Learning about System Renewal - Levin, Ben; Fullan, Michael (http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100), 2008)
Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.
shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5KFUIK8T 2405685:XXZ4QDWB

Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey - Jordan, Katy; Damani, Kalifa; Myers, Christina; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX
Keywords: _r:AddedByZotZen

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45

Learner engagement strategies in online class environment - Chakraborty, Misha (Texas A&M University, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ
Keywords: Learner-centred education; Pedagogy; Post-2015

Learner-centred education in international perspective: Whose pedagogy for whose development? - Schweisfurth, Michele (Routledge, 2013)
Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI
Keywords: Education / General

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary Education - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2024)
Series Title: Communications in Computer and Information Science KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5_25 2405685:IYFT5P4N

Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana - Arthur-Nyarko, Emmanuel; Kariuki, Moses Githua (International Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ
Keywords: ⛔ No DOI found

LEAP From Pilot to Scale: Embedding Digital Reading within the Kenya National Library Service - Heavner, Rachel; Lowe, Zev; Mwachi-Amolo, Joan (2017)
Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs.
KerkoCite.ItemAlsoKnownAs: 2339240:IGJL4PW2 2405685:GNGTW6N4
Keywords: ⛔ No DOI found

Lean Impact: How to Innovate for Radically Greater Social Good | Wiley (Wiley.com)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
KerkoCite.ItemAlsoKnownAs: 2339240:7MLVY5YV 2405685:JTG7AEPV

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal–achieving radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
KerkoCite.ItemAlsoKnownAs: 2339240:PEQKDJHC 2339240:XNBA9I6L 2405685:6L9G8KMG 2405685:CDVCSBVT

Lean Data Initiative - Acumen (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GWCPJ9JE 2405685:F8558KAX

Leadership Roles in Managing Education in Crises: The Case of Kenya During Covid-19 Pandemic - Mbogo, Rosemary Wahu (2020)
Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises. Article visualizations
KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v7i9.3250 2339240:ALRQA5KP 2405685:XI3FCQ8A

Le numérique peut-il réinventer l’éducation de base en Afrique ? - Aubert, Amélie; Loiret, Pierre-Jean; d’Aiglepierre, Rohen; Lequentre, Erwan; Pedro, Francesc (The Conversation, 2017)
Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.
Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7

Laws, decrees and strategies on teachers in Lao PDR: a situation analysis - Sithirajvongsa, Sisamone (UNESCO, 2021)
Sisamone
KerkoCite.ItemAlsoKnownAs: 2339240:EYNX572J 2405685:LI4FUFM4
Keywords: ⛔ No INSPIRE recid found

Launching the Development of an OER World Map: Phase II - North Rhine-Westphalian Library Service Centre (The William and Flora Hewlett Foundation)
EdTechHub.ItemAlsoKnownAs: 2405685:6JBL5GRG

Launching the 2024 OpenAI Learning Impact Prize - Tools Competition (2023)
Tools Competition is thrilled to partner with OpenAI to drive edtech innovation leveraging AI to change the way we teach and learn.
KerkoCite.ItemAlsoKnownAs: 2405685:QGATP9KI

Launching sign languages on the Global Digital Library – Global Digital Library - Global Digital Library (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P

Launching sign languages on the Global Digital Library - Global Digital Library (Global Digital Library, 2020)
Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X

Launch of Scopus AI to Help Researchers Navigate the World of Research - Elsevier (www.elsevier.com)
Developed and tested with the research community, Scopus AI combines the world’s largest database of curated scientific literature with responsible AI
KerkoCite.ItemAlsoKnownAs: 2405685:4YZKKIHS 2486141:H3WSGF68

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG

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

Lateral.io: Enhancing Literature Review Speed
Lateral.io is a tool that helps researchers save time and improve efficiency by organizing and analyzing research papers, allowing for faster information retrieval and collaboration.
KerkoCite.ItemAlsoKnownAs: 2405685:GYBILIAR 2486141:WREAQXCZ
Keywords: _Added-ailr-2024

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year
KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM

Large-scale simulation study of active learning models for systematic reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin L; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (2021)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2021.104385 2339240:DAU6XEE6 2405685:FSYXBS55 4656463:NYQXYQP2

Laptops offered for online school lessons at home - Coughlan, Sean (BBC News, 2020)
Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers.
EdTechHub.ItemAlsoKnownAs: 2405685:NF7UB2KV

Laptops lie idle in schools on lack of skilled tutors - July 25 2018, Wednesday (Business Daily)
Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.
KerkoCite.ItemAlsoKnownAs: 2339240:C63ABKVC 2405685:EQFYQ3VE

Laptops lie idle in schools on lack of skilled tutors - Wanzala, Wednesday (Business Daily, 2018)
Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.
KerkoCite.ItemAlsoKnownAs: 2339240:AR3KH7GJ 2405685:E4NM3PEK

Laos – Trade Agreements - International Trade Administration (2024)
Describes trade agreements this country is a party to. Includes resources where U.S. companies can get information on how to take advantage of these agreements.
KerkoCite.ItemAlsoKnownAs: 2339240:6JMUJ4WE 2405685:PMJASRFZ
Keywords: ⛔ No INSPIRE recid found

Laos profile – timeline - BBC (BBC News, 2018)
A chronology of key events in the history of Laos
KerkoCite.ItemAlsoKnownAs: 2339240:TBDADDTU 2405685:BJSXW3VE
Keywords: ⛔ No INSPIRE recid found

Laos Population 2024 (live) - World Population Review (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8SAXJUK 2405685:62FUAR3P
Keywords: ⛔ No INSPIRE recid found

Laos | History, Flag, Map, Capital, Population, & Facts - Britannica (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IRZNJEDB 2405685:R2XMJAZD
Keywords: ⛔ No INSPIRE recid found

Lao TVET Country Profile - UNESCO; UNEVOC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M6DVD5ZM 2405685:GJ7YAFEY
Keywords: ⛔ No INSPIRE recid found

Lao Social Indicator Survey III (LSIS III) 2023 - Lao Statistics Bureau (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RDMJDNCF 2405685:8D67NIJ7
Keywords: ⛔ No INSPIRE recid found

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

Lao Peoples Democratic Republic – Learning and Equity Acceleration Project - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LYS5U6S 2405685:BGDBGZK8
Keywords: ⛔ No INSPIRE recid found

Lao Peoples Democratic Republic 2023: Country Office Annual Report - UNICEF (UNICEF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:JW6NSTVA 2405685:PKE4GWZP
Keywords: ⛔ No INSPIRE recid found

Lao People’s Democratic Republic: Secondary Education Sector Development Program - Asian Development Bank (2022)
The program comprised a policy-based loan (PBL) and a project grant. It was aligned with the government’s Education Sector Development Framework (ESDF) approved in 2009. It combined national reforms with a focus on targeted investments in 30 poor and educationally disadvantaged districts with a majority of ethnic students. The expected impact was improved educational attainment in Lao PDR, and the outcome was enhanced equity, quality, and efficiency of secondary education in the country.
Accepted: 2022-04-21 Archive Location: Lao People's Democratic Republic Last Modified: 2022-04-21T14:56+08:00 Publisher: ADB Independent Evaluation Department KerkoCite.ItemAlsoKnownAs: 2339240:IENFQFKH 2405685:5M6Y89V6
Keywords: ⛔ No INSPIRE recid found

Lao People's Democratic Republic's Constitution of 1991 With Amendments Through 2015
Translated by Miss Khamphaeng Phochanthilath as part of the research project “Constitutional Pluralism in Southeast Asia'' funded by the Centre for Asian Legal Studies, Faculty of Law, National University of Singapore, with edits by the Comparative Constitutions Project. This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org.
KerkoCite.ItemAlsoKnownAs: 2405685:AFGXUZBN

Lao People’s Democratic Republic: Prime Minister’s Decree on Lifelong Learning, issued in 2020 | Institute for Lifelong Learning - Dalbéra, Jean-Pierre (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:MH5689VH 2405685:9YURZAZ5
Keywords: ⛔ No INSPIRE recid found

Lao People's Democratic Republic | INCLUSION | Education Profiles - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSQ98E9A 2405685:ILAEKQIZ
Keywords: ⛔ No INSPIRE recid found

Lao People’s Democratic Republic – ASEM Education - Asia-Europe Meeting (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9C8XNI7E 2405685:4L9ZZA6N
Keywords: ⛔ No INSPIRE recid found

Lao PDR: School Autonomy and Accountability. - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:K96QSMUH 2405685:8LCWA35P

Lao PDR Public Expenditure and Institutional Review: Financial Management in Education Analysis 2023 - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:KJX4995B 2405685:M8L7C8GV
Keywords: ⛔ No INSPIRE recid found

Lao PDR: Policy Insights from a Multi-year Teaching and Learning Study Series - Wong, Debbie; Hollingsworth, Hilary (Department of Foreign Affairs and Trade (DFAT), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CJMA6Q84 2405685:YQYVXB6X
Keywords: ⛔ No INSPIRE recid found

Lao PDR Network Readiness Index 2023 - Portulans Institute (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRPFRYD 2405685:VMEM7I6Q
Keywords: ⛔ No INSPIRE recid found

Lao PDR National Strategy Plan of Action on Inclusive Education 2011–2015 - Ministry of Education and Sports (Lao People’s Democratic Republic, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XVBESDXW 2405685:4R6CRUYH
Keywords: ⛔ No INSPIRE recid found

Lao PDR National Education System - Southeast Asia Ministers of Education Organization (SEAMEO) Secretariat (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:NWQLT3QR 2405685:SQGKDJ2N
Keywords: ⛔ No INSPIRE recid found

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:79SHX4H6 2405685:BSMPULHZ
Keywords: ⛔ No INSPIRE recid found

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EU4B8X32 2405685:4IRPCQEC
Keywords: ⛔ No INSPIRE recid found

Lao PDR | Data - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:EEVIA6BP 2405685:YAY683EU
Keywords: ⛔ No INSPIRE recid found

Lao Education and Sports Teaching and Learning Platform | UNICEF Lao People's Democratic Republic - UNICEF (2021)
Learning Never Stops: Investing in ICT-enabled Teaching and Learning to Strengthen Access to Education in Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:QGRFF5EI 2405685:UT42DYIS
Keywords: ⛔ No INSPIRE recid found

Lao Basic Education Boost through $47 million Project - World Bank (World Bank, 2021)
The World Bank Global Partnership for Education III Learning and Equity Acceleration project will improve Lao education performance and teaching systems.
KerkoCite.ItemAlsoKnownAs: 2339240:LSU6M8RR 2405685:SIJRS9LM
Keywords: ⛔ No INSPIRE recid found

Langues et école en Guyane - Renault-Lescure, Odile; Migge, Bettina (L'Harmattan, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:655T4Y9E 4042040:NEF5UXZT

Langues africaines: vers une édition scolaire: à propos d'un programme de formation pour auteurs de manuels scolaires - Chatry-Komarek, Marie (Langues africaines, 1997)
Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:7NM6JJH4 4042040:24LE3R7W
Keywords: ⛔ No DOI found

Langue et éducation en Afrique: enseigner à lire et écrire en langue maternelle - Chatry-Komarek, Marie (Langue et éducation en Afrique, 2005)
Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:M5ZTSLAA 4042040:6UY5XZVI
Keywords: ⛔ No DOI found

Languages in competition in Rwanda: Who is winning on the linguistic market? - Rosendal, Tove (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:ZILHHSVY 4042040:CCB7GAQE

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

Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions - MacIntyre, Peter D.; Gregersen, Tammy; Mercer, Sarah (System, 2020)
Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 speciﬁc coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2020.102352 10/ghjhmj 2339240:V2S3FPTD 2405685:W6X4BQZR

Language policy in Ghana and Malawi: differing approaches to multilingualism in education - Reilly, Colin; ResCue, Elvis; Chavula, Jean Josephine (Journal of the British Academy, 2022)
Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.
KerkoCite.ItemAlsoKnownAs: 10.5871/jba/010s4.069 2405685:2QFJWC3E 4042040:SBXDCXLU

Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa - Truong, Natasha (2012)
The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramiﬁcations for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, speciﬁcally the use of the ﬁrst or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.
KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR
Keywords: ⛔ No DOI found

Language of instruction in Southeast Asia - Kosonen, Kimmo, (UNESCO Digital Library, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:PR74HGRZ 2405685:3XH5SXMH
Keywords: ⛔ No INSPIRE recid found

Language of Instruction Country Profile: South Africa - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

Language Is a Complex Adaptive System: Position Paper - Beckner, Clay; Blythe, Richard; Bybee, Joan; Christiansen, Morten H.; Croft, William; Ellis, Nick C.; Holland, John; Ke, Jinyun; Larsen-Freeman, Diane; Schoenemann, Tom (Language Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK

Language Education Policy in Vietnam - Nguyen, Mai; Nguyen, Van Huy (The Routledge International Handbook of Language Education Policy in Asia, 2019)
This chapter provides an overview of past and current language education policies in Vietnam. Our reviews and critical discussions centre on state rules and regulations regarding the teaching and learning of Vietnamese, ethnic minority languages, and foreign languages. Historically speaking, language education policy in Vietnam has been largely contingent on the country’s changing political, social, and economic circumstances. Notably, current language education policy reflects the predominant status of Vietnamese as the medium of instruction across school levels. Ethnic minority language education has also received substantial policy attention, although its enactment leaves considerable room for improvement. Foreign language education policy prioritises English given its status as an international language, while also encouraging the teaching and learning of other languages. The chapter concludes with predictions and implications for future development with regard to the role and status of these relevant languages.
KerkoCite.ItemAlsoKnownAs: 2339240:4VB42GR4 2405685:IXJCZC8Y

Language education in emergencies: A systematic review - Thumvichit, Athip; Varaporn, Savika; Tuvachit, Vorakorn (Journal of Language and Education, 2021)
In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.
KerkoCite.ItemAlsoKnownAs: 10.17323/jle.2021.12462 2339240:BUPKYWZY 2405685:RIWWRKXY

Language Data Initiative - Translators Without Borders
KerkoCite.ItemAlsoKnownAs: 2339240:3T9TAMVD 2405685:EVMTSBQ5

Language data for Nigeria - CLEAR Global (2019)
Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria.
KerkoCite.ItemAlsoKnownAs: 2405685:XYMKEPWU 4042040:JHQCMKE9

Language data for Nigeria - Translators Without Borders (Translators without Borders)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:R3QBMYFF 4042040:Q8SDIFUL

Language data for Nigeria - Translators without borders (2024)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:FG8ELZUS 2405685:GSFEHELF

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Language data by country - Translators Without Borders (Translators without Borders)
LANGUAGE DATA BY COUNTRY 31 countries | 66 datasets | 90 maps
KerkoCite.ItemAlsoKnownAs: 2405685:4RTGR535 4042040:RIS249B2

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...
Publisher: John Wiley & Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE
KerkoCite.ItemAlsoKnownAs: 2339240:FKNMVVVK 2405685:PP9LCMD5

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? - Inter-agency Network for Education in Emergencies (INEE). (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN

Lahore University of Management Sciences, Pakistan - Tufts University (The Talloires Network, 2020)
Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More
Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QRZVATTS 2405685:DZKHREFH

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic - Jalli, Nuurrianti (The Conversation, 2020)
In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.
KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8

Laboratoria: Reporte de Impacto 2020.pdf - Laboratoria (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KFQW887T 2405685:K24JWGNP

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64

La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre - Iyalla-Amadi, Priye; Odungweru, U. S. (AFRREV IJAH: An International Journal of Arts and Humanities, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,
KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR

La educación virtual en tiempos del COVID-19: Una experiencia en la maestría de Educación - Zea, Miriam Patricia Cárdenas; Quimi, Wendy Diana Carranza; Panta, Karina Alexandra Plua; García, Mariana Solís; Torres, Marioxy Morales (Universidad y Sociedad, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:UYX22NH2
Keywords: ⛔ No DOI found

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

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 10.5281/zenodo.4728174 2405685:552YTW72 2405685:BBWJNPNA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodoETH

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B

Kytabu Super School – Kytabu - Kytabu
KerkoCite.ItemAlsoKnownAs: 2405685:G7Y77ICR

Kytabu – African Schools Online - Kytabu Company Ltd (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PKHN3M8P

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

Kyrgyzstan - Giga
KerkoCite.ItemAlsoKnownAs: 2339240:3EUXX798 2405685:NCR64Z6X

Kukua Education
Library Catalog: www.kukua.me KerkoCite.ItemAlsoKnownAs: 2405685:WHIBWYXE

KUKUA
KerkoCite.ItemAlsoKnownAs: 2339240:RRLS8VFY 2405685:QVT77J94

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)
Publisher: Linguistic Society of America KerkoCite.ItemAlsoKnownAs: 2405685:TBPSKJ55 4042040:FQ8JKR53

Korail - BRAC
KerkoCite.ItemAlsoKnownAs: 2339240:468X5LI9 2405685:WH2XIVHB

Konnect
KerkoCite.ItemAlsoKnownAs: 2339240:Y7E74IL5 2405685:I85RHLSZ

Komuniti Guru Digital Learning - Komuniti Guru Digital Learning
KerkoCite.ItemAlsoKnownAs: 2339240:UMZ6N8C3 2405685:ZB29XBM7

Kolibri Content Library Catalog - Learning equality (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (https://learningequality.org/kolibri/)
KerkoCite.ItemAlsoKnownAs: 2339240:NTVH5BM4 2405685:8CEHXSKN

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVPZ49SD 2405685:GD6I3IXB 4803016:4AEYLZW3

Kolibri : A Free, Open Source Education for All | Learning Equality - Learning Equality
KerkoCite.ItemAlsoKnownAs: 2339240:F3UGIWSG 2405685:WBZIPCDR

Kolibri : A Free, Open Source Education for All - Learning equality (Learning equality, 2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC

Kolibri - Learning equality (2020)
Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU

KoBoToolbox | Data Collection Tools for Challenging Environments - KoBo Toolbox (KoBoToolbox)
KoBoToolbox is a suite of tools for field data collection for use in challenging environments. Our software is free and open source. Most of our users are people working in humanitarian crises, as well as aid professionals and researchers working in developing countries.
KerkoCite.ItemAlsoKnownAs: 2405685:XTGCCN2F

Knowlege Pack: Procurement - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:LZYNFMWY

Knowledge to policy: making the most of development research - Carden, F. (SAGE ; International Development Research Centre, 2009)
OCLC: ocn310715459 KerkoCite.ItemAlsoKnownAs: 2339240:DXBA9N7R 2405685:UCMNA8EW
Keywords: Economic development; Economic policy; Evaluation; Research Evaluation

Knowledge, Politics and Policymaking in Indonesia - Pellini, Arnaldo; Prasetiamartati, Budiati; Nugroho, Kharisma Priyo; Jackson, Elisabeth; Carden, Fred (Springer, 2018)
This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable.
Google-Books-ID: jSVhDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:LFFYGQRP 2405685:G6K9FGDK
Keywords: Political Science / Political Process / General; Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Developing & Emerging Countries; Social Science / Sociology / General

Knowledge, policy and power in international development: a practical framework for improving policy - Jones, Harry; Jones, Nicola; Shaxson, Louise; Walker, David (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X8KS8DJM 2405685:A3T226WU
Keywords: ⛔ No DOI found

Knowledge Platform
KerkoCite.ItemAlsoKnownAs: 2405685:65VD4SAT

Knowledge Platform (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW

‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research - Haggis, Tamsin (Educational philosophy and theory, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1111/j.1469-5812.2007.00403.x 2339240:6ND5C5SW 2405685:ZZUNKU8W

Knowledge Maps: ICTs in Education - Trucano, M. (2005)
Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.
KerkoCite.ItemAlsoKnownAs: 2339240:RNYZIPC4 2405685:NFADFZUL

Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. - Czerniewicz, Laura (2016)
Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14
KerkoCite.ItemAlsoKnownAs: 2339240:4CT5ERST 2405685:MUNVHXSY

Know Zone - Centre for Education Innovations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FGJK6X4 2405685:WKPMZUF2 WKPMZUF2

Kiwix: Internet content for people without internet access! - Kiwix (Kiwix)
Read Wikipedia or any website on your mobile phone or computer, even when there is no internet. For free!
Library Catalog: www.kiwix.org KerkoCite.ItemAlsoKnownAs: 2339240:2DZJUIUR 2405685:NKFZPC3R

Kiwix - HundrED (2020)
Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU

KitKit School Impact Summary 2016–2019 - Enuma, Inc. (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RKCPRAQV 2405685:W4BKKGG8

KitKit School (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CPQVK55T 2405685:J4ZAF7FX

Killing 'Sesame Street' In Pakistan - Bricklin, Julia (Forbes, 2012)
Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C

Kids hacker camps in Kenya | Proceedings of the Seventh International Conference on Information and Communication Technologies and Development - Ndaiga, Wachira; Salim, Anne (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:L64R4AUI 2405685:CZD5X8NE

KICD on Twitter: "Let's engage. For rich discussions on education matters. https://t.co/qb1ooAc7ZF" / Twitter - KICD (2020)
Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2339240:XYZKJPMD 2405685:LXJ9TXTW LXJ9TXTW

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

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.
KerkoCite.ItemAlsoKnownAs: 2339240:EL3GQSC6 2405685:3CR2GMFA

Khyber Pakhtunkhwa Education Sector Programme - Foreign, Commonwealth and Development Office (GOV.UK, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY

Kheda Communication Project
KerkoCite.ItemAlsoKnownAs: 2405685:UGJRFXNF

Khang Panya Lao – MoES Teaching and Learning Platform - UNICEF
MoES Teaching and Learning Platform
KerkoCite.ItemAlsoKnownAs: 2339240:GKNHTLZ6 2405685:YWRSGWGT
Keywords: ⛔ No INSPIRE recid found

Khang Panya Lao - UNICEF
KerkoCite.ItemAlsoKnownAs: 2339240:JE5WAWEA 2405685:F4V2JIGF

Khan Academy: Free Online Courses, Lessons & Practice - Khan Academy (Khan Academy, 2020)
You can learn anything. Expert-created content and resources for every course and level. Always free.
Library Catalog: www.khanacademy.org KerkoCite.ItemAlsoKnownAs: 2339240:KSMVBM3C 2405685:APNQYVP9 APNQYVP9

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keyword inventory (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)
The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.
previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:p; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme - Maada Bio, Julius (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE

Key Vote Expected on Brazil’s Artificial Intelligence Legal Framework - COVINGTON
Tomorrow, the Federal Senate of the Brazilian National Congress may have its first vote on the count ...
KerkoCite.ItemAlsoKnownAs: 2405685:8ID8J4EV

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU

Key ICT Features in UNICEF’S Response to Fighting Ebola - Inveneo (Inveneo, 2014)
International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ...
KerkoCite.ItemAlsoKnownAs: 2339240:FWSBTY4I 2405685:NLRZBRPD

Key Findings Report PSLM District Level Survey 2019/20 - Government of Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7WY876U4 2405685:D7GVPXME

KEY FIGURES: 5th Rwanda Population and Housing Census (PHC) - National Institute of Statistics of Rwanda. (National Institute of Statistics of Rwanda., 2023)
The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review - Soto, ROBERTO Hernández; Ortega, MÓNICA Gutiérrez; Avi, BARTOLOMÉ Rubia (Education in the Knowledge Society (EKS), 2021)
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...
Publisher: EDICIONES UNIVERSIDAD DE SALAMANCA KerkoCite.ItemAlsoKnownAs: 10.14201/eks.22715 2339240:ZXUKA5SG 2405685:UAD45DRW

Key considerations when developing an ICT in Education strategy - AlSheikh Theeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU
Keywords: _r:AddedByZotZen

Kenyan school system is trying sign language for all children - Mativu (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2IUM643C 2405685:JBUVX9XJ

Kenya Vision 2030: A Globally Competitive and Prosperous Kenya - Government of Kenya (Republic of Kenya, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:IPSRUIML

Kenya Vision 2030
KerkoCite.ItemAlsoKnownAs: 2405685:D4MCJFFR

Kenya - Scoping review (Google Docs)
Executive summary A concise summary of the high-level takeaways, to detail: What is already known on the topic What this paper adds What the Implications are for practice and / or policy Introduction [1 page maximum. The majority of the introduction will be standardised text across all six re...
KerkoCite.ItemAlsoKnownAs: 2339240:EGE4WU32 2405685:287I6R5Y

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.
KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Kibukho, K.; Kwayumba, Dunston; Jepkemei, Evelyn; Piper, Benjamin (2014)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:WXEI8ABZ 2405685:MJ9ENT2D
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Kenya: Registered refugees and asylum-seekers as of 31 March 2025 - UNHCR (UNHCR Kenya, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:WI34EICY 2405685:7ZNKUUAL

Kenya Publishers Association (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:9A5R6KAC

Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis - World Bank (World Bank, 2020)
The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.
Accepted: 2020-07-08T21:09:38Z KerkoCite.ItemAlsoKnownAs: 10.1596/34052 2339240:6ZRFSFSD 2405685:7F9L42V9
Keywords: Debt Sustainability; Expenditure Control System; Fiscal Sustainability; Fiscal Trends; Public Debt; Public Expenditure; Public Investment Management; Public Procurement; Public Wage Bill; Revenue

Kenya Population and Housing Census Results - Kenya National Bureau of Statistics (Kenya National Bureau of Statistics, 2019)
The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2% in 2019, from 2.9% in 2009 Average …
Library Catalog: www.knbs.or.ke Section: 2019 Census KerkoCite.ItemAlsoKnownAs: 2405685:5MHY2Y9G

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3

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

Kenya Open Data - ICT Authority
Library Catalog: www.opendata.go.ke KerkoCite.ItemAlsoKnownAs: 2405685:LYRRHTWP

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR

Kenya National Examination Council (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:LVGWP5NJ

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

Kenya lauded for achieving 75% electricity access rate - Common Market for Eastern and Southern Africa (COMESA) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LE4N8QYZ 2405685:4RF5ZB4L

Kenya Kwanza Plan - Kenya Kwanza (Kenya Kwanza Plan)
Kenyans are rightfully skeptical of lofty promises and seemingly well-crafted plans that never get implemented. We have developed this plan well aware that it will stand or fall on the how question. There are three tests that a good plan must pass, namely prioritisation, sequencing and financing.
KerkoCite.ItemAlsoKnownAs: 2339240:63VTSXV8 2405685:5AH57FCF

Kenya Institute of Special Education (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC

Kenya Institute of Curriculum Development (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ

Kenya: How Rogue Officials Inflated Enrolment, Used Ghost Schools to Steal Billions - Muchunguh, David (The Nation in Allafrica.com, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HPKQLIY4 2405685:6QAGBDTM 4656463:3VX5BIBW

Kenya: Heavy Rains and Flooding Update #7 (19 June 2024) - OCHA (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LFKG7X8C 2405685:Z6TCBWCR

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

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R

Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PNX9ZBM7 2405685:LRBZ32RR

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)
Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2

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

Kenya Education Management Institute
KerkoCite.ItemAlsoKnownAs: 2405685:NBVLFTV9

Kenya Education Cloud
home
Library Catalog: kec.ac.ke KerkoCite.ItemAlsoKnownAs: 2405685:5IBJUFDB

Kenya Disabiliy Resource | Special Educational Needs - Kenya Disability Resource
KerkoCite.ItemAlsoKnownAs: 2339240:NAJQUTP3 2405685:GWT2K9F7

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5

Kenya Broadcasting Corporation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X

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

Kenya basic education COVID-19 emergency response plan - State Department of Early Learning and Basic Education (Republic of Kenya Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKCUG3MF 2405685:YJ5FR8R9

Kenya Basic Education COVID-19 Emergency Response Plan - State Department of Early Learning and Basic Education, Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B

Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah - Belajar dari Rumah (Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2020)
Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).
Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD

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

Keeping the learning going: using mobile technology to enhance learning transfer - Brion, Corinne (Educational Research for Policy and Practice, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG