Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3

Printed materials - Google Drive - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE

Reimagine Education – Summary Case for Investment - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY

Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Uwezo (Usawa Agenda, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:PTVHQ2D5 2405685:TH76XRZE 2486141:BZQ2UXSY 2486141:CQY2YYJL 2486141:LETIUFRS

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

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

Building back better: Education systems for resilience, equity and quality in the age of Covid-19 - Vu, B.T.; Savonitto, I.S. (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Wagner, Emma; Warren, Hollie (Save The Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3
Keywords: ___working_potential_duplicate

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (United States Agency for International Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:B3MXXXAW 2405685:GJU2GCWA

Cost Measurement Guidance Note for Donor-Funded Education Programming - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CWNWAYRP 2405685:S33RE2WF

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (Suntory and Toyota International Centres for Economics and Related Disciplines, LSE, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF

Can't Wait To Learn - War Child Holland (Warchild English, 2020)
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.
Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF
Keywords: ___working_potential_duplicate

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:BU58QF73

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q
Keywords: ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
ZenodoArchiveID: 4737460 previousDOI: 10.5281/zenodo.4556939 PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:6YJ555Q6 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:FC5RCEYW 2339240:GCYWZ39Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:Q8QJYXRQ 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:4XTHDWDA 2405685:6PE7ANUL 2405685:78VECZYK 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:C4JLZV3D 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:IV7MEXRW 2405685:NMXFFTIB 2405685:PKS7U5LC 2405685:RTIHY6H8 2405685:SA26Q7UG 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU
Keywords: cancer; childhood illness; education; school nursing; technology

COVID-19: the gendered impacts of the outbreak - Wenham, Clare; Smith, Julia; Morgan, Rosemary (The Lancet, 2020)
shortDOI: 10/ggn4fk KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)30526-2 10/ggn4fk 2339240:DUMYFHDA 2339240:J9ZVBKUP 2405685:3R473GMC 2405685:5MVFXWBS 2405685:DJY58IYS 2405685:M79Q6JZE
Keywords: ___working_potential_duplicate

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP
KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB

Considerations for school-related public health measures in the context of COVID-19 - WHO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GC8PDTDM 2405685:F2IUF95K

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

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

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

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

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

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

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

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

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

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? - World Bank (2020)
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? (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ZE34D622 4042040:VSZTKCHW

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)
KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L

Mongolia Poverty Update 2018 - World Bank (National Statistics Office of Mongolia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG

Nigeria | Country Profile - World Bank (2020)
The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.
Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JPXUUHZH

Pakistan | Data - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZU97WUV8 2405685:HTC8W36V

Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C6YAF3WQ 2405685:YD558ZQH

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JXJ6MNRA 2405685:8XIKABBH
Keywords: ___working_potential_duplicate

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)
zotzenLib.CopiedFrom: 2339240:X24QH3PJ KerkoCite.ItemAlsoKnownAs: 10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere 2339240:X24QH3PJ 2405685:X7NW3DD4

Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L6HVMI4G 2405685:VXLGEJ3J

Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) - World Bank (World Bank Group, 2020)
Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)
KerkoCite.ItemAlsoKnownAs: 2405685:W9LPDPW2

Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XRFLIFAU 2405685:NAN9QD8A

School enrollment, primary, female (% gross) - Liberia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5TFW4YS 2405685:KHJLDVBA

Sudan | Data - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GN62BYK 2405685:28RGTBVD

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FTFHCNIT 2405685:87NIINHN

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN
Keywords: ___working_potential_duplicate

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A

Reimagining Human Connections: Technology and Innovation in Education at the World Bank - World Bank (forthcoming) (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QH5Q3UGM 2534378:S7PJCJ5W

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? - World Bank; Foreign, Commonwealth & Development Office; BE2 (2020)
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? (English)
KerkoCite.ItemAlsoKnownAs: 2339240:7TWW5LH3 2339240:DREGRHNB 2339240:LB976C9V 2339240:PXVB6XAN 2339240:X6IKG4D9 2339240:ZN5GIACQ 2405685:78HTA35E 2405685:7WSML8I6 2405685:EM4K4F3G 2405685:J5BTUHXI 2405685:PXQZNUIT 2405685:QBC6GINK 2405685:YQRZUMFC 2534378:DWVFIYUY

Nigeria | World Poverty Map - World Data Lab (2020)
Explore poverty data by age, gender, and region for every country in the world until 2030
Library Catalog: www.worldpoverty.io KerkoCite.ItemAlsoKnownAs: 2405685:2625SKYU

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SW9Y9PUM 2405685:KXI6BPS9

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.
KerkoCite.ItemAlsoKnownAs: 2339240:AK68MLWQ 2405685:6QNMRVFV

Pakistan Map (Physical) - Worldometer (2020)
Physical Map of Pakistan. Map location, cities, capital, total area, full size map.
KerkoCite.ItemAlsoKnownAs: 2339240:D6J9Y926 2405685:YSN6AF8K

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Library Catalog: www.worldreader.org EdTechHub.ItemAlsoKnownAs: 2405685:FHAMLZRG

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6
Keywords: COVID-19; children with ASD; physical activity; stay at home

The social support networks stepping up in coronavirus-stricken China - You, Mi (openDemocracy, 2020)
Below the sweeping centralized measures, decentralized networks have provided relief to thousands.
Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3

Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) - Zacharia, Sharon (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AS57JHK3 2405685:SAM2934R

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)
KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9

Education Radio Knowledge Pack: With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)
KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9

Television Education Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon; EdTech Team (World Bank Group, 2020)
Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)
KerkoCite.ItemAlsoKnownAs: 2405685:K9GN9MIC

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen; BBC (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
KerkoCite.ItemAlsoKnownAs: 2339240:LHILQG6R 2405685:AFEPARIW
Keywords: ___working_potential_duplicate

Government launches school radio lessons programme - ZBC News (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:PLFSGGCX

Understanding the implementation of personalized learning: a research synthesis - Zhang, Ling; Basham, James D.; Yang, Sohyun (Educational Research Review, 2020)
Personalized learning (PL) has been promoted as a major aim and reform eﬀort across the contemporary education system. In this article, we systematically identiﬁed and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research eﬀorts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identiﬁed studies. Using the method of critical interpretive synthesis, we identiﬁed two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the eﬀects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the ﬁeld.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100339 2339240:KVFK4D3C 2405685:KENV8FYH

Accessibility within open educational resources and practices for disabled learners: a systematic literature review - Zhang, Xiangling; Tlili, Ahmed; Nascimbeni, Fabio; Burgos, Daniel; Huang, Ronghuai; Chang, Ting-Wen; Jemni, Mohamed; Khribi, Mohamed Koutheair (Smart Learning Environments, 2020)
The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-019-0113-2 2339240:5YIMEXDX 2405685:2Y4WA5WE

Reading and connecting: using social annotation in online classes - Zhu, Xinran; Chen, Bodong; Avadhanam, Rukmini Manasa; Shui, Hong; Zhang, Raymond Zhuo (Information and Learning Science, 2020)
Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0117 2405685:I8BQBE46
Keywords: Collaborative learning; Collaborative reading; Online learning; Social annotation; Social reading; Web annotation

Zimbabwe COVID-19 Preparedness and Response Strategy - Zimbabwe Education Cluster (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IR76DQJ5 2405685:DBW5AYVR 2405685:VXRVCNTY

ZIMSEC | Home - Zimbabwe School Examinations Council (2020)
Library Catalog: www.zimsec.co.zw EdTechHub.ItemAlsoKnownAs: 2405685:IWSVELST

Creating asynchronous virtual field experiences with 360 video - Zolfaghari, Maryam; Austin, Christine K; Kosko, Karl W; Ferdig, Richard E (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords:
KerkoCite.ItemAlsoKnownAs: 2405685:7XSI4Z3D
Keywords: 360 video; ex-; teacher education; virtual-based assignments; ⛔ No DOI found

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach - Zubairi, Asma (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA

جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة - توجيهي, جو اكاديمي (جو اكاديمي توجيهي, 2020)
منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب
Library Catalog: joacademy.com KerkoCite.ItemAlsoKnownAs: 2405685:PACYK386

Women's empowerment in action: Evidence from a randomized control trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2020)
We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170416 2339240:BW3HX5HC 2405685:ZQIFS8C9 4656463:WCISNIER
Keywords: Child Care; Children; Domestic Abuse; Fertility; Education and Economic Development; Marriage; Family Planning; Family Structure; Human Development; Income Distribution; Labor Productivity; Economic Development: Human Resources; Marital Dissolution; Migration; Non-labor Discrimination; Labor Demand; Human Capital; Occupational Choice; Skills; Youth; Economics of Gender

Rethinking education in the digital age - Braun, Anette; März, Anna; Mertens, Fabian; Nisser, Annerose (European Parliamentary Research Service, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:KJURVZMQ

Compendium of Social Protection Research in Bangladesh - Government of Bangladesh (The General Economics Division (GED), Bangladesh Planning Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L7AXVDVM 2405685:CJY2YG6P 4803016:G647E99W

The Last-Mile Internet Connectivity Toolkit: Solutions to Connect the Unconnected in Developing Countries - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HKULRF7U 2405685:DDY6AGSW

Summative Evaluation of GPE's Country-level Support to Education. Bangladesh - Results for Development (Universalia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Motivation and social cognitive theory - Schunk, Dale H.; DiBenedetto, Maria K. (Contemporary Educational Psychology, 2020)
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS
Keywords: Motivation; Self-efficacy in education; Social cognitive theory

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary and Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 2339240:59XYS4NB 2405685:2W6A2G3H
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Self-regulated learning in online learning environments: strategies for remote learning - Carter, Jr Richard Allen; Rice, Mary; Yang, Sohyun; Jackson, Haidee A. (Information and Learning Sciences, 2020)
Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ils-04-2020-0114 10/gmfk2z 2339240:H82DHQ9Q 2405685:A79IHLVH

“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria - Martens, Marianne; Hajibayova, Lala; Campana, Kathleen; Rinnert, Gretchen Caldwell; Caniglia, Joanne; Bakori, Isa Garba; Kamiyama, Tsukuru; Mohammed, Liman Audu; Mupinga, Davison M.; Oh, Olivia Jeonghwa (Aslib Journal of Information Management, 2020)
Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/AJIM-05-2020-0172 2405685:22BWUUMS 2486141:45ZUH4NA

Online teaching-learning in higher education during lockdown period of COVID-19 pandemic - Mishra, Lokanath; Gupta, Tushar; Shree, Abha (International Journal of Educational Research Open, 2020)
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ
Keywords: COVID-19; Lockdown period; Online education; Online teaching-learning modes; Outbreak; Pandemic; Perception

Economic role of education in agriculture: evidence from rural Vietnam - Ninh, Le Khuong (Journal of Economics and Development, 2020)
Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JED-05-2020-0052 2339240:8WVZQKDR 2405685:Y25ZN4GM 4656463:N9ECH866
Keywords: Agriculture; Education; Household; Input; Output; Rice; Rural; Schooling; Vietnam

Challenges in the online component of blended learning: A systematic review - Rasheed, Abubakar Rasheed; Kamsin, Amirrudin; Abdullah, Nor Aniza (Computers & Education, 2020)
Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.
shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X
Keywords: Adult learning; Improving classroom teaching; Pedagogical issues; Teaching/Learning strategies

Valuation of incentives to recruit and retain teachers in rural schools: Evidence from a choice experiment in Cambodia and Laos - Sisouphanthong, Viriyasack; Suruga, Terukazu; Kyophilavong, Phouphet (Cogent Education, 2020)
To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.
Publisher: Cogent OA _eprint: https://doi.org/10.1080/2331186X.2020.1724243 KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2020.1724243 2339240:BDKIEGUU 2405685:XW8FT34K
Keywords: Cambodia; Laos; discrete choice experiment; incentives; teacher recruitment

Curriculum flexibility in a blended curriculum - Jonker, Herma; März, Virginie; Voogt, Joke (Australasian Journal of Educational Technology, 2020)
This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4926 2339240:Z5GJEGTU 2405685:ZMFNPWV4
Keywords: blended curriculum; case study research; collaborative design; curriculum flexibility; curriculum implementation; perceived curriculum; qualitative research

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Community of practice (Wikipedia, 2020)
A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis & Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007).
Page Version ID: 933903934 EdTechHub.ItemAlsoKnownAs:2405685:V5XBYH28

Summarised Findings from the EdTech Hub Helpdesk - Chuang, Rachel; Moss Coflan, Caitlin (EdTech Hub, 2020)
As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
previousDOI: ​10.5281/zenodo.4299931 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4299931 10.5281/zenodo.4768560 2339240:CYPLQHH4 2405685:C49UMTX2 2405685:CWRFU9K9
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodoETH; _zenodoETH:submitted

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3
Keywords: Feature analysis; Screening; Software tools; Systematic reviews; Title and abstract; _Added-ailr-2024

The Digital Divide - Dijk, Jan van (John Wiley & Sons, 2020)
Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.
Google-Books-ID: 6DvKDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:VU5PVIZD 2405685:DJ4FT9ND
Keywords: Social Science / Popular Culture; Social Science / Sociology / General

Error rates of human reviewers during abstract screening in systematic reviews - Wang, Zhen; Nayfeh, Tarek; Tetzlaff, Jennifer; O’Blenis, Peter; Murad, Mohammad Hassan (PLOS ONE, 2020)
Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4
Keywords: Automation; Cardiovascular medicine; Citation analysis; Database searching; Health screening; Mental health and psychiatry; Primary care; Systematic reviews

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

See states for Nigeria where schools no go resume on January 18 - BBC News Pidgin (BBC News Pidgin, 2020)
Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18
KerkoCite.ItemAlsoKnownAs: 2339240:PXE3CNCE 2405685:U4I7NPED
Keywords: Education; Nigeria

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:9K5VWY7C

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Hub Heroes, our newest project. - Hello World (Hello World, 2020)
Hello World has a new programme, Hub Heroes. This programme will exponentially increase literacy and numeracy for children at our hubs AND empower mothers in our Hub communities to take advantage of the technology and connectivity at the Hello Hub.
Section: Behind the Scenes KerkoCite.ItemAlsoKnownAs: 2339240:U2NZW46V 2405685:5TCKX67Z

15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?” As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandboxes: our approach to systemic experimentation - Simpson, Lea (EdTech Hub, 2020)
What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:N8IVIWTD 2339240:UM8QDJVD 2405685:EU5H44PP 2405685:T22QNFKK 2405685:XZLUI8BE
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Sandboxes: Testing the strategy in Malawi - Carter, Alice (EdTech Hub, 2020)
Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation. Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:785EE55K
Keywords: C:Malawi; F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
ZenodoArchiveID: 3631748 previousshortDOI: 10/ghgngh previousshortDOI: 10/ghgngh previousDOI: 10.5281/zenodo.3631748 previousshortDOI: 10/ghgngh EdTechHub.Copy: 2129771:UEUAKMXJ EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngh KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631748 10.53832/edtechhub.0012 10/ghgngh 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:E62J77SP 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:3AV6MSKJ 2405685:DQWJLRN5 2405685:H9W2X3KM
Keywords: C:Low-income countries; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
previousshortDOI: 10/ghgngk previousshortDOI: 10/ghgngk previousDOI: 10.5281/zenodo.3631750 previousshortDOI: 10/ghgngk EdTechHub.Copy: 2129771:5EWDQDIA EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngk KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631750 10.53832/edtechhub.0013 10/ghgngk 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:978RP7D4 2405685:VM6NXYF3
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:o; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
previousshortDOI: 10/ghgngg previousshortDOI: 10/ghgngg previousDOI: 10.5281/zenodo.3631746 previousshortDOI: 10/ghgngg EdTechHub.Copy: 2129771:EHFUXJQC EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngg KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631746 10.53832/edtechhub.0011 10/ghgngg 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:m; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Technology in education in low-income countries: Problem analysis and focus of the Hub's work - Hennessy, Sara; Jordan, Katy; Hassler, Bjoern; Hollow, David; Brugha, Meghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3

Sandboxes: My experience participating in the sandbox alpha - Kumasewera, Pilirani (EdTech Hub, 2020)
This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:CE3XH7JY
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Tablet-based Learning for Foundational Literacy and Math: An 8-month RCT in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie (2020)
Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.
KerkoCite.ItemAlsoKnownAs: 2339240:2MD5BSLB 2405685:2MMJYNCA

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, Moritz; Kaushik, Amit (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2339240:LHN26KRG 2405685:KZYFLI7F
Keywords: Accelerated Learning Programmes (ALPs); Iraq; Sustainable Development Goal (SDG) 4; access to education; education in (post-)conflict environments; education in emergencies

Computational Grounded Theory: A Methodological Framework - Nelson, Laura K. (Sociological Methods & Research, 2020)
This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D
Keywords: _Added-ailr-2024

Ghost schools can be traced through RTMS in Balochistan - Quetta Voice (Quetta Voice Breaking News, English News, Technology, Health, 2020)
The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established
Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH

Responding to Iraq’s learning crisis - Ali, Laila (UNICEF Connect, 2020)
Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.
Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF

Improving teacher accountability in Pakistan’s rural schools - Asad, Saher; Habib, Masooma; Karachiwalla, Naureen; Kosec, Katrina; Leaver, Claire; Ur Rehman, Attique (International Growth Centre, 2020)
Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …
Section: Uncategorized EdTechHub.ItemAlsoKnownAs: 2405685:VS9VPJJG

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2405685:HHW46K4J 2486141:4VVTVLXD
Keywords: _Added-ailr-2024

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...
Publisher: John Wiley & Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ

Chinese education authorities to broadcast lessons on television - CGTN (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EMP9YPV4 2405685:LZZSI66U 4803016:G2UH7GSS

Understanding access to education in Nigeria - GRID3 (GRID3, 2020)
To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations.
KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW

Blended learning and Syrian refugees' empowerment through a capability approach lens - Abdelfattah Ahmed Younes, Mona (Lancaster University, 2020)
This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.
KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR
Keywords: Google Scholar/ "mobile learning" "refugee education"; RER theme_pedagogies and modalities

The state of education in urban slums of Bangladesh - Khondoker, Zarine Anan (BRAC Institute of Governance and Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KQ6BMYBH 2405685:BWLXUGA2

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
EdTechHub.Source: <this> EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:6TX2RFBC 2405685:BGLPB3AG
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores; ___working_potential_duplicate

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SLZYNQIY 2405685:UD6PWA5V

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (Mastercard Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WG37SR3L 2405685:YJDZZF64

UIS releases more timely country-level data for SDG 4 on education - UNESCO Institute for Statistics (2020)
The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....
Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK

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

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

Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC
Keywords: ___working_potential_duplicate

Making Vision 2041 a Reality: Perspective Plan of Bangladesh 2021-2041 - General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96

Making Vision 2041 a Reality: Perspective plan of Bangladesh 2021-2041 - Ministry of Planning (Ministry of Planning,Government of the People’s Republic of Bangladesh, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PCSGGS87 2405685:T9BWKY5Z

Education: From disruption to recovery - UNESCO (UNESCO, 2020)
A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:4V4S68C2 2339240:D73PGJ2S 2339240:IFLGAKPY 2339240:LJI969V8 2339240:LPZ8IFR3 2339240:NVX8JT95 2339240:XM794Y6N 2339240:ZPPHRZLV 2405685:7D8S87FK 2405685:88X7NTNG 2405685:AM4LIP3K 2405685:DCY79GK8 2405685:HMY9IGAW 2405685:JBQH4NSZ 2405685:NJUUYNJJ 2405685:WBIE66RX
Keywords: ___working_potential_duplicate

Handbook on Facilitating Flexible Learning During Educational Disruption - UNESCO IITE (UNESCO IITE, 2020)
As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption
KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR

UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen - UNICEF (ReliefWeb, 2020)
Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF
Library Catalog: reliefweb.int KerkoCite.ItemAlsoKnownAs: 2339240:9WVBZ6I8 2405685:XX8CEXCK 4803016:YA9YRQ3L