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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:YAAV4TE4

Malawi World Bank Approves $100 Million to Improve Skills Development Programs Press Release - World Bank (2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:U7C5Y7FU 2405685:YAAV4TE4
Keywords: auto_merged

Microdata Library - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:XV9PYMR7 2405685:QE7ZGS8G

Mobile cellular subscriptions (per 100 people) - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3TFRTW7N 2405685:3ANKPIAG

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 - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M3IPMEX2 2405685:RYM8GCX3

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

Mongolia: Systematic Country Diagnostic - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR

Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) - World Bank (World Bank Group, 2015)
Mozambique service delivery indicators brief;education
EdTechHub.ItemAlsoKnownAs: 2405685:IWFGA7SA

MozPulse wave 1 Results Report - World Bank (World Bank, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q

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

Nigeria: Human Capital Index Summary - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5IMP2LCD

Nigeria | Population - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:GA3Y3TKV

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:GHD8WBJM 2405685:5GLY6KEA

Pakistan@100: Shaping the Future - World Bank (World Bank Group, 2018)
Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old.
KerkoCite.ItemAlsoKnownAs: 2339240:Y86FGE9L 2405685:P22B2TM4

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

Pakistan - Learning Poverty Brief - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6NDFBFR9 2405685:9GTWUCR4

Pakistan’s Floods are Deepening its Learning Crisis - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:G3YT7DZY 2405685:X3CAHF6X

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

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

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

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

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

Population growth (annual %) - Pakistan - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:U4A7B3YM 2405685:FR9ZYXYR

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

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

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

Population, total - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AEP6WKXX 2405685:B2N4JR6B

Poverty and Equity Brief: Pakistan - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B7JZ5PAL 2405685:HWGIHZ4M

Poverty and shared prosperity 2018: piecing together the poverty puzzle - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1330-6 2339240:D7ILVMJG 2405685:HH839XBS

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - World Bank (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:YFVAMIKI 2405685:GSGEB3XV

Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 - World Bank (World Bank, 2017)
Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:76GTZ5AV 2405685:NLUVPU3Q

Project Appraisal document on a Global Partnership for Education Fund grant in the amount of US$88.4 million to the Republic of Kenya for a primary education development project - World Bank (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:P64JSJCL 2405685:P2NM7XXB

Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5KKZNPWI

Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project - World Bank (The World Bank, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5SFZINHK 2405685:WRQSXS89

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6FWAUCW5 2405685:XAKZSJBD

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:GIC5MV46

Pupil-teacher ratio, secondary - Tanzania | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFGMIVQ 2405685:WLN5WDFI

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

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:Q74KGQYK
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, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank's Edtech Team - World Bank (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/33499 10/ghgnf3 2339240:SK6GRKJA 2339240:WFWFPIAH 2405685:6ZR5TDX6 2405685:7W8WYHMS 2405685:9JHG335P
Keywords: ___working_potential_duplicate

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

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

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:ANFH2ALH 2405685:QAFBTUE9

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

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:8ISYUKP9

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

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

SABER Country Report –Senegal: Engaging the Private Sector in Education - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:LIJPA522

SABER dataset - World Bank (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TQQMKBSR 2405685:4I88CGP3 4656463:I8NMHN6H

SABER EMIS Questionnaire - World Bank (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:5UFDVI2T 2405685:CRSPBEB2

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

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

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

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2339240:TQTHH2MX 2405685:55GPK4S9

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

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

Secondary Education Quality Improvemen Project (SEQUIP) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:38JKD79X 2405685:SWHXQAFJ

Secondary Education Quality Improvement Program for Results (SEQUIP): Draft Environment and Social Systems Assessment (ESSA) - World Bank (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SZ2HNTCT 2405685:CUWNZ74B

Secondary Education Quality Improvement Project (SEQUIP) - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX9AA76T 2405685:TGPWHJQ8

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

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

Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review - World Bank (World Bank, 2013)
Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:W9VCYHFE 2405685:SWC8XSVG

Sierra Leone Free Education Project - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MSP6V8I2 2405685:REKP5PJD

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:693W742X 2405685:4ULW3LMX

Sierra Leone Public Expenditure Review 2021: Fiscal Policy for a Sustainable Recovery - World Bank (World Bank, 2021)
This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term.
Accepted: 2021-06-29T15:28:44Z KerkoCite.ItemAlsoKnownAs: 2339240:QWRVJMBE 2405685:KDMZ7CXM
Keywords: Debt Sustainability; Fiscal Policy; Fiscal Sustainability; Public Debt; Public Expenditure; Public Financial Management; Public Investment Management; State-Owned Enterprises

Sindh Public Expenditure Review - World Bank (World Bank, 2017)
Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.
Accepted: 2018-01-30T19:24:09Z KerkoCite.ItemAlsoKnownAs: 10.1596/29264 2339240:FAHE33CI 2405685:DHI4PX3M
Keywords: Education; Finance; Fiscal Trends; Health; Inequality; Labor Force Participation; Policy; Poverty; Public Expenditure; Public Sector; Social Protection; Vulnerability

Smart Solutions to Improve Pakistan’s Education - World Bank (World Bank Group, 2017)
The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.
KerkoCite.ItemAlsoKnownAs: 2339240:KAW9CNNK 2405685:XGH2MPVF

South Africa Public Expenditure and Institutional Review for Early Childhood Development - World Bank (2023)
South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)
KerkoCite.ItemAlsoKnownAs: 2339240:TLMPZ4F7 2405685:QQVW5HWF

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

Systems Approach for Better Education Results (SABER) - World Bank (World Bank, 2016)
The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue.
KerkoCite.ItemAlsoKnownAs: 2339240:H8DBDBC4 2405685:6XNXEQD5

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

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

The COVID-19 Pandemic: Shocks to Education and Policy Responses - World Bank (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/33696 2339240:2FBETBVE 2405685:GZIL634U

The Education System in Malawi. Africa education country status report - World Bank (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:C8TPFLBY 2405685:PTLTAQEY

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.
KerkoCite.ItemAlsoKnownAs: 2339240:WY5ZPXR9 2405685:W8VE6V9D

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update
KerkoCite.ItemAlsoKnownAs: 2339240:8XRWMD8B 2405685:BQFEE7KS 4656463:2FJXQN8F 4656463:BX56TZU7

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57

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

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N
Keywords: Systems Framework

The World Bank in Malawi - World Bank (World Bank, 2022)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.
KerkoCite.ItemAlsoKnownAs: 2339240:824ICBPH 2405685:MR9UQSNI

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S

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

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

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1_ch4 2339240:N5G79GAT 2405685:SAHW4P7Y

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

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

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCPPQ9BH 2405685:KWVCWU5L
Keywords: ___working_potential_duplicate

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GK2Z7TZH 2405685:HJF56BG6

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:46DZPS2B 2405685:5DQAJU7Q

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

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

World Bank: pandemic threatens to drive unprecedented number of children into learning poverty - World Bank (2021)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty
KerkoCite.ItemAlsoKnownAs: 2339240:FD3S4QP4 2405685:WECGJJ5S

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

World Development Indicators | DataBank - World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FYVJKHF3 2405685:KRCAAEGI