Accessibility - Wikipedia (Wikipedia, 2020)
Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).
Page Version ID: 984895511 KerkoCite.ItemAlsoKnownAs: 2405685:UQE9CKPF

List of types of systems theory - Wikipedia (Wikipedia, 2021)
This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.
Page Version ID: 998624856 KerkoCite.ItemAlsoKnownAs: 2339240:9ZNWIT4X 2405685:XFYANJMX

Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License - Wikipedia (Wikipedia, 2019)
Page Version ID: 880226358 KerkoCite.ItemAlsoKnownAs: 2339240:JSYRJYYQ 2405685:8BQ6B427

Wikipedia:WikiProject Wiki Loves Women/Ghana - Wikipedia (Wikipedia, 2017)
Page Version ID: 766745664 KerkoCite.ItemAlsoKnownAs: 2339240:3T3RZHQT 2405685:7VWJII2A

ZIM (file format) - Wikipedia (Wikipedia, 2022)
The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.
Page Version ID: 1070867585 KerkoCite.ItemAlsoKnownAs: 2339240:GWF5AB7G 2405685:CW2M5B23

Sex, ecology, spirituality: The spirit of evolution - Wilber, Ken (Shambhala Publications, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:7NZCM5SR 2405685:VEWX4ZSL

Defining the "Open" in Open Content and Open Educational Resources - Wiley, David
KerkoCite.ItemAlsoKnownAs: 2339240:5JWDZ73L 2405685:CTRYHMI5

Open Content - Wiley, David (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:AH2DB7SR

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:B8IZDFQY 2405685:WF23ZI96

Transforming how teachers use technology - Wilichowski, Tracy; Cobo, Cristóbal (World Bank Blogs, 2021)
Before the pandemic, there was a widely held notion that technology will revolutionize the field of education.
KerkoCite.ItemAlsoKnownAs: 2339240:HJJ2VM4G 2405685:425BK3MP

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 2339240:9PCHFF4I 2405685:GLI5RLLR 4556019:Z9A72XEC
Keywords: Africa; access to education; education quality

Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia - Wilkins, Darren (All Africa, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:PKSW9KQS

Systems Theory - Wilkinson, Lee A. (Encyclopedia of Child Behavior and Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-0-387-79061-9_941 2339240:2BP68ISE 2405685:HA89DRWU

Systems Concepts in Action - Williams, Bob; Hummelbrunner, Richard (Stanford University Press, 2020)
Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.
Publication Title: Systems Concepts in Action zotzenLib.CopiedFrom: 2339240:GIGBJFCB KerkoCite.ItemAlsoKnownAs: 2339240:GIGBJFCB 2405685:XN4T8IA2

Do civil service performance incentives work: Evidence from Ghana and Zambia - Williams, Martin (International Growth Centre, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FYRVHDCN 2405685:J2DHI2US 4656463:VXFHI3G3

Unfinished development projects in Ghana: Mechanising collective choice - Williams, Martin (Voxdev, 2017)
Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure
KerkoCite.ItemAlsoKnownAs: 2339240:U4IP8MWZ 2405685:A2NZTQ8P 4656463:ZK5ZFFML

Two degrees of separation in complex food webs - Williams, Richard J.; Berlow, Eric L.; Dunne, Jennifer A.; Barabási, Albert-László; Martinez, Neo D. (Proceedings of the National Academy of Sciences, 2002)
Publisher: National Acad Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.192448799 2339240:32QBK3M6 2405685:MDKLUVY4

Broadband “the missing link” in global access to education - Williams, Sue; Parkes, Sarah (UNESCO, 2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:N8IVNWBY

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)
Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2339240:UECZRQMK 2405685:3J8IQVHB 2405685:BU4DA77T 2405685:JR8QJ4C7 2534378:ZGC3LGMX

Guidelines and good practices for evidence-informed policy-making in a government department - Wills, Alf; Tshangela, Mapula; Shaxson, Louise; Datta, Ajoy; Matomela, Bongani (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY
Keywords: ⛔ No DOI found

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN

The Other Blended Learning: A Classroom-Centered Approach - Wilson, Diann; Smilanich, Ellen M. (Pfeiffer, 2005)
In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance. Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission.
EdTechHub.ItemAlsoKnownAs: 2405685:Z3R5NFEU

ICT integration in Teacher Education - A study of University of Education, Winneba - Wilson, Kofi Bentum; Ayebi-Arthur, Kofi; Tenkorang, Emmanuel Yamoah (Ghana Journal of Science and Mathematics Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:69GF7UX5 2405685:9DV5HUJE
Keywords: ⛔ No DOI found

Developing a rapid-response program for health system decision-makers in Canada: findings from an issue brief and stakeholder dialogue - Wilson, Michael G; Lavis, John N; Gauvin, Francois-Pierre (Systematic Reviews, 2015)

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan - Wilson, Sam; Khalayleh, Abdullah; Baloch, Imdad; Kaye, Tom (EdTech Hub, 2022)
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
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU
Keywords: _r:AddedByZotZen

Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya - Wims, Pádraig; Lawler, M. (undefined, 2007)
ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …
KerkoCite.ItemAlsoKnownAs: 2339240:ZNLA847W 2405685:EQDB5T6L
Keywords: ⛔ No DOI found

A new face of education: Bringing technology into the classroom in the developing world - Winthrop, R.; Smith, M.S. (Brookings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZM3DUIC 2405685:G7RGN7JS

COVID-19 and school closures: What can countries learn from past emergencies? - Winthrop, Rebecca (Brookings, 2020)
The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period.
KerkoCite.ItemAlsoKnownAs: 2339240:ESFJV6GL 2405685:XV88KX5J

A Historic Shock to Parental Engagement in Education - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Brookings Institution, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W2UUTZJY 2405685:QBSVLJY6

Why wait 100 Years? Bridging the gap in global education - Winthrop, Rebecca; McGiveney, Eileen (The Brookings Institution, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:QT7J4YGC 2405685:VHKBJ973
Keywords: ⛔ No DOI found

Geekie: Personalized Learning for All - Wise (WISE, 2016)
About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]
KerkoCite.ItemAlsoKnownAs: 2339240:Q8X7SBD8 2405685:42T7EX4A

Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies - Wiske, M. S.; Perkins, D. (Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass, 2005)
KerkoCite.ItemAlsoKnownAs: 2339240:9PL5T8PF 2405685:3F5PV9TQ
Keywords: ⛔ No DOI found

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (Journal of Catholic Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:VTHGQYRD
Keywords: ⛔ No DOI found

Supporting education in Nepal: technology that improves teaching and student learning - Wodon, Quentin (Rotary International, 2015)
Library Catalog: blog.rotary.org KerkoCite.ItemAlsoKnownAs: 2405685:KQGJS773

Systems Approach for Better Education Results (SABER) - Equity and Inclusion in Education Systems - Wodon, Quentin (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:DXLHIC49 2405685:YWKA9XIH
Keywords: ⛔ No DOI found

Technology in the classroom: Learning from OLE Nepal - Wodon, Quentin (Global Partnership for Education, 2015)
A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.
KerkoCite.ItemAlsoKnownAs: 2405685:7GNDXWP6

Missed Opportunities : The High Cost of Not Educating Girls - Wodon, Quentin; Montenegro, Claudio; Nguyen, Hoa; Onagoruwa, Adenike (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:W2AZ9SJ4 2405685:6PCBWPVJ

The Impacts of Fast Track Transformational Teacher Training in Ghana - Wolf, Sharon (Innovations for Poverty Action, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FALV664A

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness - Wolf, Sharon; Aber, J. Lawrence; Behrman, Jere R.; Tsinigo, Edward (Journal of Research on Educational Effectiveness, 2019)
We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.
shortDOI: 10/ggjrcj KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2018.1517199 10/ggjrcj 2339240:S3WAE3PS 2405685:H52RQ6MY 2405685:JXYTEU3W
Keywords: Ghana; ___working_potential_duplicate; classroom quality; early childhood education; kindergarten; school readiness; teacher training and coaching

The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana - Wolf, Sharon; Aber, John Lawrence; Behrman, Jere (Innovations for Poverty Action, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:T5RRAJCQ

Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development. - Wolf, Sharon; Aber, John Lawrence; Torrente, Catalina; Rasheed, Damira; McCoy, Marissa (Society for Research on Educational Effectiveness, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:I4ZJ6JVU 2405685:CBAQWJRH
Keywords: ⛔ No DOI found

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

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; Osei-Akoto, Isaac; Ackwerh, Eunice Yaa Brimfah (World Bank Strategic Impact Evaluation Fund (SIEF), 2021)
Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months)
KerkoCite.ItemAlsoKnownAs: 2339240:H7GV3H2Z 2405685:7DVEJE63 2405685:YKSU9467

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

Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Dowd, Amy Jo; Pisani, Lauren; Borisova, Ivelina (Early Childhood Research Quarterly, 2017)
The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2017.05.001 2339240:PIGF2J6S 2405685:LC8IVTXX
Keywords: Ethiopia; Factor analysis; Measurement invariance; School readiness; Sub-Saharan Africa

Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Pisani, Lauren; Dowd, Amy Jo; Borisova, Ivelina (Global TIES for Children, New York University, Save the Children, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KCP3HCVT 2405685:3YPENLPH

Nudging parents and teachers to improve learning and reduce child labor in Cote d’Ivoire - Wolf, Sharon; Lichand, Guilherme (npj Science of Learning, 2023)
Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p < 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.
Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-023-00180-z 2339240:TBVAYFZC 2405685:XET829T4
Keywords: Economics; Education

Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices - Wolf, Sharon; Peele, Morgan E. (Teaching and Teacher Education, 2019)
We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.
shortDOI: 10/ggjk6c KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2019.07.003 10/ggjk6c 2339240:GB3MPNJU 2405685:M8ZR3GRF
Keywords: _proposed-for: Scoping review

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; Frisoli, Paul; Weisenhorn, Nina; Shivshanker, Anjuli; Annan, Jeannie; Aber, J. Lawrence (Teaching and Teacher Education, 2015)
This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.
shortDOI: 10/f7zk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.08.002 10/f7zk3n 2339240:J5TZZGLX 2405685:FVVYBX4Y 2405685:JGP79B9M
Keywords: Democratic Republic of the Congo; International education; Motivation; Teacher professional development

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2405685:CW48D6C7
Keywords: C:DRC

LibGuides: Accessibility Toolkit for Open Educational Resources (OER): OER Commons-ISKME - Wolfe, Amy (2020)
Accessibility guide for creating OER
KerkoCite.ItemAlsoKnownAs: 2405685:Q4JNJWBC

TESS-India OER: Collaborative practices to improve teacher education - Wolfenden, Freda (Indian Journal of Teacher Education, 2015)
As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.
Number: 03 KerkoCite.ItemAlsoKnownAs: 2339240:9TYRVKGE 2405685:RYGQCGSQ
Keywords: ⛔ No DOI found

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.
KerkoCite.ItemAlsoKnownAs: 2339240:AHU462BA 2339240:YXLKRLBI 2405685:34CVA9XF 2405685:GFP5DZJS 2405685:J2QYZC4N 2405685:PNQ2QI9P 2405685:Y9UA4ULS 2534378:H6UD8JMP 2534378:N7WIEWKK 2534378:RF4RFHAF
Keywords: C: India; __:import:01; __:match:final; __:matched; __:study_id:2457359; __finaldtb

Teacher educators and OER in East Africa: Interrogating pedagogic change - Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison; Cullen, Jane (Adoption and Impact of OER in the Global South, 2017)
This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1094850 2339240:CV3YAJZ6 2405685:T9JSZ9PS
Keywords: East Africa; Global South; Mauritius; OEP; OER; Open Education; Open Educational Resources; ROER4D; Tanzania; Uganda; _not_EdTechHub; _zenodoOTHER; agency; pedagogy; teacher education

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
shortDOI: 10/gf5f64 KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2339240:JII3H25Z 2405685:4AGBND6C 2405685:RF9QA3TD 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 2339240:5AVZ6N24 2405685:B6HCB8RM 2405685:CPXFIVAY 2405685:NV7NW6T5 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS

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

Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report - Wong, Debbie; Hollingsworth, Hilary; Anderson, Prue; Goundar, Payal; Mercer, Agnes (Australian Council for Educational Research, 2023)
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-728-1 2339240:W8CVIUCN 2405685:SAK8WE7Q
Keywords: ⛔ No INSPIRE recid found

Inclusive education in ASEAN countries: how to support children with disabilities in schools - Wong, Dr Tze Peng (University of Nottingham Asia Research Institute, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:H5RPT4ST 2405685:XCU5T922
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

A case study of blended e-learning in Thailand - Wongwuttiwat, Jittima; Buraphadeja, Vasa; Tantontrakul, Tanakom (Interactive Technology and Smart Education, 2020)
Purpose This case study aims to analyze and compare the learning achievements of two groups of university students taught by: traditional face-to-face learning (TDL) and blended e-learning (BEL). To the best of the authors’ knowledge no previous study of the use of BEL in the context of Thailand has addressed the same purpose as this study. It is expected that the findings from this study will suggest areas for additional research and will be of interest to researchers and professional educators, especially those involved in the development and use of BEL systems. Design/methodology/approach This case study compares two groups of undergraduate students who completed a course designed to develop skills in using productivity software at a university in Thailand. After establishing the groups, one group learned in a BEL environment and the other in a TDL environment. In particular, the online training and assessment software application SIMnet was used in the BEL environment. Comparisons between results using BEL and TDL are made for different assessment results. Additional analyses of results for the BEL group examined gender differences and correlations between the number of attempts made on assessments and the levels of achievement. Findings The findings indicated that for all of the assessments, the BEL group had a better performance than the TDL group. For the BEL group, additional analyses found no significant differences between the achievements of males and females and significant correlations between the numbers of attempts made on assessments and the results. Limitations of this case study are discussed, and the findings are expected to be of interest to researchers and professional educators, especially those involved in the development and use of BEL. Research limitations/implications Learning content was restricted to the Excel spreadsheet in which different areas of content need to be studied. The software SIMnet was used by the BEL group, additional BEL software needs to be studied. The participants’ characteristics – age, gender, culture and computer competency – were narrow scoped in which the study could include more varieties and also a larger sample size. Further studies should be designed to include more comparisons such a comparison between TDL group males and females. Originality/value The findings from this limited case study suggest that a BEL learning environment is superior to a TDL environment. Also, a BEL environment is equally beneficial for male and female students. In particular, the BEL feature, which allows students to retake assessments, leads to improved learning performance equally for both males and females. In general, these findings support those reported in previous studies.
10 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1108/ITSE-10-2019-0068 2339240:VUHHZLCA 2405685:J9B4ZX84
Keywords: ⛔ No INSPIRE recid found

Architects and contractors: political economy analysis of policy research in Pakistan - Wood, Geof (University of Bath, 2013)
Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y
Keywords: ⛔ No DOI found

Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia - Wood, Geof (Think Tank Initiative, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AUTXX2T6 2405685:FYWY949N

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.
KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM

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

Liberia launches “getting to best in education” program - Woods Baysah, David (Global Partnership for Education, 2018)
Library Catalog: www.globalpartnership.org EdTechHub.ItemAlsoKnownAs: 2405685:URWCC77S

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:VLPHGQ5H
Keywords: C:Bangladesh

A roadmap for education technology - Woolf, Beverly Park (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:JRU5TLIL 2405685:THRU8AZY
Keywords: ⛔ No DOI found

Leveraging data in African countries: Curating government microdata for research - Woolfrey, Lynn (DataFirst, University of Cape Town, 2013)
Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development.
KerkoCite.ItemAlsoKnownAs: 2339240:2TLBL6P2 2405685:ZMP3MEVM

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.
KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6

Connecting Learning Spaces: Possibilities for Hybrid Learning - Working Group on Digital Learning (Broadband Commission for Sustainable Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B6YJG67Z 2405685:HB5PH6ML

15 Ways to Support Young Children and their Families in the COVD-19 Response - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Accepted: 2022-03-04T16:17:23Z KerkoCite.ItemAlsoKnownAs: 2339240:9Y5ZR4TG 2405685:IGAGGE5B
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

Access to electricity (% of population) - Kenya - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE

Access to electricity (% of population) - Kenya | Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:I3SNC3T5 2405685:SK9PGHTW

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

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2405685:AALGLPHJ 2405685:JG7HH32A
Keywords: C: Democratic Republic of Congo

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 2405685:IECJPUES 4556019:QB8DZSFF

Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report - World Bank (2018)
Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English)
KerkoCite.ItemAlsoKnownAs: 2339240:L5A5V5EV 2405685:7W2RJKJD 4656463:YS22ZIRH

Bangladesh - COVID 19 School Sector Response Project (English) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R

Bangladesh Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:3US9GRJC 2405685:NUJUM2P3

Bangladesh: ensuring education for all Bangladeshis - World Bank (World Bank, 2016)
Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.
KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ
Keywords: Asia; South Asia

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

Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) - World Bank (2018)
Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)
KerkoCite.ItemAlsoKnownAs: 2339240:GMW5LP2I 2405685:555EASFK

Boosting Prosperity, Improving Equity in North and North Eastern Kenya - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9V2IVCR2 2405685:4Y9H2JHW

Briefing note on e-learning - World Bank (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:R8SD9XHC 2405685:IRPDPJ5Z

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

Cambodia Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX7JEYZP 2405685:YDZI4I58

Cambodia's Cross-Cutting Reforms: Public Financial Management, Decentralization, and Public Administration Reforms - Achievements, Coordination, Challenges, and Next Steps - World Bank (2018)
This note analyzes the progress of three public sector reforms (Public Financial Management, Public Administration, and Decentralization and Deconcentration) in Cambodia and describes how their design, implementation, and institutional arrangements can be better sequenced and coordinated. It focuses on the overall public sector reform agenda rather than drill into the specifics of individual reforms. Options are identified to strengthen coordination of the civil service, improve general policy sequencing, and manage challenges within the three reform areas. Recommendations to deepen individual reforms are also provided, in particular, to strengthen cross-cutting public administration improvements.
KerkoCite.ItemAlsoKnownAs: 2339240:KSH646ED 2405685:QTANV98S

Children Out of School in Cambodia - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:ALJSI95V 2405685:6RQA27BK

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ

Classification of Fragile and Conflict-Affected Situations - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2AZL5T9X 2405685:QA35GI29 4803016:3W3SBVKL

Continuous Teacher Training Goes Nationwide in Tanzania - World Bank (World Bank, 2023)
A World Bank-funded program is piloting continuous professional development for primary school teachers in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:6CUKPF4H 2405685:RR47SXDT

Country Diagnostic of Senegal - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HPZVAMCI

Country Partnership Strategy (FY2013–2017) for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:YH9WZL9A

COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings - World Bank (World Bank, 2020)
COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:JV7JM6SV 2405685:WK23ATYZ

DataBank World Development Indicators - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:H6VYFXC8

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

Development Projects : Skills for A Vibrant Economy Project - P172627 - World Bank (World Bank)
Development Projects : Skills for A Vibrant Economy Project - P172627
KerkoCite.ItemAlsoKnownAs: 2339240:2IZJDLHB 2405685:ZU4F7RGH

Dhaka: improving living conditions for the urban poor - World Bank (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:N4KX2CI5 2405685:U5Y84Z3H

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

Education and Technology Readiness Index (ETRI) - World Bank (World Bank, 2023)
The ETRI webpage describes the EdTech Readiness Index, its global context and potential uses, how ETRI can be implemented, where it has been piloted, useful resources (e.g., videos, podcasts, technical note, toolkit, and indicators), and the ETRI team.
KerkoCite.ItemAlsoKnownAs: 2339240:NWKQLVFE 2405685:JL9W9EHV

Education Sector Plan (ESP 2020-2024) : Updating the National Education Strategic Plan (NESP 2020-30) and Accompanied by a Costed Action Plan (2020-2023) - World Bank (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KJISHW6B 2405685:FMQIQAKX
Keywords: ⛔ No INSPIRE recid found

Education statistics - all indicators | DataBank - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:VAB9AHLX 2405685:Y42FF4AH

Education Statistics | Education Expenditures - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q727WSWG 2405685:692ABNRY

Education Systems’ Response to COVID19 - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D5MZ4SCZ 2405685:SJNFDE4P

Educational television during COVID-19: How to start and what to consider - World Bank (2020)
Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:Q3R544P2

El Salvador | Data - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:R3QZYUMR 2405685:ETUARZB7

Ending Learning Poverty: What will it take? - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3VBYYMMW 2405685:IN2IKH2L

Eswatini Education Sector Analysis 2021 - World Bank (World Bank, 2021)
The current Education Sector Strategic Plan (ESSP) for 2010-2022 and the first and second National Education and Training Improvement Programs that operationalize the plan, were based on the comprehensive 2010 Education Sector Review (Marope, 2010, MoET, 2010, 2016, 2018b). As the current plan and program come to their end, this education sector analysis (ESA) was undertaken. In addition, complementary studies for the ECDE and TVET sub-sectors will be conducted separately to collect primary data to further help inform the development of the next ESSP. The ESA report examines the recent status of the education system to provide an evidence-based foundation for the Government’s preparation of its next ESSP and help guide the country more generally on the priority issues for the education sector looking forward. This executive summary begins with a brief description of the general context for education followed by an overview of recent achievements in education. The main part of the summary sets out the priority issues identified by the ESA report. The final section concludes with a discussion of selected policy options that may be considered looking ahead.
Accepted: 2021-06-21T21:34:24Z KerkoCite.ItemAlsoKnownAs: 2339240:G89C9EA6 2405685:M6XKMLXA
Keywords: Early Childhood Development; Early Childhood Education; Education Finance; Education Management; Education System; Labor Market; Primary Education; School Administration; Secondary Education; Skills Development; Student Achievement; Student Learning Assessment; Teacher Development; Teacher Recruitment; Teacher Training

eTransform Ghana Project Appraisal Document - World Bank (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:88WHYLU8

Fiscal Consolidation to Accelerate Growth and Support Inclusive Development: Ghana Public Expenditure Review - World Bank (World Bank, 2017)
Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices.
Accepted: 2017-07-13T17:23:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/27558 2339240:6Y6XC6DS 2405685:WGP4YFMP
Keywords: Agricultural Productivity; Fiscal Policy; Health; Macroeconomic Policy; Pay Reform; Public Education; Public Expenditure; Public Financial Management; Public Wages; Revenue Management; Taxation

Fixed telephone subscriptions (per 100 people) - Rwanda | Data - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:B2XFNCA2

From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:49S96HEH

From the Last Mile to the Next Mile – 2022 Vietnam Poverty and Equity Assessment - World Bank (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3KH6MXXG 2405685:UCXSNCMF

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

Gender Equality and Development - World Bank (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:MRXABNXI 2405685:IBS4J2KN

Ghana Accountability for Learning Outcomes Project - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:Q2FQ6VGM
Keywords: ___working_potential_duplicate

Ghana Accountability for Learning Outcomes Project - World Bank
Ghana Accountability for Learning Outcomes Project
Library Catalog: projects.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:PF443G7F
Keywords: ___working_potential_duplicate

Ghana Accountability for Learning Outcomes Project. - World Bank (World Bank)
KerkoCite.ItemAlsoKnownAs: 2339240:ZDFZVSTR 2405685:ATQEF7RH

Ghana Accountability for Learning Outcomes Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VXTPKKNF 2405685:RYNVN7QJ

Ghana Accountability for Learning Outcomes Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:J9CPJX3K 2405685:7BK25D4P

Ghana Accountability for Learning Outcomes Project - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:YCB68JNL 2405685:XUEVLBIQ

Ghana Secondary Education Improvement Project - World Bank
Ghana Secondary Education Improvement Project
Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:FYXT3TL4

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

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

Global Economic Prospects - World Bank (2022)
Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.
KerkoCite.ItemAlsoKnownAs: 2339240:TKE79W5C 2405685:66CD4GXH

Glossary | DataBank - World Bank
KerkoCite.ItemAlsoKnownAs: 2405685:D2HFVTKF

Government expenditure on education, total (% of GDP) – Lao PDR, Singapore, Thailand, Malaysia, Philippines - World Bank (2024)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2405685:YDMXR445

Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:YTFFFUV4

Grant Funding Proposal (FY11- Round 33) - World Bank (World Bank, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank (The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EK2M4RJK 2405685:GMD8AGQH

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank)
Examples of how countries are using edtech to support remote learning under COVID-19
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:F3479NEL
Keywords: ___working_potential_duplicate

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 2020)
Examples of how countries are using edtech to support remote learning under COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75
Keywords: ___working_potential_duplicate

Human Capital Country Brief Ghana - World Bank (World Bank, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3HFIBJCH 2405685:P6EK2X2R

Human Capital Index - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y

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

ID4D Practitioner’s Guide - World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:993VIZBM 2339240:VQLR4D49 2339240:VXV7JYJZ 2405685:37KRXR9S

IDA Project Paper on a Proposed Additional Credit to the Republic of Senegal for a Quality Improvement and Equity of Basic Education Project - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:Z7Y4HEQH

Implementation Completion and Results Report for a Project to Improve Education Quality in Malawi - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:K85DTG8S 2405685:FCZDMWUH

Implementation Completion and Results Report (TF-14253, TF-14358) - World Bank (World Bank Group, 2017)
EdTechHub.ItemAlsoKnownAs: 2405685:JNSJIRR8

Implementation Status and Results Report - World Bank
EdTechHub.ItemAlsoKnownAs: 2405685:TAREZ3MA

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU

Improving Educational Quality through Interactive Radio Instruction - World Bank (2005)
KerkoCite.ItemAlsoKnownAs: 2339240:P8RFXRRD 2405685:NJE9HJMQ

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 2405685:RFVHGC9Z 4556019:CI8YJ5UC

Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:6RCWKTSF 2405685:7HILUDQR 4556019:XR5GKQEB

Inclusion Matters : The Foundation for Shared Prosperity - World Bank (World Bank, 2013)
Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible.

Inclusive Education Initiative: Transforming Education for Children with Disabilities - World Bank (Google Docs, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GUNXMV3L 2405685:M7LQS8IF

Individuals using the Internet (% of population) - World Bank (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:UMQQH8LR 2405685:43QGTY44

Individuals using the Internet (% of population) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z82G958L 2405685:M4U76X5Y

Individuals using the Internet (% of population) | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FY5J3X7V 2405685:JHUYLCSJ

Individuals using the Internet (% of population) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:DKKG4SV7 2486141:KI5BM73N

Individuals using the Internet (% of population) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9MJG8PL5 2486141:SKUJJ8WM

Information and Communications Infrastructure Development Project - World Bank (World Bank, 2015)
Information and Communications Infrastructure Development Project
KerkoCite.ItemAlsoKnownAs: 2339240:963ATQFC 2405685:Z3QFYK4N

Information and Communications Technology (ICT) for Accountability in the Primary Education Sector in the Democratic Republic of the Congo (DRC): Interim Results, Lessons Learned, and the Way Forward - World Bank (World Bank, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:56T9G2Y8

International Development Association: Project Appraisal Document on a Proposed Credit in the Amount of SDR 371.2 million to the Federal Republic of Nigeria for a Nigeria for Women Program Scale-Up Project - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:53YFHVSM 2405685:JPJMF9PX

International Development Association Project Paper on a Proposed Additional Credit in the Amount of Sdr 521.3 Million (us$700.0 Million Equivalent) to the Federal Republic of Nigeria for the Adolescent Girls Initiative for Learning and Empowerment Project - World Bank (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7X6XH5NA 2405685:E5NGJ8G6

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)
shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV

Is education ready to work in data-intensive environments? - World Bank (Medium, 2019)
The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors.
KerkoCite.ItemAlsoKnownAs: 2339240:Z34TZSCR 2405685:UTLWYIC3

ISR-Mongolia: Improving Primary Education Outcomes for the most vulnerable children in rural Mongolia (P130760) - World Bank (The World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ES53MBII 2405685:QIRTFDQB

Joint IDA-IFC-MIGA Country Partnership Strategy for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3REHP3V4 2405685:FT6M9626

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

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

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

Kenya Overview - World Bank (2019)
The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6

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

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

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

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

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

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

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

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

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

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

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

Learning Losses. What to Do About the Heavy Cost of Covid-19 on Children, Youth, and Future Productivity - World Bank (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:SXMGCS6P 2405685:N4CQJPFW

Learning poverty - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HBB55RC3 2339240:MKW7W6F6 2405685:JL3T5B44 2405685:LM9S4WTM

Learning poverty - World Bank (2019)
This indicator brings together schooling and learning indicators.
KerkoCite.ItemAlsoKnownAs: 2339240:N8466Y2D 2405685:4PIXX9F9

Learning Poverty Brief - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:GBKAU9Q5 2405685:NGEPLHDI 2405685:YBW7KR4Z

Lessons from Kenya’s Education Reforms - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:58C9VTTY 2405685:5S455QEI

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

Liberia Education Sector Analysis - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:5JH5HDGM

Liberia - Improving Results in Secondary Education Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:B759A5Q3

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F

Major New Education, Water Projects to Help Build Timor-Leste’s Human Capital - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EGZDBMCQ 2405685:QSHZ7MA9

Making Teacher Policy Work - World Bank (World Bank Group, 2023)
Making Teacher Policy Work (English)
KerkoCite.ItemAlsoKnownAs: 2339240:JJX4HP9E 2405685:FHQTPVFS

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

Malawi World Bank Approves $100 Million to Improve Skills Development Programs Press Release - 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:TL85HTPK 2405685:U7C5Y7FU 2405685:YAAV4TE4
Keywords: auto_merged