The implementation of ICT educational policy in selected schools in Swaziland - Vilakati, Nokuthula (UNISWA Research Journal, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:RE7ETRJG 2339240:WJ2J7DT4 2405685:E2955IEW 2405685:WRGRM4VG
Keywords: Equity of Access; ___working_potential_duplicate; ⛔ No DOI found

Thematic brief gender, education and training | Capacity4dev - Vila, Blerina (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7VY9AHTJ 2405685:GLK8QDVU

Factors Related to Teacher Absenteeism in Sierra Leone: Literature review - Vijil, Alejandra; McBurnie, Chris; Bellinger, Amy; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org
oldDOI: 10.5281/zenodo.6498098 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 10.5281/zenodo.7716253 10.53832/edtechhub.0082 10.53832/edtechhub.0170 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP 2405685:UJWVTSCK
Keywords: _r:AddedByZotZen

Technology and School Mapping - Vijil, Alejandra; Godwin, Katie; Mackintosh, Alasdair; Ramirez, Ana (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927
Keywords: _r:AddedByZotZen

Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia - Vijil, Alejandra; El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U
Keywords: _r:AddedByZotZen

Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7590218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7590218 ZenodoArchiveConcept: 7590217
Keywords: _r:AddedByZotZen

Model Safe Education Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7593861 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593861 ZenodoArchiveConcept: 7593860
Keywords: _r:AddedByZotZen

Monitoring and Evaluation Framework - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7593881 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593881 ZenodoArchiveConcept: 7593880
Keywords: _r:AddedByZotZen

School mapping and decision-making - Vijil-Morin, Alejandra; Godwin, Katie; Ramirez, Ana; Mackintosh, Alasdair; Haßler, Björn (GEM Report UNESCO, 2023)
Reliable and timely data is essential for decision-makers at all administrative levels to ensure inclusive, equitable, and quality education for all. Geospatial data has the potential to provide valuable insights across a range of areas of interest to the education sector, from identifying potential threats to schools and the education community, such as throughdata on natural disaster patterns, to supporting equitable allocation of resources based on data showing the remoteness of schools. However, the use of Geographic Information Systems (GIS) is not widespread in the education sector. In this paper, we shed light on the experiences of five country governments, one regional agency, one international initiative, one implementing partner and one private entity, all using GIS for education decision-making in Latin America, the Caribbean, and sub-Saharan Africa.This paper presents the findings from primary data collection and analysis of interviews with representatives from these organisations from August –December 2022. Across these countries, we identified two central applications of school geospatial data, which included education planning -which school mapping is a part of -and cross-sector coordination. Among the main challenges to effectively using school geospatial data to make decisions, we found significant issues with capacity building, funding, bridging the data, and policymaking. On the other hand, when school mapping was used effectively, it helped increase transparency and equity, intersectoral collaboration, cost-effectiveness, and accuracy and reliability. After comparing the seven cases, we concluded that two key enablers need to be in place to promote the impact of geospatial data on educational decision-making: ‘usability’ and ‘availability and openness’.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7346673 10.54676/EJZH8821 2405685:7GYKP2XC 2405685:BUDHW7MW
Keywords: _r:AddedByZotZen

Per diem policy analysis toolkit - Vian, T; Sabin, L (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:ELXCWXLH 2405685:4GC6763N 4656463:D6D4H9TF

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

Vers une école plurilingue: Dans les collectivités françaises d'Océanie et de Guyane - Vernaudon, Jacques; Fillol, Véronique (Vers une école plurilingue, 2009)
Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:KS8MMNGD 4042040:IF35AMA6
Keywords: ⛔ No DOI found

2022 Data Breach Investigations Report - Verizon Data Breach Investigations Report (2022)
Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.
KerkoCite.ItemAlsoKnownAs: 2339240:XT3T7FLZ 2405685:SNEYNCSI

Open data in developing economies: Toward building an evidence base on what works and how - Verhulst, Stefaan; Young, Andrew (African Minds, 2017)
In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development?
KerkoCite.ItemAlsoKnownAs: 2339240:ZL77F34U 2405685:SDFDCJHD
Keywords: Andrew Young; Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How; SSRN; Stefaan Verhulst

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)
There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, ﬁndings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.
shortDOI: 10/gfw2sk KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2405685:6HJTTDI9

Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021 - Venäläinen, Raisa; Chultemsuren, Tamir; Tsendendamba, Batsugar (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PMGRMUMI 2405685:S2JMNIPP

How ed-tech can help leapfrog progress in education - Vegas, Emiliana; Ziegler, Lauren; Zerbino, Nicolas (Brookings, 2019)
This brief analyzes the use of ed-tech innovations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:LH87HU6C 2405685:D9VNFXR8

COVID-19’s impact on learning losses and learning inequality in Colombia - Vegas, Emiliana (Brookings, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DRCKUIB3 2405685:REV5SRZL

School closures, government responses, and learning inequality around the world during COVID-19 - Vegas, Emiliana (The Brookings Institution, 2020)
According to UNESCO, as of April 14, 188 countries around the world have closed schools nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled learn…
KerkoCite.ItemAlsoKnownAs: 2339240:4E8N52WB 2339240:GRZFVDEB 2339240:LPBXNIL9 2339240:SUE5SR68 2339240:UKWS4KRF 2405685:768BPM25 2405685:F7TBGVHA 2405685:J9Y8D8QE 2405685:K898Q7DQ 2405685:NUKWKYUQ 2405685:VM2SAEJ5 2405685:XI33VZU7 2534378:J7YKNUDW
Keywords: ___working_potential_duplicate

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)
This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.
Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2339240:3HI6ILD9 2405685:E6MNXDVH 2405685:Q9B7WUKH 2405685:ZKQCX7CV 2534378:6JTIABX8

The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania - Vavrus, Frances (International Journal of Educational Development, 2009)
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.
shortDOI: 10/cfjzn4 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.05.002 10/cfjzn4 2405685:4LJMMWWE
Keywords: Development; Educational policy; International education; Tanzania; Teacher education

A stakeholder analysis - Varvasovszky, Z. (Health Policy and Planning, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.338 2339240:JCIETF3L 2405685:MEBP44LD

Secondary data analysis - Vartanian, Thomas P. (Oxford University Press, USA, 2011)
In recent decades, social work and other social science research disciplines have become increasingly reliant on large secondary data sets, which have increased in both number and accessibility. When starting a new research project, how does one determine whether to use a secondary data set? Which of the thousands available should be used? This invaluable and expertly written guide provides an in-depth introduction to 29 of the most widely used data sets in social work, such as the Early Childhood Longitudinal Study, the National Health and Nutrition Examination Survey, and the U.S. Census. This book also examines the years covered by these cross-sectional and longitudinal data sets, the units of analysis, and the sample sizes.Readers will learn where to find the data and the key variables contained within, and how to use them in SAS and Stata. Screen shots guide researchers through data sets in a step-by-step process: how to download the data, how to merge it with other data sets, and how to program it when necessary. Each section also profiles studies that have used the respective data sets, giving researchers a clear feel for the depth and range of questions that a given data source can be used to answer, like the use of government data to explore issues ranging from pathways out of poverty to the relationship between marital dissolution and women's health and well-being.Exceptionally well calibrated and filled with real-world examples, this pocket guide will give beginning and advanced researchers a comprehensive understanding of these data sets that they can use in their research on clinical, policy, and other types studies.
Google-Books-ID: ra0RDAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:AIX54RN4 2405685:48TA9BWR
Keywords: Political Science / Public Policy / Social Services & Welfare; Science / General; Social Science / Social Work

Education, Equity and Inclusion: A policy paper for the G20 - Varkey Foundation (Varkey Foundation)
KerkoCite.ItemAlsoKnownAs: 2339240:YUBRN4GD 2405685:BFZN739C

Global Parents' Survey 2018: India findings - Varkey Foundation (2018)
The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:WPJX5GYE 2405685:EJQDGXAH

Education during the pandemic: VVOB continues capacity development of education partners from a safe distance - Vandenbosch, Tom; Katelin, Raw (Teaching at the Right Level, 2020)
VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […]
Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2405685:7VD4EWIX

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK

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

Sector learning and adaptive management - van Soest, A; Carriger, S; Casella, D; Wells, C; Silva, D (IRC, 2015)
Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action.
KerkoCite.ItemAlsoKnownAs: 2339240:7NY6X2F6 2405685:GB3SUSAS

The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations - Van Schoors, Rani; Elen, Jan; Raes, Annelies; Vanbecelaere, Stefanie; Depaepe, Fien (TechTrends, 2023)
Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers’ perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6–18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers’ reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00802-0 2339240:9J7AXDVG 2405685:LATP7UQ7
Keywords: Adaptive technology; Cluster analysis; Digital personalized learning; Educational technology; Teachers

An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research - Van Nostrand, Parker; Noakes, Sierra; Shah, Zohal; Luke Luna, Christina (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FTSEEWUK 2405685:FG5FSPVU

Dynamic systems theory: a tool for understanding development and education - Van Geert, Paul; Steenbeek, Henderien (URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015), 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:AVEXK8NE 2405685:QV5Q42XF
Keywords: ⛔ No DOI found

Automation of systematic literature reviews: A systematic literature review - van Dinter, Raymon; Tekinerdogan, Bedir; Catal, Cagatay (Information and Software Technology, 2021)
Context Systematic Literature Review (SLR) studies aim to identify relevant primary papers, extract the required data, analyze, and synthesize results to gain further and broader insight into the investigated domain. Multiple SLR studies have been conducted in several domains, such as software engineering, medicine, and pharmacy. Conducting an SLR is a time-consuming, laborious, and costly effort. As such, several researchers developed different techniques to automate the SLR process. However, a systematic overview of the current state-of-the-art in SLR automation seems to be lacking. Objective This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the automation of the other activities of the SLR process.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2021.106589 2405685:D5JR22C8 2486141:MUGRSX6T
Keywords: Automation; Machine learning; Natural language processing; Review; Systematic literature review (SLR); Text mining; _Added-ailr-2024

An open source machine learning framework for efficient and transparent systematic reviews - van de Schoot, Rens; de Bruin, Jonathan; Schram, Raoul; Zahedi, Parisa; de Boer, Jan; Weijdema, Felix; Kramer, Bianca; Huijts, Martijn; Hoogerwerf, Maarten; Ferdinands, Gerbrich; Harkema, Albert; Willemsen, Joukje; et al. (Nature Machine Intelligence, 2021)
To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.
Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287
Keywords: Computational biology and bioinformatics; Computer science; Medical research; SARS-CoV-2; _Added-ailr-2024

Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. - van de Kuilen, Hester; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas (Compare: A Journal of Comparative and International Education, 2020)
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1847044 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1847044 2339240:FU5QBIW3 2405685:HCERUGDE
Keywords: Learner-centred pedagogy; education reform; recontextualization; rwanda; teachers

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

An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19 - van Cappelle, Frank; Chopra, Vidur; Ackers, Jim; Gochyyev, Perman (International Journal of Educational Development, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102439 2339240:RRVFL86Y 2405685:L6WAUQMA

Trends in educational research about e-learning: a systematic literature review (2009–2018) - Valverde-Berrocoso, Jesús; Garrido-Arroyo, María del Carmen; Burgos-Videla, Carmen; Morales-Cevallos, María Belén (Sustainability, 2020)
The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and diﬀerent tools were used for the bibliographic management and text-mining. The literature selection was carried out in three ﬁrst-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the ﬁnal sample. The analysis of the texts identiﬁed three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
KerkoCite.ItemAlsoKnownAs: 10.3390/su12125153 10/ghvnfd 2339240:CMZ8HVYI 2405685:EWKSK6YI

Theories of Change in International Development: Communication, Learning, or Accountability? - Valters, Craig (2014)
Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself.
KerkoCite.ItemAlsoKnownAs: 2339240:PV2LFWGU 2405685:M3EQF58T

Plugged in: How media attract and affect youth - Valkenburg, Patti; Piotrowski, J.T. (2017)
Journal Abbreviation: Plugged In: How Media Attract and Affect Youth Pages: 328 Publication Title: Plugged In: How Media Attract and Affect Youth KerkoCite.ItemAlsoKnownAs: 2405685:X2BPQXLC

Using mobile phones to improve educational outcomes: An analysis of evidence from Asia - Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent (The International Review of Research in Open and Distributed Learning, 2010)
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.
shortDOI: 10/gf5f5b KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v11i1.794 10/gf5f5b 2339240:F5U9J9FX 2405685:I6IN2PZY 2405685:UM2C54QN
Keywords: distance learning; educational outcomes; information and communication technologies; mobile learning; mobile phones; new learning

1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications - Valiente, Oscar (OECD, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:G8QNGWQP 2405685:WPNQTDQZ

Distance Learning: Promises, Problems, and Possibilities - Valentine, Doug (Online Journal of Distance Learning Administration, 2002)
Publisher: University of West Georgia Distance and Distributed Education Center KerkoCite.ItemAlsoKnownAs: 2339240:6Y2GJ3M4 2405685:5HW66XTV
Keywords: ⛔ No DOI found

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA - Üzüm, Babürhan; Akayoglu, Sedat; Yazan, Bedrettin (ReCALL, 2020)
Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 2339240:7A7QGLJ4 2405685:FCNJQ9K7
Keywords: critical cultural awareness; intercultural communicative competence; teacher training; telecollaboration

The Use of Web 2.0 Tools in Mother-tongue Instruction: Teachers’ Experiences - Üzeyir, Süğümlü; Serkan, Aslan (International Journal of Education & Literacy Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MGWBIBTL 4042040:F9TJAADU
Keywords: ⛔ No DOI found

Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers - Uygan, Candaş; Kurtuluş, Aytaç (Turkish Journal of Computer and Mathematics Education, 2016)
The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.
Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 10.17762/turcomat.v7i3.137 2339240:FCLY6UI8 2405685:3B7VIPGE 2405685:GZBKA7TG 2534378:3DVEZFYW 2534378:Q95V6E5Z
Keywords: Colleges & universities; Concretes; Group dynamics; Mathematical analysis; Mathematical models; Mathematics; Skills; Studies; Teachers; Teaching; Three dimensional models; __:import:01; __:match:final; __:matched; __:study_id:2098421; __finaldtb; ⚠️ Invalid DOI

Are All Our Children Learning? - Uwezo (Usawa Agenda, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:DFJ494IE

Are Our Children Learning? - Uwezo (Twaweza East Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9EDHXN 2405685:N3RG9SY9

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. - Uwezo (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:TH76XRZE 2486141:LETIUFRS

Tools - Uwezo - Uwezo
EdTechHub.ItemAlsoKnownAs: 2405685:WH77HHSM

Uwezo: Annual Plan 2014 - Uwezo (Twaweza, 2014)
EdTechHub.ItemAlsoKnownAs: 2405685:V2GLZ83W

Uwezo Learning Assessment 2021 – UsawaAgenda - Uwezo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:A5WCMKRW 2405685:DXCMMK3F

Covid-19 disrupts education in rural Bangladesh - Uttom, Stephan; Rozario, Rock (UCA News, 2020)
Pupils and teachers lament lack of access to online classes due to poverty
KerkoCite.ItemAlsoKnownAs: 2339240:Z2PZ4JBN 2405685:P9WN6HSY

Ustad Mobile – Access and share education content offline - Ustad Mobile
KerkoCite.ItemAlsoKnownAs: 2339240:NCZUKLSI 2405685:7PGRDDQB

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)
Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Usawa Agenda (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS

2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 - USAID (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SA6U2LEK 2405685:3ILYUE9N

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R

Aprender a Ler (ApaL) - USAID (World Education, Inc., 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:NQEMMZAP

Barriers to Investing in Last-Mile Connectivity - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LF8EK4AN 2405685:T57YE6MW

Delivering Distance Education in Emergencies: A Review of Evidence and Best Practice - USAID (2020)
The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.
KerkoCite.ItemAlsoKnownAs: 2405685:YL7FTVBZ

Delivering Distance Learning in Emergencies: a review of evidence and best practice - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EYQZ8LE4 2339240:TJ98KHR9 2405685:4R3INTAZ 2405685:D8JL8DRY 2405685:IBRFNIH3

Delivering Distance Learning in Emergencies | Education Links - USAID (2020)
The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:95CMVFHW 2405685:MI8EPGGE 4803016:SHFD7DWA

DREAMS: Partnership To Reduce Hiv/Aids In Adolescent Girls And Young Women | Global Health | U.S. Agency for International Development - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:IC4XBR33 2405685:3ASRFK8B

Early Grade Reading and Mathematics Project (RAMP) - USAID (2017)
The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.
Library Catalog: www.usaid.gov KerkoCite.ItemAlsoKnownAs: 2405685:2ACE4JAM

Early Grade Reading Study II (EGRS II) - USAID (2019)
The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.
Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2405685:FPWA6KU3

Education data for decision making (EDDATA II): key achievements and lessons learned - USAID (Unesco IIEP Learning Portal, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:3G58VNBC 2486141:3DJREXE9

Education Data for Decision Making (EDDATA II): Key achievements and lessons learned: Final report - USAID (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4SQ6VP6A 2405685:XN24ZV8L 4656463:XETCQ946

EGRA Toolkit - USAID (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:BJTZCDIF 2486141:MKPBRC7K

Global Health | Malawi | U.S. Agency for International Development - USAID (2022)
Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.
KerkoCite.ItemAlsoKnownAs: 2339240:UPMFQ54I 2405685:9QFUUNDN

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W

Improving Education Opportunities USAID Senegal Fact Sheet - USAID (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:BVBHJWJC

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

MALAWI NATIONAL READING PROGRAM BASELINE ASSESSMENT - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3K76PDGT 2405685:ZVFGHAT3

Malawi Teacher Professional Development Support Program: Baseline Report - USAID (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UVTM7PAJ 2405685:ECQAAQQY

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

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

Philippines: National Demographic and Health Survey - USAID (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:QZ78I9H4

Policy Linking for Measuring Global Learning Outcomes | Education Links - USAID (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)
KerkoCite.ItemAlsoKnownAs: 2339240:VGYD2PE3 2405685:ZJJI7DL8

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID
KerkoCite.ItemAlsoKnownAs: 2405685:AG6FD5TP

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRIY7HU 2405685:27ZC4L9G 2405685:AG6FD5TP

STATcompiler: the DHS Program - USAID
EdTechHub.ItemAlsoKnownAs: 2405685:84EUXH2V

Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili - USAID (USAID, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:KJYBBRS7 2405685:N8ZCBCKQ

Taonga Market Programme Review - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:EYIXUSM9 2405685:WX47KHBN

Technology for Data Collection Processing and Communication for EiE - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:JDJWH7C6 2405685:48HNFCIV

Technology Tools for Teaching and Training Results - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y

The DHS Program - Quality information to plan, monitor and improve population, health, and nutrition programs - USAID
KerkoCite.ItemAlsoKnownAs: 2339240:BHY4QX87 2405685:FVDKQIM6

The Gender Digital Divide Primer - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9UXIMZC8 2405685:DNT2MGDX

USAID Advancing Nutrition Gender Equality Strategy (August 2019) - USAID (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9LTYMFLE 2405685:4NTVT6MU

USAID Announces $74 Million for Early Grade Reading in Malawi | Press Release - USAID (U.S. Agency for International Development, 2022)
The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of $74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than $136 million in Malawi’s early grade reading efforts.
KerkoCite.ItemAlsoKnownAs: 2339240:VVQUGZN4 2405685:MGLZTU2M

USAID digital strategy - USAID (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC

USAID Digital Strategy - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H

USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8P3HQYW 2405685:55JTUQBV
Keywords: ⛔ No DOI found

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.
Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4

Urubuto - Urubuto
EdTechHub.ItemAlsoKnownAs: 2405685:VFCIHSTJ

EdTech in Liberia: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652130 previousZenodoArchiveID: 3830953 previousshortDOI: 10/ghgk68 previousDOI: 10.5281/zenodo.3830953 shortDOI: 10/ghgk68 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3830953 10.53832/edtechhub.0033 10/ghgk68 2339240:XCBTX2XL 2405685:2HM2SBVM 2405685:FU7Z8QM7
Keywords: C:Liberia; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Senegal: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652140 previousZenodoArchiveID: 3936687 previousshortDOI: 10/ghgnd2 previousDOI: 10.5281/zenodo.3936687 shortDOI: 10/ghgnd2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3936687 10.53832/edtechhub.0037 10/ghgnd2 2339240:EHTSKIBR 2339240:YQHNWNMB 2405685:5P5HVP47 2405685:BBP57X2K 2405685:SKFMQF3F 2405685:XI5PXVB3
Keywords: C:Senegal; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; pu

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub, 2020)
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
previousDOI: 10.5281/zenodo.3958080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 10.5281/zenodo.5651111 2339240:3DJBGPQM 2339240:AWK2HEZ5 2405685:IJGQTHH9 2405685:UMZVQ4TV 2405685:ZEDSYPGH
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted

THE FUTURE OF LEARNING AND TECHNOLOGY IN DEPRIVED CONTEXTS - Unwin, Tim; Weber, Mark; Brugha, Meaghan; Hollow, David
This report addresses the future of basic education, Information and Communication Technologies (ICT) use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017.
KerkoCite.ItemAlsoKnownAs: 2339240:RPHPREMU 2405685:X363WY8D
Keywords: GENERAL - to be categorised; Google Scholar/ "refugee education" ICT

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (United Nations Educational, Scientific and Cultural Organisation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U63GPTMY 2405685:BAMFTKM9
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…
KerkoCite.ItemAlsoKnownAs: 2339240:IK5SDRGN 2339240:JTDGHA3K 2405685:D22ZXDPG 2405685:UNZYXGC6
Keywords: ___working_potential_duplicate

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684287 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684287 2339240:EXUHD2R4 2405685:VFERK5JK
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DT5Q8T2B 2405685:JDSSXW7Q

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
ZenodoArchiveID: 4684361 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684361 2339240:SL23268I 2339240:VTWI3GZJ 2405685:UF3XJXGS 2405685:UXHEIEWM 2405685:ZA9RWW28
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
ZenodoArchiveID: 4684355 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684355 2339240:29LWMJ9W 2339240:FE9TLJQM 2405685:AX8D5YK2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:UW2H22R7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5BNC9GH2 2405685:FFCQB35X
Keywords: ⛔ No DOI found

Digital learning management systems in Africa: myths and realities - Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente; Eduardo, Feliciana; Muianga, Xavier (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.
shortDOI: 10/cdqw26 KerkoCite.ItemAlsoKnownAs: 10/cdqw26 2339240:RR3PWQF9 2405685:MUXPSWA7
Keywords: Africa; ICT; LMS; OER; universities

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

Thoughts on “Education and digitisation in development cooperation” - Unwin, Tim (Tim Unwin's Blog, 2020)
Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…
KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)
There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680510500094124 Extra URL: https://doi.org/10.1080/02680510500094124 KerkoCite.ItemAlsoKnownAs: 10.1080/02680510500094124 2339240:KKN62XAA 2405685:JJX3EQD5
Keywords: Africa; Education policy; ICT; Teacher training

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL

Interventions to enhance girls' education and gender equality: Education rigorous literature review - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GSN37EPX 2405685:MJFFTV6X

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.
Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ

Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 28 Feb 2023 (Issued 30 Aug 2022) - Pakistan | ReliefWeb - UNOCHA
Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:UM9GME2G 2405685:LYGUKW69

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:NBK24VDH 2405685:XPEQD9HC

Unlocking Talent - Unlocking Talent (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VGLYSWAB 2405685:7RUAVAA4

Unlocking Data - Unlocking Data Initiative
KerkoCite.ItemAlsoKnownAs: 2339240:LYUI7GV5 2405685:UB5R9LZS

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HAKTFJKU 2405685:YPE9D2W3

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.
KerkoCite.ItemAlsoKnownAs: 2339240:FR7DD5E8 2405685:8Z2L4L66

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYEUR4P3 2405685:PUAUNHCB

POSTGRADUATE PROGRAMMES SEPTEMBER 2022 INTAKE - University of Malawi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FM6Y39Y5 2405685:TRJIVM2S

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education
KerkoCite.ItemAlsoKnownAs: 2405685:R4GFQN8W
Keywords: auto_merged

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education
KerkoCite.ItemAlsoKnownAs: 2405685:R4GFQN8W

The OER4Schools Professional Learning Resource - University of Cambridge (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:8ZWGJ8CR 2405685:TTUA28K9

Université virtuelle du Sénégal – Première université publique numérique de l'Afrique de l'ouest - Université virtuelle du Sénégal (Université virtuelle du Sénégal)
Library Catalog: www.uvs.sn KerkoCite.ItemAlsoKnownAs: 2339240:PYVIWMI4 2405685:MTG5GG4A

Final Report - SENEGAL - Universalia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:QHLV2XP3

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9

Teacher Professional Development Programme Document - Universal Basic Education Commission
KerkoCite.ItemAlsoKnownAs: 2405685:GNX3ICBJ

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)
Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B

Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science - Univeristy of Virginia (ScienceDaily, 2009)
Implicit stereotypes – thoughts that people may be unwilling to express or may not even know that they have – may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.
KerkoCite.ItemAlsoKnownAs: 2339240:SQGPCWLJ 2405685:TMHVFA4Z

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

National Education Act 1997 (amendment) - United Republic of Tanzania (1995)
KerkoCite.ItemAlsoKnownAs: 2339240:XAA5X274 2405685:4FJUDM29

Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:LK47KEHG

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:HLN23XCE

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (United Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP
Keywords: ___working_potential_duplicate

Human Development Reports - United Nations Development Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D

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

COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service - United Nations (2020)
United Nations Coordinated Appeal
KerkoCite.ItemAlsoKnownAs: 2339240:6L8T5JQV 2339240:SI6TT82I 2405685:DX87BM74 2405685:ELV5KYMH 4803016:BX5E3VYI 4803016:D5GYWTC7
Keywords: ___working_potential_duplicate

Gateways to Public Digital Learning - United Nations (United Nations, 2023)
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:SAJHETWJ 2405685:2P8S8N6F

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations (Department of Economic and Social Affairs: Sustainable Development)
KerkoCite.ItemAlsoKnownAs: 2339240:5B3NT6UP 2405685:CAPAQP9C

Goal 4 .:. Sustainable Development Knowledge Platform - United Nations
EdTechHub.ItemAlsoKnownAs: 2405685:G8M6YSGX

Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members - United Nations (Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members)
2015 - Time for Global Action for People and Planet
KerkoCite.ItemAlsoKnownAs: 2339240:REGHF52F 2405685:KQMD7EYV

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2

Roadmap for Digital Cooperation - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB

UN Flagship Report Disability. - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.
Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5

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

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N

COVID-19 and Its Implications for Protecting Children Online - UNICEF; UNESCO; WHO; UNODC; ITU; End Violence Against Children; We Protect Global Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9

Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out - UNICEF; UNESCO Institute for Statistics (UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K

How many children and young people have internet access at home - UNICEF; ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action
KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Government of Tanzania; UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2405685:IRZRMTPE

Education Budget Brief 2020 - UNICEF; Government of Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VZC69B9F 2405685:I3S7FDS3
Keywords: ⛔ No DOI found

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TZYPTSNX 2405685:C5ESTBMZ

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

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

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021
KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW
Keywords: F: Helpdesk response; _r:AddedByZotZen

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT
Keywords: F: Helpdesk response; _r:AddedByZotZen

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.
KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan
KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU

UN Convention on the Rights of the Child (UNCRC) - UNICEF UK (Unicef UK)
The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world.
KerkoCite.ItemAlsoKnownAs: 2339240:DZESL9GA 2405685:SHMBD9ZT

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