Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library - Sparkes, James (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JQ46TXEN 2405685:R3LKFNTY 4656463:YXDH6NK2

Speedtest Global Index – Internet Speed around the world - Speedtest (Speedtest Global Index, 2021)
Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.
KerkoCite.ItemAlsoKnownAs: 2339240:2ECMCE46 2405685:H545VPCC

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TECHNOLOGY AND INNOVATION REPORT 2021: Catching technological waves innovation with equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Situation Analysis on Digital Learning in Indonesia - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2405685:RZ4IXFCP

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

World Bank Country and Lending Groups – World Bank Data Help Desk - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BGNSZTFP 2405685:YMYMDI8C

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Covid-19 epidemic: teachers’ responses to school closure in developing countries - Khlaif, Zuheir N.; Salha, Soheil; Affouneh, Saida; Rashed, Hadi; ElKimishy, Lotfia Ali (Technology, Pedagogy and Education, 2020)
There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2020.1851752 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2020.1851752 2339240:BPQNGHX3 2405685:UTBMTFLW
Keywords: Covid-19; Emergency remote learning; developing countries; online learning; school closure

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Magoha Releases Final School Calendar - Otieno, Imran (Kenyans.co.ke, 2020)
Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN

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

Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments - Barrera-Osorio, Felipe; Gertler, Paul; Nakajima, Nozomi; Patrinos, Harry (National Bureau of Economic Research, 2020)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW

Virtual Roundtable on Structured Pedagogy - better purpose (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB

Value for Money Policy and Procedure - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ

Tangerine for Principals: Pilot Report - Leh Wi Lan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FABJDBVM 2405685:GH5X7RUQ

Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts - Project Literacy; Results for Development; Center for Education Innovations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W6TSA5IH 2405685:C3CBXREK

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2339240:DE8NBSA7 2405685:TJT9ZI8V

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

Baseline Secondary Writing: have Year 7 pupils gone backwards? - Christodoulou, Daisy (Medium, 2020)
We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…
KerkoCite.ItemAlsoKnownAs: 2339240:3ITPVBWJ 2405685:EMWXSE5V

Learning Inequality During the Covid-19 Pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (SocArXiv, 2020)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.
KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/ve4z7 2339240:9UR55BWA 2405685:42C36LBW
Keywords: Economics; Education; Educational Assessment; Evaluation; Public Affairs; Public Policy and Public Administration; Social Statistics; Social and Behavioral Sciences; Sociology; and Research

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (UNICEF, 2020)
At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.
KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7

The ICT Landscape in Northern Kenya: Challenges & Opportunities - Mugendi, Jacob; Valbuena, Gustavo (Engineering For Change, 2020)
EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...
KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC

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

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA

Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor - Wuilbercq, Emeline (Global Citizen, 2020)
Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:CXAN3BGZ 2405685:APSFCUBT

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges - Khan, Nafis Mahmud; Kuddus, Khushboo; Kuddus, Khushboo; School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India. (Rupkatha Journal on Interdisciplinary Studies in Humanities, 2020)
The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.
KerkoCite.ItemAlsoKnownAs: 10.21659/rupkatha.v12n5.rioc1s23n1 10/gj37jk 2339240:C45NVN5G 2405685:7JJTNDXM

COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes - Akmal, Maryam; Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (2020)
Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/EGQ4XO 10.7910/dvn/egq4xo 2339240:CUILXSEZ 2339240:MY7ADG9Y 2405685:EPTUPZJ6 2405685:IQ335DK7
Keywords: ___working_potential_duplicate

Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English - Ettang, Ifiok (Voice of America, 2020)
Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment
KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44

President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko - SN Radio (2020)
#sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:PZEXZU6E

Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. - Wiafe, Bernard; Takramah, Florence; Bless, Gloria; Akaadom, Bernard (International Multidisciplinary Research Journal, 2020)
The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:4QSDFI6K 2405685:B9M4VWKK
Keywords: ⛔ No DOI found

How much does your remote learning intervention cost? - Holla, Alaka; Pan, Yilin (2020)
This posts discusses a tool for measuring the costs of remote learning interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:LSVUMJ9E 2405685:RVRHZVVT

Cameroon Reopens Schools After 7-month COVID Closure | Voice of America - English - Kindzeka, Moki Edwin (Voice of America, 2020)
More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:FC42VII2 2405685:GU6S8XE7

Impact of COVID-19 on the institutional education system and its associated students in Bangladesh - Emon, Efta Khairul Haque; Alif, Ashrafur Rahman; Islam, M. Shahanul (Asian Journal of Education and Social Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2020/v11i230288 2339240:X4UBFSR8 2405685:P48U5KA8
Keywords: Bangladesh; COVID-19; Coronavirus; education; impact; poverty.

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9

COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss - Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika (UNICEF Office of Research - Innocenti, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PREWBDEI 2339240:WKL4LVJR 2405685:7627L3MV 2405685:F76W8RNW
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Annual Status of Education Report (Rural) 2020. Wave 1 - ASER (ASER Centre, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2

Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ

SDG7: Data and Projections - International Energy Agency (IEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HSXM7FSQ 2405685:YMEW7GGP

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Hassler, Bjorn (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:USBN7MB2 2405685:FG5JBG9Z 4656463:5T538I9L

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF
KerkoCite.ItemAlsoKnownAs: 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX

Education for all in the time of COVID-19: how education can be part of the solution - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y8UC8D5F 2405685:GTFVIDAJ

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 - Adarkwah, Michael Agyemang (Education and Information Technologies, 2020)
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE

The economic impacts of learning losses - Hanushek, Eric A.; Woessmann, Ludger (OECD, 2020)
The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
KerkoCite.ItemAlsoKnownAs: 10.1787/21908d74-en 2339240:U5DAW3LY 2405685:TMKKRWIJ

Using Nudges to Prevent Student Dropouts in the Pandemic - Lichand, Guilherme; Christen, Julien (arXiv, 2020)
The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S
Keywords: Economics - General Economics

Global Education Coalition members pledge to support emergency response in Beirut - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7

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

Covid-19 pandemic and online learning: the challenges and opportunities - Adedoyin, Olasile Babatunde; Soykan, Emrah (Interactive Learning Environments, 2020)
The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is diﬀerent from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.
KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2020.1813180 10/ghwrhc 2339240:43R9NVSG 2405685:AQ4WGY8K

Tips for fostering students' self-regulated learning in asynchronous online learning environments - Ebner, Rachel J. (Faculty Focus | Higher Ed Teaching & Learning, 2020)
For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.
KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL

A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic - Niemi, Hannele Marjatta; Kousa, Päivi (International Journal of Technology in Education and Science, 2020)
This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.
KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
shortDOI: 10/ghd7r9 KerkoCite.ItemAlsoKnownAs: 10/ghd7r9 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH

Reasons behind dropping out of slum children from non-formal school in Dhaka - Smita, Marzia Khatan; Rabbi, Md Fajlay; Mohammad, Shoeab (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.
KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.953 2339240:XPRH5W4W 2405685:SP77P4G9
Keywords: Dropout; Non-formal Education; Non-formal School; Slum Children

Template for costing remote learning encouragement - Blagrave, Holly Jean (2020)
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