:H9TX8DSA 2405685:DSF3CRU9

Neurodivergent: What It Is, Symptoms & Types - Cleveland Clinic
KerkoCite.ItemAlsoKnownAs: 2339240:YRFX7GWH 2405685:NMXJQSPG
Keywords: ⛔ No INSPIRE recid found

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

New data on learning loss in Pakistan - Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (Center for Global Development, 2021)
To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.
KerkoCite.ItemAlsoKnownAs: 2339240:ANJSCDN7 2405685:4P85RKIL 2405685:WY4KS8G3

New digital application helps monitor student attendance in Sindh - UNICEF (2022)
The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education & Literacy Department prevent student drop out
KerkoCite.ItemAlsoKnownAs: 2339240:K2HE83TD 2405685:QH3A3SDN

New drive launched to get 250,000 out-of-school children back to class in 16 counties - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6RX7TX9N 2405685:CY6AHZ2A

New Evidence on Teacher Labor Supply - Engel, Mimi; Jacob, Brian A.; Curran, F. Chris (American Educational Research Journal, 2014)
Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0002831213503031 2339240:7I5NUIYN 2405685:23KLYEAG
Keywords: distribution of teachers across schools; teacher labor markets; teacher labor supply; teacher preferences; urban schools

New Generation School Annual Report 2022 - New Generation Schools (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FDJ525M7 2405685:2NFPDMWH

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control
KerkoCite.ItemAlsoKnownAs: 2405685:QWW494F3

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3

New Look at Habits and the Habit-Goal Interface - Wood, Wendy; Neil, David (Psychological Review, 2007)
shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2405685:XZK2S4WM

New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI

New methodology shows that 258 million children, adolescents and youth are out of school - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2

New methodology shows that 258 million Children, Adolescents and Youth are out of school - UNESCO-UIS (United Nations Educational, Scientific and Cultural Organisation, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:66DBFE2I 2339240:QKU3SVEH 2405685:2WMAM3CW 2405685:7TSLQG4X 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

New National Action Plan on Early Childhood Care and Development launched to ensure no child is left behind - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEU7HSYM 2405685:988DZ25F

New technologies in cash transfer programming and humanitarian assistance - Smith, Gabrielle; Macauslan, Ian; Butters, Saul; Tromme, Mathieu (The Cash Learning Partnership, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:FRZPF8JM 2405685:AU78TASE

New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show! Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages. With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more
Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S

New UK funding to boost education opportunities for women and girls in Southeast Asia - Foreign, Commonwealth & Development Office (GOV.UK, 2023)
At the 2023 Education World Forum the International Development Minister launched a Girls’ Education and Skills Programme following the UK-ASEAN Plan of Action.
KerkoCite.ItemAlsoKnownAs: 2339240:8ZYWIH6Z 2405685:F5PI3ZR2
Keywords: ⛔ No INSPIRE recid found

NGOs as a framework for an education in and through music: is the third sector viable? - Schmidt, Patrick (International Journal of Music Education, 2014)
This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0255761413488707 2339240:BBKIJKZV 2405685:GDJETS23
Keywords: alternative models; complex critical pedagogy; non-governmental organizations; place-based education

Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ET2AWUL2 2405685:UPPV8ZRH

Nigeria : A Short Update on Poverty and Shared Prosperity - Sattar, Sarosh; Kalam Azad, Abul (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XHKAC398

Nigeria: Commission to Integrate Almajiri, Out-of-School Children System - Olugbemi, Adeniyi (Leadership, 2023)
Minister of state for education, Dr Yusuf Tanko Sununu, has said the federal government will soon integrate the over 10 million Almajirai and out-of-school children, with the establishment of National Commission for Almajirai and Out-of-School Children. He said this is with a view to teaching them skills to make them self-reliant.
KerkoCite.ItemAlsoKnownAs: 2339240:YNSSEEHZ 2405685:QAI3CDGM
Keywords: Education; Nigeria; West Africa

Nigeria: Country Office Annual Report 2021 - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RT37HCBV 2405685:N2E4PSG5

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

NIGERIA Country Programme 2023-2027 - UNICEF (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ZCK3IHWW 2405685:GIFTD5G7

Nigeria Demographic and Health Survey - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:QAUYU3RE

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

Nigeria: Edo-BEST@Home - Munoz-Najar, Alberto; Oviawe, Joan Osa (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C8R53YB6 2405685:3R5UQ46H

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

Nigeria: Education for All 2015 National Review - Federal Ministry of Education (Federal Republic of Nigeria, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:YTNNVWZU

Nigeria Education Sector COVID-19 Response Strategy - Federal Ministry of Education (Federal Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D7IW8WZH 2405685:PYUTQDT2

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

Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English - Ettang, Ifiok (Voice of America, 2020)
Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5

Nigeria Has More Than 500 Languages, 300 Ethnic Groups... And Critically Important Elections. | Wilson Center - Green, Mark (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:S5GG8IDQ 2405685:QS3VCRAI

Nigeria: Human Capital Index Summary - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5IMP2LCD

Nigeria Learning Passport - Nigeria Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4TAPVKN4 2405685:CCRKKXJS

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:VNVGXZW4 2405685:NZ3N4VF3

Nigeria: Malaria Indicator Survey (MIS) - USAID (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:TEP64F2B

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

Nigeria’s currency has fallen to a record low as inflation surges. How did things get so bad? | AP News - Asadu, Chinedu (AP News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:PVM9PXSR 2405685:DZ9AMTRN

Nigeria’s disappointing investment in education - The Nation (Nigeria) (2018)
For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]
KerkoCite.ItemAlsoKnownAs: 2405685:UQVFDECB

Nigeria | Technology | Education Profiles - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8DC6MTFL 2405685:HRYISUM3

Nigeria | The World Factbook - Central Intelligence Agency (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IKLLIDHR

Nigeria to Improve Electricity Access and Services to Citizens - World Bank (World Bank, 2021)
The World Bank approved $500 million to support the government of Nigeria in improving its electricity distribution sector.
KerkoCite.ItemAlsoKnownAs: 2339240:XYTNNNPV 2405685:TWC8WUQN

Nigeria Vision 20: 2020 - Federal Government of Nigeria (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:J2G2NMSN

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

Nigerian Communications Commission | Home - NCC (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457

Nigerian schools: Flogged for speaking my mother tongue - Cecilia Macaulay (BBC News, 2023)
Nigeria wants local languages to replace English in primary education, but some say it's not practical.
KerkoCite.ItemAlsoKnownAs: 2405685:B6YLK9BX 4042040:CFVHDDHY

Nimble RCTs - A Powerful Methodology in the Program Design Toolbox - Dean Karlan (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:XJNAYYQG XJNAYYQG

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Nine Years of Continuous Basic Education Reform Plan - Ministry of Education - Mauritius (Government of Mauritius, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:DS6ZGVD5 2405685:ATCV46PG

NITDA | e-Learning Facilities - NITDA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Source: 2129771:2YTC5G25 KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC
Keywords: NOTdocs.opendeved.net

No lost generation: Supporting the school participation of displaced Syrian children in Lebanon - de Hoop, Jacobus; Morey, Mitchell; Seidenfeld, David (Journal of Development Studies, 2019)
This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2019.1687875 2405685:6254DV2I

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie, Anne-Fleur Lurvink (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn; Open Development & Education (OpenDevEd, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2405685:JDHJV2U4

No time to lose: An urgent call for access to quality education for Rohingya Children in Cox's Bazar - Katende, Stephen; Gerhardt, Laurence; Skinner, Marcus (International Rescue Committee, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M6NCUIHG 2405685:TER3PKT7

[No title found] (Saudi Journal of Humanities and Social Sciences)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.
KerkoCite.ItemAlsoKnownAs: 2339240:NHKZ3KGS 2405685:9UV4IRMN

Non-financial rewards and job commitment among public secondary school teachers in Ogun State Public Secondary Schools - Bawalla, Oluwatoyin Gbenga; Omolawal, Ayodeji Samuel (Reality of Politics. Estimates - Comments - Forecasts, 2022)
The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.
KerkoCite.ItemAlsoKnownAs: 2405685:LNLECYL6
Keywords: ⛔ No DOI found

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

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments - U.S. Department of Education (Department for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2RD8XYP8 2405685:2S4YRDXC

Northern Education Initiative Plus: Early Grade Reading Assessment Midline Report - USAID Nigeria (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3ERTA2CV 2405685:YZ2KWC7R

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.
Publisher: Routledge _eprint: https://doi.org/10.1080/14623943.2017.1361921 KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2339240:UPNEHQVJ 2405685:8CQU3AHD
Keywords: Reflective practice; Vietnam; critical reflection; professional learning; teacher professional development; vide-flection

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=126003617&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2405685:BC5IPJP7 2534378:8GYBJJ8Z 2534378:R2HCJDDM
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Not Just Hot Air: Putting climate change education into Practice - UNESCO (UNESCO Digital Library, 2015)
KerkoCite.ItemAlsoKnownAs: 10.54675/JEZC9407 2339240:3DJQPPBE 2405685:KJWAH2V2

Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2025)
This document is a guidance note on digital platforms, specifically focusing on e-learning and the use of Opale and Moodle software. It aims to support the implementation of a digital learning platform in Madagascar. The report addresses questions and challenges faced by the Ministry of National Education in developing and deploying digital educational content. It covers various aspects of e-learning, including evaluation methods, content structuring, accessibility, interactivity, and technical requirements. Key topics include different evaluation models, types of e-learning evaluation (formative and summative), guidelines for using Opale, tablet specifications for online learning, ensuring course accessibility, and using Moodle both online and offline. The document also provides a checklist for ensuring quality in e-learning course development and implementation. Keywords: e-learning; Moodle; Opale; digital platform; accessibility; usability; Madagascar Ce document est une note d’orientation sur les plateformes numériques, avec un accent particulier sur l’e-learning et l’utilisation des logiciels Opale et Moodle. Il vise à soutenir la mise en place d’une plateforme d’apprentissage numérique à Madagascar. Le rapport aborde les questions et défis rencontrés par le Ministère de l’Éducation Nationale dans le développement et le déploiement de contenus éducatifs numériques. Il traite de divers aspects de l’e-learning, notamment les méthodes d’évaluation, la structuration des contenus, l’accessibilité, l’interactivité et les exigences techniques. Les principaux sujets incluent les différents modèles d’évaluation, les types d’évaluation en e-learning (formative et sommative), les recommandations pour l’utilisation d’Opale, les spécifications des tablettes pour l’apprentissage en ligne, l’accessibilité des cours et l’utilisation de Moodle en mode en ligne et hors ligne. Le document propose également une liste de contrôle pour garantir la qualité du développement et de la mise en œuvre des cours en e-learning. Mots clés: e-learning; Moodle; Opale; platforme numériques; accessibilité; usabilité; Madagascar An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 14995952 ZenodoArchiveConcept: 14995951 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 10.53832/edtechhub.1101 2405685:RMJK6G6Q
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Notes for the political economy analysis design workshop for the Strengthening the Use of Evidence for Development Impact (SEDI) project in Pakistan - Pellini, Arnaldo; Shaxson, Louise; Rocha Menocal, A (ODI, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VYJAG3A6 2405685:EVI6J4R5

Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families - Weiss, Carol H. (New approaches to evaluating community initiatives: Concepts, methods, and contexts, 1995)
KerkoCite.ItemAlsoKnownAs: 2281034:9ZUKSI77 2281034:AK78J4ZN 2405685:D42QVGLA 2447227:HKHMM7ZL
Keywords: ⛔ No DOI found

Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families | Semantic Scholar - Weiss, Carol
KerkoCite.ItemAlsoKnownAs: 2339240:SNUMFGQP 2405685:ESCTB9EV

‘Now I want to use it to learn more’: Using mobile phones to further the educational rights of the girl child in Kenya - Zelezny-Green, Ronda (Gender & Development, 2018)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2018.1473226 2339240:83S7BWWP 2405685:JTAQVM9P
Keywords: Equity through Access; ⛔ No INSPIRE recid found

NRPU Approved Projects 2017-18 - Higher Education Council (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NDH6S4XZ 2405685:XZQHTNWR