SSAMS - SSAMS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WQPVWNYV 2405685:TEPKSTVC

Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children's internet use and outcomes - Stoilova, M.; Livingstone, S.; Khazbak, R. (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6EVYCKBZ 2405685:7VBGU59I

Sunbird - Sunbird (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KWNV5KHW 2405685:9ZDBQZW8

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.
KerkoCite.ItemAlsoKnownAs: 2339240:NQYY6PUR 2405685:ZCBI9SUI
Keywords: ⛔ No DOI found

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.
KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v15i1.16937 2339240:A4FKY9HP 2405685:4K8W84RI

Syafunda Digital Library - Syafunda (Syafunda, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GL857VQ8 2405685:39F7D2XS

T4 Insights Report: World's largest teacher post-Covid-19 - T4 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:72JBFMAQ 2405685:VCPYXYC2

Gendered Impacts of COVID-19 on Higher Education in Cambodia: Perspectives of Female Lecturers and Students - Tann, Boravin; Tuy, Sophorn (Gender and Human Rights in The Context of Covid-19 Pandemic: Findings from Four Countries, 2021)
0 citations (Crossref) [2024-04-29] Institution: Koninklijke Brill NV KerkoCite.ItemAlsoKnownAs: 10.1163/1570-6664_iyb_SIM_org_39387 2339240:LFJH6AUM 2405685:VAJLGNBN
Keywords: ⛔ No INSPIRE recid found

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

Building Resilient Education Systems: A Rapid Review of the Education in Emergencies Literature - Tarricone, Pina; Mestan, Kemran; Teo, Ian (Australian Council for Educational Research, 2021)
The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-639-0 2339240:MBDBTMKX 2405685:G9BYVZHN

Flexible strategies for ensuring quality learning outcomes in education in emergencies (NEQMAP 2021 thematic review) - Tarricone, Pina; Teo, Ian; Mestan, Kemran; Sundarsagar, Kris; Killimangalam, Ashtamurthy; Abd Razak, Nordin (International Education Research, 2021)
The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. The range of flexible learning strategies identified in this review focused on: enhancing system level processes to ensure quality learning outcomes; streamlining the curriculum; utilising a range of student assessment and monitoring approaches; improving inclusion and equity for vulnerable learner groups; and supporting school leaders and teachers using education tools and resources, professional development courses, and support networks.
Publisher: United Nations Educational, Scientific and Cultural Organization KerkoCite.ItemAlsoKnownAs: 2339240:Y44U25U8 2405685:B2STUPZ6
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (2021)

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MBS83S74 2405685:M6FU72GG

Teacher Deployment Protocol - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YHSCP3RW 2405685:6D9F755H

Technical Report on Teacher Deployment - Teaching Service Commission (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q4WTX5XU 2405685:59NJRPWV

Teachers and Teaching in Sierra Leone - The World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:346EVURZ 2405685:I5ZDCPFW

The Global Report on the Status of Teachers 2021 - Thompson, Greg (2021)
The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed]
OCLC: 1294427345 KerkoCite.ItemAlsoKnownAs: 2339240:P7UV6GX6 2405685:GXZIVFUX

Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland - Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs (International Journal of Psychology, 2021)
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12728 KerkoCite.ItemAlsoKnownAs: 10.1002/ijop.12728 2339240:38N2MJS4 2405685:GEGK86LW
Keywords: COVID-19; Distance learning; Learning progress; School achievement; School closures

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

Tsugi - Tsugi (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2TJABVDQ 2405685:GEH3A8N4

What is Interactive Voice Response (IVR?) Definitions and Benefits. - TTEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NKW57528 2405685:VF469FPB

What we know about the gender digital divide for girls: A literature review - Tyers-Chowdhury, Alexandra; Binder, Gerda (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I6PWKQXN 2405685:YXQRTSSA

The National Funding Formulae for schools and high needs – 2022-23 - UK Department for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YZD5CLHY 2405685:3ZMRG492 4656463:QYFUZA2M

School workforce in England, Reporting Year 2020 - UK Government (2021)
This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England. Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included. The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic. Coronavirus (COVID-19): Change to statistics To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's education settings survey. Specific guidance can be found within affected sections of this statistic.
KerkoCite.ItemAlsoKnownAs: 2339240:V4JNURZK 2405685:AARN4AJQ 4656463:2DTJRBXV

Data sharing agreements - UK Information Commissioner's Office (2021)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:KR74YVJ2 2405685:NDIMW83H

Country Gender Equality Profile Viet Nam 2021 - UN Women (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:3GXHKDY5 2405685:PAY2R8RK

Review Report on the Implementation of the National Strategy on Gender Equality (NSGE) 2011-2020 - UN Women (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:SMUCIVHE

Technology and Innovation Report 2021: Catching Technological Waves Innovation with Equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

Sustainable Development Cooperation Framework 2021–2025 - UNDP (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PBYPE6CD 2405685:XPAK3XCQ

Show me the data: Leveraging digital tools for Nepal’s COVID response - UNDP SURGE (Medium, 2021)
UNDP Nepal joined hands with the Accelerator Labs and SURGE Data Hub to assess the impact of COVID-19 in Gandaki Province
KerkoCite.ItemAlsoKnownAs: 2405685:LY6VBCGI

A snapshot of educational challenges and opportunities for recovery in Africa - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEZLGCRU 2405685:U277VM6A
Keywords: ⛔ No INSPIRE recid found

Background information on education statistics in the UIS database - UNESCO (UNESCO Institute of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX

COVID 19, Technology-based Education and Disability: The case of Bangladesh - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5B34JWFZ 2405685:7K7JA456

Handbook for interactive audio instruction: Planning and implementing radio lessons in sub-Saharan Africa - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDH9N8QZ 2405685:26WIARR2
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

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R

Strengthening education management information systems for increased resilience to crises: A synthesis of case studies - UNESCO (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QKU6TYXM

The digital learning turn in Africa: The role of local ecosystems - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8QQC6RMJ 2405685:96BH5E3W
Keywords: ⛔ No INSPIRE recid found

The integration of Education Management Information Systems (EMIS) with other information systems - UNESCO (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ
Keywords: C:LMIC

Malawi: Education Statistics - UNESCO Institute for Statistics (2021)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK

The Use of Learning Assessment Data. Ghana - UNESCO Institute for Statistics (UIS, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V6M9FYDV 2405685:Q8QGX967

UIS Statistics - UNESCO Institute for Statistics (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI

Data centre - UNESCO-UIS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U

Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KL4BMB6C 2405685:2UX5E4SB

Pakistan Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4GSG5KEM 2405685:MJM5NJKK

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work
KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning
KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children
KerkoCite.ItemAlsoKnownAs: 2339240:T7FCGJBW 2405685:GHE9QHPU

Education: Giving every child the right to education - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RCI9IIDH 2405685:AT8JDYZL

Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I4DIY8UM 2405685:NCTNEYTY

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CNN3BQT 2405685:PTCCZDKR

How Shahnaz became Mohammed Saleem so she could study - UNICEF (2021)
With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded
KerkoCite.ItemAlsoKnownAs: 2339240:DT724KCC 2405685:N3N58A9G

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

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

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

Pakistan Annual Report 2020 - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QMUFEZ69 2405685:WCQ4N9GG

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom
KerkoCite.ItemAlsoKnownAs: 2339240:TVKEZZH8 2405685:N82S7THH

Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes - UNICEF (2021)
Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe
KerkoCite.ItemAlsoKnownAs: 2339240:VJMX74YK 2405685:5Q7XW87N

Reimagining Girls' Education - UNICEF (2021)
Solutions to Keep Girls Learning in Emergencies
KerkoCite.ItemAlsoKnownAs: 2339240:5BT5RMVJ 2405685:CPLL4QU6

Reopening with Resilience: Lessons from remote learning during COVID-19 - UNICEF (UNICEF Office of Research - Innocenti, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V5HXX64Y 2405685:U6VFUV5G

SEA-PLM 2019 Latest Evidence in Basic Education Boys’ and Girls’ Learning in 6 Southeast Asian Countries - UNICEF (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P2L5M3KX 2405685:MPYTARYK
Keywords: ⛔ No INSPIRE recid found

Situational Analysis on Digital Learning in Indonesia - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2339240:G35N8PXX 2405685:RZ4IXFCP 2405685:YNI7AT77
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

The Case for Better Governance of Children’s Data: A Manifesto - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7GEM65T2 2405685:Y7BQTTLM

The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CH7FKL4R 2405685:LWHC49W9
Keywords: ⛔ No INSPIRE recid found

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all
KerkoCite.ItemAlsoKnownAs: 2339240:463I9Y7Q 2405685:WS4TG3Q5

E-learning Strategy - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9

Education: Annual Report 2020 - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GTHJZUJ 2405685:VVMSF86T

Learning Passport Launched in Sudan - UNICEF Sudan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI

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

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

Viet Nam Sustainable Development Goal Indicators on Children and Women Survey 2020–2021: Mass Media, Communications and Internet - UNICEF; General Statistics Office of Viet Nam (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:BFNNPWXD

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

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

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

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

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

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

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

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

The current level of competence of schoolteachers on how to use cloud technologies in the educational process during COVID-19 and the Russian-Ukrainian war - Vakaliuk, Tetiana; Spirin, Oleg; Antoniuk, Dmytro; Medvedieva, Mariia; Osova, Olha; Novitska, Inesa (Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology, 2021)
During the period of total lockdown, teachers had to move to distance learning to organize a continuous educational process, which is not possible without the active use of modern information and communication technologies, including cloud services. Because of this, at the beginning of the pandemic, Zhytomyr Polytechnic State University conducted several free distance online courses for teachers, which included studying the possibilities of using cloud technologies in teaching in a pandemic. Somewhat later, some secondary schools in Zhytomyr expressed a desire to take the same courses, but in person. 98 teachers of schools of the city of Zhytomyr were covered by training on courses “Cloud technologies in the educational process in the conditions of quarantine”. After face-to-face courses, teachers in Zhytomyr schools have significantly increased their competence in the use of cloud technologies in the educational process in the context of the COVID-19 pandemic. Not only has their level increased in general, but the horizons regarding the variety of cloud services that should be used in distance learning have expanded. Course training, organized according to scientifically sound methods, helps to increase the motivation of students (teachers) to self-study, as well as to the future use of cloud technologies in the educational process. The two-year pandemic and the start of a full-scale war between Russia and Ukraine contributed to the fact that teachers of secondary schools began to actively engage in self-education and self-development. If earlier (at the beginning of the pandemic) it was difficult for teachers to switch to online learning, then with the outbreak of war, teachers were already ready to use various online tools in their practice. As the study showed, all the interviewed teachers continued their self-education in different ways, studied a large number of services that can be used in the educational process, and provided the authors with ideas for further expanding the courses according to their desires, which should be used in the educational process. It should be noted that it is important that all the respondents unanimously approved that they use the acquired competencies in their professional activities during the period of Russian aggression. In addition, in additional comments, teachers noted that among their acquaintances there are many teachers who want to take such courses since at one time they had no desire or motivation.
KerkoCite.ItemAlsoKnownAs: 10.5220/0012066300003431 2339240:HESKGASH 2405685:5MU7CCH4

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends - Van Schoors, Rani; Elen, Jan; Raes, Annelies; Depaepe, Fien (British Journal of Educational Technology, 2021)
Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. Practitioner notes What is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation. There is a wide variety of DPL tools with different adaptive dimensions. Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains. What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL. Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element. Insight into the impact of DPL taking into account study design and outcome indicators. Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice. Concrete suggestions for future research are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13148 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13148 2339240:YZ9DIDAF 2405685:UARVNXGN
Keywords: adaptive learning; adaptive technology; digital personalised learning; educational technology; systematic review

Endogenous development in Lao PDR in the era of globalization: Contrastive case studies of external assistance for a sustainable rural development path - Vongxay, Phonemany; Suzuki, Noriyuki (Journal of Mekong Societies, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BTI5HE6I 2405685:JET5AWJ9
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Case Study: Sisters for Sisters’ Education - VSO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:RG2TTDYG 2405685:ITHDIVKP

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:I252ES6E 2405685:IYMV8VDP

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GMGJ794Z 2405685:YNE5QGG7

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13047 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 2339240:7RAS7H3N 2405685:MVRBU5UB
Keywords: Tanzania; cost effectiveness; educational television; mathematics

Measuring the Impact of COVID-19 on Learning in Rural Kenya’ by Whizz Education (April 2021 - Whizz education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:3A29VK33 2405685:MP8QB9LZ

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta (American Economic Association, 2021)
While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.
KerkoCite.ItemAlsoKnownAs: 10.1257/rct.6118-1.4000000000000001 2339240:35CNTCTC 2405685:A3B8URQN

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SA6TMDDV 2405685:869WDDDL
Keywords: ⛔ No DOI found

Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana - Wolf, Sharon; Aurino, Elisabetta; Suntheimer, Noelle; Avornyo, Esinam; Tsinigo, Edward; Jordan, Jasmine; Samanhyia, Soloman; Aber, J Lawrence; Behrman, Jere R (Consortium for Policy Research in Education (CPRE), 2021)
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.
KerkoCite.ItemAlsoKnownAs: 2339240:IHPERKZR 2405685:Z7A2W9D6
Keywords: ⛔ No DOI 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

Access to electricity (% of population) - Sub-Saharan Africa | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CVGJ4HKR 2405685:7D3MAR35

Actuemos ya para Proteger el Capital Humano de Nuestros Niños : Los Costos y la Respuesta ante el Impacto de la Pandemia de COVID-19 en el Sector Educativo de América Latina y el Caribe. - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8BGKS5BP 2405685:7QTA3QSU

Bangladesh - Overview - World Bank (World Bank, 2021)
The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly $26 billion in grants and interest-free credits to Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:9GAMGSVG 2405685:RUP3LCB2

Cambodia Country Profile - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B2H7C4JF 2405685:CMYC4E9W

Development Projects : Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (World Bank, 2021)
Development Projects : Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - P173407
KerkoCite.ItemAlsoKnownAs: 2339240:6XEIKV5D 2405685:X9W9SNBZ
Keywords: ⛔ No INSPIRE recid found

Development Projects : Sierra Leone Free Education Project - P167897 - World Bank (World Bank, 2021)
Development Projects : Sierra Leone Free Education Project - P167897
KerkoCite.ItemAlsoKnownAs: 2339240:LFUH26HS 2405685:GZU9SWN9

Digital technologies in education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYQYJ7CD 2405685:XJFUKGMR

GDP per capita (current US$) | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SU7RTRS5 2405685:DWIEX6VJ

GDP per capita (current US$) - Malawi | Data - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXZG4ANK 2405685:VUM5AGV3

Girls education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K48JVUER 2405685:7JY3TDUN

Girls education - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VSSYE2T 2405685:S3MXCJY8

Human Capital Project - World Bank (2021)
The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.
KerkoCite.ItemAlsoKnownAs: 2339240:BTCFQ5AH 2405685:4GEV8ITE

Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ARRPM4JP 2405685:B9E9UBBB

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

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

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

Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth - World Bank (World Bank, 2021)
The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem
KerkoCite.ItemAlsoKnownAs: 2339240:F9MIWM7B 2405685:6ZM5SVJE

Malawi Overview - World Bank (World Bank, 2021)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.
KerkoCite.ItemAlsoKnownAs: 2339240:JPCM7M8E 2405685:ZFIJNHAT

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:P7XWBIFX 2405685:28VJ9MRA

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

Population ages 0-14 (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QGQ9PZAD 2339240:R4T4RZYH 2405685:6VPIRD86 2405685:BS9S34JU

Population ages 15-64 (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2JJF4R 2405685:5NXMIQQ7

Population growth (annual %) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:56YJRP9F 2405685:GTPKXNXJ

Population growth (annual %) - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8KHUQBA8 2405685:R6CMAJQN

Population, total - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HXP4NC9X 2405685:FY2PMI2Y

Population, total | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:C4C8XEF9 2405685:IDA67HP9

Population, total - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q6Z5SVEF 2405685:FEM79MKN

Report on Education Crisis in Latin America and the Caribbean: Urgent Action is Needed to Address the Enormous Education Crisis in Latin America and the Caribbean - World Bank (The World Bank, 2021)
Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean.
KerkoCite.ItemAlsoKnownAs: 2339240:KYLHSKFL 2405685:IPTWDKD4

Rural population (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDAAYFPJ 2405685:3K9WFJ7B

Rural population (% of total population) | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IZKV8UX5 2405685:KKXBML6W

School enrollment, primary (% net) - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:23A3R2N9 2405685:WCD9B49P

School enrollment, secondary (% net) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2E6RZ789 2405685:V7GDFZV7

Secondary education, pupils - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KTBRX27R 2405685:F2U9JVYV

Secondary education, pupils (% female) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KPLXFGAC 2405685:LDBMGJIF

Secondary education, teachers - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UDK7XP58 2405685:EKHHRCF2

Secondary education, teachers, female - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EB4PD5EG 2405685:LB4ZKJHT

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 2405685:4KSNK63S 4556019:BHQLRIPR
Keywords: _C:Sierra Leone

The Urgent Need to Focus on Foundational Skills - World Bank (2021)
The urgent need to focus on foundational skills
KerkoCite.ItemAlsoKnownAs: 2339240:6SWW2M8X 2405685:X8SFP7AT

There will be no recovery without empowered, motivated and effective teachers - World Bank (2021)
There will be no recovery without empowered, motivated and effective teachers
KerkoCite.ItemAlsoKnownAs: 2339240:A5HPTSYV 2405685:RH6KQCUY

Thinking inside the "Box": Pakistan turns to education TV during Covid-19 - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NSUIHXSL 2405685:4JZ63KJI

Trained teachers in primary education (% of total teachers) - Ghana | Data - World Bank (The World Bank Open Data, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FZSPCLGY 2405685:WG6VWPK4

World Bank Open Data portal - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B72R4M6V 2405685:G9KNEYVM

World Development Indicators - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:76GX39L8 2405685:2QBLXZAJ

Education Finance Watch 2021 - World Bank; UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IH8UXUCR 2405685:QQ5SXSCG

The State of the Global Education Crisis: A Path to Recovery. - World Bank; UNESCO; UNICEF (2021)
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."–The World Bank website
KerkoCite.ItemAlsoKnownAs: 2339240:2XRTUYDC 2339240:LTHF5A7Z 2339240:YVUFRD28 2405685:6VY4DUDI 2405685:D4UWQ8K9 2405685:ZPIAXKQS

The Global Cost of Inclusive Refugee Education - World Bank; UNHCR (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1596/35238 2339240:K5ZC573B 2405685:ILJJ7SF3

6 Data Policy Issues Experts Are Tracking Right Now - World Economic Forum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NH8HP834 2405685:2WCIVPEY

World Hearing Day - World Health Organization (2021)
Statement by Dr Poonam Khetrapal Singh, WHO Regional Director for South-East Asia
KerkoCite.ItemAlsoKnownAs: 2339240:TVEXWZA5 2405685:NZCC38FE
Keywords: ⛔ No INSPIRE recid found

Bangladesh - World Inequality Database (WID - World Inequality Database, 2021)
Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.
KerkoCite.ItemAlsoKnownAs: 2339240:QDDJSFXN 2405685:NF7Q3FVW

Countries by Density - World Population Review (World Population Review, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QLHYHSIQ 2405685:S4R4KANR

Bangladesh Population (2021) - Worldometer (2021)
Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock
KerkoCite.ItemAlsoKnownAs: 2339240:6KUWCRCQ 2405685:2LS69KMG

Population by Country - Worldometer (World Population Review, 2021)
List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.
KerkoCite.ItemAlsoKnownAs: 2339240:SI7BVSX4 2405685:A3INEC8H

International Handbook on Education in South East Asia - Ximenes, Pedro Barreto (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2S9UHS4C 2405685:E5AUNS9T

How Much Does Universal Digital Learining Cost? - Yao, Haogen; Brossard, Matt; Mizunoya, Suguru; Nasir, Bassem; Walumgembe, Patrick; Cooper, Rachel; Rafique; Reuge, Nicolas (UNICEF Office of Research - Innocenti, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FRKJIUZJ 2405685:ZUEAQXF9

Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences Amid the Covid-19 Pandemic - Yeşi̇Loğlu, Sevinç Nihal; Gençer, Sinem; Eki̇Ci̇, Funda; Işik, Burcu (Journal of Turkish Science Education, 2021)
With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup.
KerkoCite.ItemAlsoKnownAs: 2339240:DSRLDWSX 2405685:UGUM9APX
Keywords: ⛔ No DOI found

COVID-19 could reverse two decades of progress: Emerging policy recommendations to support young people in developing countries - Young Lives (Young Lives, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:99CVVYHF 2405685:SAA7C9VV

Blended Learning in Universities in East Africa: Lessons from the PEBL Partnership - Young, John; Nzegwu, Dr Femi; Schaeffler, Dr Veronika; Khandoker, Fiona; Calamassi, Sara; Perris, Dr Kirk; George, Dr; Ikiara, Dr Lucy (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JLFHYFLF 2405685:4A39VGZ8
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Special education teachers’ perceptions toward online learning during the Covid-19 pandemic - Yunita, Vania Martha; Sunardi, Sunardi; Kristiyanto, Agus (JPI (Jurnal Pendidikan Indonesia), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WGMWMERT 2405685:3RZ2MMSM
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

After COVID-19, let’s reimagine education in Kenya - Zaman, Maniza (2021)
Digital learning should be part of a basic package of essential services for every child
KerkoCite.ItemAlsoKnownAs: 2339240:YEMKMSZT 2405685:4TIDEWQM

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

Teacher Turnover in Rwanda - Zeitlin, Andrew (Journal of African Economies, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2339240:MK8XIA4D 2405685:XX2WB7E8

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning - Zhu, Xia; Chikwa, Gladson (Open Praxis, 2021)
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.13.1.1154 2339240:QGE68QAY 2405685:24EKHU7N
Keywords: Distance Education; Educational Development; Educational Technology; Faculty Development; Foreign Countries; Higher Education; International Cooperation; Lifelong Learning; Open Education; Partnerships in Education; Sustainable Development

Bunga Rampai Pendidikan Anak Usia Dini - Hasbi, Muhammad; Merysa; Abidin, Zaenal; Oktavianingsih, Eka; Zatalini, Rinia; Mabrur, Hidayatul; Sobiatin, Eka; Rahayu, Dita; Adhitya, Yusuf; Somantri, Cecep; Nurhasanah, Nia (2020)
Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister.
KerkoCite.ItemAlsoKnownAs: 2405685:CBH3ZX24

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. - Ngari, Prof Fr Stephen Mbugua; Ndung’u, Stephen W. (Editon Consortium Journal of Educational Management and Leadership, 2020)
This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.51317/ecjeml.v1i1.192 2339240:UELFBQUK 2405685:QLGP6X6I
Keywords: COVID-19 Pandemic; Disaster Management; Education Sector; Preparedness

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

Good teaching is inclusive for all, so why focus on marginalised adolescent girls? - Reilly, Anita (The Education and Development Forum (UKFIET), 2020)
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]
KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE

Brazil faces hard spending choices in 2021 - Economist (The Economist, 2020)
The poor received huge welfare payments during the pandemic. These may soon dry up
KerkoCite.ItemAlsoKnownAs: 2339240:NSSWWKMS 2405685:63DDX3X9 4656463:9LCCY4W5

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

EdTech Hub Quarterly Report October to December 2020 - EdTech Hub Team (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5X7TAC2B 2405685:5X7TAC2B;10.5281/zenodo.4354796

Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison - Zaccoletti, Sonia; Camacho, Ana; Correia, Nadine; Aguiar, Cecília; Mason, Lucia; Alves, Rui A.; Daniel, João R. (Frontiers in Psychology, 2020)
The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.592670 2339240:L5M5JUA5 2405685:FWQDPYDT

Vietnam: All about temporary residence registration under the new Law applied from July 1, 2021 in Hanoi, Vietnam - Hai, Le (Tin tức pháp luật, 2020)
On November 13, 2020, the National Assembly of Vietnam issued the Residence Law 2020, which has many new regulations on residence, such as changes in procedures for temporary residence registration.
KerkoCite.ItemAlsoKnownAs: 2339240:I99TDWTZ 2405685:XVW9AKPK

How much can we generalize from impact evaluations? - Vivalt, Eva (Journal of the European Economic Association, 2020)
Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.
KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2339240:J3MPP6XB 2405685:YYF627JV 4656463:DTMZCLPN

Is 2020 a lost academic year? The impact of COVID-19 on education in eastern Africa: a case study of Kenya - Cordeiro, Vanessa Cezarita (Humanium, 2020)
Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:UWXR4FT2 2405685:IAQMB7MN

Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems - OECD (OECD Publishing, 2020)
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ

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

Distance learning during COVID-19 crisis: Primary and secondary school parents experiences in Kenya - Mabeya, Mary Theodorah (East African Journal of Education Studies, 2020)
The COVID-19 disease outbreak in 2020 was declared by the World Health Organization as a Public Health Emergency (PHEIC). Human symptoms of the Coronaviruses among others are commonly spread through droplets (coughing) and close personal unprotected contact with an infected person through toughing. Based on the speed at which the disease spreads, learning institutions were distinguished as high-risk areas with prospective of exposing both learners and instructors the spreading the virus. This had a serious effect on the academic programs in all learning institutions worldwide where learning was abruptly discontinued and all students and instructors send home. The Government of Kenya (GOK) through the President’s directives suspended all learning institutions as one of the measures taken by the Ministry of Health to mitigate the spread of COVID-19. This affected the learning since most of the schools had not even started their syllabus that academic year. Alternative measures to ensure that curriculum implementation progressed well; various mechanisms were suggested including remote learning which was actualised in some instances. Virtual lessons and Open and Distance e-learning (ODeL) has mainly been adopted by institutions of higher learning (colleges and universities) globally in offering online classes. However, this was not the case in many public primary and secondary institutions where the common form of learning involves a very interactive physical relationship between teachers and their learners in classrooms. In Kenya, since all institutions of learning were closed as a result of the breakout of the COVID-19 pandemic, the Ministry of Education (MOE) opted for remote learning across the country. Research results from Rangwe Sub-county have shown that most learners have not benefited much from the online classes due to the network and other related challenges reported in this paper. This has created education inequity since parents who have children in private schools and those from well of backgrounds are the ones enjoying distance learning programmes offered. The research has also found out that parents did no proper supervision to ensure that their children were committed in their studies in remote settings. Lack of supportive infrastructure (electricity and internet network access) limited children participation in distance learning programmes in Rangwe Sub-county. The paper recommends that government to properly educate parents, teachers and learners on modalities of distance and remote learning programmes. There is need for government to provide children from disadvantaged families with technological appliances to enable them to participate in distance education.
KerkoCite.ItemAlsoKnownAs: 10.37284/eajes.2.1.249 2339240:3ZQNG2G4 2405685:9GSBVQEX

Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective - Coman, Claudiu; Țîru, Laurențiu Gabriel; Meseșan-Schmitz, Luiza; Stanciu, Carmen; Bularca, Maria Cristina (Sustainability, 2020)
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identiﬁed in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these ﬁndings, research implications for universities and researchers are discussed.
KerkoCite.ItemAlsoKnownAs: 10.3390/su122410367 10/gjx2tc 2339240:J5IZQCNQ 2405685:5FV7SCKV

DepEd Malaybalay Expands Radio-Based Instruction (RBI) to Formal Education - Department of Education, Division of Malaybalay City (DepED, Division of Malaybalay City, 2020)
In the face of the current COVID-19 crisis that the country is facing right now, the Department of Education’s topmost priority is to ensure the health, safety and well-being of our learners while …
KerkoCite.ItemAlsoKnownAs: 2339240:U4UMKGX3 2405685:R76C5D2H
Keywords: ⛔ No INSPIRE recid found

Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 - MoE (Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QEU82LB4 2405685:6AMSJQTC

Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 - MoE (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XHUT23N9 2405685:MWK38D4Z

Gender, power and progress: How norms change - ALiGN (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ

Texting Parents about Early Child Development: Behavioral Changes and Unintended Social Effects - Barrera, Oscar; Macours, Karen; Premand, Patrick; Vakis, Renos (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9492 2339240:R5IIXYTZ 2405685:JYCH7N3U

Gender, power and progress: How norms change - Harper, Caroline; Marcus, Rachel; George, Rachel; D'Angelo, Sophia; Samman, Emma (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:YDVGSX2F 2405685:B4R3KPXD

Bangladeshi children share experiences of remote learning and the challenges they face - Chowdhury, Iftikhar Ahmed (UNICEF, 2020)
Students call for safe reopening of schools to prevent further disruption to their education
KerkoCite.ItemAlsoKnownAs: 2339240:TMRAA7AA 2405685:PLS9WNYX

TheoryOn: a design framework and system for unlocking behavioral knowledge through ontology learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS
Keywords: ___working_potential_duplicate

Adolescent problematic internet use and parental mediation: A Bangladeshi structured interview study - Chandrima, Rubaiya Matin; Kircaburun, Kagan; Kabir, Humyon; Riaz, Baizid Khoorshid; Kuss, Daria J.; Griffiths, Mark D.; Mamun, Mohammed A. (Addictive Behaviors Reports, 2020)
Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6%) were classified as having a severe dependency on the internet (cut-off score of >80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.abrep.2020.100288 2339240:JINXJ99U 2405685:39YEHSPC
Keywords: Bangladeshi adolescence; Internet addiction; Internet use behaviors; Parental mediation; Problematic internet use

An overview of mobile learning for refugee students: Juxtaposing refugee needs with mobile applications’ characteristics - Drolia, Maria; Sifaki, Eirini; Papadakis, Stamatios; Kalogiannakis, Michail (Challenges, 2020)
The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/challe11020031 2339240:7Y5GLH6P 2405685:VTZ44G4A
Keywords: mobile applications; mobile learning; refugee education; refugees; smart mobile devices

Online learning and emergency remote teaching: Opportunities and challenges in emergency situations - Ferri, Fernando; Grifoni, Patrizia; Guzzo, Tiziana (Societies, 2020)
The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:8NXEZDDW 2405685:WPUIETC8
Keywords: emergency remote teaching; online learning; pedagogical challenges; social challenges; technological challenges

Global Proficiency Framework for Reading: Grades 1 to 9 - UNESCO Institute for Statistics (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Place: Heidelberg Publisher: Springer Nature B.V. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2405685:UQT53N6N 2534378:8UNKTUGE 2534378:QAQ7MRJ3
Keywords: Blended learning; Data analysis; Education; Education–Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L. (Smart Learning Environments, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2339240:E5489YI6 2405685:EDKS7VMJ

The Effect of Computer-Assisted Learning on Students’ Long-Term Development - Bianchi, Nicola; Lu, Yi; Song, Hong (Social Science Research Network, 2020)
In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2
Keywords: China; computer-assisted education; education policy; education quality; education technology

Effect of Covid-19 Pandemic on the Education System in Kenya - Kathula, Domeniter Naomi (Journal of Education, 2020)
Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya.
Number: 6 KerkoCite.ItemAlsoKnownAs: 2405685:S7D2M5SJ 2534379:Q7UFMEVW
Keywords: Covid-19; Education system; Kenya; Pandemic; Parents; Students; teachers; ⛔ No DOI found

Stratégie Éducation 2030 Tchad - Ministère de L'Education Nationale et de la Promotion Civique; HCR Tchad (UNHCR, 2020)
Stratégie pour l'inclusion éducative des réfugiés au Tchad
KerkoCite.ItemAlsoKnownAs: 2339240:G9BW48KG 2405685:FGUPNCXF

M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 - Rodríguez, Roberto Avello; Antón, Tamara Fernández (2020)
M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora
KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF

Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India - Muralidharan, Karthik; Singh, Abhijeet (Research on Improving Systems of Education (RISE), 2020)
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/056 2339240:4STG83CB 2405685:IADCST5Q

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings - OECD (2020)
Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC

Vietnam to discard household registration books in 2023 - Tuoi Tre News (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8NQGLDK4 2405685:KC2VR7EI

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT

Smart buys, great sales and special offers: cost-effective approaches to improve global learning - Lewin, Keith; Learning | 0; Learning | 0 (The Education and Development Forum (UKFIET), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4GZPTGRL 2405685:7CGSPQI6