@techreport{khalayleh_determining_2021, type = {Presentation}, title = {Determining the suitability of {Whatsapp} for {Jusoor} {Azima} {Project}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/I4UFGAQA/MIQMEJK2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah}, month = may, year = {2021}, doi = {10.5281/zenodo.4783101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783101 2405685:MIQMEJK2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{chuang_low-tech_2021, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Low-{Tech} {Devices} and {Connectivity} for {Learning} in {Lebanon}}, url = {https://docs.edtechhub.org/lib/ISTFVCA7}, abstract = {This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.}, number = {29}, institution = {EdTech Hub}, author = {Chuang, Rachel and Khalayleh, Abdullah}, year = {2021}, doi = {10.5281/zenodo.4140412}, note = {ZenodoArchiveID: 4140412 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2339240:9PYYNK6J 2405685:ISTFVCA7 2405685:NS927T5K}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_five-part_2020, type = {Helpdesk {Response}}, title = {A five-part education response to the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JLEWADHF}, abstract = {In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0005}, note = {ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:i, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, pages = {32}, } @techreport{myers_lets_2021, type = {Case {Study}}, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3GQXS67C}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, doi = {10.5281/zenodo.4699337}, note = {ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{boujikian_whatsapp-assisted_2021, type = {Sandbox {Sprint} {Review}}, title = {{WhatsApp}-{Assisted} {Learning} for {Refugees}. {End} of {Sandbox} {Sprint} 3}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/89DPN3SP}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Boujikian, Michèle and Carter, Alice and Khalayleh, Abdullah}, month = may, year = {2021}, doi = {10.5281/zenodo.4783017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{wilson_desk_2022, type = {Evidence {Review}}, title = {Desk {Review} of {Technology}-{Facilitated} {Learning} in {Pakistan}: {A} review to guide future development of the technology-facilitated learning space in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6FN5VTP7}, abstract = {During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Wilson, Sam and Khalayleh, Abdullah and Baloch, Imdad and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0071}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_systemic_2021, type = {Working {Paper}}, title = {Syṡtemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Systemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, number = {9}, institution = {EdTech Hub}, author = {Haßler, Björn and El-Serafy, Yomna and Khalayleh, Abdullah and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.53832/edtechhub.0001}, note = {previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 PreviousDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 10.53832/edtechhub.0001 2129771:HT9D5C8E 2339240:HPLKGS4I 2339240:RQGHJZV7 2339240:S3YSSL2W 2405685:K2FX6IVZ 2405685:T6YJ3L5G 2405685:TD2ASC4G 2405685:ZNQCJ5R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{khalayleh_monitoring_2021, type = {Working {Paper}}, title = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}: {Pakistan} {Ministry} of {Federal} {Education} and {Professional} {Training}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}}, url = {https://docs.edtechhub.org/lib/XBPZPS3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah and Baloch, Imdad and Dele-Ajayi, Opeyemi and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4633326}, note = {ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{zubairi_pakistan_2022, type = {Technical {Report}}, title = {Pakistan {Digital} {Learning} {Landscape} {Analysis}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HEXCEXFK}, abstract = {The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34\% of households across Pakistan have digital access and only 14\% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Khalayleh, Abdullah and Baloch, Imdad and Mazari, Haani and Kaye, Tom and Groeneveld, Caspar}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0093}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK 2405685:XMGEKJ3V}, keywords = {\_r:AddedByZotZen}, } @techreport{el-serafy_strategy_2021, title = {Strategy for {Tanzania} — {Focus} {Area}: {TCPD} in primary schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtchhub.org/lib/BPHSJBH7}, institution = {EdTech Hub}, author = {El-Serafy, Yomna and Khalayleh, Abdullah and Carter, Alice and Haßler, Björn and Proctor, Jamie and Adam, Taskeen}, year = {2021}, doi = {10.5281/zenodo.4742727}, note = {ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7}, keywords = {\_EdTechHub\_Output}, } @misc{khalayleh_arabic_2020, title = {Arabic version of {Design} {Thinking} for {Educators} – {Open} {Development} \& {Education}}, url = {https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/}, language = {en-GB}, urldate = {2020-04-03}, author = {Khalayleh, Abdullah}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED 2405685:6D7MAYPP}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{hasler_all_2021, type = {Working {Paper}}, title = {All {Programmes} {Recorded}, {All} {Outputs} {Reported}}, url = {https://docs.edtechhub.org/lib/VJYXV8JP}, number = {25}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and El-Serafy, Yomna and Kaye, Tom and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0050}, note = {previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP}, keywords = {AuthorFirst:Haßler, \_yl:q}, } @techreport{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/ZQCX7TX3}, abstract = {To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40\% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40\% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.}, language = {en}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.5651994}, note = {ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:AddedByZotZen, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707931}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{hasler_process_2019, title = {Process for iterative and adaptive implementation of government policy in order to utilise educational technology}, url = {https://doi.org/10.5281/zenodo.3372141}, abstract = {An output of Activating EdTech Jordan.  Information about the Activating EdTech Jordan and our outputs can be found at http://tiny.cc/ActivatingEdTech.  Our outputs are archived here https://zenodo.org/communities/aet/.}, language = {eng}, urldate = {2022-10-21}, institution = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah}, month = oct, year = {2019}, doi = {10.5281/zenodo.3372141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3372141 2405685:E29PL7BW}, } @techreport{myers_lets_2021, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, shorttitle = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56}, } @techreport{khalayleh_characteristics_2021, title = {Characteristics of {Effective} {Technology}-{Enabled} {Teacher} {Learning} {Circles} — {Rapid} {Review} of the {Literature}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZBHBQT7T}, number = {1}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4537843}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM}, keywords = {Author:Haßler, \_yl:a}, } @techreport{khalayleh_final_2021, title = {Final report}, copyright = {Creative Commons Attribution 4.0 International}, number = {2}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540043}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG}, keywords = {Author:Haßler, \_yl:b}, } @misc{hasler_who_2020, title = {Who has what? {Assessing} who has access to what devices in the education response to the {COVID}-19 pandemic}, url = {https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/}, language = {en-GB}, urldate = {2020-06-01}, journal = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris and Adam, Taskeen and Allier-Gagneur, Zoé}, month = may, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:T6Q8K4IR KerkoCite.ItemAlsoKnownAs: 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV}, keywords = {\_yl:x, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa} {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF}, keywords = {Reviewed, \_not\_EdTechHub, \_yl:a, \_zenodoOTHER, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:aa2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:a2}, }